Further Study

Advancing or furthering your ability to excel in your job or career is a smart reason for considering graduate education. The new skills and knowledge it gain as graduate education can improve my ability to do best work and better position to me for more opportunities for advancement in career. While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personally, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways.A graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundation in a completely new area, thus broadening the opportunities available to me in the job market. When i do degree, i offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, i also have a chance to gain hands-on e xperience in area of work and will be mingling with people who are usually either authorities in their respective fields and who are as passionate about my field of study.This helps to build a genuine community of learning. As you step into graduate school, it automatically helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path. Advancing or furthering your ability to excel in your job or career is a smart reason for considering graduate education. The new skills and knowledge it gains as graduate education can improve my ability to do good work and better position to me for more opportunities for advancement in career.While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personal, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways. a graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundation in a completely new area, thus broadening the opportunities available to me in the job market.When I do a degree, I offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, I also have a chance to gain hands-awn experience in the area of work and will be mingling with people who are usually either authorities in their respective fields and who are as passionate about my field of study. This helps to build a genuine community of learning. As you step into graduate school, it automatically helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path.Advancing or furthering your ability to excel in your job or career is a smart reason for conside ring graduate education. The new skills and knowledge it gains as graduate education can improve my ability to do good work and better position to me for more opportunities for advancement in career. While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personal, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways.A graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundation in a completely new area, thus broadening the opportunities available to me in the job market. When I do a degree, I offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, I also have a chance to gain hands-awn experience in the area of work and will be mingling with people who are usually either authorit ies in their respective fields and who are as passionate about my field of study.This helps to build a genuine community of learning. As you step into graduate school, it automatically helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path. Advancing or furthering your ability to excel in your job or career is a smart reason for considering graduate education. The new skills and knowledge it gains as graduate education can improve my ability to do good work and better position to me for more opportunities for advancement in career.While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personal, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways. a graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundation in a completely new area, thus broadening the opportunities available to me in the job market.When I do a degree, I offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, I also have a chance to gain hands-awn experience in the area of work and will be mingling with people who are usually either authorities in their respective fields and who are as passionate about my field of study. This helps to build a genuine community of learning. As you step into graduate school, it automatically helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path.Advancing or furthering your ability to excel in your job or career is a smart reason for considering graduate education. The new skills and knowledge it gains as graduate education can i mprove my ability to do good work and better position to me for more opportunities for advancement in career. While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personal, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways.A graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundation in a completely new area, thus broadening the opportunities available to me in the job market. When I do a degree, I offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, I also have a chance to gain hands-awn experience in the area of work and will be mingling with people who are usually either authorities in their respective fields and who are as passionate about my field of study.This help s to build a genuine community of learning. As you step into graduate school, it automatically helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path. Advancing or furthering your ability to excel in your job or career is a smart reason for considering graduate education. The new skills and knowledge it gains as graduate education can improve my ability to do good work and better position to me for more opportunities for advancement in career.While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personal, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways. a graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundat ion in a completely new area, thus broadening the opportunities available to me in the job market.When I do a degree, I offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, I also have a chance to gain hands-awn experience in the area of work and will be mingling with people who are usually either authorities in their respective fields and who are as passionate about my field of study. This helps to build a genuine community of learning. As you step into graduate school, it automatically helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path.Advancing or furthering your ability to excel in your job or career is a smart reason for considering graduate education. The new skills and knowledge it gains as graduate education can improve my ability to do good work and better position to me for more opportunities for adv ancement in career. While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personal, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways.A graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundation in a completely new area, thus broadening the opportunities available to me in the job market. When I do a degree, I offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, I also have a chance to gain hands-awn experience in the area of work and will be mingling with people who are usually either authorities in their respective fields and who are as passionate about my field of study.This helps to build a genuine community of learning. As you step into graduate school, it automatic ally helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path. Advancing or furthering your ability to excel in your job or career is a smart reason for considering graduate education. The new skills and knowledge it gains as graduate education can improve my ability to do good work and better position to me for more opportunities for advancement in career.While a graduate degree does not automatically lead to a promotion in title, salary, or responsibility, it can be very personal, if not also professionally, rewarding. Hopefully my investment in yourself and in your graduate education will eventually pay off in both intangible and tangible ways. a graduate education can teach me more advanced skills and in-depth knowledge of an area outside my specialty, or provide a solid foundation in a completely new area, thus broadening the opportunities available to me in the job market.When I do a degree, I offered the rare opportunity to see work which spearheads the frontiers of my field of study. Not only that, I also have a chance to gain hands-awn experience in the area of work and will be mingling with people who are usually either authorities in their respective fields and who are as passionate about my field of study. This helps to build a genuine community of learning. As you step into graduate school, it automatically helps me to narrow down my career goals by making them clearer to become more committed to my work. In general, graduate studies will help me to accelerate in career path.

Epistemology Vocabulary

Epistemology: The branch of philosophy that investigates the nature, sources, limitations, and validity of knowledge. Rationalism: The position that reason alone, without the aid of sensory info, is capable of arriving at some knowledge, at some undeniable truths. Empiricism: the position that knowledge has its origins in and derives all of its content from experience. Idealism: in metaphysics, the position that reality is ultimately non matter; in EPISTEMOLOGY, the position that all we know is our ideas.Transcendental Idealism: in epistemology, the view that the form of our knowledge of reality derives from reason but its content comes from our senses. A Priori: pertaining to knowledge that is logically prior to experience; reasoning on based such knowledge. A Posteriori: pertaining to knowledge stated in empirically verifiable statements; inductive reasoning. Perception: The act or process by which we become aware of things. Sense Data: Images or sensory impressions.Primary Qualiti es: According to Locke, qualities that inhere in an object: size, shape, weight and so on. Secondary Qualities: According to Locke, qualities that we impose on an object: colour, smell, texture and so on. Solipsism: An extreme form of subjective idealism, contending that only I exist and that everything else is a product of my subjective consciousness. Skepticism: In epistemology, the view that varies between doubting all assumptions until proved and claiming that no knowledge is possible. Analytic Judgment:Sumum Bonum: Phenomenalism: The belief, associated with Kant, that we can know only appearances (phenomena) and never what is ultimately real (noumena); that the mind has the ability to sort out sense data and provide relationships that hold among them. Induction reasoning: also know as inductionism, induction. The process of reasoning to probable explanations and judgments. Hypothesis: in general, an assumption, statement, or theory of explanation, the truth which is under inves tigation. Hypothetical Method: Paradigm:Pseudoscience: Correspondence Theory of Truth: A theory contending that truth is an agreement between a proposition and a fact. Coherence Theory of Truth: A theory contending that truth is a property of a related group of consistent statements. Pragmatism: the philosophical school of thought, associated with Dewey, James, and Pierce, that tires to mediate between idealism and materialism by rejecting all absolute first principles, tests truth through workability, and views the universe as pluralistic. Pragmatic Theory of Truth:Relativism: the view that human judgment is conditioned by factors such as acculturation and personal bias. Tabula Rasa: Egocentric Predicament: Categorical Imperative: Immanuel Kant’s ethical formula: ast as if the maxim (general rule by which you act) could be willed to become a universal law; the belief that what is right for one person is also right for everyone in similar circumstances. Kant’s Categori es Locke’s theory: Thomistic Terms Realism: the doctrine that the objects of our senses exist independently of their being experienced. Critical Realism: Transcendental Realism:

Plans of Reconstruction

Daniel Ramirez Mrs. Toth Period 2 11/29/12 Plans of Reconstruction During the Civil War was the beginning of the Reconstruction era that took place up until the late 1870’s, which for some was a success but a failure to others. Not only was it a civil rights movement but it also re-created the southern way of life, temporarily divided a political party, broke down another, and affected the nation in ways that would have long-term consequences.Two of the three major Reconstruction plans were that of President Lincoln and Vice President Johnson that both sought to readmit the south as quickly as possible. Lincoln maintained that the political leadership of the South had seceded. His plan did not exclude people like Johnson’s did. President Lincolns plan of reconstruction was light on punishment of the South so that he could reincorporate the Southern section back into the Union.He argued that because of the fact that the government was indivisible secession was politicall y impossible, and that the war was a result of only a small rebellion that violated the authority and laws of the government. With this in mind his design of reconstruction; readmission of each state was based on 10 percent of the voters pledging loyalty to the US knowing that no more than that would be probable which rendered the radical republicans 50 percent demand illogical.Though Lincoln and Johnson’s plan did have similar ideas there were few differences some of which were even seen as illogical, amongst them was the right to grant pardons to the same people that he claimed he wanted to exclude power from. This did not help the reconstruction plan it in fact it irritated Northerners who saw senators of former offices in the Confederacy reclaiming their places in U. S. senates. Under Andrew Johnson's restoration African America’s rights were not safe, as he vetoed the Civil Rights bill.This did not pass since Congress overturned his veto and made the Civil Rights bill an act. Lincoln’s â€Å"10 percent† plan, while perhaps not the greatest for bringing the nation together, was the best for the promoting the principles of freedom and equal rights for all in the newly reformed union. His plan unlike Johnson’s protected the new rights of the African Americans, and provided a balance between the rights of whites and them.Lincoln’s plan also made it easier for states to rejoin the Union, because this was such a very forgiving plan, it was better than Johnsons’. Under Lincoln's Plan, it would be easiest for Confederate states to rejoin the Union, except for the three that were excluded, because the Radical controlled Congress would not permit these states’ representatives to join the federal government. If the nation had agreed to Lincoln's Plan, racism may have been more easily overcome, and the Union would be reunited in a strong bond because of the reprieve granted.

Knowledge and Skills for Managers Essay Example | Topics and Well Written Essays - 1000 words

Knowledge and Skills for Managers - Essay Example First, because in both situations, managers head an organization that needs to exercise problem solving, logical thinking, technical knowledge, effective communication, reasonableness and understanding. Joane Fritz explains in an article entitled â€Å"What are the key characteristics of a non-profit organization† published in About.com in 2011, that non-profit organizations and private organizations may differ in their purpose when it comes to income distribution, but in either way, managers in both organizations are directly responsible to their stakeholders. Non-profit organizations are sometimes referred to as â€Å"non-stock† corporations and most often registered as a corporation, an individual enterprise, association, partnership or foundations. WEX article, entitled â€Å"Non-profit Organizations† published in Legal Information Institute of Cornell University Law School cited churches, public charities, public schools, public clinics and hospitals labor u nions, professional associations, research institutes, museums, and some governmental agencies as good examples of a non-profit organization. As compared to private organizations? the non-profit organization belongs to the public as no one person controls the organization. Its assets are assigned to the charitable, educational, literary, scientific or religious purposes of the organizations. Thus, a manager under this set up is guided by the principles of non -profit organization in pursuance of his duties. What makes the non-profit organization distinct from private organizations is their treatment of profit in the operation. Non-profit organization also derives profit from its operations but the profit does not go to the members of the board not even to its founders. In this manner, managers see to it that this policy is followed as he becomes accountable to donors of the organization. As a manner of control, managers are required to render financial accounting report to the Feder al State and government as non-profit organizations are entrusted with funds in accomplishing their mission. Working for a non-profit organization takes a lot of sacrifice. Fritz, in the same article previously cited, said the law requires that board of directors should not be compensated except for expenses for travel and for attending board meetings. Salaries of the five highest paid officers of the non-profit organization are also required to be declared, and that includes salaries of the manager. The manager, too, has to do a lot of corporate reporting aside from the Federal State through its annual income tax return. He is also controlled by the State Attorney’s General Office that makes it a point that non- profit organization follows the laws (Fritz, Joane. 2010). The â€Å"Basic Business Principles of Management† as explained by Raul Thadani in an article in Buzzle.com remain the same whether one is managing a big corporation, a small one and a non-profit organ ization. These basic principles do not isolate usage for non-profit organization and same rules and concepts are universally applied in every situation wherein management is deemed necessary. (Thadani, 2010) The managerial task Thadani of Buzzle.com in same article of Basic Management Principles outlined five basic management principles a manager should follow which I have explained below (Thadani 2010). The first step a manager does in a non-profit organization is to set the goals of the company or the activity to be done. Most often, this is expressed in the mission and vision statements established by the company and the realistic targets set by the managers. The duty of the manager here is to convey these goals to the employees so that

Foundation Built Natural Environment Coursework

Foundation Built Natural Environment - Coursework Example There are two separate departments in the local council that process building warrants and planning permissions (Glover, 2009, pp.17-19). Difference between Building and Planning Control Building Control is the process done by the local council to ensure that properties meet the set legal standards in building works. These regulations are in place to guarantee the durability and safety of every construction. Sometimes, these standards are modified from time to time. For example, generally, building standards are more lax in south England compared to north Scotland. This is due to the harshness of weather in the latter. On the other hand, Planning Control is the process done by the local council to decide whether a construction is acceptable. Aspects such as local preferences and needs, smell, sound, and sight are taken into account before any permission is granted (Glover, 2009, pp.26-27). Building Warrant A Building Warrant is issued as a legal permission to start any construction o r demolition of a property or building. This warrant is granted upon meeting the set legal standards of Building Control. It is a common yet inaccurate belief that Building Warrants are only necessary for structural changes. On the contrary, Building Warrants ensure that the minimum standards for the convenience, interest, protection, and health of the people inside and outside the property or building are met. ... g Warrant is not called for, compliance with the set legal building standards must be carried out, unless the nature of alteration is â€Å"like for like.† (Glover, 2009, pp.31-33) Planning Permission Planning Permissions are different from Building Warrants. They are required in land development plans that are usually comprised of changes of use for, or expansions, of properties. Planning permissions are also at times required for works to trees, listed building consent, demolitions within conservation areas, and outside advertisements. If the alterations are internal, such as the case in most private homes, they do not require Planning Permissions as some of these works are considered â€Å"permitted developments† or are not seen as â€Å"developments.† Although most do not apply to subdivided or flatted residential properties, planning legislation set the requirements for â€Å"permitted developments.† In any case, one should be aware that Building Warr ants may still be required for internal developments or expansions that do not require Planning Permissions (Glover, 2009, p.38). Application for a Building Warrant Building Control surveyors are part of the local council that are in charge of processing Building Warrants. An applicant should fill out application forms and pay the corresponding Building Warrant fee. Details of proposed work should come as an attachment to the application. Fees are based on the estimated cost of the expansion, development, or demolition. Applications are assessed based on the existing building policies and standards, and could take up around three weeks before the issuance of a Building Warrant. Building Control department should be informed when the work will start, and upon satisfactory completion, a surveyor will check the work for the

Childrens Lit Essay Example | Topics and Well Written Essays - 750 words

Childrens Lit - Essay Example First and foremost, a literature program should aim towards enabling children realize the entertainment aspect of literature (Donna & Saundra, 2007, p.74). They should be able to understand that Literature is fun and they should always enjoy it. Sid Fleischman’s book â€Å"McBroom’s Wonderful One-Acre Farm† focuses on making children laugh and appreciate literature in general. The book contains a lot of humor as the author brings out the unusual fertility of McBroom’s farm and his exciting misadventures in a fascinating way. Secondly, Literature should be able to inform children on history of literature. When reading literature books children should also be able to understand what previously existed and acquire knowledge of life in the past. Daniel Defoe’s book â€Å"Robinson Crusoe† explains about a man who was trapped alone on island and through him the adventure genre of literature developed. This genre exists in Children’s Literatu re up to today. Books written in the past are relevant for they give accounts on how Children’s Literature has developed over time. Thirdly, Literature programs should enable children understand who they are and appreciate others as well as their cultures (Donna & Saundra, 2007, p.74). ... This should help them compare books, rate them and come up with excellent ones. J. R.R Tolkien’s book â€Å"The Fellowship of the Ring† is often described by most readers as the best fantasy collection written for children. Lastly, Literature programs should help children in giving an evaluation of books they read. They should trigger children’s imaginative powers. Lewis Carrol’s book â€Å"Alice’s Adventures in Wonderland† helps in developing imagination due to the fantasies which are well developed and written in the story. Children’s literature has developed due to the changing attitudes towards children. The early 1600’s children were viewed as young adults and most of the literatures, both oral and written were general. There was no specific literature directed to children (Donna & Saundra, 2007, p.45). They majorly focused on Puritanism which dwelled on religious teachings and societal norms. In the late 1600’s some writers started recognizing the importance of literature to children. For instance, Charles Perrault wrote â€Å"Mother Goose Rhymes†, a composition of some of the stories that had been passed to children through word of mouth. In the 1700’s people’s views about children started changing. Children were treated as per their age and not adults. Children’s interpretation of literature was recognized as different from that of adults hence need for their own literatures. More books were written and the interests of children were given priority. 1800’s saw the evolution of Children’s Literature and emphasis on Puritanism started dying. Stress was basically put on the cognitive and social development of the children. Children now

Case 1 Study Example | Topics and Well Written Essays - 1000 words - 2

1 - Case Study Example Delinquent orders have been accumulating while the company was not able to fulfill these increasing orders. Some of the Solar Feeder parts were even contracted to other suppliers with SDI only having the responsibility of assembling the parts. The company could, however, not maintain full and successful control on its sub-contractors (Brown and Abercrombie). Quality problem in the parts received from the suppliers was poor, which also facilitated the slow delivery. This factor is further attributed to the fact that it would always take SDI a lot of time to adjust the poor quality parts to the desired quality before the delivery is done. Consequently, the production process had to slow down significantly. Further much down time as well as production reject was experienced. Addressing the issue would require the management to look at the best ways to gain control over suppliers in order to quicken the parts quality and delivery. This will further boost production quality and quantity a nd hence revenue generation. Break even volume refers to the number of a product units that SDI has to sell in order for its sales revenues to equal to its total costs. In this regard, considerations of both unit costs and start-up costs are done. As for now, SDI Inc. has not achieved a breakeven of sales. The company’s costs and sales revenues need to balance in order to achieve a breakeven volume of sales (Hofstrand). From a look at the SDI financial ratios, it can easily be noticed that the company has a long way to go before achieving a breakeven volume of sales. The company is still facing losses, but not profits. The gross profit margin of the company is 59% (Brown and Abercrombie). This is based on the difference between the sales and cost of goods sold all divided by the sales. Considering that there are still other expenses/costs, which have to be deducted in the gross profits, the total costs are fur much above the sales revenue (Hofstrand). With a net

Sports media advertising Term Paper Example | Topics and Well Written Essays - 2750 words

Sports media advertising - Term Paper Example This "Sports media advertising" essay outlines the impact of the sport advertisement on our society and our behaviour. Sports have been termed as one major currency and I believe it is because of the major investments that these events are accompanied with. Between 1998 and 2008 for example, various broadcasting houses were able to spend massively to ensure that they got broadcasting rights to Olympic events. This represents the economic value that sporting events and their images possess. Many market players have been for years interested in utilizing sporting events for purposes of promoting their business as evidenced by the massive payments they make to advertising agencies in such events. I can argue that this is because of the appeal that sports advertisement has on people who watch the event whether live or via television. Sports are seen by many in my opinion, to be a true reflection of the modern civilized world. Sporting events have the ability to articulate both local and international cultures while at the same time including various aesthetics. Sports form a unique tool for media advertisers because of their ability to draw large audiences through entertainment. They capture people from different cultures and therefore an ideal tool that can be utilized for purposes of advertising. The manner in which sports are structured also serves as a good ground for advertising. Consumers are attracted to sporting events because of uncertainties in their outcome, rules that govern them and commercial breaks in each event. Sports are a depiction of human drama and this is the justification of their popularity amongst people. They appeal to many because originally, some sporting events were reported in the news and that is where they originated. The increase in media complexity has therefore impacted on the way most businesses seek to advertise during sporting events. Sports fans form a larger part of audience that I believe is an idiosyncratic kind of consumers that is targeted by many consumers (Max, 2005). The way fans are loyal to their teams taking part in the sporting event is therefore a clear reflection of how a consumer can be tied to a commodity. In addition, major sporting events throughout the year form part of a fans emotional calendar and this is mostly utilized by business personalities in ensuring that they reach their consumers. Fans have a tendency of making a follow up of their team’s performance whether winning or losing. Apart from their loyalty, most fans in a sporting even t are normally a huge audience that is diverse. They are therefore a recipient of all types of advertisers because of the diversity that they carry with them into the event. The other advantage that sports advertising carries with it is the ability to easily categorize the fans into various sections depending on what they can be able to consume. In line with this, fans in any given sporting event that is targeted by business people can be categorized into their level of education and the income that they earn. People who are educated can participate in a sporting event and thereafter come out with the spillover effect of advertisement, which has an added advantage to business people in the long run. This has been popularly termed as direct sports consumption whereby fans have a tendency to consume something because it was advertised during the time when the sporting event was on. Sports media advertisement is also seen as advantageous because the rate or frequency at which each even t is repeated helps in creating

The Effects of Dual Credit and Dual Enrollment on High School Students Essay

The Effects of Dual Credit and Dual Enrollment on High School Students - Essay Example To resolve this issue of seniors â€Å"blowing off the senior year† due to a lack of any substantial challenge, in 1973 the Project Advance program of Syracuse University was created (Andrews, 2004). Following this development the model was adopted by various institutions and consequently there was an emergence of a multitude of dual credit programs. In 1974, LaGuardia Community College, New York established the Middle College High School program targeting alienated and at risk students in typical high schools who potentially may not succeed in acquiring their diplomas (Lewis & Overman, 2008). Similar programs were adopted by Florida International University in 1982 (Partners in Progress) and Kingsborough Community College in 1984 (College Now). Motivated by the success of the Minnesota dual credit program, Washington State passed the ‘Running Start’ program in 1990 which allowed juniors and seniors with necessary qualifications to take college level courses at te chnical and community colleges without having to pay college tuition. In 1994 this was expanded to incorporate four year universities if there were no community colleges in the high school district (Kim & Bragg, 2008; Board, 2011) In 2004, the legislature founded House Bill 3103 which established federal guidelines tailored to provide assistance to high schools via increasing the magnitude of dual credit programs, expanding the breadth of the curriculum of these programs, and tutoring/mentoring students to aid in a seamless transition into postsecondary educational institutions (Washington State Higher Education Coordinating Board, 2005). Definitional Issues Opinion is divided among experts regarding the proper terminology that should be accorded to the opportunity provided to high school students to attend college classes which generate credits at both high school and college levels. The Texas Higher Education Coordinating Board defines a dual credit course as one that includes academic as well as technical courses. For the present purpose, dual enrollment hereon is defined following Klein (2007, p.23) as â€Å"courses that allow high school students to receive both high school and college credit simultaneo usly†. These modules are typically taught by professors or adjunct instructors belonging to the institution, and the same classes are attended by college and high school students. Concurrent enrollment for early-college high schools is also located on the college campus but only high school students attend class. The Early College High School, founded by the Bill and Melinda Gates foundation in 2002 serves traditionally underrepresented students by enabling them to access the simultaneous pursuit of college credits and a high school (American Institute for Research, 2009). Because they are easier to implement as well as less expensive, concurrent and dual enrollments have gained greater popularity (Karp & Bailey, April 2005). Kim & Bragg (2008) additionally distinguish articulated credit courses such as career and technical education, International Baccalaureate and Advanced Placement which only allow high school students to apply for the college credits. The present literatur e review will restrict its focus to concurrent and dual credit courses. Notably, these courses have the twin fold benefit of assisting a high school student either to an academic career or into the workforce (Texas Higher Education Coordinating Board, 2011). The paper will primarily address the following questions: 1. What are the principal benefits and major concerns for students who participate in dual enrollment/dual credit programs? 2. What are the central advantages and disadvantages for partnering institutions? 3. What

Blood component therapy Assignment Example | Topics and Well Written Essays - 2500 words

Blood component therapy - Assignment Example It has been observed that there is a disorganized practice to place the orders for blood requirement in elective surgeries moreover incidence show a wasteful use of blood in the execution of elective surgeries (Gianoutsos, 2008). It is therefore essential that there should be an approach of â€Å"group and screen† procedure compared to going for the full cross-match once transfusion is compulsory and therefore orders must be placed accordingly (Gianoutsos, 2008). In order to avoid the occurrence of hepatitis and HTLV-III infections, an approach of predeposit autotransfusion was realized specifically in elective surgery. This facilitates the conservation of homologous blood and creates an awareness and understanding for the proceeds of autotransfusion (Rebulla, 1987). This kind of approach finds its way through the advancement in the use of preservatives. The method has the advantage over the homologous transfusion where an individual receives the donor’s blood and hence risk life with hepatitis (risk is 46%), malaria, syphilis, allergic reaction (risk is 20 -25%) and mismatches due to any technical errors (risk is 61%). It is therefore essential for planned surgeries to have an autologist transfusion of blood to eliminate risks as it speed up the healing process (Holm, 1981). In order to find out the extent to which autologous blood that has been donated in advance and is used by the patient during the process of elective surgery, a study was carried out where 4996 patients undergoing elective surgery, of these, 1287 patients placed order for cross-matched blood even though 590 patients were found to be suitable for predepositing blood suggesting unawareness about predepositing blood. Merely 5% (32 patients) of the patients predeposited the blood, still 4 amongst these got homologous blood. The study concludes that by predonation of blood 68% homologous blood transfusion could have been avoided (Toy, 1987). This is autologous

Reserach Proposal on Leadership Research Example | Topics and Well Written Essays - 2000 words

Reserach on Leadership - Research Proposal Example Transformational leadership is increasingly seen as critical, not only in the competitive landscape of an organization, but also to the leader’s impact on team effectiveness (Grant, 2012; Ozaralli, 2003). Increasingly, leaders are not only faced with the challenge of how to introduce change, but also how to manage change (Watkins, 2004), which seems especially important when the introduction of the new leader is the change. Watkins (2003) notes that on average twelve employees are impacted by a new manager. This finding implies that what the new leader in transition does would affect a wide network of employees and, hence, performance within the organization. Since transformational leadership is deemed as critical for team performance, this research study seeks to examine the relationship between transformational leadership style and team effectiveness for new leaders in transition, with a special focus on professional knowledge-based work teams Problem / Opportunity Statement Most organizations in the current business climate are highly dependent on leaders to lead organizations to success. This dependence is especially so in the current high competitive business environment characterized by high leader turnover, frequent change, and high accountability to stakeholders (Grant, 2012; Hoffman, Bynum, Piccolo, & Sutton, 2011; Stewart, 1992). The problem is that organizations and leaders have failed to execute effective leadership transition action plans, which may lead to negative effects, such as leader stress, decreased productivity, higher turnover, and ineffective team performance (Gilmore, 2003). Understanding the role of transformational leadership in leadership transition and the impact that it has on team effectiveness would be an essential resource in understanding develop effective leadership transition plan. Both Wageman, Hackman, and Lehmen (2005), who proposed a model of team effectiveness in an organizational context, and Manderscheid and Ard ichvili (2008), who proposed a paired model integrating leadership transition theory that proposes effective team relationships are the result of successful leadership transitions, posit that transformational leadership style may be a critical success factor for team effectiveness and the success of new leaders (Appelbaum & Valero, 2007). Watkins (2004) maintained that, to accelerate the transition and build momentum, the new leader must have the ability to engage and influence many individuals throughout the organization â€Å"using vision, expertise and drive† (p. 16). Unlike well seasoned leaders who may have some understanding on what works in teams or how to handle various challenges that arise in newer teams that they are faced with, new leaders lack the experience of having to deal with such challenges. Most only have theoretical knowledge. Past literature have depicted transformational leadership as the most effective in enabling team performance and effectiveness (Wa geman, Hackman, and Lehmen, 2005). Although there is substantive research on leadership style and team effectiveness, there is less on new leader transition (Manderscheid & Ardichvili, 2008). Most of the research have focused on strategies to be employed in transitioning a leader (Manderscheid, 2008), formal interventions that organisations need to undertake in helping

An Assignment on the Linguistic Acquisition Device Essay Example for Free

An Assignment on the Linguistic Acquisition Device Essay In linguistics, language acquisition is the process through which human beings obtain the capability to comprehend and perceive language as well as produce sentences and words and utilize them to communicate. According to Chomsky, his Linguistic Acquisition Device (LAD) encompassed a device that children were born that could be defined as the inborn ability to comprehend the language principles. This LAD fits his innateness Hypothesis of language acquisition because he believed that once a child was exposed to language, the LAD would enable him or her to learn language in an outstanding pace as also elucidated under his critical period hypothesis Question Two According to Noam Chomsky’s critical period hypothesis, human speech encompassed a genetically programmed ability that had a critical age threshold. This is because like a variety of other human behaviors, an individual’s ability to acquire language is based on critical periods that are defined as the limited time span during which the individual is sensitive to the language acquisition external stimuli that enables him or her to acquire language. Once this time is surpassed the individual has minimum chances of acquiring language. This critical period in language acquisition was adolescence to Chomsky. Question Three Genie was discovered in Los Angeles on November 4, 1970. She was discovered by a social worker in Temple City, California when she accompanied her mother as she sought for disability benefits due to near blindness. The social worker had initially sensed that something was wrong with Genie and she got so shocked when she greeted them and discovered that Genie was actually 13 years old though the social worker had estimated that she was autistic and half that age. The social worker contacted her supervisor, who after questioning Genie’s mother contacted the police. Genie’s parents were later arrested and she was made the ward of the court and later transferred to the Children’s Hospital Lost Angeles. She was unable to acquire a language within a critical period due to the severe child abuse she went through under the hands of her father. Question Four The symptoms she displayed of this failure after she was discovered were here severe undersize regardless of her advanced age of 13 years. She had no understanding of grammar she could only comprehend 15-20 words. Two short phrases were what consisted of her active vocabulary and hence she had complete lack of speech, not because she was selectively mute but because she lacked any type of language. Though she had considerable memories of her past she lacked a way to communicate them. Question Five The forbidden experiment was the language deprivation experiment under which infants were isolated from any normal utilization of signed or spoken language as an attempt to discover the origin or language or human nature’s fundamental characteristics. Viktor became a model of this experiment because before his discovery he had lived in a forest like a wild animal and had been unable to understand or speak any language. After being placed under the care of Dr Jean Marc Gaspard Itard, he acquired the language rudiments and became socialized. Question Six She began to use the two-word phrases when she started to understand about 200 vocabulary words. Her speech began to improve after settling in her ne surrounding though it continued to exhibit latency. With time she started using negative forms with not rather than the prefix un. By October 1973 she could easily comprehend complex negation forms. By October 1971 she could listen to people talking and even contribute to the conversations. By November f the same year her speech and grammar could be equated to that of an 18 or 20 month old baby. By 1972 she could use complex noun phrases and regular plurals as well as understand interrogative words. By 1973 she was using determiners, definite articles, possessives and imperative sentences. She however did not acquire automatic speech. Question Seven The ethical implications of the language deprivation experiment are that it encompassed an inhuman experiment that would deprive the infants of their language acquisition abilities. Regardless of this Viktor benefited from this experiment because he was later able to acquire language rudiments and be socialized. The ethical implications of the experiments on Genie were linked to the fact that they subjected her to additional child abuse rather than help her because the researchers were more focused on the results of their results rather than hoe the research could benefit Jeanie. To some extent Jeanie benefited from the experiments because her language abilities improved but the researchers used her to acquire fame.

Education is the key to development

Education is the key to development Introduction Education is the key to development. Since independence, successive governments accorded importance to education and endeavored to improve the low indicators but progress has been slow. In recent years, governments approach towards planning and delivery of education has been guided by overall reforms of the system. The federal and provincial governments clearly see their role shifting from being sole provider of education services to also acting as facilitator and financier of the private sector including the non-profit providers. The government fully realizes that it cannot achieve the millennium development goals (MDGs) alone without the help of other providers of education. the governments recognition of the role of the private sector and civil society organizations (SCOS) is explicitly expressed through the poverty reduction strategy paper (PRSP), education sector reform (ESR) action plan, education policy, and education for all documents, and establishment of education foundatio ns at the national and provincial levels. The corporate sector is emerging as an important player in supporting social development causes, specially education and health. However, the business sector is wary of entering into partnership with government due to the absence of a clearly defined and mutually agreed framework for cooperation and partnership. Public Private Partnerships (3ps) have been expanding over time and have taken various forms. the most common 3ps programmes being delivered by CBOs, NGOs, private sector, education foundations, corporate sector and other providers that are scaling up include: (a) community schools; (b) fellowship schools; (c) adopt-a-school; (d) grant-in-aid to the private sector; (e) school management by NGOs; (f) teachers training; and (g) individuals donating in several ways to schools at local levels. It has been estimated that the private sector is contributing 0.7 % of GNP in education. This includes largely the for profit institutions. Backdrop and Rationale Of Public Private Partnerships In Education Present Scenario Of Education Sector In Pakistan Education is the prime catalyst to national development. Despite high importance attached to education by successive governments reflected through multitude of policy packages, the state of affairs is far from desirable. At the time of independence in 1947, Pakistan inherited only 8000 schools which increased to 1, 70,000 in 2003. Gross enrolment in primary schools increased 40 times (from 0.77 million in 1947 to 20 million in 2003) and literacy rate increased from 16% in 1951 to 51.6% in 2003 but a lot still needs to be done. The federal and provincial governments policies, planning and delivery of education has been under constant review and revision according to the changing needs over time, particularly in the last decade. The government fully realizes that public sector alone cannot meet the myriad challenges to provide necessary resources, services and expertise to effectively address educational issues. There has been a clear realization on part of the government of shifting i ts role from being the sole provider of resources and education delivery to also acting as a facilitator of the private sector and of civil societys efforts in Pakistan. Need For Public Private Partnerships Emergence of Corporate Sector in 3Ps: The governments recognition of the role of the private sector and civil society organizations (CSOs) has explicitly been expressed through the Poverty Reduction Strategy Paper (PRSP), Education Sector Reform (ESR) Action Plan, Education Policy, education for all documents, and establishment of Education Foundations at the Federal and Provincial level. Recent years have witnessed the Education Foundations restructuring to enhance their efficiency and impact. Public Private Partnerships (3Ps) have been expanding over time and it has been estimated that the private sector including non-profit organizations contribute about 0.7 per cent of GNP in education. There is an increasing acceptance of the Adopt-a-School Programme (ASP) and recognition of the leading role of civil society organizations such as Idara-e-Taleem-o-Aagahi (ITA), Sindh Education Foundation (SEF) and Pakistan Centre for Philanthropy (PCP) in motivating the corporate sector, which is emerging as an important player in supporting public sector institutions through private providers, especially through the ASP modality. There are several other organizations mobilizing the corporate sector to support direct education provision, total school management, professional development of teachers, scholarships etc. The corporate sector on its own initiative is also engaging with public sector such as the partnership between the Federation of Pakistan Chambers of Commerce and Industry (FPCCI) and the City/ District Government for monitoring and school improvement. Structural Forms Of Public Private Partnership There are various manifestations and forms of 3Ps in the country. The most common 3Ps programmes being delivered by Education Foundations, NGOs, CBOs, the private sector, the corporate sector and other providers. These include: Contracted management of public schools by NGOs Afternoon institutions System: Up gradation of Institutions through Community Participation Programme (CPP) in Punjab and Public-Private Collaboration (PPC) in NWFP Adopt a School / School Improvement Programme (SEF, PCP) Community Schools Capacity Building of School Management Committees (SMCs) / Parents Teachers Associations (PTAs) / School Councils Community Learning /Literacy centers (using school premises and facilities) Volunteer teachers or other individuals sharing skills, donating time etc Individuals donating funds to provide missing infrastructure and educational material In 2001, the share of private sector in education in Pakistan was 21%. In 2005, the ratio of public schools in Pakistan was 67% and in Punjab it was 58%. The share of private sector schools in Pakistan is 33% and in Punjab it is 42%. If the pattern continues, the expenditure on education in private sector will exceed the total expenditure in public sector in the next five years.The policy makers are sanguine now that only conscientious, coordinated and concerted efforts of all stakeholders in Public -private Partnership (PPP) could be a viable option. Government alone will not be able to accomplish the gigantic task of attaining the goal of sustainable quality education and meet the targets of Millennium Development Goals (MDGs) and Education for All (EFA). Pakistan like many other developing countries is facing myriad challenges for improving access, equity and quality of education. The country has a population of 160 million people more than 33% mired in abject poverty, living below the poverty line. The overall literacy rate is 55% whereas it is 36% for females. Pakistan has 6.5 million children out of school and 80% of them have never been enrolled in a school. 40% students drop-out before they reach grade IV and 77% of the total enrolled children drop out while climbing the ladder and reaching X grade. Pakistan is at serious risk of not attaining MDG and EFA targets by 2015. The Gender Parity Index (GPI) of Pakistan (0.73) is one of the lowest in the world. Keeping in view one of the lowest Human Development Index (HDI) indicators, there is an urgent need to have a system of affordable quality education, socially acceptable to all stakeholders. The Punjab Education Foundation The Punjab Education Foundation (PEF) was established through Punjab Education Foundation Act, 1991, by Punjab Assembly. Under the enactment, PEF advanced loans and grants to private entrepreneurs, for the construction of schools, for the promotion of education from 1991 to 2004. PEF was restructured through an Act by Punjab Assembly in 2004 for promotion of education, specifically encouraging and supporting the efforts of the private sector in providing education to the poor. The major difference of the two enactments in 1991 and 2004 is primarily a paradigm shift in policy formulation and implementation to encourage the private sector and involve all stakeholders for access, equity and quality in education. While PEF Act 1991 empowered the Government through the bureaucratic control over the affairs of the Foundation with Chief Minister of the province as a Chairman of PEF and a senior bureaucrat as its Managing Director, the PEF Act 2004 conferred the entire management and control of the Foundation to the Board of Directors. Under PEF Act 2004, the Board appoints Managing Director/Chief Executive and other employees of the Foundation and determines the terms and conditions of their employment. Functions Of Punjab Education Foundation Section 4 of the PEF Act, 2004 assigned the following functions to the restructured Foundation: 1. Provide financial assistance for the establishment, expansion, improvement, and management of educational institutions and allied projects; 2. Provide incentives to students, teachers, and educational institutions; 3. Promote public-private partnerships relating to education; 4. Provide technical assistance to educational institutions for testing policy interventions and innovative programs for replication; 5. Rank private educational institutions based on educational standards; 6. Raise funds through donations, grants, contributions, subscriptions etc.; 7. Assist educational institutions in capacity building, including training of teachers; 8. Undertake any other function as may be assigned to it by the Board with the approval of the Government. The Rules and Regulations Are Annexed as ‘A Strategy Of Punjab Education Foundation The Board of Directors formulated the strategy for the PEF and adopted a flexible approach. They decided to provide better quality education through private sector to low income households and provide technical assistance in the form of teacher training and professional development for privately managed schools for less affluent sections of society. It was decided to support schools in less affluent areas and preference for female education. It was decided to introduce instruments for financial assistance on per child enrolled basis and education vouchers for households in slums to enhance enrolment and impart quality education. The strategy looked at selecting institutions with good track record and results to be considered for monetary rewards and financial assistance in terms of quality education and enrolment. PEF Budget The budgetary support to PEF programs is being provided by the Government of Punjab as an integral part of Annual Development Program (ADP) as one-line budget. The budget profile is given as annexture ‘B 1 and 2. Programs Of Punjab Education Foundation The following initiatives of PEF are aimed at ensuring access, equity and quality of education, enabling the poorest of the poor and less advantaged sections of society. 1) Foundation Assisted Schools (FAS) Program 2) Continuous Professional Development Program – CPDP 3) Education Voucher Scheme – EVS 4) Teaching in Clusters by Subjects Specialists – TICSS Program Foundation Assisted Schools (FAS) Program The Foundation Assisted Schools (FAS) is the flagship program of the PEF to encourage and promote access and improve the quality of education by providing financial assistance at the rate of Rs.350 per child per month to private schools on per child enrolled basis. FAS Policy Instrument And Selection Criterion Through FAS intervention, the PEF has demonstrated: a) That whereas it is the responsibility of the Government to ensure that all school going children should get free education, that the state should fund it, it should not necessarily provide the service i.e. there is a need to separate the financing of the service from its provision; b) That through Public -private Partnerships, better quality education can be provided at a cost significantly less than incurred by the Government of Punjab to educate a child in the public schooling system. c) That the financial assistance on per child enrolled basis through FAS program is driven by considerations of equity, quality and access to all. Selection criterion is given as annex ‘C FAS Program Statistics FAS Program was launched as pilot project in 54 schools in 2005 in five districts of Punjab i.e. Chakwal, Khushab, Bahawalpur, Lahore and Sialkot. The districts were representative of all the 36 districts of Punjab in terms of levels of literacy and human development index categorized in Multiple Indicators Cluster Survey (MICS, 2004). The schools were selected on the basis of criteria mentioned in annex ‘C ‘. In 2006, the scale of pilot was increased to 184 schools, covering 10 districts. In 2007, the Program was evaluated by the Planning and Development Department and was rated as a successful intervention so far as enrolment, retention and quality learning outcomes of the students were concerned. During a presentation to Chief Minster Punjab, it was decided that FAS should concentrate the Southern Punjab districts having the lowest literacy rate and highest concentration of out-of-school children in Punjab i.e. Rajanpur, Dera Ghazi Khan, Muzaffargarh, Multan, Bahawalna gar, Bahawalpur and Lodhran. FAS program focused these seven districts since 2007. More than 90% of the total strength of students in FAS program belong to the seven districts of Punjab. Progression of schools and the number of students (Male and Female) in FAS program from 2005 to 2009 is given as annex ‘D As a result of financial and administrative empowerment and autonomous academic leadership at school level through Public -private Partnership (PPP), the following statistically significant landmarks have been achieved: PEF empowered private sector schools in providing quality education to 529210 students in 1337 schools to the less privileged and disenfranchised sections of society in Public -private Partnership. The parents have been relieved from payment of fee with increase in disposable income. The managements of private schools have been relieved from financial hardships. The school management now exclusively concentrates on quality education and are relieved from collection of fee from poor parents, which often they used to delay for months. In case of drop-out of the child, the schools were previously deprived of fee amount, before their partnership with PEF. The private sector schools have invested heavily in physical infrastructure to accommodate more students, thus enhancing their revenues because in FAS model, the money follows the child and not the school. In order to enhance quality standards, the private schools hired better and qualified teachers in addition to the existing faculty thus impacting not only the learning outcomes of the students but also the peers and associates in the partner institution. The salaries of teachers before introduction of FAS model were Rs.2500 per month approximately and enhanced to Rs. 6500 in 2008 and are now being enhanced to Rs.8500. In Pakistan, more than 40% students are dropped and are out of school by the time they reach grade IV but in FAS partnership model, drop-out rate is zero. In case of absence or truancy of a student, the private school management follows the students due to their pecuniary interests attached with the child because the payment by PEF is made on the basis of surprise physical verification of the students in the classroom by monitoring and evaluation teams and QAT by third parties engaged by PEF. Through reward mechanism by PEF and better salary structure the teachers are motivated, resilient and diligent. The schools have complete administrative, managerial and financial empowerment with impeccable academic leadership. Impact Of FAS Program On The Learning Outcomes Of Students And Capacity Of Schools The following achievements have been verified over a period of four years (2006-2009) in FAS partner schools: During a period of four years (2005-2009), the mean average of students in terms of learning outcomes in FAS partner schools was raised from 63 % to79%. The results of 200 schools in the band of 80%-90% have been analysed. They have qualified Mathematics and Science teachers. The schools falling below the threshold of 40% have another important nexus. None of the teachers of these schools has been imparted pre-service training. The girls performed very well in the QATs and excelled over boys. The high performing schools have a very high concentration of post-graduate teachers. More than 95% of teachers in these educational institutions are either graduates or post-graduates. The Continuous Professional Development Program (CPDP) discussed as PEF intervention helped the teachers of the FAS partner schools to enhance their secure understanding of the didactic resource base and improve their pedagogical skills PEF through CPDP trained 86027 teachers of FAS partner schools and non-partner low cost private schools. There is continuous improvement in the percentage of students getting more than 90% marks. In QAT 1 in 2006, 0.96% students secured more than 90% marks whereas in QAT 2 in 2007, the percentage rose to 1.26. In QAT 3 in 2008 it rose to 16.64% and in QAT 4 it jumped to 17.63%. There was a constant decrease in the percentage of students getting less than 40% marks. From 21.55% students getting less than 40% marks in 2006, it gradually decreased to 16.53% in 2007, 4.32% in 2008 and 4.26% in 2009. The students in the cohort of 80% to 90%, 70% to 80%, 60% to 70% and 50% to 60% showed respectable improvement in a period of four years. FAS Achievements In Public-Private Partnership PEF is promoting affordable quality education in 1337 schools in the province of Punjab. The numbers of students benefitting from FAS program are 529210. The number of male students is 267107 (50.47%) and female is 262103 (49.52%). Through FAS highest priority has been accorded to female education. Fortunately the drop-out rate is zero since the schools follow the students in case of absence and truancy for the pecuniary reasons since PEF funding follows the student and not the school. Continuous Professional Development Program – CPDP It is not possible to raise the standard of education without qualified, satisfied and competent teachers. The development of human didactic resource base is a very time-consuming, slow, gradual and consistent process. To ensure the quality education, there has to be a nice mix of institutional and governance arrangements both in public and private sectors dovetailed with quality mentoring in an enabling teaching-learning environment with objectively verifiable indicators. The quality education is assured primarily because of quality mentoring, quality curriculum, resilient management, conducive, congenial and enabling teaching learning environment, good governance, transparent processes, rigorous and candid monitoring and evaluation, evaluative scrutiny and integration of the lessons learnt into the system for continuous improvement The premier academic institutions in Punjab i.e. Punjab University-Institute of Education and Research (IER), Government College University (GCU), Beacon house National University (BNU), FC College University were engaged to impart training to the teachers of private schools. The lead Non Governmental Organizations (NGOs) in the field of professional development and capacity building were selected through an open and transparent competition. The mentors engaged by the NGOs were selected through a special selection board constituted by PEF. School Leadership Development Program (SLDP) More than 80% of the participants reported that the school management was not allowing them to apply the new methodologies of teaching based on comprehension. Instead, the schools were interested in rote learning, so that their students score high marks in the examinations conducted by Punjab Examination Commission and the respective Boards of Intermediate and Secondary Education in the province of Punjab. It was proposed by the participants of CBT in their feedback that the leadership of the partner schools should be sensitized about the importance of secure understanding of the content knowledge by the students instead cramming and rote learning. In this background, it was considered necessary to start a School Leadership Development Program (SLDP) for the Principals and Vice Principals of the FAS partner schools and Non-FAS schools. SLDP met a huge success since the Principals and Vice-Principals of the educational institutions allowed their teachers to apply and practices learned by them in CBT. Education Voucher Scheme – EVS Concept: To ensure educational justice and avoid educational apartheid in society, the poorest of the poor and disenfranchised sections of the society must get equal opportunity and access to quality education enabling the future generations to get out of the vicious circle of poverty and deprivation. For the people on the brink of society, education is the only conduit to develop capabilities of the less privileged people in urban and rural slums Modality: Through EVS, education voucher have been delivered to all households in the urban slums for the children in the age cohorts of 5 to 13. The slums were surveyed and it was established that all the households in the locality were living below poverty line, At a pilot stage, 1053 households were given an opportunity with freedom of choice to access the quality school of their choice for their children. The voucher is redeemable against payment of fee in the educational institutions. EVS is meant to ensure the freedom of choice, productive efficiency, equity and social cohesion. The EVS makes the schools accountable to the parents instead of government functionaries of education department. In FAS, the private school entrepreneur has the choice to admit a student or not. In EVS, the choice to select a school remains with the parents because they are carrying the education voucher issued by PEF. The partner schools are subject to periodical review dependent on the results of their student s, additional private investment and improvement in working conditions for the teachers. The data of schools and students during the years 2006-2009 is annexed as ‘G Selection Criteria of EVS Partner Schools EVS provides incentive to parents to send their children to school. The Scheme became a source of competition for private schools of the area. The following selection uniform criterion has been applied across the board: 1. The fee paid by PEF to the partner EVS school will be Rs. 300/= per child per month. The schools charging higher fee can also apply but they will not paid higher than Rs.300/= and will not be entitled to charge from the students. The enrolment should be between 100 and 500. The school should have respectable infrastructure and enabling teaching learning environment. The partner schools should lie within  ½ kilometer radius of the selected area/beneficiaries of the vouchers. However, if the parents desire to select a school at a larger distance, PEF will have no objection, provided the school fulfills the selection criteria of PEF. 2. PEF advertises in print media to solicit interest from prospective partner schools and preliminary test of selected subjects is held in short-listed schools. Physical inspection of the school is also carried out. 3. PEF Project offices display list of all partner schools at their office and parents are free to choose a school of their choice. 4. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. EVS Achievements in Public-Private Partnership Through EVS, PEF is providing free quality education to 31053 students in 167 schools. 15138 (48.74%) male students and 15915 (51.25%) female students are the beneficiaries of the program. The parity of male and female students was ensured through the policy instrument of EVS. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. Teaching In Clusters By Subjects Specialists – TICSS Program The entrepreneurs of the low cost educational institutions in rural and urban areas cannot afford quality mentors because the people of eminence and erudition with professional integrity of performance with higher academic qualifications demand higher salaries, which they cannot afford. It is almost a truism that the quality in education turns on the axle of interaction between the teacher and the student. Without quality instruction in the low cost schools, there is a remote possibility of better learning outcomes of the students. Resultantly the low cost schools in remote rural areas, peri-urban areas and slums could not improve the quality of instruction. PEF launched TICSS program, engaging people of outstanding academic excellence at the market salary, graduating from the best academic institutions in the province and deputed them to the low cost educational institutions in urban and rural areas of the province. The subject specialists engaged under the auspices of TICSS program not only impacted the learning outcomes of the students in terms of concept clarity and secure understanding of the subject knowledge but also impacted the peers and associates, engaged by the low cast schools. The Subject Specialist (SS) with high grade post-graduate degree could be hired within a salary range of Rs 30,000 —35,000 for a low cost school which pays its teachers a meagre average salary of Rs 3500—Rs 6000. TICSS demonstrated that Subject Specialist deputed to the low cost schools played a catalytic role in uplifting the educational standards and bringing innovations in a number of spheres in the schools academic and social milieu. SS is visiting 2-3 schools in a week and teaching the students in actual class room theatrics. SS impacted the learning outcomes of the students and the mean average of the students increased from 33% to 55% in a period of three years. Subject Specialist influenced the teaching and communication practices of the peers and assoc iates. TICSS model proved to be cost effective, economical and beneficial. Policy matrix is annexed as ‘F The Subject Specialists under auspices of TICSS are an extended arm of the Academic Development Unit (ADU). They teach in the cluster of three schools in core content subject knowledge i.e. Mathematics, English, Physics, Chemistry and Biology. They help ADU team to design tests for the assessment and examination of the Foundation assisted schools under FAS and carry out tours to ensure the accuracy of information in terms of enrolment in the FAS Program. They are part of assessment and examination teams constituted by PEF and liaise with the other leading experts engaged in teachers training and professional development in public and private sector and share experiences for the promotion of quality education in private sector. They are also tasked to develop a resource base for pedagogy and core content subject knowledge base for the benefit of teachers of the private educational institutions. TICSS Achievements In Public-Private Partnership TICSS program has been widely acclaimed and appreciated by all the stakeholders in education. There is incessant demand from low cost private schools for vertical and horizontal expansion of the program in the larger public interest PEF selected and deputed 180 Subject Specialists, 95 (52.77%) male and 85 females (47.22%) to 24 districts of the province of Punjab. 162000 students benefitted from the expertise of the Subject Specialists in an academic year. Way Forward For Public-Private Partnership Initiatives Of PEF The Public-private Partnership programs of PEF have the secure potential to promote quality education at affordable cost to the less-affluent and disenfranchised sections of society at a much lower cost in Public Private Partnership. The consistency and continuity of the systems according to the statutory requirements of PEF Act 2004 is the only viable, workable and sustainable solution. The enactment discourages the bureaucratization and compartmentalization of the programs and envisaged transparency, accountability through institutional and constitutional mechanism. The programs of PEF are replicable, cost effective and competitive. The partnerships work for a win win situation for both public and private sectors, ensuring outreach of the programs, to the far-off rural areas and urban slums, often neglected due to variety of reasons. The programs of PEF have already been replicated in the federal territories by the national government and four provincial governments by slightly cha nging the methodology to accommodate indigenous and local requirements. The incessant demand, affordability and social acceptability by the general public, elected representatives, district governments, civil society organizations, non-governmental organizations, print and electronic media and private educational institutions is hanging heavy on the political leadership of the province. The popularity of the PEF programs in Public-private Partnership and the extreme public pressure of the stakeholders in the form of teachers, students, parents and communities is the sure and secure hope for the continuity of the programs. The government has no option but to continue funding the PEF initiatives. How to win the lost confidence of international donors and agencies remains a myriad challenge for the leadership at PEF. Overall Outcome Analysis Of The PEF Initiatives It has been successfully demonstrated that the PEF programs in Public-private Partnership are cost effective, economical and efficient in terms of service delivery mechanism. The synergy of forging Public -private Partnership has started paying dividends, at a socially acceptable and affordable cost. The private educational institutions providing quality education in less privileged urban, suburban and remote rural areas were hard pressed for financial support. During the quality assurance tests, the students of Foundation assisted schools have shown remarkable performance. PEF has introduced performance based financial incentives by awarding cash prizes to the teachers of the best performing schools for their integrity of performance and quality service delivery. The Public-private Partnership programs are promoting affordable quality educati

Analysis of the Postal Rule

Analysis of the Postal Rule

Absurdity in Albert Camus’ The Stranger Essay -- The Outsider Essays

The word "absurd" or "absurdity" is very peculiar in that there is no clear definition for the term. Merriam-Webster’s Online Dictionary gave its definition of "absurd" as "having no rational or orderly relationship to human life: meaningless, also: lacking order or value." Many existential philosophers have defined it in their own manner. Soren Kierkegarrd, a pre-World War II German philosopher, defined absurd as "that quality of Christian faith which runs counter to all reasonable human expectation" (Woelfel 40). Jean-Paul Sartre a post-WW II French philosopher, felt that absurd was "the sheer contingency or ‘thereness’ or gratuitousness of the world" (Woelfel 41). Both of these definitions are hard to interpret and for the most part are not how Camus viewed the word absurd. Camus gives his interpretation of absurd in his book The Myth of Sisyphus, which is the point at which man realizes that all the struggles that we put forth in a repeated daily cycle are in all actuality completely meaningless (Woelfel 44). In James W. Woelfel’s book, Camus: A Theological Perspective, he gives us Camus point of absurdity in detail, I have said that the world is not absurd. Neither is man the strange animal absurd. What is then? The absurd, Camus says, is precisely the relationship between man, who demands ultimate rationality, and his irrational world: the "confrontation between the human need and the unreasonable silence of the world" (Camus, Myth 21). †¦ man experiences himself as other than his natural environment and as wanting more than it can yield†¦nature has produced a being with needs it cannot fulfill. The juxtaposition of the human need for ultimate meaning with the ultimate lack of meaning yielded by the universe is the a... ...tranger.’† Storybites.com. Storybites, 2011. Web. 26 August 2015. "Absurd."   Merriam-Webster's Online Dictionary.   http://www.merriam-webster.com/ Web. 26 August 2015. http://www.merriam-webster.com/dictionary/absurd Braun, Lev.   Albert Camus:   Moralist of the Absurd.   Cranbury: Associated UP, 1974. Camus, Albert.   The Myth of Sisyphus.   Trans. Justin O'Brien.   New York: Vintage, 1955. ---.   The Stranger.   Trans. Matthew Ward.   New York: Vintage, 1988. Ellison, David R.   Understanding Albert Camus.   Columbia: U of South Carolina P, 1990. Masters, Brian.   Camus: A Study.   London: Heinemann, 1974. McCarthy, Patrick.   Camus: The Stranger.   Cambridge UP, 1988. Todd, Oliver.   Albert Camus: A Life.   Trans. Benjamin Ivry.   New York: Knopf, 1997. Woelfel, James W.   Camus: A Theological Perspective.   New York: Abingdon, 1975.   

Essay on The Holy Bible - Dionysus and Genisis God :: Holy Bible Genesis Essays

Dionysus and Genisis God  Ã‚  Ã‚      Every individual has his/her own view of a divine power. It appears that each different culture looks at its’ higher being in a different way.   Texts and myths are used by each culture to explain its god or gods or even goddesses.   Genesis, from the Bible, shows the many characteristics of the Christian God, as does Euripides' The Bacchae of Dionysus.   The two separate Gods are shown to illustrate very similar human characteristics; however, they differ by their godly attributes and their effect on how women are viewed in today's society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Christian God, as described in Genesis, possesses some common human characteristics. The Greek God of all that is emotional, Dionysus, is depicted in The Bacchae to have those same human emotions. Both Gods portray a very common human emotion: need. The Genesis God wants to be the only God that the people belief in; he is needy in receiving recognition for being the only God. Dionysus has a very similar conflict. The entire play deals with Dionysus testing the Theban women of their sincere devotion and belief for him. While Dionysus struggles to be recognized as a true God, the Christian God is struggling to be recognized as the only God. Both Gods possess this very human emotion that we call need; both are in desperate search for recognition and acceptance.   Another human emotion that can be found in both Gods is authority and wrath. The Biblical God punishes Adam and Eve severely when they eat from the Tree of Forbidden Fruit. He uses his godly authority and sends them out of Paradise. Dionysus portrays that same angry emotion; he gets angered so easily when someone refuses to belief in him. Need and wrath are very human emotions that the Christian God and Dionysus experience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The attributes and power that each God has is a major difference between the depiction of the God in Genesis and the Dionysus from The Bacchae. Genesis tells of the story of how God created the earth, and how he made the animals, man and woman. This God is shown to have the power to do anything in his will. He is the one and only true God.   Dionysus does not possess that kind of power. Essay on The Holy Bible - Dionysus and Genisis God :: Holy Bible Genesis Essays Dionysus and Genisis God  Ã‚  Ã‚      Every individual has his/her own view of a divine power. It appears that each different culture looks at its’ higher being in a different way.   Texts and myths are used by each culture to explain its god or gods or even goddesses.   Genesis, from the Bible, shows the many characteristics of the Christian God, as does Euripides' The Bacchae of Dionysus.   The two separate Gods are shown to illustrate very similar human characteristics; however, they differ by their godly attributes and their effect on how women are viewed in today's society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Christian God, as described in Genesis, possesses some common human characteristics. The Greek God of all that is emotional, Dionysus, is depicted in The Bacchae to have those same human emotions. Both Gods portray a very common human emotion: need. The Genesis God wants to be the only God that the people belief in; he is needy in receiving recognition for being the only God. Dionysus has a very similar conflict. The entire play deals with Dionysus testing the Theban women of their sincere devotion and belief for him. While Dionysus struggles to be recognized as a true God, the Christian God is struggling to be recognized as the only God. Both Gods possess this very human emotion that we call need; both are in desperate search for recognition and acceptance.   Another human emotion that can be found in both Gods is authority and wrath. The Biblical God punishes Adam and Eve severely when they eat from the Tree of Forbidden Fruit. He uses his godly authority and sends them out of Paradise. Dionysus portrays that same angry emotion; he gets angered so easily when someone refuses to belief in him. Need and wrath are very human emotions that the Christian God and Dionysus experience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The attributes and power that each God has is a major difference between the depiction of the God in Genesis and the Dionysus from The Bacchae. Genesis tells of the story of how God created the earth, and how he made the animals, man and woman. This God is shown to have the power to do anything in his will. He is the one and only true God.   Dionysus does not possess that kind of power.

Caffeine Extraction from Tea Pre Lab Report Essay

Describe an alternative method for evaporation of the CH2Cl2 Can be steamed and then rinsed with ethyl acetate for several hours, and then rinsed with water, or can be soaked in a bath of CO2 and run through water, making carboxylic acid. (2) Caffeine: (4) Repeated exposure can produce general deterioration of health by an accumulation in one or many human organs. First Aid Measures: Eye contact – Immediately flush eyes with plenty of water for at least 15 minutes. Cold water may be used. WARM water MUST be used. Get medical attention. Skin Contact – Immediately flush skin with plenty of water. Cover the irritated skin with an emollient. Remove contaminated clothing and shoes. Wash clothing before reuse. Thoroughly clean shoes before reuse. Get medical attention. Serious Skin Contact – Wash with a disinfectant soap and cover the contaminated skin with an anti-bacterial cream. Seek immediate medical attention. Inhalation – remove to fresh air. If not breathing, give artificial respiration. If breathing is difficult, give oxygen. Get medical attention. Serious Inhalation – Evacuate the victim to a safe area as soon as possible. Loosen tight clothing such as a collar, tie, belt or waistband. Seek medical attention. Ingestion – do not induce vomiting unless directed to do so by medical personnel. Never give anything by mouth to an unconscious person. Loosen tight clothing such as a collar, tie, belt or waistband. Get medical attention immediately. Dichloromethane: (5) Causes eye and skin irritation, respiratory tract irritation. Harmful if swallowed and possibly if inhaled. May cause central nervous system effects, and kidney damage. First Aid measure:  Eyes – immediately flush eyes with plenty of water for at least 15 minutes. Get medical aid. Skin – flush skin with plenty of water. Remove contaminated clothing and shoes. Get medical aid if irritation develops and persists. Wash clothing before reuse. Ingestion – If swallowed, do not induce vomiting unless directed to do so by medical personnel. Never give anything by mouth to an unconscious person. Get medical aid. Inhalation – remove to fresh air. If not breathing, give artificial respiration. If breathing is difficult,  give oxygen. Get medical aid. 6. A rotary evaporator (rotovap) is typically used in chemistry for the removal of solvent from samples by the process of evaporation. Can also be used in molecular cooking for the preparation of distillates and extr acts. How the rotovap works, is it increases the rate of evaporation of the solvent by reducing the pressure to lower the boiling point of the solvent, rotating the sample to increase the effective surface area and heating the solution. (6)   When performing a liquid-liquid extraction, the separatory funnel should be (c) 3/4 full. List two things you should do before pouring liquid into a separatory funnel: be sure the stopcock is in the closed position  be sure the stopcock is sideways tight.  Dichloromethane will be the bottom layer, since it has a higher density than the aqueous solution. The stopper must be removed from the sep funnel when liquid is being drained from it through the stopcock, so that air can flow in through the top while the liquid is flowing out the bottom. References 1. Chem Spider. 2011. Caffeine. [ONLINE] Available at: http://www.chemspider.com/Chemical-Structure.2424.html. [Accessed 07 October 14]. 2. Beverage Answers. 2014. Decaffienated Tea – How is Decaf Tea Made. [ONLINE] Available at: http://www.beverageanswers.com/tea/decaf-tea.html. [Accessed 07 October 14]. 3. The Modern Embalmer. 2012. CALL OF THE WILD: TAXIDERMY TANNIC ACID/TANNINS IN EMBALMING. A DEAD-END ROAD TO FORMALDEHYDE-FREE CHEMICALS.. [ONLINE] Available at: http://www.themodernembalmer.com/tannin.html. [Accessed 07 October 14]. 4. Science Lab. 2013. Material Safety Data Sheet Caffeine MSDS. [ONLINE] Available at: http://www.sciencelab.com/msds.php?msdsId=9927475. [Accessed 07 October 14]. 5.Science Lab. 2013. Material Safety Data Sheet Dichloromethane MSDS. [ONLINE] Available at: http://wcam.engr.wisc.edu/Public/Safety/MSDS/Dichloromethane.pdf. [Accessed 07 October 14]. 6. Chem.UCalgary. 2014. Organic Laboratory Techniques. [ONLINE] Available at: http://www.chem.ucalg ary.ca/courses/351/laboratory/rotavap.pdf. [Accessed 07 October 14].

FIN 571 Entire Course / FIN 571 Complete Course Essay

vanadium 571 entire program / break water 571 do it tunehttp//homeworktimes.com/downloads/fin-571-entire-course-fin-571-complete-course/ For more than Tutorial lower http//homeworktimes.comFor any selective information Email Us Uopguidesgmail.com fivesome 571 hebdomad 1 DQ 1 quintette 571 workweek 1 DQ 2 vertical stabiliser 571 workweek 1 psyche Guillermo article of furnituretail fin 571 hebdomad 2 DQ 1 louver 571 hebdomad 2 DQ 2 break water 571 hebdomad 2 unmarried school text riddle Sets quint 571 workweek 3 DQ 1 quintette 571 hebdomad 3 DQ 2 outfit 571 workweek 3 Learning team Lawrence Sports example quintuplet 571 Week 4 DQ 1 break water 571 Week 4 DQ 2 caudal fin 571 Week 4 respective(prenominal) Guillermo piece of furniture Store psychoanalysis cinque 571 Week 5 DQ 1 quintuplet 571 Week 5 DQ 2FIN 571 Week 5 various(prenominal) school text Problem SetsFIN 571 Entire Course / FIN 571 Complete Coursehttp//homeworktimes.com/downloads/fin-571-entire-course-fi n-571-complete-course/ For More Tutorial Visit http//homeworktimes.comFor any Information Email Us Uopguidesgmail.comFIN 571 Week 1 DQ 1FIN 571 Week 1 DQ 2FIN 571 Week 1 Individual Guillermo FurnitureFIN 571 Week 2 DQ 1FIN 571 Week 2 DQ 2FIN 571 Week 2 Individual Text Problem SetsFIN 571 Week 3 DQ 1FIN 571 Week 3 DQ 2FIN 571 Week 3 Learning Team Lawrence Sports SimulationFIN 571 Week 4 DQ 1FIN 571 Week 4 DQ 2FIN 571 Week 4 Individual Guillermo Furniture Store Analysis FIN 571 Week 5 DQ 1FIN 571 Week 5 DQ 2FIN 571 Week 5 Individual Text Problem SetsFIN 571 Entire Course / FIN 571 Complete Coursehttp//homeworktimes.com/downloads/fin-571-entire-course-fin-571-complete-course/ For More Tutorial Visit http//homeworktimes.comFor any Information Email Us Uopguidesgmail.comFIN 571 Week 1 DQ 1FIN 571 Week 1 DQ 2FIN 571 Week 1 Individual Guillermo FurnitureFIN 571 Week 2 DQ 1FIN 571 Week 2 DQ 2FIN 571 Week 2 Individual Text Problem SetsFIN 571 Week 3 DQ 1FIN 571 Week 3 DQ 2FIN 571 Week 3 Lear ning Team Lawrence Sports SimulationFIN 571 Week 4 DQ 1FIN 571 Week 4 DQ 2FIN 571 Week 4 Individual Guillermo Furniture Store Analysis FIN 571 Week 5 DQ 1FIN 571 Week 5 DQ 2FIN 571 Week 5 Individual Text Problem Sets

Gourevitch book review Essay

notable Ameri after part originator and journalist Philip Gourevitch, presents his 1998 burning and inditeitative non-fiction publication titled We longing to inform you that tomorrow we lead be killed with our families, stories from Rwanda. New York Paw Prints. The countersign chronicles the correctts in the Rwandan racial extermi rural argona and provides a riveting definition of the rootages travel to Rwanda later on the racial extermination and the horrors he encountered. He interviews a frame of those who survived the ordeals and gathers the information which he uses to restitute their horrifying stories and thus provides a reprehension of the racial extermination.Gourevitch has earned a weigh of reputable awards as an appreciation of his exceedingly thinkable and uninflected leger. The 1998 National Book Critics represent claims the number of numerous awards that he has managed to scoop. The 1994 Rwandan genocide brought this tiny country in east Africa int o the limelight. Gourevitch made follow ups to the 1994 genocide and he gained interest in unearthing the information since he was not getting satisfied by following the happenings from afar. This prompted him to devote a number of trips in a period of dickens years to both Rwanda and its neighbors.It was during his visits to report virtually the aftermath of the genocide that he create his book. Most of the information that America and close to of the western countries have on the genocide is in general accredited to Gourevitchs work. The pen starts the book by describing Decimation which he lines as the killing of every tenth individual in a population. Gourevitch goes still to describe how in the summer of 1994 a series of passelacres decimated the Republic of Rwanda (Gourevitch, 1998 p. 1).The author argues that even though the massacre was carried off with machetes, the tempo at which it was carried out was staggering. To highlight the distressfulness of these kil lings the author comp ars them with the Holocaust in which he points out that the massacre was nearly 3 times deadlier than the Holocaust. He nar prises how the government had espouse a new policy in which the Hutu majority was to kill all the Tutsis nonage with the reasoning being that this would make the cosmos a better place.What followed were nipping blooded murders of the Tutsi minority with use of machetes (Gourevitch, 1998). Gourevitch adopts a sort of judgmental and snarky tone that is geared towards those who made decisions that in one steering or another led to the genocide. He similarly tackles the root problems that sparked the mass killings in this small country. The author in his reproducible thinking about the root consume of the genocide argues that the colonial recital of Rwanda was a major contributor to the genocide.Gourevitch argues that the tribal disputation between the Hutu majority and the Tutsi minority can be t plyd cover version to the Belgium regime which colonize Rwanda. The author points out that Belgium itself was a nation divided along ethnic lines, in which the Francophone Walloon minority, ruled the country (Gourevitch, 1998 p. 58). The regime maculation in Rwanda fostered the minority Tutsi elites and portrayed the Hutus as a downtrodden ethnic race just useful as the workforce. This would seemingly leave a bad perceptivity to the majority Hutu group towards the minority Tutsi group.The fulfilment for this hate was clearly highlighted at the rate with which the killings took place which the author says were the most cost- efficient mass killing since Hiroshima and Nagasaki (Gourevitch, 1998, p. 1). Gourevitch presents this book in such(prenominal) a way that it is highly fine of the lack of intervention from occidental governments and the United Nations forces, who he claims just stood by and watched as the killings took place. The Belgians and the French are blamed for their complicity and also the autho r portrays these countries as any(prenominal) that aided in reinforcing their own senses of impunity. unrivalled of the most disturbing truths in the book that the author reveals is that those who had died knew they were going to die. The author tells of how it was denote on radio, it was in the newspapers, people rundle of it openly (p. 18). This use of the media to propagate the killings is also to be blamed since it acted as a focal point in the genocide. Theda Skocpol a renowned sociologist and political scientist, tries to offer just about light as to why frenzy may tend to occur in a political arranging.She mainly hires her ideas from the loss class conflict in which she mainly argues from the rural agrarian and state conflicts. The author of STATES AND SOCIAL REVOLUTIONS A Comparative synopsis of France, Russia and China aims to offer some explanations by employing both the Marxist scholarship and novel social science theories about rotary motion (Skocpol, 2007 p. 35). In her book she argues that France, Russia and China are all successful revolutions and even though they are quite a number of differences there seems to be a material body that is distinctive of the three revolutions.Skocpol argues that a careen in a social system will quite often lead to grievances and thus the emergence of group interests with the effective potential of collective mobilization. This as she points out will lead to the emergence of mass based questions that may have the mean of overthrowing an entire social order. She argues that this revolutionary movement will fight and in expression it wins it will establish its own representation (Skocpol, 2007 p. 14-15).This can be paralleled to what happened in Rwanda where the Hutu had grievances against the minority Tutsi and thus embarked on actions that were geared towards ever-changing an entire social order with the flavor that by exterminating the Tutsi people they could make the knowledge domain better pl ace (Gourevitch, 1998 p. 6). The author in this book tries hard to prove that it was a genocide and he even asserts his postal service on the severity of this matter by reminiscing of how he read that the United States had trenchant for the first time in its history to use the word genocide to describe what happened (Gourevitch, 1998 p.7). Gourevitch in this book solitary(prenominal) provides antecedents rather that clear cut answers and therefore the contentment of the book is not quenched. Gourevitchs book is mainly geared towards criticizing the response of the internationalistic community in responding and averting the genocide and his anger cannot be hidden and this leads to him only presenting one side of the story preferably of being neutral.The book is extremely critical of the west and the United Nation which the author uses sarcasm to depict how the Rwandans never suasion the UN soldiers knew how to shoot in order to splosh the killings but after a time they were showed their prowess in shooting dogs which were have corpses in the streets. However, the atrocities that took place in Rwanda are still capable of happening anyplace else and considering the fact that they means used were not highly sophisticated just shows how if such a genocide would ever take place again in the world then the results would be highly catastrophic.The author does a good job in depicting the genocide and his highly analytical technique of even going back to how the two tribes in contention, interacted leaves us with elbow room to understand clearly how the genocide came to be. References Gourevitch, P (1998). We wish to inform you that tomorrow we will be killed with our families stories from Rwanda. New York Paw Prints Skocpol, T (2007). States and social revolutions a comparative epitome of France, Russia and China. New York Cambridge University Press, 2007