Greenpeace and Politics Essay

Greenpeace is an organization which often shake ups with political relations in countries two over the world in its attempt to stop things like world(a) warming, dewoodlandation, overfishing and more. Greenpeace tries to reach their goals by draw action and lobbying. This is the phonation where they often collide with the authoritiess. My questions about this topic be-What conflicts does Greenpeace fork out (or did they consider) with the government and corporations in the Netherlands and governments and corporations of a nonher(prenominal) countries in the world? -How exactly does Greenpeace influence governments and corporations? -What influence does Greenpeace have on governments and corporations? I want to answer these questions by first breaking a bit more about Greenpeace.Then I pull up stakes tell about some conflicts which Greenpeace have had and still have with Dutch government and corporations. I am likewise going to tell how Greenpeace acted in those conflic ts and if they reached their goal(s). by telling this, I will have answered the befriend and third question. I will also tell about some conflicts Greenpeace has with otherwise governments and corporations and how Greenpeace acted there.GreenpeaceGreenpeace is a non-governmental environmental organization. It has offices in more than forty countries on the whole over the world. Its multinational coordinating body is in Amsterdam, the Netherlands. Greenpeace states its goal is to ensure the ability of the priming to nurture life in alto educateher its diversity. It focuses on worldwide issues more than(prenominal) as global warming, de woodwindation, overfishing, commercial whaling and anti- thermonuclear issues. Greenpeace is known for its direct actions and lobbying to stop or delay things but also uses research and innovation to achieve its goals. Greenpeace does not accept money from governments, political parties, or companies. It relies on more than 2.9 one gazillion million million individual supporters and representation grants.Greenpeace is a founding member of the INGO Accountability pack an international non-governmental organization that intends to promote accountability and transp arency of non-governmental organizations. Greenpeace has been described as the most visible environmental organization in the world. It has raised environmental issues to public knowledge, and influenced both the private and the public sector. Greenpeace has also been a seminal fluid of controversy its motives and methods have received criticism and the organizations direct actions have led to legal actions against Greenpeace activists.Greenpeace and conflicts with the Dutch government and Dutch corporations In August 2008, Greenpeace threatens the negotiations of the Dutch government and civil society organizations concerning the designation of defend record reserves in the North Sea. Greenpeace threw large rocks in the Sylter Buitenrif, close-fitting t he German-Denmark border. Each of the rocks are about two to three tons. Because of the rocks, fishing is unachievable in that area because the fishing nets might get hooked on the rocks, which will be dangerous for the boats.The reason why Greenpeace did this was because the Dutch government was too slow with the designation of protected nature reserves. In 1995, on the whole EU countries promised they would take protective measures known as Natura 2000, but alone North Sea countries, including the Netherlands, took too retentive to do this and were behind schedule. The Dutch minister of agriculture, minister Verburg, agreed to designate four protected nature areas. Minister Verhagen declared he treasured a second nuclear power plant (NNP) to be built in the Netherlands, one much bigger than the NNP we already have in Borssele. He had already found a solution for the nuclear waste put it under the ground. harmonise to minister Verhagen, two soil types are suitable for storing nuclear waste, flavour domes in the northern Netherlands and the Boom clay layer which extends over the Netherlands and a part of Belgium.And since a few months, Dutch Greenpeace activists have been protesting against nuclear force in the Netherlands. They have been trying to persuade the cities to say no to nuclear waste storages underneath their city. They did this in several ways, they for example placed specimen signs under more than 64 signposts of cities in middle and south Netherlands. Greenpeace activists also visited cities and spoke to councilors and they dumped nuclear waste in several places.By now, more than 75 cities said no to nuclear waste and the talent federation Delta declared in January to have put the plans for a second NPP on hold. They declared it was not feasible anymore to built a second NPP. However, minister Verhagen still wants a second NPP, though he does not seen to get much support anymore In December 2011, Greenpeace campaigned in the harbor of IJmuiden against harmful giant charges which was about to set sail to the amnionic fluid West-Africa. Because of overfishing in the European seas, directs like these now have to go to other seas because they cannot catch enough fish in European seas anymore.The ships against which Greenpeace was political campaign was part of the Pelagic Freezer-Trawler Association (PFA). This is a company which is established in the Netherlands and is a partnership of several Dutch fisheries. PFA got more than 142 million euro subsidy from 2006 to 2011 on. the exit five years more than 142 million Euros in European subsidies. Subsidies which are paid from tax money paid by European inhabitants.Greenpeace wrote the numerate of money which one of the largest fishing ships in the world got on the ship itself. Also, on the 31st of January 2012, Greenpeace anchored one of Europes largest ships to the dock with blade cables to keep back it from setting sail to fishing waters. The Second Chamber wi ll debate about overcapacity on the 15th of February in the Algemeen Overleg.Greenpeace and conflicts with other governments and corporations all over the world Finland, 1995 In June 1955, Greenpeace took a ashes from a channelise and put it on display at exhibitions in Austria and Germany. They declared that the trunk was from a channelise from a ancient forest in a national park which was supposed to be protected. Metshallitus is a state-owned enterprise in Finland has the tasks of managing most of the protected areas of Finland and to supply wood to the countrys forest industry.They accused Greenpeace of theft and said the trunk was from a normal tree that had been destroyed during a storm. Greenpeace replied that the tree had fallen down because the forest about it had been clear-cut. With this action, Greenpeace wanted to highlight the fate of old forests, and they did, because the incident received packaging in some large Finish newspapers.Great Britain, 2008On the eleven th of September, 2008, six Greenpeace activists were acquitted in a case started by energy company E.ON. The activists were protesting against the emission of CO and the construction of a new coal plant in Kent. They climbed the chimney of an existing plant and wanted to pen the text Gordon, bin it on the chimney. However, they were stopped after they had written Gordon. E.ON wanted the activists to pay the misuse costs of 35,000 but the judge decided that the damage to the environment through with(p) by the coal plant was many time bigger than the activists graffiti.France, 1985The first ship of Greenpeace was the Rainbow Warrior, a 40 meter long former fishing trawler. From 1978 to 1985 on, it was used as a ship to prevent whale hunting, ocean-dumping of toxic and radioactive waste, seal hunting and nuclear testing. In 1985, the Rainbow Warrior was to lead a fleet of protest vessels into the waters surrounding a french nuclear testing site. The French government secretly bo mbed the ship in the Auckland harbor, unexampled Zealand. The bombings killed a Dutch unthawlance photographer. At first, the French government denied they had bombed the ship, but in the end they were exposed by the New Zealand police. They agreed to pay New Zealand a compensation of 13 million New Zealand Dollar. They also paid 2.3 million French francs to the family of the photographer.Liberia, Greece, 2002In 2002, classic, German and Swiss activists boarded the vessel MV Zini in the port of Kalamaki. The vessel was there to unload logs which it had picked up at the Liberian port of Buchanan. That port is more often than not controlled by the logging company Oriental Timber Company ( unlisted). OTC is run by a close business associate of the death chair of Liberia, who has granted the logging rights to at least one third of Liberias remaining 4.8 million hectares of ancient forest to the company. Liberias forests contain spacious biodiversity, but its timber industry is fuel ling both environmental destruction and homophile rights abuses.The Greenpeace activists dressed like animals, the same animals that are being wiped out nigh the world through the destruction of ancient forests. In reaction to the Greenpeace action, the Greek ministry of environment joined other European nations in committing itself to keep a very clear and strong position for the protection and sustainable forethought of the last ancient forests of the world and they made promises to take action against forest destruction.Japan, 2008In June 2008, the Japanese police arrested two Greenpeace activists for stealing a disaster which was supposed to be full of cardboard, but which was in fact alter with whale meat. The two activists presented this box as evidence to the Public prosecuting attorney in capital of Japan of wide-scale corruption at the heart of the government-sponsored whaling operation in the Southern Ocean Whale Sanctuary. There has been an investigation, but accord ing to the Tokyo District Prosecutor Office, it has been unable to find evidence of the embezzlement. The investigation into clustering and whaling officials has stopped.After their arrest, the two Greenpeace activists, known as the Tokyo Two, have been held without charge for some time. In that time, more than 170.000 people have done a cyber action, and a quarter million people sent a mail to the Japanese government to demand their release. The Tokyo Two have been handed a one year suspended prison metre last year September, despite of the world wide protests against the unjust sentence. Although they are now in prison, they did manage to put whaling successfully on trial, both in court, and in Japans national media.Switzerland, 2010, Other European countriesIn 2010, the Swiss Parliament extended its ban on the coating of genetically engineered (GE) plants for three more years. Switzerland will now stay free of GE plants until at least 2013. The original moratorium was backed b y Swiss voters in a referendum 5 years ago. Supporters of the ban included farmers, who were interested about the impacts of GE crops on organic produce as GE crops pose unpredictable risks to human and animal health. The Swiss Greenpeace office has been bread and butter these farmers and Swiss consumers to ensure the country remains GE-free.The EU Commission death chair Barroso is trying to force GE crops into the EU and to bypass standard effectiveness procedures. However, this approval has met many criticism and opposition. The governments of Greece, Austria, Luxembourg, Italy, Hungary and France have all publicly announced that they will not allow GE potato crops grown in their countries. Six other EU countries, Austria, France, Germany, Greece, Hungary and Luxembourg have bans on GE maize cultivation.I hoped I was able to give an idea of the conflicts Greenpeace gets into with governments and corporations all over the world. Of course, what I told is only a fraction of the a ctions Greenpeace does and the conflicts and problems they walk into when campaigning but had I told about them all, or even half of them, I could have continued for a very long time. And of course, Greenpeace does not ever get into conflict with governments or big corporations, sometimes they only get into conflict with small companies or a small group of people.

Influence of Christianity and Islam on Medieval Europe

CHIJIOKE MADUEWESI ID9315 CHRISTIANITY In knightly europium, study impacts from the fall of the roman pudding stone still exists today. One of these religion is Christianity, which has made a staunch emergence on medieval europium. Christianity has been a major(ip) practice in Europe since the first century. It accounted for more than 76. 2% of the Europeans. Christianity introduced catholic churches in medieval Europe. These churches set(p) down meaningful influences, which has and is still aiding European countries till date.These churches in medieval Europe somewhat lectured people, that their souls were conceived in sin, and in addition, these sinful souls could be saved if solo they repented. This applied evenly to everyone with no exception, including the kings and queens. These churches taught the European to be charitable, a practised example can be seen in the Story of lady Godiva, where she was recognize by the population for her charity. The church also started s chools in the west, a consummate(a) example is the kings school in Canterbury, that is still operating today disrespect its Age (founded in 596).The church, also Supplied hospitals for the sick, lame and injured to be catered for. These base of people, had their needs attended to by the nuns and monks of the church. Again, the church made available bema for the oppressed and fugitives. ISLAM Islam, a religion with a strong pursuit for excellence wherever it finds its self. They served Allah, they took prayers very serious, praying five times daily, showing their zeal for responsibility and respect to Allah. Islam significantly were proceedsive in different aras in the first ages of medieval Europe .They gave major influences in various aspect of Europe, as in, Art, architecture, technology, language and many others. First, many terminology used in Europe were derived from islam. These words are based in major sciences such as mathematics, medical specialty, physics etc. So me of these words include Algorithm derived from Al-khwarizmis, Algebra from Al-jabr etc . These words are still viable today, helping the mathematicians formulate equations in Europe. Furthermore, Arabic schools were created in Europe, in order to support the muslims in Europe to hold and write in Arabic.It also functioned to teach its language to people who are willing to transform to a different religion. Several Arabic books, pen by great Moslem authors, aided major readings in medicine and physics. Avicenna, a renowned muslim author, famous for his book by the severalise The canon of medicine which influenced European Medicine and is still a monetary standard medical text book in Europe. In this book, he brought up the idea of infectious/contagious diseases, that spread easily from mortal to person through air-borne. This has helped doctors today to completely eradicate or vaccinate particular(prenominal) carriers in Europe.Also, Muhammad ibu Zakariye Razi, famous for writing books (encyclopedias), realeased his book by name The universal Book of Medicine, which has carefully explained the distinctions between certain diseases such as measles from chicken pox, thereby, enabling the doctors to vividly discover the symptoms that cause them, also, prevents these doctors from merge both. In physics, another popular author, Alhazer, wrote the Book of Optics (Ibu al-ttaytham) it was highly notable for its development and influence on the theory of vision and light, which has made major changes in the optic world of physics in medieval Europe.In medieval Europe, Islamic arts were highly rated and decorative, thus, its high importation into Europe. Its designs featured man hunt and carvings, which indicate ancient renaissance art, which has been greatly acknowledged in Europe. However, it is delightful to know that, home materials such as carpets and flower vase were introduced to Europe by islam. These carpets indicated wealth in Europe. They are st ill traded today, mainly by the aristocrats. Moreover, medieval Europe adopted their ideas of technology from the Islamic world.These technologies include, astronomical devices, developed and down by the Islamic world, which Europe admired and obtained. Other examples include gear in water clocks and crops. ROME Rome, one of the greatest empires known, respected for its violence, army and rule. They influenced the medieval. They brought about the advent of advanced weaponry in Europe. virtually of the European weapons were collected from the world of rome and transformed into mass wipeout devices. The Europeans took advantage of this, and used them in wars.Today, Europe still has a standard class of weapons, used for protection in battles. Moreover, Roman civilization had an effect on the culture, language, architecture and the European government. In terms of language, the Romans spoke Latin and latin is popularly spoken in Europe. They were also a major influence of classical architecture. In terms of religion, Constantine the great made Christianity a popular religion by restricting the killing of Christians. Now, Christianity is a major aspect in Europe.Many of the cities presently in Europe were founded by the romans and also water system works such as plumbing was introduced by the romans in Europe. Many artistic works were gotten from rome, also, symbols and logos such as eagle wings, coat of arms normally on flags were gotten from Rome which European flags still bear nowadays. Finally, European parents now name their children with latin name such as Paulus, Julius, maria and Julia etc. This was a major component from in European countries today.

Fundamental Attribution Error Essay

The fundamental attribution delusion is when a person overestimates the go of another persons personality over a abide by or behavior rather than giving credit to the influence the stain may have on the person. A famous experiment demonstrating this error was conducted by David Napolitan and George Goethals. In this experiment, they instructed a woman to act either unmannerly and critical, or straightaway and friendly to each person individually. Half of the convention was told that the woman would be acting spontaneously, and the other half was let in on the experiment.The result was that the assumptions about her personality did not change fifty-fifty though half the group had known that she was an actor. Each group put on that because the woman behaved coldly, her personality was so. Even the group who was told that her behavior was propertyal had still believed that she was warm and friendly because of the way she was acting in the situation. Many times, we find that we clothe this error. If we simply looked at a situation from the other persons point of view, perhaps they were having a bad daytime we would then take care their behavior and perhaps even become sympathetic toward them.This relates to me because I extend to make this error a lot throughout the day. Many times, however, it has to do with my situation as well. For example, if I am having a bad day, it makes me harder to feel and/or understand when someone else is having a bad day. Its akin I dont train it. Their bad attitude is in effect(p) like another notch of bad onto the belt of bad day another thing that went wrong. However, if I stop to think about why this person is so snappy, I might be able to see that it is not just the type of person that they are, but it is perhaps the situation that they were put in.

Performance in a Business Environment Essay

The purpose and benefits of continuously improving my own performance at drill is to move one step forward and exceed my limitations, strain further goals, self-motivation, not to be the similar person and on the same position after a certain of time, to exceed my performance at wee and doing work, improving my own performance helps me to progress on my calling and give me a job satisfaction. However this leads me to evaluate my own work by grammatical constructioning at the work that takes the most time, and what actions can I take to do this task in a less time, until now at the same time I look at the ruff part of the job that I do and also look for areas where I can reform. I normally speak to my colleagues that are much last than me regarding this and take advice as well as guidance to do so. It is so important for me to get feedback and to accept it from others as this leave behind help me to hold from my mistakes and be more confident in the work I am doing.Receiv ing feedback also helps me see myself from the perspective of others and how other people see me I always accept feedback whether positive or negative, as positive entrust help me to work harder and keep the good work Im doing, as well as negative will help me to collar from my past failures and mistakes so I can correct them. In all(prenominal) scheme it is so important to provide a Good part piece of work, as a very challenging person I always try new ways, different ways to do my work with a good quality and within less time scale. I always learn new things either in the office as my daylight to day tasks or at home for my ample full term career goals. My own nurture and modernisement does not only improve my work and productivity, it improves and benefits the team I work with as well as the whole arranging.The more I learn, the more I can do. This benefits the organisation by increasing productivity. It helps me to identify gaps between my job requirements or in stor e(predicate) work roles and the existing knowledge, understanding and skills. This is one of the reasons that we imbibe in our organisation a private website that provides different short courses for self-development. The progression route from my accepted role will be towards a Management Information Analysts role, and hence eventually a Business Analyst role as my languish term role. This will also help me work towards my career I wish to pursue in the educational field, where I will restrain to also demonstrate data management tasks on my day to day tasks at work. After completing my Apprenticeship in Business and Admin L3, I am looking forward to starting an Apprenticeship L4 with a hard working todevelop my career to the next level as Management Information Analysts towards my long term career as a Business Analysts. I already have experience working in education, retail and IT.I will be working harder to meet my above career development with a good salary package and job description, where I can outdo use my skills, talents and capabilities. So by developing my skills I can look at possible interesting careers and sectors that I might be evoke in and develop my opportunities in securing a good job. A learning end is a way for everyone to set personal targets and record achievements. It helps me as a person to keep on track towards where I requisite to be in my life and my work. The reason for making a plan is, it simply helps me to take more control of my future, by reminding me what I have learned, achieved and enjoyed. Creating my plan can help me develop more confidence in my ability to tackle new things, become more employable, and get more out of life.

A view from the bridge †Arthur Miller Essay

When Marco and Rodolfo appear in Catherines animateness, she matures very quickly, perhaps fashioning up for the time lost when Eddie unploughed her at home as a baby as Beatrice says Well, you kept her a baby, you wouldnt allow her go divulge. Beatrice is urging Catherine to grow up and, as if she suspects some of Eddies feelings for her niece, points come let out of the closet to her the ways in which she should act near the house you inactive walk around in front of him in your slip or like you sit on the edge of the bathtub talkin to him when hes shavin in his underwear if you act like a baby he be treatin you like a baby. When Catherine f every last(predicate)s in jockey with Rodolfo, her love for Eddie is split and she is confused. Eddie does not help his situation by world so stubborn round not allowing Catherine to grow up. She detaches herself from him and although she electrostatic loves him as a father figure, she does not seem to trust him anymore she does n ot tell him active the wedding betwixt her and Rodolfo Beatrice does theyre going to stick by married next week, Eddie. Beatrice is affected by the arrival of her cousins in her aver of mind.The hearing ferret out out that she and Eddie are having marital problems Its more or less three months you take upt feel good theyre barely here a couple of weeks and although they guess that it is to do with Catherine, they do not k at one time whether of not Beatrice does. It is not until the abolish that the audition find out that Beatrice effs about Eddies feelings for Catherine although in hindsight, Beatrice could turn in been urging Catherine to grow up because she guessed Eddies flaw. It is at the last when it is finally said out brassy You want somethin else, Eddie, and you cant have her when the listening finds out about Beatrice knowing and with this, she gains the audiences sympathy because she has had to carry around this awful secret sharpening how loyal to her husband she has been by merely mentioning it. Beatrice is also worn down by having to keep peace between her niece and husband. She desperately wants them to be friends and as happy as they were before with no secrets or lies she wants to ask you. Come on, Katie, ask him. Well have a officey Whatre we gonna do, hate all(prenominal) other? .Beatrices cousins end up wearing her out as she tries to hold her family together despite all of the hatred and love going on around her. When Marco and Rodolfo first go at the Carbone household, they are grateful to Eddie for letting them stay and they are automatic to do as he tells them I want to tell you now Eddie when you say go, we will go. They greatly regard Eddie and are impulsive to do all he says like when Rodolfos singing is making Eddie uneasy, Marco tells Rodolfo firmly Youll be quiet Rodolfo obeying Eddies commands.They are grateful towards Eddie because he is keeping them and hiding them as they are illegal immigrants into America. Eddie is very protective of Catherine and when she and Rodolfo start going out with each other, he is annoyed that foremost Rodolfo did not ask his permission to do so, as would have been the utilization in Sicily, and secondly that they stayed out late which infuriated him I dont want you hangin around Times Square, see? . As her guardian, Eddie expects to oversee all of her movements. Marco is eager to please Eddie and tries to ensure that his brother does not take advantage the mark in this new culture.When Eddie decides to teach Rodolfo to fight and hits him, Marco is keen to show that although his brother might not be very good at defending himself, the strength which Marco possesses is more than enough to beat Eddie. The audience learns this through actions which are dictated in the stage directions at the end of turning One He kneels, grasps, and with strain slowly raises the pass high and higher a strained tension gripping his eyes and jaw, his neck stiff , the chair raised like a weapon over Eddies base on balls. Marco does not strike Eddie at this time because he still has respectfulness for him.Despite this show of aggression, it does not stop Rodolfo continuing to go out with Catherine and pursuing the American Dream. Eddie does not view that Rodolfo has genuine, sincere feelings for Catherine and scarcely wants to marry her to obtain an American Passport. He counteracts this theory by utter to Catherine You think I would carry on my linchpin the rest of my life a woman I didnt love fairish to be an American? . Eddie ends up betraying Rodolfo and Marco to the immigration office because of his green-eyed monster and obsessiveness about Catherine.He does not realise these are the reasons though he just wants to protect Catherine. His betrayal of Beatrices cousins is Eddies tragic downfall which links back to the perfect tragedies. Eddie wants umpire as he does not believe that Rodolfo is marrying Catherine for love besi des cannot prove it. It is because of this that he betrays Marco and Rodolfo in another way, he betrays their trust. The irony of the matter is that Eddie is not satisfied with the American way of justice you mean to tell me that theres no law that a guy which he aint right can go to work and marry a girl and -.Marco does not believe in the American law either, he would rather get revenge himself than let the law do it or others for him as can be seen at the end of the take on when Marco fights Eddie. In Marcos eyes, by betraying him, Eddie has killed his family as their just now source of income to buy food was through him. Eddie did not uphold the family faithfulness and in that has broken the laws of family honour, a law stronger than the laws of the country in Marcos eyes so therefore the punishment should be as hard as the crime committed.Marco does not believe that American justice is firm enough for the crimes committed, Miller has ironically made both Marcos and Eddies view about American justice the same. Miller makes the audience have to think about which is the worse crime, being an illegal immigrant or mooring the lifeline of a integral family as Eddie did. The protagonist, Eddie, suffers a downfall at the end of the play he is killed. This downfall is directly related to his flaw, his jealousy and love of Catherine, and, before he is killed, looses his character.As Marco and Rodolfo are taken external by the immigration officers, Marco spits in Eddies face and announces to the whole roadway what has been done and that he stole the food from my children. Eddie, although he does not turn down it, he defies the claims saying I gave them the blankets off my bed, six months I kept them as my brothers he is trying to prove to the crowd that he has no cause to betray the brothers and he is counting on his honest reputation to see him through and to have others believe him.When they dont, he feels destroy and all he wants is his reputation bac k the only way to do that is to accord it back to me in front of this neighbourhood, or we have it out. Eddie has lost everything from this and just wants his dignity back but Marco does not give that to him either, he kills him and justice is done, the Sicilian way. Tragic stop in the play supported the themes raised throughout the play. There is a wizard of approach at the point in the play where Eddie comes home drunk to find Catherine and Rodolfo in the bedroom together and he ends up kissing Rodolfo.This spell of the play is following the theme of love, for Catherine, and jealousy on Eddies part of Rodolfo. The grounds at this point of the play is fast and, although there is the sense of inevitability, the audience is taken by surprise by the twists and turns the play takes. The audience are shocked when Beatrice points out to Eddie and the audience his tragic flaw but because of the fast pace, there is no time for the audience or characters to stew on the matter because then Marco arrives. With his arrival, anger flows freely between him and Eddie and uncomplete tries to hide it.Eddie makes out how he has been victimised and asks the people in a sarcastic way maybe he come to apologize to me. The audience does not find out why Marco came back but at that time it is not really relevant. The focus is on Eddie and the audience realises that this is the climax the entire play has been building up to the tragic end that has been inevitable since Alfieris first obstetrical delivery. The audience is tense and need the fast pace to feed their interest about what is going to happen next.The ironic demolition at the end Eddie killed by his own hand and weapon makes the audience see that Eddies flaw has brought all this on himself. At the end of the play, there is a feeling of justice and revenge in the air, linking back to the tragic themes again, also, obviously, death. At the very end of the play, Alfieri makes a closing speech summarising and creatin g an affect of catharsis leaving the audience calm instead of tense, the solvent of the ending if Alfieri had not concluded.The context of the play works as a tragedy because of the cultural backgrounds of the characters and their way of life. Alfieri has cleverly picked a culture that still runs as the Greeks did with high standards to live up to and strong family values. By development Alfieri as a modern day chorus, Miller mirrors a classical tragedy set-up keeping the audience informed and creating the element of predestination.By victimization a modern context, Miller has shown the audience that theories on honour and respect have not changed much since the Greeks. Alfieris message at the end of the play to the audience is that the truth should always be told. It shows that although Eddie did not know his feelings for Catherine, someone could have told him and the problem could have been sorted. If people had talked more to each other and instead of fighting about everything, just talked, maybe the whole thing could have been resolved.

Apple Background of Company

apple background of company demonstration Transcript 1. Background of companyorchard apple tree Inc. , formerly Apple Computer, Inc. , is a multinational federation that creates consumer electronics, computer software, and commercial servers. Apple was established in Cupertino, California on April 1, 1976 and incorporated January 3, 1977. The companys better-known hardware products include Macintosh computers, the iPod, the iPhone and the iPad. For reasons as different as its philosophy of comprehensive aesthetic design to its distinctive publicise campaigns, Apple has established a unique reputation in the consumer electronics industry.This includes a customer base that is devoted to the company and its brand, particularly in the get together States. Fortune magazine named Apple the most admired company in the United States in 2008 and in the world in 2008, 2009, and 2010. 2. Comparing a Steve Jobs presentation is nearly impossible. Hes in a unite all(a) his own. In my opin ion, Apple chief executive Steve Jobs is the most attractive pitchman in business today. His presentations are brilliant demonstrations of visual storytelling that run customers, employees, investors, and the entire computer industry.Before Steve Wozniak co-founded Apple, he was an electronics hacker. 3. Objective of the company To obtain star(predicate) products and services within tight timeframe, at a cost that defend the best possible value to our customers and shareholders. 4. Current mission lineApple ignited the own(prenominal) computer revolution in the 1970s with the Apple II and reinvented the in-personised computer in the 1980s with the Macintosh. Apple is committed to bringing the best personal computing experience to students, educators, creative professionals and consumers around the world by dint of its innovative hardware, software and mesh offerings. . CommentApple Computer, Inc. is the mission statement is good because they committed to bring out the qual ity product of personal computer through their customers needed. Apple unceasingly upgrade through with innovative, coeval and modern technology product. The apple mission statement show that they crap an own way in strategy to make a to a greater extent profit and growth through their business in the future. 6. Proposed mission statementThe Apple Computer, Inc. ission statement is to bringing the greatest personal computing realization to the all kind of people around the world with their own life style. Apple came out with the variety kind of product through its innovation hardware, software, and Internet offerings. The market strategies evolved should be economical, efficient, durable, and flexible and allow the Apple to respond speedily to both market and customer needs. And, we will keep on whirligig of todays and tomorrows technology, no matter how fast it moves, to ensure our Customers always have the best tools available to them.

Response to Beauty and the Beast

In every culture and throughout every multiplication the presence of fairytales and folklore has been evident, because just as each culture has its own moral philosophy and manners, so does every culture need its own fairytales to represent what is cardinal to those mountain at that magazine in that place.While there atomic number 18 umteen fairytales told to children around the world every year, there are none so famous as mantrap and the wildcat well by Jeanne-Marie LePrince de Beaumont, a level in which a childlike maiden who is kind-hearted and loving to her go learns to heat and appreciate a Beast, looking beyond his style to his soul.This fairytale represents a great deal of the authorised ethical motive and values that are important to every generation, especi bothy during the time it was written. The basic belief in crackingness, homage to ones family, and the ability to be intimate individual for who there are and not what they are becomes the themes of th is fairytale, and the interpretation of its meaning becomes apparent through analyzation of the characters and their actions. Fairytales dope tell us a great deal astir(predicate) the time and place in which it was developed.Beauty and the Beast was written in 1756 by a French writer living in England and was based upon a folktale that was well-known at the time. The author wrote it to be included in a book for use by governesses when schooling their young female scholars of fictional character, and therefore by analyzing it the audience can learn about the pillowcases of lessons that would acquit been taught to young girls. All of the major characteristics expected of young women are bodily by the character of Beauty selflessness, studiousness, a love of demoing, hard-working, and devoted to her find and family.Young girls would let been able to look up to a character akin Beauty, and society would have encouraged girls to be like her. The main character, later all, is faithful to God, obedient to her father, and compassionate to her family despite the fact her sisters are selfish and jealous. She works hard even when her father loses their plenty and she is forced to run a household without luxury. The story also stresses the grandness of keeping ones promises.In the one instance where Beauty does not keep her promise to return to the Beast in one workweek she is overcome with guilt and runs back to him, to find that he is nearly beat(p) because of loneliness for her. When she does the right thing and keeps her word, she is rewarded with the Beast becoming a prince who gives her his kingdom. During a time and in a place where a girls formal education was to a greater extent geared towards rearing them to be good daughters, wives, and mothers than scholars, these traits would have resonated with the girls who were looking for heroes to mirror themselves after.Like any good fairytale, Beauty and the Beast involves romance. Each generation loves romance and loves the thought of falling in love and of a young woman meeting her prince. In this particular fairy tale, that is slightly different because the love interest isnt a grownup prince at first, but a Beast. At first the Beast appears to be kind caring for he father when he ends up isolated at the castle, leaving him food, and providing a place for his horse to stay. Yet, when the father picks a bloom for his daughter Beauty we see the angry, frightening side of the Beast.With Beauty, however, we entirely see the caring side during their long conversation every darkness at 9 oclock, when he would join her for a meal. Beauty describes him as being kind and good, and that is sufficient. Every night he would ask her to marry him, having fallen completely in love with her for her peach tree and her kindness of heart. When Beauty decides to marry him for his goodness and is able to overlook his appearance and his lack of sense, Beast turns into a handsome prince and Beau ty is given a kingdom to rule next to him.This romantic aspect of the story has skeletal in many fans, but it also conveys an important message to those who read it and use it as a moral allegory. The story is meant to show that it is not what is on the outside that counts, but what is on the inside. This theme is one of the oldest and to the highest degree cliched, but it is a lesson that was thought to be important to young people hundreds of years ago, as well as today. Literature from this period and of this type is known for its symbolism and this demands interpretation to understand how it all fits together.The first goal that requires a deeper look is the rose, which becomes the thing that creates the entire storyline. When Beautys father leaves and he asks his daughter what she wants him to bring back, she asks simply for a rose. When her father takes the rose from the Beasts garden he is confronted by the Beast, who says that he loves his roses more dearly than anything, and that in payment he demands either the fathers life or one of his daughters.Of course, Beauty submits herself to whatever fate she pass on have at the Beasts hands, but what is interesting about the rose is that she becomes, in a agency, the Beasts most prized possession, very much like the rose itself. At the end of the fairytale the two niggardly sisters are sour into statues by the fairy, who says they will remain that way until they rue of their wrongs and so they can always see Beautys joy.The morals of the time would have taught young women to not be selfish, and that being that way would turn them into bitter old women, just as the sisters are turned into statues. The fairytale of Beauty and the Beast is one that is widely known and loved. Movies, books, and cartoons have all been made based on it, and in terms of literature, it holds up as a story that is beautiful and that would have been used to teach morals and values to generations of young women.While times ch ange and the definition of fair sex changes with it, the values taught within Beauty and the Beast are not all to be disregarded. The idea that we can fall in love with someone for who they are and not how they look is one that still resonates, and the ability to be the best we can be and do what is right is also a value that everyone should embody. This story was meant as a moral allegory to young women and children, and today it still stands up as a fairytale to be told through the ages.

Case Study Hull North Ferriby – Describe the impact of the A63 (Ferriby by-pass) on North Ferriby

1. report the impact of the A63 (Ferriby by-pass) on North Ferriby.The A63 has make support easier for the re human facents of North Ferriby, noise and traffic has been signifi do-nothingtly reduced as commuters travel to take away can use the by-pass instead of travelling on the B1231 finished North Ferriby. The B1231 could become crowded if in that respect was an accident or task on the A63 as it could be closed meaning the B1231 would probably be used.2. What is meant by the terminal satellite/commuter settlement?This is a liquidation or townsfolk w present the residents work in a nearby town or city. They cash in ones chips in the theatre of operations and commute to work. The residents will be wealthy and own a railroad car to drive to work. They consider bread and scarceter away from the city to be a dampen quality of conduct.3. take in the socio-economic groups that live in North Ferriby. Explain why they live in this location.The socio-economic groups are mainly accomplished occupations, which are non-manual, man germinate alongrial & technical. These are the groups with the highest percentages, 10% professional likewise live in the reach. The wad behave a lot of m cardinaly and can afford to live in the sweep, the home bases are expensive and crime is scummy.4. What is meant by the term Counter Urbanisation?You can read excessively Costco Case StudyCounter urbanisation is the term used when hatful move away from the large cities towards the sm whollyer towns and the countryside.5. On a map of Hull mark on the Rurban (Rural-Urban) Fringe.6. utilize the deprivation map of Hull, how would you describe this area?To the south-east of the area the strip area numbers are the greatest but as you learn to the north-west the deprived area numbers f all and the map goes from sinfulness to light meaning deprived to less deprived areas. The western side of Hull has the better quality of life in that respect are big houses and r icher communities to be found there. As you move towards the east of Hull, the quality of life decreases and the houses become less respectable.Suburbia-Tranby1. Describe the location in relation to Hull. graded 5 miles to the west of the city centre.2. Describe the density and style of lodging in the area.The houses are large sized detached or semi-detached with antecedent and back gardens. They are quite far from the city centre so are very respectable, the density is low as the larger houses with gardens leave up lots of space so there is a low density per km, this means that as you go from the city centre outwards the house density will fall.3. Describe the socio-economic structure of the area.The socio-economic groups are the highest towards the better end of the scale with few if any percentage of batch at the bottom end of the scale. This shows that a lot of the people who live there will be rich and quite important people.4. Describe the age structure of the people livi ng there.The majority of the people living there are student age to middle age men and women. in that respect are little people oer 60 living there but there are older women living there.Hall highway Inter War Housing1.Describe the changes that have taken place in this purlieu.This area of Hull has recently undergone gasbag action at law during the 1990s. The houses were change one street at a time, which was cheaper, and the work was completed more quickly. Chimneys, windowpanes, doors and roofs were all replaced, inside features were in addition improved and modernised with electricity and plumbing. Fences were erected and front gardens made.2.How has the quality of life been improved?The standard of life was improved as severally house was respectable and had its own land which helped neighbours socialise, also the house had het up water and electricity so were modernised and people could keep clean and jerk and fervent. The houses wouldnt be damp any longer and drafts would also be reduced. The windows would do their job properly and keep the rain out.Orchard Park outer(a) City Council Estate.1.When was it build?It was built in the 1960s.2.Why was it built?It was built to take on and improve the people in the areas quality of life.3. Describe the style of residential accommodation.The housing was basic, with scarce space, had electricity and heatinged water supply. With all the heat and moisture inside and the thin walls separating the rooms from the outside, when it was cold outside and solid inside damp was caused inside the housing.4. Describe the density and style of housing in the area.The density of housing in the area was very high, as many people would live in the high rise flats so the population would be very dense, also terraced housing would also be very dense as the houses were all joined together, and many all in one area. The houses were small so people would be or so packed into them adding to the density. The houses were s cruffy looking and needed renovating.5.To what extent were these an improvement to peoples eccentric of life?The council basically gave people no choice in the matter and were pressure to move into the high-rise flats. The houses were an improvement on their old housing but families were separated, people wasted bills on transport into town and over the years the houses became damp and run down. This means that the residents quality of life wasnt in truth improved, they would probably have been happier overall if they had stayed in their old houses.6.What groups of people live here?The socio economic groups are mainly unskilled and partly skilled workers. This shows that they will most probably be making little money and most probably have a basic education so the people would have a lot of difficulty trying to get a very well paid job.Princes Road1.When was it built?Princes route was built in the 1900s.2.What instance of housing?The housing consists of terraced and low-rise fl ats.3. Describe the Housing Tenure.The houses are mainly owner occupied, with either the occupier purchase or owning the property, the houses which are rented are privately rented and not from the housing fellowship or local authority.4. Which groups of people live in the area? split up reasons why they may choose to live in this location.The majority of people are mainly 20 30 year old people both male and female.Great Thornton Street. Inner City Redevelopment1. What changes took place during the 1960s?It has undergone comprehensive redevelopment during the late 1960s.2. What style of residential accommodation was create?The houses were improved if the actual structure of the house was sound. They would be fitted with new internal features such as hot water and indoor toilets. The houses were also made more respectable on the outside with new widows fitted and the walls painted, garden were also added which would improve the social environment as more people would chew out a nd socialise. Chimneys, doors and roofs were all replaced, and fences erected also.3. How did this improve the quality of life of people in the 1960s?Crime, burglary, car theft joy riding, prostitution and vandalism were reduced. The standard of life was improved as each house was respectable and had its own land which helped neighbours socialise, also the house had hot water and electricity so were modernised and people could keep clean and warm. The houses wouldnt be damp any longer and drafts would also be reduced. The windows would do their job properly and keep the rain out.4. amidst 1960 and 1980 this area began to experience problems. Describe these problems under the following headings Built surround. affectionate Environment. stinting Environment.Built EnvironmentThe houses and buildings began to become run down and worn out and were in a very bad state.Social EnvironmentFamilies known as problem families made the area very just about and these families made crime, bur glary, car theft & joy riding, prostitution and vandalism levels rise. These families were a great deal locomote on and the levels of violence etc would drastically reduce which solved the problems.Economic EnvironmentThe council would have had to pay for all the damage caused by the vandals and criminals, which would be a large amount of money as it will have all run up over time.Botanic Housing Action Area1.When were the houses built?The houses were built in the 1900s and are mainly terraced.2. What test can you find to see that this area has under gone Envelope Action?There are new chimneys, central heating, new doors, windows, window frames, brickwork has been uncluttered and more defensible space, fences added, new plumbing and electric3. How has this design improved the quality of life of people living in his area?Peoples quality of life have been greatly improved as their house would no longer be damp and cold, they would be dry and warm and would socialise more as the fr ont gardens would help the social environment as it would bring neighbours closer together. Hot water and electric would drastically help their life quality as both are considered necessities.Hull Marina1.Describe the changes to the economic environment during the late 1970s and early 1980s.During the 1970s de-industrialisation took place and the businesses in the area were closing down. The local council pumped money into the marina to improve the social environment and attract people, which would bring money into the marina area and Hull it self.2. How did this affect the built environment?3. How has the local partnership tackled this environment?4. How has this area been improved? Gentrification5.What type of residential accommodation is present? (Built environment).The residential accommodation that is present is caf bars, handed-down pubs, shops and restaurants.6.Which groups of people have moved into this area?The socio economic groups that have moved into the area are mainly people who are skilled at manual occupations and partly skilled people. Some are unskilled and a few of the people are managerial standard. The people who live here are generally middle-aged people or towards elderly.7. How has the economy of the area been stimulated?Previously, when the fishermen were present in the area, the economy was quite low as they werent earning a high wage and it was being spent in unexclusive houses and on essentials for the family. Now the people in the area earn a better wage and have better accommodation, which means they can send packing their money on other things in the area such as the shops and restaurants. This means that the economy of the area has been stimulated by better industries and so forth, moving into the Hull Marina area.

Notes- Shareholder Remedies

Pages 552-565 despotic Liquidation Remedies 1. Introduction * Deficiency of current law (1) despite insertion of statutory derivative routineion, formulation is unclear and scope is uncertain (2) think on single work on/ exercise rather than whole depiction/pattern/period (3) remedies argon directed to particular transaction and engrossed to restraint of conduct, Rec all overy of prop or cabareting of financial remuneration * Statutory remedies fall into 2 categories a.Compulsory elimination remedies courts kindle pitch thread up of caller-out if court is of moveiment that it is just and ingenuous that club be injure up s461(k) directors acted in affairs of conjunction in ingest entertain, not reside of members a whole, or any former(a) manner that appears to be unfair/ dirty to other members s461(e) affairs of club are be conducted in manner that is oppressive or below the belt prejudicial to or unfairly discriminatory against a member or in manner that is contrary to fills of members as a whole s461(f) act/omission or proposed act/omission by or on behalf of telephoner or a resolution or proposed resolution of a crystallise or members of the confederacy was or would be oppressed or unfairly prejudicial to, unfairly discriminated against a member(s) or was or would be contrary to s reachs of members as a whole s461(g) b. emedies for oppression or injustice Pt2F. 1 replete(p)r range of remedies to oppressed/injustice refer to wk 11 last page 2. The just and genuine ground a. History and loose scope of the remedy * just and trustworthy that society be insult up s461(k) traced back to English Act of 1848 * History p 553-555 b. Re Tivoli Freehold Ltd 1972 VICSCapplying just and equitable rules to end up up co (i) just and equitable give court a wide discretion which must be exercised judicially (Baird vHenry Lees 1924) question of fact all mickle to be considered (ii) facts translation it just and equitable to be appa ll up more than single category whitethorn be applied in fill-in countersink scoop up fit iii) regard to changing circumstances and developments in likeness to company practices including relevant changes in law (iv) just and equitable to be wound up if it engages in acts which are entirely outside what grass be fairly regarded as having been within the normal intention and rough-cut chthonianstanding of member when they become members (v) wound up due to ill fortune (Galbraith v Meito Shipping CO 1947) misfortune not evidence by discontinuance of problem activities- even if for a lengthy time. TEST of failure military control w/in objects of incorporation should have become at least in the practical sense impossible (vi) prime reference book for ascertaining intention and common understanding of members i the companys chronicle of association which among other things states its object HELD equitable and just to be wound up. c.Ebrahimi v Westbourne Galleries Ltd 1973 * FACTS Def via general meeting voted to remove pl from office as director. Pl petitioned to wind up co on just and equitable grounds. * LAW Where acts exhibit a dissolution of confederacy among them, a twist up may be ordered, use of just and equitable in partnership act supports this * Rights of members governed by articles of association and have contractual force- court can dispense parties from obligation where they have been excluded from management * Exception prove that exclusion was not made bona fide in the interest of the company * Elements for just and equitable wind up i. ssociation formed or continued on tail end of personal r/ship involving mutual confidence (usually found where exist partnership in turned into a limited company ii. an agreement, or understanding, that all or any(prenominal) of the stockholders shall participate in the conduct of the business iii. Restrictions upon the transfer of members interest in the company so that if confidence is conf ounded one member is removed from management, he cannot take out his imperil and go elsewhere HELD wind up exclusion of pl was not for best interest of company as whole Application of quasi-partnership analogy in AUSTRALIA * 3 groups of decisions indicate scope of the clause for subjection legal rights to equitable considerations arising from understanding b/wn corporators 1. A.Re Caratti Holdings Ltd constitution gave its governing director power to rent shares of other members at nominal value which they were originally issued power against a particular shareholder, although formally valid is sufficient grounds to apply order for wind up under the clause B. Kokotovich Constructions pty ltd v Wallington winding up order made at the suit of a minority shareholder whose small shareholding was granted on formation of company, under sole proprietor, in recognition of moral partnership founded upon a pre-existing intimate business intercourseship- winding up justified by continuing a nimosity between parties and risk of further oppression and limited nature of the companys activities 2.City Meat CO pty Ltd all company members where members of a single family whod acquired shares via inheritance court held that majority shareholder consistently ignored the rights, expectations and obligations of petitioners distinguish of family- wind up 3. Re Dalkeith Investments Ltd shares in co divided every bit b/wn former spouses and their daughter company was a partnership in corporate form= wind up 3. Directors acting in their own interest * s461(e) permits making of winding up order where directors have acted in affairs of company in their own interest rather than interest of company as a whole, or in a trend that was unfair or unjust to other members * OBJ TEST whether directors have acted in own interest etc or otherwise unfairly/unjustly * 461(e) heed 461(f) and (g) a. Re Cumberlands Holding Ltd 1976 1. directors not limit to whole board act unanimously, ONLY met wh ere shown that the effective majority has acted in its own interest or in the interest of one or more of those board members or even where on directors by about means caused his bequeath to be carried into effect by board with exit of personal interest being preferred 2. directors same application in (e) 3. affairs of the company wide interpretation, not limited to business/trade but encompass corking structure, dividend policy, voting rights, consideration of takeover offers 4. own interest acted in interest of another company of which they are also directors/shareholders 5. interest of members as a hole debate over interests of majority and minority directors preferred interest over that of significant section of members not apply preferred interest over one or more or perhaps some significant section of the members applies 6. appears doesnt carry much weight 7. unjust or unfair discussed elsewhere b. Re Weedmans Ltd 1974 * The directors, other than the main(a)s, failed to ob serve the prerequisite standard of commercial morality * Effect of failure reacted unfairly and unjustly against other members * They could have had the allotment set aside, but didnt postulate for that feature so in absence of a case for relief under Pt2F. 1 there is no other remedy out front the justice other than to wind up. Pages 122-130 Insolvency * Winding up * military volunteer brass instrument * Receivership * Creditors scheme or parade (loan default) 1. Voluntary presidentship * Pt5. A provides an inexpensive occasion capable of being implemented swiftly and flexibly and offering alternative options for creditors for dealing with financially trouble company * Outcomes accessible a. co will resume operation w/ deferred/reduced debt institutionalise under deed of company arrangement approved by creditors b. secured creditor will exercise right to select receiver to obtain re toleratement of its debts by disposal of company assets and who will effectively displace t he administrator time doing so c. Creditors will vote to put company into liquidation * Voluntary presidentship is usually initiated by company itself where directors resolve that a. In their vox populi the company is bankrupt or probably to become belly-up(predicate) at some future time AND b. nd administrator of the company should be appointed s435A * While under administration, administrator has control of companys quality and business s437A * Powers of other corporate officer (i. e. directors) are suspend and may not be exercised except by written favourable reception of administrator s437C(1) * Company officers are not removed from their offices by naming of administrator s437C(2) * Administrator must be a registered recipient who is independent of that company ss448B 448C * C company is solvent ONLY IF able to pay all its debts as and when they become due and payable s95A(1) * Otherwise it is insolvent s95A(2)- test . . ook at cash flow not balance b/wn assets and li abilities * If director of company in financial difficulties allows it to continue to trade and suffer debts while insolvent, they may be personally liable for losses carry on by creditors ss588G s588FA * Voluntary administration offers directors safe harbour from future insolvent trading liability but with loss of control of company affairs, billet and operations to administrator s437A-D * Administrator may be appointed by company s436B or by secured creditor who is entitled to execute a prime over whole or substantially the whole of the companys billet s436C * Administrator to notify secured creditor of their appointment as soon as practical the next business day s2405A(3) * w/in 13 business geezerhood of administrators appointment, a substantial betoken may enforce its charge, usually by appointment of receiver or other actor s441A * if substantial charge opts to enforce charge by virtue of higher(prenominal) power than administrator may supplant the administration s442D (1) * IF the substantial charge must enforce charge in relation to all property of company subject of it and does not have the option of appointing receiver to some small part only of the companys property, if they wish to over override power of administrator s441A(1)(b) all or nothing (Harmer identify) * If no substantial chargee or opt not to enfore charge, there is a general moratorium upon action/proceedings against company and its property by creditors and owners or lessors of property used by company ss440A-D and F * Moratorium provides a period for probe and collective assessment of option w/out scramble for undivided recover.. expectation for proceedings to commence before the administrations offset or in espect of perishable property ss441F-Gs * During admin there us a stay of enforcement of guarantees apt(p) by directors or their relative of a libality of their company without the leave of the court s440J * As soon as practice adminor must investigate the companys bus iness, property and financial circumstances s438A * w/in 5 business days appoint direction of creditors to consult with s436E&F * at this first meeting, creditors may also replace the administrator with person of own choosing s436E(4) * w/in 21 days of appointment, adminor must convene meeting to decide future of company s439A (28days for Christmas and Easter periods) * with the notice ofthe meeting, adminore muyst report to the creditors about companys business, property and financial circumstances s439(4)(a) * at the meeting creditors may resolve company execute deed of company arrangement specified in resolution, administration should end and company return to control of its directors company be wound up s439C * adminor report must include statement of opinion and if deed of company arrangement is propose must include report * resolution is passed at meeting of creditors it is decided on the voice unless carry a poll reg5. 6. 9 * deed of company arrangement might treat groups of creditors differently from order of application of assets under winding up, likely to prompt an application for its verge by court s445D * deed of company arrangement must preserve the priority open to employee creditors in a winding up unless employees agree to waive their priority court may approve alteration of priorities if deed ensures same/better outcome for employee creditors result than from a wind up 444DA * if creditor accept deed then adminor draws up deed for execution by co and deed adminor within 21 days of resolution s444A-444B * voluntary admin end at one time company become subject to deed of company arrangements s435C(1)(b), (2)(a) * creditors right to subvention and unaffected where debt is released by acceptance of terms of deed of co arrangement s444H * deed binds all unsecured and secured creditor, owners, lessors of prop used by co who voted for deed, the company, its officers, shareholders s444D, G * court may order that secured creditors etc who vot ed against the deed are up to now bound by it wgere enforcement of their rights would have material adverse effect on achievement of deeds purpose and their interest will be adequately protected s444D(2), (3) 444F * court may declare deed subjugate or validate it despite contravention Pt5. 3A, s445G * Pt 6D. 2 oblige disclosure obligations do not apply to equity for debt swap * Adminors statement must indicate statement is not a prospectus . . contain less info than prospectus s708(17A) * Court may alter times, the way in which deed operated in relation to a particular co s447A(1) where provisions are being abused the company is solvent s447A(2) * Order wind up power to supervise co under administrator or under deed of co administration s447E Receivership * Securities given by companies to lenders commonly grant the lender right when a defined act of default occurs to appoint a person to take possession and control either of a particular asset or group or assets or whole property . * Court may appoint receiver to protect particular property or funds of the company under s1323(1)(h) * controller refers to a receiver, receiver and manager, mortagagee in possession or its agent s9 * Where receiver is appointed by court, directors powers over property are suspended and revive only upon termination of receivership Winding up a. Appointing of recipient and its consequence winding up process leads to liquidation of co and termination of registration and existence made by court order or voluntary s491(1) by members voluntary wind up= unavailable where insolvent requirement of resolution at separate meetings of members and creditors s491 497 creditors will appoint the liquidator and control the liquidators conduct if 2nd meeting under voluntary admin and resolve to wind up.. moves to creditors voluntary winding up procedure s446A * Etc p 128 b. Order of application of company assets p128 after the liquidator has get the assets of the company, the funds are app lied to discharing the claims of creditors rule all debt and claims in winding up rank equally and if the property of the company is nsufficient to meet them in full, the must be paid proportionally s555 * Priority of debt and repayments where property available for repayment of creditors is insufficient for certain unsecured loans s561 * Unsecured claims are given priority in that they must be paid sequentially s556, 558 (i. e. liquidation expenses, wages, superannuation etc. * W/in each debt of each class all debts are equal rule applies s559 c. Recovering property and payment for benefit of creditors p129 * Pt 5. 7B structure for recovery of property or compensation for benefit of credit of an insolvent company complemented by Pt5. 8A in relation to agreements/transaction to avoid payment of employee entitlement * Pt5. B s588FE avoidable transactions where entered into w/in specific time of winding up * S88FF if voidable transaction liquidator must seek court order concerni ng those transactions and orders let go of the company from debt and orders varying the terms of agreement or declaring them void/unenforceable * p129 d. Schemes of arrangement used by company facing the prospect of insolvency to reconstitute its debts, typically through compromise of creditors claim// initiated by court order that meeting of creditors be convened for approval of explanatory statement to be sent with notice of meeting s411, 412 * Compromise must be approved by court after application to it s411(4)

Pocket Should Be Given to the Teenagers or Not

Yes, they certain(prenominal)ly should. Nowadays teenagers are moving to independence and it lead assist them if they have any(prenominal) practice in managing funds. Giving firing funds teaches teenagers to manage cash while they are still younker and aro utilisations whoremonger still guide them. Also, it help teenagers to make choices and to see that abouttimes flock have to wait and save up some bullion to feature what they re aloney want. plot of land searching for the story idea today, I came cross personal manners an interesting survey on liberation money been prone to the teenagers and young adults.For once, it struck me that this unique yet interesting subject has neer been c everyplace on this site before. So, let me slang a dig at it. The important predicament of max money must have sure as shooting flashed your mind either during your small fryhood or as a parent now. Of course, the dilemma is everlastingly much to a greater extent grave if you are a parent. Parents extensively differ in their perspectives of upbringing pincerren in a arranging of granting scoop shovel money to take care of their petty expenses. At first, the definite expenses that should be termed as petty is pretty much subjective in nature and needs to be well-defined to start with.The second unbelief you need to ask is what is the extent to which a shaver be habituated freedom to fell money which is deemed as bag money? While lot of parents concerns revolves around promoting unhealthy competition amongst sisterren on the amount of money they get and loss of control on a childs spending habits, thither are as well as some positive littleons for teenagers much(prenominal) as inculcating money management skills and making sorry decision regarding spending desires that offer less value to their lifestyle.The Current air goop Money Trends in Urban India survey by ASSOCHAM has cited that metropolitan children in the 12-20 age group get as muc h as Rs. 3600 to over Rs. 12000 a month of pocket money to spend on apparels, strong-arm appearance, cell phone and other lifestyle products. Further, the monthly pocket money of teenagers and young adults, in cities like Delhi and Kolkata, have surged whopping 10-fold since 2005. In Ludhiana, 45% of surveyed teenagers get an allowance of Rs. 2000 on workweekly basis.While the urban teens spend about 55% of their pocket money on electronic gadgets, almost a quarter of it goes towards watching movies and spending in malls. The remaining 20% of allowance goes towards eating out and food. The surprising factor over here being that with rising cost of living and soaring inflation, the pocket of teenagers has alike grown deeper. Rather than controlling the overall family budget, parents have shown generosity in ensuring that their children maintain their prevailing lifestyle and spending habits.While giving pocket money to teens is non so bad a concept, you must alike ensure that yo u allocate the right amount of money towards it which is more(prenominal) capable to your family budget. At the akin time, see to it that the bring granted by you is equal and realistic to meet the day-to-day requirements of your childs life. POCKET money Pocket money as the name suggests is money given to children to take care of petty expenses. This amount of money shadower be given by parents everyday, every week or every month or even on adhoc basis, as and when the child requires it.As long as the child has the freedom to spend the money, it will be deemed as pocket money. Parents extensively differ in their perspectives of whether or non to give pocket money to children. Some parents believe that pocket money should non be given since * That will make the child feel that parents money is not his/her money, * It could lead to fights between children, * Unhealthy competition amongst children on the amount of pocket money they get * Loss of control on where children spend the money However, giving pocket money to children has several advantages* Children feel a sense of independence and office towards spending the money the right path. They learn & understand the value of money. They besides learn to understand that amount of money is limited and they need to forever and a day choose between their various desires to ensure correct use of their pocket money. * Children get into the habit of planned income and expenditure. They in any case learn about thriftiness & budgeting. For eg if they want to buy a present for their mothers birthday, they will need to cast off aside some amount of money every month to clear the commensurate amount and buy the gift. Giving pocket money to children also makes them feel an important secernate of the family since they know that they get a part of the familys monthly income. Some parents even believe in their children earning pocket money. What does that intend? It means that parents can often inculcate val ues/ beliefs/ actions in their children by rewarding them for it in the form of pocket money. In such(prenominal) cases, parents assign the pocket money amount in two parts * hotshot that is given on a timely basis.* Second that is earned against some house jobs. For eg every Sunday, you could start giving a fixed heart of money to your son if he helps his father in cleaning the car. Or if your daughter helps around in dusting the house. This will in a way also inculcate the habit of weekly cleanliness in them since childhood. Similarly, if you strongly wish to inculcate the value of helping others in your children, you could promise them an extra sum of money during summer vacations if they help your maids child learn the basics of math. at once parents are clear that they want to give pocket money to their children, they also need to decide when is the good time to start giving the same to their children. Once children start spending sometime away from their parents in dismi ssion to school, sports classes, tuitions, etc, they need to carry some amount of money on them. This could be a good time to start giving them pocket money. Obviously, in the beginning, the amount of money should be small and should be periodically reviewed as the child grows. For eg you could decide that every birthday, you will give an increment to your childs pocket money.Additionally, if your child excels in academics/sports, they could get higher pocket money increments When parents start giving pocket money to children, they need to beg off to them where the money is to be used. For eg when you first give Rs. 50 to your daughter, you need to exempt that this money is to cover her school special lunch, candies/soft drinks requirements for a week. If the child is given money without any direction, you could run the risk of the child utilize the money is a way that does not agree with you.In such cases, parents need to be very mensurable in not micro- managing where the chil d spends the pocket money, else the child will get irritated and will not get the sense of independence that parents want to instill in the child. Parents must explain to children that pocket money is to be used over the week/ month and hence children should plan their expenses over the time frame. It must be made clear that in case children use-up their money earlier, they will not be given extra money.Pocket money will be given only on the fixed day as decided. This will help children learn the concept of planned expenditure and savings. Parents must always ensure that they give comparable pocket money to their children. It should neither be too much or too little compared to friends. Giving more pocket money than friends will make your child spend more and consider money as frivolous and easily available. If your child gets less pocket money than his/her friends, it will lead to an inferiority complex and the child might start resenting you.Last, but not the least, parents must b e careful not to use pocket money as a way of penalty to their children. Often, parents use suspension of pocket money as an simplified way of punishing their children. This format of punishment is not wrong to use but must be applied carefully. I. e if the child has a broken a beautiful vase and you want him/ her to understand the value of the same, you can penalize the child by deducting/ taking away the months pocket money. But you cannot start using pocket money as a weapon to get the child to abide by all your wishes.For eg you might want your child to have two glasses of milk everyday which he may not want to in such cases by incentivizing the child for more pocket money will be wrong to do since such a format of giving money is not pocket money but bribe. Similarly, pocket money penalty cannot be used as a blanket punishment to all wrong doings. If the child starts feeling that he/she will never really get pocket money due to some punishment, he/she might be tempted to ste al money from parents.

George and Martha’s Essay

The very(prenominal) title of Edward Albees Whos afraid of Virginia Woolf? has immediate connotations as to the kind between the two main characters of the play, George and Martha. The well kn let nursery poetry in fact goes, Whos afraid of the astronomical bad creature? As we vex out in further reading of the play, the big bad wolf is obviously supposed to be foregathern as Martha, and the victim is George, her long suffering husband. However, in hindsight, two(prenominal) characters suffer just as much as each other. The title of Act adept is cheer and Games. This proves to be slightly ironic as the games Martha and George play, mind and verbal matches, do not expect at all fun, but pop as more than of a power struggle. Apparent simple requests from Martha become games for both her and Martha to play. Martha says, Why dont you want to kiss me? whereupon George replies, Well, dear, if I kissed you Id get all excited As one amateur of the play wrote, They (George and Martha) club each other on the head with gleeful scorn and leave huge patches of scorched earth. Emotions from both George and Martha become unified into an ongoing power struggle, and Martha dwells in Georges anger as she likes to see the stirred up effect she has on him. As the night wears on, more alcohol is consumed and the clearer it becomes that it is not blood running through Martha and Georges veins, but booze, spite, nicotine and fear. When Martha archetypal rants about a Bette Davis film that she quotes from, Hey, wheres that from? What a dump, it seems that George roughly ignores her.Marthat ahs already appeared as the stronger character in the play, but in retrospect, she relies an George for a spacious many things, such as the name of the film that Bette Davis was in, and the name of the prof coming to have drinks. Both characters appear to totalityly confront one another(prenominal). Martha, according to George, brays, and George shows a passive display of ap athy. However, this is not merely qualification versus weakness due to Marthas obvious reliance on George.In Martha and Georges human relationship, Martha firstly behaves like a mother towards George, saying, Cmon over here and give Mommy a big sloppy kiss. She then(prenominal) acts more childlike, with (imitating a child), Im firsty. It is as though Martha cannot learn as to whether she is the controlling mother or the child who needs protect in their relationship. The action of this Act takes place in George and Marthas tea cozy in so far cluttered home. In an outline, Martha is furious that George, an academic, hasnt advanced at the college where her father is President, that is, George hasnt become President him ego.The fact that George didnt up to now fight during the War, but stayed in the History Department at the college, makes George and Martha query his manhood all the more. In a sense, George almost feels below Marthas father. Understandably so, as Martha call s him a flop and continues to praise her father. George and Nicks (the slightly self contained younger guest) chosen departments in the college are again an example of total contrast in the play. George appears to be bogged cumulation in his department and not going anywhere academically or in his career. He is almost a relic of the past himself.Nick, however, is at the forefront of new discoveries and is likewise young, handsome and extremely successful. This is the type of man whom Martha initially wanted to marry, yet the type of man to whom George could not fit the bill. George is therefore understandable menace by Nick and his young, liberal instruction of thinking. George pretends to shoot Martha in another of their games, but this is almost the opposite to the restrained George we are used to seeing. laugh and arguments between the characters of Martha and George demonstrate to us the dialectic of love and hate in Act one.When Martha demands a kiss from George, a display of affection to his own wife, George knocks it back and rejects her. The fluctuation in their relationship demonstrates that hating each other hasnt precluded form simultaneously loving and needing one another. Illusion appears to be a very important part of the play. George and Martha both had an illusion of what life would be like when they got married they saw George becoming president of the college and living a happy married life under its roof.Clearly this did not happen, and both feel somewhat bitter for it. Honey and Nick also appear almost as an illusion of a happy marriage, so it seems. They seem to slip into the background in that they both pretend not to poster George and Marthas arguments and laugh at things that they dont particularly find funny. Another example of an illusion is that of Marthas and Georges apparent son. Martha is forever very keen to talk of him whereas George is not so, almost closing down the subject.We never actually see the son in Act one and t here is even confusion between the two as to when his birthday is. The supposed perfection of the boy, blonde hair and blue eyes, and the fact that George refers states, take ont bring up the bit about the boy, depersonalises and deludes his actual existence. This is obviously a particularly sore point of conversation between George and Martha, as it results in a number of heated arguments. Martha and George constantly hurl black and hurtful words at each other, as though throwing knives.In striking out at those closest to them, that is each other, they represent the representative dysfunctional couple. However, in doing so the romantic notion of love keeps their relationship almost together. Both saw each other as the way to a new, perfect way of life yet the fantasy was not fulfilled, and in verbally abusing each other, they take the blame from themselves and place it on each other. Albee has captured perfectly the way two completely different mountain can come together and t he dramatic consequences it can have on each other, not always in bringing out the negative.

Family Sytem Theory Essay

Family therapy is a form of counseling which specializes in treating family dealinghips. spousals and Family Therapists washbowl oeuvre with every combination of family relationship (whole families or couples, p arents with children or one-on-one members) to assist a family to function in more homey and usanceful shipway. While most family healers pass away alone with family members, others may work in pairs or a larger team of therapists.How Does Family Therapy Work? Family systems possibleness proposes that we as individuals first learn about ourselves, our emotions and how to manage close relationships from the live we defend growing up in our family of origin. This personal experience influences how we bunk to function in all other relationships we may have throughout our lives. As we come to better understand ourselves in our family emotional system, and work to heal our natural, anxious reactions to it, we can become more flexible in our marriages, our parenting, and our work and community relationships.What Kinds of Therapy Does Family Therapy Use? While some forms of family therapy are ground in cognitive, behavioral, experiential or psychodynamic psychology, the most commonly practiced methods of this therapy are based on family systems theory. Family therapy developed its theoretical foundations fifty years agone from the developing, cross disciplinary body of knowledge called systems theory.Systems theoryproposes that everything we experience in the arena is interconnected to its context, and cant be fully understood without it. When it comes to humanity beings, then, we dont know who we are without understanding the relationships we have. Those relationships include the ones we have with family, our friends, our neighborhood and cultures, our work and school environments, and those we may have with the larger systems of language, gender, nationality, or religion.Professional Accreditation and Family Therapy Family Therapy is specif ic to the graduate training of Licensed Marriage and Family Therapists (LMFT). LMFTs can be found in private, group and clinical therapy practices across the united States and abroad. Other psychological professionals, such as psychologists, social workers, and professional counselors may also have received some advanced training in family system therapy, and may use its principles and ideas in their work.The number of sessions depends on the situation, besides the average is 5-20 sessions. A family therapist usually meets several members of the family at the equal time. This has the advantage of making differences between the ways family members perceive mutual relations as well as interaction patterns in the session manifest both for the therapist and the family. These patterns frequently mirror habitual interaction patterns at home, even though the therapist is now incorporated into the family system.Therapy interventions usually stress on relationship patterns rather than o n analyzing impulses of the unconscious mind or early childhood trauma of individuals as a Freudian therapist would do although some schools of family therapy, for example psychodynamicand intergenerational, do consider such individual and historical factors (thus embracing both linear and circular source) and they may use instruments such as the genogram to help to elucidate the patterns of relationship across generations.The typical feature of family therapy is its perspective and analytical framework rather than the number of populate present at a therapy session. Specifically, family therapists are relational therapists They are mostly more enkindle in what goes on between individuals rather than deep down one or more individuals, although some family therapistsin particular those who place aspsychodynamic, object relations, intergenerational, EFT, or experiential family therapists operate to be as interested in individuals as in the systems those individuals and their r elationships constitute.Depending on the conflicts at issue and the work up of therapy to date, a therapist may focus on analyzing specific anterior instances of conflict, as by reviewing a past incident and suggesting alternative ways family members might have responded to one another during it, or instead pass directly to addressing the sources of conflict at a more abstract level, as by pointing out patterns of interaction that the family might have not noticed. Family therapists tend to be more interested in the maintenance and/or puzzle out of problems rather than in trying to identify a single cause. any(prenominal) families may perceive cause-effect analyses as attempts to allocate blame to one or more individuals, with the effect that for many families a focus on causation is of little or no clinical utility. It is important to note that a circular way of problem evaluation is used as contrary to a linear route. Using this method, families can be helped by finding patt erns of behaviour, what the causes are, and what can be done to better their situation.

Malcolm X and Martin Luther King Jr. Essay

some(prenominal) Martin Luther major power Jr. and Malcom Little, better cognise as Malcolm X were major figures in the civil rights move manpowert in the United States. Despite fighting for the same cause, which is to put on that all individuals in the United States are indeed equal regardless of feed, both men take a different approach in furthering the cause. They both decried the impairment committed against the black people by the whites and cute to see it eff to an end. It was for this reason that the civil rights movement gained momentum in the 1960s. The most translucent difference is the stance they took in pursuing their goal.Little, who became Malcolm X after converting to Islam, puts ferocity on self-empowerment among the black people, as well as other racial groups in the US for that matter that they should use any means needful to win their freedom and equality if society would continue to marginalize them. In trying to understand why Malcolm X was rather mil itant in his appraoch to the point of being nationalistic, one has to understand that he was born and embossed in a ghetto where life was rough which resulted in the murder of his buzz off and his mother committed to a mental institution.In as frequently as he deplored the racists, he also deplored whites who pretended to sympathize with them and stipend lip service to their support of their cause. It is for this reason why he wanted thje blacks to empower themselves because he felt up nobody will do it for them (Breitman, 1965, p. 26). King was brought up in a well-to-do family in spite of their race and he borrowed the approach taken by Mahatma Gandhi of nonviolent resistance as the means to accomplish their goal owing to his avocation as a minister who eschewed violence.King agreed with Gandhis principle that the oppressors need to see the evil they are committing to stick them stop for to fight back would make them further justify their actions. If Malcolm X were to have h is way, he could have dragged the States to another civil war, especially if he intended to use Islam as a vehicle to advance his cause, whereas King used a gang of Christian faith and Gandhis teachings which is compatible to the former (Vander Lei & Miller, 1999, pp. 84-85).Both men were assassinated for they were seen as a threat by their opponents. In the end, the civil rights movement was successful when the government passed a series of laws that erstwhile and for all ended segregation. The impact was not immediate and its effect was felt gradually through the passage of time and the proof that it was successful was unvarnished with the election of Barack Obama as President of the United States. And if one were to ask who would bugger off the credit, the most likely answer would be Martin Luther King Jr. and his Gandhi-

Ict in School Education

Information and colloquy applied science for victimisation in India and southern roughly Asia Essay II ICT in shoal preparation (Primary and Secondary) ICT in sh in entirelyow command (Primary and Secondary) 2010 Executive analysis The essay on act uponout of ICTs in coach cultivateion proposes a study of trends and dominant features of the occasion of ICTs for indoctrinate inform method as profiled in unalike initiatives captured in the country reports. The essay risquelights the spectrum of sires from utmost-end engine room solutions to low-end TV/ receiving manage-based initiatives that confuse been successful in different countries at the K12 level.The paper besides examines the secernate issues and ch whollyenges in the hard-hitting implementation of ICTs in school study and eachow fors suggestions to computer address these ch onlyenges and aid the implementation of ICTs in school direction. An watching of international trends in application of ICTs in schools indicates that it is directly related to the discipline of schools and the pedagogics and cultivation surroundings. It is observed that saucy and emerging technologies argon beingness co-ordinated with the senior(a) technologies to bump off ICT applications in procreation such(prenominal) telling.Educators be in like manner video display an increase tendency to use fluent applied science to enable annoy to rearingal activity. There is a great deal of effort being expended round the humankind on the phylogeny of systems that will standardize the development of elections, catalog them, and store them. These include study objects, which be digital Web-based re rootages created to meet ascertaining and passel function as discrete entities or be conjugate in order to relate to explicit concepts or skill out observes.Repositories argon libraries where these digital resources argon stored and win instructors, schoolchilds, and p a rnts with randomness that is structured and organized to serve the finding and use of development existents regardless of their source location. ICT in work preparation (Primary and Secondary) The United Nations Millennium maturation Goals (MDGs) two and three be virtually achieving universal primary(prenominal)(a) larn and promoting gender e tvirtuoso, several(prenominal)ly.The MDGs in training ar defined in terms of break-danceicipation and completion of ancient hunch overledge by all children and the elimination of gender discrimination in education. Despite the continued efforts of the various political relations on universalizing the master(a) and elementary education, by a roomy range of programmes and schemes, get at to type education continues to be an obstacle in the progress toment of the education goals. For instance, in India, during 2004 05, objet dart the crude(a) Enrolment Ratio for children enrolling in classes I to VIII was 97 percent, the Drop-out come out for the akin classes was as mellowed as 46 percent.The situation is to a greater extent(prenominal) worrying at the secondary education level (classes IX and X), where the read goodment is book of accounted at 53 percent and the Drop-out Rate is as high as 60 percent1. Efforts so far retain addressed to a considerable degree, the concerns of equity as come up as that of officeal parity, that concerns of quality consider non received fair to middling attention. Recognizing this, the political sympathies of Indias flagship education programme at the primary level the Sarva Shiksha Abhiyan (SSA) has streamlined its accent on quality. The situation is interchangeable crosswise the southwesterly AsiaSelected educational Statistics 2006 07 Government of India, Ministry of Human Resource knowledge, New Delhi 1 2 ICT in School schooling (Primary and Secondary) 2010 comp anent part. With the tar clear timelines for universalizing of primary and seco ndary education nearing, in that location is a sense of urgency in accomplishing the goals set at that placein. As is being increasingly articulated, if after spending gigantic sums of m unityy on programmes and schemes, countries devour non occasion fully literate, it is time that innovative and comprise effective methods be put in lace to address the problem of education in these countries2. While this is a larger problem and ushers to the take up for domesticize in the educational systems of these countries at various levels pedagogical, curricular, as well as institutional, the emergence of various Information and discourse Technologies (ICTs) and their increasing acceptance and sufferance by society provide unique opportunities and could potentially win education on a large scale of measurement.While there is no conclusive look to prove that learner achievement is higher when development ICTs in the education space, either in the develop or evolution countri es, there is a general consensus among practitioners and academics that integration of ICTs in education has a positive wedge on the eruditeness environs.It is unders in additiond that in diverse socio-economic and cultural contexts ICTs bed be successfully employed to reach out to a greater number of students, including those to whom education was previously not easily approach shotible, and military renovation in promoting eruditeness, along with exposing students to the technological skills required for legion(predicate) occupations. ICTs act as and provide students and teachers with new-made tools that enable repaird learning and dogma. Geographical keep no longer becomes an insurmountable obstacle to obtaining an education.It is no longer necessary for teachers and students to be somatogeneticly in proximity, due to innovations of technologies such(prenominal) as teleconferencing and length learning, which allow for synchronous learning. 3 ICTs in schools provid e an opportunity to teachers to transform their practices by providing them with improved educational capacity and much effective teaching and learning methods. ICTs improve the learning swear out through and through the provision of more interactive educational naturals that increase learner motivation and hurry the well-to-do acquisition of prefatorial skills.The use of various multimedia devices such as television, videos, and computer applications offers more challenging and gentle learning environment for students of all ages. 4 A study conducted by the International Institute for Communication and ontogeny (IICD) indicated that 80 percent of its participants felt more awargon and sceptred by their exposure to ICT in education, and 60 percent dry landd that the process of teaching as well as learning were directly and positively affected by the use of ICT. Twenty-first century teaching learning skills underscore the contain to shift from the traditional teacher-cen tered pedagogy to more learner-centered methods. prompt and collaborative learning Using engine room for schooling, Guilherme Vaz, IL & FS educational Technology Services, Discussion Paper on interior(a) Policy on ICT in School Education 2 Victoria L. Tinio, ICT in Education (New York UNDP-APDIP, 2003). Wadi Haddad and Sonia Jurich, ICT for Education Potential and Potency, in Technologies for Education Potentials, Parameters, and Prospects, eds.Wadi Haddad and A. Drexler (Washington, D. C. Academy for Educational growing), 28-40. 5 International Institute for Communication and Development, ICTs for Education Impact and Lessons learn from IICD support Activities (The Hague IICD, 2007), http//www. iicd. org/files/icts-foreducation. pdf ( glide pathed March 14, 2009). 3 4 3 ICT in School Education (Primary and Secondary) 2010 environments facilitated by ICT contribute to the creation of a knowledge-based student population.Education leadinghip, management, and governance tidy sum buoy in like manner be improved through ICT by enhancing educational message development and living administrative processes in schools and opposite educational establishments. 6 ICT in School Education in the Developed World In the create countries, and the urban elites of go on economies, twenty-first century education integrates technologies, engaging students in ways which were not previously possible, creating new learning and teaching possibilities, enhancing achievement and extending interactions with local and global communities.Students live in a existence that has seen an nurture explosion and beingness-shattering and rapid kind and economic changes. ICT in School Education in the Developing World In the developing conception, ICTs atomic number 18 utilize for the most part to increase rile to and improve the relevance and quality of education. ICTs study demonstrated potential to increase the options, access, mesh, and achievement for all students. The unprecedented speed and general approachability of diverse and relevant information due to ICT, extends educational opportunities to the marginalized and vulnerable groups, among the another(prenominal) disadvantaged.ICTs in the developing realism be possessed of the potential to enhance the education experience for children who ? ? ? ? ? live in unpolished and hostile- rude locations have special learning unavoidably have somatogenetic disabilities cons preparation their access to schools have dropped out and/or have kept themselves out of school for various reasons. aim for excellence and fail to get satisfied in the current system Teachers and learners in the developing world ar no longer solely dependent on physical media such as printed textbooks which are often times outdated.With nows technology, one regular has the ability to access experts, professionals, and leaders in their field of interest, more or less the world at either presumption time. 7 In Ind ia, various ICTs have been employed over the years to promote primary and secondary education. These include radio, major planet based, one-way and interactive television, and the meshing. However, there have been enormous geographic and demographic disparities in their use.Some states in the country soon have an enable environment in place that allows for a greater use 6 7 Haddad and Jurich, ICT for Education Potential and Potency Ibid 4 ICT in School Education (Primary and Secondary) 2010 of ICTs for education, whereas other states lack such an environment making the use of ICTs for this purpose very sporadic. 8 It is in like manner definitive to keep in mind that ICTs in education are a potential double-edged sword while ICTs offer educators, tools to extend education to hitherto naccessible geographic regions, and to deprived children and em designer teachers and students through information, there is besides the danger that such technologies whitethorn further widen th e gap amid the educational haves and havenots. However, technology is only a tool and the success of ICTs in enhancing the delivery of quality education to the take awayy, without widening the gap, will depend largely on insurance level interventions that are directed toward how ICTs essentialinessiness be deployed in school education.The Governments in each of the countries in the southward Asia region are now keen and committed on exploring the uses of ICTs for school education. Therefore, Government policies lately reflect their realization of the importance of integrating ICT use and the packaging of quality education enabled through ICTs. The creation of educational cyberspaces offer developed economies of scale and scope, when attempting to improve the quality of education and judge to standardize quality crosswise the system.Hence, Governments are investing in gear upation facilities that connection schools/educational institutions and resource centers. However, d espite administrators and experts a care recognizing the potential of ICT in improving access to quality education, the utilization of ICTs in school education in the South Asian countries is still not at a very advanced stage. The following table classifies countries in the Asia Pacific region based on their judgement of ICTs and the availability of ICTs. It shows that while appreciation of ICTs is high in the South Asia region, their actual availability for utilization is low.Countries Appreciation of Availability of Technology Technology Afghanistan rugged abject Australia elevated elevated Bangladesh game Low Bhutan higher(prenominal) Low Cambodia spirited Low China High Low alter Asia (Kazakhstan, Kyrgyzstan, High No gettable data Tajikistan, Turkmenistan, Uzbekistan) Democratic Peoples Republic of High No procurable data Korea India High Low Inthroughsia High Low Iran High No available data Promoting the hire of Information and Communication Technologies for Prim ary and Secondary Education The Case of the States of Chhattisgarh, Jharkhand and Karnataka in India Discussion Paper by Amitabh Dabla, Educational Development Centre, Bangalore India. 8 5 ICT in School Education (Primary and Secondary) Countries Japan MalaysiaMaldives Mongolia Myanmar Nepal New Zealand Pacific Islands Countries Lao PDR Republic of Korea Sri Lanka Thailand Vietnam Appreciation Technology High High High High High High High High High High High High High of Availability Technology High High Low Low Low Low High Low Low High Low Low Low 2010 of Source Strategy postureing for Promoting ICT Literacy in the AsiaPacific Region, UNESCO Bangkok Communication and Information Unit, 2008 http//www2. unescobkk. org/elib/publications/188/promotingICT_literacy. pdf South Asia is yet to reign the potential of ICTs in creating, constructing, capturing, managing, and communion information and knowledge. India is rated high on appreciation because it has gone beyond policies that m erely recognize the strategic determination of ICT for result and development and is already institutionalizing concrete treasures that support ICT initiatives.However, it has been rated low on availability of technology due to data reporting that access to computers is jumped, the cost of Internet connections is relatively high, ISPs are described as hold, and the ratio of number of computers per student stated as insufficient. 9 These observations point to the necessity to frame take away policies, build adequate theme, and set aside adequate funds in order to support the deployment of ICTs in furthering the education levels of the country. Although ICTs do offer many beneficial opportunities for education, they are no substitute for ballock schooling. The role of technology is to support school education and not replace it, though the technology may play an appreciable part in meeting the unavoidably of children who cannot go to a conventional school.Access to ICTs en sures enhancement of traditional or formal education systems, modify them to adapt to the different learning and teaching ineluctably of the societies. ICTs in school education initiatives that management on the following areas are most analogously to successfully contribute to meeting the Millennium Development Goals10 ? Increasing access through distance learning Strategy Framework for Promoting ICT Literacy in the Asia Pacific Region, Elena E Pernia, UNESCO Bangkok Communication and Information Unit, Asia and Pacific Regional Bureau for Education, Thailand 2008. 10 The World money box. 9 6 ICT in School Education (Primary and Secondary) 2010ICTs can provide new and innovative manner to deal educational opportunities to greater numbers of children of all ages, especially those who have historically been excluded, such as populations in inelegant and outback(a)-rural areas, girl children lining social barriers, and children with disabilities and other compulsions. In mos t all the developing countries of South Asia, distance learning has been an important component of the education insurance of these nations. It is believably in this domain that traditional ICTs like radio, television, and audio cassettes were first deployed in the education space. In India, distance learning offered by institutions like National Institute of establish breeding (NIOS) and Indira Gandhi National absolved University have used a combination of print and audio-visual temporal as well as traditional personal interactions to deliver their nitty-gritty. Enabling a knowledge network for students With knowledge as the crucial input for productive processes within todays economy, the cleverness by which knowledge is acquired and applied determines economic success. hard-hitting use of ICTs can contribute to the timely transmission of information and knowledge, thereby helping education systems meet this challenge. ? Training Teachers Large numbers of school teachers will be needed to meet the MDGs for education. The use of ICTs can help in training teachers to accomplish the targeted tasks on a mission mode. Moreover, ICTs provide opportunities to complement on the job training and continuing education for teachers in a more convenient and flexible manner. The use of ICTs for teacher training has been recognized by the governments of most South Asian countries and eacher training programmes like Intel Teach across India, Pakistan, and Sri Lanka Microsoft Shiksha in India and several other initiatives in Nepal and Bhutan are focused on using ICTs for training teachers. This includes training in applying ICTs in their teaching practices as well as using ICTs as a mode of delivery for these trainings. ? B roadening the availability of quality education materials Development of relevant, good quality case is perhaps the biggest challenge and opportunity in the educational technology space. While groundwork, capacity build, monitor, and evaluatio n are critical support structures without quality core, the learning experience of students will not be largely improved by the mere presence of ICT.To that end content development is being focused on in many of the focus countries in our study. In India, several initiatives are on-going for creating digital repositories and learning objects the Sakshat Portal of Government of India, initiatives like National Program of Technology deepen erudition (NPTEL), the Multimedia Educational Resource for eruditeness & Online Teaching (MERLOT) assay to create quality digital content for different levels of education. 7 ICT in School Education (Primary and Secondary) ? 2010 Enhancing the efficiency and effectuality of educational administration and policy New innovative technologies can help schools improve the quality of administrative activities and processes.The Government of Afghanistans articulation of the policy for ICT in education focuses on the need to provide access to ICT f or all Ministry of Education administrative staffs, teachers, and students. The policy further envisages that through the use of information management systems, ICT will be immensely used to automate and mechanize work such as human resource management, financial management, monitoring and evaluation, the processing of student and teacher records, communication between government and schools, lesson planning, assessment and testing, financial management, and the criminal maintenance of inventories. The Ministry of Education has developed GIS-based spatial data with detailed maps for break up management of the education system in the country.More than 35 maps have been produced showing the location of schools all over Afghanistan, including the number of students and teachers by province. The Government of Delhi, in India, has been a open up in using ICTs for better administration of the education system. The Department of Education, Government of Delhi, with 40,000 employees, 9 28 schools, and more than 120,000 students under its administrative jurisdiction has developed a all-around(prenominal) and functionally effective Web-based and GIS-based Management Information System (MIS). All the schools, zonary offices, district offices, regional offices, and various branches at the headquarters can tract information using the Web-enabled software.Information for all stakeholdersstudents, teachers, and administratorsis available online through the Directorates Web site (edudel. gov. in) this includes information on admissions, mark sheets, teacher attendance, transfers, impart slips, and so on. International Trends in ICT in School Education An observation of international trends in application of ICTs in schools indicates that it is directly related to the development of schools and the teaching and learning environment. For instance, changes to pedagogical practices in classrooms require that teachers should have access to groundwork and are given the opp ortunity to develop the expertise to use the machines and software tools.The trends in any case indicate policy- defyrs, administrators, and teachers are using a compartmentalization of tools and strategies to improve access to learning opportunities, improve the teaching and learning experience for teachers and students, and direct effective use of limited resources. This section presents a award few international experiences that have been observed in ICT applications in primary and secondary education across the globe. 11 Integrating New Technologies with living Technologies in office A discussion on global trends in ICTs and Education in 2010 can also be found at the Education Technology Debate Forum of the World Bank http//edutechdebate. org/2010-ict4e-trends/10-global-trends-in-ict-andeducation-for-2010-and-beyond/. It highlights trends like Mobile Learning, Cloud Computing, Gaming, Ubiquitous and Personalized Learning. 11 8ICT in School Education (Primary and Secondary) 2010 Older technologies such as print, radio, and television are more parkland in most part of the world, unlike the recent technologies such as Internet, e-mail, and wireless communications. This is largely due to the state of infrastructure development that had not allowed the haveion of newer technologies as extensive as the older technologies. In recent times, however, it has been noticed that these newer technologies are gaining prominence and are being interconnected with the older technologies to make ICT applications in education more effective. Radio Sagarmatha in Nepal is one of the first community radios in South Asia.It is a radio-browse model wherein Internet is broadcast over the radio. It discusses public issues, conducts training for public radio journalism, and provides a venue for local ideas and culture. In 2000, the station added a hebdomadary 25- moment Internet radio programme featuring local and international ICT-related news, and ICT glossary, radio meshi ng browsing, and interviews with relevant ICT resource persons. This program has been successful among the rural areas of Nepal. Increased Use of Mobile Technology In the developing countries of South Asia given the almost ubiquitous presence of sprightly phones in some geographies, there is an increasing interest in the opportunities offered by this technology.Several initiatives using mobile phones for English lyric learning, for facilitating educational administration tasks, and other support informational and educational portions are being widely offered. In India, Bharat Sanchar Nigam Limited (BSNL), one of the largest telecom service providers with the widest reach in the country has launched Learn English, a spoken English mobile learning program. The program aims to teach spoken English through leafy vegetable everyday stories and situations that are familiar to most people. It is currently available in nine regional languages for two levels, namely elemental and advan ced. The service can be subscribed to at a nominal cost of Rs. 0 per month and a call browsing charge of 30 paise per minute. Other service providers have also entered the arena. IL&FS Education & Technology Services Limited (IL&FS Education) in collaboration with Tata Indicom have launched an English Seekho Program, which uses the mobile phone to teach English through simple 5 minute lessons that can be accessed at the learners convenience. Another common use of mobile phones is also found in support run for education, such as providing alerts and retrieving and sending EMIS reports. The Virtual University in Pakistan makes use of SMS to provide updates to students, schedule appointments, and so on.However, as articulated by educationists and experts, the small examine size, limitations on the amount of data exchanged, and so on are problems that limit the usage of mobile phones (the models most commonly available) in actual content delivery in education. 12 Content Development through Learning Objects and Repositories 12 For a debate on the use of Mobile Phones vs PCs in Education refer to Edutech Debate at http//edutechdebate. org/mobile-phones-and-computers/ 9 ICT in School Education (Primary and Secondary) 2010 Learning technologies have been evolving over the last many years, starting time from early mainframebased programmed learning systems, microcomputer software packages, bulletin boards, CBT systems, authoring systems, and more deep after the Internet explosion, Web-based systems and Learning Management Systems.Development of content has largely been done on an individual basis, resulting in a scenario where the content software is not compatible with the latest technology. Moreover, there is no established system for cataloging and classifying virtual(prenominal) learning materials, leading to many excellent online learning materials remaining underutilized. This scenario calls for the need for a standardized system for cataloging, storing, an d retrieving content in ways that enable users to access and organize resources for their particular purposes as well as sharing it institutionally, nationally, and internationally. There is a great deal of effort being expended around the world on the development of such systemsones that will standardize the development of resources, catalog them (metadata) and store them.Learning objects are digital assets that can be as diverse as a chapter in a book, a raise of text, a video or audio clip, or visuals on an command overhead transparency or powerPoint slide, and can be used in a variety of teaching settings, by course designers, managers, trainers, content writers, and learners. 13 Learning objects can be identified, tracked, referenced, used, and reused for a variety of learning purposes. They are developed to function as discrete entities or to be linked in order to relate to explicit concepts or learning outcomes. Content requirements are determined through communication wit h educators across the target audience and hence the learning object is developed by independent contractors.Learning objects may be self- find outed, reusable, and capable of being aggregated. Repositories may be described as libraries where learning object databases are stored and provide teachers, students, and parents with information that is structured and organized to facilitate the finding and use of learning materials regardless of their source location. Most repositories contain a Web-based user interface, a search mechanism, and a means of retrieving a learning object. While the initial leadership for learning object repositories has tended to come from the university sector, the interest and activity in the school sector is increasing rapidly. An Overview of Developments and Trends in the Application of Information and Communication Technologies in Education Glen M Farrell, state of Learning UNESCO Meta-survey on the Use of Technologies in Education, October 2003. 13 10 ICT in School Education (Primary and Secondary) 2010 Open Learning switch over, Nepal E Pustakalaya and E Paath OLE Nepal is move in creating content at two levels. The E Paath consists of interactive learning modules, mapped to the topics in the curriculum as prescribed by the Curriculum Development Centre (CDC) of Nepal. Subject matter experts work closely with the OLE Nepal developers to create these interactive learning activities. This easy to use software, rich in multimedia elements including text, audio, video, and animations is because used by teachers and students to understand concepts as prescribed in the curriculum.The content contains lessons, exercises, as well as assessment tools to enable teachers to effectively teach and evaluate students. E-Pustakalaya is an electronic library which is a repository of reference material for the students, consisting of full text instruments, images audio, video clips and software that are relevant for students. E Pustakalaya deploys a simple child friendly user interface that allows children to navigate, search, and link different documents including reference materials, courserelated content, magazine, and newspaper content. Students can download the content as well as read it online. The repository is also accessible on the Internet to other users at http//www. pustakalaya. org.Content creation in the E Pustakalaya is an ongoing activity and OLE Nepal has collaborated with several national and international organizations to source materials, these include elbow room to Read, Rato Bangala Foundation, Madan Puraskar Library, Save the Children, World Education, ELearning for Kids and Azim Premji Foundation. OLE Nepal continues to work with other organizations to supplement this database. (www. olenepal. org/) eGyankosh, Indira Gandhi National Open University (IGNOU), India eGyanKosh, developed by IGNOU and launched in 2008, is a National Digital secretary created to store, index, preserve, distribute a nd destiny the digital learning resources developed by Open and Distance Learning Institutions in India. The repository contains all course material of IGNOU in print and video format and allows users to download this material spare of cost once they have registered themselves. www. egyankosh. ac. in/) As learning repositories are developed, there emerged a need for international standards for these repositories, with the aim of achieving interoperability among various learning repositories. The development of easily accessible and sharable learning repositories is perhaps the most significant trend of all because of the potential it holds for reducing one of the largest single be in the use of ICT in educationthe cost of developing content. This development offers not only the economy and flexibility that comes with reusability but also allows content to be developed independently from the form of its delivery.It offers benefits across the spectrum of learning venues, from the r emote learner in some form of distance education, to the teacher and learners face-to-face in a classroom. 11 ICT in School Education (Primary and Secondary) 2010 Teachers and Online Learning Activities ICT is an important source, which teachers may use to keep themselves abreast of emerging issues, grant knowledge, and reach out to students. Several portals are being developed where teachers can network and share information including best practices. In India, the Sakshat portal developed by the Government of India provides teachers an opportunity to connect with each other and share experiences.The Teachers of India, an online portal developed by the Azim Premji Foundation and the National Knowledge Commission, was created with the aim of providing a forum for teachers to freely interact with each other across languages, facilitate the sharing of insights and best practices of teachers across the country and provide access to resources, information, and new experiments in educat ion from all over the world in all Indian languages. Key Issues and Concerns There are many challenges in implementing ICTs effectively in existing schools. Policy-makers need to give ICTs adequate anteriority and attention so as to reap the benefits of deploying ICTs in school education.Students from rural locations or impoverished communities often tend to slip under the radiolocation so that they do not have even basic access to ICT. precondition that a number of schools still do not even have appropriate classrooms, computers, telecommunication facilities and Internet services, ICT continues to be a long-distance dream. The existing shortage of quality teachers further compounds the problem. In developing countries, budgetary allocations for deploying ICTs in school education are typically limited, and given the high initial cost of setting up ICT systems, the cost factor workings as a further deterrent. Shifting the existing focus from traditional educational models to an I CT-based education system is bound to be met with constraints and roadblocks.Some let on issues and concerns that need to be addressed in order to create an ICT friendly environment in schools, especially in countries in the South Asian region, are identified later. Availability of Infrastructure to Support ICT A countrys educational technology infrastructure sits on top of the national telecommunications and information technology infrastructure. Availability of adequate infrastructure to support the deployment of ICTs in schools is a marvelous challenge that schools in the region currently face. Apart from the high initial cost of purchasing and setting up the requisite infrastructure, the maintenance and upgrade costs, as well as the cost and effort of supporting such infrastructure are also roadblocks to the successful usage of ICTs in schools, especially in poor and remote areas.Before any ICT-based programme is launched, policy-makers and planners essential carefully consi der the following ? In the first place, a basic requirement is whether appropriate rooms or buildings available to house the technology? In countries where there are many old school buildings, extensive retrofitting to ensure proper electrical wiring, heating/cooling and ventilation, and safety and security would be needed. 12 ICT in School Education (Primary and Secondary) ? 2010 ? ? Another basic requirement is the availability of electricity and telephony. In countries within this South Asian region, large areas are still without a reliable tot up of electricity and the nearest telephones are miles away. mightiness situation in rural and remote-rural areas even in some advanced countries in this region is undependable, and this affects the functioning of any ICT initiative. Power cuts with different power cut schedules each week play slaughter with the timetables. Power outages and fluctuations add to the high maintenance costs of computer hardware. Policy-makers should also look at the ubiquity of different types of ICT in the country in general, and in the educational system (at all levels) in particular. For instance, a basic requirement for computer-based or online learning is access to computers in schools, communities, and households, as well as affordable Internet service. Insufficient access to computers is one of the main obstacles to the spread of ICT usage in school education.This is more so in the case of rural areas where the school is often the only access point for computers. Moreover, system software is expensive and prone to upgrades and requires resources put aside for new versions and upgrades. Operating System (OS) itself adds to the cost burden of the hardware. Although this will require massive investments in the infrastructure, it is nevertheless essential in order to guarantee cope with access and to overcome the digital divide. 14 Strong, sustainable partnerships between the Government, clubby sector and civil society must be built to first-class honours degree costs and mitigate the complexities of the integration of ICT in education systems (refer Annexure II for exposit on Public-Private Partnerships PPPs).Availability of Funds to Implement ICTs presumption the current budgetary and resource constraints of various Governments, a widespread investment in ICTs in education is probably not possible in most developing countries. It is, therefore, critically important to better understand the cost-benefit equation of the wide range of ICT options and uses in order to effectively target-spend the scarce resources. Economies of scale are achievable in distance education, although such Programmes typically require large up-front investments. Some of these costs may be shifted from the public sector to the individual users, but this in itself raises significant equity and access issues.Capacity Building of Teachers In most of schools in the subcontinent, the teachers are overloaded, less motivated and inad equately trained, and often deal with inconvenient working conditions. The use of ICTs in the classroom or in distance education does not diminish the role of the teacher neither does it automatically change teaching practices. In such an atmosphere, building the capacity of teachers so that they are apparelped to deal with using ICTs in classrooms is a challenge. shelter to Change International Institute for Communication and Development, ICTs for Education Impact and Lessons well-read from IICD-Supported Activities. 14 13 ICT in School Education (Primary and Secondary) 2010Resistance is commonly witnessed while attempting to introduce ICTs into schools, very often from the teachers themselves, since they may be of the opinion that they shall become redundant once technology comes in or due to their detection that it is too late for them to adapt to a new environment. Educators themselves may be skeptical rough the effectiveness of using ICTs in school education. pretermit o f Awareness There is a general lack of sensation about the utility of ICTs in education, as well as about the ICTs at our disposal and how they can be accessed and utilized economically and effectively. This lack of awareness and knowledge about ICTs and their use in education, even on the part of policy makers, administrators and educators, makes it specially difficult to deploy ICTs in the field of school education.Another critical issue with the usage of ICT in schools is the implementation of new technologies without having analyse their appropriateness, applicability and meeting on various environments and contexts. In most countries, particularly the least developed ones, they must learn from the experiences of others, but must also use technology to respond to their own necessitate and not just follow trends. 15 Internet Usage While the Internet contains tremendous potential for education, as described in the sections earlier, it also has its own pitfalls. For one, provi ding all the students with Internet access is a very expensive proposition for most Government schools. This is more so in the case of rural centers and remote areas, where Internet connections are bound to be erratic, if available at all.A different challenge altogether when it comes to Internet usage is the effort mingled in monitoring the students usage of the Internet to ensure that they do not examine educationally irrelevant and socially undesirable sites, thus detracting from the intended objective. lecture Barriers English is the dominant language of the Internet. An estimated 80 percent of online content is in English. A large proportion of the educational software produced in the world market is in English. For developing countries in the South Asian region where English language proficiency is not high, especially outside metropolitan areas, this represents a serious barrier to maximizing the educational benefits of the World roomy Web. observe and evaluation Many of the issues and challenges associated with ICTs in education initiatives are known by policymakers, donor staff, and educators. However, data on the nature and complexity of these issues remains limited because of the lack of good monitoring and evaluation tools and processes. Where evaluation data is available much of the work is seen to suffer from important biases. Another Patti Swarts, Main Issues, manageable Solutions and Opportunities for ICTs, orbicular e-Schools and Community Initiatives, http//www. gesci. org 15 14 ICT in School Education (Primary and Secondary) 2010 problem in this area is the lack of a common set of indicators for ICTs in education.And, where data has been collected, it is often quantitative data related to infrastructure (number of computers, for example) rather than data that can help policy-makers gauge the impact of ICT interventions on student learning. 16 If ICTs are to become effective and integral tools in education, and if accountability is to b e demonstrated to donors and stakeholders, monitoring and evaluation must be a priority area of focus (refer Annexure I for details on Monitoring & Evaluation). Key Learnings Although there is great opportunity for betterment in school education at many levels through the use of ICTs, the road to achieving it is not easy. It will take continued commitment from all stakeholders involved to make any kind of substantial and sustainable change.The following broadbased suggestions may act as a basis for building a semipermanent roadmap to bringing ICTs to schools, and students at large in the South Asia region. A key to succeed in this endeavor is to adopt a comprehensive, end-to-end, systematic approach, with a phased and learn-as-you-go strategy for implementation, that can be adjusted to adapt to the specific needs and a changing environment. Government Support Government cooperation is necessary for ICT programmes to have substantial impact and be sustainable. In the attempt to reev aluate the education delivery system and curriculum of countries to include ICT, Governments have to consider the social context in which they are implementing this new phenomenon.The realities of individual countries and the disparities within and across their geographies, including their limitations say, the language barrier, should be considered and the availability of ICT should be made according to the needs and desires of the countries in order to facilitate appropriate learning and local monomania of knowledge. 17 As discussed in the essay on policy coherence, governments need to adopt a coherent national policy framework, an effective ICT for education ecosystem, not just within the education field but also encompassing other complementing and enabling domains, which could ensure a childs overall development and the Countrys larger objectives. Government policies must demonstrate political will and champion the integration of ICT purposes and be in line with national develo pment goals and frameworks.In countries where implementation capacity is weak and revile of resources can be a major problem, ICT can further enable the country to enhance its capacity building efforts and reduce the opportunity for corruption. 18 16 Trucano, Michael. 2005. Knowledge Maps ICT in Education. Washington, DC infoDev/World Bank. Available at https//www. infodev. org/en/Publications. 8. html K. Toure, M. L. Diarra, T. Karsenti, and S. Tchameni-Ngamo, Reflections on Cultural Imperialism and Pedagogical Possibilities Emerging from jejuneness Encounters with Internet in Africa in ICT and Changing Mindsets in Education, eds. K. Toure, T. M. S. Tchombe, and T. Karsenti (Bamako, Mali ERNWACA, 2008). 18 Muwanga, High Cost of Internet Connectivity in Africa How Do We Achieve Mobile telephone Success Story? 17 15 ICT in School Education (Primary and Secondary) 2010Not only are national policies necessary but the Government also should assist in building organizational and insti tutional capacity to effectively deal with the complexities of integrating and implementing ICT in school education. Ministries of Education need to regard how they institutionalize positions of responsibility for ICT. The ICT units roles relate directly to improvement of teaching and learning using ICT, and the mix of skills required differs substantially from that of a traditional IT unit, providing infrastructural systems support. Therefore, appropriate considerations have to be taken to establish the proficient kind of institutions and positions to take the mission forward. In the longer term, the active participation of the Government is essential to ensure the sector-wide introduction of ICT4E.Government link is critical to source additional investments in the ICT infrastructure, to integrate ICT in the curriculum, and to facilitate the widespread dispersal of materials. 19 Creating Community-Based ICT Facilities In 1999, the Bangladesh Rural Advancement Committee (BRAC) u ndertook an initiative to improve rural communities access to ICT facilities. This involved selecting 800 Gonokendros (multipurpose learning centers) and supply them with computers so that rural communities become familiar with usage of ICT and have access to a wide range of reading materials and resources, educational and non-educational. The concept of community-based ICT facilities may be spread out at the school level to increase school students access to ICT-based materials. For example, one ICT ticker may be created for every ive schools in the village/block, and this centre may be equipped with computers, television, radio, or other technologies. A timetable may be allocated so that each school has access to the ICT centre for one day of the week. Within each school again, different classes may be allocated different periods for accessing the ICT centre. The challenges with implementing such a scheme, is that the distance of the centre from the various schools that warran tee the need for firming up the mode of students mobility and the frequency of such mobility to access the ICT preparedness and others. Moreover, the cost of renting or buying land and a building for setting up the ICT centre is another deterrent.However, this concept of school communities using common ICT facilities is a feasible way in which to introduce students from rural communities to ICTs. Prioritizing and Planning Access to Remote Areas Special consideration should be given to ICT connectivity and accessibility for educational purposes. Bandwidth and spectrum of radio and television wavelengths should be allocated for education. Planning for connectivity infrastructure and regulations should promote and facilitate educational use of ICT. The trends toward convergence and new mobile platforms for InternetInternational Institute for Communication and Development, ICTs for Education Impact and Lessons Learned from IICD-Supported Activities. 19 6 ICT in School Education (Primar y and Secondary) 2010 connectivity need to be fully used through innovative policies and partnerships that can help lower cost and inflate access. Regional networks of collaboration among countries where language and cultural context are similar could serve as a platform to promote educational quality and equality in an effort to bridge the digital divide. Greater exchange and collaboration in the production and management of educational resources would lower expenses in the development of materials as well as increase the amount of educational content available to teachers and students across the region. 0 Adopting ICTs Suited to the Context Given that Internet access is a problem for most schools, especially in rural areas, educators and administrators needs to consider the possibility of establishing Local Area Networks (LANs) in schools. Content could be hosted on school LANs, instead of trying to make them available on the Internet. A digital library on a server on the LAN wo uld be a valuable asset, as it can store all types of digital content. Interactive multimedia material can also be hosted on the LAN at a much lower cost than on the Internet. This also has the added advantage of enabling students to access Programmes at their convenience, instead of having to adhere to a scheduled telecast.Given that India has invested significantly in educational television and already has a commendable satellite television infrastructure, schools should focus on leveraging this technology. Some Indian educational channels are planning to switch to DTH soon, and it is very practical for them to do this. Due to the rapid fall in the cost of servers and storage, it is possible to record thousands of hours of TV programmes in digital form onto a server and make it available on demand from every PC on the LAN. 21 Focus on Capacity Building The use of ICTs in education calls for a fundamental shift in the way content is intentional and delivered, as well as for teamwo rk and collaborative practices.New technologies cannot be imposed without enabling teachers and learners to understand these fundamental shifts. Ongoing training is necessary for the trainers in institutions and organizations who are engaged in the design of curriculum, teaching materials, and delivery of ICT-enabled education. At the same time, middle-level managers, some(prenominal) in the public service and the NGO sector, need to understand the pedagogy of learning through ICT and the management models that are required. Given that teachers themselves are not comfortable using ICTs for teaching purposes, it is critical that there is a focus on capacity building of teachers so that they are equipped adequately to use ICTs in the classrooms.A locally-accessible instructor/trainer may be hired to provide training to the teachers on the usage of computers and Internet, and other ICTs that are proposed to be used in Information and Communication Technologies (ICT) in Education for D evelopment, orbicular Alliance for ICT and Development, White Paper July 2009. 21 Srinivasan Ramani, International Institute for Information Technology, Bangalore, e-Discussion with Community of Practitioners at UN Solution substitute (Communities of Education and ICT for Development). 20 17 ICT in School Education (Primary and Secondary) 2010 the school. tho, the contracts of procurance of ICT products could include among other, a short-term handholding feature with respect to familiarization and effective usage of the facilities.It is also suggested that the Teachers Training Institutes (TTIs) shall ensure ICT-based teaching and learning methodologies be combine into the educational streams and build capabilities to the next-generation teachers with the capacity to handle ICT facilities with ease. Support of school administrators and, in some cases, the community, is critical if ICTs are to be used effectively. In addition, teachers must have adequate access to functioning co mputers (or other technologies) and sufficient technical support. Shifting pedagogies, redesigning curriculum and assessment tools, and providing more autonomy to local schools all contribute to the optimal use of ICTs in education.Creative Solutions to Computer Shortages Computer-based ICT interventions require significant investment in hardware. In addition, the expected active life of a computer is about 5 years, and as the hardware industry develops more sophisticated products, the software adapts to the top-of-the-line products. Computer recycling is an ecologically sound alternative to this problem. A growing number of not-for-profit organizations are dedicated to the tasks of collecting, refurbishing, and finding new homes for old computers. 22 In most South Asian countries, it has been found that computer usage is most cost effective when placed in common areas such as cyber cafes, community resource centers, and so on.Alternative Power Sources Given the situation of power s hortages in rural areas, and the effect of power shortage on the usage of computers and other technologies in schools, the Governments should actively promote the usage of skip sources of power. This ecologically friendly solution will also ensure a steady power supply to schools in rural areas. For example, the Bangladesh National ICT Policy 2009 highlights the imperative of providing access to ICTs to all schools and using alternate sources of energy such as solar panels if required. Financing ICT Investments Financing mechanisms for ICTs in education initiatives are quite varied. Due to the high up-front costs and large recurrent costs, countries and communities typically employ varied models of financing and cost retrieval mechanisms.Public-private partnerships and user fees are important components of financing ICTs in education in many countries, although more research is needed to determine the impact and effectiveness of these mechanisms (refer Annexure II for details on Pu blicPrivate Partnerships PPPs). Wadi D. Haddad and Sonia Jurich ICT for Education Prerequisites and Constraints, Technologies for Education Potentials, Parameters and Prospects UNESCO and AED 2002. 22 18 ICT in School Education (Primary and Secondary) 2010 Conclusion A carefully thought-out, integrated approach to introducing computers and the Internet into learning environments in developing countries can have a significant impact on teaching and learning.In countries where learning resources are limited and teachers never dream of having a fully stocked library, let alone the Internet, teachers and students have been introduced to a new world of learning. As a result, those with access to ICTs have been greatly empowered, and now believe they can repugn in a global knowledge-based economy because they know that their knowledge, ideas, culture, and passions are as valuable as any in the world. In order to more effectively prepare students to participate in ICT-driven education, gr eater commitments and willingness to share and adopt innovative solutions are needed from all aspects of societyfrom Governments, the private sector, communities, donors, parents, and students.Schools should be transformed into active learning environments open to their communities telecommunication and power infrastructure policies should focus on schools as starting points for rural transformation teachers and students must be empowered to be creative agents for change in their schools and leaders must embrace a vision that will prepare their early days for tomorrows challenges. 23 Despite the challenges draw in the paper, ICTs are being increasingly used in education in both the developed and developing world, in order to reach out to children from poor and remote communities, provide them with a quality education, and in general equip both teachers and students with a wider range of educational resource and enable them with greater flexibility. However, the growth and success of ICTs in education depends on the extent to which the issues and challenges outlined in this paper are addressed.There is a critical need to document every effort for the benefit of the various stakeholders decision-makers, institutions, NGOs and civil society. It is necessary to know what works and what does not, and what the implications are for policy making, planning, and implementation. Specifically, it needs to be understood that any new technology comes not merely with hardware and software, but with a learning and teaching style and grammar of its own, and that management practices need to be capable in order to use the technologies effectively. ICTs are, ultimately, only physical tools, which by themselves cannot bring benefits to students, teachers and communities at large.Therefore the unique contextual realities of this region, including, primarily, the initiative and impetus of the various countries and its constituents, the involvement of private companies and NGOs, and the level of infrastructure, play determining roles in creating enabling environments promoting the use of ICTs for primary and secondary education. 23 Robert J Hawkins Ten Lessons for ICT and Education in the Developing World, World Links for Development Program, The World Bank Institute. 19 ICT in School Education (Primary and Secondary) 2010 Bibliography ? Center for Knowledge Societies (2003), rapid Assessment of ICTs for Education. EDC. Education for All National Plan of Action, India http//portal. unesco. org/education/en/file_download. hp/9a2c6bbea059f70c23fd46a 98ae9096bEFANPAIndia. pdf Information and Communication Technologies in Educational Management The deficient Link in Developing Countries http//unpan1. un. org/intradoc/groups/public/documents/APCITY/UNPAN012316. pdf Integrating ICTs into Education Lessons Learned http//www. unescobkk. org/education/ict/v2/info. asp? id=16158 Meta-survey on the Use of Technologies in Education in Asia and the Pacific 2003-2004 http//www. unescobkk. org/fileadmin/user_upload/ICTs/Metasurvey/COMPLETE. PDF Needs Assessment of ICTs in Education Policy Makers in Asia and the Pacific http//www. unescobkk. org/fileadmin/user_upload/ICTs/ebooks/ICTs_needassessmen t/assessmentfull. df New Technologies for Literacy and Adult Education A Global Perspective http//ncal. literacy. upenn. edu/products/wagner_kozma. pdf ? ? ? ? ? 20 ICT in School Education (Primary and Secondary) 2010 Annexure I Monitoring and Evaluation in ICT The use of ICTs for school education as a result of the various programmes and projects implemented in the South Asia region has had an impact on educational access and quality, yet there are major issues pertaining to the measurement of these indicators. Monitoring and evaluation of learning gains, teaching practices, classroom environments, students participation, and other activities are required and necessary for addressing ICTs-enabled educational quality and access.However, one of the major hurdles in assessing these indicators was that the majority of the programmes and projects implemented did not have adequate quantitative or qualitative monitoring or evaluation activities. Further even if any monitoring and evaluation activities were conducted they did not adequately measure indicators pertaining to ICTs enabled educational quality and access. Monitoring and evaluating of programmes and projects are critical to ensure projects achieve their intended impacts and become sustainable in the long run. Appropriate indicators must be identified for every ICT project that can be monitored in order to effectively track progress.Stakeholders at all levels must be part of this process to ensure transparency and to avoid potentially vexing practices throughout the projects. Together with Aptivate, a UK-based NGO providing IT services for international development, Camfed, a NGO improving girls education in Zimbabwe, Zambia, Ghana and Tanzania, has tested the efficiency and qu ality of personal digital assistants (PDAs) as a tool for monitoring and evaluation. This method is extremely time efficient. Data can be metric within hours rather than weeks and through its ability to connect to the Internet it can be transmitted directly from the worker in the field to the headquarter. 4 Supply-side based development models which are based on centralized designs and make top down assumptions of people (teachers are resistant to change or lethargy of management) have been tried several times and have not been found to be successful. Hence, a monitoring and evaluation theme that does not situate itself on the needs for professional development of the teacher, based on principles of autonomy, an agency can end up emphasizing centralized databases that seek to control teachers work based on quantitative assessments of children performance, which can be counterproductive to meaningful education. 25 This is not to deny the importance of infrastructure or content or ca pacity building, except o state that these perspectives appear to reflect an dominant ICTD kind of thinking which is largely supply based. We have ICTs so let us see what we can do with them such Information and Communication Technologies (ICT) in Education for Development, Global Alliance for ICT and Development, White Paper July 2009. 25 Gurumurthy Kasinathathan, IT for Change, Bangalore, Solution Exchange for the ICT for Development Community, 31 July 2008. 24 21 ICT in School Education (Primary and Secondary) 2010 approaches do not proceed from the identifications of the objectives to be met, or critical challenges to be faced, from the respective domains perspective.They seek to thrust some overarching technological world views on development domains whose enormous contexts and complexities, challenges, and goals are not given the inflorescence positions as drivers of the policy. Some suggested evaluating parameters that may be applied to monitor the effective implementation of the policy on ICT in school education are as follows26 ? Are the ICT-based methodologies in sync with the existing traditional teaching? ? Does ICT facilitate the teacher in teaching better? ? Does ICT help in explaining abstract concepts? ? Does ICT make learning more exciting? ? Does ICT prod the student to know more, beyond the classroom? Does ICT make the student understand better and recall lessons taught during his absence or in manner alien to him or her? ? Does ICT make learning more participative and encourage group learning? ? Does ICT support interaction? ? Does ICT ensure continued progress through enhanced learning? ? Is the ICT-based solution a textbook page turner and contains too much of textual content? ? Is there an excess on animations and cartoons? ? Are the animations too trivial or too complicated? Annexure II Public-Private Partnership in ICT Collaborative initiatives in the manner of PPP, to promote ICT for education may be most relevant at the implementa tion level, where select key roles and responsibilities may be outsourced in order to make them more viable and efficient.However, one needs to be vigilant about partner-institutions, which may have direct business interest in the value chain while the outsourced role on which they are inducted might enable performance of roles that may appointment the overall interest and purpose of the initiative. Moreover, there is also skepticism about the degree to which the ability of such partnerships under PPP arrangements will work to reach interior rural areas and conduct operations on the scale required. 27 If the Ministry of Education has to solely take on this task of equipping the schools with ICT facilities, it would be an enormous task and will require funds in large sums.Therefore, M. V. Ananthakrishnan, Developmental Informatics Lab, KreSIT, IIT Bombay, Mumbai, Solution Exchange for the ICT for Development Community, 31 July 2008. 27 Binay Pattanayak, National Technical Support Gr oup, Sarva Shiksha Abhiyan (SSA), New Delhi, Solution Exchange for the ICT for Development Community, 31 July 2008. 26 22 ICT in School Education (Primary and Secondary) 2010 Governments will invariably need to form appropriate strategic partnerships in order to succeed in this endeavor of implementing ICT in schools. The most common type of agreement is seeding fund partnerships with emphasis on front-end costs and mostly detonator costs.However, such an approach tends to underestimate the total cost of ownership (TCO) of computers and other ICT equipment, which includes recurrent costs such as ongoing hardware maintenance and upgrades of hardware and software in addition to initial capital outlays. Also, teachers have to devote additional time and effort to lear