Discuss the Strengths and Weaknesses of Functionalist...

Question 1: Discuss the strengths and weaknesses of functionalist explanations as applied to the study of contemporary society. Support your response with details and examples from studies conducted in the Caribbean on stratification. Functionalism is a consensus perspective that sees society as based on shared values into which members are socialized. It sees society as like an organism, each part performing functions to maintain the system as a whole. For example, religion, the education system and the family perform socialization functions. The functionalist theory though developed from the ideas of theorists such as Herbert Spencer and Emile Durkheim, can trace its origins as far back as the founding father of sociology, Auguste†¦show more content†¦One of the weaknesses of this perspective, however, is that some could arguably assert that poverty serves a function in such a society. According to Melvin Tumin, Davis and Moore did not fully appreciate the importance of power in determining the unequal distribution of rewards. He went on to conclude that the differences in prestige and pay between different groups had been as a result of power rather than functional importance. For example in Trinidad a nd Tobago, the difference in salaries and wages between workers in the oil and cocoa industry may be a result of the relative bargaining power of the two groups of workers. Social stratification systems function to provide the elite with the political power necessary to procure the acceptance and dominance of an ideology which rationalizes the status quo. One other strength of functionalism is the belief that society is held together by social consensus, or cohesion, in which members of the society agree upon, and work together to achieve, what is best for society as a whole. Talcott Parsons believe that order, stability and cooperation in society are based on value consensus; that is a general agreement by members of society concerning what is good and worthwhile. He further believes that the stratification system is derived from common values it follows from theShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesLandscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American

Inclusion Is Thought To Be A Complex Education Essay Free Essays

In general, inclusion of kids with particular educational demands in mainstream schools is an of import issue and all European states now have statute laws promoting inclusive educational scenes. ( Evans A ; Lunt, 2002 ) . Even though inclusion has obtained assorted significances throughout the old ages, since the debut of the term in Warnock Report ( 1978 ) but besides through many Codes of Practice, the significance of effectual inclusion is still unclarified. We will write a custom essay sample on Inclusion Is Thought To Be A Complex Education Essay or any similar topic only for you Order Now ( Nind A ; Wearmouth,2006 ) . So, it seems necessary, harmonizing to Unicef ( 2012 ) , to know apart inclusion from two other footings. First, segregation in which students are distributed to particular schools harmonizing to their damage. Second, from integrating in which pupils can be placed in mainstream schools but in separate, particular demands ‘ schoolrooms and be portion of this educational seeting every bit long as they adapt to its environment. Nevertheless, inclusion has a more embracing significance as it proposes the suspension of all boundaries and a common assimilation of societal, cultural, curricular individuality of the kid but besides of the whole system. ( Nowich,2008 ; G, Richards et Armstrong 2011 ) . UNESCO refers this assimilation by stressing the duty of the society to offer instruction to everybody and by specifying that inclusion as a â€Å" procedure of increasing engagement in acquisition, civilizations and communities and cut downing exclusion w ithin and from instruction † ( Unicef 2012,4p ) . This combination of increasing entree and besides of extinguishing exclusions led Booth ( 2003 ) to believe inclusion as an eternal process. However, it is something more than puting all kids, including those with SEN, in the same setting.It is, in contrast to integrating, the version of school to childrens ‘ demands. ( Heat et al. 2004 ) . However, it is non easy to comprehend the term of inclusion in theory but besides in practice.That is why Giddens ( 1994 ) refers to an â€Å" Utopian pragmatism † that many desire but few truly believe it can go on ( Croll A ; Moses, 2000 ) while Slee ( 2004 ) metaphorically says that inclusion has become â€Å" jet lagged † in order to exemplify the assortment of definitions existed for inclusion throughout the years.Indeed, inclusion is hard to be understood and identified because of its diverseness and the deficiency of a planetary significance as in many states it is confused with integrating ( Armstrong,2005 ) . What is of import to comprehend is that we should see inclusion in a wider context in order to accomplish it.This agencies that if the purpose of extinguishing unintegrated instruction is successful, it is merely because society believes in inclusion and topographic points accent on persons ‘ rights and non on their acquisition troubles ( Thomas, 1997 ) . So, it is a affair of handling all kids every bit and non merely in the same manner ( Wedell, 2008 ) . This can be managed through a transmutation in the whole society and its rules and afterwards in every smaller context such as the educational 1†¦ . On the other manus, SEBD is besides considered a obscure term and hard to be understood because of deficiency of lucidity and the diverseness of their features. Consequently, inclusion of kids who are labelled as holding SEBD raises many treatments throughout the old ages. ( Cole A ; Knowles 2011 ) .Nevertheless, it was non until 1981 through the Education Act that emotional and behavioral troubles ( EBD ) as a term was introduced and accepted for the first time.The old Educational Act ( 1944 ) had instigated the term â€Å" maladjusted † by doing a more medical attack of these troubles whereas in the 19th century, these students were confused with delinquents or â€Å" mental defectives † . ( Cole A ; Knowles 30p. ) However, despite the abolition of †maladjusted kids † as a definition, the Education Act continued to advance integrating and non the inclusion of people with particular demands in general†¦ ..Besides, this advancement from covering these pupils as being maladjusted or holding emotional upsets to kids with multiple troubles was besides considerable for switching off from the medical theoretical account and traveling towards the societal 1†¦ †¦ Many research workers argue that there is non a globally accepted definition for kids with emotional and behavioral troubles ( see e.g Benett A ; Aalsvoort, 2005 ) even though many alterations in policy have been made through governmental paperss in order to advance inclusion of these pupils in mainstream schools ( Goodman, 2010 ) . It is used as a â€Å" quasi-official term † that concerns pupils ‘ behavior described as â€Å" riotous † , â€Å" exlcuded † , â€Å" disputing † or â€Å" at hazard † ( Clough, Garner, Pardek, Yuen 2005 p.7 ) . Despite the vagueness and the multiple definitions existed, there have been many governmental alterations that increase the opportunities for pupils with SEN such as those characterised as holding SEBD to be portion of mainstream instruction. ( Goodman A ; Burton 2010 ) . For case, SEN Code of Practice explains SEBD as: â€Å" a acquisition trouble where kids and immature people demonstrate characteristics of emotional and behavioral troubles such as: being withdrawn or isolated, interrupting and disrupted ; being overactive and deficient concentration ; holding immature societal accomplishments ; or showing disputing behavior originating from other complex particular demands † ( DCSF 2008, paragraph 49 ) . Indeed, it is an imprecise term, as Goodman and Burton note, that is connected with many different behaviors, internalizing and projecting but besides with other troubles such as the job in acquisition or the hyperactivity. However, one of the most of import issues that might be raised is how teaching and inclusion can be effectual when the significance of umbrella footings such as SEN or SEBD have so many premises. ( Campbell 2002 ) .Furthermore, contemplations should be made about how to gain the purposes of inclusion and why all these barriers for its accomplishment exist.Is it appropriate to speak about a spread between theory and pattern? Jull ( 2009 ) summarises that inclusion of kids with SEBD faces many jobs in execution because of deficiency of educational and administrative administration but besides because of the behavior itself of pupils as the chief trouble to accomplish inclusion.Indeed, kids with SEBD are at great hazard of being excluded ( DfeS, 2004 ) as their antis ocial behavior is thought to be a great challenge ( White Paper 2010 ; Green Paper, 2007 ) . The troubles briefly outlined above high spot the complexness of inclusion of kids identified as holding SEBD in UK context as there is a scope of issues, challenges and quandary being raised. As a consequence, after analyzing these barriers, I will propose possible ways frontward to get the better of them. Furthermore, I will reason that despite the jobs and contemplations, inclusion can be achieved but in order to be effectual, a whole transmutation must be occurred in society and educational scenes. Therefore, I will do connexions to my ain personal experience in Greece as a six months volunteer instructor of handicraft and linguistic communication to striplings and grownups with high-functioning autism and Down syndrome who besides faced emotional and behavioral diificulties. How to cite Inclusion Is Thought To Be A Complex Education Essay, Essay examples

Financial Plan Sales and Fixed Expenses

Question: Discuss about theFinancial Plan for Sales and Fixed Expenses. Answer: Introduction The financial plan assesses the viability of undertaking a project. It helps in determining if the undertaking of the project would lead to value creation for its investors. All the parameters like sales, variable, fixed expenses and other expenses are estimated keeping in mind the nature of the industry in which the business would be involved and they are included in computing profitability of the project. Here the financial viability of the bakery is being assessed to decide for undertaking the project by the investor. Start- Up Cost It refers to the cost required for the initiation of business (Morah, 2008). The investment that has to be additionally made by the investor for starting the business forms a part of the start-up cost. The commitments that have been undertaken by the investor prior to the initiation of the project would not form a part of the start-up cost. It is the cost that has to be incurred prior to the realization of benefits from the business or project (Schmidt, 2015). Here, the initial investment of $200000 has to be made to purchase the bakery caf business. It would be run on the premises that have been taken on a lease rent of 3000 per month by the owner. Keeping in mind the above situation we can state that the start-up cost for the business is $200000. Since the agreement for the lease has been entered into by the owner prior to the purchase of the bakery and is a fixed financial commitment on the part of the owner it will not be considered as a part of start-up cost. It is assumed that all the important equipment and another asset that are required for operating the bakery business will be available in the amount that is being rendered for the purchase of the bakery business. Sales Forecast It means projecting the sales for the business in the forthcoming period. It is done keeping in mind the demand of the product in which the entity deals and the preference of the product of the entity over the products of its consumers. It is an essential tool for managing the business of any size (Infoentrepreneurs.org, 2016). The effectiveness of the sales forecast would depend on the assumptions and drivers that have been undertaken for assuming the sales. It is essential to study the sales forecast at proper interval and revise it in case of requirement noting the decisions that have led to such revisions. Sales largely depend upon the price at which the product is being offered to the consumers. Therefore, it is important to price the product in such a manner that the entity is able to maximize its profit. In the given case, the bakery business is being acquired by the owner but since it will be conducted on the leased premises of the owner we can assume that it will have to build its own demand and would have to penetrate the market. The sales in the initial months would be lesser as compared to the later months where an increase in the demand for the products can be expected due to the gaining popularity of the business. The sales forecast for the current year has been made hereunder keeping in mind the industry of the business. Month January February March April May June Units 1000 1200 1450 1600 1700 1750 Month July August September October November December Units 1800 2000 2300 2700 3000 3500 Break-Even Analysis Break-even refers to the point at which the total contribution is equal to the fixed expense that has to be incurred. It is the point at which the company neither makes any profit nor suffers any losses by undertaking the business or project. It is the point at which the total sales income is equal to total expenses, both fixed and variable (Tsorakidis et al., 2014). To compute the break-even point of a business it is essential that all the associated costs are included in the computation of break-even. Break-even point is the minimum number of units that are required to be sold by the business to finance its fixed expenses. The break-even analysis for the business has been made hereunder to identify the minimum number of units that are required to be sold. Fixed Expenses Rent Expense- 36000 Interest Expense 6000 Total Fixed Expense 42000 Sale Price per Unit - $5 Variable Cost per Unit - $2 Contribution per unit - $3 Break- Even point = Total Fixed Expense/Contribution per unit = 42000/3 = 14000 units. For the above computation the following have been assumed:- The sale price of each unit would be $5. The variable cost for each unit would be$2. The investment of $100000 would be financed by loan @6% p.a. Therefore, it would generate a yearly interest of $6000 that would be payable by the business. Therefore, the break-even point for the business would be $14000 by keeping in mind all the assumptions. The rent would be included in fixed expense even though the lease agreement has been entered into by the owner prior to purchase of business because it is a fixed commitment on the part of the owner and since the premises will be used for operating the business it is important to include this cost as fixed expense for the computation of break-even point. Conclusion It is feasible to operate a business in case it is financially viable. A business is viable if the revenue that is generated by the business is able to recover its portion of the variable cost and the considerable portion of fixed cost at the initiation of the business. Some businesses might have a longer gestation period and might not be viable initially to the investor. By studying the expected sales forecast and the break-even point it is concluded that the expected sales forecast is higher than the break-even point which will result in profit for the business from the year of initiation. Therefore the business is financially profitable. References Cafferky, M. and Wentworth, J. (2010).Breakeven analysis. Garrison, R. and Noreen, E. (2000).Managerial accounting. Boston: Irwin/McGraw-Hill. Infoentrepreneurs.org. (2016).Forecast and plan your sales. [online] Available at: https://www.infoentrepreneurs.org/en/guides/forecast-and-plan-your-sales/ [Accessed 11 Oct. 2016]. Morah, C. (2008).Business Startup Costs: It's In The Details. [online] Investopedia. Available at: https://www.investopedia.com/articles/pf/09/business-startup-costs.asp [Accessed 11 Oct. 2016]. Readyratios.com. (2012).Break-even Point. [online] Available at: https://www.readyratios.com/reference/analysis/break_even_point.html [Accessed 11 Oct. 2016]. Schmidt, M. (2015).Start Up Costs and Organizational Costs Defined Explained.. [online] Business Case Web Site. Available at: https://www.business-case-analysis.com/start-up-cost.html [Accessed 11 Oct. 2016]. Shillinglaw, G. (1977).Managerial cost accounting. Homewood, Ill.: R.D. Irwin. Tsorakidis, N., Papadoulous, S., Zerres, M. and Zerres, C. (2014).Break Even Point. [online] Break Even Analysis. Available at: https://hvtc.edu.vn/Portals/0/files/635830040786447267break-even-analysis-1.pdf [Accessed 11 Oct. 2016].

Dakota Office Products Essay Example

Dakota Office Products Essay Dakota Office Products Q1) Why was Dakota’s existing pricing system inadequate for its current operating environment? The existing policies being followed by Dakota regarding Accounts receivables are a major issue, which is affecting its payment of working capital line of credit (@10%). Customer A pays its bill within 30 days, whereas B takes up 90 days or more. Dakota can achieve sufficient liquidity, if it tightens its credit policy. | | | | | 2) Develop an activity based cost system for Dakota office products based on year 2000 data. Calculate the activity cost driver rate for each DOP activity in 2000. Activities amp; Costs| Activities| Drivers| Costs| Ship Cartons| No. of cartons| Freight( commercialamp; Own)| Process Cartons| No. of cartons| Warehouse Costs(Rent, Personnel amp; Distribution)| Desktop Delivery| No. of deliveries| Delivery Truck amp; Warehouse Personnel| Processing Manual Orders|   | Order Entry(Processing systemamp; Operators)| Entering Items(Ordered manually)| No. of lines Entered| Order Entry| EDI Processing| Per EDI Order| Quick check of order entry| Construction of Activity  Based Cost System: In the table that follows Overhead Cost Items- description of the activity performed. Source of Annual Cost- reference is provided for each cost item (either the numerical basis for the  calculation or the reference exhibit in the case study as applicable). Annual Cost contains the total cost in dollars. Estimated Annual Value- is  the volume Cost per Driver Unit-is the  calculated allocation rate. Other Costs Interest was assigned at a rate of  10% of each customer’s average accounts receivable balance. We will write a custom essay sample on Dakota Office Products specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dakota Office Products specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dakota Office Products specifically for you FOR ONLY $16.38 $13.9/page Hire Writer General and Selling Expenses were allocated as the fraction of  total sales 3) Using the answer to Question 2, calculate the profitability of customer A and customer B. Profitability Comparison of  Customers The results of the profitability analysis shown in Table 2 are described below. * The gross margins (Sales – Cost of Goods Sold) in the current method For customer A (from exhibit 2): $103000 $85000 = $18000 For customer B (from exhibit 2): $104000-$85000 = $19000 They differ only by $1000 and hence behaviour is similar However, compilations of relative activity-based costs indicate the difference in behaviour. Customer A utilized more commercial freight shipments (Customer A: 200 vs. Customer B: 150) due to which a higher activity cost margin is observed (Customer A: $1200 vs. Customer B: $900). * Customer A did not use any desktop delivery service as opposed to Customer B who requested 25 desktop deliveries at a relative differential cost of $5500. * Number of line items: Customer A’s 60 items, and Customer B’s 180 resulted in an allocation of $240 and $720, respectively. Customer A placed only 6 manual orders, while B placed 100 manual orders. This results in costs of $60 and $1000 for A and B respectively. * Customer A executed 6 EDI  orders at a  cost of $30. Customer B did  not use the EDI facility. * Each customer warehoused 200 cartons, for an assigned cost of $10,400. * Based on all activity-based costs, contribution margin from Customer A is calculated to be $6,070 and that for Customer B is $480. Thus, here, a huge disparity in profitability of the Customers is observed.

Action Report 2 Example

Action Report 2 Example Action Report 2 – Article Example Action Report 2 The big issue, according to Stiglitz concerns whether gross domestic product (GDP) offers a superior measure of living standards. In a number of cases, GDP statistics appear to propose that the financial system is doing far much better compared to most citizens own thoughts (Stiglitz 1). In addition, the spotlight on GDP leads to conflicts: leaders (political) are urged to maximize it, but citizens, on the other hand, also require that attention be given to improving security, reducing water, air, as well as noise pollution, and the likes – all of which may decrease GDP growth. The same issues in making comparisons in due course related to comparisons across nations (Stiglitz 1). The US uses more money on health care compared any other nations but gets much poorer results. Part of the dissimilarity between GDP per capita in Europe and the US might hence be due to the way people measure things.Another significant transformation in most countries is a rise in ine quality (Stiglitz 1). This means that there is a rising disparity between the median income (that of the "normal" earner, whose salary lies falls in the middle of the income distribution table) and average income. If a few people working in the bank get richer, average or mean income can increase, even as most peoples’ incomes are decreasing (Stiglitz 1). Therefore, GDP per capita statistics might not echo what is occurring to most citizens. Any proper measure of how well countries are performing should take into account sustainability, as well (Stiglitz 1). Just as a company requires measuring the reduction of its capital, so does national accounts require reflecting the drop of natural resources, as well as the degradation of the environment.Work CitedStiglitz, Joseph. The great GDP swindle. N.p, 2009. Web.

Tarbosaurus - Facts and Figures

Tarbosaurus - Facts and Figures Name: Tarbosaurus (Greek for terrifying lizard); pronounced TAR-bo-SORE-us Habitat: Floodplains of Asia Historical Period: Late Cretaceous (70-65 million years ago) Size and Weight: About 40 feet long and five tons Diet: Herbivorous dinosaurs Distinguishing Characteristics: Long head; exceptionally small arms About Tarbosaurus When its fossils were first discovered in Mongolias Gobi Desert, in 1946, paleontologists debated whether Tarbosaurus was a new species of Tyrannosaurus, rather than deserving its own genus. Clearly, these two carnivores had a lot in commonthey were both huge meat-eaters with numerous sharp teeth and tiny, almost vestigial armsbut they also inhabited opposite sides of the globe, Tyrannosaurus Rex in North America and Tarbosaurus in Asia. Lately, the bulk of the evidence points to Tarbosaurus as belonging to its own genus. This tyrannosaur had a unique jaw structure and even smaller forelimbs than T. Rex; more important, no Tarbosaurus fossils have been found outside Asia. Its even possible that Tarbosaurus had evolutionary precedence, and spawned Tyrannosaurus Rex when some hardy individuals crossed the Siberian land bridge into North America. (By the way, the closest Asian relative of Tarbosaurus was an even more obscure tyrannosaur, Alioramus.) Recently, an analysis of a Parasaurolophus fossil revealed numerous Tarbosaurus bite marks, in patterns indicating that this tyrannosaur methodically scavenged its victims already-dead corpse rather than chasing it down and killing it. This doesnt conclusively settle the debate about whether tyrannosaurs were hunters or scavengers (they probably pursued both strategies, as necessary), but its still a piece of valuable evidence.

Legacy of Conflict Essay Example | Topics and Well Written Essays - 500 words

Legacy of Conflict - Essay Example This paper will argue that, in the "Legacy of Conquest", Limerick functions more as a revisionist than a prophet. More specifically, this book review will argue that her approach to the American West, in terms of invasion, conquest, and development, is a valuable contribution to the study of American history regardless of academic debates regarding the efficacy of her writings as a larger foundation for a more generalized theoretical model. As an initial matter, Limerick takes great pains to define the American West as a place rather than as an abstract process. The frontier was, in her view, a stage of development. The American West exists no less today than it did a thousand or two hundred years ago. This is a valuable continuation; it is valuable because the frontier is no more the American West than the Silicon Valley, Hollywood, or tourist-packed Yosemite National Park. Students and citizens alike are better served by viewing the American West as a place, and they are also better served by viewing the American West as a place which has changed and developed over time.

Children with disabilities using sign language Research Paper

Children with disabilities using sign language - Research Paper Example This way, such children will exhibit a delay in speech or receptive ability. Considering that, sign language uses manual communication and body language to convey a message, such visual and gestural characteristics serves to support the receptive and expressive language for children with disabilities (Simpson & Lynch, 2007). Additionally, the incorporation of visual and auditory aspects of sign language serves to make language more tangible for children with disabilities, thus enhancing their language and communication skills. Considering that speech, language, and communication activities are supported by the left hemisphere of the brain, then, the application of sign language serves to spur the growth of the brain in children, while increasing the level of activity in the left hemisphere. This adds the kinetic sense to the visual and the oral aspects of language acquisition, enhancing the communication and language base for children (Kelly, 2008). The application of sign language is also important for teaching children with disabilities, in that, the incorporation of movement and signs enhance the ability of such children to remember what they heard and saw, increasing their receptive and expressive abilities (Simpson & Lynch, 2007). Most paramount of the application of sign language to teach children with disabilities is that, it allows a teacher to demonstrate using signs and symbols, while the learners keep imitating this. Eventually, the teacher allows the learners to imitate the signs and the symbols using their own words, an aspect that serves to enhance their language development (Simpson & Lynch, 2007). This case was observed at Grenloch School, where teachers adopted sign language for teaching children in all subjects. This application was observed to create enthusiasm in children, as they enjoyed learning through

Place of Business I would like to work upon graduation Essay Example for Free

Place of Business I would like to work upon graduation Essay The contemporary state of affairs in relation to the crisis facing the pharmacy and hospital in general is both compelling and confounding. The decisions based on the recruitment hiring, retention and staffing makes the crisis very compelling as they are usually given the first priority for a majority of managers in the pharmacy departments in hospitals. Similarly the problem is confounding as a majority of the pharmacy departments appear to be facing a worsening situation for these crises and there is no tangible solution and at times the least elusive and frustrating for the people involved.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many hospitals have increased salaries for their pharmacists to be in line with the market demand, but the problem gets more complex when the managers find out that the profit drug stores chains have double or at least increased their salaries and wages for the qualified pharmacists at a faster rate than theirs. The profession has tried to create an increasing demand for its expertise; but apparently the limited number of pharmacists characterizing the low staffing in the hospitals seems to be undermining these efforts. The safety initiatives on the part of medication have enhanced the demand for the pharmacists. (Diane A, 2001)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the most glaring statements that are normally made by most medical staff is that they need pharmacists doing the rounds like physicians, nurses in order to monitor and at the same time improve medication quality in the hospitals. Often, the question asked by most people is why the lack of pharmacists if patients, nurses, physicians are already present. If all these medical staff are able to be present everyday and doing the rounds why then can’t pharmacists also be there every day. By restructuring what the pharmacists and hospitals do and how they do them then the response to the patient health care can it be greatly possible to achieve this.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The curriculum provided for by the all pharm D has effectively reduce the supply of pharmacists in the recent past in spite of the increased number of new colleges offering pharmacy as a course. Thus the agony facing most hospital managers has been that of who will be around during the night shifts like other medical practitioners and at other odd times other than the weekdays. For a majority of pharmacy departments, technology which has seen the advent of automation has contributed very little to alleviate these problems. Most of the hospitals including those with the state- of- the art physician order entry systems have equally been faced with the situation of having to look for pharmacists to enter the orders of medication in the pharmacy records. Even though there have been attempts to address this issue with some technicians assuming the role of pharmacist and other duties that they do perform; the demand for pharmacists has by far outdone the place with which the technicians do get assimilated in to the system. In addition, the rate as well as the number with which new drugs are being approved by FDA, together with the complexity of application of the said drugs, has compounded the problems facing the institutions and the practice.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are not so many pharmacists who can effectively command a great sense of knowledge on the entire inventory of drugs found in this institution’s formularies. The effect brought about by this is that of pharmacists having the desire and ready to specialize which complicates the problem of recruitment of qualified personnel even further. Ideally these are the issues that Norfow hospital and many other hospital institutions have to grapple with. (Frederick J. 2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The increasing number in new colleges of pharmacy will not solve the staffing problem in the short term. What this step is brand to offer little or no solution in the short term. The solution that is offered by such a measure is only in the long- term at some intermediate point and as such has to be factored within context of financial constraints. With this various questions like, can the existing colleges find the appropriate faculty as well as clinical rotations so as to expand class sizes in a significant proportion. Is it possible for organized pharmacy to have a union that is able to speak in one voice when faced with the issue of different constituencies that are within the profession having various needs as well as incentives. The glaring dichotomy that exists between the health care system and chair during store pharmacy practice has often made it very difficult to offer training to pharmacists to become generalists in the profession with the ability to successfully practice in these two direct working environment. Thus when the shift plus is shifted to other profession to offer guidance or direction might not be much of a better solution. (Frederick J. 2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most pharmacists often wonder whether the shrinking gap that exists between the wages and salaries of physicians and pharmacists makes the prospect of pursuing pharmacy practice. The pharmacy department may face staffing problems where acute shortages of staff may affect the way prescriptions are handled .Staff in the pharmacy department are needed to handle the screening, packaging , keying in and dispensing to patients. Patients tend to take longer periods of time waiting to be served due to the low or inadequate staffing levels. Staff shortages create room for other complex problems like inefficient record management which could lead to inadequate drug supply control. At times drugs could run out of stock causing inconveniences to patients. Appropriate measures like adequate staffing management would ensure effective record management and replenishment or reorder levels could be done to ensure that drugs do not run completely out of stock. This will be a step forward to ensure patient satisfaction levels are higher. This would translate to more trust on the pharmacy department as well as on the entire hospital at large. Less staffing would make pharmacists to be overworked as they would be extremely busy. This would see them fatigued. Staffing problems in hospitals occurs in the technical department. Limited numbers of qualified pharmacists may be due to lesser people pursuing pharmacy. Again others claim that the remuneration in hospitals is poor and hence shy off venturing into it. Retaining the staff already working is a difficult task but it is very critical and pharmacy managers should be keen to consider it. (http://www.careerpharm.com/employer/resources/Parker.pdf)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     High turnover rates in pharmacy could be attributed to increased workload as well as stress associated with pharmacy. Hospitals ought to recruit more staff both technicians and support staff to reduce the workload pharmacists have.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Turns over rates are influenced by the working environment, training, stress and skill mix. Managers should ensure that the working environment is conducive for the pharmacists as well as their support staff. Roles should be clearly defined so that each staff understands their duties and responsibilities. Conflicting roles would work to demoralize the employees who may seek other opportunities. Clearly defined duties work to enhance the efficiency of any organization and pharmacy managers should ensure role clarity and well defined responsibilities. Effective training works to increase employees and consequently their retention will be attained .The pharmacy department should be well structured and it should allow for progression of pharmacists by effective training. The hospital should allow for professional growth if its goals are to be achieved. This is because employees seek to stick to jobs that offer them professional growth. Training could be done through research opportunities and through conference attendance where people learn of new experiences from experts. Encouraging continued professional development for instance by offering loans to those interested in furthering their studies would work as an incentive to work. It would increase motivation of the staff members and consequently their retention. Provision of an effective or appropriate technical and administrative support would reduce the work load that pharmacists have. Managers ought to be very cautious to hire multi skilled technicians who can multitask thus saving time for the pharmacists. (Cooke M and Pharm M, 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Utilizing locum pharmacists is also an appropriate measure in solving the workload problem. Locum pharmacists who are mostly from abroad can be utilized. They offer appropriate services as they have the appropriate training. Quality of work done is therefore not jeopardized. The hospital can utilize part time workers who can be sought during when need arises for instance when absenteeism occurs.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Efficiency can be improved and workload deceased if positive changes are incorporated. Effective labeling of drugs would save time taken searching for them. To retain the staff in pharmacy one can use the joint approach method whereby hospitals can embrace staff working in other areas for instance in the community or with the general practitioner GP. Care should however be taken to ensure that the timing does not clash and that they still retain their roles. Their hiring should not staff adversely affect the links between the hospital and the outside community. Pharmacy managers should ensure that the system allows staff to move upwards as long as they acquire the appropriate skill. As long as they acquire the appropriate skills pharmacists should rise up the social ladder and their salaries should increase with time. Encouraging staff members to advance their skill acquisition would work to benefit both the staff and the hospital at large. Pharmacists and other support staff should not be paid below what the market dictates as that would act as a disincentive for them to work. It would only lead to increased job turn over rates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Inadequate staffing means that the prescription levels are high and patient have to delay before being served. Adopting appropriate technology and re-engineering the administrative procedures would work to increase effectiveness and efficiency in pharmacies. (http://www.careerpharm.com/employer/resources/Parker.pdf)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Pharmacy educators have a role to play in ensuring that the declining numbers of enrollments are stopped. People opt for other careers due to the workload and decreased job satisfaction perceived to be associated with pharmacy. Increased educational time period to acquire pharmacy licensing has also decreased the number of enrollments in pharmacy. It discourages potential pharmacists who opt for other careers which can be pursued at shorter durations or periods.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Staff shortages precipitate temporary cutbacks in the operational hours of pharmacies. Better technology would result to automation which can reduce the workload on the existing staff thus reducing their turnover. Attractive packages like good salaries and other benefits like offering a company car would work to attract new staff. New and improved workflow enhancements can make the processing of prescription very efficient. Use of administrative software s like TechRX and Script Pro can help in increasing the efficiency in pharmacies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Additional training on technicians would equip them with appropriate skills to handle questions from patients, administering claims as well as checking for errors. Introduction of more education, training and competency exams would work to increase the quality and quantity of work produced by technicians. The move to encourage pharmacy students by offering financial aid to students and schools of pharmacy also works to increase the number of qualified staff in pharmacy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Retaining good pharmacists will entail recruiting the appropriate person, offering satisfactory work, creating an empowered environment that focuses on development excellence as well as being involved in professional organization. Hiring pharmacists should be after effective consideration whether a hospital is willing and capable to invest in training a recent graduate or is looking for one with a wealth of experience. Satisfactory work optimizes the workers satisfaction levels and consequently their motivation and retention. Developmental excellence is about ensuring sustainable and continuous quality improvement through training. (Brannick J. and Harris J, 1999).   Internal pathway to for growth entails enrollment of pharmacists to degree programs as well as technician enrollment in pharmacy schools. Encouraging staff members to be active in professional organizations where they can gain collective benefits acts as an incentive for them. Pharmacy staff can be encouraged to participate in pharmacy school activities where they can act as mentors to the student. Such a move may increase the pharmacists’ retention as it could increase their job satisfaction levels. (Cooke M and Pharm M, 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Retired pharmacists can return to their jobs to cover for the junior staff who seeks advancement in pharmacy practice. Hospitals ought to be willing to accommodate such staff. Both parties would benefit from such an arrangement. The hospital would gain from the experience and skills as the retired staff gets a chance to earn extra income without the pressure of working on full time basis. Since such staffs are very experienced they can be consulted for advice by the inexperienced staff. Again they help in reducing the workload that is brought about by reduced staff and increased patients seeking to be served. With staff shortages hospital pharmacies are unable to handle or meet the demands posed by patients. The staff shortages are caused by some staff seeking jobs in other places offering better packages, those on maternity leave or those opting for locum which is not as demanding as full time pharmacy practice. This is worsened by reduced numbers of pharmacy graduates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Placing the staff in positions that they are most appropriate based on their experience; interests as well as their training would ensure that staff retention is realized as they are motivated. Incentives like occasional paid for trips, movie tickets or dinners can work as incentives for employees and would work to increase their motivation. Good communication is very vital as the staff members can effectively air their views or grievances and the hospital management can respond effectively. The overall effect of this would be increased satisfaction levels and the staff turnover would be minimal. (Cooke M and Pharm M, 2000). References: Cooke M and Pharm M. 2000. What pharmacy managers can do to retain staff. Hospital Pharmacist. Vol 7. No 1 p2. James Frederick. 2002. Staff shortage acute and still growing. Pharmacist Shortage, pharmacies, statistics Drug Store News. Patrick E. Parker, M.S.P.2002. Recruiting and Retaining Staff: A Midsize Hospital Experience. Retrieved on 28th November 2007 from: http://www.careerpharm.com/employer/resources/Parker.pdf Arthur Diane. 2001. The employee recruitment and retention handbook. Amacom Books. Brannick J. and Harris J. 1999. Finding and Keeping Great Employees. Amacom Forrest

Essay --

Les Suffragettes à ©taient une organisation crà ©Ãƒ ©e pour donnent les femmes le droit de vote au Royaume-Uni. Il a commencà © par Emmeline Pankhurst en 1903. L'organisation a à ©tà © crà ©Ãƒ ©e pour faire comprendre aux gens que les droits entre les hommes et les femmes n'à ©taient pas à ©gaux. Avant ce mouvement d'en 1903, les femmes ont crà ©Ãƒ © la  « National Union of Women's Suffrage  ». La  « National Union of Women's Suffrage Societies  », qui a à ©tà © fondà ©e en 1897, a à ©tà © dirigà ©e par Millicent Fawcett. Elle croyait en une campagne pacifique et là ©gale. Elles n'ont choses comme distribuer des tracts, organiser des rà ©unions, et aussi prà ©senter des pà ©titions. Cependant, cette campagne n'avait pas beaucoup d'effet. Et c'est pour cette raison que les femmes ont commencà © le mouvement radical, la  « Women's Social and Political Union  », mieux connu comme  « les suffragettes  ». Emmeline Pankhurst pense que pour le mouvement à   rà ©ussir, elles doivent à ªtre radicales et militant de ce qu'elles voulaient. Cela a causà © plusieurs manifestations violentes à   travers le monde. Les femmes ont commencà © à   mettre le feu aux boà ®t...

Digital Bangladesh Essay

Bangladesh is a developing country. She achieved independence 42 years ago but still she depends on foreign helps regarding many issues. She is trapped in a lot of problems such as poverty, over population, unemployment, corruption, health hazard, food and accommodation crisis, illiteracy etc. But, the present government has promised and started taking steps to change the situation and has determined to build a â€Å"Digital Bangladesh†. The sense of Digital Bangladesh is not clear yet. We assume that the gov. wants to make Bd fully digitalized by the year of 2021 through application of third generation information and communication technology. It was an election manifesto(2008) of Awami League, one of the leading political parties of Bangladesh. The philosophy of Digital Bangladesh comprises ensuring people’s democracy and human rights, transparency, accountability, establishing justice and ensuring delivery of gov. services to the citizens through maximum use of techn ology with the overall improvement of the daily lifestyle of people of all classes. The government further emphasized on the four elements of DB Visions which are: human resource development, people development, civil services and use of information technology in all possible sectors. It is not only e-governance or e-commerce or e-banking or operating a country wide mobile phone network, it is a combination of all of them. It is a country-wide application of 3G ICT to institutionalize the best management practices in every sectors and sub-sectors. The scope of Digital Bangladesh is very wide. It includes the following substances: democracy and effective parliament, political framework, decentralization of power and people’s participation, good governance through establishing rule of law and avoiding political partisanship, corruption free society, empowerment and equal rights for women, economic development and initiative, infrastructural development, environment etc. To digitalize Bangladesh with 3G technology in 12 years is fairly ambitious. It needs strong commitment and strategic planning for sustainable Digital Bangladesh. The starting must focus on developing infrastructure in terms of hardware, software and manpower. Merely buying millions of computers and distributing among several thousand workstations in educational institutions, commercial and medical organizations will not digitalize Bangladesh. Local qualified manpower must be available to run the system without depending on foreign experts. To produce such human resources, government must assign highest priority to the  improvement of science, technology and management education and develop our own manpower. Unless we perform the basic terms, Digital Bangladesh will make Bangladesh highly vulnerable by making dependent on those nations that manufacture, control and distribute ICT. Sustainability is more imp than starting. If we fail to manage a sustainable digital Bangladesh with our own resources, Digital Bangladesh 2021 will harm rather than benefit the nation. But if we succeed, Bangladesh will achieve independence literally.

Education in India

Education in India has a history stretching back to the ancient urban centres of learning at Taxila and Nalanda. Western education became ingrained into Indian society with the establishment of the British Raj. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are Union or State Government controlled. India has made a huge progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population. [2] India's improved education system is often cited as one of the main contributors to the economic rise of India. [3] Much of the progress in education has been credited to various private institutions. [4] The private education market in India is estimated to be worth $40 billion in 2008 and will increase to $68 billion by 2012. [4] 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. [5] As of 2008, India's post-secondary high schools offer only enough seats for 7% of India's college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master's or PhD degree. [6] As of 2007, there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000,[7] plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education. [8] Three Indian universities were listed in the Times Higher Education list of the world’s top 200 universities — Indian Institutes of Technology, Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006. [9] Six Indian Institutes of Technology and the Birla Institute of Technology and Science – Pilani were listed among the top 20 science and technology schools in Asia by Asiaweek. 10] The Indian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the Financial Times of London in 2010[11] while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment. [12]Contents [hide] 1 History 2 Overview 2. 1 Primary education 2. 2 Secondary education 2. 3 Tertiary education 2. 4 Technical education 3 Literacy 4 Attainment 5 Private education 6 Women's Education 7 Rural education 8 Issues 9 Initiatives 10 Central government involvement 10. 1 Budget 10. Public Expenditure on Education in India 10. 3 Legislative framework 11 Notes 12 References 13 External links [edit] History Monastic orders of education under the supervision of a guru was a favored form of education for the nobility in ancient India. [13] The knowledge in these orders was often related to the tasks a section of the society had to perform. [14] The priest class, the Brahmins, were imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, were trained in the various aspects of warfare. 14] The business class, the Vaishya, were taught their trade and the lowest class of the Shudras was generally deprived of educational advantages. [14] The book of laws, the Manusmriti, and the treatise on statecraft the Arthashastra were among the influential works of this era which reflect the outlook and understanding of the world at the time. [14] Apart from the monastic orders, institutions of higher learning and universities flourished in India well before the common era, and continued to deliver education into the common era. 15] Secular Buddhist institutions cropped up along with monasteries. [14] These institutions imparted practical education, e. g. medicine. [14] A number of urban learning centres became increasingly visible from the period between 200 BCE to 400 CE. [16] The important urban centres of learning were Taxila and Nalanda, among others. [16] These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as logic, grammar, medicine, metaphysics, arts and crafts. [16] By the time of the visit of the Islamic scholar Alberuni (973-1048 CE), India already had a sophisticated system of mathematics and science in place, and had made a number of inventions and discoveries. [17] With the arrival of the British Raj in India a class of Westernized elite was versed in the Western system of education which the British had introduced. [18] This system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era. 18] Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0. 6% of the population in 1867 to over 3. 5% of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. [19] Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%. [20] Following independence in 1947, Maulana Azad, India's first education minister envisaged strong central government control over education throughout the country, with a uniform educational system. [21] However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. [21] The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. 22] The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986. [23] The government initiated several measures the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan,[24] India's initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female educ ation, inter-disciplinary research and establishment of open universities. India's NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product. [23] While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure. [edit] Overview The National Council of Educational Research and Training (NCERT) is the apex body for curriculum related matters for school education in India. 25] The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. [26] In India, the various curriculum bodies governing school education system are: The state government boards, in which the majority of Indian children are enrolled. The Central Board of Secondary Education (CBSE) board. The C ouncil for the Indian School Certificate Examinations (CISCE) board. The National Institute of Open Schooling (NIOS) board. International schools affiliated to the International Baccalaureate Programme and/or the Cambridge International Examinations. Islamic Madrasah schools, whose boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband. Autonomous schools like Woodstock School, Auroville, Patha Bhavan and Ananda Marga Gurukula. In addition, NUEPA (National University of Educational Planning and Administration)[27] and NCTE (National Council for Teacher Education) are responsible for the management of the education system and teacher accreditation. 28] [edit] Primary education The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India. [29]) The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. [29] However, both free education and the ban on child labor are difficult to enforce due to economic disparity and so cial conditions. [29] 80% of all recognized schools at the Elementary Stage are government run or supported, making it the largest provider of education in the Country. 30] However, due to shortage of resources and lack of political will, this system suffers from massive gaps including high pupil teacher ratios, shortage of infrastructure and poor level of teacher training. Education has also been made free[29] for children for six to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. [31] There have been several efforts to enhance quality made by the government. The District Primary Education Programme (DPEP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. 32] 85% of the DPEP was funded by the central government and the remaining 15 percent was funded by the states. [32] The DPEP, which had opened 160000 new schools including 84000 a lternative education schools delivering alternative education to approximately 3. 5 million children, was also supported by UNICEF and other international programmes. [32] This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states. [32] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. 32] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low. [edit] Secondary education The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system. [33] Secondary education covers children 14-18 which covers 88. 5 million children according to the Census, 2001. However, enrolment figures show that only 31 million of these children were attending schools in 2001-02, which means that two-third of the population remained out of school. [34] A significant feature of India's secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of India's secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. 35] A significant new feature has been the extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan[36] A special Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education. [25] but which was converted into Inclusive Education at Secondary Stage[37] Another notable special programme, the Kendriya Vidyalaya project, was start ed for the employees of the central government of India, who are distributed throughout the country. The government started the Kendriya Vidyalaya project in 1965 to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee's family has been transferred. [25] [edit] Tertiary education Our university system is, in many parts, in a state of disrepair†¦ In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 per cent of our colleges are rated as below average on quality parameters†¦ I am concerned that in many states university appointments, including that of vice-chancellors, have been politicised and have become subject to caste and communal considerations, there are complaints of favouritism and corruption. – Prime Minister Manmohan Singh in 2007[38] Indian Institute of Management, Ahmedabad. India's higher education system is the third largest in the world, after China and the United States. [39] The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. 40] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. [41] As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 13 institutes which are of national importance. [40] Other institut ions include 16000 colleges, including 1800 exclusive women's colleges, functioning under these universities and institutions. 40] The emphasis in the tertiary level of education lies on science and technology. [42] Indian educational institutions by 2004 consisted of a large number of technology institutes. [43] Distance learning is also a feature of the Indian higher education system. [43] Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education. [43] The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India. 44] Besides top rated universities which provide highly competitive world class education to their pupil, India is also home to many universities which have been founded with the sole objective of making easy money. Regulatory authorities like UGC and AICTE have been trying very hard to extirpate the me nace of private universities which are running courses without any affiliation or recognition. Students from rural and semi urban background often fall prey to these institutes and colleges. [45][dead link] [edit] Technical education From the first Five Year Plan onwards India's emphasis was to develop a pool of scientifically inclined manpower. [46] India's National Policy on Education (NPE) provisioned for an apex body for regulation and development of higher technical education, which came into being as the All India Council for Technical Education (AICTE) in 1987 through an act of the Indian parliament. [47] At the level of the centre the Indian Institutes of Technology and the Indian Institutes of Information Technology are deemed of national importance. 47] The Indian Institutes of Management are also among the nation's premier education facilities. [47] Several Regional Engineering Colleges (REC) have been converted into National Institutes of Technology. [47] The UGC has inter-university centres at a number of locations throughout India to promote common research, e. g. the Nuclear Science Centre at the Jawaharlal Nehru University, New Delhi. [48] [edit] Literacy Main article: Literacy in India According to the Census of 2001, â€Å"every person above the age of 7 years who can read and write in any language is said to be literate†. According to this criterion, the 2001 survey holds the National Literacy Rate to be around 64. 84%. [49] Government statistics of 2001 also hold that the rate of increase in literacy is more in rural areas than in urban areas. [49] Female literacy was at a national average of 53. 63% whereas the male literacy was 75. 26%. [49] Within the Indian states, Kerala has shown the highest literacy rates of 90. 02% whereas Bihar averaged lower than 50% literacy, the lowest in India. [49] The 2001 statistics also indicated that the total number of ‘absolute non-literates' in the country was 304 million. 49] [edit] Attainment World Bank statistics found that fewer than 40 percent of adolescents in India attend secondary schools. [2] The Economist reports that half of 10-year-old rural children could not read at a basic level, over 60% were unable to do division, and half dropped out by the age 14. [50] Only one in ten young people have access to tertiary education. [2] Out of those who re ceive higher education, Mercer Consulting estimates that only a quarter of graduates are â€Å"employable†. [51] An optimistic estimate is that only one in five job-seekers in India has ever had any sort of vocational training. [52] [edit] Private education According to current estimates, 80% of all schools are government schools[30] making the government the major provider of education. However, because of poor quality of public education, 27% of Indian children are privately educated. [53] According to some research, private schools often provide superior results at a fraction of the unit cost of government schools. 50][54][55] However, others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders for their regulation[56] In their favour, it has been pointed out that private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and drama. [53] The pupil teacher ratios are much better in private schoo ls (1:31 to 1:37 for government schools and more teachers in private schools are female. 57] There is some disgreement over which system has better educated teachers. According to the latest DISE survey, the percentage of untrained teachers (paratechers) is 54. 91% in private, compared to 44. 88% in government schools and only 2. 32% teachers in unaided schools receive inservice training compared to 43. 44% for government schools. The competition in the school market is intense, yet most schools make profit. [53] Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% of schoolchildren in Hyderabad's slums attend private schools. 55] Private schools are often operating illegally. A 2001 study found that it takes 14 different licenses from four different authorities to open a private school in New Delhi and could take years if done legally. [55] However, operation of unrecognized schools has been made illegal under the Ri ght to Children to Free and Compulsory Education Act[31] which has also significantly simplified the process of obtaining recognition. [edit] Women's Education Girls in school near Baroda, Gujarat. See also: Women in India Women have much lower literacy rate than men. Far fewer girls are enrolled in the schools, and many of them drop out. [58] According to a 1998 report by U. S. Department of Commerce, the chief barrier to female education in India are inadequate school facilities (such as sanitary facilities), shortage of female teachers and gender bias in curriculum (majority of the female characters being depicted as weak and helpless)[59] The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947. [60] Concerted efforts led to improvement from 15. 3% in 1961 to 28. % in 1981. [60] By 2001 literacy for women had exceeded 50% of the overall female population, though these statistics were still very low compared to world standards and even male literacy within India. [61] Recently the Indian government has launched Saakshar Bharat Mission for Female Literacy. This mission aims to bring down female illiteracy by half of its present level. Sita An antha Raman outlines the progress of women's education in India:Since 1947 the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms. This welfare thrust raised primary enrollment between 1951 and 1981. In 1986 the National Policy on Education decided to restructure education in tune with the social framework of each state, and with larger national goals. It emphasized that education was necessary for democracy, and central to the improvement of women’s condition. The new policy aimed at social change through revised texts, curricula, increased funding for schools, expansion in the numbers of schools, and policy improvements. Emphasis was placed on expanding girls’ occupational centers and primary education; secondary and higher education; and rural and urban institutions. The report tried to connect problems like low school attendance with poverty, and the dependence on girls for housework and sibling day care. The National Literacy Mission also worked through female tutors in villages. Although the minimum marriage age is now eighteen for girls, many continue to be married much earlier. Therefore, at the secondary level, female dropout rates are high. [62] Sita Anantha Raman also maintains that while the educated Indian women workforce maintains professionalism, the men outnumber them in most fields and, in some cases, receive higher income for the same positions. 62] [edit] Rural education A primary school in a village in Madhya Pradesh. Following independence, India viewed education as an effective tool for bringing social change through community development. [63] The administrative control was effectively initiated in the 1950s, when, in 1952, the government grouped villages under a Community Development Block—an authority under national p rogramme which could control education in up to 100 villages. [63] A Block Development Officer oversaw a geographical area of 150 square miles which could contain a population of as many as 70000 people. [63] Setty and Ross elaborate on the role of such programmes, themselves divided further into individual-based, community based, or the Individual-cum-community-based, in which microscopic levels of development are overseen at village level by an appointed worker:The community development programmes comprise agriculture, animal husbandry, cooperation, rural industries, rural engineering (consisting of minor irrigation, roads, buildings), health and sanitation including family welfare, family planning, women welfare, child care and nutrition, education including adult education, social education and literacy, youth welfare and community organisation. In each of these areas of development there are several programmes, schemes and activities which are additive, expanding and tapering off covering the total community, some segments, or specific target populations such as small and marginal farmers, artisans, women and in general people below the poverty line. [63] Despite some setbacks the rural education programmes continued throughout the 1950s, with support from private institutions. [64] A sizable network of rural education had been established by the time the Gandhigram Rural Institute was established and 5, 200 Community Development Blocks were established in India. [65] Nursery schools, elementary schools, secondary school, and schools for adult education for women were set up. [65] The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation. 65] However, in some cases lack of financing balanced the gains made by rural education institutes of Ind ia. [66] Some ideas failed to find acceptability among India's poor and investments made by the government sometimes yielded little results. [66] Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small. [edit] Issues One study found out that 25% of public sector teachers and 40% of public sector medical workers were absent during the survey. Among teachers who were paid to teach, absence rates ranged from 15% in Maharashtra to 71% in Bihar. Only 1 in nearly 3000 public school head teachers had ever dismissed a teacher for repeated absence. [67] A study on teachers by Kremer etc. found that ‘only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India. ‘. [67] Modern education in India is often criticized for being based on rote learning rather than problem solving. BusinessWeek denigrates the Indian curriculum saying it revolves around rote learning. [68] and ExpressIndia suggests that students are focused on cramming. [69] A study of 188 government-run primary schools found that 59% of the schools had no drinking water and 89% had no toilets. 70] 2003-04 data by National Institute of Educational Planning and Administration revealed that only 3. 5% of primary schools in Bihar and Chhattisgarh had toilets for girls. In Madhya Pradesh, Maharashtra, Andhra Pradesh, Gujarat, Rajasthan and Himachal Pradesh, rates were 12-16%. [71] Fake degre es are a problem. One raid in Bihar found 0. 1 million fake certificates. [72] In February 2009, the University Grant Commission found 19 fake institutions operating in India. [73] Only 16% of manufacturers in India offer in-service training to their employees, compared with over 90% in China. [74] [edit] Initiatives Boys seated in school near Baroda, Gujarat. The madrasah of Jamia Masjid mosque in Srirangapatna. Following India's independence a number of rules were formulated for the backward Scheduled Castes and the Scheduled Tribes of India, and in 1960 a list identifying 405 Scheduled Castes and 225 Scheduled Tribes was published by the central government. [75] An amendment was made to the list in 1975, which identified 841 Scheduled Castes and 510 Scheduled Tribes. [75] The total percentage of Scheduled Castes and Scheduled Tribes combined was found to be 22. 5 percent with the Scheduled Castes accounting for 17 percent and the Scheduled Tribes accounting for the remaining 7. 5 percent. [75] Following the report many Scheduled Castes and Scheduled Tribes increasingly referred to themselves as Dalit, a Marathi language terminology used by B. R. Ambedkar which literally means â€Å"oppressed†. [75] The Scheduled Castes and Scheduled Tribes are provided for in many of India's educational programmes. [76] Special reservations are also provided for the Scheduled Castes and Scheduled Tribes in India, e. g. a reservation of 15% in Kendriya Vidyalaya for Scheduled Castes and another reservation of 7. 5% in Kendriya Vidyalaya for Scheduled Tribes. [76] Similar reservations are held by the Scheduled Castes and Scheduled Tribes in many schemes and educational facilities in India. [76] The remote and far-flung regions of North East India are provided for under the Non Lapsible Central pool of Resources (NLCPR) since 1998-1999. [77] The NLCPR aims to provide funds for infrastructure development in these remote areas. [77] The government objective for the Sarva Shiksha Abhiyan (SSA), started in 2001, is to provide education to children between 6–14 years by 2010. [78] The programme focuses specially on girls and children with challenged social or financial backgrounds. [78] The SSA also aims to provide practical infrastructure and relevant source material in form of free textbooks to children in remote areas. [78] The SSA also aims at widening computer education in rural areas. [78] SSA is currently working with Agastya International Foundation – an educational NGO – to augment its efforts in making science curriculum current and exciting. However, some objectives of the SSA, e. g. enrollment of all children under the scheme in schools by 2005 remain unfulfilled. 78] Education Guarantee Scheme and Alternative and Innovative Education are components of the SSA. [78] Women from remote, underdeveloped areas or from weaker social groups in Andra Pradesh, Assam, Bihar, Jharkhand, Karnat aka, Kerala, Gujarat, Uttar Pradesh, and Uttarakhand, fall under the Mahila Samakhya Scheme, initiated in 1989. [79] Apart from provisions for education this programme also aims to raise awareness by holding meetings and seminars at rural levels. [79] The government allowed 340 million rupees during 2007–08 to carry out this scheme over 83 districts including more than 21, 000 villages. [79] Currently there are 68 Bal Bhavans and 10 Bal Kendra affiliated to the National Bal Bhavan. 80] The scheme involves educational and social activities and recognising children with a marked talent for a particular educational stream. [80] A number of programmes and activities are held under this scheme, which also involves cultural exchanges and participation in several international forums. [80] India's minorities, especially the ones considered ‘educationally backward' by the government, are provided for in the 1992 amendment of the Indian National Policy on Education (NPE). [81] T he government initiated the Scheme of Area Intensive Programme for Educationally Backward Minorities and Scheme of Financial Assistance or Modernisation of Madarsa Education as part of its revised Programme of Action (1992). 81] Both these schemes were started nationwide by 1994. [81] In 2004 the Indian parliament allowed an act which enabled minority education establishments to seek university affiliations if they passed the required norms. [81] [edit] Central government involvement [edit] Budget As a part of the tenth Five year Plan (2002–2007), the central government of India outlined an expenditure of 65. 6% of its total education budget of Rs. 438250 million, or (Rs. 287500 million) on elementary education; 9. 9% (Rs. 43250 million) on secondary education; 2. 9% (Rs. 12500 million) on adult education; 9. 5% (Rs. 41765 million) on higher education; 10. 7% (Rs. 7000 million) on technical education; and the remaining 1. 4% (Rs. 6235 million) on miscellaneous education schem es. [82] According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), India has the lowest public expenditure on higher education per student in the world. [83] See also: Education in India Five Year Plan Expenditure [edit] Public Expenditure on Education in India In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are; (a) To progressively increase expenditure on education to around 6 percent of GDP. (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes. (c) To ensure that no one is denied of education due to economic backwardness and poverty. (d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal. However, even after five years of implementation of NCMP, not much progress has been done on these promises or announcements. The public expenditure on education has actually declined from around 3. 23 percent of GDP in 2000-2001 to 2. 88 percent in the recent times. As a proportion of total government expenditure, it has declined from around 11. 1 percent in 2000-2001 to around 9. 98 percent during UPA rule. A policy brief issued by [Network for Social Accountability (NSA)][84] titled â€Å"[NSA Response to Education Sector Interventions in Union Budget: UPA Rule and the Education Sector][85]† provides significant revelation to this fact. Due to a declining priority of education in the public policy paradigm in India, there has been an exponential growth in the private expenditure on education also. As per the available information, the private out of pocket expenditure by the working class population for the education of their children in India has increased by around 1150 percent or around 12. 5 times over the last decade]. [86] [edit] Legislative framework Article 45, of the Constitution of India originally stated:â€Å"The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. [21]† This article was a directive principle of state policy within India, effectively meaning that it was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed. 87] However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit. [87] Following initiatives by the Supreme Court of India during the 1990s the Ninety-third amendment bill suggested three separate amendments to the Indian constitution:[88] The constitution of India was amended to include a new article, 21A, which read:â⠂¬Å"The State shall provide free and compulsory education to all children of the age of six to fourteen years in a such manner as the State may, by law, determine. [89]† Article 45 was proposed to be substituted by the article which read:â€Å"Provision for early childhood care and education to children below the age of six years: The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years. [89]† Another article, 51A, was to additionally have the clause:â€Å"†¦ a parent or guardian [shall] provide opportunities for education to his child or, as the case may be, [a] ward between the age of six to fourteen years. [89]† The bill was passed unanimously in the Lok Sabha, the lower house of the Indian parliament, on November 28, 2001. [90] It was later passed by the upper house—the Rajya Sabha—on May 14, 2002. [90] After being signed by the President of India the Indian constitution was amended formally for the eighty sixth time and the bill came into effect. 90] Since then those between the age of 6–14 have a fundamental right to education. [ 91] Article 46 of the Constitution of India holds that:â€Å"The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation'. [49]† Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335, 338–342. [49] Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes. [49

Rise and Fall of Protectionis Essays

Rise and Fall of Protectionis Essays Rise and Fall of Protectionis Essay Rise and Fall of Protectionis Essay 1995); work on global environmental commons; and the emergence of social exclusion as a concept of deprivation (Gore, 1996b). The spatial frame shift is likely to be linked to the re-introduction of a historical perspective, which is already becoming evident, for example, in analyses of the history of globalization of economic activity (Bairoch, 1993; Bairoch Kozul-Wright, 1998; Brenner, 1998). But with the rejection of grand narratives, bringing history back in should not presage a return to the old teleological historicism, but rather identify alternative situations and possible development paths, and thereby inform a RISE AND FALL OF THE WASHINGTON CONSENSUS 801 pragmatic commitment to progressive change in favor of present as well as future generations. The values which will glue together the new way of seeing the world are, like the methods of global analysis, as yet unclear. The most likely prospect is that we shall be blown into the uture facing backward, embracing a form of embedded communitarian liberalism, which seeks to reconcile the achievement of national, regional and global objectives, and to marry universal values with a respect for diversity. But this is still waiting to be born. NOTES 1. That is, a constellation of beliefs, values, techniques and group commitments shared by members of a given community, founded in particular on a set of shared axioms, mode ls and exemplars (see Kuhn, 1970). The term paradigm is used in this sense throughout this paper. . For an extended discussion of the importance of frames in policy analysis, see Schn and Rein (1994). o The notion of the frame is also pivotal in Amartya SenOs work on development evaluation, though he uses the term informational basis of evaluative judgements rather than frame. 3. For deeper discussion of these debates, and the role of international development agencies in them, see Arndt (1987), chapters 3 and 4. 4. This was a complex historical process. As Kuhn (1970) explains, the timing of paradigm shifts is in? enced not simply by scienti ®c and policy debate, but also broader political and ideological con ®gurations. These broader changes, which include the election of conservative political leaders in the United Kingdom, United States and Germany in the late 1970s and early 1980s, will not be dealt with here. For a subtle account, which locates changes in development thi nking and practice within a broader counter-revolution against Keynesian economic policies, see Toye (1993). 5. For these two lines of argument, see various World Development Reports, particularly World Bank (1983, 1986, 1987). The last, as well as criticizing deviant policies, is an exemplar of the mobilization of East Asian experience to support key principles of a LIEO. 6. For an extended discussion of methodological nationalism, see Gore (1996a). 7. The term global liberalism is used here as shorthand for various types of LIEO, which may or may not allow a circumscribed role for national government intervention in market processes. 8. The term historicism is used here in the most general sense given by Popper (1960, p. 3). It does not imply that planning which aims at arresting, accelerating or controlling development processes is impossible, though some historicists would adopt this stronger position (Popper, 1960, pp. 44 ±45). 9. Exemplars are Rostow (1960) and Chenery and Syrquin (1975). 10. Lyotard (1984) sees the main criterion which is used to legitimate knowledge after the questioning of the grand narratives as performativity, which is understood as assessment of the performance of systems in terms of the best input/output relations (p. 46). 11. Various academic books and articles are associated with these policy reports. Key elements of Latin American neostructuralism, which developed as a response to the weaknesses of both neoliberalism and importsubstitution industrialization, are set out in Bitar (1988), Ffrench-Davies (1988), Sunkel and Zuleta (1990), Fajnzylber (1990) and Sunkel (1993), and are surveyed in Kay (1998). A Japanese view of the contrast between East Asian developmentalism and the Washington Consensus is set out in OECF (1990), whilst Okudo (1993) and JDB/JERI (1993) discuss the Japanese approach, focusing on two important policy mechanisms which diverge from the tenets of the dominant approach? two-step loans and policy-based lending. UNCTADOs reconstruction of East Asian developmentalism, which was elaborated independently of Latin American neostructuralism, draws on analyses of the Japanese development experience, particularly Akamatsu (1961, 1962) and Shinohara (1982), and key elements are set out in Akyz and Gore (1996) and Akyz u u (1998). 12. For an outline of this approach see, inter alia, Sen (1993), and an analysis of the limits of its moral individualism is made in Gore (1997). 13. For examples of a loose approach to poverty analysis based on the concept of sustainable human development, see UNDP (1995a,b); but Banuri et al. 1994) attempt to give a more rigorous speci ®cation of 802 WORLD DEVELOPMENT 15. There are some divergences between the East Asian and Latin American approaches. The latter gives more prominence to environment and democracy, is less committed to aggressive sectoral targeting (ECLAC, 1996, pp. 70 ±71; Ocampo, 1999), and has a more re ®ned policy analysis of the process of  ® nancial integration than East Asian developmentalism (ECLAC, 1995, Part 3). But their similarities, and common disagreements with the Washington Consensus, are more striking. 16. For an interesting alternative interpretation of this fault line, see Yanagihara (1997) who contrasts an ingredients approach and a framework approach and seeks ways of synthesizing them. 17. To paraphrase Yanagihara and Sambommatsu (1996). the concept through the notion of social capital. An interesting recent development has been to link sustainable human development to the promotion of human rights discourse, which some see as an alternative global ethics to neoliberalism. The increasing incorporation of the voice of nongovernment organizations (NGOs) into or alongside UN social deliberations is also a? cting the SHD approach. A good discussion of some of the notions which animate these discussions is Nederveen Pierterse (1998). 14. It is di? cult to identify an African strand to the Southern Consensus, but Mkandawire and Soludo (1999) seek to develop an African alternative to the Washington Consensus, and UNCTAD (1998, part 2) has drawn implications of the East Asian development experience for Africa. REFERENCES Akamatsu, K. (1961). A theory of unbalanced growth in the world economy. Weltwirtschaftliches Archiv, 86, 196 ±215. Akamatsu, K. (1962). A historical pattern of economic growth in developing countries. The Developing Economies, 1 (1), 3 ±25. Aky z, Y. 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