Arts administration and cultural heritage Research Paper

Arts administration and cultural heritage - Research Paper Example Telecasting companies in the present day are competing with one another to provide customers with best exploiting technology. Public Broadcasting Services (PBS) and Discovery Communications (DC) are two major television networks in the US that provide 24 hours broadcasting services to the country’s citizens. While PBS, with its 345 member stations, is a nonprofit public organization, DC is profit motivated and broadcasts a wide variety of non-fictional programs encompassing the topics of science, engineering, animal and plant life, marine life, science and technology, political events, environmental issues etc. It is one of the most vibrant players in the field surviving the stiff competition from other major network such as national geographic, Times networks etc. Organization and Structure: 1) Mission Statement of PBS: The Mission Statement of PBS encompasses the generation of content that informs, educates, and inspires. To achieve this, PBS provides  programs that develo p the minds of kids, documentaries,  non-commercialized programs for news that keep people informed on events around   the world and other cultures  and  various other programs that introduce US citizens to the worlds of theater, music, art and dance.   PBS has transformed itself from linear broadcasting business to a multi-platform leader that provides Americans access to mobile TV, television,  Web,  interactive whiteboards in the classroom  and more. PBS reaches out through their services to 123 million citizens by way of television and above 21 million people online every month.   2) Mission Statement of Discovery Communications: Discovery Communications is dedicated to being a globally renowned content provider of various options workplace. By building a healthy and wide-ranging work atmosphere that supports flexibility, balance, and different perspectives, they strive to inspire their employees to attain their maximum potential. They value of their team and f acilitate them the best resources and tools in the industry. Structure of PBS and Discovery Communications: 1) Structure of PBS: Primarily, PBS is not a network of television, but a membership business establishment. Out of 1,500 television stations in the US only about 350 are eligible for federal support as public television. â€Å"Of the 11,500 AM and FM stations operating in the U.S., only 1,650 are noncommercial and only about 700 qualify for federal support as public radio. Not wanting competition for their commercial programming, the big three networks successfully lobbied congress against structuring public broadcasting as a fourth network. Congress complied and created a highly decentralized public broadcasting service† (U.S. Public Broadcasting: Structure and Programming, 2003). The Corporation for Public Broadcasting acts as the financial agent for their services. CPB submits their budget straight to Congress and receives the funds as designated. To facilitate matc hing grants for development of programs, CPB receives funding in 3year cycles. On the other hand, the parliament and/or the White House exercise the power to rescind earlier authorization of funds. 2) Structure of Discovery Communications: Discovery Communications has, in the recent past, realigned its American networks portfolio with a view to further improve their content, programs, operational and promotional

Expand a company Assignment Example | Topics and Well Written Essays - 500 words

Expand a company - Assignment Example They are now looking for value and savings which the proposed franchise can offer to them (Marketing Charts Staff, 2011). The risk that the proposed business is facing is market dilution. Meaning, the market and even the end users might copy the idea and just purchase the parts and assemble the computer by themselves thus making the company irrelevant. This risk and threat could be neutralized however by forging relationship with suppliers where they will offer the franchise significant discount in computer parts so that the discounted rate can be passed on to the customers making the company more attractive. This is very possible when the business is already expanding because the franchise can now order in scale. The reduced price can also serve as a barrier to potential competitors by making competition tougher for them. Also, The franchise has to be paired with repair service as a technical and customer support to win and customer loyalty and as an added value to entice customers to customize computers instead of buying them ready made. If customer preference towards computers wil shift towards assembly, it will be favorable to the franchise and that would mean more business. Marketing Charts Staff. â€Å"US Consumers Display Price Sensitivity†. November 2, 2011. Marketing Charts.com. November 19, 2012

Shopping in Malls in India

Shopping in Malls in India INTRODUCTION: The concept of shopping in malls in India is undergoing a dramatic change. A few years back, people just used to visit a lot of stores for their needs, but off late every shopping mall seems to be overflowing with people of different ages- from children to adults. With globalization at its peak and paving a way for the international brands, people now feel that they can get anything that they want in these shopping malls be it electronic goods, apparel and consumer durables. For the past few years researchers have been working to establish a relationship between shopping in malls and the income level of people. The reason for conducting such a research is to find out which sections of the society (lower middle class or higher middle class) do a lot of shopping in the malls. But yet, not many people will be comfortable in sharing their income details as it is personal. This is the area which tests the researchers, as to how they will be able to establish a positive relationship between the two. BACKGROUND AND SCOPE OF STUDY: This study will be conducted with the aim to develop a relationship between shopping in malls and the income level of people. The study primarily focuses on the consumers buying behavior in a mall. It helps us to understand the mindset of the consumers, by which we can develop more products according to their needs. For this study the Spencers Plaza mall will be chosen. Primary data, which is the feedback received directly from the consumers, will be collected and represented in statistical form. The outcome so obtained will be analyzed and possible conclusions will be drawn. Recently, there has been a tremendous increase in the number of shopping malls in Chennai. The reason for the sudden upheaval of so many shopping malls can be related to globalization taking its pace. The growth factors for the shopping malls are the conscious citizens who prefer a sophisticated environment to shop and also with so many international brands making its presence in India, it has created the need to establish a place which has everything within one roof. The concept of shopping malls in India is largely gaining popularity as it attracts customers by way of excellent ambience, style and elegance, having the potential to make one shop and enjoy the experience as well. Spencers Plaza, Big Bazzar, Ampa skywalk, City Centre are the big players today. Adding to the list are the upcoming Chennai Central, Ramee Mall etc. OBJECTIVES OF STUDY: To conduct an in depth study on consumer buying behavior in a shopping mall To identify the relation between the income pattern and shopping in the mall among the selected samples. To know what the average consumer prefers to buy today from the samples selected. To gain information regarding consumers monthly income, general buying preferences, visiting preferences and the expectations of a mall among the selected samples. To establish a correlation between consumers income level and shopping in malls. HYPOTHESIS: Null Hypothesis: Ho: Shopping in the mall and consumer income is not related. Alternate Hypothesis: Ha: Shopping and consumer income is related METHODOLOGY: SAMPLING DESIGN AND TOOLS: The study will be conducted among people visiting Spencers Plaza mall. The type of sampling used for the study will be Stratified Sampling, as there will be a difference among the people pertaining to age, occupation and income level. Data will be collected by way of Primary and Secondary data. Primary data will be collected by way of a questionnaire, and a field survey of a sample will be conducted in some of the busiest areas in Chennai such as T. Nagar, Adyar, Nungambakkam and Alwarpet. Consumers will be directly approached and presented with a questionnaire which will be designed to gain information on their monthly income, general buying preferences, visiting preferences and expectations of a mall. Secondary source of data will be collected by way of magazines, internet news articles, journals and other sites. The type of the research carried out will be an exploratory research, as it gives first hand information, which is primary data and often more reliable than secondary data . The data collected from samples will be tabulated, analyzed and interpreted for results. DATA ANALYSIS: The collected data will be analyzed statistically. The ‘Chi- Square test or the ‘Goodness of fit test will be used to test the null hypothesis. The Chi Square test will be of help in determining the difference between the observed and the expected values. A ‘Correlation analysis will be done to test the relationship between shopping in malls and consumers income level. For simplifying the analysis of the collected data, the data will be tabulated and presented graphically for easier understanding as well. POSSIBLE OUTCOMES: A clear understanding of consumer dimensions and mindset Customer loyalty programs to be emphasized upon as it is a significant factors A clear picture of the indicators which creates a drive to purchase in the consumers can be understood. The relationship between shopping in malls and income level, if any, will be established LIMITATIONS OF STUDY: While working on this project I will have to face some difficulties while collecting data. The samples will be collected only from one shopping mall, and hence preference of mall cannot be generalized. People may not be interested and comfortable in providing family income details. They may consider it to be personal to disclose such details. It may be difficult to get all the respondents to answer in the sample, as they may not be willing to spend time to answer the questionnaire. Time constraint will also be one of the limitations of the study as verification of all the responses collected from consumers will not be possible.

Black & Decker Essay -- Business, Globalization

Black & Decker was recognized as the power tools international industry leader during the early1980’s. However, due to the maturity of its power tools business and competition from companies joining the global market, B&D shifted from a single business firm to a diversified company. Early success with acquisitions such as GE propelled the company to acquire Emhart, a highly diversified manufacturer of industrial products. The acquisition of Emhart is well documented and provides a roadmap for the internal and external challenges and opportunities companies face when attempting to gain market share, increase profits, and expand globally through diversification. Thus, the integration and globalization strategy B&D used after buying Emhart will be examined. Globalization Strategy 1. What do you think of Grunewald’s plan for creating a â€Å"global lock business†? Grunewald’s plan to gain market share by acquiring a company that will continue Black & Decker’s diversification strategy and provide inroads to other international markets had merit. It was, in fact, what he was hired to do- expand the business globally (Cummings & Worley, 2009). According to B&D CEO, Nolan Archibald, Emhart’s distribution channels and products such as Kwikset door locks, Price Pfister faucets, and Bostik adhesives, aligned with B&D’s product lines, in other words, it was a good fit (Deutsch, 1989). Moreover, both companies have international experience. B&D targets homeowners while Emhart’s target market is industrial (Deutsch, 1989). Also, the merger will increase B&D’s margin significantly. For example, Archibald estimates increased revenues of $50 million by moving products through integrated distribution channels (Deutsch, 1989). Finally,... ...its global strategy and be competitive with existing international companies (Yips, 1996). Conclusion The ability to compete globally is a problem all companies face. It requires a departure from traditional methods of operation and an awareness of external and internal forces that can undermine a company’s success. Thus, a clear strategic plan engineered by experienced and committed managers is necessary. B&D assumed that its past success with diversification and acquisitions inoculated them from making a mis-step. This bravado, if you will, caused B&D to ignore the warning signs when acquiring Emhart; a venture that took approximately ten years to recover from. Consequently, B&D returned to its core strategy of product innovation, quality, and concentration on profitable company acquisitions in order to remain competitive in the global market. Black & Decker Essay -- Business, Globalization Black & Decker was recognized as the power tools international industry leader during the early1980’s. However, due to the maturity of its power tools business and competition from companies joining the global market, B&D shifted from a single business firm to a diversified company. Early success with acquisitions such as GE propelled the company to acquire Emhart, a highly diversified manufacturer of industrial products. The acquisition of Emhart is well documented and provides a roadmap for the internal and external challenges and opportunities companies face when attempting to gain market share, increase profits, and expand globally through diversification. Thus, the integration and globalization strategy B&D used after buying Emhart will be examined. Globalization Strategy 1. What do you think of Grunewald’s plan for creating a â€Å"global lock business†? Grunewald’s plan to gain market share by acquiring a company that will continue Black & Decker’s diversification strategy and provide inroads to other international markets had merit. It was, in fact, what he was hired to do- expand the business globally (Cummings & Worley, 2009). According to B&D CEO, Nolan Archibald, Emhart’s distribution channels and products such as Kwikset door locks, Price Pfister faucets, and Bostik adhesives, aligned with B&D’s product lines, in other words, it was a good fit (Deutsch, 1989). Moreover, both companies have international experience. B&D targets homeowners while Emhart’s target market is industrial (Deutsch, 1989). Also, the merger will increase B&D’s margin significantly. For example, Archibald estimates increased revenues of $50 million by moving products through integrated distribution channels (Deutsch, 1989). Finally,... ...its global strategy and be competitive with existing international companies (Yips, 1996). Conclusion The ability to compete globally is a problem all companies face. It requires a departure from traditional methods of operation and an awareness of external and internal forces that can undermine a company’s success. Thus, a clear strategic plan engineered by experienced and committed managers is necessary. B&D assumed that its past success with diversification and acquisitions inoculated them from making a mis-step. This bravado, if you will, caused B&D to ignore the warning signs when acquiring Emhart; a venture that took approximately ten years to recover from. Consequently, B&D returned to its core strategy of product innovation, quality, and concentration on profitable company acquisitions in order to remain competitive in the global market.

Describe the global distribution of earthquakes Essay

According to plate tectonics, the global distribution of epicentres is related to boundaries between lithospheric plates. Earthquakes at plate boundaries are called interplate earthquakes. Less commonly, earthquakes also take place in plate interiors and these are called intraplate earthquakes. The most active region in the world corresponds to the margins of the Pacific Ocean. Earthquakes with large magnitudes take place along this zone in the Americas from the Aleutian Islands to southern Chile and from the Kamchatka peninsula in Asia to New Zealand. Besides shallow earthquakes, throughout most of this long region, intermediate and deep shocks take place along the margin of Central and South America and on the other side of the Pacific along the systems of island arcs (Aleutians, the Kuriles, Japan the Philippines) Another large seismically active region is known as the Mediterranean-Alpine-Himalayas region and extends from West to East from the Azores to the eastern coast of Asia. This region is related to the boundary between the plates of Eurasia to the North and Africa, Arabia, and India–Australia to the South. Its seismicity involves shallow, intermediate, and deep earthquakes. A third seismic region is formed by earthquakes located on ocean ridges that form the boundaries of oceanic plates, such as the Mid-Atlantic Ridge, East Pacific Rise, etc. In these regions earthquakes of shallow depths are concentrated in relatively narrow bands following the trend of the oceanic ridges. In general, boundaries between oceanic plates and between oceanic and continental plates have simpler distributions of seismicity than do boundaries between continental plates. Name two pieces of evidence that can be used to show the scale of the hazard at any one place. Comment on the reliability of such evidence. The most well known method of measuring the intensity of an earthquake is the Richter scale. The Richter scale is named after an American seismologist named Charles Francis Richter, and measures the amount of energy released at the focus of a quake. It uses a logarithmic scale that runs from â€Å"1† to â€Å"9. † Because this scale is logarithmic, each number is actually an increase of ten times than the number which precedes it. Thus, a 7. 0 earthquake is ten times more powerful than a 6. 0 and 100 times more powerful than a 5. 0. To allow a greater degree of precision, a decimal equivalent was provided. At one time it was believed that an earthquake with a magnitude of 8. 5 was the most powerful possible but new seismic measuring techniques have revealed that it is possible to reach 9. 5. This is reliable source as to how destructive an earthquake can be, although it does not specifically relate to how much damage will be caused, for example a less economically developed area which has a high population density will suffer greater loss than a more economically developed area which has better education, more stable buildings and emergency plans as well as sufficient communication. The intensity of an earthquake is a more reliable source of evidence as to how destructive an earthquake has been. Intensity of an earthquake depends on the distance from epicentre, and also on the local soil conditions, geology and topography. In a typical case, however, the largest intensity is observed in the vicinity of epicentre and it diminishes with the distance. It measures the total number of deaths and building failures. I believe this is more reliable as it measures the direct effect of the earthquake, for example, the total destruction of the land etc if directly proportional to the intensity and does not take into account the land use. Describe the effects of the hazard in the areas where it occurs. How earthquakes affect humans, buildings, and bridges depends on many factors. The most important factors are earthquake magnitude, the distance from the earthquake centre (called the epicentre), and the geologic conditions at a site Primary effects of earthquakes are caused directly by the earthquake and can include violent ground shaking motion accompanied by surface rupture and permanent displacement. The most significant societal impact of the Kobe earthquake was the tremendous loss of human life. In addition, for more than 300,000 survivors in the heavily impacted cities of Kobe, Ashiya, and Nishinomiya who were displaced from their homes, there were the hardships of finding shelter; securing food and water; locating friends and family members; and acquiring warm clothing for the cold, damp winter weather. Although relatives and friends took some of the displaced people in, and others possessed the means to relocate to hotels, those requiring emergency shelter reached a peak of 235,443 on the evening of January 17. Many camped in public parks or assembled makeshift shelters from materials salvaged from the wreckage of their homes. The 1,100 shelters included community centres, schools, and other available and undamaged public buildings. Facilities were too few to avoid severe crowding in some shelters, however, causing sanitation problems and increased risk of communicable disease. Indeed, two weeks after the earthquake, reports of influenza and pneumonia were common. Food, water for drinking and sanitation, blankets, and warm clothing were in short supply for at least the first few days after the earthquake, and many people from the hardest-hit wards made the long walk to the Nishinomiya Railway Station, journeyed to Osaka for necessities, then returned via rail with whatever they were able to transport by hand. Short-term secondary effects of earthquakes include liquefaction, landslides, fires, seismic sea waves (tsunami), and floods (following collapse of dams). Long-term secondary effects include regional subsidence or emergence of landmasses and regional changes in groundwater levels. Liquefaction is defined as the transformation of water saturated granular material from solid to a liquid state. During earthquakes, this may result from an increase in pore – water pressure caused by compaction during intense shaking. Liquefaction of near – surface water – saturated silts and sand causes the materials to lose their shear strength and flow. As a result, buildings may tilt or sink into the liquefied sediments; tanks or pipelines buried in the ground may float to the surface. Also the pressure generate by the shaking, forces the sand to loose its cohesive strength and to work more like a dense liquid. This leads to buildings collapsing and for sand to explode onto the surface to create ‘sand volcanoes’ and ‘boils’. Earthquake shaking commonly triggers many landslides (a comprehensive term for several types of hill slope failure) in hilly and mountainous areas. Landslides can be extremely destructive and cause great loss of life. Fire is a major secondary hazard associated with earthquakes. Shaking of the ground and surface displacements can break electrical power and gas lines and ignite fires. The threat from fire is doubled because fire-fighting equipment may be damage and water mains may be broken. The major cause of death form earthquakes is due to the collapse of buildings. The number of buildings destroyed by the Kobe earthquake exceeds 100,000, or approximately one in five buildings in the strongly shaken area. An additional 80,000 buildings were badly damaged. The large numbers of damaged traditional-style Japanese residences and small, traditional commercial buildings of three stories or less account for a great deal of the damage. In sections where these buildings were concentrated in the outlying areas of Kobe, entire blocks of collapsed buildings were common. The fires following the earthquake also destroyed several thousand buildings. Discuss the degree to which the hazard can be predicted and managed. Effective management of geological hazards is still an exclusive object for countries throughout the world. Experience has shown that, even in the most technologically developed countries, much remains to be achieved. Although considerable advances have been made in the field of geological hazard prediction, many geophysicists feel that accurate prediction of earthquakes may no longer be regarded as an achievable goal. Increasingly scientists and hazard managers are turning their attention to improving and adapting buildings and infrastructures that will withstand earthquakes. Hazard mapping, and land use zoning have important parts to play in the reduction of losses from earthquakes. The proper co-ordination of community awareness, evacuation procedures and effective response by public services is acquiring a much higher profile as a result of shortcomings revealed in recent events such as the Kobe and Armenian earthquakes. Administration of aid and relief programmes during the vital days after the occurrence of a disaster has often been criticised, particularly in the less economically developed countries, and much more competent use of resources is clearly required in many cases. Predictions of earthquakes are based largely on past patturns and generally tend to be imprecise. They are usually long term, and as we have seen, in the case of earthquakes it is unlikely that the location and magnitude of an event can be predicted with any accuracy. Forecasts are based on the evolution of an event through a series of stages that are increasingly well understood. In contrast to predictions, forecasts are often short-term and thus offer little time for effective warning to be given. Again little progress has been possible with seismic hazard forecasting. There has been considerable investment into the scientific prediction of earthquakes in areas such as the Kanto and Tokai regions of Japan and in California. In such densely urbanised and technologically complex areas the search for accurate prediction methods clearly justifies research costs. Seismic variations in the San Andreas Fault are well known. The section around the town of Parkfield is currently the site for an ongoing seismic prediction experiment. It appears that slips occur along this section of the fault at fairly regular intervals, averaging out at 22 years. The window of occurrence for the latest slip and earthquake was between1987 and 1993, but no major seismic event has yet occurred.

Child Development, Nature vs Nurture

The nature versus nurture debate is one of the oldest issues in psychology. The debate centers on the relative contributions ofgenetic inheritance  and  environmental factors  to human development. Some philosophers such as Plato and Descartes suggested that certain things are inborn, or that they simply occur naturally regardless of environmental influences. Other well-known thinkers such as John Locke believed in what is known as  tabula rasa, which suggests that the mind begins as a blank slate. According to this notion, everything that we are and all of our knowledge is determined by our experience.For example, when a person achieves tremendous academic success, did they do so because they are genetically predisposed to be successful or is it a result of an enriched environment? Today, the majority of experts believe that behavior and development are influenced by both nature and nurture. However, the issue still rages on in many areas such as in the debate on the origins of homosexuality and influences on  intelligence. This question has puzzled philosophers, psychologists and educators for hundreds of years and is frequently referred to as the  nature versus nurture  debate.Are we the result of nature (our genetic background) or nurture (our environment)? Today, most researchers agree that child development involves a complex interaction of both nature and nurture. While some aspects of development may be strongly influenced by biology, environmental influences may also play a role. For example, the timing of when the onset of puberty occurs is largely the results of heredity, but environmental factors such as nutrition can also have an effect. From the earliest moments of life, the interaction of heredity and the environment works to shape who children are and who they will become.While the genetic instructions a child inherits from his parents may set out a road map for development, the environment can impact how these directions are expre ssed, shaped or event silenced. The complex interaction of nature and nurture does not just occur at certain moments or at certain periods of time; it is persistent and lifelong. Babies begin to take in sensory experiences from the world around them from the moment of birth, and the environment will continue to exert a powerful influence on behavior throughout life. Geneticscan have a powerful influence on development, but experiences re equally important. For example, while the genetic code contains the information on how a child's  brain  may be pre-wired, it is learning and experience that will literally shape how that child's brain grows and develops. Final ThoughtsClearly, genetics have an enormous influence on how a child develops. However, it is important to remember that genetics are just one piece of the intricate puzzle that makes up a child's life. Environmental variables, including parenting, culture, education and social relationships also play a vital role.Nature v ersus Nurture is a popular debate about whether our genetics, or environmental influences â€Å"mold† more of who we are. An example is whether you get your out-going personality because of your DNA, or because you grew up in an environment that made you out-going. Nature is your genes, Nurture is environmental influences. Read more:  http://wiki. answers. com/Q/What_is_the_argument_of_nature_vs_nurture#ixzz29QTunXP3 The nature vs nurture debate is one of the most enduring in the field of psychology. How far are human behaviors, ideas, and feelings,  INNATE  and how far are they all  LEARNED?These issues are at the center of the ongoing nature versus nurture debate or controversy. In the 17th  century the French philosopher Rene Descartes set out views which held that we all, as individual Human Beings, possess certain in-born ideas that underpin our approach to the world. The British philosophers Thomas Hobbes and John Locke, on the other hand, emphasised the role of experience as fully contributing to behavioral development. Locke set out the case that the human mind at birth is a complete, but receptive, blank slate ( scraped tablet or tabula rasa ) upon which experience imprints knowledge.Let us then suppose the mind to be, as we say, white paper void of all characters, without any ideas. How comes it to be furnished? Whence comes it by that vast store which the busy and boundless fancy of man has painted on it with an almost endless variety? Whence has it all the materials of reason and knowledge? To this I answer, in one word, from EXPERIENCE. Dandelion children tend to do pretty well no matter what environment they grow up in. Orchid children, meanwhile, may develop behavior or mood problems in abusive or neglectful homes — but in loving ones, they may thrive even more than dandelions. And according to new research, the

Bio Camp study giude essays

Bio Camp study giude essays 1. Exchange with the environment occurs as dissolved substances diffuse across the plasma membranes between the cells and their aqueous surroundings. For animals with complex internal organization and relatively small surface to area volume ratio, internal surfaces are specialized for exchange with the environment. Folding or branching gives these moist internal membranes expansive surface area. Materials are shuttled between all these exchange surfaces by the circulatory system. 2. Interstitial fluid fills the space between the cells of the internal environment of vertebrates. This fluid exchanges nutrients and wastes with the blood contained in microscopic vessels called capillaries. 3. Homeostasis The steady-state physiological condition of the body. 4. Negative feedback is a mechanism of homeostasis, whereby a change in a physiological variable that is being monitored triggers a response that counteracts the initial fluctuation. It prevents small changes from becoming too large. An example is a thermometer detecting a temperature above the set point and the thermostat switching the heater off. Positive feedback involves a change in some variable that triggers mechanisms that amplify rather than reverse the change. During childbirth, the pressure of the babys head against sensors near the opening of the uterus stimulates uterine contractions, which cause greater pressure against the uttering opening, heightening the contractions, which causes still greater pressure. 5. Suspension feeders are mostly aquatic animals that sift small food particles from the water. Substrate-feeders, such as leaf miners, live in or on their food source, eating their way through the food. Fluid-feeders make their living by sucking nutrient-rich fluids from a living host. Bulk-feeders eat relatively large pieces of food by either killing their prey or tearing off pieces of meat or vegetation by us ...

How to Make Draft Essay from This Outline Essays

How to Make Draft Essay from This Outline Essays How to Make Draft Essay from This Outline Essay How to Make Draft Essay from This Outline Essay COMM 180Winter 2013Karen Crawford Hill Research Essay Outline- Due Week 7 Student Name Number: Amandeep Cheema 300673568 Topic Number: (from assignment sheet): 2 Topic Name: (demonstrate your understanding by briefly explaining the topic in your own words, e. g. , characterization, theme, plot, social message/interpretation, etc. ) A theme is a piece of writing, a talk, or a discussion of an important idea or subject that run through it. In another word we can say that a theme is the central idea or ideas explored by a literary work and in order to identify the theme of the story, we need to composite, or assemble, the aspects of imagination that we gathered from investigation, and regard the story as a whole Relevant Textbook Unit(s): (identify the Unit number and name from SAU that relates to your chosen topic. Note: this is not necessarily the same unit in which your stories appear): Unit 2 â€Å"Types of characters† (p. 35), Unit 2 â€Å"Characterization† (p. 37), Unit 4 â€Å"Cultural and social setting† (p. 15), Unit 6 â€Å"Theme and interpretation† (p. 190). Primary Sources: (Required- two stories from Stories About Us) 1. A Handful of Dates 2. The Stolen Party Draft Main Points: (3 points, each relating to both stories) 1. The writers of both the stories use the method of characterization to create and portray characters. 2. The characters of both the stories had gone through cert ain experiences which they had encountered or undergone in the course of time. 3. Consequences which they met at the end of the stories for something which happened earlier. Draft Thesis Statement: (1- 2 sentences; include subject, readings, and main points) The author of the story â€Å"A Handful of Dates† and the author of the story â€Å"The Stolen Party† are from different culture but treat a common theme of disillusionment. In my opinion characterization, experiences, and consequences are the most important aspects of these two stories. Planned Development: (Identify support from primary sources for main points; expand table by adding rows or sections as necessary) Point 1: (briefly restate your main point): The writers of both the stories use the method of characterization to create and portray characters. Story 1 Examples| Page| Story 2 Examples| Page| The strange thing was he never use to go out go out with his father, rather it was my grandfather. | 21 (5)| â€Å"Rich people go to Heaven too,† said the girl, who studied religion at school. | 27 (5)| Unlike other children, he used to love to go to the mosque to learn the Koran. | 22 (10)| â€Å"Get away with Heaven,† said the mother. â€Å"The problem with you, young lady, is that you like to fart higher than your ass. †| 27 (10)| As for his beard, it was soft and luxuriant and as white as cottons| Page| Story 2 Examples| Page| â€Å"Yes my boy, forty years ago all this belonged to Masood-two-thirds of it is now mine. † | 23 (55)| Rosaura was the only one allowed into the kitchen. | 29 (55)| â€Å"I didn’t own a single feddan when I first set foot in this village. Masood was then the owner of all these riches. | 23 (60)| Rosaura felt she had never been so happy in all her life. | 30 (95)| He remembered that Masood remark to him â€Å"Palm trees, my boy, like humans, experience joy and suffering. † And I had felt an inward and unreasoned embarrassment. | 24 (100)| Rosaura thought that this was truly the most amusing party in the whole world. | 30 (115)| I looked at Masood and saw that his eyes were darting about to left and right like two mice that have lost their way home. | 25 (130)| | | Point 3: (briefly restate your main point): Consequences which they met at the end of the stories for something which happened earlier. Story 1 Examples| Page| Story 2 Examples| Page| I felt myself drawing close to Masood. | 25 (135)| Rosaura also leaned forward, stretching out her arm. But she never completed the movement. | 32 (175)| For some unknown reason, I experienced a sharp sensation of pain in my chest. | 25 (140)| â€Å"You really and truly earned this,† she said handing them over. â€Å"Thank you for all your help, my pet. †| 32 (180)| I felt at that moment that I hated him. 25 (140)| Rosaura felt her arms stiffen, stick close to her body, and then she noticed her mother’s hand on her shoulder. | 32 (180)| Then, without knowing why, I put my finger into my throat and spewed up the dates I’d eaten. | 25 (145)| Rosaura’s eyes had a cold, clear look that fixed itself on Senora Ines’s face. | 32 (185)| Secondary Sources: (Required- ide ntify at least 2 appropriate, i. e. , literature specific, sources with APA documentation) 1. Hassan, W. S. (2003). Tayeb Salih: Ideology the craft of fiction. Syracuse, NY: Syracuse University Press. 2. Diaz, G. (2007). Women and power in Argentine literature: Stories, interviews, and critical essays. Austin, TX: University of Texas Press. 3. Dasgupta, G. , Mei, J. , J. (2005). Character and characterization. In G. Dasgupta J. J. Mei (Eds. ), Stories about us (pp. 37). Toronto, ON: Nelson. 4. Liliana Heker. (2003). In Contemporary Authors Online. Retrieved from Literature Resource Center. 5. Khan, R. Y. (2001). Childhood and modern Arabic literature: The initiation story. Arabic Middle Eastern Literatures, 4(2), 167-178. doi:10. 1080/13666160120057277 OPTIONAL: Other Possible Secondary Sources: (Optional: secondary sources from program course material or GNED 500 material, or other nons Secondary Source Support| Page| Story 2 Examples Secondary Source Support| Page| Masood, like Sheikh, is a loving and kinds Secondary Source Support| Page| Story 2 Examples Secondary Source Support| Page| He has so far imagined that the field and playground â€Å"belonged to my grandfather ever since God’s creation,† turn out to have belonged to Masood(Diaz, G. , 2007, p. 4)| 34| Her memories of her childhood are quite clear and insightfuls Secondary Source Support| Page| Story 2 Examples Secondary Source Support| Page| It is a fall from childhood innocence that comes about with knowledge. (Diaz, G. , 2007, p. 34)| 34| What she discovers is that she has just begun her own training in servitude. (â€Å"Liliana Heker,† 2003, para. 2) | | | | | | | | | | | |

10 Tips for Using Research Note Cards

10 Tips for Using Research Note Cards Many teachers require students to use note cards to collect information for their first big term paper assignment. While this practice may seem old fashioned and out of date, it is actually still the best method for collecting research.   You will use research note cards to collect all the information necessary to write your term paperwhich includes the details you need for your bibliography notes. You should take extreme care as you create these note cards, because any time you leave out a single detail, you are creating  more work for yourself. You will have to visit each source again if you leave out essential information the first time around. Remember that citing every source completely and correctly is critical for success. If you dont cite a source, you are guilty of plagiarism! These tips will help you collect research and write  a successful paper. Start with a fresh pack of research note cards. Large, lined cards are probably best, especially if you want to make your own detailed personal notes. Also, consider color coding your cards by topic to keep your paper organized from the start.Devote an entire note card to each idea or note. Dont try to fit two sources (quotes and notes) on one card. No sharing space!Gather more than you need. Use the library and the Internet to find potential sources for your research paper. You should continue to research until you have quite a few potential sources- about three times as many as your teacher recommends.Narrow down your sources. As you read your potential sources, you will find that some are helpful, others are not, and some will repeat the same information you already have. This is how you narrow your list down to include the most solid sources.Record as you go. From each source, write down any notes or quotes that could be useful in your paper. As you take notes, try to paraphras e all the information. This reduces the chances of committing accidental plagiarism. Include everything. For each note you will need to record authors name, the title of reference (book, article, interview, etc.), reference publication information, to include publisher, date, place, year, issue, volume, page number, and your own personal comments.Create your own system and stick to it. For instance, you may want to pre-mark each card with spaces for each category, just to make sure you dont leave anything out.Be exact. If at any time you write down information word for word (to be used as a quote), be sure to include all punctuation marks, capitalizations, and breaks exactly as they appear in the source. Before you leave any source, double-check your notes for accuracy.If you think it might be useful, write it down. Dont ever, ever pass over information because youre just not sure whether it will be useful! This is a very common and costly mistake in research. More often than not, you find that the passed-over tidbit is critical to your paper, and then theres a go od chance  you wont find it again. Avoid using abbreviations and code words as you record notes - especially if you plan to quote. Your own writing can look completely foreign to you later. Its true! You may not be able to understand your own clever codes after a day or two, either.

PERSUASIVE WRITING Essay Example | Topics and Well Written Essays - 1000 words

PERSUASIVE WRITING - Essay Example Among such organizations is the one called â€Å"Feed the Children, Inc.†. It was founded in 1979 in Oklahoma City, and today it works all over the world. As it is mentioned on the official website of â€Å"Feed the Children†, the organization â€Å"exists to end child hunger† and has the mission of â€Å"providing hope and resources for those without life essentials† (Feed the Children, Inc., 2014). Overall, the focus of the organization is to deliver food, drugs, clothes and other necessities to children and their families who lack them all over the globe. Every person can lend a helpful hand and support children in need as the organization presents a range of unique opportunities for those who wish to help out, such as sponsoring a child, volunteering, and organizing special projects (â€Å"Feed the Children, Inc., 2014). The first unique way every person can help a kid in need presented by â€Å"Feed the Children† is called â€Å"Sponsor a Child†. The essence of this option is that the organization gives the opportunity for those who want to be engaged in a program to change a life of a particular child. As the website goes, â€Å"for only $30 a month, you can have a powerful impact in one child’s life; you’ll stop her stomach from growling, give her clean water and send her to school† (Feed the Children, Inc., 2014). For children who live in the developing countries, even thirty dollars can be of a great support and can â€Å"help rescue a boy or a girl from the enemies of childhood – hunger, disease and poverty† (Feed the Children, Inc., 2014). This option allows searching and choosing a child one wants to help; by this, one’s support becomes not only more personalized but more controlled as well because a sponsor has an opportunity to commun icate with the kid he/she decides to help through letters, photos and important information as well as regular updates on the child’s health and well-being. In a course of one month,

Law - Devolution Scheme Essay Example | Topics and Well Written Essays - 1500 words

Law - Devolution Scheme - Essay Example Firstly, the departmental responsibility has been divided and unsettled (House of Commons 2009). This is a clear suggestion of the downfall of the scheme. Clarification of where the responsibility of the system of devolution lies in the following things. Firstly, the coherence of the system must be maintained as a whole. The constitutional issues should be dealt with only when the need arises. Additionally, the mutual relationship between the Whitehall departments and the devolved administrations should not be replaced. Furthermore, the government of the UK should not be recentralized in the breaching of the sole purpose of devolution. Failure t act to the suggestions implicated above means that the devolution scheme will be scraped off and a federal United Kingdom created in which the responsibility of each department will be enforced in a written constitution. Questions have also risen as to whether the devolved governments, which are a part of the United Kingdom, should have indiv idual Secretaries of the State in the Cabinet (Raco 2003). The relationships which exist between the administrations which are continuing to mature, the Secretary of State’s role has continued to decrease. This has raised questions and it has created need that the separation of the offices must be put forward. Any suggestion to change the role of the Secretary of State for Wales must put in to consideration that the process is still new. If individuals Secretaries of the State are created in the cabinet, this will force the devolution scheme to be scrapped of and a federal system of government will be introduced in which individual secretaries of the states exist. According to Morelli and Seaman (2007), the devolution process of the United Kingdom in terms of both income and social inclusion does not have any income equality. An instance of the inequality in income of devolution can be seen in the two most established instances of devolution. That is Scotland and Wales. Accor ding to a survey done by the British Household Panel, its data suggests that devolution appears to have had no discernable force on inequality on income (Wright 2005). This type of weakness might also lead to a federal government or a union government. This will enable each state to concentrate on its income equality. The United Kingdom will no longer have powers to grant statutory powers to the other countries. This is an implication that a union state will have to be introduced or a federal government introduced. The issue of the constitution of the UK being an ever changing character may also result to the failure of the devolution scheme. Instead of possessing a single document, many statutes of the Parliament exist. The parliament is usually made up of the queen, the House of Lords and the House of Commons. The House of Commons habitually has the legislations’ weight (Bradley & Ewing 2003). If any changes are to be done to the constitution concerning the devolution schem e, all the parties involved must be questioned. In order to eradicate the fact that House of Commons and the United Kingdom legislature having all the statutory powers, this means that a union state will be introduced

Politcal Science Essay Example | Topics and Well Written Essays - 500 words

Politcal Science - Essay Example On 20.7.1962, President Kennedy made a statement signing Bill Accelerating the Development of the Pacific Islands Trust Territory and the statement was an expression of happiness and satisfaction2 as he was concerned about it prior to becoming President. The President, hailed as a visionary, had nothing against the law and hoped for best results. On 12th August 1998, President Clinton made a statement3 "These are tough times for many American farmers. We must continue to look for ways to help our farm communities get through them." This statement finds the President in total agreement with Congress and he was merely showing his concern and compassion that might lead to further actions to fortify the present law. So, Presidents make them only they have strong feelings about a certain law and involved in it in one way or other. There had been various remarks on recent presidential signing statements. Gregory Borse proclaims that Presidential signing is not 'bypassing law'4. According to him, 'it accrues extra-constitutional powers of the President to the executive branch'. Technically speaking, it is a note that the President makes after signing, a token of his involvement. Or simply calls attention to an aspect of the bill that President believes to be in violation of Constitution. Signing statement could be used as a weapon against the encroachments of Congress on Executive authority.

See word Assignment Example | Topics and Well Written Essays - 250 words - 1

See word - Assignment Example Florida Christian School is a well-structured Christian school created by Christian around Miami. The school is strategically located in Miami Dade County and easily accessible by the community around. It is located at  4200 SW 89th Ave. It provides Christian based academic skills and knowledge of Miami and other Christian communities across the country. The school formulates payment structure and competitive fees that best suits the community around Miami. The pricing strategy applied by the institution attracts many parents to offer their children into this institution. To enhance its competitive advantage in an academic institution, Florida offers a multiple child discount for additional siblings enrolled in the institution who live in the same household. In this perspective, a 10 percent discount is provided for each second child enrolled 20 percent reduction to the third child and 30 percent reduction of fee payment to the fourth child. On the other hand, the institution provides an annual plan that offers a 6 percent reduction of the annual fee if payment is made in full by June 1st. The institution is very innovative in establishing promotional activities that increase the institution’s brand name in the community and across the country. In this respect, the institution created a website link that is easily accessible to potential international students and parents. On the other hand, the institution produces periodic journals distributed to parents and other stakeholders. In an attempt to reach into more communities, the institution selected a unique color matching of its uniform with institution logo and other relevant information on it. Concisely, the institution is well positioned in the market to attract parents and to gain competitive advantage. Its main core competence in providing Christian based education and pocket friendly fee

The benefits&limitations&ethical implications of a research method in Essay

The benefits&limitationsðical implications of a research method in the context of a particular methodology - Essay Example In participant observation the researcher takes part or becomes involved in the existing activities of the community and document observations. Generally the observer assumes the role being explored (Flick, 2009). However, similar to other research methods, participant observation in the context of ethnography has benefits and limitations. This essay explores these strengths and weaknesses, as well as its ethical implications. Benefits and Limitations Participant observation grants the researcher the opportunity to explore phenomenon from the inside. They are valuable in ethnography when behaviours and thoughts can be identified and appreciated best in their natural situation or when the observer plans to explore social dynamics or cultural trend over a period of time. They generate a wide array of information or knowledge about the responses of individuals and provide researchers the opportunity to build theories from the information gathered (Hume & Mu, 2004). However, the key bene fit of participant observation for ethnography is that it produces an accurate understanding of how individuals perform their daily activities or tasks. It presents truthful knowledge of how individuals view cultural or societal processes, norms, and roles when studied methodically, which implies that the researcher is not only performing an observation but is also examining contexts, situations, or relationships with an assumption of how interaction or communication must be taking place (Kirby, 2000). Hence, participant observation within the context of ethnography is a field that must be known to all corporate or organisational professionals. A perfect example is how Gary DiCamillo, the CEO of Polaroid Corporation, acted when he took on the corporate position in the 1990s (Stacks, 2010, 191). Aside from interviewing the members of the organisation, he checked the different Polaroid sites, visited the control centres and facilities, and participated in dialogues about the company w ith managers and employees. Due to his continuous participant observation, he was able to discover the company’s strong and weak points, and to plan his future actions for Polaroid (Stacks, 2010, 191). In essence, according to Gummesson (1999), participant observation gives the researcher the chance to have a profound, compassionate, and culturally-sensitive knowledge of how individuals perceive the world. It is particularly valuable in the ‘exploratory’ phase of an ethnographic study (Myers, 2008), when researchers have an unclear or indefinite idea of what they are trying to discover or understand and an unclear idea of what they will find out. The major limitation of participant observation within the context of ethnography involves the amount of effort, time, and related costs it requires (Bryman & Bell, 2007). In addition, because participant observation generally requires only one researcher in a particular social situation, it is not easy to find out if ot her researchers would evaluate aspects similarly and it is not easy to determine how generally results may be related to other situations (Symon & Cassell, 1998; Collis & Hussey, 2009). Thus one of the major limitations of participant observation is reliability. In summary, the strengths of participant observation are as follows: the researcher is responsive to new ideas; it can analyse the deepest aspects of social processes or cultural dynamics; it assumes the role or perspective of

Best Nursing Practices when Transfusing Blood Products Research Paper

Best Nursing Practices when Transfusing Blood Products - Research Paper Example Nursing is a profession of the highest realm with unconditional love for mankind. Professionals are expected to show a degree of special attainment, altruism, and self-sacrifice in their dealings with the rest of the community and in return receive privileges both in the workplace and at large. Nurses work in multidisciplinary professional teams with doctors and therapists. Teamwork in nursing practice refers to interdisciplinary practice or collaboration defined as a joint decision-making and communication process with the goal of satisfying the needs of the patient. This includes respecting the unique abilities of each professional involved in the care. Nurses should be equipped with the all the needed information to complete all the tasks to work with the patients, families and colleagues in a safe, efficient manner. To deal effectively with the issues of patients nurse should have multiple skills. The attitude of the nurse affects their daily judgments, decisions, and efficiency. It is necessary to synthesize the required attitude, patient-focused systematic approach and purposeful clinical learning to deliver the needed result. Nurses should have ability to react quickly and take instant decision when needed. They should have capability to think laterally and work under tension. These qualities are needed for handling patients who are in crisis. Nurses are continuously physically and mentally challenged. They should able to handle every tough situation with focus, strength, stamina and heightened alertness.

The benefits&limitations&ethical implications of a research method in Essay

The benefits&limitationsðical implications of a research method in the context of a particular methodology - Essay Example In participant observation the researcher takes part or becomes involved in the existing activities of the community and document observations. Generally the observer assumes the role being explored (Flick, 2009). However, similar to other research methods, participant observation in the context of ethnography has benefits and limitations. This essay explores these strengths and weaknesses, as well as its ethical implications. Benefits and Limitations Participant observation grants the researcher the opportunity to explore phenomenon from the inside. They are valuable in ethnography when behaviours and thoughts can be identified and appreciated best in their natural situation or when the observer plans to explore social dynamics or cultural trend over a period of time. They generate a wide array of information or knowledge about the responses of individuals and provide researchers the opportunity to build theories from the information gathered (Hume & Mu, 2004). However, the key bene fit of participant observation for ethnography is that it produces an accurate understanding of how individuals perform their daily activities or tasks. It presents truthful knowledge of how individuals view cultural or societal processes, norms, and roles when studied methodically, which implies that the researcher is not only performing an observation but is also examining contexts, situations, or relationships with an assumption of how interaction or communication must be taking place (Kirby, 2000). Hence, participant observation within the context of ethnography is a field that must be known to all corporate or organisational professionals. A perfect example is how Gary DiCamillo, the CEO of Polaroid Corporation, acted when he took on the corporate position in the 1990s (Stacks, 2010, 191). Aside from interviewing the members of the organisation, he checked the different Polaroid sites, visited the control centres and facilities, and participated in dialogues about the company w ith managers and employees. Due to his continuous participant observation, he was able to discover the company’s strong and weak points, and to plan his future actions for Polaroid (Stacks, 2010, 191). In essence, according to Gummesson (1999), participant observation gives the researcher the chance to have a profound, compassionate, and culturally-sensitive knowledge of how individuals perceive the world. It is particularly valuable in the ‘exploratory’ phase of an ethnographic study (Myers, 2008), when researchers have an unclear or indefinite idea of what they are trying to discover or understand and an unclear idea of what they will find out. The major limitation of participant observation within the context of ethnography involves the amount of effort, time, and related costs it requires (Bryman & Bell, 2007). In addition, because participant observation generally requires only one researcher in a particular social situation, it is not easy to find out if ot her researchers would evaluate aspects similarly and it is not easy to determine how generally results may be related to other situations (Symon & Cassell, 1998; Collis & Hussey, 2009). Thus one of the major limitations of participant observation is reliability. In summary, the strengths of participant observation are as follows: the researcher is responsive to new ideas; it can analyse the deepest aspects of social processes or cultural dynamics; it assumes the role or perspective of

Lyndon Baines Johnson Essay Example for Free

Lyndon Baines Johnson Essay In President Lyndon B. Johnson’s State of the Union speech in January of 1964, â€Å"The War on Poverty† was declared. Johnson personally appointed Sergeant Shriver to assist him in assembling a committee of academic and civil rights activists. Shriver asked Johns Hopkins University pediatrician, Dr. Robert Cooke, to gather a committee of the best specialists in all fields relating to children (University of Michigan, n.d.). All members of the committee met in January of 1965 to discuss a program intended to assist children in overcoming obstacles or setbacks caused by poverty. The University of Michigan (n.d.) Web site reports that among the suggested names for the program were â€Å"Baby Corps† and â€Å"Kiddie Corps.† Many of the committee members felt that having â€Å"corps† in the title would help link the program to positive political activism. However, it was ultimately agreed that the name Head Start was most suitable. The name refers to the intended close in the achievement gap between lower class students and their middle class peers. The program’s design afforded these students from lower class communities the opportunity to get academically closer to the assessed levels of their future fellow classmates (University of Michigan, n.d.). A few months later, in May of 1965, President Johnson publicly announced Project Head Start in the White House Rose Garden. The same year, Head Start began as an eight-week summer program for children from low-income communities on schedule to be enrolled in public schools in the fall. In that summer, more than 560,000 children across the country were served. The program provided preschool classes, dental care, medical care, and mental health services (University of Michigan, n.d.). The rationale for the institution of the Head Start program, and more importantly, its federal funding, is based on several factors. Children from low-income families are associated with higher rates of academic failure and are at a greater risk for being held back in grade school (Bendersky Lewis, 1994). There is a higher incidence of teen pregnancy as well as poorer adult employment records among those raised in poverty (Lamb, Land, Meadows, Traylor, 2005). Teens that have become pregnant are more likely to drop out of school and once out of school they are forced into accepting lower paying jobs. In turn, they raise their children in poverty. Of children raised in low-income families, 36% attend college, while 88% of students from affluent homes do so (Howard, 2001). Consequently, the disadvantage in terms of wage earning power is perpetuated. There has also been a correlation shown between poverty and an increased likelihood of smoking and illegal drug use (Klerman, 1991). In order to combat the negative consequences of poverty upon a childs outcome and disrupt the cycle, it was hypothesized that intervention programs in early childhood would positively affect long-term development. In fact, research results have borne this out. A great deal has been learned from research regarding the knowledge and skills required for children to be academically successful. Among preschool-aged children, letter knowledge, vocabulary, and phonological awareness, in addition to emotional and social factors, have significant impact on later academic success. For instance, predictions of tenth grade students’ reading scores can be, and have been, made with relatively precise accuracy based on knowledge of fundamental concepts such as the alphabet in kindergarten. As a matter of social policy, ensuring that children are equipped with the basic skills proven necessary to begin school ready to learn is a national responsibility (White House Bush Administration, 2004). Eighty percent of states in the United States have developed initiatives aimed at preparing young children for kindergarten. These 40 states recognize that children from low-income communities typically enter school several steps behind their more privileged peers with regard to skill and basic knowledge. The difficulty is on not only the student, but also the school in compensating for this variance. According to the Head Start Policy Book Web site (White House Bush Administration, 2004) more than half of the children growing up in today’s society are not cared for solely by their biological parents. These various guardianship arrangements play a role in preparation and take a toll on a child’s willingness or ability to focus and be ready to learn the offered curriculum. In 2001, states were given an additional reason for development of high-quality programs geared toward preschoolers with the No Child Left Behind Act. The Act holds states responsible for making sure that math and reading are proficiencies for all children. Based on research related to the positive effects of quality preschool programs coupled with the accountability factor on states for student performance, states should want to take control of delivering Head Start programs to provide a preschool experience that readies children for entering kindergarten (White House Bush Administration, 2004). Head Start’s comprehensive program includes activities intended to promote emotional, cognitive, and social development of children, in addition to providing health services for impoverished children. Taking into account studies on quality preschool programs discussed, seven presidents to date have felt that emphasis on early learning, and education as a top priority is the best method for preparing children for success in the long-term. Research shows that successful acquisition of specific language, reading, and social skills early on in a child’s development predicts future success not only in school, but also in life. This success in and out of the classroom has both a direct and indirect impact on the country as a whole. According to the Head Start Policy Book Web site, â€Å"Head Start sites that have implemented carefully designed programs that focus on school readiness have shown significant gains for children† (White House Bush Administration, 2004). The Strengths Framework has been utilized in composing this document. The first component of this framework states, â€Å"Social policies are societal responses to social problems.† Head Start is a policy that was designed as a direct response to poverty, which is one of America’s historically greatest social problems. In order for the policy to remain continuously successful for another 44 years, politicians must not lose sight of the positive impact that a high quality education has on children as they develop and ideally become productive members of society. Two of the most noted studies on early childhood intervention include the Abecedarian project, which began in 1972 and continued to monitor results for over 21 years, and the Perry Preschool study, which began in 1962 and concluded 27 years later. The findings of the Abecedarian project (Campbell, Ramey, Pungello, Sparling, Miller-Johnson, 2002) included higher cognitive test scores, higher scores for reading and arithmetic, a greater likelihood of attending a four-year college, and a lesser likelihood of becoming a teen parent or using marijuana, for those who participated in the program. Recounting the results of the Perry Preschool program, as a member of the research team, Dr. Lawrence Schweinhart (2002) reported that 7% of adult participants had been arrested five or more times compared with 35% of those who had not participated and 7% of participants had ever been arrested for a drug-related offense compared to 25% of non-participants. Participants were four times more likely to earn $2000 or more per month, almost 3 times as many own their own homes, and twice as many own a second car. Seventy-one percent of participants either graduated high school or received a GED compared to 54% of non-participants. When taking into account the results of higher earnings and income tax revenue, decreased utilization of special education and welfare services, and savings resulting from crime reduction, the study found that every public dollar spent on the program saved $7.16 in tax dollars. Early childhood is identified as the period between birth and age five. This period is a critical time as a child develops emotionally, physically, socially, and cognitively in a way that will affect the rest of his or her life. The pre-school learning is vital to success from kindergarten on into college (White House Bush Administration, 2004). Therefore, the overall goal of Head Start is to influence the level of social competence positively in children from families considered to be living at or below the poverty line. For the purpose of this paper, social competence refers to the child’s effectiveness in dealing with not only his or her current environment, but more about future responsibilities. The interrelatedness of intellectual and cognitive development, mental and physical health, and nutritional requirements are among the most important factors taken into account with social competence (City of Phoenix Human Services Department, 2008). In the 1998 Reauthorization of Head Start, Congress concentrated on perpetuation of the ideals that school readiness has a tremendous influence on the future of the nation. This was based, in part, on current research showing that improving the educational components of preschool programs is the best predictor of childrens future success in school. According to the White House Bush Administration (2004), â€Å"Congress set specific educational goals, including a requirement that at least fifty percent of Head Start teachers have an Associate degree or beyond by 2003, and required prioritized inclusion of reading and math readiness skills in Head Start curricula.† The Head Start program was created to provide comprehensive services to preschool children of low-income families. Included in these services are health services such as frequent medical screening, immunizations, nutritional assistance, and dental care. The services mostly associated with the Head Start program are cognitive development, school readiness, social skills training and enhancement, and mental health services. In addition, parents are given the opportunity to take part in the decision-making process as to the care of their children and as such, the program fosters parental involvement enhancing community cohesion. Additional support services for the families of Head Start participants are also provided. Originally, these services were only available to children between the ages of three and five. In 1994, Head Start was expanded to provide these services for infants and toddlers as well with the program extension of Early Head Start. The program also provides services to children with disabilities and their families. Head Start development programs are intended for low-income families. Family income is one of the primary factors in determining entitlement. The federal poverty guidelines, which are updated annually, are used to evaluate a family’s income. In addition, Early Head Start and Head Start programs must make at least 10% of their enrollment opportunities available to children with disabilities. A family is eligible for Head Start and Early Head Start services if it is able to meet the income guidelines and also one or more of the following: You have children from 6 weeks through 5 years, or You are pregnant, or You have children with special needs with an Individual Education Plan (IEP), or Individual Family Services Plan (IFSP), or You have foster children with high risk factors, or You are a parent with a disability and/or possessing disabling conditions. (Source: Parents in Community Action, Inc., 2009) Additionally, recent changes to entitlement eligibility under 37 U.S.C. 402a (g) allow children and spouses of members of the armed forces who receive supplemental subsistence allowance to withhold that income when being considered for Head Start services. The official verbiage states that any person â€Å"who, except on account of such allowance, would be eligible to receive a service provided under the Head Start Act, shall be considered eligible for such benefits notwithstanding the receipt of the allowance. The subsistence allowance would therefore not be counted in determining eligibility for programs authorized by the Head Start Act (Administration for Children Families, 2009). Grants are awarded by the federal government to local private and public agencies for the sole purpose of implementing Head Start programs to provide comprehensive child betterment and development services to families and children within their communities. Head Start was primarily enacted as a means of helping children, but it does provide services to low-income families as well in order to indirectly provide positive support to the child’s care system in the home. The mission of Head Start is to â€Å"promote school readiness to enable each child to develop to his or her fullest potential† (White House Bush Administration, 2004). As of 2004, more than 900,000 children annually had been reported as taking advantage of the services offered. These services included comprehensive health services, dental and physical exams, immunizations, and nutritional services, in addition to the education-related services. However, only 20% of the 900,000 children served in 2004 were enrolled in programs that provided full-day/full-year services for children of working families. In the fiscal year 2004, President Bush, according to the White House Bush Administration (2004) requested $6.8 billion in Head Start Program funding, which was an increase of more than $148 million over 2003. Beyond Head Start, federal legislation has created several other preschool programs aimed primarily at improving upon the academic growth of children considered poor and/or disabled. These include: Title I preschool program, which is intended to help prepare children for school in high poverty communities Early Head Start to promote healthy prenatal care for pregnant mothers and to enhance the development of infants and children under age 3 Special Education Preschool Grants, State Grants program, and the Special Education Grants for Infants and Families program, which between them provide funds for states to build early education programs for children with disabilities between birth and age 5. In addition to the preschool programs that have a primarily educational focus, the federal government provides states with $4.8 billion through the Child Care and Development Block Grant in order to pay for childcare programs. States have also used as much as $4 billion annually from the Temporary Assistance for Needy Families (TANF) block grant program to pay for childcare that serves working poor and low-income mothers (White House Bush Administration, 2004).

Adams equity theory

Adams equity theory 3.4. 4 Equity Theory Adams s (1965) equity theory is another form of motivation. In this model, like in expectancy theory, people are viewed as having thoughts, feeling, and opinions that affect their work. He also proposes that the social comparison process begins with the individuals assessment of what he or she need to puts into the job relative to what is received from it. That is, the person develops a cognitive ratio composed of the inputs to the job and the return (output) from it. Inputs Typically, inputs are consider as an effort, loyalty, hard work, commitment, skill, ability, adaptability, flexibility, tolerance, determination, heart and soul, enthusiasm, trust in our boss and superiors, support of colleagues and subordinates, personal sacrifice, etc. Outputs The outputs typically are define as financial rewards, for example pay salary, expenses, perks, benefits, pension arrangements, bonus and commission plus intangibles recognition, reputation, praise and thanks, interest, responsibility, stimulus, travel, training, development, sense of achievement and advancement, promotion, etc. According to Adams (1965), people who feel that there is fairness between inputs and outputs. T he output/input(O/I) ratio denotes the proportion of job inputs (I) to job outputs (O), and it expresses to the extent to which of the exchange is felt to be appropriate. People feel it will be fair if the exchange of the output is seen to be as equal as the input. When outputs are greater than inputs, people know they are overpaid, and conversely, when outputs are less than inputs, people feel underpaid. In a second phase of the process, people engage in social comparison. They begin by assessing the O/I ratios of others at work. Then, the person compares their self-ratio with the ratios of other significant persons. 3.4.4.1 Discussions on Equity Theory Equity theory has been used as a guide for paying and motivation, particularly in terms of changes in the quality and quantity of performance. Reviewers of the research have reported that the predicted effects of underpayment on performance are well supported (Campbell and Pritchard, 1976; Goodman and Friedman, 1971). Decreased production among underpaid hourly subjects has been observed as predicted (Pritchard, Dunnette, and Jorgenson, 1972). Increased production coupled with decreased work quality among underpaid piece rate subjects also has been observed (Lawler and OGara, 1967). 3.4.6 Goal-setting Therory Like equity and expectancy theories, goal-setting theory is consider as a process theory. Locke (1968) initiated the original work on this theory. The theory identifies the contents of the motivational structure, but the greater emphasis is on the process of motivation. Goals are the central feature of the motivational structure. His studies resulted in three main conclusions: More difficult goals result in higher levels of performance than easy goals. This is the first conclusion. The outcomes of a series of experiments showed that â€Å"although subjects with very hard goals reached their goals far less often than subjects with very easy goals, the former consistently performed at a higher level than the latter† (Lock, 1968). Specific goals produce higher levels of performance than general goals (e.g. ‘Do your best!) Locke suggests that one of the features of specific, hard goals is that they prolong effort during the latter portions of long work sessions (Locke, 1968). Locke also reported on a study by Meyer, Kay and French (1965) into goal-setting during appraisal interviews. They found that the tasks that were translated into specific goals resulted in greater performance outcomes than tasks that were not. Behavioural intentions influence the choices people make. This is the final conclusion. Behavioural intention was defined as â€Å"the intention to make a certain task choice or to respond in a certain way† (Locke, 1968). In other words, Locke concluded that the level of difficulty of a chosen goal depended on what the person undertaking the task was aiming to achieve. 3.4.6.2 Discussions on Goal-setting Theory Goal-setting theory is useful to many managers because much of people management is specifically about performance against goals. It is also a theory that human resource professionals are likely to be familiar with because it is often focus on objectives. Although the Goal-setting theory specifically states that goals have to be considered valid for them to be motivating, the theory does not cover the issue of goal commitment according to Hollyforde and Whiddett (2002). Peoples commitment to a goal is an obviously key to anticipating their motivation to succeed at it. Carroll and Tosi (1973) reported that the self-esteem seems to be an important factor here. For example, managers with high self-esteem reported they were more persistent in meeting their goals than those managers with low self-esteem. In general, Goal-setting theory is a theory that has great relevance for managers. The three conclusions of the theory that suggest that the most motivating goals are not only specific but also challenging must ring true for many managers.

Ernest Green Essay -- essays research papers fc

Ernest Green Throughout the American South, of many Negro’s childhood, the system of segregation determined the patterns of life. Blacks attended separate schools from whites, were barred from pools and parks where whites swam and played, from cafes and hotels where whites ate and slept. On sidewalks, they were expected to step aside for whites. It took a brave person to challenge this system, when those that did suffered a white storm of rancour. Affronting this hatred, with assistance from the Federal Government, were nine courageous school children, permitted into the 1957/8 school year at Little Rock Central High. The unofficial leader of this band of students was Ernest Green. The children of Little Rock Arkansas never doubted that, like every other southern Negro, they lived in an unequal, segregated society. In the twentieth century, the black population of Arkansas still endured periodic beatings, arrests and daily racial taunts at the slightest provocation. However, the law was turning in the Negroes favour. Various organisations including the National Association for the Advancement of Coloured People (NAACP) and Negro produced newspapers fought for an end to racial discrimination and for the advancement of the black population. â€Å"They began to assert political and economic pressure† against citizens, organisations and governments violating human rights. The victory in the 1954 Brown Vs Board of Education case granted the Federal Government the ability to pass school integration laws permitting Negro children to attend white schools. This was â€Å"a great forward step in achieving true equality† . Virgil Blossom, of the Little Rock school board, consented to nine black children integrating into Central High on September 4th 1957, 3 years after the United States Supreme Court decision. Testament to his resilience and determination in the face of angry segregationists, Ernest assumed the role of head of his family at the age of sixteen, after his father’s death in 1953. Ernest’s mother, an elementary school teacher, and his younger brother Scott both respected this new allotment Ernest assumed at such a young age. His mother knew it was useless attempting to persuade the headstrong Ernest to reconsider attendance at Little Rock Central High School after he had been selected as one of the nine Negro children to attend. Students were selected based ... ...e to breach Supreme Court sovereignty would render the different minorities, residing in the United States, helpless to further governmental legislature justifying racial discrimination. In their struggle to preserve racial inequality segregationists immorally resorted to using violence against children. Through â€Å"a sharp realisation of the shameful discrimination directed at small children† the world perceived an inconsistency in a nation that preached freedom for all, though denied the very same right to its children. Ernest Green and the other eight students â€Å"learned unmistakably that they possessed irresistible power† during the crisis but only if they realised it and united against discrimination and racism. Bibliography Bates, Daisy, The Long Shadow of Little Rock, University of Arkansas Press, Fayetteville, 1987. Degler, Carl N., Neither Black Nor White, The Macmillan Company, New York, 1971. Jakoubek, Robert, Martin Luther King, Jr., Chelsea House Publishers, New York, 1989. Levine, Ellen, Freedoms Children, G. P. Putnam’s Sons, New York, 1993. Poston, Ted, New York Post – Daily Magazine, 21st October 1957. Poston, Ted, New York Post, 24th October 1957.

Knowles Separate Peace Essays: The Theme of A Separate Peace :: Separate Peace Essays

The Theme of A Separate Peace  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The persistent theme of A Separate Peace is the deterioration of a complex friendship. The bond between two boys (Finny and Gene) becomes tested and attacked, as the reader observes a seemingly utopian relationship fall into decadence. Gene becomes challenged with various inner hostilities, while Finny, his proclivity for athletics revoked, has been forced to find acceptability and provocation elsewhere. Furthermore, the book commences during mid-to-late 1942, during the height of the Axis powers' success. The effect of stress and tension on the camaraderie of the boys becomes elevated. The intensities of war, envy, and intricate personalities synthesize to provide an interesting look into the subconscious mind and sanity of war-time youth. Phineas and Gene form the illusion of great companionship, combining superior athletic ability with a powerful intellect. However, a silent rivalry develops between them. At the beginning of the story Gene seems to accept Finny's premium physical agility, but he resents what he feels is flaunting (of his aptitudes) by Phineas. As the book progresses, Gene continues to look deeper into their fellowship and quickly becomes wildly jealous of Finny. Eventually, Gene impairs Finny by jouncing the limb where Finny stood. Phineas, meanwhile, seems unaware of Gene's evil thoughts. He continues to remain optimistic and promising. Amidst this rivalry, World War II persists and the faculty at Devon School are preparing the students for entrance into the military. Propaganda and the war effort enthrall the youth. From the forming of the Super Suicide Society of the Summer Session, to the shoveling of snow at the railroad yard, everyone is absorbed by the aura of warfare. Gene's realization, while shoveling snow, that "we [he and his schoolmates] seemed to be nothing but children playing among heroic men" (89) demonstrated his generation are merely pawns in a global conflict. Gene sustains his inclination towards pessimism and exposes the evil within him. The disharmony betwixt Gene and Finny constitutes a separate, full-scale war when Phineas fractures his leg once again. With Phineas' inner evil now exposed and his superficial personality shattered, Gene quickly becomes the object of his animosity. With the death of Phineas, the relationship has exhaustively deteriorated. When he fails to weep, Gene reveals that it is not just Finny's funeral, but his own.

Indian Education Essay

A strong education system is the cornerstone of any country’s growth and prosperity. Over the last decade, India has made great strides in strengthening its primary education system. The District Information System for Education (DISE) reported in 2012 that 95% of India’s rural populations are within one kilometer of primary schools. The 2011 Annual Status of Education Report (ASER), which tracks trends in rural education, indicated that enrollment rates among primary-school-aged children were about 93%, with little difference by gender. However, behind the veil of such promising statistics, the learning outcomes of India’s children show little progress. The country ranked 63 out of 64 in the latest Program for International Student Assessment (PISA) study, with some of its best schools ranked about average among those surveyed. The 2011 ASER stated that only 48. 2% of students in the fifth grade can read at the second grade level. The number of students completing their primary education with inadequate numeracy and literacy skills is startling. To see this manifest in an economic sense, one may attribute India’s productivity growth — lagging behind that of East Asian economies — to a lack of progress in the foundational elements of countrywide, high-quality education. India’s private-schooled, English-speaking urban elite may attract global attention, but they are in the minority. The vast majority of Indian children attend government-run primary schools in rural areas. In 2008-2009, rural India accounted for more than 88% of India’s primary-school students, of whom over 87% were enrolled in government-run schools. This is where we see some of the nation’s toughest challenges. A Diverse Set of Problems India’s education system has not achieved strong learning outcomes for reasons that are as diverse and nuanced as the country itself. Key among these reasons is poor teaching quality, which results from a multitude of factors. Inadequate Teacher Qualification and Support: Teachers working in primary schools across rural India have a difficult job. Dhir Jhingran, a senior civil servant in the Indian Administrative Service, with more than two decades of experience in rural primary education, explained the multiple challenges they face: â€Å"Teachers have to teach multiple grades, textbooks are pitched far above the comprehension level of students, and each classroom has children with different levels of learning achievements. † Anurag Behar, CEO of the Azim Premji Foundation, an education non-profit, noted that â€Å"the average school teacher in India does not get adequate pre-service or in-service education, nor does she get the support to overcome these problems. † Compounding this is the relatively low educational qualifications of many teachers themselves. In 2008-2009, on average, 45% of these teachers had not studied beyond the 12th grade. Low Teacher Motivation and High Absenteeism: A key factor affecting the quality of primary education appears to be low levels of teacher motivation. In 2002-2003, 25% of primary-school teachers in rural India were absent on any given day. The impact of absenteeism is exacerbated by the fact that the average primary school in India has a workforce of no more than three teachers. At a school for girls in rural Rajasthan, we observed this problem first hand: Of the eight teachers assigned, only five were present. The three who were actually teaching were juggling eight different grades. The obvious reason — remuneration — does not appear to be a driver. In fact, both education experts and ordinary citizens argue that government-employed school teachers are paid relatively well. UNESCO surveys from as early as 2004 indicated that the annual statutory salary of primary school teachers in India with 15 years’ experience was more than $14,000, adjusted for purchasing power. This was significantly higher than the then-statutory salaries of $3,000 in China and Indonesia, and the Indian GDP per capita in 2004, which was $3,100. Indian primary-school teachers may not be underpaid, but some argue that they may be overworked. For Vivekanand Upadhyay, a seasoned educator and language professor at a leading national University, one reason for the lack of motivation is that â€Å"primary school teachers employed by the government, particularly in rural India, are required to perform a wide range of duties completely unrelated to imparting education. † These duties — including administering government programs such as immunization clinics, assisting with data-collection for the national census, and staffing polling stations during elections — in addition to their teaching responsibilities, place significant demands on teachers’ time. Another disheartening factor has been a highly bureaucratic administrative system that discourages bold decision making and makes implementation difficult. For example, as Jhingran observed, â€Å"it is difficult to test new practices on a small scale before rolling them out: If a new program has been developed, the philosophy is that every school must have it. † Such indiscriminate application often means that teachers are implementing programs without understanding their key principles and ultimate goals. Flawed Teaching Methodology: In India, rote learning has been institutionalized as a teaching methodology. â€Å"Primary school teachers in rural India often try to educate students by making them repeat sections of text over and over again,† said Jhingran. Often they do not explain the meaning of the text, which results in stunted reading comprehension skills over the course of the children’s education. For example, many students in grades two and three in one particular school struggle to read individual words, but can neatly copy entire paragraphs from their textbooks into their notebooks as though they were drawing pictures. Linguistic Diversity: Finally, India’s linguistic diversity creates unique challenges for the nation’s education system. The country’s 22 official languages and hundreds of spoken dialects often differ considerably from the official language of the state or region. Jhingran commented that â€Å"the teacher not only has to account for varying learning abilities within the classroom, but also dialectic nuances which affect students’ comprehension of the subject matter. † Government-school-educated children from rural India struggle to speak even basic sentences in English. â€Å"Students with rural primary schooling are at a significant disadvantage as they transition to higher education, because India’s best universities teach exclusively in English,† said Upadhyay. Part of the problem is that there is no one to teach them. As Chandrakanta Khatwar, an experienced middle school teacher in a rural government-run school in Rajasthan, asked: â€Å"When teachers themselves know little English, especially spoken English, how will students learn? † A Parallel, Non-governmental Education Universe Since the late 1980s, government efforts to augment rural primary education have been supplemented by the emergence of an intervention-based non-governmental system that spans multiple institutional types. While private schools have emerged as a parallel system over the last two decades, their impact is limited because they serve less than 13% of India’s rural primary-school children. However, do private schools really make a difference? Some studies have found a small, but statistically significant, â€Å"private school advantage† in rural India. Behar was skeptical about the superiority of private rural schools over their government-run counterparts, noting, â€Å"Once we control for a child’s socioeconomic background, private schools add little-to-no value. In many ways, private schools are in much worse shape. † However, according to Khatwar, â€Å"more and more parents in small towns are choosing to send their children to private schools if they can afford it† — perhaps with good reason, because, on average, the number of students in each classroom in private schools is often smaller and school heads exert greater control over teachers. Some organizations are attempting to innovate with new formats and systems of education. Avasara Academy, a new school for girls, is a private institution whose mission is to mold leaders from among the best and brightest girls in India, regardless of their background. While admission is merit-based, the school intends to draw half its students from disadvantaged rural and urban backgrounds, awarding them full scholarships. In addition, it is developing a special curriculum that encourages excellence beyond academics. â€Å"Avasara seeks to identify high potential young women and guide them along a powerful journey of leadership development. We expect that our graduates will form a network of leaders who will collaborate to drive positive change across the country,† explained Mangala Nanda, humanities department chair for Avasara. While still in the early stages of its development, Avasara’s successful implementation would provide a viable model for high-quality, accessible education and integration across socioeconomic boundaries. Governmental Efforts The Indian government at every level recognizes the need for educational reform and has made a conscientious effort to achieve it. The midday-meal plan, for example, is a highly publicized nationwide program through which government school children across India are provided with a midday meal every day of the school week. The program is largely considered a success. A study in 2011 by Rajshri Jayaraman and Dora Simroth found that grade one enrollment increased by 20. 8% simply if a midday meal was offered. According to Behar, â€Å"The Indian government has worked very hard to provide rural schools with adequate infrastructure, something that was critically lacking a few decades ago. † For instance, DISE reported in 2012 that more than 91% of primary schools have drinking-water facilities and 86% of schools built in the last 10 years have a school building. However, there is still a long way to go: Only 52% of primary schools have a girls’ toilet, and just 32% are connected to the electricity grid. In 2012, the Central Government enacted the Right to Education (RTE) Act, under which every child between the ages of six and 14 receives a free and compulsory education. In addition to regulating access to education, the act contains certain provisions that could positively impact the quality of education. According to Jhingran, one of its major achievements has been â€Å"the dramatic reduction of non-teaching duties assigned to government school teachers, freeing up valuable time and lowering absenteeism. † Partnering with the Government Over the past few decades, many organizations have begun working with government schools and teachers to improve learning outcomes. Pratham, a joint venture between UNICEF and the Municipal Corporation of Mumbai, runs multiple programs to supplement school education, such as learning support classes, libraries and additional learning resources. A hallmark of these initiatives is that Pratham engages volunteers from local communities and trains them to run these programs. Another important initiative that has resulted from Pratham is the annual ASER, an assessment that measures reading and arithmetic abilities by surveying more than 600,000 children across 16,000 villages in India. This remarkable exercise in data-gathering constitutes the foundation for informed decision-making and benchmarking. Other initiatives address teaching quality by placing specially trained teachers in government schools. Teach for India, modeled after the Teach for America program, was introduced in 2006. Young, motivated Indian college graduates and professionals apply for two-year fellowships to teach at government-run and low-income private schools that lack sufficient resources. An important distinction of Teach for India is that instruction is, by design, always in English. As Mohit Arora, fellowship recruitment manager for Teach for India, noted, the organization’s philosophy on this point is that â€Å"learning English is essential to future success, as English in today’s world is more than just a language. It is a skill set. † Students who do not speak English may have some difficulty initially, but the organization has made learning at these schools experiential and therefore engaging. The dynamics of one particular grade 3 Teach for India classroom were in stark contrast to other classrooms at the same school — students were listening intently, contributing in class, answering questions beyond the textbook and demonstrating a strong command over English. The challenge is scaling this model to rural India. Still other organizations focus on capacity development of teachers in government schools, such as the Azim Premji Foundation. As CEO, Behar is categorical in his view that the foundation â€Å"works in partnership with the government,† and that it â€Å"does not believe in supplanting the government school system. † The foundation has established scores of institutes at the district level that provide in-service education and also empower teachers to learn from each other. For example, Behar described a voluntary teacher forum in a district of Rajasthan, initially organized by the Azim Premji Foundation, but now being run increasingly independently by teachers in the district. The Future of Primary Education in India Education in India has improved dramatically over the last three decades. Schools are accessible to most children, both student enrollment and attendance are at their highest level, and teachers are adequately remunerated. The RTE Act guarantees a quality education to a wider range of students than ever before. However, challenges in implementing and monitoring high standards in teaching and learning outcomes across regional, cultural and socioeconomic subsets prevent India from fully achieving this goal. In addition, teacher support and scalability of high-performing teaching professionals in disparate areas, funding allocation for schools in remote districts and limited use of technology in the classroom remain barriers to reforming primary education. India’s growth story remains one of the most anticipated global economic trends, and its fulfillment relies on a well-educated and skilled workforce. Improving education is a critical area of investment and focus if the country wants to sustain economic growth and harness its young workforce. A weak foundation in primary education can derail the lives, careers and productivity of tens of millions of its citizens. Already, a significant proportion of the adult workforce in India is severely under-equipped to perform skilled and semi-skilled jobs. As Rajesh Sawhney, former president of Reliance Entertainment and founder of GSF Superangels, noted, â€Å"No one is unemployed in India; there are just a lot of people who are unemployable. † Furthermore, in order to develop India as a consumer market of global standards, it is imperative that all of its children reap the full benefits of a high-quality education. Otherwise, large segments of the population in rural India will continue to have low purchasing power, find themselves in highly leveraged scenarios and, more often than not, continue to make a living through agricultural means. While some of this can be attributed to deficiencies in secondary and tertiary education, the root of these issues lies in low-quality primary education.