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.