From Production Line to Segmentation of Production Essay Example for Free

From Production Line to Segmentation of Production Essay 1. Presentation Rivalry has changed: Technical Innovations, globalization of business sectors, social moves inside social orders and new and effective contenders put strain on the association of creation inside a firm. Numerous business sectors show a condition of immersion that prompts an adjustment in development: Not quantitative development is the thing that organizations are focusing on, however subjective development (Wildemann 1998:1). The improvement of the creation is one approach to set up subjective development its methods are twofold (in any event): First, it is conceivable to change the creation so as to deliver a superior yield with less expense. Second, it is conceivable to synchronize creation and market as to empower the creation to respond rapidly to changes in the market, for example the customer conduct. One approach to arrive at the two points is to redesign the creation, for example to section the creation: With the foundation of item arranged creation units a less expensive creation is conceivable (Maier 1993: 25). Financial aspects owe the attention on the division of creation with every one of its favorable circumstances to Wickham Skinner (1969, 1974 and 1986). With his book The Focused Factory he gave the ground to what is these days talked about under the feature: division of creation. Skinner didn't build up another understanding in proficient manners to deliver; he moved to the American and European theater what has been rehearsed in Japan since the start of Industrialisation. This paper manages change; with the adjustment in the manner in which vehicles are produced. A vehicle makers creation unit up to this point partitioned into various creation lines must be changed into fragmented creation. This is a major change; a change, which must be managed at the end of the day, it, is a case for change the board. The extent of this paper is in this manner not restricted to showing the benefits of a fragmented creation (which by and by will be done in part 2), yet stretches out further to the administration of the separate change. Part 4 is committed to the change the executives: How should the new association of creation be actualized? What issues may happen? What answers for the issues can be given? These and more inquiries will be put and replied in section 4. In section 3 a concise outline of progress the executives inside the (affirmed) more extensive structure of undertaking the executives will be given. Section 5 totals the outcomes acquired in the past p arts and assesses the estimation of progress the executives. 2. Proficient creation with portioned creation units Division of creation is as indicated by Wildemann an all encompassing methodology, focusing on a superior market-and item direction of the firm (Wildemann 1998: 31). Along these lines, it is important to interface creation units to a particular item. By that, the connection to Skinner is set up, who found the focussed production line for the Western Economies: a companys serious technique at a given time places specific requests on its assembling capacity, and, alternately () the companys fabricating stance and activities ought to be explicitly intended to satisfy the undertaking requested by key plans (Skinner 1969: 138-139). A focussed manufacturing plant implies as needs be adaptable responses to showcase changes and the cost productive acknowledgment of key plans, for example the turn of events and presentation of new items. The engaged manufacturing plant is certainly not a major processing plant. It is somewhat a little one where the distinctive creation units are connected to a particular portion of the market a particular item: An industrial facility that centers around a tight item blend for a specific market specialty will beat the traditional plant, which endeavors a more extensive strategic Its [the factorys with the restricted item mix] hardware, supporting frameworks, and systems can focus on a constrained assignment for one lot of clients. () Such a plant can turn into a serious weapon since its whole contraption is engaged to achieve the specific assembling task requested by the companys generally technique and promoting objective (Skinner 1974: 114). Given the reality (if it is a reality) that littler firms or manufacturing plants are contrasted with greater firms or industrial facilities and as for expenses and creation happier, it isn't amazing that there is an impressive pattern to fragmenting the creation. Moreover, exchange costs inside a little or divided firm are littler contrasted with the greater ones. An exchange is the conveyance of a property or great by means of an interface that can be in fact separated. One action closes another beginnings (Williamson 1990:1). While crossing the interface an example of expenses is created costs that can be in any event in parts maintained a strategic distance from: The point of a division of creation is to unravel creation units and limit. Huge units ought to be partitioned in little units. Collaboration ought to be build up little groups giving the individual representative greater duty. This should bring about more self-sufficiency of the individual worker, and lift their inspiration, along these lines expanding the nature of the work done by the representatives. In Germany, it was Dietmar Tress who conceptualized just because littler units as an authoritative structure. Littler Units, so his postulation, diminish the time that is expected to deliver an item. The lesser time it takes to create a decent or an item, the better the intensity of a firm, the better its capacity to convey merchandise and the littler the measure of capital expected to deliver the separate great or item. While developing his proposition Tress understood the reasons that remained against a viable creation. The reasons referenced by Tress are: division of work, old examples of thinking and organization (Feser 1999: 19). Having cut out the issues, Tress present his answer: He recommends that every essential capacity (for the creation) and the pointed connection among item and request ought to be moved in a solitary hand and that the creation stream ought to be kept inside sensible cutoff points (Tress 1986: 184). As per Tress it is definitive that the creation stream is clear, reasonable, and straightforward. A solitary worker ought to have the option to single out their commitment to the item (Tress 1986: 185). Dividing the creation further gives limit usage and to arrive at that objective cooperation is required: Small gatherings of representatives should work in a self-mindful route inside decentralized groups. Moreover, those groups should take over various assignments. Now the interrelation between the conversation on portioning creation and the conversation on human asset the board gets self-evident. As per Baron and Kreps (1999: 3) Human Resources are the way to authoritative achievement or disappointment. Human asset the executives including the ideas of inborn and outward inspiration might be viewed as the countermovement to the distance of the laborer structure the result of his work, as saw by Karl Marx in the nineteenth Century: Workers who contribute all the more comprehensively to a last item () are increasingly well-suited to relate to an item and to reflect pride in its quality (Baron Kreps 1999: 317). ID with an item raises the working spirit, which implies that the work fulfillment goes up. Specialist or representatives, who are content or happy with their work, work better. The determinants empowering this solace are set up by sectioning the creation. Also, that is, the place the difficult beginnings: How can a divided creation be executed? In what manner can a manufacturing plant isolated underway lines become an engaged production line partitioned in little working units or groups? The current inquiry is an issue of progress the executives or task the board. In the following part, the undertaking of progress will be unfurled. 3. Ventures for overseeing change Change is something that happens constantly and all over. Be that as it may, change inside a firm or to put it all the more deductively change inside financial matters seems, by all accounts, to be a startling possibility. Change can't be left to itself; it must be arranged, controlled and facilitated. Issues, ascending in the quest for change, must be anticipated, threats for the undertaking must be distinguished and dispensed with. This is finished by change the board or inside the (affirmed) more extensive extent of task the board. To put it in an unexpected way, change the board is the preliminary to coordinate change into the correct channels. Venture the executives is the preliminary to coordinate everything new inside a firm into the correct channels. Apparently there isn't a lot of distinction among venture and change the board, one can nearly say, they are various words meaning the equivalent. A task is viewed as something one of a kind, something that won't be rehashed (Schelle 1999: 11). Undertaking the board implies the totality of official capacities, the procedures, and means important to complete a venture. Supplanting venture by change, change the executives can be tended to as the totality of official capacities, procedures, and implies that are important to adjust something old into something new. From the outset it is as indicated by most creators absolutely critical for a change or task the board to build up a structure plan, in which the usage of whatever ought to be changed, is booked by a period table associated with objectives that must be reached at one point in time. The structure plan is as indicated by Schelle (1999: 93) a basic and helpful device. The structure plan is the meta plan. Aside from the structure plan there is the running request posting sub objectives, etc. When a venture is started the control of the task is vital. A steady control is important to recognize deviations from the arrangement or objective as quickly as time permits and to direct against undesirable results (N㠯⠿â ½chter 2003: 377). Task control in this sense intends to recognize issues, to take care of the issues, to recalibrate the venture after certain deviations from the arrangement happened and to protect the objective notwithstanding significant issues.

The Fruitless Search Exposed in Camus’ The Plague Essay -- Camus Plagu

The Fruitless Search Exposed in Camus’ The Plague In the midst of the hot loathsomeness of uncontrolled affliction and passing, The Plague is an illustration of human remoteness and the battle to share presence. In contemplating the connections which Camus presents, the connection among man and sweetheart, mother and child, healer and unhealthy, it very well may be seen that the main relationship Camus depicts is that between the ousted, and the realm for which he look with tormented yearning. In this way the main thing that plague brought to our town was exile.(p.71). The primary outcast Camus composes is the physical outcast of an ailing town from the world, and therefore, the outcast of the town's kin from the realm of regular. The specific torment of this outcast is memory; once removed from a realm, the realm stops to exist, living on just as a memory that fills no need... ha[s] a relish just of regret.(p.73). In this manner the townspeople are spooky by recollections of their inaccessible friends and family and their intruded on lives, making islands of their own outcast an outcast increased by long periods of dull egotistical propensity. In all actuality everybody is exhausted, and commits himself to developing habits.(p.4). The pea-counter is a definitive portrayal of this outcast; he is totally expelled from the truth of man, estimating his life in the interminable reiteration of a ridiculous movement. Through the character of Rambert, Camus characterizes plague a s definitely this narrow minded outcast of propensity, this doing ...the same thing again and again and over again...(p.161). Outcast is additionally aggravated by the urgency with which a considerable lot of the characters toss themselves into the mission of attempting to recapture their own recalled realms. Rambert the meeting columnist is the ... ...he peruser that Rieux is Camus' legend. It is unequivocally this feeling of normal conventionality which separates him, renders him remarkable in a town of men banished from one another by childishness. Rieux isn't looking for anything, he is just doing what must be done to battle the plague. His will to see man recuperated has liberated him from his own inquiry, and consequently from oust; no longer in a state of banishment, Rieux has discovered endless realm. For Camus lets us know there is no realm yet present humankind, however we spend lifetimes looking in segregation for confirmation in a future or a past. Also, there is no outcast with the exception of that which the narrow minded man forces on himself. It is by surrendering the vain quest for the non-existent that man can at last free himself from outcast, and increase the everlasting realm of present. Works Cited Camus, Albert. The Plague. New York: Vintage International, 1995.

How to Get Term Papers Free

How to Get Term Papers FreeIf you are looking for term papers to solve, one of the most popular ways is through the internet. This has been the traditional way of getting term papers because there are very few companies that can afford to send this paperwork to a handful of companies. There are numerous websites that can help you solve your term papers fast and easy. All you need to do is to make sure that you have the right type of account.The best way to search for term papers free is through the search engines. For example, just type in 'term papers free' in Google. You will see various website which promise to solve your term papers for you for a nominal fee. It can be worth the money if you get the paper solved quickly. But beware of the many unscrupulous sites as well as those that offer fake offers.However, you need to carefully choose which company you sign up with, and what your expectations are. You may find that some of the free sites are very useful. But make sure that th e service you receive from the website is authentic. Don't sign up with an unauthentic website, it could jeopardize your study for your future.There are many websites on the internet that provide term papers for free but the price that you will have to pay is usually more than the value of the paper. So make sure that you know which company you have signed up with before committing to its services.Make sure that you are using a reputable website and the free service is valid. You also need to compare the fees that they charge with other websites and your class. Take into consideration whether the website has sufficient competition in the market, and if the website offers value for money.If you enroll in an online class, you should first check the fees of different universities and institutions so that you are not spending more than you have to. Also take into consideration whether the course is within your preferred school hours.Term papers online is not only convenient but also giv es you a lot of convenience in terms of learning, studying and exam preparation. You don't have to worry about the office hours as you can study at any time of the day or night, from any location. Be sure to have a good and legitimate website to solve your term papers for you.

Essay on Thomas Aquinas’ Theory of Christianity Theology...

Thomas Aquinas’ Theory of Christianity Theology is Science Thomas Aquinas claims Christianity is a science with the use of the writings of Aristotle on scientific knowledge. Aquinas also makes the claim that theology, or the study God, is a science accepted through Revelation. Faith provides ammunition for Aquinas to state that believers of Christianity have the affirmation of God already inside of them. This claim considered that divine writings were inspired by God. Aquinas stated, The principles of any science are either in themselves self-evident, are reducible to the knowledge of a higher science are the principles of sacred doctrine. Once these documents had God’s authority approved by faith, they became indemonstrable knowledge,†¦show more content†¦This provides a standard in which a person could live their lives in a godly manner. A critique that could be levy against Thomas Aquinas’ assertion is that the Holy Scripture in the Christianity religion is the word of God. There are other religions that claim that their doctrine is divinely inspired also. So this would allow other religions to claim the same absoluteness of authority on indemonstrable knowledge as Christianity. For example, the Koran and Torah were also said to be inspired by God. The question arises of which doctrine is the definitive Scripture that God attended for us to use. Thomas Aquinas is going to pick his religion holy doctrine over the other ones due to his faith in Christianity. Another issue with Aquinas argument leads to a discussion that John Dewey brought up in â€Å"The Process of Scientific Thinking of the possibility of indemonstrable knowledge being mistaken or misinterpreted. Even if Scripture is absolute, people’s perception of the doctrine can be fallible. Thomas Aquinas makes a strong argument for theology being a science. He demonstrates how a follower of Christ and a nonbeliever could use a scientific method to come up with absolute proof with axioms provided by Holy Scripture. A problem could takes place when someone misconstrues the word of God and forms absolute beliefs on incorrect interpretation of Scripture. Theology leaves no wiggle room for improvement once an absolute syllogismShow MoreRelatedSt. Thomas Aquinas And The Catholic Church1682 Words   |  7 Pages Luther Vs Aquinas Nick Pascuzzi TH 3000 Dr. Campbell 11/21/2016 â€Æ' St. Thomas Aquinas, was born near Naples, Italy, in 1225. Educated in the Dominican Order in Paris and Cologne, he devoted his life to the knowledge of God. He died in 1274, was canonized in 1323. In 1567 he was proclaimed a Doctor of the Universal Church (NCE 14:13-29). Martin Luther, was born on the 10th of November in 1483 in the Holy Roman Empire. He was baptized as Catholic, but he became a significant figure inRead MoreThe Philosophy Of Religion : Thomas Aquinas And Fredrich Nietzsche1364 Words   |  6 Pagesas well as the day to day norms. Religion has and always will be a hot subject because of this; However, philosophers have developed theories and guidelines to help people to realize what is most suitable, important, and critical in their spiritual lives. However, the Philosophy of Religion caters to everyone, not just believers. Today we will look at Thomas Aquinas and Fredrich Nietzsche and their takes on religion. To fully understand their viewpoints its important to first understand what theRead MoreEvolution And Its Impact On Students Worldview1310 Words   |  6 Pagesengaging with non-believers in topics that they are not knowledgeable of. Augustine also claimed that science and faith should work together in a harmonious relationship. Early scientific discovery did little to question literal interpretations of the Bible, but Augustine pointed out the dangers of quoting scripture and claiming it as truth when non-believers are firmly grounded in their knowledge of science based on experience and reason. According to Augustine, diligent preparation and thoughtful executionRead MoreThe Argument Of Creation Vs. Evolution2468 Words   |  10 Pagesdebated for quite sometime. Since Darwin’s theory of Evolution by Natural Selection was published, some of those that thought the world and its inhabitants was made by a creator now began to think differently. Evolution began to make sens e, there was evidence of certain types of species evolving (as in the finches in the galapogos islands as observed by Darwin) however, with creationism there was no evidence, it was all based on faith. Although Darwin’s theory stands at the forefront for the beliefRead MoreDualism And The Separation Of Mind And Body Essay2046 Words   |  9 Pageswhich explains the outcome of the two eternally opposed principles of good and evil. Good and evil can also be represented as light and darkness. This theory can be found widely relevant in the East, specifically in Persia for several centuries before the era of Christianity. In the third century after Christ, for a time to convert to Christianity, Gnosticism was developed. Christian philosophy exemplified with little differences by theologians and philosophers from St. Augustine. Christian philosophyRead MoreAristotle And Plato s Influence On Western Philosophical Tradition2851 Words   |  12 Pagesmedieval era is considered by modern historians to be heavily influenced by Christian theology. One of the most notable thinkers of this era is Thomas Aquinas, and ironically never considered himself a philosopher, and criticized philosophers for always falling short of the true and proper wisdom to be found in Christian revelation.† From a Voegelinian point of view, Voegelin would have much to critique on Aquinas, in regards to Christian dogma. And lastly modern philosophy, which consist of theRead MoreFaith and Reason Essay1035 Words   |  5 Pagesconsidered anti-Semitic that reason supported religion. The Counterbalance Foundation website observes that before this time, science that contradicted religion was wrong. â€Å"When we look at the history of science, we see that in fact it owes an immense debt to the religious world. In the early Middle Ages – a time when Christian Europe turned away from scientific thinking -- the science, mathematics, and astronomy of the ancient Greeks was kept alive in the Islamic world, where it was further developed andRead MoreDoes God Exist? The Existence Of God?1876 Words   |  8 Pageshuman existence. But the real question is, can we answer any of them? These questions are answered in the arguments of St. Thomas Aquinas, Blaise Pascal and St. Anselm of Canterbury. For thousands of years, theologians, philosophers and scientists have been trying to prove or disprove God’s existence. Many, including the three mentioned above, have strong proofs and theories that attempt to confirm God’s existence. Although, without any scientific evidence, how can they be entirely sure? â€Å"PhilosophicalRead MoreSummary Of Pierre Teilhard De Chardin2134 Words   |  9 PagesJohn Hughes Mr. Lace Senior Theology Honors 18 November 2011 Mr. Lace Trimester Final Pierre Teilhard de Chardin, A. North Whitehead, Monsignor Luigi Guissani, and Charles Hartshorne have contributed significant bits of Theology as the Roman Catholic Church, perhaps a century late, has finally come to a difficult crossroads about the creation of the world: Should the Vatican alter (no pun intended) modify Church Dogmas, which are infallible snippets of doctrinal teaching, or ignore rapidRead MoreRelation Between Science and Religion Essay4079 Words   |  17 Pageson What is the Relation between Science and Religion William Lane Craig Examines several ways in which science and theology relate to each other. Back in 1896 the president of Cornell University Andrew Dickson White published a book entitled A History of the Warfare of Science with Theology in Christendom. Under White’s influence, the metaphor of â€Å"warfare† to describe the relations between science and the Christian faith became very widespread during the first half of the 20th century. The culturally

Bob Marley’s Spiritual Rhetoric, the Spread of Jamaican...

Bob Marley’s Spiritual Rhetoric, the Spread of Jamaican Culture and Rastafarianism By Mark Haner Senior Seminar: Hst 499 Professor John L. Rector Western Oregon University June 16, 2007 Readers Professor John L. Rector Professor Kimberly Jensen Copyright  © Mark Haner, 2007 The spread of Jamaican culture and Rastafarianism can be accredited to many events and technical advances in communication. Bob Marley is one of the main influences the spread of Jamaican culture and Rastafarianism due to the lyrical rhetoric used in his popular music. Growing up as an impoverished youth, Marley struggled to create a music career where his voice as well as others could be heard globally. Bob Marley’s lyrics contributed to the†¦show more content†¦Gilroy defines Marley calling him the greatest man in reggae music and the greatest leader and proponent of the spread of the Rasta religion. This article poses Marley â€Å"as an icon for the struggle for justice, peace and human rights† 5 not just another musician or pop icon. Although opposed to many established governmental policies, Marley was not an anti-establishment advocate. He was an individual that believed governments and everyday people, such as those who may not be involved in politics, needed to look out for their fellow humans and treat all people equally regardless of ethnicity and income. Marley used his music to bring many social issues to the forefront that had previously been suppressed. Many of these issues were not suppressed because of their nature, but because of the lack of influence Jamaica had on the world. The country of Jamaica is highly dependant on tourism and agricultural exports such as raw sugar. By-products of the raw sugar production are molasses and rum. Due to these limited industries, most citizens of Jamaica are of the working class and this 4 Gilroy, Paul. â€Å"Could You Be Loved? Bob Marley, Anti-Politics and Universal Sufferation.† Critical Quarterly 47.1/(Spring 2005): 226-245. 5 Gilroy, 232. 5 creates a service and now, product-based economy typical of the developing world. Marley focuses on the situations he experienced both in hisShow MoreRelated Discontent Expressed through Blues, Jazz, Reggae, and Hip-hop5489 Words   |  22 PagesDiscontent Expressed through Blues, Jazz, Reggae, and Hip-hop In cultures all over the world, music can be seen encompassing many aspects of life for many individuals. It is a form of mass communication thatspeaks directly to society as a cultural form, and often reflects a collection and pattern of personal experiences (King 19). Music is so influential because it communicates on three different levels: the physical, emotional, and cognitive. Not only does it operate in a nondiscursive way, byRead MoreRastafarian79520 Words   |  319 PagesRastafari This page intentionally left blank Rastafari From Outcasts to Culture Bearers Ennis Barrington Edmonds 2003 198 Madison Avenue, New York, New York 10016 Oxford University Press is a department of the University of Oxford It furthers the Universitys objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala

Learning What Was Never Taugh free essay sample

In this short story, author Sabine Reichel tells her tale of growing up in a post-WWII Germany education system. Her main focus is the lack of history being taught at that time. The specific history she is referring to being that of Adolf Hitler, the holocaust, and the Third Reich. She looks at her own experience with her teachers and then talks at length about an interview she conducted later in her life with an older man who was a teacher in post-war Germany. This teacher, Casar Hagener, was a relatively young man at the time of the war and was very much against what was going on. Reichel conducted this interview when Hagener was seventy-six. He speaks of being forced into the Nazi party, being drafted, and his contempt for his contemporaries. The majority of her experience with teachers involves them dancing and side-stepping around the entire block of time that Germany was at war. We will write a custom essay sample on Learning What Was Never Taugh or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The piece concludes stating that the German students today know more about Hitler and the Third Reich than any previous generation. Reichel could give more fact than observation if this piece were to truly hit home. She merely gives her own biased observation of what was going on with her teachers rather than any facts or case studies. Her inductive makes the story a bit weak in my opinion. I didn’t really find much to sink my teeth into in this story as Reichel only gives her point of view. There are no facts backing up her claim that German students today know more about Hitler and the Third Reich than any other generation. The language used in the story is quite descriptive. There were a few images that jumped off the page at me. One in particular was, â€Å"The dark clouds were gone, the past had been left behind, and he turned jocular and voluble again. † Another device used in the story is the simile. For instance when Reichel says the German youth must be, â€Å"resilient as leather, fast as a weasel, and hard as Krupp steel. The other example being, â€Å"A house without a fence is disorderly, like a coat with a missing button. † I read this story immediately after writing my response to Hotel Rwanda and it made me think about how much history repeats itself. In thinking about the genocide in Rwanda and the lack of action from the international community I think about the lack of action right now in Darfur. Watching Hotel Rwanda, I could only think that the international community would learn from what happened in Europe during WWII and learn from that.

Introduction to Folklore Folklore Genres and Analysis

Folklore is a complex term, whose definition has stirred up mixed thoughts and ideologies in the folklorists’ world. There is no single definition that is universally accepted since different folklorists—in the past and current—have different thoughts. But, these varied thoughts are interlinked with Alan Dunde’s list of folklore, which entails different genres that are difficult to categorize (Oring, 1989).Advertising We will write a custom report sample on Introduction to Folklore: Folklore Genres and Analysis specifically for you for only $16.05 $11/page Learn More As a result, varied definitions have been developed to help understand the genres better. To some extent, the two words that give rise to the general term â€Å"folklore† influence the folklorists’ work in coming up with a definition. The meanings associated with the words â€Å"folk† and â€Å"lore† should be envisaged in the general d efinition of the word. According to Newell (1890), folklore is â€Å"oral tradition and belief handed down from generation to generation without the use of writing† (Oring, 1989, p. 7). Initially, folklore referred to survivals such as legends that enabled the continuation of a practice over time. The use of tales and beliefs was associated with some kind of mythology and coming up with an articulate distinction between mythology and folklore was fundamental. However, this cause became weak when Newell’s redefinition of folklore surfaced. Folklorists link folklores to peasantry because the primitive and less privileged people tend to value their cultural practices and values, which are passed on from one generation to another, compared with civilized people. Natural and spiritual facets of folklore have been eroded among the urban civilized people. The peasantry still value their natural and spiritual lives that have not been distorted by urbanization. A typical exampl e is the current world we are living in, which due to technological change and development has placed more focus on making life better rather than dwelling on maintaining the authenticity of folklore. A visit to communities that have not been polluted by westernization and its ramifications shows that these societies are still entwined into their ancient practices. I therefore believe that despite the varied definitions of folklore, it is inclined to a particular group sharing a particular â€Å"ancient factor†.Advertising Looking for report on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Folklore never dies; it somehow finds a way to relive even though not in its original state as long as it thrives in some way. However, it is argued that its value lies in its connection to common daily experiences of the people despite the transformation. Folklore should not merely emanate from institutions. When folklore evolves over time and is transformed to fit into the contemporary society, then it loses its traditional and ancient aspects that are fundamental in defining folklore. A typical example is in Frank’s (1985) literature that shows Cape Bretoners as people, who have been rapidly expanding their livelihood activities to suit the changing times. The history of Cape Breton as an industrial society dates back to the 1820s. During this time, mining may have been the traditional economic activity for the people around the coal mines. However, the high demand for labour when civilization permeated resulted in drawing people from their typical livelihoods as farmers and fishers (folklife). Under such circumstances, the folklife of the people was swept away by the domineering coal companies leading to a change of belief systems and way of life. In addition, the operations of these companies were legislated and structured in a manner that gutted the natural expressions and folklife of the people . The expressions exhibited by the coal miners â€Å"voting for labor candidates, joining co-operatives and building unions† are not folklore. These activities were not voluntary expressions. The people were compelled by harsh treatment from the coal companies to come up with strategies that would safeguard their human rights (Frank, 1985, p.203). Folklores are meant to pass on specific messages/practices that are relevant to the society in which they are developed over time without themselves getting altered. For example in rural Cape Breton, songs and stories were highly appreciated and valued in the region. In this region, there was a high rate of immigration and ethnic ties were salient. American anthropologists argue that ethnic ties (folk society) bound people of the same community together. It was difficult for an outsider to penetrate into the folk societies. Folklore domains are a form of cultural identity. Therefore, people with the same background orientation share similar stories, delimit their folk society and they have a similar understanding of issues.Advertising We will write a custom report sample on Introduction to Folklore: Folklore Genres and Analysis specifically for you for only $16.05 $11/page Learn More The church was an important social institution for the Cape Bretoners. Despite the fact that the church does not qualify to be folklore, the sentiments, attitudes and belief systems of the people towards the church are folklore (Frank, 1985, p. 204). Merely 23 individuals could not state the religion they were affiliated to hence, an indication that the people had strong faith and belief in the church. Regardless of people’s strong belief in the church, the formulated and documented activities by the clergymen were not part of the people’s folklore because they were not a true reflection of the followers’ thoughts and ideas. Instead, the church’s activities were aimed at de riving some form of benefit as the church imposed its doctrines on the people. In his writing, Frank clearly demonstrates this through a folklore genre (joke), â€Å"I had to take my hat off every time I saw him and go to church twice on Sunday to hold my position† (Frank, 1985, p. 208). This quote is folklore but at the same time shows how the church, the foundation of people’s faith did not qualify to be folklore. The quote represents an individual’s attitude towards the church. Most of folklore genres are mainly used for amusement and entertainment like tales, songs, jokes and dances. The ancient characteristic they possess makes them peculiar to the eye, thereby creating a feeling of excitement. In Cape Breton, there was a mixture of music and songs as indicated by Frank (1985). However, music becomes folklore only if it is congruent with the definition of unwritten traditions. Cape Breton community is an illustration of the role played by music in creating harmony despite its diversity. The songs sung had a common theme shared by the coal miners: â€Å"that they did not have a slave-spirited soul† (Frank, 1985, p. 206). The above discussion on understanding folklore shows that folklore forms a basis for cultural identity. Culture is very important because it gives an individual a sense of belonging. According to â€Å"The Intangible Heritage Messenger† (2003), there is a strong link between intangible cultural heritage and folklore. UNESCO defines intangible cultural heritage as â€Å"the practices, representations, expressions, knowledge, skills—as well as instruments, objects, artefacts and cultural spaces associated therewith—that communities, groups and, in some cases, individuals recognize as part of their cultural heritage† (What is Intangible Cultural Heritage, 2003, p.1).Advertising Looking for report on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Reasons discussed in this paper form a basis for explaining why UNESCO uses the phrase â€Å"intangible cultural heritage (ICH)†. To begin with, the domains under the intangible cultural heritage are abstract systems that different cultures take pride in irrespective of their history. Some cultures are associated with farming while in others, fishing is the livelihood. Therefore, UNESCO acknowledges the diverse nature of cultures and thus is bent on ensuring that each culture’s intangible heritage is well protected. Folklore on the other hand delimits the genres and especially when transformation is apparent. Manipulated genres are not absolute folklore and more so if they are not part and parcel of people’s lives. UNESCO does not place restrictions on ICH. Hence, every intangible domain that defines culture, irrespective of its nature and subsequent manipulation, is part of the ICH. An example is the ancient farming society compared with the contemporary farmin g society. The current use of workers and machines for commercial production has disrupted the traditional practice of farming, which was fundamental in people’s daily lives because they solely relied on it. While modern farming falls under ICH, it is not folklore. In addition, literature indicates that the domains listed by UNESCO are not an exhaustive list of folklore hence, it would be misleading to use it as a collective term. Folklore is a more complex term and using it would require the convention to delve deeper into the past to get all those genres that define ancient people and their practices with the least possible transformation in comparison with UNESCO’s ICH (What is Intangible Cultural Heritage, 2003). References Frank, D. (1985). Tradition and Culture in the Cape Breton Mining Community in the Early Twentieth Century. In K. Donovan (ed.), Cape Breton at 200 (pp. 203- 221). Sydney: University College of Cape Breton Press. Newell, W. (1890). The Study of Folklore. Transactions of the New York Academy of Sciences, 9, 134-36. Oring, E. (1986). On the Concepts of Folklore. In E. Oring (ed.), Folk Groups and Folklore Genres (pp. 1-22). Logan: Utah State University Press. The Intangible Heritage Messenger. (2003). Web. What is Intangible Cultural Heritage. (2003). Web. This report on Introduction to Folklore: Folklore Genres and Analysis was written and submitted by user Cecilia Reyes to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Declaw Debate essays

Declaw Debate essays The domestic cat has a history unlike most other domestic species, and one that is also comparatively recent. Whereas dogs have been domesticated for at least 10,000 years, cats have only been domesticated for around 5,000 years (Beadle 66). Juliet Clutton-Brock describes the cat as an exploiting captive and a carnivore that enjoys the company of man. Unlike the dog, a manmade species, or a captive animal domesticated for utilitarian purposes, like the elephant, the cat has been said to have domesticated itself (Bradshaw 6). Domestication probably began around 4000 BC, as remains of ancient cats Felis silvestris and Felis chaus were found in the Egyptian tombs of the period. The first tangible evidence of the domestic status cat comes from ancient Egyptian paintings and sculptures dating back to 1600 BC, in which cats are shown eating and hunting with man (Bradshaw 6). From about 1450 BCE onwards, images of cats in domestic settings became increasingly common in Theban tombs, and it is likely that these animals were fully domesticated. The cats are usually illustrated sitting, often tethered, under the chairs of the tomb owners wives, where they are shown eating fish, gnawing bones, or playing with other household pets (Bateson 182). Theories of domestication are varied, but it is known that the economy of Egypt at the time was based primarily on grain, and cats with their ability to control outbreaks of mice and rats, must have earned at least some encouragement from the people (Bradshaw 6). In this way, cats began to be tolerated and then encouraged around the Egyptians granaries and homes, establishing populations of urban cats that some theorize began to become more and more dependent on humans for food and shelter (Bateson 182). Others insist that the encouragement from Egyptians resulted only in a commensal relationship, at which cats began to domesticate themselves (Bra...

Academic Performance of College Students Essay Example for Free

Academic Performance of College Students Essay Academic performance (42) , College Students (39) , college level (10) , for college students (8) , top college (7) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? The lack of adequate background and/or preparation, among other things, causes many students to withdraw from college or to graduate with low grades, which often makes it difficult for them to obtain suitable jobs. This paper examines the academic performance and efforts to seek assistance for academic and related problems of undergraduate students at North Carolina A&T State University. To that effect, the grade reports of business and economics majors and responses to a survey of students enrolled in business and economics courses were qualitatively analyzed. The results of the analyses indicated that many students experienced academic deficiency and did not seek assistance when faced with problems. The results also revealed that many of the students who sought assistance rated the services they received as ineffective and indicated their preference for school-level advisement services. The development of a school-specific academic monitoring and advisement center would alleviate these problems. Such a center, with a comprehensive and extended advisement and counseling program, will be more effective than university-wide services in improving student academic performance and marketability upon graduation. ********** Teaching, research and service are usually used as a yardstick to measure faculty contributions to higher education institutions. Major universities have long stressed the importance of research activities relative to teaching. Over the last two decades, many of smaller teaching institutions, including the Historically Black Colleges and Universities (HBCUs) where research activities were recognized only to the extent that they would keep educators and the knowledge they transmit to students current, have been under pressure to acquire external funds for scholarships, faculty development, and meeting accreditation standards (Fielding 1985). As these institutions, particularly the HBCUs, placed more emphasis on faculty research productivity, they are faced with the challenge of striking a balance between teaching and research activities. Nevertheless, most colleges and universities recognize that teaching is the ultimate goal of their institutions (Wiley 1993). The main factors considered for improving teaching effectiveness among other things, include teaching approaches and techniques and faculty availability for student assistance and advisement. However, students in higher education institutions must be motivated and committed to make reasonable efforts toward handling various activities, such as reading, written assignments, class discussion, presentation and examinations, effectively. Accordingly, the students’ commitment to attain a good education, their study habits and cooperation, their motivation and efforts to seek assistance, when needed, are equally critical for learning. Thus, since the provision and consumption of education service occur simultaneously, the students’ active participation in the process is a necessary condition to transform teaching to effective learning (Norales and Addus 2003). This paper assesses the academic performance and efforts of undergraduate students to seek assistance for academic and related problems at North Carolina A&T State. The paper (1) examines the academic performance and deficiencies of the students in terms of their overall grade point averages; (2) identifies the relative magnitude of student academic and related problems from freshman to senior classifications; (3) presents student evaluation of the effectiveness of advisement and counseling services available to students; and (4) recommends the development of a school-specific academic monitoring and advisement center to improve student academic performance and marketability upon graduation. Methods and Instrumentation The 1998 grade point averages (GPAs) of undergraduate business and economics majors were used to determine the levels of student academic performance and deficiencies, with the application of chi-square statistic test to the relevant data. The student grade reports (the most recent data available) were obtained from the North Carolina A&T State University’s School of Business and Economics. In addition, data from students were collected through a student survey of 2002. The sample for the student advisement and counseling effectiveness questionnaire consisted of students enrolled in business and economics courses at North Carolina A&T State University. The questionnaire items were designed to elicit responses from students to determine the magnitude of student academic and related problems, efforts to seek assistance to solve their problems, evaluation of effectiveness assistance they received, and preference for the location of advising and monitoring services within the University. The results of this study can be used as a source of data that can provide information on the curriculum effectiveness at North Carolina A&T State and other universities. Such data can assist educators in curriculum planning and development so that they can better meet the needs of students. Student Academic Performance and Survey Results The results of this study are based on the examination of the School of Business and Economics student GPAs and the student advisement and counseling survey of students enrolled in business and economics courses at North Carolina A&T State University. The results are centered around (1) the student academic performance levels and deficiencies; (2) the magnitude of student academic and related problems; (3) the students efforts to seek assistance to solve problems; (4) the student evaluation of effectiveness assistance received; and (5) the student preference for the location of advising and monitoring services. The following are the findings of the study based on student grade point averages and student advisement and counseling services questionnaire responses. Student Academic performance. The school of Business and Economics at North Carolina A&T State University consists of accounting, business administration, business education and economics and transportation/logistics departments. The distributions of grade point average of students enrolled in the School during the 1998 fall semester are presented in Table 1. For the data in the Table, the chi-square test statistic is significant. This indicates that grade distributions by classification are statistically different. Generally, the number of students with low grade point averages decreased from freshman to senior classifications. In other words, more freshmen maintained lower grades relative to seniors, and more seniors maintained higher grade point averages than freshmen. More specifically, the data indicates that, in the School of Business and Economics, 55% of freshman, 14% of sophomore, 16% of junior, and 6% of senior students maintained below 2. 00 grade point averages. The decline in the proportion of students with lower grades from the freshman to senior levels is an indication of either grade improvements, transfer from one program to another or withdrawal and/or suspension/dismissal from the university. In their senior year, 41% of students maintained a GPA of below 2. 50, 23% below 2. 25, and 6% below 2. 00. For all classifications, 53% of students maintained a GPA of below 2. 50, 39% below 2. 25, and 26% below 2. 00. The School of Business and Economics cannot afford to ignore 23% students who may graduate with a GPA of lower than 2. 25 and 41% below 2. 50, only to find it difficult to find professional jobs of their choice in their respective fields. Apparently, students need to be monitored, encouraged and assisted to play an active role in their pursuit to achieve their education and career objectives. Student Survey Results Of some 206 students who responded to the survey, 52% were female and 48% were male students. By classification, 10% were freshmen, 30% sophomore, 37% junior and 23% senior students. In terms of general fields of study, 68% majored in business and economics and 32% in other areas, including arts and sciences, education and engineering (Table 2). These figures suggest that the survey represents a balanced coverage on gender, student classification, and various fields of study. Magnitude of Student Academic and Related Problems: Of 154 who sought assistance, 52% were female and 48% were male students. By classification, 9% were freshmen, 30% sophomore, 37% junior and 25% were senior students (Table 3). The data in the Table is indicative of the fact that the number of problems faced by students generally declined from freshman to senior year of their study. Of 52 students who did not seek assistance, 52% were female and 48% were male students. By classification, 17% were freshmen, 30% junior, 37% sophomore and 19% senior students. A total of 56% who did not seek help were junior and senior students. The reasons indicated for not seeking assistance are that 19% did not have any problems, 17% did not have time to seek assistance, 19% did not know the availability of assistance, 14% did not believe such assistance would be useful, and 15% indicated a combination of the above factors (Table 4). Student Efforts to Seek Assistance: Out of 206 students who sought assistance, 60% consulted with their academic advisors and 30% with course instructors or respective departments. Only 4% indicated to have sought assistance with the University Center for Success (Table 5). Student Evaluation of Assistance Effectiveness: Of 154 students who sought help, 72% indicated that the assistance they were offered was effective resulting in grade improvements, enhanced self-confidence, remaining in major for the better, and changing major for the better. However, 28% indicated that the assistance they received was not effective at all (Table 6). Student Preference for Advising and Monitoring Services: Of 206 survey respondents, 147 (71%) indicated their preference for student monitoring and counseling services at school/college level (as opposed to counseling at the university level); and 92% indicated that they would seek assistance more often if such services were available at school/college level (Table 7). The Case for Academic Monitoring and Advising Center The findings of this study reveal that relatively low grades and high failure rates were maintained by upper level undergraduate students with the possibility of marketability problems. The findings further show that 28% of survey respondents said the assistance services they received were not effective. Another 28% of the respondents, of which 56% were juniors and seniors, did not seek help to resolve their academic and related problems. In addition, 71% of respondents indicated their preference for a school-level assistance services, and the overwhelming majority (92%) said they would seek help more often if such services were available at the school level. It follows that a school-specific academic monitoring and advisement center (AMAC), with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The need for the AMAC is underscored by other studies. The main problems affecting student academic performance include inadequate background, working long hours, lack of time to study and seek advice, lack of time management skills, bad study habits and skills, and lack of self-confidence. Many students are also faced with various impediments in their pursuit of higher education and career objectives, including financial problems, family responsibilities, and social and extracurricular activities. Some of these activities do not only take away from the time needed for sleeping, attending class and studying, but they also cause considerable stress resulting in negative effects on academic performance as measured in terms of GPA (Womble 2001). The results of a survey of 239 university students enrolled in business and economics courses at North Carolina A&T State University indicated that most students did not have sufficient time to read the textbook and study, and that their absence from class was work related. The majority (56 %) of the students stated that they could not take lecture notes while listening, and 29 % said they could not understand the lecture (Norales and Addus 2003). Kelly et al (2001) classified college students into short sleepers (individuals who slept six or fewer hours a day), average sleepers (individuals with seven or hours of sleep a day), and long sleepers (individuals sleeping nine or more hours a day). They found that the individuals who represented long sleepers reported higher GPAs than the first two groups. Many students are admitted to a university as a result of their performance in examinations that do not demand the same preparation levels required to succeed in higher education. Thus, one of the main factors affecting the academic performance of college and university students is the lack of adequate preparation skills (Beswick and Ramsden 1987). Entwistle et al (1989) studied the academic performance of electrical engineering students and found that low course grades were associated with inadequate study skills, and that many students had not established adequate independent study strategies required to succeed in higher education. Eikeland & Manger (1992) looked into factors affecting student achievement, especially those factors related to high failure and dropout rates. The findings showed that organized study habits had a positive impact on self confidence during the students’ first semester, but such study habits did not have a direct effect on grades until as late as their fourth semester in college. In a survey of close to 350,000 students attending four-year public and private colleges, over 70 items related to the students’ educational experiences on the survey instrument were grouped into 12 factors. (1) The survey results indicated that out of these factors, public college/university students rated academic advising as the most important aspect of their educational experiences. Private college/university students rated academic advising second to only instructional effectiveness in importance. When students were asked to rate five items (2) comprised academic advising, both public and private college/university students rated the academic advisor’s approachability and the academic advisor’s knowledge about major requirements as strengths–meaning most important and most satisfying (Noel-Levitz 2003). In general, the success or failure in higher education are not explained by the student attributes or faculty teaching efficiency in isolation, but by the complex interactions between students and the learning environments they experience (Entwistle 1990). Thus, students are in need of comprehensive advisement, counseling and support services including time management, stress management, efficient study style, habits and skills, reading, writing, and lecture note taking skills, and other support services. These must help students enhance their capacity to master the relevant subject, self confidence, verbal and written communication, academic performance, and to be competitive and productive members of the community. Academic Monitoring and Advising Center The findings of this study, along with the discussion of relevant literature, suggest that a school-specific AMAC, with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The primary purpose of the AMAC is to enhance student academic performance and produce marketable graduates by providing extended assistance and guidance to students in academic activities and related areas. At North Carolina A&T State University there are university-wide student support services, including the Center for Student Success (which is focused on student retention) and school-level academic assistant services. In addition, there are programs which are designed to mentor students with high academic standing, in collaboration with potential employers, to prepare them for the real world work environment upon graduation. However, many students who for various reasons fail to perform to their potential levels deserve to be uplifted through a similar program provided by the AMAC. Compared with university-wide academic counseling services available for students, the AMAC will be more effective for needy students can be given individual and unique attention suited to their specific needs by their respective schools. In addition to regular advisement provided by academic advisors, the AMAC will provide counseling services for students who fail to reach a minimum GPA of 2. 50 during each semester. To start with, such students will be able to discuss issues regarding specific courses and their course loads with an advisor from the AMAC, and receive advice on how to successfully manage their time and handle their course loads. Also, the AMAC if necessary, can suggest changes in course, course loads and schedule to help the students balance their time between school and work. As mentioned above, one of the biggest problems that many students have is lack of time and time management skills. If this problem is solved early, students will be able to maintain a more marketable GPA. The AMAC will continuously monitor students and evaluate their grades throughout each semester to insure that these students continue to do well in the school, and graduate within a reasonable period of time. Students who need assistance must be identified at the appropriate time and be given intensive advice and counseling. It will maintain a data base for all students in the School of Business and Economics with an overall GPA of 2. 50 or less. The data can be collected from student applications, academic records, and surveys (Seidman, 1996). The AMAC will coordinate its activities with university programs designed to provide remedial services to students with deficient backgrounds. It will refer students to other departments and and University support services for problems outside its responsibilities. Such intensive intervention will likely help not only improve academic performance, but also retain students and enable them to graduate with decent grades. Student participation in the AMAC’s program shall enhance their capabilities to improve their academic standing through sound advice and counseling which will positively influence their attitude toward learning and grades, time management skills and study habits. The AMAC will further facilitate development of university policies and programs designed to overcome academic deficiencies and encourage students to stay in school and achieve their academic and career objectives. Conclusions Academic advising is a very important aspect of students’ educational experiences in higher education. In order to enhance teaching and learning effectiveness, higher education institutions must listen to their students unique needs and priorities by assessing assistance services available to students. The results of such assessments can be used to develop targeted action plans for serving specific student population. The results of the analyses of data obtained from the School of Business and Economics grade reports and a survey of students enrolled in business and economics courses at North Carolina A&T State University, along with other relevant literature, imply that many college students need a school-specific academic monitoring and advisement services at an early stage of their college career. It is apparent that it becomes difficult, if not impossible, for junior and senior students to make meaningful grade improvements due to the short span of time available to them during their last years of study before graduation. This may pose a serious marketability problem for some of the graduates of these programs with low grades. In the real world of ever increasing globalization and more competitive job market environments, college students need to acquire higher skills and GPAs. The proposed AMAC is certainly a first step to guide needy students in this direction. References Beswick, D. and Ramsden, P, (1987). How to Promote Learning with Understanding. Working Paper 87:1. Melbourne: Center for the Study of Higher Education, University of Melbourne. Eikeland, O. J. and Manger, T. (1992). Why Students Fail During Their First University Semesters. International Review of Education 38(5), 489-503. Entwistle, N. J. (1990). How Students Learn and Why They Fail. Paper Presented at Conference on Talent and Teaching, University of Bergen. Entwistle, N. J. , Hoursell, D. , Macaulay, C. , Situnayake, G. and Tait, H. (1989). Success and Failure in Electrical Engineering Courses in Scotland. Summary of a Report to the SED. Edinburgh: Department of Education and Center for Teaching, Learning and Assessment. University of Edinburgh. Fielding, G. J. (1985). Transportation Education, Part Two. Report of Joint Conference, Eno Foundation Board of Directors and Board of Consultants. Transportation Quarterly, 39(2), 207-233. Kelly, W. E. , Kelly, K. E. and Clanton, R. C. (others) (2001). â€Å"The Relationship between Sleep length and Grade-Point-Average among College Students,† College Student Journal. Noel-Levitz Research (2003). â€Å"Academic Advising Highly Important to Students,† www. noellevitz. com. Norales, Francisca O. and Addus, Abdussalam A. (2003). â€Å"University Students’ Learning Efforts,† Texas Business and Technology Educators Association Journal, Vol. VII, No. 1. Seidman, A. (1996). Retention revisited: R = E, ID + E & In, Iv. Journal of College Student Retention. 71(4), 18-20. Wiley, III, Ed (1993). Re-Emphasizing Teaching. Black Issues in Higher Education. Womble, Laura P (2001). â€Å"The Impact of Stress Factors on College Students’ Academic Performance,† Working Paper, University of North Carolina, Charlotte, N. C. ABDUSSALAM A. ADDUS Associate Professor DAVID CHEN Associate Professor ANWAR S. KHAN Professor Emeritus Department of Economics and Transportation/Logistics North Carolina A&T State University Notes. (1) the factors are: academic advising, campus climate, campus Life, campus Support Services, concern for the Individual, instructional Effectiveness, recruitment and financial aid effectiveness, registration effectiveness, responsiveness to diverse population, safety and security, service excellence, and student centeredness. (2) the items are: the academic advisor’s approachability, the academic advisor’s knowledge about major requirements, the academic advisor’s concern about the student’s success as an individual, the academic advisor’s assistance to set goals and work toward, and the clearness and reasonableness of major requirements. Table 1 Grade Distribution of Students in the School of Business and Economics by Classification, Fall 1998 Grade Range Classification Freshman Sophomore Junior No. % No. % No. % 3. 50-4. 00 20 6 46 19 20 10 3. 00-3. 49 26 7 44 18 32 16 2. 50-2. 99 45 13 62 25 45 23 2. 25-2. 49 33 9 33 13 33 17 2. 00-2. 24 37 10 28 11 34 18 Below 2. 00 200 55 35 14 31 16 Total 361 100 248 100 195 100 Chi-square: 278. 38 * Grade Range Classification Senior All No. % No. % 3. 50-4. 00 18 7 104 10 3. 00-3. 49 42 17 144 13 2. 50-2. 99 90 35 242 24 2. 25-2. 49 47 18 146 14 2. 00-2. 24 44 17 143 13 Below 2. 00 14 6 280 26 Total 255 100 1059 100 Chi-square: 278. 38 * Note: * Statistically significant at 5 percent probability level. Source: School of Business and Economics, NC A&T State University. Table 2 Profile of Survey Respondents Item Frequency Percent Gender (n = 206): Male 99 48. 1 Female 107 51. 9 Classification (n = 206): Freshman 21 10. 2 Sophomore 61 29. 6 Junior 77 37. 4 Senior 47 22. 8 Major Area Unit (n = 206): Business and Economics 140 68. 0 Other Areas * 66 32. 0 * Include Arts and Science, Education, and Engineering. Table 3 Distribution of Number Problems for Students who Sought. Assistance * (n = 154) Classification Number of Problems and Gender One Two Three Four Five Six Total Plus Classification: Freshman 4 1 3 2 1 2 13 Sophomore 16 4 7 9 8 2 46 Junior 14 14 12 6 4 7 57 Senior 6 7 14 7 3 1 38 Total 40 26 36 24 16 12 154 Gender: Male 19 15 15 11 8 6 74 Female 21 13 19 13 8 6 80 Total 40 26 36 24 16 12 154 * Problems include adding/dropping courses, choosing major, changing major, improving grades, time management, internship opportunities, personal problems which affect academic performance. Table 4 Distribution of students who did not Seek Assistance (n = 52)  frequency Percent of Total Classification: Freshman 9 17. 3 Sophomore 14 29. 9 Junior 19 36. 5 Senior 10 19. 3 Total 52 100. 0 Gender: Male 25 48. 1 Female 27 51. 9 Total 52 100. 0 Reason for not Seeking: Did not have problems 10 19. 2 Did not have time 9 17. 3 Did not know availability of assistance 10 19. 2 Did not believe it is useful 7 13. 5 Combination of last three 8 15. 4 Other reasons 8 15. 4 Total 52 100. 0 Table 5 Student Efforts to Seek Assistance for Academic Problems (n = 154) Assistance sought from Frequency Percent Academic Advisor 89 59. 7 Department/Course instructor 44 29. 5. University Center for Success 6 4. 0 SOBE resource Lab 3 2. 0 University Counseling Service 3 2. 0 Career Counseling 2 1. 4 Financial Aid 2 1. 4 Table 6 Student evaluation of Effectiveness of Assistance Sought (n = 149) Item frequency Percent Grade improved 13 8. 7 Enhanced self-confidence 4 2. 7 Remained in major 15 10. 1 Changed major for better 16 10. 7 Two or more of above 60 40. 3 No effect 41 27. 5 Table 7 Student Preference for Counseling/Monitoring Services Location (n = 206) Item Frequency Percent Prefer student Counseling at school level Yes 147 71. 3 No 44 21. 4 Indifferent 15 7. 3. Would seek assistance more often if Available at school/college level) Yes 92 44. 7 No 15 7. 3 Not sure 45 21. 8 Indifferent 54 26. 2 Gale Copyright: Copyright 2007 Gale, Cengage Learning. All rights reserved. Economic Scene Colleges Are Failing in Graduation Rates Top of Form Bottom of Form †¢ Share By DAVID LEONHARDT Published: September 8, 2009 If you were going to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you’d probably have to start with the Wall Street firms and regulatory agencies that brought us the financial crisis. From there, you might move on to Wall Street’s fellow bailout recipients in Detroit, the once-Big Three. Multimedia [pic] From the Most Selective Colleges, More Graduates Related The College Dropout Boom Economix: Which Colleges Are Doing Their Job? Reader Responses: Failing Colleges Readers’ Comments Share your thoughts and read responses to readers’ comments from David Leonhardt on the Economix blog. †¢ Read All Comments (113)  » But I would suggest that the list should also include a less obvious nominee: public universities. At its top levels, the American system of higher education may be the best in the world. Yet in terms of its core mission — turning teenagers into educated college graduates — much of the system is simply failing. Only 33 percent of the freshmen who enter the University of Massachusetts, Boston, graduate within six years. Less than 41 percent graduate from the University of Montana, and 44 percent from the University of New Mexico. The economist Mark Schneider refers to colleges with such dropout rates as â€Å"failure factories,† and they are the norm. The United States does a good job enrolling teenagers in college, but only half of students who enroll end up with a bachelor’s degree. Among rich countries, only Italy is worse. That’s a big reason inequality has soared, and productivity growth has slowed. Economic growth in this decade was on pace to be slower than in any decade since World War II — even before the financial crisis started. So identifying the causes of the college dropout crisis matters enormously, and a new book tries to do precisely that. It is called â€Å"Crossing the Finish Line,† and its findings are based on the records of about 200,000 students at 68 colleges. The authors were able to get their hands on that data because two of them are pillars of the education establishment: William Bowen (an economist and former Princeton president) and Michael McPherson (an economist and former Macalester College president). For all the book’s alarming statistics, its message is ultimately uplifting — or at least invigorating. Yes, inadequate precollege education is a problem. But high schools still produce many students who have the skills to complete college and yet fail to do so. Turning them into college graduates should be a lot less difficult than fixing all of American education. â€Å"We could be doing a lot better with college completion just by working on our colleges,† as Robert Shireman, an Education Department official who has read an early version of the book, says. Congress and the Obama administration are now putting together an education bill that tries to deal with the problem. It would cancel about $9 billion in annual government subsidies for banks that lend to college students and use much of the money to increase financial aid. A small portion of the money would be set aside for promising pilot programs aimed at lifting the number of college graduates. All in all, the bill would help. But it won’t solve the system’s biggest problems — the focus on enrollment rather than completion, the fact that colleges are not held to account for their failures. â€Å"Crossing the Finish Line† makes it clear that we can do better. †¢ The first problem that Mr. Bowen, Mr. McPherson and the book’s third author, Matthew Chingos, a doctoral candidate, diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that’s closer to home or, given the torturous financial aid process, less expensive. About half of low-income students with a high school grade-point average of at least 3. 5 and an SAT score of at least 1,200 do not attend the best college they could have. Many don’t even apply. Some apply but don’t enroll. â€Å"I was really astonished by the degree to which presumptively well-qualified students from poor families under-matched,† Mr. Bowen told me. They could have been admitted to Michigan’s Ann Arbor campus (graduation rate: 88 percent, according to College Results Online) or Michigan State (74 percent), but they went, say, to Eastern Michigan (39 percent) or Western Michigan (54 percent). If they graduate, it would be hard to get upset about their choice. But large numbers do not. You can see that in the chart with this column. In effect, well-off students — many of whom will graduate no matter where they go — attend the colleges that do the best job of producing graduates. These are the places where many students live on campus (which raises graduation rates) and graduation is the norm. Meanwhile, lower-income students — even when they are better qualified — often go to colleges that excel in producing dropouts. â€Å"It’s really a waste,† Mr. Bowen says, â€Å"and a big problem for the country. † As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen somewhat since the 1970s. What can be done? Money is clearly part of the answer. Tellingly, net tuition has no impact on the graduation rates of high-income students. Yet it does affect low-income students. All else equal, they are less likely to make it through a more expensive state college than a less expensive one, the book shows. Conservatives are wrong to suggest affordability doesn’t matter. But they are right that more money isn’t the whole answer. Higher education today also suffers from a deep cultural problem. Failure has become acceptable. Students see no need to graduate in four years. Doing so, as one told the book’s authors, is â€Å"like leaving the party at 10:30 p. m. † Graduation delayed often becomes graduation denied. Administrators then make excuses for their graduation rates. And policy makers hand out money based on how many students a college enrolls rather than on what it does with those students. There is a real parallel here to health care. Academic Performance of College Students. (2016, Oct 22).

Assignment Example | Topics and Well Written Essays - 1000 words - 4

Assignment Example Couple that with the differences in government country by country, in addition to various cultural differences, and the mutual understanding of these regional differences become even more important as we move through the 21st century. There are eight commonly defined regions in the world today, each with multiple states and cultures represented. What follows is a brief synopsis of one state in each region, its form of government, and the state of its economic growth in relation to the rest of the region. European Region Europe is typically divided into two or three separate regions due to its vast landscape, population, and cultural differences. For the purposes of the comparison, however, let us just focus on the country of Romania. The government of Romania is a form of a republic, drastically changed from the form of government in place prior to 1991. Today, Romania is in the European Union, pledging to maintain a form of democracy in their country. The president of Romania is ele cted by a popular and democratic vote. This office does have a term limitation of two terms, of five years each. Like much of Europe, the legislative body in Romania is dominated the by the Parliament, which has two distinct houses, both contained members elected via the democratic process. Romania has a sizeable military for a country of its size. . They spend 1.9% of their GDP on the military annually, which ranks them 76th in the world in terms of expenditures. While Romania has recently entered the European Union, its economy is still lagging behind that of other countries in the region. Widespread poverty exists and the country has had to receive economic reform packages from the World Bank to stay solvent. Their per capita GDP is $12,500, which ranks it 98th in the world. North American Region Mexico is a country in the North American region that has been relatively stable for decades now, even though it has its share of tumultuous times. The current system of government is th at of a federation and has been in existence since 1917. The government is representative of the people and is a hybrid of the democratic and republic forms of government. Mexico has a democracy, where the president and members of the legislative body must be elected to office by a democratic vote of the people. The Mexican military is quite sizeable due to its policy of compulsory service. All eligible males are expected to serve for a minimum of 12 months. Beyond this, however, Mexico spends little on their military – only 0.5% of their GDP. This ranks them 159th in the world. They depend on their allies, namely the United States, for assurances of protection from potential threats. Mexico’s economy has benefited from the North American Free Trade Agreement and continues to grow annually. While they are the poorest country in this region of states, their annual GDP is $14,700. This ranks them as 86th in the world. Latin American Region Let us focus on the country of Ecuador when discussing states in the Latin American region. Like most countries in this region, a democratically elected president governs Ecuador. An interesting fact about Ecuador’s democracy is that voting is actually mandatory for any citizen aged 18-65 who can read. There are 130 members of the legislative branch of government, representing all provinces of Ecuador. Each of these members are elected by the people as well, serving out four year terms. Ecuador has a well-established army, navy,

Global Warming in All Aspects of Human Life Essay

Global Warming in All Aspects of Human Life - Essay Example In recognition of this problem, business organizations, institutions, environmental groups and institutions are now engaged in ardent efforts in minimizing the causes of global warming. Amidst all these efforts, global warming remains a looming threat for the world as it is not fully eliminated by the solutions put in place. I believe that the best solution for global warming is the collective effort of everyone in the world. It should be noted that this problem is not just the concern of the government or business organizations but everyone in society. All of us irrefutably have our own little contributions in the aggravation of this phenomenon through the choices that we make. Thus, it can best be solved through our collective effort in choosing our energy sources, the automobiles that we use, in pushing for laws which protect the environment eliminates harmful gas emissions and stop the usage of products which contributes to global warming. Leaving global warming in the hands of f ew institutions and business organizations neglects the largest factors in the solution of the problem—us, ordinary individuals. We should note that the existence of business organizations are determined by the customers as well as politicians are only elected by citizens. Thus, we have the responsibility of patronizing products from a socially responsible company and supporting a candidate who is committed to solving the problem. We should also opt to utilize other energy sources like wind, geothermal, and solar.

eHarmony Promotion and Price :: essays research papers

eHarmony.com is a subscription-based, relationship-building service that provides a unique solution for serious single men and women seeking fulfilling, long-term relationships. It is the only service, on- or offline, that utilizes empirical research, clinical study and a patent-pending predictive technology to effectively match singles. (www.netplusmarketing.com) The company’s focus is matching people together who eventually want to be married or at least have a long-term, committed relationship. Their company’s founder, Dr. Neil Clark Warren, is an older, distinguished gentleman, whose focus is to put people together, and keep them together. eHarmony’s member count is at about five and a half million, with more than 9000 marriages that they can confirm. Their clients tend to be college-educated, many with some secondary education. From a psychographic standpoint these are people who are looking for a long-term relationship; to find the love of their lives; and somebody with whom they can get married. It caters to people who want to be matched on deep dimensions of compatibility. As a result of more than 35 years of experience in counseling married couples, Dr. Neil Clark Warren determined that there were 29 key drivers or dimensions of long-term relationship-success like character, values, intellect, and emotional make-up. The company has designed a compatibility quiz to determine these areas and match people accordingly. The ‘29 Dimensions of Compatibility,’ are lumped into four major categories -- Character & Constitution; Personality; Emotional Makeup & Skills; and Family & Values. The company has even patented the concept, known as the Compatibility Matching Systemâ„ ¢. (www.eHarmony.com) Their spokesman is Dr. Warren himself, and he appears in all of their TV spots, is the voice in their radio ads, and appears in print advertisements as well. He is the unifying message for the company. It is his model, and he explains it well. He keeps the terms simple and straightforward – targeting those single adults who are looking for committed relationships. In the TV ads, Dr. Warren speaks first and tells a bit about the service eHarmony offers. The shot then breaks to focus on actual couples who have had success using eHarmony. The radio ads feature Dr. Warren’s voice, and go along the same lines as the TV ads – it is his calm and mature voice, extolling the virtues of his company and how the compatibility test will help you find your soul-mate. The print ads, running in USAToday are prominent quarter-page ads featuring eHarmony’s simple message – if you’re looking for deep, long-lasting, committed love, this is the place for you.

Project Report on Education Society Essay

Activities of the Promoting Body including a listing of major educational promotional activities undertaken till now. 2. 4. Mission of the Promoting Body 2. 5. Vision of the Promoting Body CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 2 General and Commerce Education Scenario in the State 3. 3 Status at Entry Level 3. 4. Status of Commerce Level manpower 3. 5 Industrial Scenario of the State 3. 6 Scope of the College vis-a-vis the Industrial Scenario and Educational Facilities already available in the State and in this Institute. CHAPTER IV :ACADEMIC PROGRAMMES 4. 1 Basic Academic Philosophy of the Institution 4. 2 Types of Programmes 4. 3. Identified Programmes 4. 4. Phase-wise Introduction of Programmes & Intake 4. 5 Target Date for Start of Academic Programmes 4. 6 Central Computing facility 4. 7 Central Library 4. 8 Affiliating Body 4. 11 Scholarships CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1 Classification of Academic Divisions i. e. Departments,Centres, Schools, Central Academic Facilities. 5. 2. (i) Commerce (120 seats) 5. 2. (i) 1 Academic Objectives 5. 2. (i) 2. : Areas of Focus . 2. (i) 3. : Academic Programme 5. 2. 4 : Faculty Requirement & Phase-wise Recruitment 5. 2. 5 : Requirement of Laboratories, Space and Equipment (cost) 5. 2. 6 : Requirement of other Space like Class Rooms,Faculty Rooms, Departmental Office. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction 6. 2. : Linkages with Industry 6. 3. : Linkages with the Community 6. 4. : Linkages with Instituti ons of excellence such as the IIMs and ICAI. 6. 5. : Linkages Abroad CHAPTER VII : GOVERNANCE 7. 1. : Philosophy of Governance 7. 2. : State & Central Governance CHAPTER VIII : ACADEMIC & ADMINISTRATIVE MANAGEMENT 8. 1. : Organizational Structure & Chart for day-to-day Operations & Management 8. 2. : Role and Responsibilities of Key Senior Positions 8. 3. : Methods/Style of Administration/Management CHAPTER I : BRIEF DETAILS OF COLLABORATING PARTNERS. A. Gurukul Education Society In the following pages brief details of collaborating parteners 1) ——— and 2) ——- are given B. INTRODUCTION To meet the increasing demand of qualified manpower in the field of emerging areas of commerce and Industry. And to provide the Primary education facilities to common man in village, Gurukul Education society, pune is formed with the approval of All India council for Education, Govt of india. It is affiliated to Pune University and Pune Board. In todays World of 21 century, our country is on the road map of Globalization, hence more and more industries are attracting towards India and specially towards Rural Area. As they are considering there rural area as beneficial investment. Hence Gurukul Education society is planning to open a Primary School and Commerce college in Pune District at Yavat. C. Backround of the Counsultants. Solution Provider pvt. Ltd. are appointed as consultants to regularize & assist for project completion. The Solution Provider are serving various clients for last 25 years. They have very good goodwill in market & commitment complier. CHAPTER II : THE PROMOTING BODY 2. 1 Introduction to its Genesis including its Registration Status Gurukul Education Society, registered in 1998 in pune has established Gurukul Institute of commerce in Pune. Whose members include well-known Industrialists, Businessmen, Professionals and Educationists. The people associated with the Society are engaged in rendering social services in Pune and Mumbai. The members of the society are committed to provide the investment needed for the education with global competitiveness. No compromise is made in ensuring the high quality of education in the Institute. 2. 2. Details of its Promoters including their Background The promoters consist of Industrialists, Businessmen, Professionals Educationists. The list is given on the following pages. In there are a large number of members in the following categories: (i) Founder Members : 44 ii) Members : 39 (iii) Aajiwan Sahyogi : 156 (iv) Donors : 21 2. 3 Activities of the Promoting Body including a listing of major educational promotional activities undertake till now. The promoters of the society have been involved in various activities related to basic and professional education, health care and have established a number of educational institutions consisting of Engineering College, Polytechnic, IT I and are also managing Five Public Schools at various locations in Maharashtra. 2. 4 Mission of the Promoting Body The missions are mentioned below: 1. To arrange, establish, run and manage Nursery, Primary Higher Secondary and Higher Education in Commerce Institutions. Colleges for all types of higher education; preparation for various competitive examinations and civil services and to provide education to the General Public, poor and needy children, SC, ST Community and other sections of the society and to provide education as per the Policy of the Govt. of India. 2. To arrange, establish run, manage, control, lookafter, and super-vise Commerce Educational Institutions, Colleges, Lecture halls, part time Coaching Education Centre n Charitable basis and other establishments or Institution for advancement of education and knowledge in arts, science, social science, knowledge of public hygine, literature and humanities, etc. 3. To establish environment preservation and pollution control centres to restrain the spread of pollution and to conduct such programmes which aim at preservation of environment, improvement and control of pollu tion. 2. 5 Vision of the Promoting Body †¢ To provide for excellence in Commerce Education and Research. To provide computers as: an aid to study, an object of study, a professional tool, an intellectual tool, an instrument of social change. †¢ To develop strong communication skills in the students †¢ To create awareness for social, historical, ethical, cultural and human values. †¢ To create a culture for self and life long learning. †¢ To create an intellectual spirit and capability for critical judgement. †¢ To establish a symbiotic relationship with industries. †¢ To develop entrepreneurship programmes and promote student entrepreneurs. †¢ To develop continuing education programmes. To create an awareness for development with equity and environmental values. †¢ To undertake resource generation and provide consultancy services. CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 1-i GURUKUL SCHOOL. * To prom ote preliminary education * To open Marathi medium & English medium school * To promote extra circular activities such as, sports, social activities, art etc. * Enhancement of quality of education to students 3. 1-ii GURUKUL COMMERCE COLLEGE. * Access to modern course material of international level. Enhancement of quality of education to students. * Enhancement in avenues for jobs to the student. * Enhancement in value addition to the existing programme. * Initiation of post graduation education. 3. 2 General and Commerce Education Scenario in the State Pune can be rightly called an Educational city. There is One Central Universities, and a number of Deemed Universities. 3. 3 Status at Entry Level Gurukul School Child completed 3 years of age can start Pre preliminary house followed by Preliminary & secondary school life. Gurukul Commerce College 0+2 students in Commerce stream opt for Commerce Courses. The number of seats available in Pune per thousand students compared to other states is very low. This imbalance needs to be corrected. CHAPTER IV: ACADEMIC PROGRAMMES 4. 1 Classification of Academic Division The following major divisions/departments exist in the school & college. * Pre preliminary * Preliminary (Std. 1st to 4th ) * Secondary ( Std. 5th to 10th ) * Higher Secondary ( Std. 11th & 12th ) * Graduation in Commerce ( B. com) * Post Graduation in Commerce (M. com) 4. 2 Entrepreneurship: Entrepreneurship is the greatest service to the society. The fruit of Commerce is harvested by the entrepreneur and served to the society in different baskets and packages. The prosperity of the society is directly linked to the successful entrepreneurs. 4. 3 Liberalization and Globalization: If a society is compelled to single out one determinant of competitiveness, in the era of globalisation based economy, one has no option but to choose commerce education since in the end people are the ultimate assets in global competition. This Institute imparts education for global competitiveness. . 4 Computerization of Learning Process : As already mentioned, Computer is the central medium for the learning process viz, (i) Visualization of concepts and processes through graphics and multimedia in multidimensional continuum, (ii) Analytical details under changing parameters and environment, (iii) Tutorial software for deeper understanding of the subject, (iv) Self paced learning, which normal ly can not be created without computers. The Institute provides seamless opportunities for innovative learning. CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1. :Academic Objectives Through this course of School & college students are well versed in Commerce & being made aware of the endless opportunities opened by the application of academic knowledge & information technology for a total integration of system spanning and global scenario. There is a great demand for such manpower as the industries are moving for a higher level of globalisation. 5. 2. : Areas of Focus Globalisation & finance transferency. 5. 3:Faculty Requirement & Phase-wise Recruitment For the collaborative programme with the University all faculty members will must have Ph. D. degrees. For the collaborative programme with the University the following key faculty members have already been identified to be appointed. (i) Professor Yogesh Mathur Accounts (ii) Professor V. P. Srivastava Financial Management (iii) Professor M. M. Bhutani Corporate Law (iv) Professor Suresh Chandra Computer (v) Dr. C. R. Roy Humanities (vi) Dr. Krishan Kumar Costing Others will be appointed in consultation with key faculty members through proper advertisements. 5. 4: Requirement of Laboratories, Space and Equipment For school we require to have laboratories & no need to have laboratories for commerce college. Space requirement for such laboratory will be substantial. All equipments required are of high quality & will be ordered from reputed suppliers. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction School & commerce college education is based on societal needs of today and tomorrow. Society is seamlessly becoming dependent of Information Technology, All aspects of human endeavour is taking new shapes and directions for a higher level of productivity, efficiency for over all development. 6. 2. : Linkages with Industry The Institute promotes the activities in co-operation with the Industries. Students and Faculty members are sent to visit Industries. With M/s. Laxmi Iyer, a more compact relationship has been undertaken as specified by them. 6. 3. : Linkages with the Community : The requirements of the Community have been well studied and crystallized. Accordingly, educational programs have been designed. Pune is becoming metropolitan city. Hence, the needs of the community here are different from the rural community. The education at the Institution provides deep knowledge & computer skills. 6. 4. : Linkages with other Institutions in the region : There is initiative to linkage with all the Commerce Institutes in India like ICAI, ICSI. This will help students to per sue professional education while taking formal education with Institute. 6. 5. : Linkages Abroad Efforts are made to have linkage with abroad universities/Institutes, as the infrastructures and faculty are no less than any foreign institutes. Therefore, this collaboration will bridge this gap and help students to be globalise in every aspect be it education or job. CHAPTER VII: FINANCIAL ASPECT 7. 1: Organisational structure and chart for day to day operation and management. President/secretary (chairman) HEAD OFADMINISTRATIVEEXAMINATIONLIBRARIAN DEPARTMENTOFFICERBRANCH/INCHARGE FACULTYSUPERINTENDENT ATTENDANCESTAFFDEPARTMENT OF STAFF HOUSE KEEPING DATA ENTRYATTENDANT TELEPHONE OPERATOR OPERATOR STORE INCHARGE CLERKS ELECTRICIAN CANTEEN 7. 2: SCHOLARSHIPS. Institutes believes, it has responsibility towards society in which functioning and also provides help to students of weaker section of society especially SC/ST/NT. * State government provides scholarship to weaker students whose income is below average. Arrange for education loan to needy students from banks. * Issue free books to meritorious students. * Also help meritorious but poor, physically challenge and orphan students. * Grants provides by university grant commission. 7. 3: PHASEWISE FINANCIAL REQUIRMENT. Financial requirement for building, furniture, library, labs and workshops, teaching and non-teaching staff is on the following lines. The cost analysis is based on the current rates. 7. 4: S alary: – teaching and non-teaching staff is as follows. particulars| Amount(in rupees p. m)| Principal| 75,000| Professor| 50,000| Assistant professor | 35,000| Lecturers | 25,000| Lab assistant| 15,000| Maintenance staff| 13,000| Office assistant| 13,000| Librarian| 10,000| TOTAL| 2,30,000| 7. 5: Land, Building & Infrastructure Facility Land| 130,00,000| Building| 100,00,000| Lab & workshop| 40,00,000| Computer Lab| 25,00,000| Furniture| 20,00,000| Library| 15,00,000| TOTAL| 330,00,000| 7. 6: Strategies for Financial Mobilization * Some promoters are businessmen and have their own commercial institutes & construction Institute. * Any shortage, the financial mobilization will be through unsecured loan from non-financial institutes. * Interest free loan from promoters. After completion of eligibility and all documents, Central Government and State Government will provide grants for continuing such project. * Donations will be accepted from public. CHAPTER VIII: GOVERNANCE AND ACADEMIC & ADMINISTRATIVE MANAGEMENT: 8. 1: Philosophy of Governance It is said the best governance is that which does not govern. But the underlying Mea ning of this is not chaos by but order. This concept of governance bestows Autonomy in decision making with responsibility and Co-ordination. There is a Total freedom for innovative measures and a total Co-ordination from top to Bottom. The decisions are taken at the top but with inputs from the lower rungs So, the governance ensures total participation across the various hierarchies. Head of the Department. Is helped by the faculty members. The Dean is helped by the HODs and faculty members both Director is helped by the Dean, HOD and Faculty members. The Chairman/General Secretary are helped by the Directors And Dean. 8. 2: Methods/Style of Administration/Management The administration is participative. Every faculty member has certain responsibility Delegated to him. 20 students are attached to one faculty member who is designated Group Counselors for that set of students. Group Counselors meet their respective Groups once in a month to know the problems being faced by students Group Counselor Provide the briefs of the meetings to the Director, Director (E) and Dean on matters Related to education, administration and emotional support that the students need. Thus, the problem identification is done at the grass-root level and administrative remedial steps are taken of the appropriate lands. Similarly, grievances of Faculty and Staff are also resolved in a transparent manner. 8. 3: RULES AND REGULATION OF GOVERMEND IN INDIA REGARDING OPENING OF SCHOOLS AND COLLEGES. FIRST STEP: Schools and college cannot be set up by private entities. They have to be run by a society formed under the Societies Act of 1860, or a trust under Public Trust Act as existent in different states, or by forming a Company under Section 25 of the Companies Act 1956. In other words, a school and college have to be set up strictly as a non-profit business. At least that is the theory. Setting up a school and college is not just about constructing physical infrastructure in the form of building classrooms and setting up libraries and laboratories. It does involve obtaining permissions and licenses from concerned authorities at various stages. It starts with the setting up of a trust or a society, with a Governing board of five or six members, with a president, chairperson, and a secretary duly identified, as specified under the law. This article will focus primarily on identifying the various steps involved in Opening a school, providing facility for the study for students. SECOND STEP: Once the governing entity, whether a company, trust, or society, comes into existence, it will have to Look for land. There are two possibilities—one, if the society or trust has a land of its own, or, second, When the governing entity decides to buy a land for the proposed school. Buying land from the Government requires permission in the form of a no-objection certificate from the Department of Education of the concerned state. The no-objection certificate, called Essentiality Certificate (EC), Certifies the requirement of a school and college in a particular area. The logic behind the practice is to make Sure No two schools and college compete with each other and one becomes redundant. The EC comes with a Rider that construction must commence within three years, failing which the society will have to reapply for the same. One can apply to the concerned municipal corporation for land for the school and college with the EC. Land is supposed to be allotted to the governing entity at subsidized rates is usually allotted through auction. LAW APPLICABLE Originally, education was a state subject under the Constitution. In 1976, by a constitutional Amendment, education came in the concurrent list, the joint responsibility of the central and state governments. â€Å"It is almost impossible for a new entrant to get land. Land is normally granted to established players with a chain of schools and colleges. Even if a member on the board of a governing entity has land that the entity wants to use for setting up a school and colleges, a no-objection from the Department of Education stating the requirement of a school and colleges in that area is required. The major education boards of the country, namely, the Central Board of Secondary Education (CBSE), the Council for the Indian School Certificate examinations (CISCE), UGC and state government boards, have clearly laid down norms for land requirements for schools and colleges. This, in most cases, is 2 acres, except for hilly regions and metropolitan cities, where the requirement is less. Construction can take place only on a part of the land, and a playground has to be created in the rest. While conceiving the idea of a school and college, one has to assess the potentials of a location, kind of competition possible, and the target group—the lower middle class, upper middle class or the rich class—the school and colleges will cater to. From the time of forming a governing entity to a school and colleges actually starting up, one normally requires about a year, though taking more than two years is also not unheard of. Normally the infrastructure required to start up can be constructed within a period of six to seven months. Once the construction is over, school and college authorities need to apply for recognition. Up to Class 5 recognition from municipality is all that is required. For Classes 6 to 8 recognition comes from the Department of Education. Recognition for anything above this also comes from the Education Department, but after a minimum gap of two years. School authorities are free to seek affiliation to CBSE or CISCE or ugc. In that case, the school will have to follow the guidelines of the board it is seeking affiliation to. The school will need to follow the syllabus, books prescribed by the affiliating board, and pay specified salaries to the teachers. If it is not a government school, affiliation for schools normally comes in stages. Initially, for Classes 1 to 6 a temporary affiliation is given and guidelines are laid down for schools by the concerned education board. Once things are in place according to the guidelines, an inspection is conducted. If things are to the satisfaction of the board authorities, permanent affiliation is bestowed on the school. ays inspections are not so rigorous after permanent affiliation is granted, but a school has to be run according to the rules of the board. LICENSES AND DOCUMENTS Setting up a school involves a lot of legal processes from the very beginning. While forming a society, trust, or company, one has to have a Memorandum of Association, a document needed almost at every stage later. Like for any other business, a detailed project report for the school is al so needed. In addition, details of land and building, auditor’s statement, bank statements of the governing entity and their members and auditor’s statements are needed at some point or the other. Once the school and college building is ready for initial use, a certificate of recognition has to come from the state government, issued by the municipality for the junior classes, and by the Department of Education for middle school. If high school is to be added subsequently, certificate of up gradation is required which is again issued by the Education Department. Affiliation from either the CBSE or CISCE or UGC is also done through a set process. Things do not stop here, as schools and college need Certificates for hygiene, water, and completion of the building from the municipality.