Discussion board forum Assignment Example | Topics and Well Written Essays - 500 words - 2

Discussion board forum - Assignment Example The federal government offer aids to workers in states with high unemployment rates through Emergency unemployment compensation (EUC) (Asmundson). Unemployment befits makes the unemployed relax instead of searching for jobs. Lengthening their job search period increases burden on those who are working. This makes the employed lose morale, hence affects their productivity and the e onomic growth of the nation. The more workers stay out of their jobs, the more their skills become affected and their chances of remaining unemployed increases (Asmundson). This will eventually lead to a less skilled workforce hence affecting productivity of the nation. Currently, many states have depleted their insurance funds and are depending on the federal government for loans. In order to replenish their trust funds, the states will have to increase payroll takes hence increasing burden on the workers (Asmundson). Also makes it difficult for employers to hire more employees. Consequently, it will affect the economy of the state. For any commodities that people are willing to buy, there are people who will be willing to produce and sell. The firms usually depend on macro forecasters to determine the economic conditions in order to identify the demands. The companies then determine what to produce, the quantities as well as the pricings. Demand therefore drives the market since it regulates supply. In the case of Isaiah 44:15-17, the wood is in demand. The man needs to make an idol, which he worships. However, he also has other demands such as warming himself and baking bread for food. Because of the many demands, he uses the supply he gets to satisfy his needs Companies that manufacture cigarettes know the effects it poses to the health of its users. They also know that cigarettes smokers also pose a threat to the passive smokers around them. Despite the fact that they acknowledge smoking cause life-threatening

Comparative Study on Singapore vs Indian Higher Education System Essay Example for Free

Comparative Study on Singapore vs Indian Higher Education System Essay Abstract: In the world of globalization almost every country in the world wants their education system to be the best, so their students can obtain the necessary skills and knowledge taught by the schools/universities that meets the challenges of the 21st century. The present article explores how Singapore and Indian way of higher education system works; in which way both the countries differ and how they are leading in the field of higher education and it also highlight the different pathway that leads to the student’s progression from their nursery to doctorate degree. 1. 0 Indian education system: The University Education Report had set goals for development of higher education in the country. While articulating these goals Radakrishnan Commission on University Education, 1948-49 put it in following words: â€Å"The most important and urgent reform needed in education is to transform it, to endeavor to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals. For this purpose, education should be developed so as to increase productivity, achieve social and national integration, accelerate the process of modernization and cultivate social, moral and spiritual values. † Indias higher education system is the third largest in the world, after China and the United States. The main governing body at the tertiary level is the University Grants Commission (India) is a statutory organization established by an Act of Parliament in1956 for the coordination, determination and maintenance of standards of university education. Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures, which are necessary for the development of higher education. Central Government is responsible for major policy relating to higher education in the country. It provides grants to University Grants Commission (UGC) and establishes central universities in the country. The Central Government is also responsible for declaration of Education Institutions as ‘Deemed to be University’ on the recommendation of the UGC. Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. At the end of the third year of XI Plan (2009-10), the number of Universities has gone up to 493 (42 Central, 130 Deemed and 316 State Universities and 5 Institution established under Special State Legislature Acts) and the number of Colleges to 31,324, thus registering an increase of 36% in the number Universities and 48% in the case of Colleges in comparison to the figures at the end of X Plan (31. 03. 2007). During the academic year 2009-10, there had been 146. 25 lakhs (provisional) students enrolled in various courses at all levels in universities/colleges and other institutions of higher education as compared to 136. 42 lakhs in the previous year, registering an increase of 7. 2 per cent. Out of 146. 25 lakhs, 60. 80 lakh had been women students, constituting 41. 6 per cent. The comparative trend of total students enrolment and enrolment of women students, among states during 2009-10 had been increased. The enrolment of women students, in terms of absolute numbers, had been the highest in the state of Uttar Pradesh (8. 4 lakhs), followed by Maharashtra (7. 8 lakhs), Andhra Pradesh (6.1 lakhs), Tamil Nadu (5. 2 lakhs) etc. In terms of percentages, Goa accounted for the highest percentage of 59%, followed by Kerala (57%), Punjab and Meghalaya (51%) etc. indicating the dominance of girl students over boys in these states and AN Islands (52%), Chandigarh (51%), Puducherry (50%) among the Union Territories. (Annual Report, University Grant Commission (UGC, 20092010)). The enrolment position in the academic year 2009-10 reveals that majority of students in the higher education system had been enrolled for a variety of courses at the under-graduate level. The students at this level constitute provisionally 86. 55 per cent of the total number of students in colleges and universities put together. The percentage of students enrolled for Masters level courses had been 11. 49 per cent while a very small proportion i. e. 0. 89 per cent of the total number of students had been enrolled for research. Similarly, only 1. 15 per cent of the total number of students had been enrolled in diploma/certificate courses. As regards the distribution of student’s enrolment between universities and affiliated colleges, the largest number of students in the higher education system had been enrolled in affiliated colleges. About 90. 24 per cent of all the under-graduate students and 70. 83 per cent of all the post-graduate students had been enrolled in the affiliated colleges, while the remaining had been in the universities and their constituent colleges. (Annual Report, University Grant Commission (UGC, 2009-2010)). 115 IRACST- International Journal of Research in Management Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 There has in fact been considerable improvement in the higher education scenario of India in both quantitative and qualitative terms. In technical education, the IITs, and in management, the IIMs have already marked their names among the top higher educational institutes of the world. Moreover the Jawaharlal University and Delhi University are also regarded as good higher educational institutes for doing postgraduates courses and research in science, humanities and social sciences. As a result, students from various parts of the world are coming today for higher education in India. Apart from these higher education institutes there are several private institutes in India that offer various professional courses in India. According to the Department of higher Education, government of India, there are total enrolment of students (146. 25 lakhs), 42. 01% students had been in the faculty of Arts, followed by 19. 30% in Science and 17. 83% in Commerce/ Management. Thus, 79. 14% of the total enrolment had been in the three faculties of Arts, Sciences and Commerce / Management while the remaining 20. 86% had been in the professional faculties indicating the highest percentage in Engineering. /Technology (10. 33%), followed by Medical courses (3. 48%), etc. In the academic year 2009-2010, the total number of teachers in universities and colleges had been 6. 99 lakhs as compared to 5. 89 lakhs teachers in the previous year. Out of 6. 99 lakhs teachers, 86% teachers had been in Colleges and the remaining 14% in University Departments / University Colleges (Annual Report, University Grant Commission (UGC, 2009-2010)). accounting, teaching, medicine, law, agriculture, veterinary, polytechnic and others. 1. 2 The Current Scene: India is today one of the fastest developing countries of the world with the annual growth rate going above 9%. In order to sustain that rate of growth, there is need to increase the number of institutes and also the quality of higher education in India. Therefore the Prime Minister of India has announced the establishment of 8 IITs, seven Indian Institutes of Management (IIMs) and five Indian Institutes of Science, Education and Research (IISERs) and 30 Central Universities in his speech to the nation on the 60th Independence Day. The outlay for education during the 11th Five Year Plan, which runs from the current fiscal to 2012-13, represents a four-fold increase over the previous plan and stands at Rs 2500 billion. 1. 3 Advantages of Indian higher education: With India emerging as a global hub for commercial RD (India Today International, 3 Oct 2009), RD within the scope of Higher Education has gained greater importance. Now, the country is fast emerging as a major centre for cutting-edge research and development (RD) projects for global multinationals such as Microsoft and Motorola as well as Indian firms. More and more companies in industries ranging from IT and telecommunications through pharmaceuticals and biotech are setting up ambitious RD projects, in part to serve the Indian market, but also with an eye to delivering new generations of products faster to the global market. It has been stated that 150 international firms have set up RD centers in India and in 2004 US patents office granted over 1000 patents to Indian units of US companies. India has developed one of the largest systems of Higher Education in the world with over 493 universities and 6500 vocational colleges catering to about 10 million students. India provides a big market and playing field for private initiatives at both the national and international levels. It is very rich in human resources, in terms of quantity as well as quality. Statistics from the Indian census bureau shows, over 35% of our population is below the age of 20. By 2020, it is expected that 325 million people in India will reach working age, which will be the largest in the world. This will come at a time when the rest of the developed world will be faced with an ageing population were as India with its bourgeoning middle class people who are willing to invest in quality higher education will be an asset for India’s growth in education. No wonder that foreign universities from the US, Canada, UK, Australia, New Zealand, and Singapore are vying for students from India. India, too, is trying to attract students from neighboring countries. It is also willing to cater to the needs of the Indian Diaspora. Many non-resident Indians are now sending their wards to India for professional education in the fields of medicine, engineering, and business management. For them, higher education in India is both cost-effective and culturally rich. 1. 1 Pathway of learning in Indian education system: The Indian Education System is comprised of six stages: nursery, primary, secondary, higher secondary, graduation post-graduation. Schooling prior to university lasts 12 years. Higher education in India starts after passing the higher secondary education or the 12th standard. However, there are considerable differences between the various states in terms of the organizational structures within these first 12 years of schooling. The government is committed to ensuring universal elementary education (primary and upper primary) education for all children aged 6-14 years of age. These various stages of Education, set by the Indian Education Ministry, are instrumental in an individual’s growth. Thus to ensure consistency in the overall development of the individual, first 12 years of education are made basic for all. Graduation and Post Graduation though depends upon person’s academic interest. Depending on the stream, doing graduation in India can take three to five years. Postgraduate courses are generally of two to three years of duration. After completing post graduation, scope for doing research in various educational institutes also remains open. (See the table 1. 0 for details) Education system in India covers almost all kinds of careers right from health services, management, mass media, legal services, social science, home science, fine arts to environmental science, administrative services, fashion courses, vocational courses, engineering, technology and 116 IRACST- International Journal of Research in Management Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 If TeamLease Services were to be believed, by 2025 India will be proud possessor of a workforce equivalent to a quarter of the worlds human resource capital. This positive forecast comes with a rider. A study conducted by the staffing firm, TeamLease Services, suggests India has to harness the latent talent of its young and productive population to achieve this goal. As per the India Labour Report 2009 released by Teamlease Services in collaboration with IIJT Education, the India can achieve a per capita income of USD 4,100 (approximately Rs 187,554 at an exchange rate of Rs 45. 74 per dollar). The report says this is not impossible if a labourfriendly atmosphere is in place. The study suggests some drastic reforms in the labour policy. The report says, If we harness this dividend by 2025, India will not only have 25 per cent of the worlds total workforce, but our per capita income will be USD 4,100. The report further adds: This would rise to USD 9,802 in 2040 and USD 20,836 in 2050. This will finally put poverty in the museum it belongs. higher education. The pro-high technology policy of the government has invited billion of dollars of foreign investment in the fields of biotechnology, IT and research. The Ministry of Education (MOE) is responsible for controlling the development and administration of the schools and various government-funded educational institutions. In case of private schools, the MOE plays a crucial supervisory and advisory role. Education mainly revolves around the interests of the students. The teaching and pedagogical system follows a flexible approach that helps the students in developing their potentials and aptitudes. † [Source: Ministry of Education (MOE), Singapore] The Singapore education system aims to provide students with a holistic and broad-based education. Given the multi-cultural and multi-racial characteristics of Singapore, the bilingual policy is a key feature of the Singapore education system. Under the bilingual policy, every student learns English, which is the common working language. Students also learn their mother tongue language (Chinese, Malay or Tamil), to help them retain their ethnic identity, culture, heritage and values. The mission of the MOE is to mould the future of the nation, with a vision of Thinking Schools, Learning Nation. Since 2003, Singapore has also focused on nurturing a spirit of Innovation and Enterprise (IE) among students and teachers. â€Å"Teach Less, Learn More† (TLLM) was a call for all educators to teach better, improve the quality of interaction between teachers and students, and equip students with the knowledge, skills and values that prepare them for life [Yearbook of Statistics Singapore, 2011]. For both public and private schools there are variations in the extent of the autonomy in their curriculum and the scope of government aid and funding. Students in primary school do not pay school fees, while students at secondary and Pre University levels pay subsidized school fees. The Ministry of Education aims to help their students to discover their own talents, to make the best of these talents and realize their full potential, and to develop a passion for learning that lasts through life. They have been moving in recent years towards an education system that is more flexible and diverse. The aim is to provide students with greater choice to meet their different interests and ways of learning. Being able to choose what and how they learn will encourage them to take greater ownership of their learning. They are also giving their students a more broad-based education to ensure their all-round or holistic development, in and out of the classroom. Singapore currently has three autonomous universities, with a fourth slated to open in 2012. They are the National University of Singapore (NUS), Nanyang Technological University (NTU) and Singapore Management University (SMU). The Singapore University of Technology and Design (SUTD) will be Singapores fourth autonomous university. It is developed in collaboration with Massachusetts Institute of Technology and Zhejiang University. SUTDs mission is to advance knowledge and nurture technically grounded leaders and 1. 4 Issues for Indian Higher education: India is being projected as a would-be super-power by the year 2020; at the same time, higher education, which is growing at the rate of 20% per annum worldwide, is being counted as one of the most important ingredients in knowledge-based economies. India therefore faces a big challenge in achieving its goals in this respect. Private initiatives in higher education are not only feasible, but also desirable, if India is to meet the target of 20% of its youth in the age group of 17-23, as against 7. 2% today. The government has not been able to attain the desired level of literacy during the last 65 years. At the time of independence, the literacy level was just 14%; India’s target is a 100% literacy rate by 2020. At present there are 300 million adult illiterates in India and only 60 million out of 170 million children at the primary school level are able to make to secondary education. Out of these 160 million, only 9 million make it to post-secondary education. According to a recent report by Asian brokerage and investment group CLSA, Indias education and training market is valued at $40 billion and is growing rapidly. It is expected to be a $70 billion industry by 2012. Primary education (K-12) makes up about half of the market. However, India continues to face challenges. Despite growing investment in education, 35% of the population is illiterate and only 15% of the students reach high school [Source: India still Asias reluctant tiger, by Zareer Masani of BBC Radio 4, 27 February 2008]. As of 2008, Indias post-secondary high schools offer only enough seats for 7% of Indias college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a masters or PhD degree[Source : SPECIAL REPORT: THE EDUCATION RACE, by Newsweek, August 18–25, 2008 issue] 2. 0 Singapore Education System: â€Å"Apart from enjoying a status of famous shopping and tourism destination, Singapore is also emerging as a place for pursuing 117 IRACST- International Journal of Research in Management Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No.1, 2012 innovators serve societal needs. This will be accomplished with a focus on Design, through an integrated multidisciplinary curriculum and multi-disciplinary research. The university is expected to open its doors in April 2012, with its campus constructed by 2015. A graduate medical school, Duke-NUS Graduate Medical School Singapore, was also created through a partnership between Duke University School of Medicine and NUS to increase Singapore’s capacity to develop a vibrant biomedical hub. Specialized institutions have also sprung up, both local and international. For instance, well-known business schools University of Chicago Graduate School of Business and INSEAD, New York University Tisch School of the Arts, LASALLE College of the Arts and Nanyang Academy of Fine Arts (NAFA) provide specialized education in the arts, and the Digipen Institute of Technology focuses on world-class technology education. In addition, polytechnics were also set up to train middle-level professionals and their main aim is to educate and nurture their students to excel in work and in life, and to equip young as well adult learners with skills and knowledge to enhance their employability in the market. A total of five polytechnic schools (Ngee Ann Polytechnic, Singapore Polytechnic, Nanyang Polytechnic, Temasek Polytechnic, and Republic Polytechnic) were established in Singapore to cater to students those who passed the secondary school and those who are interested in learning more technical subjects with hands on training. Most of the diplomas offered are three years duration and their course curriculum is designed to meet the industry needs. Last, but not the least; the Institute of Technical Education (ITE) was established as a post-secondary technical institution of excellence. The basic purpose of the institute is â€Å"To Create Opportunities for School Leavers and Adult Learners to Acquire Skills, Knowledge and Values for Lifelong Learning in a Global Economy† [Mission statement: ITE]. The Institute of Technical Education campuses were reorganized under the Collegiate system into 3 major colleges around the island, ITE College Central, ITE College West, ITE College East. You may also choose to send your children to one of the over 300 private education institutions in Singapore. Private schools offer a large variety of courses, including language and professional programmes. When choosing a private school, do make sure it has proper accreditation. The EduTrust for Education and Singapore Quality Class for Private Education Organizations are two hallmarks of quality implemented in Singapore. Under the MOE, The Higher Education Division (HED) oversees the provision of tertiary and technical education in Singapore as well as registration of private schools. It oversees nine statutory boards — five Polytechnics, the Institute of Technical Education (ITE), the Science Centre Singapore (SCS), the Institute of Southeast Asian Studies (ISEAS) and the Council for Private Education. HED also oversees the development of four autonomous universities (the National University of Singapore, the Nanyang Technological University, the Singapore Management University and the Singapore University of Technology and Design). (See the table 1. 0 for details) More details can be found in MOE website. 2. 2 The current scene: The proposed vision of Singapore education is to develop a self-sustaining education ecosystem offering a diverse and distinctive mix of quality educational services to the world, thus becoming an engine of economic growth, capability development and talent attraction for Singapore. Education ecosystem refers to a cluster of mutually reinforcing, complementary education institutions which vary in terms of student enrolment numbers, country of origin, cultural environment, nature of activity, academic level, academic discipline/subjects, research interests and price. This network of institutions will raise education standards, create more choice for Singapore students and enrich the overall student experience. Singapore has placed an essential emphasis on education. This can be seen from the fact that education spending forms at least 20% of the budget of Singapore. Primary education has become compulsory for all the citizens of Singapore and if parents fail to enroll their children into school, it is considered a criminal offence. Singapore’s public schools maintain high standards of teaching and learning. According to the World Economic Forum’s Global Competitiveness Report 2009/2010, Singapore was ranked 1st internationally for the quality of our educational system. Singapore was also rated as one of the world’s best performing education system, with an excellent teaching force, according to the McKinsey Company 2007 report How the Worlds Best-Performing School Systems Come Out on Top. Enrolment in educational institutions, see table below [Yearbook of Statistics Singapore, 2011] 2. 1 Pathway of learning in Singapore education system: According to the system, students in Singapore generally undergo six years in primary school and four to five years in secondary school. They can then enroll in post-secondary institutions, pre-university courses, or move on to the polytechnics. Eligible students are subsequently given the opportunity to enroll in the universities. [Source: Ministry of Education, Institute of Technical Education, Singapore Polytechnic, Ngee Ann Polytechnic,118 IRACST- International Journal of Research in Management Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 Temasek Polytechnic, Nanyang Polytechnic, Republic Polytechnic, National Institute of Education, National University of Singapore, Nanyang Technological University, Singapore Management University and Singapore Institute of Technology. Note: Data for primary, secondary and junior college exclude private schools. 2. 3 Advantages of Singapore higher education: Singapore has several competitive advantages that position it well as a global education hub. These include a strategic geographical location, reputation for educational excellence, a vibrant business hub (which presents opportunities for institutional-industry collaboration), and a safe and cosmopolitan environment. Singapore can capture a larger share of the global educational market (estimated at US$2. 2 trillion), and increase educational services’ contribution to GDP from the existing 1. 9% of the GDP to a projected 3 to 5% in 10 years. [Source: Executive Summary Developing Singapores Education Industry Prepared by the Education Workgroup]. About 120 of the 353 primary and secondary schools in Singapore have some form of exchange programmes which allow students to visit overseas schools. In 2005, the Ministry of Education set up a SGD 4. 5 million School Twinning Fund to facilitate 9,000 primary and secondary school students to participate in these exchange programmes, particularly in ASEAN countries, China and India. [Source: Forss, Pearl (2005-10-13). Education Ministry sets up $4. 5m fund to facilitate student exchange programmes. Channel News Asia]. Singapore Government aims to increase the numbers of foreign students studying in Singapore from the current 97,000 to 150,000 by 2015. Based on current statistics, approximately one-fifth of those applying through UCAS are third-country nationals mainly from mainland China, India, Malaysia and Indonesia. Singapore is aggressively moving forward to become an education service provider in the region, the Economic Development Board has also continued to pursue brand-name foreign universities to set up specialized campuses to serve an international market from Singapore. The number of students studying for foreign qualifications in-country – Transnational (TNE) programmes was 36,700 in 2001. According to latest HESA TNE data for 2009/10 the number of students studying for a UK qualification in Singapore is 42,715 The majority of these are delivered in partnership with local private institutions. According to the Progress in International Reading Literacy Study (PIRLS) done in 2006, cited by MOE in a 2007 survey by the Fraser Institute, Singapore was ranked fourth among 45 education systems. Dr Kishore Mahbubani, Dean of the Lee Kuan Yew School of Public Policy at NUS, also proudly claimed that educational leaders around the world are flocking to Singapore to copy Singapores successful educational model. He said that some North American schools are even using similar textbooks as those used in Singaporean schools. While Singapore is clearly proving to be a popular destination for students from Asia, small numbers of students from Europe, the United States, and Australia are also choosing to study in Singapore. Many international students consider Singapore to be a comfortable introduction to Asia, providing both the chance to get a Western education at a leading institution and become familiar with Chinese language and business practices as well closer to their home country. Moreover, most MNCs have their regional base here and with Singapore positioned as the business and commercial capital of the region, job opportunities for graduating students are aplenty. Given the better job prospects that Asia currently offers as compared to the US and Europe, it is likely that Asian students will continue to pursue their higher studies within the region and more specifically in Singapore. This is a win-win situation for all – the students, Singapore’s education industry and the companies based in the city-state. [September 22, 2009, in Doing Business in Singapore] 2. 4 Issues for Singapore Higher education: Critics of the education system, including some parents, state that the education system is too specialized, rigid, and elitist. Often, these criticisms state that there is little emphasis on creative thinking, unlike education systems in other societies, such as those in the States. Those defending the current education system point out that Singaporean student have regularly ranked top when competing in international science and mathematics competitions and assessments. Detractors believe this is more an indication of students skills in using rote to prepare for a certain style of competition or examination than of their ability to think critically. There have also been complaints about excessive educational streaming at a young age. A popular local film, I Not Stupid, highlights the competitiveness of the system and the social stigma that students struggling with studies have to face. The best students are streamed into the best and normal classes, while the others are streamed into the foundation class, where teachers usually allow them to get worse, since they are part of the ungifted class [Source:http://en. wikipedia. org/wiki/Education_in_Singapore# Development_and_future_plans]. â€Å"Singapores Ethnic Education Problems† The problem is a serious and persistent one. Figures from the Education Ministry show that while Singaporean exam results have increased across the board over the last decade, the stark disparities between the city-states main three ethnic groups remain. In 2008, just 59. 3 percent of Malay students achieved 5 passes at O-level, the exams taken by 15 and 16-year-olds, compared to 86. 2 percent of Chinese and 73 percent of Indians. [Source: Written by Ben Bland, Feb 2, 2010 in http://www.asiasentinel. com] 119 IRACST- International Journal of Research in Management Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 Overview of the Singapore vs. Indian Education System Table 1. 0 Conclusion: I understand that I have different ways of thinking and different mindsets compared with most people. My comments only show my perspective, not an absolute authoritative assessment of the situation. I admit to have a certain level of subjectivity due to my previous involvement in the system and my limited set of experiences. Progression pathway for the students might be different from county to county but what is the key in higher education is who provides better service with high quality education at affordable rate is in high demand worldwide. 120 IRACST- International Journal of Research in Management Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 REFERENCES [1] [2] [3] [4] [5] [6] [7] [8] [9] Blackwell, Fritz (2004), India: A Global Studies Handbook, United States of America: ABC-CLIO, Inc. , ISBN 1-57607-348-3. Vrat, Prem (2006), Indian Institutes of Technology, Encyclopedia of India (vol.2) edited by Stanley Wolpert, 229231, Thomson Gale: ISBN 0-684-31351-0. Department of Education, Government of India, http://www. education. nic. in/higedu. asp http://www. indiaedu. com/education-india/higher-education. html Annual Report Ministry of Human Resource Development, Government of India 2006-2007. Draft Report of Working Group on Higher Education for the XI Plan, Planning Commission, Government of India (2007) Selected Educational Statistics 2004-2005 (as on September 2004), Ministry of Human Resource Development Government of India (2007) Agarwal, P (2006), Higher education in India: The need for change. New Delhi, Indian Council for Research on International Economic Relations. URL: www. icrier. org/publication/working_papers_180. html. Higher Education in India-Restructuring for increased innovation, Document prepared for the World Bank, June 2006. [10] UGC: Chairman’s Nehru Memorial Lecture, University of Mumbai, Nov. 24, 2006 (available on the Web) [11] UGC Annual Report 2004-05, 2006-2007, 2009-2010 [12] Wikipedia, (2008). [13] Educationworld, [14] [15] [16] [17] [18] [19] [20] http://en. wikipedia. org/wiki/Content_analysis† The Human Development Magazine, www.educationworldonline. net Ministry of Education (MOE), Singapore (www. moe. gov. sg) Singapore Education (2010), Government of Singapore, http://www. singaporeedu. gov. sg Crescent Achievements (2006) Co-Curricular Activities – Singapore found at http://www. crescent. edu. sg/achievements/cca. htm Ministry of Education, (2004) A Broader Picture of School’s Performance in Academic and Non Academic Domains found at http://www. moe. gov. sg/press/2004/pr20040924b. htm Contact Singapore,(2010) http://www. contactsingapore. sg/investors/live/education/ http://www.channelnewsasia. com/stories/singaporelocalnews/vi ew/294891/1/. html. http://www. asiasentinel. com/index. php? option=com_contentta sk=viewid=2318Itemid=195 AUTHORS PROFILE NaganathanVenkatesh obtained his Degree and a Master degree in Computer Science from University of Madras, India as well he also holds another Masters Degree in Human Resource Management and presently he is pursing PhD in Computer Science Engineering from University of Madras, India. As Research Scholar, from NITTTR(National Institute of Technical Teachers Training and Research.

Essay About Odysseus, Adonis, And Thor :: essays research papers

Essay About Odysseus, Adonis, and Thor Section I: "Odysseus Is The Most Cunning Man in the World" Odysseus, son of Procris and Cephalus of the Royal House of Athens, played a major role in the Trojan War. However, the legends of Odysseus do not begin until after the great war. At the end of the war he was separated from the rest of the Greek armies and was forced to wander for ten years until he was reunited with his family. His journeys in those ten years were very similar to Jason's journey in his search for the Golden Fleece. Also, in the course of Odysseus' adventures, he proved himself to be not only a great hero but also a cunning and resourceful man, worthy of the title the most cunning man in the world. There are many similarities between the adventures of Jason and those of Odysseus'. Both heroes proved themselves to be mighty warriors; Jason, when forced to battle against the soldiers of the dragon teeth and Odysseus during the long battles of Troy. Both heroes showed extreme courage in the face of danger and neither shied from doing what was necessary to complete their quest. Both men were also very modest and were able to except help when needed, either form gods or from other mortals. Jason did not hesitate to ask for help from the princess Medea. Odysseus accepted help from a simple sheep herder in order to reclaim his home. Although these two heroes had similar adventures and shared similar qualities, they were very different. The first difference we notice between these two heroes is their lineage. Like most Greek heroes, Jason was a direct descendant of the gods. Odysseus on the other hand was not. He was a member of the Royal House of Athens and not divine as were many of his peers and relatives. Odysseus was also more compassionate than Jason. Jason used people to his own end and then disregarded them. An example of this would be his relationship with Medea. She made him into the hero he was, saved his life many times, and left her homeland to follow her love Jason. Jason, however, upon reaching home with the Golden Fleece, decided to marry a princess to gain more political power. He made this decision with no thought towards Medea's feelings and her love for him. Odysseus, in contrast, was far more loyal to his family and followers. He placed their happiness and safety on an equal or greater level then his own. For instance, when he was on

Pliny the Younger

This letter was written by Pliny the Younger to the Emperor Trajan while he was serving as the Governor of the Roman Province of Asia Minor during the time frame 111 through 113. This letter was written after Pliny had his first interactions with the Chirsitans. This letter seems to have been written as a letter of concern, asking the Emperor for guidance on how to handle legalities of his interactions with Christians. This concern was seen in his opening statement to the Emperor, It is my invariable rule, Sir, to refer to you in all matters where I feel doubtful; for who is more capable of removing my scruples, or informing my ignorance. †1 In my opinion, I believe that Pliny is clear in his communication to the Emperor. â€Å"I am unacquainted not only with the nature of their crimes, or the measures of their punishment, but how far it is proper to enter into an examination concerning them. †2 This statement to me, clarifies his concern of the religion, in whether or n ot the practice of Christianity is unishable. This letter signifies the importance of the changing world and the concern of how to handle those changes. I think that Pliny voiced that concern throughout this letter. He seemed to have been disturbed and unaware of how to handle these changes, and, if in fact these changes could be punishable; as this was not the way of the Roman beliefs. This was put clearly toward the end of Pliny’s letter, â€Å"This contagious superstition is not confined to the cities only, but has spread its infection mong the neighboring villages. †3 In summary, I feel that this letter is of significant concern and is an interesting account into the history of how Christianity was observed and dealt with in the Roman Empire. Bibliography Pliny the Younger. The Letters of Pliny (Caius Plinius Caecilius Secundus): Book 10, Letters 97 and 98, Translated by Melmoth, Revised by the Rev. F. C. T. Bosanquet, 1905. http://wadsworth. com/history_d/special_ features/ilrn_legacy /wawc 1c01c/content/wciv1/readings/pliny. html

Perception Of Risk Variation Factors Health And Social Care Essay

Recent old ages in societal scientific disciplines and academic research have highlighted the apprehension of constructs such as hazard perceptual experience and hazard itself, in a batch of deepness. However the true apprehension of how hazard is perceived and how its influences behavior is non a simple phenomenon to specify. There is immense contention on how, why and what variables constitute it. Risk has been defined in legion ways by societal scientists and research workers. Before reexamining the different paradigms of hazard perceptual experience it is critical to understand the really nature of the construct of hazard itself. There exist multiple constructs of Risk. Risk is viewed as a jeopardy, as a chance as a effect and even as possible hardship or menace ( Short Jr, 1984 ) .Risk under such claims is typically assessed to be objectively quantified by hazard appraisal. On the other manus societal scientific disciplines reject such impression of nonsubjective word picture. T heir attack tends to concentrate on effects that such hazardous results have on people who undergo them. This tradition see ‘s hazard as subjective in nature ( Krimsky & A ; Golding, 1992 ; Slovic, 1992 ; Weber, 2001b ; Wynne, 1992 ) . , hence it defines hazard as something that human existences have invented to assist them understand and get by with the dangers and uncertainnesss of life. Admiting that hazard can intend different things to different persons ( Brun, 1994 ) , consequently people besides tend to differ in their earnestness of effects of hazards and how they calculate the chance of such hazards to take topographic point.This apprehension leads us to the term ‘risk perceptual experience ‘ , which has been defined as ‘ appraisal of the chance of a specified type of accident go oning and how concerned we are with the effects ‘ ( Sjoberg L. et Al, 2004, p. 8 ) . Individual values, beliefs and attitude every bit good as societal and cultural values or temperaments including symbols, political orientations and history constitute of factors which influence hazard perceptual experience ( Weinstein, 1980 ) .The aim of this paper is to understand the part of such societal, cultural and psychological factors which form perceptual experiences of hazard. This essay aims at discoursing hazard in context to a specified hazard which is vaccinum ha zard particular to polio. This peculiar pick has been made with consideration given to the fact that disease such as infantile paralysis is no more a job in the western states and the underdeveloped states provide a good illustration of civilization and societal influence for the sensed hazards. This has been backed by the lifting involvements by universe wellness organisation to wholly eliminate this from the face of Earth. Throughout this survey research grounds has been incorporated to organize a logical statement. In decision the deduction for policy shapers and other interest holders are discussed in line with the acknowledgment of the changing perceptual experience of his hazards. Polio has been known to distribute via the unwritten faecal path. The West had popularly seen summer eruptions of infantile paralysis. These resulted in widespread paralytic infantile paralysis. There are two basic types of infantile paralysis vaccinum, both of which were developed in the 1950 ‘s.The foremost was developed by Jonas Salk, which was a formalin-killed readying of normal wild type infantile paralysis virus. This virus is known to turn in monkey kidney cells and the vaccinum is given by injection. The vaccinum aims at arousing good humoral ( IgG ) unsusceptibility and forestalling transit of the virus to the nerve cells where it would otherwise do paralytic infantile paralysis. The 2nd known vaccinum was developed by Albert Sabin, which is a unrecorded attenuated vaccinum, produced through empirical observation by consecutive transition of the virus in cell civilization. It is given orally and is known as the preferable vaccinum in the developed universe such as Uni ted States, United Kingdom and others mostly because of it easiness of disposal. ( Jeffrey Kluger, 2005 ) Vaccines have been used to control morbidity and mortality from childhood infective diseases in our society ( Senier, L. , 2005 ) .It is non incorrect to state that vaccinums constitute one of the biggest success narratives within preventative medical specialty nevertheless at that place has been a turning concern sing the necessity of its uninterrupted usage ( Senier, L. , 2005 ) ( Bostrom A. , 1997 ) .Physicians and research workers attribute such concerns in instance of infantile paralysis vaccinum mostly to the diminution in mark diseases but besides attribute it towards the turning concern for safety among the multitudes ( Senier, L. , 2005 ) .Such uncertainnesss sing vaccinum hazards along with the still prevalence of such diseases in society create a demand for understanding how perceptual experiences sing infantile paralysis vaccinum hazard are developed among people. The undermentioned subdivision purposes at supplying an overview of different prospective in order to underst and how perceptual experiences are developed and influenced. Perceived badness of a disease drama an of import portion in credence of vaccinums developed to extinguish them ( Bostrom A. , 1997 ) . A comparative survey of two diseases outburst conducted in Canada illustrates that during an eruption of a fatal, meningitis the populace reverted to mass immunisation comparable to a rubeolas outburst, where a by and large less credence of immunisation prevailed based on the populace ‘s position of rubeolas as being less unsafe.While in world Measle kill a larger graduated table of kids across the Earth ( Boholm, A. , 1998 ) . Fear is a clear illustration of what we think about a hazard in footings of our intuitive feelings, a procedure which is called the heuristic consequence and it has a great influence on our perceptual experience of risks.Amoung the current infantile paralysis bing states such frights are of a bigger magnitude given their societal and cultural backgrounds. There exists a large spread of societal consciousness every bit go od as instruction in these states. Poverty, deficiency of basic lodging installations, clean H2O and air, and other ailments have helped to organize the attitudes and perceptual experience about polio vaccinum hazards ( Sjoberg L. et Al, 2004 ) .. Another component which influences the perceptual experience of hazard associated with infantile paralysis vaccinums is the degree of control over kids ‘s going infected of vaccinum preventable disease.Works of ( Meszaros et al, 1996 ) shows that none inoculators understand that their kid was less likely effected by the inauspicious affects of the inoculation. This sense of control over the inauspicious effects of acquiring vaccinated strongly determines attitude towards inoculation. Another critical thing which must be noted here is the sensed cost benefit analysis done by parents.If at that place exists a sensed benefit in a specific pick, the hazard associated with that pick will look smaller than when no such benefit is perceived ) .Hence perceptual experiences on Polio Vaccine hazard will be constructed depending on how much control an single likes to exert within his life and what cost and benefits does he associates with the infantile paralysis vaccinum. Some groups of people have viewed inoculation of a kid as a – physical invasion into a healthy bodyA , this has been supported with doctors ‘ penchants to â€Å" make no injury ‘ ( specially in instances where more than one injection is required. Such believes and attitudes have paved agencies to constructs such as Free-loading ( which is trusting on herd unsusceptibility and taking non to immunize ) . This is proved by the research at the Pennsylvania University which has shown that a batch of none inoculators use the free equitation logic ( Hershey et Al, 1994 ) .On the other utmost side there are besides people who make determinations sing vaccinums based on what every one else seems to be doing.This is regarded at â€Å" bandwagoning † and relates to human demand for conformance and even security which fulfills the human demand for love, belonging and even safety as defined by Maslow ( Maslow, A. , 1943 ) . The above factors fall into the class of ‘Cultural reason ‘ . Which recognizes a scope of influences including psychological, spiritual, religious, emotional and even intuitive footing as defined by ( Brun, 1994 ) ( Fischhoff B. et Al, 1993 ) ( Sjoberg L. et Al, 2004 ) . Poliomyelitis as it prevails within the underdeveloped states is besides widely influenced by the success narratives of the West. Fear factors linked with deficiency of inoculation are reduced by narratives which explain ‘how infantile paralysis has been eradicated from certain states ‘ and ‘how it has become a decreasing concern ‘ ( Jeffrey Kluger, 2005 ) . Fear encourages people to take positive preventative steps ; this has been clearly illustrated by the plants of ( Leventhal, 1980 ) who found that high fright showed greater purpose to halt smoke. Hence the perceptual experience of vaccinum hazard will change for people based on their ain frights and their ain apprehension of dangers associated to the disease. Surveies on hazard perceptual experiences have taken a deep expression at understanding the function of heuristics and prejudices.According to Slovic P. perceptual experience of hazard cognitive cutoffs form the basic for qualitative estimations of hazard ( Slovic P, 1987 ) . These are called heuristics, illustrations of such prejudices ‘ include compaction of hazard, over appraisal of rare causes of decease and underestimating common 1s ( Fischhoff B. et Al, 1993 ) . Biass are non restricted to the public entirely alternatively a large beginning of such prejudices stem which in this instance would be doctors every bit good as societal workers. Adept sentiment is besides an of import factor in formation perceptual experience sing polio vaccinum hazards. Experts within their ain field hold certain information purchase and cognition, which is non alienated from their ain prejudices. Experts sentiments are frequently manipulated to organize a perceptual experience of a hazard whic h is in line with authorities and other stakeholders ( Fischhoff B, Merz JF. , 1994 ) , ( Fischhoff B. et Al, 1993 ) , ( Freudenberg and Pastor, 1992 ) . A prevailing nature of infantile paralysis ‘s being in developing states can be understood better in footings of the unstable political governments in these states and the efforts of assorted powers to derive public support through over rated wellness programmes such as battle against infantile paralysis. Another factor which is interrelated to this construct is besides the trust factor which defines public perceptual experiences of hazard. The bigger the assurance people have in professional responsible for their protection or in the authorities or establishments responsible for their exposure of hazard the less fearful they would be. The less they would swear them, the higher will be the sensed hazard associated to them. While speaking about trust, it must be noted that grade of trust receiver topographic point in the commu nicating of information about vaccinum hazards and benefits is every bit important in organizing perceptual experiences about given hazards. Public input and well-being may be viewed as the aim of cardinal interest holders in preventative medical specialty nevertheless their actions are non ever aimed at accomplishing this hence a deficiency of credibleness and trust has been created ( Timothy C & A ; George T, 1995 ) . From the above treatment it can be deduced that a robust apprehension is needed to measure how cultural factors like trust and even duty reconstruct the cost benefit analysis ( Timothy C & A ; George T, 1995 ) .This demand for trust among persons corresponds with the emotional responses which serve a footing for determination devising as explained by Berkowitz ( 1969 ) . Another factor which develops the assorted perceptual experience people hold sing infantile paralysis hazard vaccinums is constructed by single political orientations sing social good versus the single rights. This relates to citizen ‘s rights to picks such as choice of preventative steps for wellness attention compared to authorities ‘s power/liberty to do determinations for the multitudes. Majority of the epidemiologist suggests that such determinations should non be left to single picks but should be authorities duty. Thus it can be concluded that Mandatory inoculation influences how vaccine hazards and benefits are received by the populace. This can be understood in the visible radiation of theory of cognitive disagreement which demonstrates that voluntary picks brings more openness and credence to negative results ( Berkowitz, 1969 ) .Certain people may even hold spiritual grounds to avoid inoculation, illustration of such can be the more Orthodox beliefs where step ining with nature is considered not spiritual. In US faith is one of the three evidences on which people are exempted from inoculation. This is done given the apprehension of the diversified US society. Hence it must be acknowledged that perceptual experiences of infantile paralysis vaccinum hazard are related to the societal, cultural and even spiritual facet of person ‘s life. To reason it can be seen that perceptual experiences sing infantile paralysis vaccinum hazard are constructed by assorted cultural and psychometric factors. Peoples from their positions and attitudes sing infantile paralysis vaccinum hazard based on factors such as badness of the disease, the trust they place in the authorities and other interest holders, their ain apprehension of cost and benefits associated with the vaccinum. Percepts are strongly driven and influenced by person ‘s ain fright, his abilibity to swear and his desire to command things. Peoples are risk averse and seek to avoid ambiguity ( Slovic and Fischcoff, 1984 ) .They are invariably measuring and doing opinions which are influenced by the society in big and their milieus. They are frequently encouraged to follow the bulk and sometimes to bask the free riders consequence. All these factors have deductions for parents and policymakers about how hazards should be managed and what hazards are acceptable in the visible radiation of how perceptual experiences vary and how they are constructed. It is critical for policy shapers and others to understand that contentions over vaccinum hazard perceptual experience have immense deductions for professionals and media in their functions as sources and besides on the being of this disease. When pass oning hazard to the receivers, it is highly critical that the changing natures of formation of hazard perceptual experience are kept into head along with public instruction and participative determination devising. Government in these states where infantile paralysis is still dominant need to cultivate feelings of trust in people for the system and integrate societal consciousness programmes, which have an emotional entreaty and are targeted towards the rural countries utilizing media every bit good as local physicians and clinics.

Antigone Vs. Ismene Essays - Ancient Greece, Greek Mythology, Operas

Antigone Vs. Ismene Essays - Ancient Greece, Greek Mythology, Operas Antigone Vs. Ismene Antigone Antigone and Ismene, are as different from one another as tempered steel is from a ball of cotton. One is hard and resistant; the otherpliable, absorbing and soft. Antigone would have been a strong, successful 90s type woman with her liberated and strong attitude towards her femininity, while Ismene seems to be a more dependent 1950s style woman. Antigone acts as a free spirit, a defiant individual, while Ismene is content to recognize her own limitations and her inferiority of being a woman. In the Greek tragedy Antigone, by Sophocles; Antigone learns that King Creon has refused to give a proper burial for the slain Polyneices, brother of Ismene and Antigone. Infuriated by this injustice, Antigone shares the tragic news with Ismene. From her first response, No, I have heard nothing(344). Ismene reveals her passivity and helplessness in the light of Creons decree. Thus, from the start, Ismene is characterized as traditionally feminine, a helpless woman that pays no mind to political affairs. Doubting the wisdom of her sisters plan to break the law and bury Polyneices, Ismene argues: We who are women should not contend with men; we who are weak are ruled by the stronger, so that we must obey....(346) Once again Ismenes words clearly state her weak, feminine character and helplessness within her own dimensions. Antigone, not happy with her sisters response chides her sister for not participating in her crime and for her passivity, saying, Set your own life in order(346). For Antigone, no law could stand in the way of her strong consideration of her brothers spirit, not even the punishment of an early death. Ismene is more practical ; knowing the task is impossible, she feels the situation to be hopeless. It is a wonder, which of the two sisters are really guilty of these chronic charges. Of coarse, Antigone acted so quickly, and failed to take the advice of the moderate sister, Ismene. Instead, going against Creons words, Antigone rashly goes ahead and breaks the law. Antigone is a fool, she must learn that such defiance, even when justified, is not conductive to longevity. Although Antigone is foolish, she is also courageous and motivated by her morals. Proper burial of the dead was, according to the Greeks, prerequisite for the souls entrance into a permanent home. Therefore, perhaps Ismene is also foolish for her quick refusal to help Antigone perform the duty of Polyneices proper burial. Ismene definitely seems hasty in her acceptance of personal weakness. Perhaps in some way, both sisters are guilty of the same tragic sins. Perhaps it is this rashness, more subdued in Ismenes case, that leads both sisters to their own destruction. To my surprise, there is a strange twist in both sisters character towards the end of the play. Antigone makes a rather contrasting statement, Not for my children, had I been a mother, Not for a husband, for his moldering body, Would i have set myself against the city As I have done(368) These words defy rational explanation. To judge from her attitude towards authority and law, Antigone would probably take on any task to preserve family dignity and human justice. In Ismene's final words, she abandons her practical attitudes with a sudden rush of devotion towards the sister she abandoned in time of need. Let me stand beside you and do honor the dead(358). Ismene heroically takes a stand and shares Antigones crime. The two sisters were crushed by the vindictive Creon, yet they were winners in spirit, in their determination , they died together, as one. Nobility shall live in their hearts forever.

A Review of Accelerated Math

A Review of Accelerated Math Accelerated Math is a popular math practice program for grades K-12. The program is designed to provide teachers with a supplemental tool that allows them to create personalized math practice lessons, differentiated instruction, and to track student progress closely. The program was developed by Renaissance Learning Inc., which has several other programs closely related to the Accelerated Math program. Accelerated Math is intended to be a supplemental educational tool. Teachers use their existing textbook for instruction and then build and create practice assignments for students to complete. Students can complete these assignments online or in paper/pencil format. Either option can give students instant feedback and provides teachers with more time for instruction as the program scores student work itself. Accelerated Math is essentially a four-step program. First, the teacher provides instruction on a specific topic. Then the teacher creates Accelerated Math assignments for each student that parallels the instruction. The student then completes the assignment receiving immediate feedback. Finally, the teacher through careful progress monitoring can differentiate each student’s instruction to build on their individual strengths and weaknesses. Key Components Accelerated Math Is Both Internet Based and Paper/Pencil Based Accelerated Math Live allows students to complete assignments online providing students and teachers with immediate feedback.Accelerated Math also provides teachers and students with a paper/pencil option. Students can print the assignments and provide answers on specific scannable paper. The student can then scan the assignment using an AccelScan scanner, Renaissance Responder, NEO 2, or Renaissance Home Connect. The assignment will be instantly scored providing students and teachers with immediate feedback.Being Internet based allows Renaissance Learning to provide automatic updates the program and to store key data on their servers. This is easier for the school’s IT team. Accelerated Math Is Individualized One of the best things about Accelerated Math is that it allows the teacher to dictate how the program is used. This includes the ability to provide students with lessons which align with current instruction as well as lessons intended to remediate gaps a particular student may have. A teacher may also create assignments which challenge students who may be advanced.Accelerated Math allows students to work at an individualized pace. Students who demonstrate mastery quickly can move on to another challenging assignment while those who struggle can be given the time to master the current assignment. Accelerated Math Set Up Is a Mixed Bag Students and teachers can be quickly added to the system either through large batch enrollment or individualized addition.Accelerated Math assignment book set up can be difficult and confusing. Fortunately, there is a quick tip manual for getting started and a help guide you can use along the way. It takes a series of steps before your students can use the program including creating objective lists, choosing the objective list for each class, creating groups, assigning objectives, and generating the first practice assignment. Accelerated Math Provides Flexibility Teachers choose what assignments they want their students to work on allowing them to align the program with their current curriculum and meet individual needs.The program allows teachers to specify the number of questions on each assignment for each student making them short, medium, or large assignments.Accelerated Math provides teachers with more time for whole group and small group instruction as well as one on one instruction by eliminating time-consuming grading. Accelerated Math Assesses Student Understanding Accelerated Math is designed to determine whether or not a student has mastered a specific skill or concept.There are five different types of assignments that teachers can assign to their students. Each type serves a different purpose and includes: Practice – Consists of multiple choice problems that check student understanding of specific learning objectives.Exercise – A type of practice activity used to reinforce and support objectives covered in a daily lesson.Test – A student will be allowed to take a test when they answer enough practice problems correctly.Diagnostic – Useful when you need to identify specific areas in which a student is struggling. Also allows students to take a test on objectives without meeting the practice criteria first.Extended Response – Provides students with challenging problems that promote higher order thinking skills and advanced problem-solving. The program provides students and teachers with immediate feedback directing the teacher to provide intervention when necessary and allowing those students who master a concept to move to another. Accelerated Math Provides Students and Teachers With Resources Every student has access to in program resources designed to assist in student understanding. The resources include a comprehensive math glossary and work examples tied to each individual learning objective for which the student is attempting to complete.Every teacher has access to tons of resources designed aid in the successful implementation of the program on a daily basis. These include guides on how to get started, how to advance your implementation, forms and charts, and much more. Accelerated Math Is Aligned to the Common Core State Standards Accelerated Math has studied and aligned their program to the Common Core State Standards. The math content libraries in the Accelerated Math program were designed to meet the requirements of the Common Core. Accelerated Math Provides Teachers With Tons of Reports Accelerate Math has about two dozen fully customizable reports. These include diagnostic reports, mastery reports, goal history reports, objective lists, parent reports, and several more. Teachers can use the reports to guide their instruction and meet their students’ needs. Accelerated Math Provides Schools With Technical Support Accelerated Math allows you to receive automatic software updates and upgrades.Accelerated Math provides live chat support to answer questions and provide immediate resolution to any issues or problems you have with the program.Accelerated Math provides software and data hosting. Cost Accelerated Math does not publish their overall cost for the program. However, each subscription is sold for a one-time school fee plus an annual subscription cost per student. There are several other factors that will determine the final cost of the programming including the length of the subscription and how many other Renaissance Learning programs your school has. Research To date, there have been ninety-nine research studies including eighty-nine independent studies that support the overall effectiveness of the Accelerated Math program. The consensus of these studies is that Accelerated Math is fully supported by scientifically based research. In addition, these studies concur that the Accelerated Math program is an effective tool for boosting students’ mathematics achievement. Overall Accelerated Math is a solid supplemental mathematics program that teachers can use on a daily basis in their classroom. The combination of online and traditional types can effectively meet each classroom’s individual needs. The alignment to the Common Core State Standards is another welcome progression. The biggest downside of the program is that it takes multiple steps to set up the program. These steps can be confusing but this can be overcome with professional development training and/or the setup guides offered by the program. Overall Accelerated Math gets four out of five stars because the program has evolved into a terrific supplemental program that can be easily implemented into any classroom and support ongoing instruction.

Top 10 Internships for College Students in 2017

Top 10 Internships for College Students in 2017 You’re in college, or a recent graduate. Maybe you already have a solid idea of where you want to go, and what you want to do next. Great! Maybe you†¦don’t. That’s great too. Whether you’re looking to test the career waters of a job related to your major, or you’re still figuring out what you want your post-college career path to be, internships are an excellent way to refine your thinking and build experience. Let’s look at 10 of the top internship options in a variety of fields, based on sources that take intern feedback into account, like Vault.com’s annual rankings and Glassdoor’s survey of internship opportunities. Best Social Media Internship: FacebookPerhaps you’ve heard of this company? Facebook ranks highest on a recent Glassdoor survey of best internship companies, with feedback like, â€Å"Facebook has one of the best design teams in the world, and deals with particularly hard problems. Interns get lots o f responsibility, but the biggest learning is from the people around you.†Facebook’s focus on tech, data, and social media provides cutting-edge internship opportunities, as well as spots in business operations.Compensation: Paid/stipendDuration: 6 to 12 weeksLocation: Facebook’s headquarters are in Menlo Park, California, but the company has office locations all over North America, including New York, Washington DC, and Chicago.Best Health Care Internship: Aetna Summer Associate ProgramInsurance company Aetna’s summer program gives interns the opportunity to learn about all aspects of the business side of insurance, as well as build general office and career skills. Each intern has the opportunity to work on a â€Å"cross-functional† project that takes on a real-life business issue faced by the company. This kind of real world experience is definitely not your stereotypical coffee-and-copies internship. Interns are also offered many marketing oppor tunities, and the chance to work with company mentors to help build their career beyond the internship.Compensation: Paid/stipendDuration: 6 to 12 weeksLocation: Aetna is based in Hartford, CT, but has other offices (and internship opportunities) around the U.S. as well.Best Financial Services Internship: Northwestern MutualFor students majoring in Finance, Accounting, or other related business fields, Northwestern Mutual’s internship program gives students hands-on experience working on financial planning, client services, and consulting. Interns receive a stipend for their 6-12 month terms. Approximately one-third of Northwestern Mutual interns are offered a full-time position with the company after graduation.Compensation: Paid/stipendDuration: 6 to 12 monthsLocations: The company has offices throughout the U.S.Best Media Internship: Nickelodeon Animation Studio Nickternship ProgramIf you’ve ever wanted to see how the Spongebob is made, this internship at Nickelodeo n’s Animation Studio could be for you. Geared toward animation enthusiasts or those who want to work in the children’s entertainment industry, this internship helps â€Å"Nickterns† build general business experience while also taking specialty classes and workshops in areas like storyboarding, character design, pitching concepts, production and post-production, and presenting. Even if you can’t draw, the Studio offers internships in virtually every area of the business: TV production, development, talent development and casting, office management, digital operations, business operations, sales and marketing, human resources, and public relations. Nickterns also get perks like free movie screenings and admission to industry events, as well as networking opportunities.Compensation: PaidDuration: 6 to 12 weeksLocation: Los Angeles, CABest Energy Internship: Westar Energy Internship ProgramIf you’re interested in finding innovative ways to provide ener gy, Westar Energy’s internship program is a way to build skills and experience in the expanding field of green energy solutions. Headquartered in Kansas, Westar is the largest electricity provider in the state. For its interns, the company is committed to providing hands-on business experience, as well as building knowledge about the future of energy and electricity.Compensation: Paid/stipendDuration: 3 to 6 monthsLocation: Topeka, KS and Wichita, KSBest Retail Internship: Burlington Stores Summer Internship ProgramBased in the Burlington Stores company’s corporate offices in New Jersey, interns learn the ins and outs of the business behind a nationwide discount department store chain. Burlington is committed to providing meaningful learning experiences for its employees, including leadership development seminars, mentorship opportunities with senior management, seminars on retail practices and technical skills, store tours, and projects based on real business scenario s.Compensation: Paid/stipendDuration: 6 to 12 weeksLocation: Burlington has stores all over the country, but the internships are primarily located in its corporate offices in Burlington, NJ and Edgewater Park, NJ.Best Engineering Internship: Capital One Technology Internship ProgramWith its engineering focus, financial and IT company Capital One’s internship program is geared toward the STEM student. These hands-on programs give interns specialized experience in software engineering, data engineering, and cyber security engineering. Interns work on collaborative engineering projects, and also attend business and leadership seminars throughout the term.Compensation: Paid/stipendDuration: 10 weeksLocation: San Francsico, CA, New York, NY, McLean, VA, Richmond, VA, Plano, TX, Chicago, IL, and Wilmington, DEBest Startup Internship: Kleiner Perkins Caufield Byers (KPCB) Fellows ProgramIf you’re interested in the startup world, but you aren’t finding many targeted in ternship opportunities, consider programs like KPCB’s. KPCB is a venture capital firm that specializes in working with tech startups. Its Design and Engineering Fellows program helps interns build the tech and creative skills they can apply to startup companies (or even start their own). The Fellows program offers unique networking opportunities in Silicon Valley, as well as the opportunity to spend a full year working for a Silicon Valley startup.Compensation: Paid/stipendDuration: 3 to 6 months, plus a potential year of employmentLocation: Mountain View, CA, Palo Alto, CA, San Francisco, CA, San Jose, CA, San Mateo, CABest Poli-Sci Internship: Central Intelligence Agency (CIA) InternshipConsistently ranked among the best U.S. government internship programs, the CIA’s program is geared toward providing work and civil service experience for promising undergrads, particularly minorities and students with disabilities. While you likely won’t be sent deep undercove r, Homeland-style, you will gain practical experience in the daily operations of one of the biggest U.S. government offices.Compensation: UnpaidDuration: FlexibleLocation: Washington, DC metro areaBest Multidisciplinary Internship: NBC Universal Campus 2 Career Internship ProgramAs a massive media company, NBC Universal offers internships in areas like television production, news, business operations, ad sales, legal, marketing, media relations, accounting/finance, business, strategy, human resources, research, and marketing.Compensation: Paid/stipendDuration: FlexibleLocation: NBC Universal has headquarters in New York City and Los Angeles, but there are internship opportunities at its offices and sister companies throughout the country.If you’ve got your career sights set on a particular path, or know you want to do some experimenting and skill-building while you figure out your long-term plans, internships are one of the best ways to ease from student mode to professional mode. Wherever you decide to plant your intern flag, TheJobNetwork has you covered!

Administrative Justice - Proposal for the Parliamentary Commissioner Essay

Administrative Justice - Proposal for the Parliamentary Commissioner Act 2010 - Essay Example The Parliamentary Commissioner Act was authorized to deal with matters of mal-administration. But the Act failed even to provide a definition for the term mal-administration. It has also been said under the Parliamentary Commissioner Act of 1967 that the complaints have to be made through a Member of the Parliament. In most of the cases, the Member of Parliament himself tries to solve the dispute and does not send it to the Parliamentary Commissioner. This restriction is illogical and it cannot be seen to it that that the grievances of the citizens would be served without bias in such circumstances. The trust and confidence of the people cannot be gained when there is such a limitation in any legislation. â€Å"It is sometimes further argued that if the PCA appears too demanding and, a fortiori, if he were afforded coercive powers, he might exacerbate the very problems he is expected to solve. Administrators may be reluctant to take bold decisions for fear of the consequences; †˜defensive administration’ might be undertaken: time-wasting procedures designed not to further administrative efficiency but to deflect criticism.† (Fenwick & Philipson 2003, p. 240). According to this Act, the Ombudsman looks into complaints in which that information illegally suspended by the government authorities, but no lawful solution has been offered to them in the cases of breach of the Code by the authorities. This Act has not given much wider powers to the Ombudsman when compared to other nations but it has been argued that the act implied gives various powers. â€Å"Under s 5(1) of the Parliamentary Commissioner Act of 1967, the Ombudsman can take up a complaint only if the citizen has suffered injustice as a result of maladministration; both maladministration and injustice must be shown and there must be a casual link between them.† (Fenwick 2002,

MAN-40036 strategy and information management assignment 2014 Essay

MAN-40036 strategy and information management assignment 2014 - Essay Example In addition, it has been able to develop a standard operating procedure that has been largely responsible for the identification, acquisition, and transfer of knowledge between the different stores in the company’s network. Because of the skill displayed by its management when handling diverse issues from its numerous stores globally, and also being able to venture into countries which speak different languages, IKEA has achieved success on the international scene where other companies take years to achieve the same. The vision of IKEA is to generate an enhanced daily life for the many people and in order to achieve it; this company has worked toward the provision of a range of well-designed and serviceable home furnishing (Meisler, 2004). In addition, it has ensured that the cost of production is low enough so that the sale price of its products is low enough to so that as many people as possible can be able to purchase them. The mission of IKEA supports it vision through the development of a diverse range of useful household and office products at prices which are low enough to ensure that as many of its customers as possible can afford them (Jonsson & Foss, 2011). In order to fulfill its mission, this company focuses towards the creation of good furniture design that is set at a low price. The furnishings that are offered by this company vary to a great degree and these cover every room in the home, with the aim of satisfying those people ranging from the romantic at heart to the minimalist. The company’s stores are so well coordinated that the designers are normally able to come up with products which meet the daily needs of their customers through the elimination of all those parts which are unnecessary. The cornerstone of IKEA’s mission is ensuring that the prices of its products remain low so that they can be available to everyone. In order to fulfill this

Advance Software Engineering Term Paper Example | Topics and Well Written Essays - 3250 words

Advance Software Engineering - Term Paper Example We need to incorporate the awareness regarding the state of the art in project management, risk assessment models and management, of the software development process. Here we will also spotlight the duties and responsibilities of a professional Software Engineer. This whole analysis of the situation will provide a better insight into to determining appropriate criteria against which to select development strategies for specific circumstances. As introducing the company (OF-FACsystems Ltd) we find out that this company established in 2002 as a small specialist software house. Initially the company has stared the software development through the â€Å"off-the-shelf† system development methodology. In the starting days of the business of the OF-FACsystems Ltd has not adopted some better project management and development methodologies, but they were successful in the overall customer satisfaction and client convenience. As time passed the company size evolved and now company has a more bigger and better working setup regarding the development and implementation of the software products. For taking a better competitive edge and capturing the overall local software development market we need to implement better systems development methodologies and procedures for the enhanced software working and quality. This report is aimed to provide a better and deep insight into the overall better methodologies implementation and incorporation in the organization working system development areas. This section will provide a better overview of the main quality assurance and implementation criteria for the enhanced awareness of quality assurance and QMS. These implementations of the quality assurance parameters in the organization system development areas will ensure the better working style and effective management of the software development projects. Here we need to develop a critical awareness in system developer

Write an essay Example | Topics and Well Written Essays - 500 words - 1

Write an - Essay Example Black represents boldness while whi represents light. Indeed, this piece of art is a reflection of a traditional era but there is life in it. First impression: My first impression of this piece of art was hilarious and I was so fascinated about the way it looked liked. The piece of art was so gigantic and resembling a true image of a living human being. However, what impressed more about this piece of art was the size. Extended viewing: Even the biggest person I have ever imagined could not match the size of the person portrayed by this sculpture. My initial impression about this piece of art was positive since it shows a high degree of artistry skill where a true image of a living human being can be designed using different types of material such as metal and bronze. Line: line is emphasized in the form of height in this piece of art. Height entails that the sky is the limit and this implies that human beings can achieve anything they want in their lives if they commit themselves to that particular action. The human beings are endowed with the brains and they can achieve whatever they want in order to improve their lives. Space: The other element of art portrayed in this piece is related to space. It can be observed that the piece of art is proportionally presented meaning that it occupies adequate space to be in control of the surrounding environment. The space shows that the person represented has free movement and can control the environment around him. Balance: The principle of design that is emphasized in this piece of art is related to the aspect of balance. Apart from the enormous height of the piece of art, it can be seen that it is balanced and firmly upright. This reflects great skill of the artist to show that they can defy other natural elements that can otherwise make it impossible for such a huge feature to stand upright. The colors are also balanced in order to make the art attractive to the viewer. These

Logistics and Transportation as A Service Category within a Category Research Paper

Logistics and Transportation as A Service Category within a Category Management Program - Research Paper Example The intention of this study is Nexen. It is Canada based energy generation company having a dedicated workforce of about 3800 employees. In addition to this the company also has a strong and visionary management that helps in catapulting the organization to levels of excellence. The company was incepted in the year 1971 in which the Occidental crude oil company merged its subsidiary of energy and gas to create a conglomerate. The company is also engaged in the exploration of oil and gas and also owns gas fields across Canada. The future strategies of the company include investing in exploration in Mexican gulf, West Africa and North Sea. It also includes exploration of oil sands and unconventional gas fields across the nation.The company has a considerable and commendable supply chain management strategy under which the company focuses on using technology to reduce the cost of inventory. The logistics and supply chain aspects of the organization include management of the movement of goods from the source to the final destination. Transportation and its efficient management can help generate a lot of competitive advantage for the organization. The aspect of supply chain management is very closely linked to the aspect of warehouse maintenance, transportation as well as management of materials over distances. Use of global category management would help in generating not only cost advantage but would also help generate sustainable and long term competitive advantage for the organization. ... The logistics and supply chain aspects of the organization include management of the movement of goods from the source to the final destination. Transportation and its efficient management can help generate a lot of competitive advantage for the organization. The aspect of supply chain management is very closely linked to the aspect of warehouse maintenance, transportation as well as management of materials over distances. The present study would try to analyse the aspect of global category management in the supply chain strategies of the company that would help generate greater efficiency for the organization. Use of global category management would help in generating not only cost advantage but would also help generate sustainable and long term competitive advantage for the organization. Concept of Category Management Category Management program objectives are found to bear strong linkages with the product portfolio of a manufacturing or marketing sector company. In this regard, Ch iplunkar (2011) observes that the product portfolio of a company operating in manufacturing or retail segment is mostly decided by product managers. Product managers managing that category are responsible for getting the right amount and quality of raw materials for the production of such items. The responsibility for arranging the production of the product is shared eventually by the product managers with other departments like administrative and manufacturing units. Further the product manager also coordinates with the sales and marketing team for getting the product rightly sold in the market to help achieve business profits. The category management concept earns further depth in regards to

Write an essay Example | Topics and Well Written Essays - 500 words - 1

Write an - Essay Example Black represents boldness while whi represents light. Indeed, this piece of art is a reflection of a traditional era but there is life in it. First impression: My first impression of this piece of art was hilarious and I was so fascinated about the way it looked liked. The piece of art was so gigantic and resembling a true image of a living human being. However, what impressed more about this piece of art was the size. Extended viewing: Even the biggest person I have ever imagined could not match the size of the person portrayed by this sculpture. My initial impression about this piece of art was positive since it shows a high degree of artistry skill where a true image of a living human being can be designed using different types of material such as metal and bronze. Line: line is emphasized in the form of height in this piece of art. Height entails that the sky is the limit and this implies that human beings can achieve anything they want in their lives if they commit themselves to that particular action. The human beings are endowed with the brains and they can achieve whatever they want in order to improve their lives. Space: The other element of art portrayed in this piece is related to space. It can be observed that the piece of art is proportionally presented meaning that it occupies adequate space to be in control of the surrounding environment. The space shows that the person represented has free movement and can control the environment around him. Balance: The principle of design that is emphasized in this piece of art is related to the aspect of balance. Apart from the enormous height of the piece of art, it can be seen that it is balanced and firmly upright. This reflects great skill of the artist to show that they can defy other natural elements that can otherwise make it impossible for such a huge feature to stand upright. The colors are also balanced in order to make the art attractive to the viewer. These

Kant's Perpetual Peace Assignment Example | Topics and Well Written Essays - 1250 words

Kant's Perpetual Peace - Assignment Example Therefore, he advanced an honorable approach to similar address factors. In the current world, nations have formed international treaties to cease tensions and guide resource allocation (Kant, 2007). The treaties like the Nile Treaty guide the equitable sharing water resources in the African Nations thereby reducing resource-driven conflicts. Besides, the Geneva Conventions promulgated in the year 1949 helped to cool the tension of the World War II. It described the fundamental rights of wartime captives and offered protection for the bordering people and the wounded thereby minimizing the prevalence of the war. Nations also formed treaties to combat global terrorism and enhance peaceful coexistence of the nations. The most notable include the Protocol for the Suppression of Unlawful Acts and Convention on Offenses and Acts Committed on Board Aircraft (Cassese, 2006). The treaties so far have protected citizens of various countries against acts of terrorism that can trigger incidence s of war. It is an approach borrowed from Kant’s Perpetual Peace framework. Kant also indicated that global peace shall arise if the worldwide community and neighbors respect the sovereignty of other nations. Respecting the independence of other nations, entail respect of the countries institutions and symbols of unity. These include the presidency, the national flag, and the constitutions. In addition, valuing the sovereignty of other nations include observance of the cultural heritage and non-interference.

Women and the Second World War Sources Questions Essay Example for Free

Women and the Second World War Sources Questions Essay Before World War II, not many women worked, and there were certain jobs that people believed women couldnt or shouldnt do. Women didnt have any kind of military role before the war. Most women were used to getting married, having children and bringing them up, and having a husband around the place who would usually be the sole wage earner in other words, only the man would go out to work. Of course, once the war broke out, the majority of men were away fighting in some way. So this had a big effect on family lives, and the lives of women. The jobs still had to be done after all. So the purpose of this source is to persuade women to do their vital bit for the war. To get involved in the armed forces, and to work in fields in which men had previously worked. Source A is a broadcast on the BBC Home Service by a member of the womens Institute in May 1941. It is aimed at women to persuade them to do their crucial bit for the war. It is an appeal aimed at women, and has a few elements of propaganda. The authors tone and attitude to the situation Britain faced was very positive, as she knows its a great opportunity for women to work together and show that they are able to do any job that a man is capable of doing. The broadcasters main aim is to make sure she brings an emotional approach to her audience, so that women can reflect on the dreadful situation that Britain faced. She seems to be very compulsive towards the entire war effort; she makes it sound exciting, and thrilling. Her speech makes you want to volunteer to join the war effort. She portrays the war effort in an upbeat positive manner. We are fighting for our lives. The Broadcaster seems very patriotic and is determined to win the war. Seeing as Britain was on the brink of defeat in 1941, she could probably see her whole life flash before her eyes if Britain were to give in to Hitler. Not only would her future be ill fated, but she would also lose her little freedom which she took advantage of. This is why she is hoping to get a constructive response from the women of Britain. 2. Study Sources A and B. Does the writer of source B have a different attitude to the importance of women in the war effort from the author of source A. Explain your answer using both sources. Source B is an article in the West Ham Gazette. A female member of the Local Council in West Ham wrote this editorial in 1941. Source A is a broadcast on the BBC Home Service by a member of the womens Institute in May 1941. Both sources are from 1941 just when Britain were on the brink of defeat. They are both aimed at women, are about women, and are from a womans point of view. Both sources agree that women should do their vital fraction for the war, to fight. Women, of course, didnt physically fight, however they did do some very important and skilled jobs. They became involved in the war effort, which helped Britain win the Second World War. However, both sources not only have things in common, but they also differ too. Women should get on with the job. The author of source B is more demanding. It is almost like she can give orders, and has more authority over what women should and shouldnt do. Whereas in source A, the author doesnt put as much power into her speech, although her dialogues seem to have more enthusiasm. Isnt it worth it? Together yes it is. She gives her listeners more of a choice as to whether they want to help in the war effort she makes the war effort sound amusing and entertaining; source B has a more commanding and intimidating role. The author of source B has a rather cynical and cheeky behaviour, not only does she want women to work in the war effort, but also she wants the good conditions that they are permitted to. As a result she wants to get more out of the war. She wants lasting changes for women. She wants to be treated with more respect. She also seems to be a bit of a sarcastic feminist. Her opening paragraph suggests that women are only regarded as important when the country is in desperate need of them. Its almost as if the author doesnt like being used. Her article gets more to the point. Whereas source A is full of passion and interest. Its more appealing. We are fighting for our lives. Source A is more like an unconditional obsessive duty that any woman would be proud to perform. Both authors have totally different attitudes. The author from source A is much more patriotic and eager, but the author from source B portrays the war effort in a depressing manner. 3. Study source C. In what ways does source C help you to understand the difficulties faced by women during the Second World War? Source C is a woman speaking in 1941, describing her evening routine at home after working in a factory all day. She is being interviewed, and she seems relatively tense. Her typical daily schedule seems to be very hectic and busy. She doesnt go into detail about her day because she knows her interviewer knows whats entailed when she mentions queuing for food, cooking food, washing and mending. Working wives were faced with the constant difficulty of having two jobs, one in the home and the other at work. It was very difficult to fit in cooking, shopping, housework and childcare with exceedingly long working hours required in a full-time job, predominantly at a time when domestic tasks were considered entirely a womans liability. Womens wage rates were usually half of those of men. Factory hours made standard shopping unattainable. A familys ration book could only be registered with one grocery shop, and by the time a woman got there after work, it would be likely that she would find the usual queues, and also that many of the goods had already been sold out. Before the war, shops usually opened until fairly late in the evening, but now had been well ordered to close early on to save energy. Working women found they had no time to queue for unrationed goods, and might have to shop in their lunch hour, missing their own meal, or on a Saturday afternoon, when the shops were at their most crowded. This problem contributed to high rates of absence in the factories. For the woman being interviewed, running a home and bringing up a family single-handedly, her life could be a nightmare of extensive factory shifts, followed by shopping, cooking and housework. Her health probably suffered because of tiredness, stress, pressure, anxiety and inadequate, hasty meals. Rationing of clothes was introduced in June 1941.This meant women had to buy their clothes with coupons. With the government only supplying 48-66 coupons per person per year, women only had enough to buy a dress, a winter coat, a dressing gown and two pairs of knickers, leaving only 7 more coupons for the rest of the year. This is why women were bombarded with encouragement to make their own clothes, and mend their old ones, as they didnt have enough clothes to go all year round. Women kept every scrap of material in case it could be used, and made the best out of what was available. They couldnt afford to throw anything away. The needle was a weapon of the war to maintain old clothes were long lasting. 4. Study Sources D, E and F. Use the sources, and your own knowledge, to explain why the government produced so many leaflets and advertisements about food and cooking during the war. From the start of the war, women soon become aware of changes when they went shopping. Some goods were unavailable and others were in very short supply. Before the war, 60% of Britains food came from overseas. Supplies soon began to decrease as the nazis had gained much control of Europe. The nazis also bombed ships that were advancing in the direction of Britain. As a result the price of food fluctuated and soared rocket high. This meant that only the rich could afford to buy food, and poor people would starve to death. Soon the government introduced rationing in January 1940. Everyone had a ration book full of stamps that said how much you were allowed to buy of each item each week. Rationing bought a degree of fairness. Coupons as well as money were needed to buy essential goods that were in short supply. On the whole rationing was popular because it at least meant that everybody could be certain of getting their share of essential necessities even if they were not allowed as much as they liked. Rationing actually worked very well and peoples diets were very healthy although the food was plain and rather boring. It also continued for some time after the war because it took a while for things to get back to normal. Some people managed to get extra food on the black market, if they knew the right people and the money. The way women managed to feed their families became a subject of national significance in wartime. A programme of advertising and propaganda was aimed at persuading women to attain the complicated aim of saving food whilst maintaining their familys health and fitness. A good example is source D, a paragraph from a leaflet produced by the Ministry of Food in 1941. It is a mixture of information and propaganda. It is aimed at women because cooking was considered a womans responsibility. Source D persuades women to eat more potatoes. This was generally because they were easy to grow and they could save shipping space. The government persuaded people to grow their own vegetables in their back garden as supplies were running short. The government also used to give out leaflets about using food to the greatest advantage. There was always a new way of serving potatoes, they were also healthy and cheap. Food was VITAL; it was a weapon of war! Food was so important during the Second World War that even had its own Ministry. The Ministry of Food had to try and re-educate women to be conscious of the nutritional value of diverse foods, the importance of a balanced diet, and also to persuade them to use different cooking methods. Without food no one would have had the energy to work! Thus, the message of this source is to convince women to eat more potatoes, whether they are baked, fried, roasted or toasted! The Ministry of Food, which controlled rationing, spent colossal sums of money on advertisements directed at women. Papers and magazines were full of hints and encouragement for housewives. For instance, source E. An advertisement produced by the ministry of food in 1941, aimed at women. It is an advertisement of propaganda telling the women of Britain how well they are doing in the kitchen-front. It is more like a mini-survey to see how many medals each household deserves from saving the little crumbs to making a variety of different foods everyday. The advertisements aim is too keep up morale and keep people working hard. It seems Britain were in a desperate crisis, and that food supply was running very short! The key to stretching rations was planning ahead. The government produced many leaflets and cookery notes on planning a week of cooking. A typical example is source F, a series of cookery notes produced by the Ministry of Food during the war. The source doesnt tell us specifically when it was produced. It is aimed at women, and is a relevant source of information for women on how to cook as well as saving as much food as possible. Source F tells us what was the typical weekly food rations offered to everyone. The source shows us what foods were available at the time. On the list there seems to be that dairy products are in short supply. This suggests that the farmers in Britain would not have had a good year of produce and that Britain hasnt been able to import any. Furthermore, the list plan shows that potatoes should be cooked everyday except Friday and Saturdays. This suggest that the amount of potatoes which were imported were of a very high number, and that farmer and people had been growing a wholesome amount in their back gardens. The government produced a lot of food and cooking leaflets during the war because it was beginning to run out of supply. The Nazis had gained so much control over Europe that Britain had to get its supplies from USA. This was usually a much longer journey, and Britain had to wait ages until ships reached the docks. The governments aim was to make sure women used each item of food wisely, and saved as much food as they possibly could. They tried to convince women to grow their own vegetables, as food was a weapon of war. But in the whole, rationing was a very clever way of distributing food in the country. 5. Study sources G and H. How useful are these sources as evidence about the role of women at work during the war? Source G is a popular song during the Second World War, which was probably sung by women in factories to boost their morales. It perhaps helped them to keep up with work, and to make them realise that everybody was on the same boat. The source isnt very reliable, as we dont know when it was written or who wrote it. Therefore anybody could have written this song, whether he/she was anti-war or pro-war. But what we can learn from this source is that many women had sexist attitudes. It is only a song about women. I think that the amount of propaganda the government produced, indoctrinated all the women into thinking that it was ONLY they who helped win the war, when in fact men also did play a vital part in the Second World War. I dont think this song is of any value. Its not reliable enough to be kept as a recollection of the Second World War. To me, the song sounds like a nursery rhyme. The language is very informal. The only good thing about source G is that it could cheer up women at work, boost their morales, it livens up the atmosphere at work. The bad thing about the source is that it isnt very useful. It doesnt tell us much about the role of women at work during the war. Its not informative. Source H is a recollection of a woman speaking about her experiences during the war. She was speaking in 1983. This source is very reliable as she is describing her personal experience of the war. She was in the war the whole time, and knew about the situation Britain faced. Source H shows a negative view of the land army. The womans account of the land army was negative. We had sausages everyday and They were horrible, may be a slight exaggeration of the truth. This may be a build up of all the bad things about the place she was at or where she came from. The source was written forty years after the event and this could have caused her to remember just the bad points and she could have forgot important points and made bits up. She has a bad view on physical labour this may be because she hasnt been used to it. Source H also tells us that travelling to work everyday was difficult. This woman had to bike eight miles to work, and then eight miles back. Women had to go wherever they were sent for work, and this would sometimes mean long tiring journeys. They didnt have the free will to work in one set place. Women working in farms were sent to one farm one day, and another farm the next. Moreover, this source tells us that some managers made their workers feel unwelcome. They werent treated with enough respect. They were given the same food everyday, horrible boiled sausages, which the woman describes, tasted awful! This source also tells us that women had a variety of jobs to do, from planting potatoes to working in forestry. The only weak point about this source is that it is only a recollection of ONE womans experience. Many other women could have the same view about the war as the woman from this source, and many other women probably have different views and opinions. Furthermore, this woman is speaking in 1983. Her memory was probably a little unclear and blurred. Source H alone, is a very informative and revealing source. If it were to be put together with source G (the song), then it would just be degrading source H. Source G tells us nothing; its just a song. We dont even know who wrote it or even when it was written. Source H alone is much stronger; it is very informative and useful in telling us how women were treated, and what they had to do at work. 6. Study sources I and J. Use the evidence of these sources, and your own knowledge, to explain whether the war brought lasting changes in the role-played by women in British society. The Second World War had brought many changes for women. They were required to participate in the war effort. They had a chance to prove themselves worthy, by involving themselves in the job industry. They gained a lot of respect, independence and confidence. They had become of major importance during the war. During the war government propaganda had insisted that women should play a full part in the war effort. Their labour was required in wartime industries and voluntary welfare organisations; their housekeeping had to be carefully considered and cheap to run; and above all they had to keep merry. They were not expected to complain in any way. Women had had a position to participate in their own right. With the ending if the war, priorities altered, and women were expected to return to their traditional roles as mothers and wives. Women found they had been laid off their jobs immediately after they had won the Second World War. A classic example is source I. A letter sent to the em ployees of Tate and Lyle in 1945, just when the war had come to an end. This source explains how men have come back from fighting in the war, and will need to be replaced by women. The letter is quite sincere, as it does thank women for working happily for last five and a half years. It shows how women have been used, and laid off work. Women were expected to go back, and adapt into their own lifestyles after working in civil organisations during the war. Through the period of the war, women learnt many skills and talents. Hard work had really payed off after winning the war, but women were disappointed, as they couldnt bring many lasting changes. Many women were offended, but not all jobs laid women off work. A few women still worked part time. But after the war, women werent needed to work, as few jobs were no longer required to run. Propaganda had so successfully influenced women into wartime jobs now changed way to convince them to stay at home. The same broadcasts and magazines that had previously told them how vital it was for them to work now told women how essential it was to be at home with their family. Source J is an advertisement, which appeared in the magazine Picture Post in November 1945. (Just after the war had ended). This advertisement is a blitz of reverse propaganda. It persuades women to go back to their conventional roles as housewives and mothers. It makes simple home life sound so pleasant, and convinces women that looking after your family is the primary priority for any woman. Some women would rebel against this, as they probably want best for their daughters in the future. They dont want their children to live through the same difficulties and hardship as they did. The education act in 1944 offered girls more opportunities. It was an attempt to create the structure for the post-war British education system. The act raised the school-leaving age to 15 and provided universal free schooling in three different types of schools; grammar, secondary modern and technical. Girls could now be educated suitably, and could use their knowledge for power, and confidence in the future. Great social changes did pursue soon after the end of the war with the introduction of the welfare state. Women also felt some changes, as they were treated with much more respect. Nevertheless, women didnt lose their confidence. Some women liked the idea of having a good rest, though they were also reluctant to give up what they had achieved entirely. Some women found their wartime independence didnt seem to survive after 1945, but they had greater self-assurance in their abilities. World War Two put the confidence and expectations of women high and the respect people gave them. 7. Study all of the sources. The writer of source K believed that the most important part played by women in the war effort was in the home. Use the sources and your own knowledge, to explain whether you agree with this view about womens contribution to the war effort. Source K is a paragraph from a history textbook written in the 1970s. The source doesnt tell us whether the writer experienced life in the Second World War. If he didnt, then I dont think he would have known exactly what it was like to be in a war. Only those who suffered during the war would know what it was precisely like to be involved in a war. The writer of source K believes that the ordinary housewife role in the home front helped win the war. I dont think the source is very reliable. It is more of an opinion stated in a textbook rather than a fact because most people would agree with it, and most people would disagree with it. All jobs done by women were important in their own respect. Source C suggests that many women did both. They worked in the kitchen front as well as war work. Source A also suggests that war work and the kitchen front are both vital. It is no longer a question of what is the most comfortable arrangement for each family. This suggests that family life at home also had to be altered, nothing could be thrown away, and everything must be saved for the war effort. Everybody had to help, and that no time could be wasted relaxing. The quote also develops into the fact that women had to take out precious family time by working in factories, armed forces, the land army, and many other recruitment organisations. Propaganda made war work sound challenging and rewarding and the life of a working girl exciting, independent- and even glamorous. There were some women who did skilled work such as farming and working in a forestry. However, as source H suggests, these jobs werent anything how the government had made them out to be. You often had to work extremely hard in an unfriendly environment. Source H implies that war work was tiring, and awfully difficult. As a result, I think these women would have preferred to be at home looking after their families, a not so challenging task! Another Kitchen front task women had to keep up with was rationing. Queuing for food, and then making the most out of it wasnt an easy mission. Source F talks about he hardships of everyone because everyone had to be involved in rationing. However the evidence isnt solid because there was a black market, and got people around this problem. Source F agrees with the views of the writer in source K. Both sources think that women working in the home helped win the war. BUT rationing wasnt enough; the government had come out with yet another task for women to do. They were persuaded to grow their own vegetables in their back gardens. Source D suggest that potatoes were a good vegetable to grow, as they were healthy. This meant that not only did women have to cook, clean, queue for food, go shopping, look after their children, and work in the war effort, they had to grow their own vegetables, plant them, water them and look after them. Source E suggests that women were keeping up with the kitchen front fantastically. It is a message telling women that they were doing absolutely fine, and to keep up with the excellent work. Working life in the home seemed very hectic for the average woman. Working in the home was just as hard as working in any factory, just as source H suggests. For some women, war work brought greater independence, the opportunity to train for skilled jobs and take pride in what they did. Source B suggests that war can bring a brighter future for women by asking for respect, independence and more freedom in return. Women wouldnt have been able to gain all this if they hadnt conscripted or volunteered into the work force. Out of war work, women achieved a lot of dignity, a changing role and a better future, not only for them, but for their children too. They played an important part in the work force too. It boost their confidence and self-conscious. Some women enjoyed working in the work force. Source G is a popular song that was probably sung by a lot of women in the work force. The song implies that women used to sing to keep up morales and that they were really determined to win the war. It also implies that the atmosphere at work used to be fun and merry. War work and kitchen work were inter-dependant. Both jobs, in and out of the home were vital to keep the country running. Jobs were of the same importance, they were both very hard to keep up with, but working in the factory and not working at home would be impossible. There would always be a little bit of cooking and cleaning to do at home. Working in the civil defence, or the armed forced was just as hard as struggling to feed and clothe your family. Without any income, a family cannot survive. Women had no choice but to work. Not only were they working for their childrens health and safety, they were also helping out in the war effort at the same time. Women were of high importance in whatever they did. Their contribution to everything helped Britain win the war!