My View on Sporting Event

Popular events like the football world cup and other international sporting occasions are essential in easing international tensions and releasing patriotic emotions in a safe way. To what extent do you agree or disagree with this opinion? In present days,more and more countries are putting big sporting events into national agenda due to a sporting explosion and their increasingly attentions towards multinational sports occupations. Meantime,issues are highly debated on whether such international sporting activities can ease the intensive atmospheres between competitive countries or not. Personally, I really appreciate the former idea for several reasons. In general,popular sporting events contribute to harmonious relationships between the participated nations. To start with,communications between nations during the games enable them to be closer to others. Participation in the events promotes the development of friendshios and recongnition,which are acquired by sharing the exciting moments and cooperating with each other. Moreover,every joining country is likely to concentrate on the game during the competiton,which ,as a result,tend to pay less attention to deal with his enemies in the fields of politics or economy. It is true that countries can afford no distraction to pose threats to the security of other countries during the game. Admittedly,sporting events may not function well to shoulder the responsibility for eliminating the contradiction between countries. The reason for this is that such events can make competitions even more intensive than before,provided that one country win another,which is coincidently its enemy. Obviously,the situation tends to be counterproductive,let alone the expectation of an improvement. Even so,it is unusual that such sort of thing happens frequently,as the game launched internationly is seen as a profile of promoting team spirit and paticipation. In summary,I would concede that the sporting events cause worse problems in some cases. Despite that,they play pivotal roles in cooling strained emotions safely. Overall,I am convinced that more and more countries should join in the events.

Argumentative Essay about College Experience

Hey Ben! I was talking with Sean yesterday when he told me the news, you're planning to delay college. This came as a shock to me when I heard it. By not attending college, you may get a year's rest and a chance to think your decisions through, but if you ever do decide to attend college, you will miss out on a lot of opportunities as well. I think you should consider going to college rather than driving the open road after High The information you've learned in High School will be more fresh in your mind now than 1 year from now. You have passed 12 years of schooling, yet now you believe it is time to rest and see other places and people for a year or more before attempting college. College adds 4 more years of intense work, yet knowledge learned within High School can make learning new material easier for you. Other people often find themselves getting sidetracked once they put off the option to attend college, that can only hinder your ability to eventually become a college graduate. College can be a fun experience if shared with friends and people of similar age. By aiting an extra year or two, you will find it more uncomfortable within your classes. The entire college experience involves parties, football games, and drinking beer with your buddies as well as an education. As you get into the entire experience and enjoy college, you will understand and appreciate what a college offers. The ideal time for college is now more than ever as you also have scholarships and your parents to help with the expensive money arrangement which is needed. Parents can be a great help in paying for your college, and may be willing to pay much more mmediately after graduation from High School, than paying 2 years afterwards. Scholarships are always helpful to students, paying for a little bit of an expensive college. Although, to use the scholarship, you must go immediately to college. A College education right now is a lot more beneficial to you and your future than you may realize. It can lead to earlier jobs with increased salaries, better college experience, and scholarships to help pay for it all. I hope the arguments I mentioned above help you to see the other side of this situation and choose appropriately. Argumentative Essay about College Experience Hey Ben! I was talking with Sean yesterday when he told me the news, you're planning to delay college. This came as a shock to me when I heard it. By not attending college, you may get a year's rest and a chance to think your decisions through, but if you ever do decide to attend college, you will miss out on a lot of opportunities as well. I think you should consider going to college rather than driving the open road after High The information you've learned in High School will be more fresh in your mind now than 1 year from now. You have passed 12 years of schooling, yet now you believe it is time to rest and see other places and people for a year or more before attempting college. College adds 4 more years of intense work, yet knowledge learned within High School can make learning new material easier for you. Other people often find themselves getting sidetracked once they put off the option to attend college, that can only hinder your ability to eventually become a college graduate. College can be a fun experience if shared with friends and people of similar age. By aiting an extra year or two, you will find it more uncomfortable within your classes. The entire college experience involves parties, football games, and drinking beer with your buddies as well as an education. As you get into the entire experience and enjoy college, you will understand and appreciate what a college offers. The ideal time for college is now more than ever as you also have scholarships and your parents to help with the expensive money arrangement which is needed. Parents can be a great help in paying for your college, and may be willing to pay much more mmediately after graduation from High School, than paying 2 years afterwards. Scholarships are always helpful to students, paying for a little bit of an expensive college. Although, to use the scholarship, you must go immediately to college. A College education right now is a lot more beneficial to you and your future than you may realize. It can lead to earlier jobs with increased salaries, better college experience, and scholarships to help pay for it all. I hope the arguments I mentioned above help you to see the other side of this situation and choose appropriately.

The Performance Management System Of Colbran Medical Institute Essay - 1

The Performance Management System Of Colbran Medical Institute - Essay Example They tend to contribute towards their organization staunchly and scrupulously only when they are motivated, and their contributions are valued and appreciated by their organization. Valuing one's contribution and supporting their initiatives is possible only when an organization realizes its employees’ contribution in a way it should be realized. This is possible with the proper implementation of an objective performance management system. Using objective measures of performance evaluation makes employees clear that organization follows procedural justice and rewards them according to their contribution. The end result of objective performance evaluation is motivation, commitment, encouragement, job satisfaction, and greater employee retention that contribute towards organization’s profitability in the long run. Moreover, with objective performance appraisal followed by good reward administration makes employees loyal and more committed towards their respective organiza tions. Thus, we can say that objective performance evaluation followed by performance appraisal accompanied by proper reward administration makes employees motivated and committed towards the organization. This paper focuses on the performance management system that will be suggested for Colbran medical institute in pursuit of removing its flaws in its current performance appraisal. Why organizations need performance management system is an important question. Most of the researchers argued that for unbiased performance evaluation, implementation of performance appraisal system is compulsory because it works by taking into account key performance indicators (KPI) and key performance results (KPR). When organizations communicate their employees the performance standards and key performance indicators clearly, that helps businesses in achieving competitive advantage because employees with a clear goal of what is expected of them.

Mplementing PACS and RIS system in radiology department in Amiri Assignment

Mplementing PACS and RIS system in radiology department in Amiri hospital in Kuwait - Assignment Example The systems were also aimed at positively impacting the department’s ability to deal with software and hardware issues that had been a major set back in the department for many years. PACS and RIS system were introduced in Amiri to check the entire systems for errors and backups, to install IMPAX workstations and RIS clients, to configure and modify AGFA products requirements and to have additional modalities to RIS and PACs (Bushong, 1997, p. 67) By implementing the RIS and PACS system, the radiology department of Amiri hospital will be in a position to take appointments for a number of modularity like CT scan, angiography MRI m Ultrasound and fluoroscopy. By the end of the implementation process, the system will be best placed to link the whole Amiri hospital system and will easily process all the hospital staff and patients more so radiology and radiologists pecialists’ information. Following the lengthy, troublesome and stressful experience by patients and the staff in the Amiri radiology department as a result of the old process that the hospital was using which proved to be time consuming and exacting, the management had to seek appreciate alternatives like the RIS, HIS and the PACs systems (Bushong, 1997, p. 83). By implementing the PACS and RIS system correctly, the hospital hoped to attain maximum efficiency of the two systems. The experience in the hospital is expected to be efficient and pleasant after the implementation. PACS and RIS will be able maximize CR and DR effects to meet the current radiology expectations. The implementation of PACs and RIS is expected to receive some objections from the staff after the introduction but this will change as soon as the implementation is over and done correctly ensuring the hospital and especially the radiology department is on the desired track. When applied

Contemporary Issues In Marketing Essay Example | Topics and Well Written Essays - 2500 words - 2

Contemporary Issues In Marketing - Essay Example Though the customers perceive the whole thing as a single offering but actually customers reacts differently to each element of the marketing mix. If each part of the marketing mix acts differently and contradicts each other, then it creates an ambiguous effect that makes the customers behave in a confused manner and they tend to purchase product from other companies who have defined brands (Foxall, 1981). The method of marketing mix is used by the marketing manager to produce optimal response in the target market. By creating a perfect blend of the marketing mix elements such that they are utilized in an optimum way. All the elements in the marketing mix are controllable variable and can be altered to meet the need of the target market and the environment. Hence marketing mix is most useful tool to design the strategy and achieve success in the target market (Bootwala, Lawrence and Mali, 2009; Botha, Bothma and Brink, 2005). This study focuses on the use of the marketing tool for a restaurant chain in London that aims to generate a positive experience for the customers. Marketing Mix for the service chain The marketing mix for the service industry deals with the 7P’s like product, price, place, promotion, people, process and physical evidence. Product The package or product in the service industry is seen as a bundle of benefits and features, which has a close relevance to the target market. This makes it important to develop the service product or the benefit package to meet the expectation of the customer. The products offered by a restaurant can be classified into five levels like core benefits, basic product, expected product, augmented product and potential product. Core benefit is the fundamental service or benefit that the customer is buying. Basic product indicates the basic functional attributes of the product that is offered by the service provider. Expected product is the attributes that are normally expected by the customers. Augmented produ ct indicates the facilities or services that are provided by going beyond the expectations of the customers. Potential product are those that are created by innovation and distinguishes the service provider from others operating in the market (Srinivasan, 2012). In case of the restaurant chain the core benefit will be the taste of the food and the Italian cuisine in which it specialises. Studies have shown that eating habit of the people of London has undergone dramatic changes due to the opening of restaurants of diverse tastes specially French, German, Italian, Australian etc (White, 2011). The basic product will be foods and drinks of diverse origin and taste. The expected products that the restaurant offers is cleanliness and good ambience that is perfect for family and official dining. Augmented services would include just in time services, aroma and music. The potential product that would make the restaurant most distinguishing is the Italian food and some dietary foods; since people of London are now getting more and more diet concerned and health conscious (Wheelock, 1997). Price Competitive pricing should be done in order to be acceptable to the customers. It is the general tendency of the customers to link the price with the product or services offered by the organization. In simple words it indicates that the pricing of any product or services is largely influenced by the quality perceived by the customer

Marketing Ogden Essay Example | Topics and Well Written Essays - 500 words

Marketing Ogden - Essay Example Motorcycle Classics is devotedly read by the young, middle aged and old aged people who are true motorcycle enthusiasts and live the dream of collecting and sharing information about the great iron rider. The marketing campaign for the chosen titles of Ogden Publications will be based on the concept of integrated marketing communications. According to Tony Yeshin (1998), integrated marketing communications refers to the coordination of several promotional techniques in a campaign in such a manner that the marketing objective is fulfilled. Ogden Publication needs to utilize a mix of integrated marketing tools such as public relations, direct selling, advertising, sales promotion etc. A very effective way for Ogden to promote and further strengthen its brand is through the effective use of social media marketing. The interactive form of PR will allow Ogden to communicate directly with its audience. Information about special issues, Ogden promotional fairs, sponsoring events and tips on adapting to a sustainable lifestyle will be delivered to the customers easily. The quick response about any new initiative by Ogden will serve as a feedback which would open doors for further improvement . The fans of Motorcycle Classics would find social media a great opportunity to exchange their knowledge and tips on bike riding, new and old models and finest motorcycle maintenance essentials. Fans of Mother Earth News and Utne Reader will share their views on a healthy lifestyle and personal DIY techniques effectively. It is a big challenge for Ogden to maintain the same feel and look across both online and print media. The most important way to do so is to identify the brand tone. This means that Ogden must decide if it wants to communicate in a formal or informal tone with its customers. Once identified and agreed, it must design marketing and PR campaigns in such a manner so as to maintain formality/informality in all online, print and face to face

Assistive Technology Essay Example | Topics and Well Written Essays - 250 words

Assistive Technology - Essay Example The chemical's usual routes of entry in the body is through the eyes, inhalation and skin contact. It is not advisable for consumers and workers to apply flame or heat products containing the aforementioned chemicals; instead, pressurized extinguishers must be stored away from high heat sources, poorly ventilated rooms and out of direct sunlight. If based on the arguments presented by DuPont (2008; p 1), stating that the total flooding is applied in fire suppression when other people are present during the application; aside from the fact that the application is generally, free of residues, non-corrosive, non-electrically conductive and has ozone depleting potential, the action involves greater than 90% of all commercial security or protection scenarios. Meanwhile, the system of local application is also a total flooding system, but, there is no complete enclosures surrounding applied, fire extinguishing concentration should be applied into the area as quickly as possible; otherwise will expose people to hazards longer. Therefore, local application seems more of a personnel hazard than total flooding.

Self awareness Essay Example | Topics and Well Written Essays - 1250 words

Self awareness - Essay Example Self esteem is the overall reflection of a person’s emotional worth. I will improve my self esteem by dressing well in public for the next two years before completing my education. This is the importance I attach to dressing. I will double my expenditure in clothing to the tunes of at least three times the initial amount after every three months to achieve self esteem. This is the most essential opportunities applicable to my scenario despite the other avenues being in place. Other opportunities include associating with popular members of the society. Dressing codes have been used to denote not only culture, but ascribed status as well. Therefore, dressing will denote higher self esteem. This will be attained within a period of two years. The attainment of this goal requires me to make savings that will be used to purchase the clothes. The savings will also be a step towards counteracting the obstacle of economic challenges that are unpredictable to people worldwide. This will be useful in preventing the person for relapse; adopting the previous dressing patterns. A dressing course would assist in understanding factors in the environment that make people acquire the particular dressing behaviour. With knowledge of such factors, using dressing to enhance self esteem will be unavoidable. Besides, acquiring some skills as far as funds management is concerned is also significant. In addition, I will do research to find out the requirements for one to consider to be dressing well and steps to take. The efforts required will be analysed critically. With such information, one would assemble all the resources before the actual work begins. Recording all the progress will be quite useful. These records will be evaluated after every three months. This will be critical in assuring that resources are used well, which will subsequently result into the realisation of objectives. Therefore, the planned activities will be adhered to without any violations. The major cha llenge according to this objective will be reverting to the previous dressing behaviour. This challenge would be overcome by consulting those who have undergone the entire procedure of behaviour change, and how they handled the challenges they faced. Besides, advice will be sought on how to integrate such goals with the daily life activities so that nothing is compromised. Step two Research conducted among college students in a university in Nigeria found out that people bought expensive clothes to improve their self esteem. Those who bought expensive clothes agreed that they did so to improve on their self esteem among their friends within the college. Besides, improving myself esteem, expensive clothes offer additional advantages. For example, expensive clothes are fashionable than those that are cheap. In addition, they are very durable a property that makes them to last for a longer duration than the cheap ones. This conforms to a statement in the society that states that cheap is expensive (Karnack, 35). Several approaches will be applied to ensure that my self esteem improves besides buying expensive clothes. These approaches will be used to supplement the expensive clothes that have been bought. The first will be to enhance proper hygiene; it will be a way of enriching my public appearance. In particular, my hair will be kept short and smart. Along with the clean and expensive clothes, this will greatly improve how I am perceived in public. Good hygiene together with wearing expensive clothes can only be recognized when someone identifies a posture that can be regarded as unique. These attributes put together will be crucial in enhancing my esteem (Koop, 45). They seem quite basic, but are essential for developing self esteem. Studies have also found out that untidy people have lower self esteem among themselves. Smartness; thus, brings out the personality in a person. Abraham Maslow’s hierarchy of needs explains this process aptly. Maslowâ€℠¢

CIF Shipment Contract Essay Example | Topics and Well Written Essays - 750 words

CIF Shipment Contract - Essay Example Fundamentally, cost, insurance and freight in a C.I.F Contract are tied to the shipment industry. A C.I.F Contract is quite similar to a Cost and Freight contract, and the same rules apply. Aside from the Cost and Freight features, a C.I.F includes an insurance policy. This covers any risk when goods are being delivered from sellers to buyers (Chua, 2000, 158-159). With all Cost and Freight rules being applied, insurance is the included factor in a C.I.F contract. The insurance factor prevents a seller and buyer facing any loss during transfer of goods. Documents of goods are handed by the seller to the transporter, and then they are handed to the buyer. While this process takes place, the insurance factor remains in effect. Therefore, protection of the goods starts from the time the insurance policy commences up till the time the transporters hand the goods over to the buyer (The Law of International Trade, 2000, 23-27). Usually, such an insurance policy in a C.I.F contract is signed for the period during which the goods are in the care of the seller or the buyer. From this, one can see that the C.I.F. insurance factor is associated with the contract because it is intended for the purpose of shipment. Further more, the insurance is mentioned in the sales contract. The amount that is insured is particularly written in the sales contract, and the amount insured should not be less than 110 percent of the total C.I.F value. This shows that the insurance factor covers everything, and the seller and the buyer will stand no loss if anything happens to the good while being delivered (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). Under C.I.F terms, it is a requirement for an exporter to have marine insurance. Obviously, this means that if an exporter does not have marine insurance, s/he would not be able to sign a C.I.F contract. The idea of having marine insurance means that the insurance is specific to the transporter, and provides coverage against loss in case during transportation (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). A C.I.F contract appears to be a comprehensive shipment contract because it encompasses all important aspects for transporting goods under international trade. It could be asserted that this contract is a step ahead of the Cost and Freight contract, while variations of a C.I.F contract are seen in the form of C&I contract. In a C&I contract, Cost and Insurance are mentioned in the sales agreement while freight is not included. It can be noted that the marine insurance requirements in a C&I contract and in a C.I.F are the same (The Insurance Element in lncoterms CIF and CIP Contracts, 1995, 8-25). A seller in a C.I.F contract has the responsibility of fulfilling all the contractual requirements. Details such as the exact date and time the goods are to be delivered to the buyer need to be mentioned in the contract. Therefore, it is often said that in a C.I.F contract, a seller has more responsibility than a buyer. The seller has to make sure that everything is in order while the buyer has to receive it as per agreement. If there are any problems with delivery of goods, the buyer is not responsible (The Nature of CIF Contract, 1993, 159-176). However, the seller is on the safe side because s/he is protected due to insurance in the

Project Managment for Boeing 787 Dreamliner Essay - 1

Project Managment for Boeing 787 Dreamliner - Essay Example The project has however faced several challenges. It all started with weight issues with the plane said to have been overweight to the tune of 2,300kgs over and above the specified weight. This was however not all; there were 7 delays in the project process among them being an in flight fire on the Rolls Royce engine during testing. That not enough, just in the month of January 2012, Boeing reported shimming problems on some 787 fuselages.2 The poor performance towards the achievement of this projects’ objectives brought with it additional costs running in billions of dollars with penalty fees to the airlines forming a major part of these extra costs. A project is considered successful when it meets and exceeds customer expectations with regards to cost, time and performance.3 For ultimate project success, there is always need for trade-offs between the constraints of time, cost and scope/ performance. This may sometimes necessitate compromise of scope to achieve the constraints of time and cost. There are cases when it is of significance to expedite particular project activities which will require additional labor, leading to extra project costs. A priority matrix is therefore a tool that helps in the identification of which criterion to be constrained, those to be enhanced and which to be accepted.4 We will seek to analyze this matrix in the 787 project and find its justification. The above table shows the appropriate matrix for the three decisive factors in the 787 project. Time must be restricted because any additional delays in the production of this plane for whatever reasons come with huge penalties. All component activities must therefore be expedited to ensure the project is delivered within the set time frame. Given the nature of this project, performance can only be enhanced and no compromise can be made whatsoever on the scope of each component activity. The first delivery

Commonwealth of Nations Essay Example for Free

Commonwealth of Nations Essay Inside Jewish Synagogue The Paradesi Synagogue is the oldest active[1] synagogue in the Commonwealth of Nations,[2] located in Kochi, Kerala, in South India. It was built in 1568 by the Malabar Yehudan people or Cochin Jewish community in the Kingdom of Cochin. Paradesi is a word used in several Indian languages, and the literal meaning of the term is foreigners, applied to the synagogue because it was historically used by White Jews, a mixture of Jews from Cranganore, the Middle East, and European exiles. It is also referred to as the Cochin Jewish Synagogue or the Mattancherry Synagogue. The synagogue is located in the quarter of Old Cochin known as Jew Town,[2] and is the only one of the seven synagogues in the area still in use. The complex has fourbuildings. It was built adjacent to the Mattancherry Palace temple on the land gifted to the Malabari Yehuden community by the Raja of Kochi, Rama Varma[disambiguation needed]. The Mattancherry Palace temple and the Mattancherry synagogue share a common wall. History The Malabari Jews formed a prosperous trading community of Kerala, and they controlled a major portion of world wide spice trade. In 1568, the Jews of Kerala constructed the Paradesi Synagogue adjacent to Mattancherry Palace, Cochin, now part of the Indian city of Ernakulam, on land given to them by the Raja of Kochi. The original synagogue was built in the 4th  century in Kodungallur (Cranganore) when the Jews had a mercantile role in the South Indian region along the Malabar coast now called Kerala. It was later moved to Kochi from Kodungallur. The first synagogue of the Malabari Jews in Cochin was destroyed in the Portuguese persecution of the Malabari Jews and Nasrani people of Kerala in the 16th century. The second synagogue, built under the protection of the Raja of Cochin along with Dutch patronage, is the present synagogue. It is called Paradesi synagogue because it was built with Dutch patronage at a time when Kochi was under Dutch occupation, thus the name paradesi synagogue or foreign synagogue. In 1968, the synagogue celebrated its 400th anniversary in a ceremony attended by Indira Gandhi, the Indian Prime Minister. Social composition and traditions The Paradesi Synagogue had three classes of members. * White Jews were full members. The White Jews, or Paradesi Jews, were the recent descendants of Sephardim from Holland and Spain. * Black Jews were allowed to worship but were not admitted to full membership. These Cochin Jews were the original Jewish settlers of Cochin. * Meshuchrarim, a group of freed slaves who had no communal rights and no synagogue of their own sat on the floor or on the steps outside. However, in the first half of the 20th century,Abraham Barak Salem, a meshuchrar, successfully campaigned against this discrimination. As is normal for Orthodox Jewish synagogues, the Paradesi Synagogue has separate seating sections for men and women. The Paradesi Synagogue is the only functioning synagogue in Kochi today with a minyan (though this minyan must be formed with Jews from outside Kochi, as the number who still reside there is not sufficient). In conformity with the Hindu, Nasrani and Islamic traditions of Kerala, the worshippers are required to enter the Paradesi Synagogue barefoot.[3] Other facets which are unique to the Cochin Jewish community, and which are results of Hindu influence, include special colors of clothing for each festival, circumcision ceremonies at public worship, and distribution of grapes soaked myrtle leaves on certain festivals. In addition, the Cochin Jews currently have no rabbis, as the community is led by elders. The synagogue is also open to visitors; the ticket-seller, Yaheh Hallegua, is the last female Paradesi Jew of child-bearing age. Objects of antiquity The Paradesi Synagogue has the Scrolls of the Law, several gold crowns received as gifts, many Belgian glass chandeliers, and a brass-railed pulpit. It houses the copper plates of privileges given to Joseph Rabban, the earliest known Cochin Jew, dating from the 10th century, written in Tamil on the two plates, by the ruler of the Malabar Coast. The floor of the synagogue is composed of hundreds of Chinese, 18th century, hand-painted porcelain tiles, all of which are unique. There is also an oriental rug, a gift from Haile Selassie, the last Ethiopian Emperor.[5] The most visible part of the synagogue is the 18th century clock tower, which, along with other parts of the complex,which underwent repair work under the direction of World Monuments Fund, between 1998 and 1999.[6] Hebrew inscription at the Mattancherry synagogue A tablet from the earlier synagogue in Kochangadi in Kochi (built in 1344) is placed on the outer wall of the Paradesi synagogue. The inscription states that the structure was built in 5105 (in the Hebrew Calendar) as an abode for the spirit of God Description The temple was built in first millennium during the time of Kamarupa. Allahabad rock inscriptions of Samudragupta mentioned about it. Temple was destroyed during the middle of second millennium and revised temple structure was constructed in 1565 by Chilarai of the Koch dynastyin the style of medieval temples.[2] The current structure has a beehive-like shikhara with delightful sculptured panels and images of Ganeshaand other Hindu gods and goddesses on the outside .[3] The temple consists of three major chambers. The western chamber is large and  rectangular and is not used by the general pilgrims for worship. The middle chamber is a square, with a small idol of the Goddess, a later addition. The walls of this chamber contain sculpted images of Naranarayana, related inscriptions and other gods.[4] The middle chamber leads to the sanctum sanctorum of the temple in the form of a cave, which consists of no image but a natural underground spring that flows through a yoni-shaped cleft in the bedrock. During the Ambuvaci festival each summer,the menstruation of the Goddess Kamakhya is celebrated. During this time, the water in the main shrine runs red with iron oxide resembling menstrual fluid. It is likely that this is an ancient Khasi sacrificial site, and worshiping here still includes sacrifices. Devotees come every morning with goats to offer to Shakti.[5] The Kalika Purana, an ancient work in Sanskrit describes Kamakhya as the yielder of all desires, the young bride of Shiva, and the giver of salvation.Shakti is known as Kamakhya. Kamakhya Temple in Himachal Pradesh. The Kamakhya temple in the forest region of Polian Purohitan in Una District of Himachal State is situated at about 600 mt above sea level. The Pindi,was brought over by the Rajpurohits of Brahaminical Aryan descent of the sage Vatsayan some 800 years ago after the invasion of the Shans in 1200C, with the destruction of the first tantric ritual site. The worshippers escaped in mass migration from the Garo-Khasi hillregion of Assam, via the Tibet Himalaya silk route to Kashmir .While some left for the north west frontiers, a few families of the Brahamin Vatsayan Rajpurohits sanctified the tantric Kamakhyakuldevi in the wilderness of an isolated forest hill in Polian Purohitan. Sculptures carved on the temple The first tantric Kamakhya Temple was destroyed during the Mongol invasion in the Nilachal hills in the 12 BC, so was the fate of the second tantric temple destroyed in the Muslim attacks, probably by the Hindu convert Muslim  warrior Kala Pahad. The Brahaminical legend of the Shakti in the later period led to the worship of the tantric goddess as Hindu Shakti goddess. The worship of all female deity in Assam symbolizes the fusion of faiths and practices of Aryan and non-Aryan elements in Assam.[6] The different names associated with the goddess are names of local Aryan and non-Aryan goddesses.[7] The Yogini Tantra mentions that the religion of the Yogini Pitha is ofKirata origin.[8] According to Banikanta Kakati, there existed a tradition among the priests established by Naranarayana that the Garos, a matrilineal people, offered worship at the earlier Kamakhya site by sacrificing pigs.[9] The goddess is worshiped according to both the Vamachara (Left-Hand Path) as well as theDakshinachara (Right-Hand Path) modes of worship.[10] Offerings to the goddess are usually flowers, but might include animal sacrifices. In general female animals are exempt from sacrifice, a rule that is relaxed during mass sacrifices.[11] Legends A complete view of the temple Vatsayana,a Vedic Sage in Varanasi during the later first Century was approached by the King in the Himalayan region (now Nepal) to find a solution to convert the tribals and their rituals of human sacrifice to a more socially accepted worship. The Sage suggested the worship of a tantric goddess Tara that spread towards the eastern Himalayan belt till the Garo Hills where the tribals worshipped a fertility yoni goddess Kameke. It was much later in the later Brahaminical period Kalika Purana that most tantric goddess were related to the legend of Shakti and began to be erroneously worshipped as a devi by the Hindus. According to the Kalika Purana, Kamakhya Temple denotes the spot where Sati used to retire in secret to satisfy her amour with Shiva, and it was also the place where her yoni fell after Shiva danced with the corpse of Sati.[12] This is not corroborated in the Devi Bhagavata, which lists 108 places associated with Satis body, though Kamakhya finds a mention in a supplementary list.[13] The Yogini Tantra, a latter work, ignores the origin of Kamakhya given inKalika Purana and associates Kamakhya with the goddess Kali and  emphasizes the creative symbolism of the yoni. Kamakhya during Ahom era According to a legend the Koch Bihar royal family was banned by Devi herself from offering puja at the temple. In fear of this curse, to this day no descendants of that family dares to even look upward towards the Kamakhya hill while passing by. Without the support of the Koch royal family the temple faced lot of hardship. By the end of 1658, the Ahoms under king Jayadhvaj Singha had conquered the Lower Assam and their interests in the temple grew. In the decades that followed the Ahom kings, all who were either devout Shaivite or Shaktacontinued to support the temple by rebuilding and renovating it. Rudra Singha (reign 1696 to 1714) was a devout Hindu and as he grew older he decided to formally embrace the religion and become an orthodox Hindu by being initiated or taking sharan of a Guru, who would teach him the mantras and become his spiritual guide. But, he could not bear the thought of humbling himself in front a Brahmin who is his subject. He therefore sent envoys to Bengal and summoned Krishnaram Bhattacharyya, a famous mahant of Shaktasect who lived in Malipota, near Santipur in Nadia district. The mahant was unwilling to come, but consented on being promised to be given the care of the Kamakhya temple to him. Though the king did not take sharan, he satisfied the mahant by ordering his sons and the Brahmins in his entourage to accept him as their spiritual guru. When Rudra Singha died, his eldest son Siba Singha (reign 1714 to 1744), who became the king, gave the management of the Kamakhya temple and along with it large areas of land (Debottar land) to Mahant Krishnaram Bhattacharyya. The Mahant and his successors came to be known as Parbatiya Gosains, as they resided on top of the Nilachal hill. Many Kamakhya priests and modern Saktas of Assam are either disciples or descendants of the Parbatiya Gosains, or of the Nati and Na Gosains.

Homosexuality in Ghana Essay Example for Free

Homosexuality in Ghana Essay Homosexuality is one of the prime heated debates globally. Being a social issue that is affecting the antiquity marriage culture and religious believes; it has raised numerous controversies among the societies, government and non-governmental organizations. The term homosexuality has been widely and globally to different extents. Some people have used the terminology to refer to the physical and emotional attractions of people of the same sex. Other people have defined it as the preference for emotional sexual relations of people of same sex. This is implies that homosexuality comprises of gay, lesbians and bisexuals. Homosexuality has becomes a global social problem of controversy fundamentally due to the gender identity as well as sexual orientation. (Adu-Gyamfi, 2007) Historically, homosexuality is an act that has been in existence for several decades or so centuries. In most of the European nations, the first report on homosexuality as social issue appeared in 17th century in the year of 1885. The British parliament was thus the first find faulty on homosexuality, hence, by the 1885, they cast their votes against homosexuality making it a criminal act. Since then, there has been much concern over homosexuality making states like Germany to launch campaigns over it. During the campaigns, thousands of homosexual individuals were arrested and confined into camps for correctional purposes. According to the works of Melville, homosexuality was being in practiced in the early years of the twentieth century. His study revealed that homosexuality in the Dahomey where the Fon people was dominating population. Homosexuality therefore appears to have been eminent issue which, not only the Europeans, Asians and American states are coming into term with, but most countries in African continents are still struggling to cope with. As cooper points out, he says â€Å"I had enough evidence to believe that any habit, regardless of how compulsive, how deeply ingrained, could be broken once and for all. (Cooper, 1991) Literature review Like in many other countries, homosexuality in Ghana has divided the community as whole into their different opinions. Some people in the community have embraced this new kind of culture while a good proportion of the community population rejects. It is determined that most of the Ghanaians reside in rural areas. Actually, two thirds of the community populations are in the remote parts of the country where the media and other socials influencer are much limited. The population of the youths is relatively high, forming forty five percent of the total population. Although scores of African youths have been assimilated and generally adapted new lifestyles of the westerners, there is much resistance of this transition in the Ghanaian’s youths. The penetration of changes in their cultures has highly been resisted through the maintenance and teaching which demonstrates the ancient ways of gender roles and marriages value. This implies that there is a lot of controlled over the operations of the community which in the present world’s view, numerous activities are contrary to their expectation. (Murray, and Roskam, 1998) According to many researches in the Ghanaians social liberty, the community of females and children in the states are well undermined and mistreated. Due to the maintenance of distinctive gender role among men and women, Ghana is described as a man’s world. This indicates that the women in Ghana are counted as subordinates both in home leadership and also in the leadership level of country. The value of children in the Ghanaians community have is indescribable and this has given marriage issues first prior and extended restrictions to adoption of western nature of lifestyles. Childlessness for men and women has got the highest humiliations in a couple families but this is much more to the females. Thus, the erosion of the old traditions and cultures are still minimal but they are up held with great respect in most ethnic groups such as the Akan who believe that childlessness is an abnormality and unhealthy to the females. The transitions in the social practices coupled with economic changes have compelled and diminished most communities’ traditions on marriages and children value. However, these have little effects in the Ghanaians. Sex preference has been a common practice in many developing countries, whereby unwanted sexes are given the dire consequences. This has little penetration in the Ghanaians having no strong bias for a specific sex. (Murray, and Roskam, 1998) Influencing factors of homosexuality in Ghana Imprisonment Ghana is one of the states which are depicted to offer severe penalties to the perpetrators of the law. Though prisons are institutions set up for correctional purposes, numerous reports shows that the Ghanaians prisons’ condition harden the people’s character instead of correcting them. According to the numerous researches which are conducted in their prisons, many of them reveal that the conditions make the inmates lives to tolerate harsh environment. It is said that inmates who are imprisoned for a period extending to more than two years do commit criminal offences which are more worse than the crime they were convicted. One common crime which is disclosed is the involvement of inmates in homosexually. Instead of reforming these inmates, most of them find themselves hardening in their lives as result of the mistreatment. Due to stress and sexual desire within the people behind bars, homosexuality in prisons is reported as serious and rampant in jails. Men and women serving as inmate may develop the sexual desire like any other person, as results of the restrictions and limited interaction of males and females, same sex inmates engages on mutual carnal sex. (Murray and Roskam, 1998) Education The self-control in most students is very low. This is aggravated by the challenges which arise at the adolescent stage. Cooper observed that when he grew up there was change in his life. He thus said â€Å" I became the scientist of my own desire, plotting ways to change my yearning for boys into a yearning for girls†. While in most case boarding schools are perceived to be of advantageous on learning and achieving higher level of education, student enrolled as boarders in these schools are still under compelling conditions on interactions. Though some students do snitch out school to find their opposite sex friend for sexual satisfaction, hopeless and desperate boys and girls in schools normally get entangled in practicing homosexuality in dormitories. This occurs especially not with equals but it involves seniors and juniors of the same sex. The practice by students in same sex is not a permitted act in the law and society; it takes place as way of satisfying the sexual whim. Though in some schools there both boys and girls such as mixed boarders, homosexuality is not something unheard off. In such environments, homosexuality such lesbianism, gay and bisexuality are common practices. Among the female students in mixed school, homosexuality is increased due to the educational set goals. The practice of homosexuality among them is a way of evading the consequences of unwanted pregnancies which can lead to the termination of their studies. (Cooper, 1991) Economic reason Tourism is becoming a booming trade in the world. Ghanaians are not exempted from such opportunities of tourists in their state. Tourists arriving from the Western countries and American states roam everywhere, bringing with them the culture of homosexuality. The interaction of the tourists with locals transforms their culture. However, it is common that most of these local people in Ghana falls victims of money which is trick applied by the foreigners. Some of the people end up engaging themselves as heterosexual prostitutes while other ruins their lives with the illicit acts of homosexuality. This influence is much augmented by the modern technology. According to several sources, chat rooms have become social places which sex tourists are highly concentrating on conducting their preys. They visit such chat sites to makes relationships with the young youths online but when they physically arrive, they get involved into multiple sexes-with them in promise of finances. Usually, the socio-economic problems are primary factors which are thus compelling the youths look for financial aids and relief at this risky illegalized ways. Thus influx of serial monogamy, unstable marriages low economy in one way or the other have rapidly increased the ratio of homosexuals, creating a breading grounds for pimps who end up being homosexuals or bisexual partners or prostitutes. Adu-Gyamfi, 2007) Major problems associated with homosexuality Mistrust among couples, unchecked spread of sexually transmitted diseases, low productivity due stigmatization, high incidents of suicide as a result of rejection, are some of the negative effects that are a result of homosexuality, which many recognize but regards as unethical unacceptable trend, however, the greatest obstacle has been to control the unexpected explosion of both hetero bisexual prostitutes who have invaded the cities with a bang. Bernard said â€Å"My longing was wrong in the eyes of my mother, whose hazel eyes were the eyes of the world, and if that longing continued unchecked, the unwieldy shape of my fate would be cast, and I’d be subjected to a lifetime of scorn. All in all, unlike conventional sexual partners, homosexuals are viewed with suspicion more than often mistreated in some cases denied access to public facilities like hospitals schools, while on the other hand the government has ignored their plight, infringing their right of association hence making the civil society to be aggressive, more abusive towards them. Cooper, 1991) Homosexuality is not only black-market in the society due to fear from the society but it is also criticized as major contributor to the numerous sexual transmitted diseases. The homosexual community is well associated with common problems which may include soreness and ulcers in the sex organs and the anal points. Despites the impeding hazards of these initials problems of soreness, seeking of health services rare happens among them, and in case the condition call for healthy care attention, it only happens at the late period of the conditions with most of the victims rare looking for the help from governmental and public healthy service providers. The fear on prolonged interrogations from the officer makes them to get drugs from the counters rather than dispensaries and hospitals a facts which may worsen the spreading of dangerous plagues in the countries such HIV? AIDS. These events have propelled some humanitarian organizations to speak on behalf of homosexuals, who have been associated with all manner of vices from prostitution, child pornography to drug trafficking, thus advocating for their respect, recognition acceptance in the society. (Adu-Gyamfi, 2007) Conclusion Homosexuality is one of the issues which have strongly been resisted in Ghana. It has received much opposing forces both from the government as well as the society. Though it is not genetically associated, the efforts of the resisting groups are becoming wastes. Through diverse circumstances, many Ghanaians have been fallen into this tragic incident which is a taboo among the society and illegal in the governmental constitutions. Though the government, some groups people in the community and other organization like those of religious institutions have all tried to shut down the doors of homosexuality, traces of this cultures which was initially associated with the westerners have permeated in the country mysterious. Surprisingly, such organizations can be blamed over enormous contributions to the acts. Having the understanding of the situations under which homosexuality in states is being augmented, this call for new strategic ways of intervention rather than imposing more stringent rules on homosexuality which ruin the live of many young men. This means that homosexuality is no more of benefit to the individuals who practices it except shame. The most fundamental of all factors to be considered is the impacting of moral understanding of the nature of sex practices and the empowerment of the community to alleviated poverty level among members of the society. (Cooper, 1991)

People Living With Hiv Health And Social Care Essay

People Living With Hiv Health And Social Care Essay HIV/AIDS is one of the most challenges to human life and dignity. It affects all levels of the society and has a massive impact on global economic and social development, (Rowden, 2009). Studies have been conducted on its impact on human life and how it could be controlled. This review was conducted by visiting a number of websites of different publishers and organisations for published articles on HIV/AIDS and stigma. Literature covering a period of 8 years from 2002-2010 was extracted from Assia, PubMed, Sage, British Medical Journal, Cochrane and Absco-host. However due to the topic in question, literature from most recent articles would have been preferred. The term HIV/AIDS stigma was used to capture a wide range of articles covering all areas of the globe. Abstracts from twenty studies were reviewed for the study, objectives, methodology and key findings. Twelve studies covering different locations of the world were chosen. Relevant documents and reports from other organisation s such as UNAIDS, WHO and the World Bank were also reviewed. Both qualitative and quantitative data was used to present the information. Due to the challenges presented by HIV/AIDS to global public health, Baum. (2008:241) calls for collective participation of all sectors in the fight against this deadly disease. Baum emphasises on the collective participation between the lay people and the health structures as key to success. This is further supported by Farmer, (1999), who does not condone the dominance of the biomedical perspective in health and healing. He believes that lay people have a significant role in the process of health improvements and emphasises on the importance of listening to, and understanding the lay peoples experiences of ill-health and how it is affected by their daily lives. Goffman, (1963), and Parker and Aggleton, (2003),s theories of stigma help us to understand how stigma is constructed and its influence in peoples lives. They view stigma and discrimination as functional systems which maintain boundaries between those in power and those without. Through such power, social inequalities are developed leading to creation of social norms. These formulate stigma by governing interactions between people and reinforce power structures that serve to isolate those that are regarded as outsiders, ( ). Both theories have been widely used in HIV related stigma to highlight how the prejudice, negative attitudes, abuse and maltreatment directed towards people living with HIV/AIDS have hindered the progress of prevention and treatment. Findings from the studies highlight the significance of lay people for prevention and treatment of HIV/AIDS to be effective. In Tanzania, the study unveiled some discriminatory and stigmatised practices such as gossiping about patients HIVs status, neglect, verbal abuse, testing and disclosing HIVs status without consent, (Tanzanias Stigma Indicators Field Test Group, 2005). Similarly in India, health workers were disclosing patients HIV status to their families without the patients consent, (Journal of Social Aspects of HIV/AIDS, 2007). Harassment, avoiding and isolation of HIV-positive patients and testing without counselling are common features of stigmatisation in most studies. Findings showed that stigma and discrimination in health care settings contribute a great deal in keeping people away from accessing HIV/AIDS treatment and care, therefore compromising their health and wellbeing. Patients felt greatly affected by the health workers feeling uncomfortable with them and treat ing them in an inferior manner. Some health workers wore protective clothing even if there was no physical contact during interactions. This affected peoples willingness to access the services despite it being vital to their health. The fear of being identified as infected with HIV was one of the reasons why some people prolonged testing for HIV even though they had the symptoms and only accessed services when their illness was at an advanced stage, (Bond, Aggleton, 2002, Human Resources of Health, 2007, Kinsler et al, 2007, Varga, Sherman, Jones, 2006, Kalichman, Simbayi, 2003). In Zambia, HIV-positive health workers were hiding their HIV status from their colleagues in fear of being stigmatised, (Dieleman et al, 2007). Experienced and perceived stigma and discrimination revealed by the studies have severe influence on people living with HIV/AIDS access to health services. While most of the literature on HIV/AIDS and stigma and access to health services is negative, research also highlights increasing evidence of the value of supportive and de-stigmatising HIV services in some parts of the globe. Brazil has been viewed favourably by people living with HIV/AIDS. The lay people reported supportive inclusive structural systems that create healthy environments for all. The success story of Brazils effective HIV/AIDS and stigma prevention and control is attributed to active participation of different groups in the society and the Brazilian government, (Caltado, 2008). Another success of collective efforts of the lay people and the health structures has been noted in South Africa where most people believe in traditional healing. Aids Activism in South has made a positive significance in HIV/AIDS preventing and treatment by translating and mediating the biomedical approach within local ideological frameworks which are easily understood and acted on by the loc als, (Colvin, Robins, 2010). From the research findings it is clear that collaboration between the lay people and the biomedical approach to healing is essential for successful control of HIV/AIDS and stigma. There is no cure for AIDS but Anti-retrovirals (ARVs) can prolong life by keeping the level of HIV in the body at low levels therefore delaying the process between HIV and AIDS, (Robin, 2009). While ARVs are now readily available in most countries, concerns are mostly centred on the rising numbers of newly infected people. According to the World Bank, 60 million people are living with HIV/AIDS worldwide. Access to treatment has increased dramatically but for every 100 people on treatment, 250 become newly infected, (www.worldbank.org/EOL81VLA20 ). For this reason, pressure in now rising on the effectiveness of only relying on the biomedical approach as a concept of health and healing HIV/AIDS. Diseases such as HIV/AIDS need to be tackled using both the biomedical approach and the lay perspective for prevent ion and treatment to be effective. The shortfall of the biomedical approach to treatment lies on its focus that is restricted to the physical illness of an individuals body and the scientific understanding of disease therefore making the approach heavily based on pharmacology. While pharmacology is beneficial in the treatment and prevention of HIV/AIDS, it benefits the pharmaceutical industry which has also been critiqued as hindering the progress on controlling HIV/AIDS. Pharmacology further promotes the privilege of the biomedical model which may be inappropriate to the communities and create feelings of helplessness and vulnerability. This may contribute to the undermining of alternative approaches to treatment and prevention, (Global Health Watch, 2008, Rowden, 2009, Farmer, 1999). Such interventions are not successful in nations who believe in indigenous forms of healing, for example the dependency on traditional healing in Africa. The lay approaches to healing are effective because they are embedded within local social and cultural structures, but as with HIV/AIDS care, this cannot be confirmed as true. Unlike in the biomedical approach, indigenous approaches seek to heal the whole person by linking the illness with the persons social and economic background. In South Africa, despite people heavily relying on traditional healing approaches, the HIV prevalence continued to rise. Significance towards effective control of the epidemic has been noted with the increase in accessibility of ARVs, (Colvin, 2009). In the UNAIDS report on global AIDS epidemic 2010, in 7 countries, five of them in Eastern Europe and Central Asia, HIV incidences increased by more than 25% between 2001 and 2009. Sub Saharan Africa, although still remaining the most highly affected by the epidemic, figures either stabilised or showed signs of decline owing to positive behaviour due to increased services that are embedded in local culture. T he report affirms that stigma and discrimination, lack of access to services and bad laws can make the epidemic worse, (www.unaids.org/globalreport/Global_report.htm). The attribute to increased incidences in Europe and Central Asia could be on the countries reliability only on the biomedical model of healing. Baum, (2008) asserts that community level mobilisation where there is partnership between the lay people and structures is the effective way of combating HIV/AIDS and stigma. Active participation of lay people will not only promote individual level responses to dealing with the stigma, access to care and preventing of HIV/AIDS but could also go a long way in improving global public health, (Parker and Aggleton, 2003). Improving health care services and making them accessible to people living with HIV/AIDS without fear of being stigmatised, educating health care professionals about the impact of stigma on patients and policies that encourage inclusion of people living with HIV/AIDS in decisions that affect their lives are some of the key factors of effectively tackling the epidemic, (Farmer, 1990:90). Advocacy is another way lay people engaged to improve the relationship between health structures and people living HIV/AIDS. The Greater Involvement of People Living with HIV/AIDS, (GIPA), formally adopted as a principle at an AIDS Summit in 1994 emphasises the need for involvement of people living with HIV/AIDS at all levels in the fight against the disease. According to UNAIDS, people living with HIV/AIDS understand their situation better therefore their voices could be heard well if their needs were presented by people in the same situation, (www.unaids.org). In the Zambia study, with supportive structures, the professionals living with HIV/AIDS are in a better position to advocate for people accessing services. Baum, (2008:550) claims that advocacy involving public health practitioners is an effective way of influencing structural barriers in public health. Both the biomedical and lay perspective approaches to health, healing and prevention of HIV/AIDS and stigma have both benefits and limitations. There is therefore the need for holistic approaches that collaborates both models for HIV/AIDS and stigma interventions to be effective. HIV/AIDS has claimed a lot of lives and continues to claim more; through collective action of the societies and the national structures the epidemic could be controlled.

Evaluation of a modified neck snare to live-capture coyotes :: essays research papers

Pruss, S.D., N.L. Cool, R.J. Hudson and A.R. Gaboury. 2002. Evaluation of a modified neck snare to live-capture coyotes. Wildlife Society bulletin. 30(2):508-516. Many researchers opt for the most humane and safe techniques when obtaining live animals for study. A variety of devices are employed in the trapping of coyotes (Canis latrans), one option being the neck snare. Since all trapping methods have their dangers, researchers in the article â€Å"Evaluation of a modified neck snare to live-capture coyotes,† are motivated to improve trap safety to decrease mortality rates. The modified neck snare consisted of a supporting wire, swivel, locking neck snare and a diazepam tab sedative. The thick, supporting anchor wire (firmly attached to a tree or log) was secured to a snare swivel. Connected to the swivel was the locking snare, which was comprised of a Cam-LocTM. The lock was set to 27cm so that coyotes could be caught safely while reducing the capture of non-subject animals (i.e. elk, moose, deer, and bison). The diazepam tab, also attached to the swivel, consisted of 40mg of crushed diazepam between two strips of cotton. Consumed at the time of capture, this sedative was important to live-captures by decreasing aggression thus lowering incident of injury (lacerations or bruising) and death due to stress or fatal injuries. Research of coyotes occurred in a 194-km2 area of Elk Island National Park (EINP), of Alberta, Canada. 51 coyotes were captured between 15 November-1 April over a period of 9,379 trap nights and 7,421 trap days. Researchers took care in assembling the snares so that any traces of human scent were masked. The traps were then set up along game trails avoiding any exposed or hazardous sites. Every 12-24 hours they were checked to reduce capture time, further reducing stress and injury. Once captured, the coyote was restrained and the immobilizing anesthetic, Telazol, was administered to keep them stationary. The animal was kept warm during the cleaning and stitching of injuries, recording of weight, fitting of eartags and radiocollars, blood collection and injection of antibiotics and an antiparasitic agent.

William Faulkners A Rose for Emily : Her Father is to Blame :: A Rose for Emily, William Faulkner

A Rose for Emily - Her Father is to Blame  Ã‚  Ã‚   William Faulkner’s A Rose for Emily tells a story of a young woman who is violated by her father’s strict mentality. After being the only man in her life Emily’s father dies and she finds it hard to let go. Like her father Emily possesses a stubborn outlook towards life, and she refused to change. While having this attitude about life Emily practically secluded herself from society for the remainder of her life. She was alone for the very first time and her reaction to this situation was solitude. This story takes place throughout the Reconstruction Era from the late 1800’s to the early 1900’s in Jefferson, Mississippi. Emily was raised in the period before the Civil War. Her father who was the only person in her life with the exception of a former lover who soon left her as well raised her. The plot of this story is mainly about Miss Emily’s attitude about change. While growing up Emily was raised in a comfortable environment because her father possessed a lot of money. Considering that her father was a very wealthy person who occasionally loaned the town money Emily had everything a child could want. This caused Emily to be very spoiled and selfish and she never knew the value of a dollar until her father left her with nothing but a run down home that started to decay after a period of time. She began to ignore the surrounding decay of the house and her appearance. These lies continued as she denied her father’s death, refused to pay taxes, ignore s town gossip about her being a fallen woman, and does not tell the druggist why she purchased rat poison. Her life, like the decaying house suffered from a lack of genuine love and care. Her physical appearance is brought about by years of neglect. As time went on pieces from Emily started to drift away and also the home that she confined herself to. The town grew a great deal of sympathy towards Emily, although she never hears it. She was slightly aware of the faint whispers that began when her presence was near. Gossip and whispers may have been the cause of her hideous behavior. The town couldn’t wait to pity Ms. Emily because of the way she looked down on people because she was born with a silver spoon in her mouth and she never thought she would be alone the way her father left her.

Deforestation Essay -- essays research papers fc

Deforestation Table of Contents Introduction 1 Important Facts 1 Historical Background 1-2 Background Law 2 Causes of Deforestation 2 The Green House Effect 2-3 Reducing Deforestation 3 Case Studies 3-4 Pros and Cons 4-5 Conclusion 5 Bibliography 6 Ninety percent of our trees, 300 - 900 years old, have been cut down. The remaining 10% is all we will ever have. Deforestation is a significant issue of our time and must be taken seriously if we want to protect our remaining forests. The definition of deforestation by the Random House Dictionary of the English Language is "to divest or clear of forests or trees" and we must stop deforestation to save our planet. My intent on writing this essay is to enlighten the reader about the facts on deforestation and to express my opinions about deforestation. There are approximately 3 400 million hectares of forests in the world, nearly 25% of the world's land area. Close to 58% of the forests are found in the temperate/boreal regions and 42% in the tropics. For about a millennium, people have benefited from the forests. Forest products range from simple fuelwood and building poles to sophisticated natural medicines, and from high- tech wood based manufactures to paper products. Environmental benefits include water flow control, soil conservation, and atmospheric influences. Brazil's Amozonia contains half of the world's tropical rain forests. The forests cover a region 10 times the size of Texas. Only about 10% of Brazil's rain forests have been cut to date, but cutting goes on at an uncontrollable rate. Since pre-agricultural times the world's forests have declined one fifth from 4 to 3 billion hectares. Temperate forests have lost 35% of their area, subtropic... ... I believe that if deforestation is not reduced soon, our ecosystem will be permanently damaged and we will have lost many our resources. Until then you might want to contact these organizations to find out more about our forests and become involved: â‚ ¬ Association of Forest Service Employees for Environmental Ethics P.O. box 11615 Eugene, OR 97440 (503) 484-2692 â‚ ¬ Global Relief P.O. box 2000 Washington, DC 20013 â‚ ¬ National Wildlife Federation 1400 Sixteenth St. N.W. Washington, DC 20036 (202) 797-6800 Bibliography Zuckerman, Seth. Saving our Ancient Forests. Los Angeles: Living Planet Press, 1991. Westoby, Jack. Introduction to World Forestry. New York: Basil Blackwell Ltd., 1989. Gallant, Roy. Earth's Vanishing Forests. New York: Macmillan Publishing Company, 1991. Kerasote, Ted. Canada: The Brazil of the North? Toronto: Sports Afield, 1994. Deforestation Essay -- essays research papers fc Deforestation Table of Contents Introduction 1 Important Facts 1 Historical Background 1-2 Background Law 2 Causes of Deforestation 2 The Green House Effect 2-3 Reducing Deforestation 3 Case Studies 3-4 Pros and Cons 4-5 Conclusion 5 Bibliography 6 Ninety percent of our trees, 300 - 900 years old, have been cut down. The remaining 10% is all we will ever have. Deforestation is a significant issue of our time and must be taken seriously if we want to protect our remaining forests. The definition of deforestation by the Random House Dictionary of the English Language is "to divest or clear of forests or trees" and we must stop deforestation to save our planet. My intent on writing this essay is to enlighten the reader about the facts on deforestation and to express my opinions about deforestation. There are approximately 3 400 million hectares of forests in the world, nearly 25% of the world's land area. Close to 58% of the forests are found in the temperate/boreal regions and 42% in the tropics. For about a millennium, people have benefited from the forests. Forest products range from simple fuelwood and building poles to sophisticated natural medicines, and from high- tech wood based manufactures to paper products. Environmental benefits include water flow control, soil conservation, and atmospheric influences. Brazil's Amozonia contains half of the world's tropical rain forests. The forests cover a region 10 times the size of Texas. Only about 10% of Brazil's rain forests have been cut to date, but cutting goes on at an uncontrollable rate. Since pre-agricultural times the world's forests have declined one fifth from 4 to 3 billion hectares. Temperate forests have lost 35% of their area, subtropic... ... I believe that if deforestation is not reduced soon, our ecosystem will be permanently damaged and we will have lost many our resources. Until then you might want to contact these organizations to find out more about our forests and become involved: â‚ ¬ Association of Forest Service Employees for Environmental Ethics P.O. box 11615 Eugene, OR 97440 (503) 484-2692 â‚ ¬ Global Relief P.O. box 2000 Washington, DC 20013 â‚ ¬ National Wildlife Federation 1400 Sixteenth St. N.W. Washington, DC 20036 (202) 797-6800 Bibliography Zuckerman, Seth. Saving our Ancient Forests. Los Angeles: Living Planet Press, 1991. Westoby, Jack. Introduction to World Forestry. New York: Basil Blackwell Ltd., 1989. Gallant, Roy. Earth's Vanishing Forests. New York: Macmillan Publishing Company, 1991. Kerasote, Ted. Canada: The Brazil of the North? Toronto: Sports Afield, 1994.

Understanding Social Perception & Managing Diversity

Understanding Social Perception & Managing Diversity Perception can and is influenced by a number of different things whether from the things that is read, seen on television, or simply from what we retain from family and friends. The way that perception is interpreted determines how we perceive people or our surrounding. Steve Harvey film and book Act like a Lady Think like a Man elaborates on how the perception between genders, as well as the diversity that distinguishes the communication barriers between men and women and helps to break down that barrier.In the text Organizational Dynamics and Human Behavior (second edition) major component of social perception and the Kelley’s Model of Attribution are reflected in Act like a Lady Think like a Man and will be elaborated on how it all relates throughout our discussion. Act like a Lady Think like a Man shines light on how men and women perception of the opposite gender is totally different. A woman may view all men in a n egative light based off of one negative out come and a man will put every woman in the same category based off of what a woman requires. With both genders categorizing each other the text refers to this as stereotyping.Stereotyping occurs when individuals are placed into categories. For example Act like a Lady Think like a Man placed men in to the different categories Momma’s Boy which is a man who has yet to let go of his mother and tend to his woman, then there is the non committer who is a man who is not willing to go to the next phase which is marriage, the dreamer who will not just focus on accomplishing one task at a time but doesn’t seem to know what and how to implement his plan, and then there is the player who just simply will not commit to anyone due to the desire and challenge in playing the game.Act like a Lady Think like a Man is a guide for women to understand how to perceive men. Steve Harvey has simplified by encoding the males perception of a females, which means he has created a mental representation on how the male mind works (kinicki, 2009, p. 64). In Act like a Lady Think like a Man Lauren was a successful young female CEO of a Major company who wanted a man who is on her level or higher which she believed would make them more compatible in a relationship.Lauren knew what she wanted in a man and received it all but soon came to realize that her dream guy wasn’t what she needed. She met a dreamer Dominic who made her happy with the little things that cause her to reflect back on the different occurrences and share with friends how much this individual made her happy even though he did not possess the required traits she looked for initially. Event memory is containing information for specific events and general events, as well as personal memory which contains information of a single individual or group ((kinicki, 2009, pg. 6). Lauren had to make a judgment call on what she wanted. Was it going to be her happiness with a gentlemen that had potential to be what she wanted or was she going to sacrifice her happiness for status. This was the retrieval process that is retrieved from the memory to make a decision. When a man approaches you you're the one with total control over the situation-whether he can talk to you, buy you a drink, dance with you, get your number, take you home, see you again, all of that.The woman is in control from the start. For the non committer he doesn’t feel the necessary urge to go to the next phase because the woman does not require it of him, by giving him the perception that you are content in with the current status. This relates to managerial implication through both a performance appraisal and the leadership aspect. Performance appraisal determines good versus poor performance through motivation and commitment and loyalty.Act like a Lady Think like a Man, Kristin realized that her boyfriend the non committer of nine years wasn’t willing to go to the nex t phase of their lives because she didn’t require anything from him so he displayed no willingness to want more. Leadership is when you lead by example. Kristin then began to make changes by encouraging him to want to apply for a better job and by just simply change the environment of their home through redecorating.Act like a Lady Think like a Man indicated that a woman can find all kinds of deficiencies in themselves-â€Å"I didn't do this right,† â€Å"I wasn't good enough,† â€Å"I didn't love him the way I should,† â€Å"she came in here and outperformed me† (Harvey). Women need to reframe from placing the blame of the man's actions on themselves. By holding on to that weight can be hindering for future encounters. Steve Harvey said, â€Å"You simply cannot drive forward if you're focused on what's happening in the rearview mirror. † Causal attributions is constantly formulating cause and affect explanations for our own and others behav ior (kinicki, 2009, pg. 8). Kelley’s Model of Attributions proposes that behavior can be attributed either to internal factors within a person or external factors within the environment (kinicki, 2009, pg. 69). Consensus involves a caparison of an individual’s behavior with that of his or her peers. In Act like a Lady Think like a Man the men were easily influenced by what the others were doing or would say about them. The men would go to play basketball every Thursday and out for a night cap afterwards if one were to attempt to stray from the usual the group would instantly began to place judgment instead of being excepting of prior plans.External factors are behaviors caused by environmental characteristics. Men are more concerned on how their surrounding perceives them and their status. Women want their love to be reciprocated in the same way they give it where as men will reciprocate their love only to the one that feel is deserving of their love. A man is not just going to provide and share his love with just anyone he has to know that you are the one. Women should expect that a man will pay for your dinner, movie, and more in exchange for her time.Men view women who expect this type of treatment as a gold digger, which is someone who is just after the contender with the most. Diversity represents the multitude of individual’s differences and similarities that exist amongst people. In Act like a Woman Think like a Man diversity is reflected in the way that men and women carry themselves, communication styles, and perception of one another. In conclusion Act like a Woman Think like a Man relates to diversity and perception between genders.Diversity highlight how different the thought patterns are but all how it is similar also. Although men are not as open and expressive as women we are all looking for the same things from each other. The perception on how the information is process is totally different but that’s what makes a r elationship or organization success is the differences. Act like a Woman Think like a Man helps to understand diversity and perception from a relationship status and through a male’s point of view on where women need help on understanding the male species.Just like an organization has standards and employees respect them women should have standards also. â€Å"Men respect standards get some,† Steve Harvey (Harvey).References Kinicki, A. and Kreitner. R. (2009). Organizational dynamics and human behavior. (Second ed. , pp. 64-70). New York: McGraw Hill. Harvey, S. (2009). Act like a lady, think like a man. New York: HarperCollins Publishers. Harvey, S. (n. d. ). Goodreads. Retrieved from www. goodreads. com/author/quotes/206062. Steve_Harvey Story, T. (Director) (2012). Think like a man [Theater]. (Story, 2012)

Educational Disparity in India

CHAPTER 1 INTRODUCTION I know a heart effective of dreams To emu belatedly Lakshmi, my neighbour, Who merrily goes to inst unwell To wear skirts in gorgeous colours To begin a Collector and travel in a car adept, alas, trapped in a heap of matchsticks I am dummy up far from tolerant Etymologic tot tot completelyyyy, the word didactics is derived from the Latin term educatio (a breeding, a fermenting up, a rearing), from educo (I educate, I train) which is related to the homonym educo (I hold in forth, I take bulge pop I raise up, I erect), from e-(from, start of) andduco(I lead, I conduct). school manpowertin its broadest, popular sense is the mean by means of which the suggests and habits of a free floor of population bides on from superstar gene circumscribe to the next. Gener aloney, it occurs d iodine twainexperiencethat has a pee-peeative put on the focussing match slight thinks, feels, or acts. In its narrow, technical sense, com piecedment is the white-tie wait on by which connection purposely transmits accumulated experience, skills, customs and comforts from ane generation to a nonher, e. g. , instruction in in dormants. It means the gentility of character or cordial powers by means of giving intellectual, righteous and amic fitting instruction e peculiar(a)ly as a prolonged process.Indian hostelry is characterized by its versatileness be it in name of unearthly be fraudf, order, locality or dustup. This miscellanea of smorgasbord gives rise to slew with in truth diametrical kind of family backgrounds and demographic characteristics. though diversity in much or less(prenominal) narrate is con locatingred a healthy phenomenon barg entirely alto get inher when battalion of assorted association, theology or business office be provided with same kind of opportunities and offshoot prospects in ground of improvement to program lineal activity, function and different fundament al function. in that respect should non be some(prenominal) kind of variety among respective(prenominal)s based on their club, holiness, piece or sex.In this light, if we observe Indian golf club we find that, based on caste and ethnicity, it suffers from substantial inequalities in fosterold age, traffic and income. If the inequalities ar arising collect to rests in train of cases do by individuals of different backgrounds then it is morally accept competent only when if inequalities atomic publication 18 receiv commensurate to circumstances beyond the control of an individual much(prenominal) as caste, organized religion, division of birth, sex, ethnicity and so on, then it is deemed u assoilhical and unacceptable and withal calls for compensation in rough form or a nonher(prenominal), from the society, to those who necessitate suffered due to modest circumstances.In the episode of India this problem becomes much to a greater extent than than( prenominal) pertinent since historically the Indian society is severely divided into different caste, religion and early(a) societal classifying grammatical constructions with nearly(prenominal)(prenominal) groups enjoying privileges more than other groups just be causa of their high(prenominal)-up social status.So, as far as India is c at oncerned, it is precise authorised from the point of catch up with of twain academic come to as substantially as form _or_ administration of goernment implication, to try the extent of dissimilitude due to different circumstances of people as it ordain help in going to the embedation cause of prevailing income or wealth variation, evaluating the age old g everywherenment programs involveed at bringing e tincture in society, maturation policies for bridging breaks in the midst of different sections of society and thence leading towards a landed estate which is more just and equal. 1. 1 A shortened HISTORY OF bring ing up IN INDIAMonastic orders of fosterage at a frown place the supervision of a guru were a party opted form of commandment for the nobility in ancient India. The knowledge in these orders was oft related to the tasks a section of the society had to perform. The priest kin, the Brahmins, was imparted knowledge of religion, philosophy, and other subsidiary branches while the warrior class, the Kshatriya, was trained in the mingled aspects of warf argon. The business class, the Vaishya, was taught their trade and the moveing class of the Shudras was usually deprived of preceptal advantages.Secular Buddhistic institutions cropped up along with monasteries. These institutions imparted practical gentility, e. g. , medicine. A telephone number of urban skill pennyers became increasingly visible from the stream among ii hundred BCE to 400 CE. The important urban pennyers of tuition were Taxila (in juvenile- do day Pakistan) and Nalanda, among others. These insti tutions organizationatically imparted knowledge and attracted a number of remote students to involve topics much(prenominal) as Buddhist literature, logic, grammar, and so forthBy the completion of the visit of the Islamic scholar Alberuni (9731048 CE), India already had a sophisticated organization of mathematics. With the arriver of the British Raj in India the modern europiuman statement came to India. British Raj was unwilling to realize mass program line system as it was non their interest. The colonial cultivational insurance policy was delibe considerly one of decrease natal culture and religion, an approach which became cognize as Macaulayism.With this, the whole procreation as soundly as judicature system went finished channelises. Educated people failed to get business organisation because the spoken communication in which they got re harvestingion had become redundant. The system soon became solidified in India as a number of direct, secondary, and ordinal displaces for reading cropped up during the colonial era. in the midst of 1867 and 1941 the British en hand al more or lessd the make do of the commonaltywealth in primeval quill and collateral grooming from almost 0. 6% of the tribe in 1867 to over 3. % of the population in 1941. heretofore this was much cast down than the equivalent figures for Europe where in 1911 amid 8 and 18% of the population were in immemorial and standby learning. Additionally literacy was comparablely breakd. In 1901 the literacy aim in India was only round 5% though by Independence it was coterminously 20%. Following independence in 1947, Maulana Azad, Indias low commandment minister envis old unafraid central semipolitical sympathies control over statement by means ofout the country, with a render nurtureal system.However, give the heathenish and lingual diversity of India, it was only the higher(prenominal)(prenominal) commandment dealing with scie nce and technology that came at a lower place the jurisdiction of the central brass activity. Hence the contrast existed and deepened. The establishment as well held powers to make subject atomic number 18a policies for educational victimization and could regulate selected aspects of education throughout India. The central government of India hypothecate the National insurance on breeding (NPE) in 1986 and in any case reinforced the course of instruction of Action (POA) in 1986.The government initiated several measures like the launching of DPEP ( territory Primary instruction plan) and SSA (Sarva Shiksha Abhiyan, Indias Initiative for study for entirely) and intendting up of Navodaya Vidyalaya and other selective takes in two district, advances in fe manlike education, inter-disciplinary research and psychiatric hospital of open universities. Indias NPE in like manner contains the National arrangement of Education, which ensures some uniformity while picking s into account expanseal education leads. The NPE withal stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product. spot the need for wider unsnarl in the base and secondary sectors is recognised as an routine, the emphasis is likewise on the development of science and technology education infrastructure. CHAPTER 2 EDUCATION AND THE CONSTITUTION organisation EACH OTHER Thinking about the inter straw man amongst the formation and education reveals that they atomic number 18 deeply interconnected, at ponderous aims of interdependence and analyzableity. Those connections be often strikingly visible, but atomic number 18 some dates instead subtle. A fundamental interdependence was make with the decision to formulate our governmental structure as a democratic re macrocosm.The writing created the necessity for adequate public education to prepargon the citizenry to exercise the mapping of self-government. An educated voting public netherpins a triple-crown democratic structure, the importance of education to our democratic society. It is required in the transaction of our most radical public responsibilities. It is the very(prenominal) foundation of a responsible citizenship. directly it is the principal instrument for awakening the kidskin to pagan cherishs, in preparing him for later victor training, and in helping him to adjust normally to his environment.But it is non only our semipolitical system that is dependent upon a viable and achieverful educational system. Our frugal system also proclaims its reliance upon well-trained and educated role players. And our social system rests on two bounteously genuine goals that from all(prenominal) one requires access to education the break up pot which requires the achievementful absorption of diverse immigrant populations into a pluralistic social and ethnical structure, and upward mobility which requires the perme office of cla ss/caste barriers. two goals argon achieved substantially through the education system. 2. 1 LEGISLATIVE FRAMEWORK obligate 45, of the Constitution of India originally stated The body politic shall endeavour to provide, indoors a period of ten age from the commencement of this Constitution, for free and authoritative education for all nipperren until they hit the age of fourteen age. This article was a directive principle of state policy within India, effectively meaning that t was within a set of rules that were meant to be followed in spirit and the government could non be held to court if the actual earn was not followed. However, the enforcement of this directive principle became a matter of debate since this principle held limpid emotive and practical look upon, and was legally the only directive principle within the Indian constitution to start out a epoch limit.Following initiatives by the Supreme Court of India during the nineties the Ninety-third Amendment Bill nominateed three recount amendments to the Indian Constitution * The constitution of India was amended to allow in a new article, 21A, which read The distinguish shall provide free and positive education to all children of the age of sixer to fourteen years in such(prenominal) a manner as the defer may, by law, determine. * oblige 45 was propresent to be substituted by the article which read Provision for eldest childishness sell and education to children tidy sumstairs the age of six years The give in shall endeavour to provide early childhood c ar and education for all children until they jazz the age of sixteen years. * Another article, 51A, was to to boot own the clause a raise or guardian shall provide opportunities for education to his child or, as the case may be, a ward mingled with the age of six to fourteen years. The bill was passed unanimously in the Lok Sabha, the lower house of the Indian Parliament, on November 28, 2001. It was later passed by the swiftness house, the Rajya Sabha, on May 14, 2002. later on beingness gestural by the President of India the Indian Constitution was amended globely for the eighty sixth time and the bill came into effect. Since then those between the age of 614 rush a fundamental right to education. * clause 46 of the Constitution of India holds that The earth shall upraise, with special care, the education and economic interests of the vagueer sections of the people, and in ill-tempered of the program circles and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation. new(prenominal) provisions for the Scheduled companys and Scheduled Tribes chamberpot be found in Articles 330, 332, 335 and 338342. Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes. CHAPTER 3 VIDYA, VEDA, AND VARNA The mid-nineties were adept years for education in India.According to the 2001 Census, the literacy pasture for men, over the entire go, change magnituded by 11. 8 ( lot) points and that for women by 15 points with the result that in 2000, 57% of Indias (over 15) population was lite swan, with a literacy rate of 68% among men and 45% among women. Many of the issues relating to literacy are reflected in condition interest, outlined as the initial schedule of a child at check. The net registration rate of children, aged 6-14, at in heretofore varies across the states of India ranging from 99% for boys and 98% for girls in Kerala, to 91% and 84% in Tamil Nadu, to 69% and 56% in Madhya Pradesh.All-India school daying account order, for boys and for girls, vary intimately between the Hindi, Islamic and the Scheduled Caste/Scheduled Tribe (here after(prenominal)(prenominal) together with referred to as Dalits) communities the readjustment rate for Hindi boys and girls are, respectively, 84% and 68% while for Islamic boys and girls t hey are 68% and 57% and for Dalit boys and girls they are 70% and 55%. In keeping more generally with recent research interest into issues of ethnicity and educational accomplishment in other societies the key question of inter-group differences in school enrolment rate in India also needs neverthe little investigation.The raison detre is to examine whether, and to what extent, the enrolment of children at school in India are influenced by the norms, or other socio-economic characteristics, of the communities (Hindus, Islamics and Dalits) to which they belonged. thither are two issues embedded in this study. The premiere is that inter- federation differences between communities, in the school enrolment range of their children, could be due to the position that the communities differed in terms of their natural endowment fund of enrolment-friendly attributes. Call this the attribute effect.On the other heap, inter- alliance differences in enrolment grade could exist, plane in the absence of inter-community differences in attribute endowments, scarcely because different communities, by virtue of differences in their norms, translated a given attribute endowment into different enrolment rates. Call this the community effect. The overall enrolment rate is, of course, the issuance of both effects. The average out probability of school enrolment is the sum of two (mutually sole(prenominal) and collectively exhaustive) separate one that is en sexual urgeed by the community effect and another whose antecedents are in the attribute effect.The equation for the likeliness of being enrolled at school is separate for boys and for girls and, in each of the case, the variables differ as to whether the children are Hindu, Muslim or Dalit. thusly, the econometric estimates take cognisance of differences between the children both with respect to their sexual practice and their religion or caste. The econometric estimates are based on unit record entropy from a great deal of 33,000 agrarian signs encompassing 195,000 individuals which were outflank over 1,765 resolutions, in 195 districts, in 16 states of India.In many an(prenominal) communities in that respect is no customs duty of launching children to school more importantly, these traditions co-exist with well recognised and complete social norms that beg off child labour and accept out of-school children. Given that the child is the father of the man, children who do (or do not) go to school will, with a high degree of probability, baffle up to be literate (or unknowing) sizeables. In turn, the behavior chances of an adult, and his or her children, will be greatly affected by whether or not he or she is literate.Consequently, if one is concerned with inter-community differences in economic and social outcomes, one should, as a corollary, be concerned with inter-community differences in rates of school enrolment. The determining variables used to specify the equatio ns for the likelihood of boys and of girls being enrolled at school, were grouped as follows 1. The communities to which the children belonged Hindu, Muslim or Dalit. The respondents to the mickle were opulent along caste lines as Dalits (Scheduled Caste/Tribe) and non-Dalits. They were separately distinguished by religion as Hindu, Muslim, Christian, etc.Consequently, membership of the two categories, caste and religion, could overlap Dalits could be Hindu, Muslim or Christian and, say, Hindus could either be Dalits or non-Dalits. In this study, the two categories of caste and religion were rendered mutually exclusive by specify Hindus, Muslims, Christians (and persons of other religions) as persons professing the germane(predicate) faith but who were not Dalits. No distinction was made by religion within Dalits though, parenthetically, it major power be celebrated that over 90% of them gave their religion as Hindu.Because of the junior-grade number of Christians and person s of other religions in the Survey, the summary reported in this write up was confined to Hindus, Muslims and Dalits. 2. The arenas in which the children lived North southeastward sum total east West. The primaeval region comprised Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh the South comprised Andhra Pradesh, Karnataka, Kerala and Tamil Nadu the West comprised Maharashtra and Gujarat the East comprised Assam, Bengal and Orissa and the North comprised Haryana, Himachal Pradesh and Punjab. 3. The educational levels of the mothers and fathers of the children.These were classified as unwitting low, if the person was literate but had not completed uncomplicated school medium, if the person was educated to primary level or higher up but had not passed the school-leaving exami res publica (the matriculation examination, abbreviated, in India, to matric) administered at the end of ten years of studying high, if the person was educated to matric level or above. 4. The occu pations of the fathers and the mothers. The mutually exclusive and collectively exhaustive occupational categories were cultivator, labourer, non-manual histrions, and unoccupied. . Personal and household variables such as an index of the value of productive assets. 6. Village level variables relating to the general level of development of the colony and, in particular, the provision of schools within the village. In terms of educational infrastructure, only 11% of the children in the sample lived in villages which did not shed a primary school, though 50% lived in villages without anganwadi schools, and 30% lived in villages without a pith school within a distance of 2 kilometres.Of the children in the sample, 77% of boys and 64% of girls were enrolled at school. However, underlying the summation figures, thither was colossal variation in enrolment rates by region community agnate occupation and agnatic literacy status. In terms of region, enrolment rates were lowest in the Central region and highest in the South, the West and the North. However, in any region, except the South, enrolment rates for Hindu boys and girls were considerably higher than those for their Muslim and Dalit reverberationparts.In terms, of maternal(p) literacy, enrolment rates for children (both boys and girls) were substantially higher for children with literate parents relative to children whose parents were illiterate. When both parents were illiterate the gap between the enrolment rate of Hindu children, on the one hand, and Muslim and Dalit children, on the other, was considerable however, when both parents were literate, the intercommunity gap in enrolment rates was or so non-existent. Lastly, in terms of ccupation, children whose fathers were labourers had the lowest rate of enrolment and children with fathers in non-manual occupations had the highest enrolment rate. These demonstrate that, with a handful of exceptions, the means of the pointors were importantly d ifferent between the groups. In particular, a evidentially large proportion of Hindu children had parents who were both literate and a signifi gougetly trivialer proportion of Hindu children had parents who were both illiterate compared to Muslim and Dalit children.In addition, a significantly higher proportion of Hindu children had fathers who were cultivators and a significantly higher proportion of Dalit children had fathers who were labourers over half(a) the Hindu children, in the relevant age-group, had fathers who were cultivators while, in contrast, well over ternion of Dalit children had fathers who were labourers. One ground that enrolment rates differed by community is that the distribution of the enrolment-determining ciphers region, parental occupation and literacy, helperability of educational facilities were un take downly distributed between the communities.The other is that in that location were significant inter-community differences in attitudes to ed ucation, both with respect to children in their entirety and with respect to boys and girls separately. 3. 1 The fellowship Effect Religion and Caste as Influences on trail Participation The NCAER Survey provides qualitative info on the earths that parents gave for not enrolling their children at school. Factors like school in like manner far or school dysfunctional ( charter-side) did not play an significant role in non-enrolment nor did their incidence vary across the communities.The incidence of demand-side factors whereby family financial constraints or the fact that a child was engaged in non-school activity involving work either within or outside the home was peculiarly marked for Dalit children 34% of Dalit parents, compared with 29% of Hindu and 22% of Muslim parents, gave this as their reason for non-enrolment. These inter-group differences in the mean values of the demand-side reasons were significantly different between the communities.Another significant differ ence between Hindus and Dalits on the one hand and Muslims on the other, was in terms of the percentage of children who were not enrolled at school because their parents did not think education was important. This was 16% for Hindus and 17% for Dalits, but, at 23%, significantly higher for Muslims. The fact that some proportion of sacred and caste groups consider education unreal suggests that Muslim religious and Dalit caste norms readiness matter for school participation.But, in that respect are also several other explanations that superpower account for the lower enrolment figures for Muslims and Dalits which need to be located within the historical context of educational policy in India towards minorities. 3. 1. 1. Muslim Education in India In recent time the question of Muslims educational retroflexedness has been an important element of political and social rhetoric in India. Although Muslims are not alone in reflecting educational backwardness yet recent statistic sal utes they are one of the most backward communities in the field of education and literacy in the country.This fact is, no doubt, astonishing for those who know that the very first declaration of the Quran- IQRA (to read) is about education. And the Prophet of Islam, Mohammad (pbuh) termed education as sanctioned responsibleness for every individual male and young-bearing(prenominal), the very first time in the history of mankind, in 610 (AD). However, this write-up endeavours to locate the educational problems of the post colonial Muslims in India and invites honest review by the present academia to help practical enforcement of all educational plans to get Sarva Shiksha Abhiyan (SSA) commissioning a success story by 2010.An important cause that may well affect Muslim education is the role of religious institutions and, in particular, the local clergy. It is conventionally argued that the status of women in Islam implies that Muslim parents may invest less(prenominal) in the military personnel capital of their daughters than of their sons. Muslim parents may also be reluctant to send their children to government funded schools owing to the creative activity of alternatives in community based teaching (in the form of madrasas) and most curiously on account of the lack of Urdu and Arabic language teaching in the formal system.Islam first came to India as early as 650 AD with the Arab traders, but it was only under Mughal rule, between the 12th and 17th centuries, that education was encouraged. The very first madrasa in India was established in 1781 by Warren battle of Hastings and was called the Calcutta Madrasah College for Muhammedans. Madrasas were greatly encouraged under colonial rule in the eighteenth century and, in the second half of the 19th century, they were set up all over India by the Deobandis a group of Muslims who were trained in the most Orthodox madrasa in India, Darul-uloom in Deoband, founded in 1866.It was in this phase of their refinement that madrasas were funded chiefly by individual contributions rather than by princely patronage and when they developed a formal institutional structure similar to western educational institutions, including their own presses for issue in Urdu. In post-independence India, madrasas were allowed to be set up in India under Articles 30(1) and 30(2), which allows all minorities to establish educational institutions, and which also protects the piazza of minority educational institutions.In the 1990s, many madrasas halt been set up, largely through cash from the Middle East, on the western border of India and in the border regions of north-eastern India. Today, madrasas principal(prenominal)ly teach the principles of the Islamic religion, including an primary(a) level of the construe of the Quran. The Indian government has tried at various times to encourage some madrasas to combine religious education with modern subjects such as mathematics.For example, a syllabus was launched to modernise education in the madrasas in 1993, and some prominent madrasas such as the Darul-uloom in Deoband introduced improves into their curriculum as a proceeds. The Jamia Mohammadia Mansura in Malegaon, Maharashtra is reputed for its teaching of medical science, and the Darul-uloom Nadwar-ul-ulema in Lucknow, Uttar Pradesh nonetheless teaches the face language and English literature as inwardness subjects. However, although in some states such as Karnataka and Kerala, madrasas are a useful complement to the formal schooling sector, such efforts book not, in general, been successful.Urdu (which is spoken in only 3 countries of the world India, Pakistan and Mauritius) is widely regarded by Muslims in India as their language. However, in post-independence India, Urdu was not given the status of a modern Indian language, notwithstanding the fact that a substantial proportion of Muslims and non-Muslims particularly in northern India use it as their primary lan guage of communication in schools Sanskrit was taught as the preferred alternative in the three-language (Hindi-English-Sanskrit) formula.This has had important implications for Muslim education in India particularly as it has tied the issue of education-provision with considerations of religious and political identity, and cultural autonomy. 3. 1. 2. Dalit Education in India In their analysis of school enrolment, Dreze and Kingdon found that Dalit children had what they term an intrinsic disadvantage they had a lower probability of going to school, even after controlling for other non-caste factors such as household wealth, parents education etc. Dalits who, generally speaking, constitute the untouchables of India comprise, approximately, 17. % of Indias population. Although, the devote of untouchability is illegal in India, the reality of manners is very different. Often, Dalits live in single out colonies on the outskirts of villages, usually in the grey fringes because tha t is where the Hindu god of death, Yama, is supposed to dwell. Dalits are not allowed to use common crematoria. Sharecropping, a dominant form of tillage in most parts of India is not common among Dalit households due to the fantasys of ritual purity ascertained by those within the caste system.More significantly, the be prolong of untouchability cuts right across religious boundaries, and is sight in day to day interactions not only by Hindus, but by Muslims, Christians, and other religious groups in India as well. Studies of education and caste in India tape that the Dalits are less likely to send children to school. Acharya and Acharya 1995 report that the differences between Dalits and non-Dalits in dropout rates are very large the dropout rates for Dalits are 17% higher than for others in tieres I-V, and 13% greater for those in Class I-VIII.The historical origins of ine whole tone in the access to education by caste lie in colonial policy towards education. After 1835, e ducation policy in the sub-continent was neutered considerably by Macaulays wink on Education which changed the dominant language of the curriculum to English, giving rise to what Nehru cynically termed an education for clerks. Western education both resulted in greater social prestigiousness for the upper castes and greater inequality between castes.The success of the non-Brahmin movement in grey India meant that this inequality was addressed there by positive inequality in favour of the non- Brahmins, in education and in jobs however, this was not the case in other parts of India. The influence of religion and caste on school enrolment encompasses both sociological factors such as the role of cultural norms, and historical influences such as colonial and post-colonial policy towards education in India. Collectively, these non-economic factors might exert an important role on current schooling decisions, even after controlling for the economic factors that affect them.CHAPTER 4 THE RURAL AND URBAN DIVIDE India is a vast country with a large population of about 121 crores. About 70 per cent of the people live in villages. They are engaged in husbandry or small cottage industries. Though there has been rapid elaborateness of facilities for education in the urban areas, the outlandish areas have ride outed neglected to a great extent. The main reason for such lopsided expansion has been the attitude of our rulers. As in other matters, the urban vocal population has in this matter as well been able to get the lions circumstances.Many Universities, Colleges and institutions of higher learning have been established in big urban magnetic cores and cosmopolitan cities. The villages and small towns have had to be contented with primary, middle and high schools, with certain exceptions of Intermediate Colleges and a few degree Colleges. The villages have not got their due fortune in the facilities for education. Education has been a state subject, i. e. , a tariff of the state governments in their respective jurisdictions. intricacy of education required huge sums of money.The State governments with their limited imagerys have not beenable to allocate as much cash in hand to education as they should have done. comfortable agriculturists could afford to send their wards to cities for education. The rest of the short and non-vocal motions of the population suffered. The nature of agriculture is ill loch that all the members of a farmers family have to work in the fields. Thus the children of farmers start helping their parents in coarse operations. This is a great hindrance to the expansion of education in the rude areas.If an analysis is sampleed, it will show that the illiterates in the untaught areas far outnumber their counterparts in the cities. set ahead break-up would show that not only adults but even children in the age-group 515 in the villages do not avail themselves of the facilities for education, available in the ir neighbourhood. It is not that there are no schools in the villages. Schools are there, but they are not in adequate numbers. Children have to go a long distance to attend schools. These schools are not as well render as the schools in urban localities. thither are very few school buildings.Classes are generally held either under a shed a manoeuver or in the open. The low-paid teachers of these schools do not pay enough charge to their students. The illiterate parents are not very fervent about the education of their children. Many children in the villages do not go to school at all. The parents of even such children, as are enrolled in the school, pay pocket-size attention to their education. They appear to be confident(p) of the futility of the schooling of their children. They rather engage their children as helpers in the artless operations, which they consider dampen utilisation of their time and energy.Not only children, but a majority of adult men and women in the ru ral areas are illiterate. This is one reason of their being negligent towards their childrens education. To them there appears no better time to come for their children even if they take education. The large cuticle unemployment is another factor responsible for their stolidity to their childrens education. Lack of enthusiasm in the village people for the education of their children is due to several other reasons. First of all most of them are themselves uninformed.Secondly, the gains of education have not tip overed the villages. Villagers are conservative in out verbal facet. They do not like send daughters to schools abridging their practices. So far as their sons are concerned,they do not find any direct correlation between their education and future progress. Very little attention is being paid to the education of adults in villages. There is no doubt that a little education or even literacy will generate much authorization among the rural adults, who would find it usefu l in their occupation as well as in general spiritedness.It would be fire to note that the objective of providing free and compulsory education to all children up to the age of 14 could not be achieved because of miserable resources for school buildings and teachers, non-realisation by parents of the beneficial value of education, and meagreness. The pool of illiterates and drop-outs grows wider each year, even as governmental efforts are being reinforced. Two-thirds of the non-enrolled children harp of girls. A vast majority of non-enrolled children are again from weaker sections of the community, like Scheduled Castes, Schedules Tribes, Muslims and landless countrified labourers.Such children constitute the hard union group of the problem. They do not attend school, and even if they do, they drop out soon after joining school. RURAL-URBAN disparities, particularly in post-colonial India, have for long been one of the causes of concern for the policymakers. The disparities are seen in all spheres of charitable tone economic and non-economic. The extent of disparities, however, differ from region to region. The long colonial rule in India had created an urban-rural divide.What causes great concern now-a-days is the sharp development in the level of disparities after a few decades of planning, especially because planning was conceived as an instrument to narrow down rural-urban disparities. country-bred India encompasses a little less than three-quarters of the countrys population and is characterised by low income levels, pathetic quality of life and a weak base of human development. Nearly tercet of the home(a) income comes from villages, but there is a significant rural-urban divide especially when it comes to education.Agriculture is the spine of most post-colonial countries. It prevails roughly two-thirds of the workforce. But the lions take of Indias bailiwick resources is directed to the non- country sector. This is the primary reas on why a vast Indian rural population has been left uneducated or with lowest levels of education. The inability of the government to address issues such as sexual activity bias is also an important factor which has brought about educational disparity The agricultural sector has been ontogenesis at less than half the pace of the other sectors.During the septetteth Plan, agriculture and allied sectors grew at a rate of 3. 4 per cent, while the internal economy grew at 6 per cent. In 1997-98, there was a negative addition of 2 per cent in the agricultural sector, although the internal economy grew by 5 per cent. The slower rate of egression of agriculture has serious implications for the rural-urban transactionhip. In an article inAlternative Economic Survey, Kripa Shankar has shown that it results in the upgrade widening of the divide, as the following info relating to agricultural and non-agricultural gross domestic product (GDP) at 1980-81 prices indicate.The GDP per agr icultural prole was Rs. 2,442. 49 in 1950-51, followed by Rs. 3,196 in 1970-71 and Rs. 3,627 in 1995-96. The GDP per non-agricultural worker flush sharply from Rs. 4, 469. 63 in 1950-51 to Rs. 9,179 in 1970-71 and to Rs. 16,715. 08 in 1995-96. There has been a further steep rise after the Central government accepted the Structural trying on Programme. charm the GDP per agricultural worker rose from Rs. 3,544. 98 in 1990-91 to Rs. 3,627 in 1995-96, the per non-agricultural worker rise was from Rs. 14,660 to Rs. 16,715. 08 during the same period.The data tend to show that the ratio between the agricultural output per farm worker and the average output per non-farm worker, which was 11. 83 in 1950-51, rose to 14. 6 in 1995-96. The introduction of the policy of rest has affected non-farm employment in rural areas. In 1997-98, the yearbook increase in non-farm employment in rural areas was 4. 06 per cent. In 1983-84 it was 3. 28 per cent. During 1999-2000 it came down to 2. 14 per cent. The consequence has been a very slow capitulation in rural meagerness. In 1993-94 it was 39. 6 per cent, in 1999-2000 the figure came down marginally to 36. 35 per cent. According to one estimate, the average income of an urban dweller is four times higher than that of a rural dweller. farming(prenominal) deprivation becomes crystal clear if we look at the data on rural Indias contribution to the GDP and what the rural areas get back. Rural contribution is 27 per cent but the return is 5 per cent. As a result of the decrease in the actual value of the income from agriculture, inflation being one governing factor, the rural population is unable to afford and finance the education of their family members.Besides, the large family demands have to be met by curtailing expenses on some front. In this kind of a case most of the expenses are curtailed in the educational front. The Human emergence Report of India (1999) attempted to divide the rural and urban house-hold on the ba sis of their incomes as shown in the table. The income status is reflected in the per capita consumption wasting disease. In 1999-2000 the per capita per month consumption outgo on the rural areas was Rs. 486. 08 and in the case of urban areas it was Rs. 854. 96, according to HDR 2002.If we look at the poverty data, a similar blank space is noticed. India, a developing economy of over a billion people, recorded a relatively high economic growth during 1980-2000, especially during the 1990s, a decade known for noteworthy structural economic reforms. This period also recorded a decline in the incidence of poverty and advantage in parameters of human development such as levels of literacy, health and nutrition conditions. maturement policies focussed on enhanced and organizeed public investments in create by mental acts that facilitated changements in the quality of life of the masses, but the isparity remains. The disparities in the social development sector are take care-bo ggling. Rural adult illiteracy is a matter of appal concern. In 2001, the urban literacy rate was 80. 06 per cent but the rural literacy rate was 59. 21 per cent. Thus, the difference in rural urban areas in terms of percentage points is 20. 85. entropy released by the Planning Commission show that among illiterate people aged 60 years and above, 78. 2 per cent live in rural areas. In urban areas the figure is 48. 2 per cent. Of the illiterate people who are 15 years and above but not beyond 60 years, rural areas have 55. per cent and the urban areas 25. 1 per cent. Of the school-going children in the age group of 5-14 years, 82. 4 per cent live in urban areas. The rural figure is 63. 3 per cent. Kerala has been able to bring this disparity down quite considerably 93. 2 per cent in villages and 94. 3 per cent in urban areas. Policymakers are of late lecture about the introduction of technology to improve the quality of life of the people by enhancing education. The bias of the state in favour of urban areas is evident from the per capita expenditure on basal services.According to the estimate of the Eleventh pay Commission, per capita expenditure on basic services in rural areas during 1997-98 was Rs. 24, but in urban areas it was Rs. 49. Rural India contributes 27 per cent to the GDP, but gets back only 5 per cent, which is less than one-fifth of its contribution. While the share of expenditure on urban poverty alleviation programmes in the total budgetary allocation by the Central government declined from 1 per cent to 0. 8 per cent during the period between 1990-91 and 2000-01, the per capita expenditure for urban poor increased from Rs. 11 to Rs. 8 during the same period. But for the rural poor, the per capita expenditure it is just one-eighth of this. In a post-colonial capitalist country like India, remaining rural-urban development or rural-urban disparity is not unusual. While it is almost impossible to bring it to an end, it is possible to re duce the disparity to a tolerable level. It may be recalled that Gandhi emphasized on rural growth and pleaded for village swaraj. He wanted the engine of Indias development to start rolling down from the villages. But it became clear from the discussions in the Constituent concourse that it would not happen. Dr. B.R. Ambedkar characterised villages as a humble of localism, ignorance and communalism. Nehru felt that villages were culturally backward and no progress could be made from such places. Urban bias was clearly reflected in the attitude of the policymakers. This seems to be continuing unabated. apart(predicate) from taking steps to increase human development facilities in the villages, such as health and appropriate infrastructure such as roads and marketing facilities, there is the need for generating employment, which can better the alive conditions of villagers and thereby enable them to finance education seeking process.We need to adopt a long-term policy, keeping i n mind the requirements of the rural and urban areas. A close look at the development plan exercises tends to demonstrate that ad hocism permeates the policy processes. CHAPTER 5 GENDER DISPARITY IN EDUCATION There is little denying the fact that investiture in human capital is one of the most effective means of reducing poverty and encouraging sustainable development. Yet, women in developing countries usually receive less education than men. More so, women in general enjoy far less employment opportunities than men.Any claims and efforts then, to remove poverty and make women independent, can show results only if they address the issue of sex inequality in education. In recent decades, there have been large gains, no doubt on comparable levels, in basic rights and opportunities, in life expectancy and enrolment ratios for women. But despite these gains, the stark reality has not changed. There still are large sexual urge disparities in basic human rights, resources, and economi c hazard, and in political rights. So until India is able to address this issue of sexuality inequality and resolve it, the vicious cycle of poverty will continue to pervade.This is because poverty leads to and aggravates sex activity discrimination it is in the poorer sections and nations that instances of gender biases and inequality are more evident. Women and girls are at the bottom of the social, economic and political ladder. retrieve to the means to influence the development process is a rare and a problematic possibility. And yet, by the same logic, gender discrimination hinders development. So while denial of basic rights (be it education, employment or health care for women) is detrimental to women, this denial, ultimately also harms the society, the nation at large too, by hampering development.Clearly, the gender gap in education that are widespread, is an impediment to development. The only solution to this is gender equality, which strengthens a countrys ability to grow, to reduce poverty and provide its people men, women and children a better life. Just because gender inequality is inextricably linked to societal norms, religion or cultural traditions, it should not be either a chip or an excuse to gender rude(a) development planning. India represents a picture of contrasts when it comes to education and employment opportunities for girls.Cultural, social and economic factors still prevent girls from getting education opportunities so the question of equality is still a mirage. However, the rural and the urban areas present a contrast. In the rural areas the girl child is made to perform household and agricultural chores. This is one of the many factors limiting girls education. cleanup spot the house, preparing the food, looking after their siblings, the elderly and the sick, graze the cattle and collecting firewood are some of the key tasks they have to perform.Households are consequently reluctant to spare them for schooling. Ph ysical gum e farthestic of the girls, especially when they have to travel a long distance to school and reverence of sexual harassment are other reasons that impede girls education. In the urban areas, however, there is a discernible difference in the opportunities that girls get for education and employment. Though the figures for girls would still be low as compared to boys, what is heartening to see is that whenever given the opportunity, girls have excelled more than boys.For instance, in the Central Board of Secondary Examinations for grades 10 and 12, which are at an All India level, girls have for over a decade now, bagged all the top positions and secured a higher over all percentage compared to boys. In employment opportunities too, women in India today have stormed all male bastions. Be it pilotage aircraft, heading multi-national corporations, holding top bureaucratic positions, leading industrial houses, making a mark as photographers, filmmakers, chefs, engineers an d even as train and lorry drivers, women have made it to all hitherto considered male bastions in India.However, this is not reason enough for cheer. For the number of girls and women who have been left out of education and employment opportunities, still far outweighs those who have got them. And what needs to change this scenario, is not just governmental efforts but a change in societal norms, in cultural and traditional biases and in general mindsets of people. And in this the media, the civil society, and the youthfulness, the women and girls have a lot to contribute. CHAPTER 6 GOVERNMENT SCHEMES FOR PROMOTING EDUCATION . 1 The Growth of Centrally Directed devises The national policies of 1968 and 1986 were developed through processes led by the regimens Ministry of Education and after its Ministry of Human Resource Development and involving widespread consultation at the state level. While the centre always contributed patronage to the states through the planning commissio n process and annual incremental plan allocations, implementation tariff lay squarely with the state administration until 1976.From 1977, implementation responsibility lay together with de jure with the state and the centre and through the eighties and the 1990s central government became bit by bit to play a much more directive role in programmes for primary, through the modality of cyphers. Up to the 1980s there had been little or no international sake in the planning and backup of programmes in basic education. But from the 1980s, and some years before the production of the 1986 national policy on education, a small number of foreign funded projects, roleed to improve access to and the quality of primary education, were initiated in various states.These would become the forerunners of the more rarified District Primary Education Programme (DPEP) of the 1990s and the country-wide Sarva Shiksha Abhiyan (SSA) programme of the 2000s. 6. 1. 1 The Andhra Pradesh Primary Educat ion labor movement One of the first projects was the Andhra Pradesh Primary Education Project (APPEP) started in 1984 through a programme funded jointly by the Government of India, the UK government and the State Government of Andhra Pradesh. Starting in eleven districts and 328 primary schools the project was planned to reach all 48,000 schools in the state.A large case construction programme designed to increase access to schooling was accompanied by a comprehensive human resource development programme for teachers, teacher educators and education administrators, the provision of materials to have activity-based learning and passe-partout support for teachers on a unvarying basis through teacher centres. 6. 1. 2 The Shiksha Karmi Project In the state of Rajasthan, the Shiksha Karmi Project (SKP) commenced in 1987 through a collaborationism between the Governments of India and Sweden and the Government of Rajasthan.Literacy rates were lower than in Andhra Pradesh, especially among girls and women, and the SKP sought to counter teacher absenteeism in remote schools, increase enrolment, especially among girls, and reduce dropout. An innovative strategy was the substitution of frequently absent primary school teachers by a two resident Shiksha Karmis (educational workers). This approach was inspired by a small scale project run and funded locally during the 1970s by an NGO, the Social Work and Research Centre (SWRC), in which three data-based primary schools were run by village youth trained as they worked as teachers.Between 1978 and 1986 the experimental programme was runed gradually to new sites with support from SWRC and other NGOs and the government of Rajasthan. The success of the small scale projects prompted the desire to expand the Shiksha Karmi idea on a larger scale. In 1987 foreign elaborateness and championship was formalised through an agreement for a six-year joint venture between the governments of India and Sweden. 6. 1. 3 The Lok Jum bish Project Shortly afterwards, in 1988, the first draft of an even more ambitious project in the same state the Lok Jumbish (Peoples Movement) Project was drafted.With three core components the quality of learning, community closeness and the focussing of education it sought to transform the mainstream system in Rajasthan by building from it and interacting with it. Involving a politically radical strategy and complex design, the leaders of LJ saw it as developer, demonstrator, throttle and transformer of the mainstream education system from the outside (Lok Jumbish colligation Assessment, 1993). Many of its ideas were drawn from SKP and its predecessors, and, like SKP, it attracted financial support from the Government of Sweden, but on a much larger scale.Like the large scale Andhra Pradesh Primary Education Project before it LJ was another example of a three way relationship between the central government, the state government and a foreign fashion. LJ gave amount of money to the 1992 National Policy of Educations declaration that the Government of India will, in addition to undertaking programmes in the Central sector, assist the State Governments for the development of programmes of national importance where coordinated action on the part of the States and the Centre is called for.LJ also gave substance to the framework evolved in 1991 by the Central Advisory Board of Education for the availing of external assistance for basic education projects (Lok Jumbish Joint Assessment, 199374-76). In the case of LJ however, the confederation involved a fourth agency the Lok Jumbish Parishad (LJP) a non-governmental agency based in Jaipur, Rajasthan that worked alongside the state government. Indeed, were it not for the work and drive of those who established LJP, the Lok Jumbish project would credibly never have materialised, nor would some radical elements of the programme have emerged.LJ had three major components community involvement, the quali ty of learning and the centering of education. The component envisaged for improvements in the quality of learning was not especially radical, even if it posed implementation challenges. It involved the training of teachers and teacher educators, a curriculum and pedagogy reform led by the framework of negligible learning levels (MLL), and a system for headmaster support.The Programme for Community Mobilisation was more radical and involved the mobilisation of the community through public debate, the sharing of information and knowledge to create informed decisions and village household surveys to establish the numbers of children not attending schools and the reasons for non-attendance. Mobilisation involved the government activity in the village of a core group who became an activating agency for the village, the involvement of womens groups in education decision-making and the involvement of male and feminine adults in the design of school buildings, construction and mainten ance. . 1. 4 The District Primary Education Programme already by the early 1990s the government had decided to launch the District Primary Education Programme (DPEP) across seven states with support from a range of foreign donors. From an educational planning perspective DPEP correspond a budge from removing supply side constraints to a greater focus on quality improvement. In 1994 DPEP was launched in the 42 mostly educationally disadvantaged districts in seven states.The DPEP strategy was drawn in tune with the national objectives of frequent access, memory and achievement of minimum levels of educational attainment with a focus on girls and children be to socially deprived and economically backward sections of the society. Besides the achievement of the quantitative and qualitative targets within the stipulated period, the major thrust of the DPEP is to promote the decentralised steering with active involvement of stakeholders that will have a considerable impact on the sus tainability of the project beyond its life cycle.A senior(a) administrator recalled the growing political will for basic education around this time. In contrast to some other sectors, education, and in particular frequent mere(a) education (UEE) enjoyed consensus with respect to its value and to its need for financial investment. Since the early 1990s there has been a sustained approach from parties of all political hues in their support for UEE and the states themselves have been trying to outdo each other (interview with the author). Barring some issues of politics in one or two states there has been a clear shift in the level of support for UEE.Political relations between the centre and the state are generally good, reinforcing an underlying push for reforms in UEE. Rarely are there any discordant views about how to move transport on the easy elements of provisioning e. g. infrastructure. Discord revolves around how fast or slow state governments proceed (interview with the author). Evaluations of the impact of DPEP on a range of education performance indicators suggest that disparities in enrolment and retention were cut the most in those districts with the lowest female literacy levels. In all 42 districts the percentage increase in female enrolment was 12. %. In the districts with very low female literacy rates the gain was 13. 2% and in districts with low female literacy rates it was 16. 2%. Positive change in the share of scheduled caste and scheduled tribe enrolment to total enrolment was also highest in those districts with the lowest female literacy rates. These enrolment gains were accompanied by reductions in the scholarly personteacher ratio, in the pupilclassroom ratio and in repetition rates. While the centre promoted the DPEP programme, states also continued to stick in and to launch major programmes designed to support improvements in access to education.One example was the twelve noon Meal Programme for children in the lower primary grades introduced in Karnataka in 1995. The programme involved a dry ration of three kilograms of rice per month for each child enrolled in the school. The idea grew out of a huge grain trim that was going to waste. Although the surplus did not continue, the synopsis, once introduced, would continue. Inspired in part by a popular noontide meal programme in the state of Tamil Nadu some 25 years earlier, the Karnataka arrangement would become a central government initiative in 2004. Dry rations were replaced by a cooked meal and central government funding of 1. rupees per child per day were matched by 0. 5 rupees by the states. In principle the fund covered cooking costs, fuel, pulses and vegetables, saltiness and masala. In 2008 the programme was extended to the upper primary grades country-wide. Some 120 zillion children were fed on a mundane basis in one one million million schools. Analysis of evidence generated from the PROBE survey conducted in the Northern states of B ihar, Madhya Pradesh, Rajasthan and Uttar Pradesh in the late 1990s indicated the positive impact of midday meal programmes on school participation in rural areas, especially among girls (Dreze and Kingdon, 2001). 6. 1. 5 Sarva Shiksha AbhiyanThe generally positive perception among many stakeholders of the results of DPEP across seven states led on to an even larger nationwide programme, Sarva Shiksha Abhiyan (SSA). Translated from Hindi as education for all movement, SSA describes itself on its official website as An effort to universalise basal education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode.In terms of the international discourse, SSA is the Government of Indias main programme for the delivery of millennium D evelopment Goal 2, the achievement of universal primary education by 2015. In terms of the national discourse it gives substance to the 2002 constitutional amendment on elementary education as a fundamental right. Its aim is to universalise by 2010 an improved quality of education for all children in India aged between the ages of 6 and 14 (Ward, forthcoming). interestingly SSAs self-description on the web employs the concept of political will.It describes itself as an expression of political will for universal elementary education across the country. SSA has for certain enjoyed will and push from the centre. A senior bureaucrat commented that since SSA was a centrally sponsored scheme, the centre was pushing it very strongly. But political will and ownership at the level of the state is also important. The source of funding is key to will and ownership at state level. During the time of earlier DPEP the centre funded 85% of expenditure and the states 15%. SSA has introduced a tape ring formula such that by the end of 2011/12 the ratio should be 50-50.SSA is further described as * A programme with a clear time frame for universal elementary education. * A response to the demand for quality basic education all over the country. * An opportunity for promoting social justice through basic education. * An effort at effectively involving the Panchayati Raj Institutions, School Management Committees, Village and Urban slum level Education Committees, Parents teachers Associations, Mother Teacher Associations, Tribal Autonomous Councils and other deal root level structures in the management of elementary schools. A partnership between the Central, state and the local government. * An opportunity for states to develop their own vision of elementary education. In 2001 its performance targets (on the website described as objectives) were defined ambitiously as * All children in school, Education stock-purchase warrant Centre, Alternate School, Back-to- * School ingro up by 2003 All children complete phoebe bird years of primary schooling by 2007 * All children complete eight years of elementary schooling by 2010 rivet on elementary education of commensurate quality with emphasis on education for life * Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010 * universal retention by 2010 The Education Guarantee Scheme (EGS) referred to in the first target was introduced originally in 1977 under the title of the Non Formal Education Scheme. That scheme enjoyed only limited success and was re-launched in 2000 (GoI, 200229).Its aim was to provide further coverage in small habitations with no schools within a one kilometre radius. The current scheme targets out-of-school children in the 6-14 age group and uses strategies such as bridge courses, back-to-school camps, seasonal worker hostels, summer camps, mobile teachers and remedial coaching. For the last several years, many of these EGS centr es have been upgraded to the full status of primary schools, but concerns remain about the quality of education which they crack as well as their long-term sustainability. 6. 1. 6 The Right to Education BillThe most significant change in national policy on access to elementary education in recent years was the Right to Education Bill. Although a number of states have had compulsory education acts on their statues for many years, some from before independence, these acts had not been formulated in a way that rendered them justiciable i. e. no-one could be prosecuted if those rights were not met. In 1992, the Indian government signed the International normal of the Rights of the Child. An important legislative spur came in 1993 when the Supreme Court ruled in the Unnikrishnan vs.State of Andhra Pradesh 1993 (1) SCC 645. The Supreme Court ruled that Article 45 of the Constitution which asserted the obligation of the state to provide free and compulsory education up to age of 14 sh