Education Governance in Bangladesh Essay

This traditional thinking of education as the ticket to the good life emerges in different ways and degrees in Bangladesh. Education is seen as something that is received rather than achieved and it has increasingly become dependent on certificates. Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. The Government of Bangladesh places great importance on education and in this regard the Government has been trying to transform its huge population into human resource. Education for All (EFA) is the constitutional responsibility of the government. The constitution affirms equal rights in education for all. Since independence every government had taken several steps to increase the literacy rate in Bangladesh. But did they really work out? Our neighbor countries like India, Srilanka have made a great progress in literacy rate. But, where as the current literacy rate of Bangladesh is 63. 8 %. If all the steps were successfully implemented, then the rate would be around 80% (daily Janakantho, 24 July, 10). So, here is short description about the whole education system and the role of government in Bangladesh. Governance: Although the term governance is often used synonymously with the term government it tends rather to be used to describe the processes and systems by which a government or governor operate. The term government and governor describe the institutions and people involved. According to the World Bank†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Governance is â€Å"the traditions and institutions by which authority in a country is exercised for the common good. This includes (i) the process by which those in authority are selected, monitored and replaced, (ii) the capacity of the government to effectively manage its resources and implement sound policies, and (iii) the respect of citizens and the state for the institutions that govern economic and social interactions among them. According to the UNDP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â€Å"Governance is the exercise of political, economic and administrative authority to manage a nation’s affairs. It is the complex mechanisms, processes and institutions through which citizens and groups articulate their interests, exercise their legal rights and obligations, and mediate their differences. † Education Governance: Education governance is concerned with how the funding, provision, ownership and regulation of education and training systems is coordinated, and at what level; local, regional, national and supranational. It is government who play the most significant role in coordinating education, the distribution of these responsibilities has been changing in response to calls for greater efficiency, effectiveness, accountability and democracy. Households, communities, and new kinds of private actors, are increasingly involved in many different aspects of education and training governance, raising questions about equity, participation and transparency. Objectives of Education Governance: To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as well as in national life. †¢ To develop awareness in the learners to protect the independence, sovereignty and integrity of Bangladesh. †¢ To make education pragmatic, productive and creative with a view to bringing about changes in the socio-economic conditions of the country and making the students into a dutiful and responsible manpower with scientific outlook and help them develop the qualities of leadership. To give special emphasis on primary and secondary education with a view to expanding education, to instill respect and eagerness for physical labor and enable the learners acquire vocational education for self-employment in all stages of education. †¢ To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. †¢ To promote democratic values through fostering tolerance of one another’s views and help develop life-oriented, realistic and positive attitude for blossoming democratic awareness. To ensure proper quality at every level of education; to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in accordance with various aims and objectives of education): to enable acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of primary, secondary and vocational education. †¢ To emancipate the country from the curse of illiteracy. †¢ To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity. To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. †¢ To ensure constitutional guarantee at all levels of education. †¢ To create aw areness about protection of environment. Structure of Education sector in Bangladesh: The education system in Bangladesh is characterized by co-existence of three separate streams. The mainstream happens to be a vernacular based secular education system carried over from the colonial past. There also exists a separate religious system of education. Finally, based on use of English as the medium of instruction, another stream of education, modeled after the British education system, using the same curriculum, has rapidly grown in the metropolitan cities of Bangladesh. However diverse the above streams may apparently look, they have certain common elements, and there exists scope for re-integration of graduates of one stream with the other at different levels. Different Streams in Education The mainstream education system in Bangladesh is structured as follows: – a. One or two year pre-primary education imparted in private schools/kindergartens, and informally in government primary schools for six months. b. Five-year compulsory primary education for the 6-10 year age group, imparted mainly in government and non-government primary schools. In metropolitan cities, however, government and non-government primary schools cater to the educational needs only of the poorer sections of the people, as the better-off families usually send their children to Private English Medium schools/ secondary schools that run primary sections as well. Very few NGOs however impart education for the full 5-year primary education cycle. c. On completion of primary education, students (11+) enroll for junior secondary education that spans over 3 years. At the end of this phase of education, some students branch out to join the vocational stream, offered at Vocational Training Institutes (VTI) and Technical Training Centers (TTC) run by the Ministry of Education, and the Ministry of Labor and Employment respectively, while students in the mainstream continue in government and non-government secondary schools for a 2 year secondary education in their respective areas of specialization i. . humanities, science, commerce, etc. At the end of their secondary education, the students sit for their first public examination (S. S. C. ) under the supervision of six education boards. The students of religious education and English medium streams also sit for their respective public examinations, Dakhil, and O level, conducted by the Madrasah Educ ation Board, and London/Cambridge University respectively, facilitated by the British Council in case of the latter. d. After 10 years of schooling at primary and secondary level, students (16+) who succeed in passing the Secondary School Certificate (S. S. C. ) examination have the option of joining a college for a 2 year higher secondary education in their respective areas of specialization, or enroll in technical/ poly technical institutes for technical education. After 2-year higher secondary education, one has to sit for another public examination called Higher Secondary Certificate (H. S. C. ) Examination conducted by the Education Boards to qualify for further education. Students of Religious and English Medium streams also sit for their respective public examinations, Alim, and ‘A’ level, conducted by the Madrasah Education Board and London/Cambridge University respectively to qualify for further education. e. Under-graduate education of various duration (2 to 4 years) are offered to 18+ students at a number of public and private universities / degree colleges/technical colleges/ specialized institutions. Successful completion of a degree course is a pre-requisite for appointment to a white-collar civilian job. . Post-graduate education normally of 1-2 year duration is provided at universities and selected degree colleges and institutions. Key Organizations governing the education sector in Bangladesh: Many organizations are involved in the direction of higher education in Bangladesh, and there is no single overarching authority. The President of Bangladesh is the Chancellor of most of the universities and is responsible for the appoint ment of vice-chancellors. The Prime Minister is Chancellor of a limited number of universities. The Ministry of Education (MoE) is concerned with overall policy formulation, monitoring, evaluation and execution of education. Line directorates are responsible for supervision and control of their relevant institutions, and these are: †¢ Directorate of Secondary and Higher Education (DSHE): including Madrasah and other special types of education. †¢ Directorate of Technical Education (DTE): Technical and Vocational institutions. The University Grants Commission of Bangladesh (UGC) established in 1973, acts as an intermediary body between the government and individual universities, and is responsible for all higher education. It reports to the Minister of Education through the Secretary of Education. Its main functions are as follows: 1. To assess the needs of university education and evaluate and recommend development plans to the Ministry; 2. To identify the financial requirements of the universities; 3. To allocate operating and development funds from the government to the various institutions; 4. To evaluate the use of funds and implementation of development programs; 5. To advise the Government on the establishment of new universities, including private universities, and expansion of existing institutions; . To collect and disseminate statistical information; 7. To advise the Government on proposals to grant the right to confer special degree awarding status on colleges. The National University (NU) is an affiliating university that controls the degree-granting colleges. Prior to 1992, degree colleges were affiliated with one of the existing universities, which established syllabi, set and administer ed examinations, and awarded degrees for students in the colleges. To reduce the burden on the universities, the NU was established to take over and organize the affiliated colleges in all fields except agriculture, engineering and medicine. The Bangladesh Institutes of Technology (BIT) Council (CBIT) co-ordinates the activities of the four engineering colleges that enroll around 3,200 students. It has virtually the same functions as the UGC, only for the institutes of technology. The Association of Universities of Bangladesh (AUB) co-ordinates the activities of universities in both academic and administrative matters. The AUB also leases with the government and the UGC on administrative and financial affairs. Management of the education sector in Bangladesh: Pre-primary education, generally recognized as a useful stage of education to smoothen the transition from home to an institutional environment and thereby contributing to reduced drop out rates at primary level has so long remained outside the purview of official education policy of Bangladesh. Its management therefore lies at present exclusively in the hands of the schools imparting such education and some NGOs running such schools. The Education Policy 2010 did however recognize the need for pre-primary education and recommended its gradual introduction to 5+ children in primary schools with a view to universalizing one-year pre-primary education. As provision of universal compulsory primary education has been recognized by the Constitution of Bangladesh as a state responsibility, the government has assumed direct responsibility of the management of primary education in Bangladesh, particularly in the wake of enactment of Compulsory Primary Education Act in 1990. The overall responsibility of management of primary education lies with the Primary and Mass Education Division (PMED) set up as a separate Division with the status of a Ministry in 1992. While the PMED is involved in formulation of policies, the responsibility of implementation of the same rests with the Directorate of Primary Education (DPE) headed by a Director General. The different tiers of administration such as Divisions, Districts and Upazilas are manned by Deputy Directors, District Primary Education Officers (DPEO) and Upazila Education Officers (UEO) respectively. UEOs are assisted by a number of AUEOs each in charge of a cluster of primary schools. At the school level, there exist School Management Committees (SMC) formed as per government directives with certain well defined functions, and Parent Teachers Associations (PTA) playing a supportive role in building favorable teaching-learning environment in schools. The Directorate of Primary Education (DPE) and its subordinate offices in the district and upazila are solely responsible for management and supervision of primary education. Their responsibilities include recruitment, posting, and transfer of teachers and other staff; arranging in-service training of teachers; and distribution of free text books, and supervision of schools. The responsibility of school construction, repair and supply of school furniture lies with the Facilities Department (FD) and Local Government Engineering Department (LGED). The National Curriculum and Text Book Board (NCTB) is responsible for the development of curriculum and production of textbooks. While the Ministry of Education (MOE) is responsible for formulation of policies, the Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education is responsible for implementing the same at secondary and higher education level. The NCTB is responsible for developing curriculum, and publishing standard textbooks. Seven regions based Boards of Intermediate and Secondary Education (BISE) are responsible for conducting the two public examinations, S. S. C. and H. S. C. , in addition to granting recognition to non-government secondary schools. DSHE is divided into eight zones, each in charge of a Deputy Director assisted by two Inspectors, and two Assistant Inspectors. District Offices are headed by District Education Officers (DEO). There exist three different levels of supervision. BISEs are responsible for accreditation of non-government secondary schools. However, because of lack of inspection capacity, the work is delegated to Zonal Inspectors and DEOs. The Directorate of Inspection and Audit of MOE with a small manpower of 24 Inspectors are responsible for periodic qualitative and quantitative evaluation of non-government schools. Each zone has two Inspectors and two Assistant Inspectors to inspect all schools covered by the zones. At the school level, in case of non-government secondary schools, School Management Committees (SMC), and at the intermediate college level in case of non-government colleges, Governing Bodies (GB), formed as per government directives, are responsible for mobilizing resources, approving budgets, controlling expenditures; and appointing and disciplining staff. In government secondary schools there does not exist any SMC. The Head Master s solely responsible for running the school and is supervised by the Deputy Director of the respective zone. PTAs however exist essentially for ensuring a better teaching learning environment. The Directorate of Technical Education (DTE) is responsible for planning, development and implementation of technical and vocational education in the country. Universities in Bangladesh are autonomous bodies administered by statutory bodies such as Syndicate, Se nate, Academic Council etc. in accordance with provisions laid down in their respective Acts. While the private universities are regulated by the University Grand Commission (UGC). Regulation/Licensing authority Under the President’s Order No. 10 of 1973, which established the UGC, the UGC has the right to visit the public universities or to have them visited by teams of experts as and when necessary for evaluating programs and assessing their needs and requirements. The establishment of a private university requires the formation of a non-profit corporation or foundation and the Private Universities Act stipulates a series of conditions for establishing a private university. Some of them are given below: †¢ A security deposit of Taka 50 million in interest-bearing government bonds. Transnational Report – Case Study: Bangladesh (October 2003) page 18 of 36 †¢ A minimum of two faculties. †¢ Permission to rent office space only for 5 years, before building their own campus. They should own land of at least five acres. †¢ Programs and courses to be offered must be approved by the UGC before students are admitted. †¢ Five percent of places must be reserved for free studentships to ‘poor but meritorious’ students. Following establishment, the UGC has the authority to periodically monitor, visit and evaluate the performance of private universities, regarding the numbers of qualified teachers, library books, facilities, approved curricula, and to recommend de-certification if institutions fail to perform according to agreed-upon standards. The National University reviews and approves the applications of all degree col leges that seek Government recognition. Applications are reviewed against minimum criteria for facilities, teaching staff, and library and laboratory facilities. Approval must be reaffirmed for all institutions each year and institutions can be de-affiliated. Guidelines of Ministry of Education: †¢ Human resource development is at the core of Bangladesh’s development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh’s commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments. Education sector allocations are currently about 2. 3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs). †¢ The management of the education system falls under two ministries – the Ministry of Primary and Mass Education (MoPME, responsible for primary education and mass literacy) and the Ministry of Education (MoE, responsible for secondary, vocational and tertiary education). Overall there are more than 17 million students at the primary level, and over 8. 0 million at the secondary level. Enrolments at the tertiary level are relatively small but growing very rapidly. †¢ Bangladesh has made significant progress, especially in regard to increasing access and gender equity, both at primary and secondary levels. Gross primary enrollment rates rose from 90 percent in the late 1990s to 98 percent in 2003, while a corresponding increase in enrollment rates at the secondary level rise to 44 percent. Gender parity in access to primary and secondary education has also been achieved. These achievements are particularly spectacular when compared to countries in the South Asia region and other countries at similar levels of per-capita income. †¢ The Government is strongly committed to alleviating the existing problems in respect of management and quality through reforms across the education system. At the primary level, MoPME is supported by a multi-donor group through the Primary Education Development Program II (PEDP II), which aims to strengthen educational access, quality and efficiency. In order to address issues at the secondary and higher levels, MoE has developed a medium-term framework for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions needed to reform the system. The development of this medium-term framework has benefited from an extensive range of consultations and workshops with stakeholders at the central, district, and upazila levels. The main objective of reforms being proposed is to address systemic governance issues aimed at raising the quality and cost-effectiveness of service delivery, and improve equity of access in secondary education. †¢ MoE is aiming to move towards a devolved system of governance within the current administrative structure. In this system the central government will be responsible for formulating policies, financing, setting quality standards, and monitoring and evaluation etc. , while lower levels of government will be responsible for administering the system. MoE is empowering officials at the district and upazila levels to take greater responsibility in monitoring school performance and ensure public disclosure of information (e. g. , SSC passing rates, teacher absenteeism, class sizes, etc. ) related to school quality. †¢ To ensure appropriate financial controls, MoE is implementing a Financial Management Reform Program (FMRP). This is intended to increase accountability and transparency in the use of resources Main laws governing education in Bangladesh: The legal basis for higher education is complicated, with some laws deriving from colonial time sand others from the Pakistan era. There may be fundamental change in the governance and administration of higher education in the near future (World Bank, 1999b). Currently, the universities have autonomy (by the parliamentary acts) to work within the UGC-given parameters, and the same is true for degree colleges under the NU. Public Universities Ordinance (1973) is the governance framework for public universities in Bangladesh. This order dictates the selection procedures for the 4 statutory bodies of the university — syndicate, senate, academic and finance councils– and this is sometimes seen as the root cause of much of the politicization of the public university campuses. University Law (1993) grants considerable autonomy to individual public universities. Non-Governmental (Private) Universities Act (1992) (Amended 1998, 2002 and in 2010): This Act regulates the establishment of private universities in Bangladesh. Major Initiatives taken by the Ministry: Education Commission 2003 submitted its report in March 2004 and GOB has initiated actions to review and prioritize its 880 recommendations concerning each stream and level of education. Actually many of the recommendations made by the Education Commission are already in the process of implementation and many are in the pipeline for implementation. Some of the actions are taken in this respect are described below: †¢ Government has enacted Primary Education (Compulsory) Law in 1990 to achieve the universal primary enrolment by 2005 †¢ More then 98% of secondary schools are non-government. But Government pays 90% of the teacher and staff salary of these institutions †¢ Bangladesh has sustained increased government allocation in education sector from the 1990s †¢ Government is currently providing subsidies to create demand for education in favor of the poor and girls †¢ Government has initiated the decentralization of primary and secondary education management structure †¢ Government has established an autonomous Nongovernmental Secondary Teachers Registration and Certification Authority in order to recruit qualified and trained teachers in secondary level institutions †¢ A large project for the improvement of teaching quality at the secondary level institutions is underway †¢ A new apex body named National Teachers Training Authority by restructuring existing National Academy for Education Management (NAEM) is on card. This proposed institution would train both public and private sector teachers from 2005/06 †¢ Reorganization of National Curriculum and Textbook Board (NCTB) has also started with the objective to separate functions of the Board into two units, e. . , curriculum and textbook. This would enhance competition in textbook production and publishing and enable Board to concentrate on curriculum development †¢ A separate entity named Independent Textbook Evaluation Committee (ITEC) has been established for designing transparent criteria under which individual textbook manuscripts will be evaluated †¢ Privatization of textbo ok production and publication has already started for grades 6 to 10. Publication of all textbooks at the secondary level will be privatized by 2007 †¢ An Accreditation Council is being established which would function as a watchdog over the private universities in order to monitor the teaching standard of universities Major Reforms Undertaken by the Government: †¢ Introduction of unitrack curriculum in secondary level education from 2006 †¢ School based assessment (SBA) in secondary level education †¢ Reform of existing examination systems in secondary level education †¢ Privatization of Textbook Writing and Publication Re-organization of Managing Committee/Governing Body of the Non-Government Educational Institutions †¢ Formation of Oversight Committee for Supervision of Teaching at Classrooms †¢ Sanction of MPO on the basis of performance of educational institutions †¢ Strengthening of Teachers’ Training †¢ Delivery of Textbooks to the Students on Time †¢ Development and Modernization of Secon dary, Technical and Madrasha Curricula †¢ Retirement and Welfare Fund for Non-Government Teachers †¢ Establishment of 10 Foreign Language Centers Distribution of 20000 computers in secondary level educational institutions including Madrashas †¢ Training of secondary level teachers’ in computer applications †¢ Restructuring of Directorate of Secondary and Higher Education †¢ Restructuring of National Academy for Education Management (NAEM) †¢ Restructuring of Personnel of Boards of Intermediate and Secondary Education (Dhaka, Rajshahi, Chittagong, Jessore, Barisal, Comilla, Sylhet) and NCTB Government Education Policy: In order to maintain a modern, scientific and effective education system, Bangladesh Government attaches highest priority to the improvement of education sector. With this objective, the Government of Bangladesh had established several Education Commissions and Committees since the independence of the country. Despite repeated demands from professionals and from wider society, a comprehensive statement of the national education policy or long term strategy for education for Bangladesh has historically been elusive. In terms of higher education, the sector has grown in an ad hoc manner (especially the private sector), without reference to national development goals in terms of numbers of graduates, quality of provision, or subject relevance. However, in recent years the government has increased its investment in education services, whilst also encouraging greater private investment at all levels of the sector. It also introduced a National Education Policy (NEP) in 2000. The government sees the education sector as crucial to its overall national socio-economic development for the labor market, developing the research base, and for facilitating knowledge transfer. The Fifth Five Year Plan (1997-2002), and the National Education Policy (NEP), 2000, under the Awami League government (1996-2001), made important recommendations concerning the development of higher education in Bangladesh. However, with a change of government in October 2001, the fate of the NEP are uncertain, although indications suggest that they are so far following the recommendations of the NEP.

The Hunters: Phantom Chapter 18

Caleb's hand was hot and heavy against her lips, and Elena scrabbled against it with her nails. He gripped her tightly with his other hand, holding her stil , his fingers digging into her shoulder. Elena struggled fiercely, flailing her arms and landing a firm blow in Caleb's stomach. She bit down hard on the hand he had over her mouth. Caleb jerked backward, quickly letting go of her and pul ing his bitten hand to his chest. As soon as her mouth was uncovered, Elena screamed. Caleb stepped away from her, holding his hands up in surrender. â€Å"Elena!† he said. â€Å"Elena, I'm so sorry. I didn't mean to scare you. I just didn't want you to scream.† Elena eyed him warily, breathing hard. â€Å"What are you doing here?† she asked. â€Å"Why were you sneaking up behind me if you didn't want to scare me?† Caleb shrugged and looked a little embarrassed. â€Å"I was worried about you,† he confessed, stuffing his hands in his pockets and hanging his head. â€Å"I was hiking up by Hot Springs earlier and I saw you and your friends. They were pul ing you out of the water, and it looked like you weren't breathing.† He peeked up at her through his long golden lashes. â€Å"You were so worried about me you decided to grab me and cover my mouth to keep me from screaming?† Elena asked. Caleb ducked his head further and scrubbed at the back of his neck in an embarrassed way. â€Å"I wasn't thinking.† Caleb nodded solemnly. â€Å"You looked so pale,† he said. â€Å"But you opened your eyes and sat up. I was going to come down and see if you were okay, but your friend saw me and started running up the path toward me like he was going to jump me, and I guess I just freaked out.† He grinned suddenly. â€Å"I'm not usual y such a wuss,† he said. â€Å"But he looked mad.† Elena found herself feeling unexpectedly disarmed. Her shoulder stil ached where Caleb had grabbed her. But he seemed so sincere, and so apologetic. â€Å"Anyway,† Caleb continued, gazing at her out of candid light blue eyes, â€Å"I was driving back to my aunt and uncle's place, and I recognized your car in the cemetery parking lot. I just came in because I wanted to talk to you and make sure you were okay. And then, when I got close to you, you were sitting down and talking, and I guess I was embarrassed. I didn't want to interrupt you, and I didn't want to barge in on something personal, so I just waited.† He ducked his head sheepishly again. â€Å"And instead I ended up assaulting you and scaring you to death, which sure wasn't the better way to go. I'm real y sorry, Elena.† Elena's heartbeat was returning to normal. Whatever Caleb's intentions, he obviously wasn't going to attack her again now. â€Å"It's al right,† she said. â€Å"I hit my head on an underwater rock. I'm fine now, though. It must have looked pretty weird to see me just sitting here and muttering. Sometimes I come here to talk to my parents, that's al . This is where they're buried.† â€Å"It's not weird,† he said quietly. â€Å"I find myself talking to my parents sometimes, too. When something happens and I wish they were with me, I start tel ing them about it and it makes me feel like they're there.† He swal owed hard. â€Å"It's been a few years, but you never stop missing them, do you?† The last bits of anger and fear drained out of Elena when she saw the sadness in Caleb's face. â€Å"Oh, Caleb,† she said, reaching out to touch his arm. She caught a sudden motion out of the corner of her eye and then, seemingly out of nowhere, Stefan appeared, running incredibly fast, straight toward them. â€Å"Caleb,† he growled, grabbing him by the shirt and throwing him to the ground. Caleb let out a grunt of surprise and pain. â€Å"Stefan, no!† shouted Elena. Stefan spun to look at her. His eyes were hard and his fangs were ful y extended. â€Å"He's not what he says he is, Elena,† he said in an eerily calm voice. â€Å"He's dangerous.† Caleb slowly pul ed himself to his feet, using a gravestone as a support. He was staring at Stefan's fangs. â€Å"What's going on?† he asked. â€Å"What are you?† Stefan turned toward him and, almost casual y, slapped him back down. â€Å"Stefan, stop it!† Elena yel ed, unable to contain the note of hysteria in her voice. She reached out for his arm, but missed. â€Å"You're going to hurt him!† â€Å"He wants you, Elena,† Stefan growled. â€Å"Do you understand that? You can't trust him.† â€Å"Stefan,† Elena pleaded. â€Å"Listen to me. He wasn't doing anything wrong. You know that. He's a human.† She could feel hot tears gathering in her eyes and she blinked them away. Now was not the time to weep and wail. Now was the time to be cool and rational and to keep Stefan from losing control. Caleb staggered to his feet, grimacing with pain, and this time charged clumsily at Stefan, his face flushed. He got one arm around Stefan's neck and yanked him to the side, but then Stefan, with an easy strength, tossed Caleb to the ground once more. Stefan loomed over him threateningly as he stared up at him from the grass. â€Å"You can't fight me,† Stefan growled. â€Å"I'm stronger than you. I can drive you out of this town, or kil you just as easily. And I wil do either if you make me think it's necessary. I won't hesitate.† Elena grabbed Stefan's arm. â€Å"Stop it! Stop it!† she shouted. She pul ed him toward her, trying to turn him so she could look into his eyes, so she could get through to him. Breathe, she thought desperately. She had to calm things down here, and she tried to steady her voice, to sound logical. â€Å"Stefan, I don't know what you think is going on with Caleb, but just stop for a minute and think.† â€Å"Elena, look at me,† Stefan said. His eyes were dark with emotion. â€Å"I know, I'm absolutely sure, that Caleb is evil. He's dangerous to us. We have to get rid of him before he gets a chance to destroy us. We can't give him the opportunity to get the better of us by waiting for him to make his move.† â€Å"Stefan†¦Ã¢â‚¬  Elena said. Her voice was shaking, and an oddly rational, detached part of her noted that this must be what it felt like when the person you loved most lost his mind. She didn't know what she was going to say next, but before she could even open her mouth, Caleb had risen again. There was a long scratch down the side of his face, and his blond hair was tangled and ful of dirt. â€Å"Back off,† Caleb said grimly, coming toward Stefan. He was limping a little bit, and clutched a fist-size rock in his right hand. â€Å"You can't just†¦Ã¢â‚¬  He raised the rock threateningly. â€Å"Stop it, both of you,† Elena yel ed, trying for a fierce general's voice that would command their attention. But Caleb just hoisted the rock and threw it straight at Stefan's face. Stefan dodged the rock, moving almost too quickly for Elena to see, grabbed Caleb by the waist, and, in one graceful motion, flung him into the air. For a moment, Caleb was suspended, seemingly as light and boneless as a scarecrow tossed from the back of a pickup truck, and then he hit the side of the marble Civil War monument with a sickening crunch. With a thud, he fel to the ground at the foot of the statue and was stil . â€Å"Caleb!† Elena screamed in horror. She ran toward him, shoving her way between the bushes and clumps of grass that encircled the monument. His eyes were closed and his face was pale. Elena could see the light blue veins in his eyelids. There was a spreading pool of blood on the ground beneath his head. A streak of dirt ran across his face, and that dirt and the long red scratch on his cheek suddenly seemed like some of the most heartbreaking things she had ever seen. He wasn't moving. She couldn't tel whether he was breathing. Elena dropped to her knees and felt for Caleb's pulse, fumbling at his neck. As she found the steady thrum of a heartbeat beneath her fingers, she gasped in relief. â€Å"Elena.† Stefan had fol owed her to Caleb's side. He put his hand on her shoulder. â€Å"Please, Elena.† Elena shook her head, refusing to look at him, and shrugged his hand away. She felt in her pocket for her phone. â€Å"My god, Stefan,† she said, her words clipped and tight, â€Å"you could have kil ed him. You have to get out of here. I can tel the police I found him like this, but if they see you, they're going to know you two were fighting.† She swal owed hard as she realized the streak of dirt staining Caleb's shirt was Stefan's handprint. â€Å"Elena,† Stefan pleaded. At the anguish in his tone, she final y turned toward him. â€Å"Elena, you don't understand. I had to stop him. He was a threat to you.† Stefan's leaf green eyes beseeched her, and Elena had to steel herself to keep from crying. â€Å"You have to leave,† she said. â€Å"Go home. I'l talk to you later.† Don't hurt anyone else, she thought, and bit her lip. Stefan stared at her for a long moment, then final y backed away. â€Å"I love you, Elena.† He turned and disappeared into the trees, through the older and wilder part of the cemetery. Elena took a steadying breath, wiped her eyes, and dialed 911. â€Å"There's been an accident,† she said, her voice panicky, when the operator picked up. â€Å"I'm in the Fel ‘s Church Cemetery off Route Twenty-three, over by the Civil War monument near the edge of the newer section. I've found someone†¦ It looks like he was knocked unconscious somehow†¦Ã¢â‚¬ 

Advertisement Budget

Introduction Budget is quantitative expression of future plan  of activities. It is  a future plan  of activities expressed in  terms of  currency/rupees. It is prepared for a fixed period of time. Advertising budget is a financial document that’s hows the total amount to be spent on advertising and lists the way this amount is to be allocated. It is a translation of advertising plan into money to be spent on advertising. It is an estimation of total amount to be spent on advertising during a given period of time for achieving marketing objectives.It involves allocation of a portion of total marketing resources to advertising functions of a firm. An advertising budget shows how much amount is to be spent on advertising and how this amount will be allocated among different media, sales territories, products, selling-activities, etc. It states the proposed advertising expenditure and serves as a decision-making tool for the management while allocating available funds t o the various advertising functions and related activities of the company.Advertising budget and its process is similar with the Sales Promotion budget And Integrated Marketing Communication (IMC) budget . All three terms can be used interchangeably also due to close similarity. Advertising  budget  is  prepared  by  Advertising  Manager  in  consultation  with  Marketing  Manager  of  thecompany. But  in  small  business  organizations,  which  do  not  have  separate  advertising  department  theresponsibility of preparing ad-budget lies on top  management or Marketing Manager.According to the Institute of Cost and work Accountant London â€Å"A budget is a financial or quantitativestatement prepare prior to a definite period of time; of the policy to be persuade during that period for the  purpose of achieving a given  objective†. Features of Advertising  Budget The features of advertising budget are as follows: 1) Advertising budget is a financial  statement expressed in monetary terms, 2) It is for a specific future period. It is prepared prior to the budget period during which it will  operate, 3) It is prepared by Advertising Manager.It is approved by top management for its implementation, 4) It shows the plan of allocation of available funds to various advertising activities, 5) It affects the selection of media, selection of advertising agency and selection of message source (model for  advertisement), 6) Its size depends on various internal  and external factors, and 7) It is a limiting factor which determines the size of advertising campaign. Advertising Budget as a Concept of Investment Advertising budget is assigned to build the image and reputation of the organization.The achievement of the  budget is observed over a long period. Some of the expenditure on advertising attracts customers immediately;they buy the product when they listen to or view the advertising message. T his expenditure is known as revenueexpenditure. Some expenditure is incurred on building the image and reputation. The effects of advertising arerealized gradually over a long period. This expenditure is capital expenditure or  investment. The expenditure onadvertising  is  accepted  as  revenue  expenditure  by  the  income-tax  authorities.The  marketing  manager  isauthorized to control and spend  the money assigned to him  for advertising purpose. Advertising expenditure is a capital investment when it is incurred to build the image, goodwill and reputationof product and company; and this results in a gradual increase in the sales, although the expenditure isconsidered as revenue expenditure in the accounting entry. It is an outlay or expenditure made today to achieve  benefits in future. This expenditure is known as capital investment although it is assigned under the revenue  budget but it is not accepted as a capital budget.Factors Influencin g the Size of the Advertising Budget 1) Objectives to be Attained: How much the company is going to spend is  determined by the objectives to beattained. Objectives act as the sheet anchor and the standards for advertising performance. These objectivesare – bringing about increase in sales, introduction of new products, supporting sales force, reachinginaccessible consumers, entering a new market, improving dealer relations, expanding industry’s sales,  building  up  goodwill,  building  a  brand  preference,  counter  acting  competition,  dispelling  the  likelymisunderstandings and so on.It is a particular sales objective or the set of objectives that shapes theadvertising budget. 2) Coverage Expectations: Advertising coverage implies the number of persons to be reached. It is thequestion of reaching a target audience through different media and media vehicles. The extent of coverageis influenced very much by the nature of the market enjo yed by the products. 3) Product Class: Talking of only consumer goods, these have been classified into three categories, namely, convenience, shopping   and   specialty.In case  of  convenience  goods,  they  require  a  large  advertising expenditure because of their intensive distribution and heavy dependence on mass advertising to sell inadvance to the prospects before they shop. On the other hand, the fashion goods require less advertising asthe buyers can judge the qualities of these products themselves in person while they hop from shop to shop. Services goods such as automobiles, fridges, washing machines, T. V sets, cooking ranges, kitchen-waresand the like warrant heavy doses of advertising and personal selling efforts. ) Stage in the Product-life Cycle: Every product has its life-cycle consisting of four phases, namely,introduction, growth, maturity and decline. When a new product is  introduced, it calls for the heaviest dosesof advertising, and ther efore, the budget gets blown-up. During the growth stage, the funds spend are reallysubstantial. However, when the product reaches the stage of maturity or saturation and the stage of decline,it is the price appeal that works than the advertising strategy. Hence, the advertising spending gets reducedconsiderably. 5) Prevailing Economic Conditions: The economic activities are not always the same.The economic systemfaces brisk and slack phases which are referred to as boom and slump phases of business cycle. During thesour economic conditions, majority of the companies cut back the advertising budget and during the periodof boom conditions, they fatter their budgets beyond limits. This has been because, the business communitythinks advertising as recurring expenditure than an  investment. 6) Age of the Company: A company which is seasoned and is known to the consumers will have certainly anadvantage in introducing a new product or a service. People readily accept

Case study analysis Example | Topics and Well Written Essays - 250 words - 1

Analysis - Case Study Example Erica continued and worsened the oppressive practices. The workers sued the company for oppressing them at the workplace. Consequently, the company paid a fine of $ 250,000 for avoiding the responsibility of providing a safe workplace. BMS Company experienced various challenges caused by management under administration of Jim and Erica. There were internal pressures that undermined diversity. First, Jim never interacted with unions, southerners, and dole bludgers. Engaging in social, as well as professional interactions are a prerequisite to good managerial skills (Ricky and Gregory 2013, 94). Jim restricted his workers to embrace his values. Restricting employees’ expression of individual values is a weakness to the management of every organization (Kang and Daniel 2013, 308). Jim disregarded the concept that employees should have varied human behavior. BMS management was rigid to accept different personal characters. Instead, the administration compelled employees to abide by hostile organization culture. Jim did not integrate employees’ views in the management of BMS as an organization. Employees’ viewpoints are significant contributors to organizational success through vital processes such as decision-making (Robert and Christopher 2009, 358). Mismanagement was the main problem that affected the BMS. Jim and Erica practiced poor leadership in managing the company. Jim disregarded employees’ complaints. Further, Jim and Erica harassed employees because of constant conflicts. Disrespect to employees created a compromised relationship with the company’s

Political parties Essay Example | Topics and Well Written Essays - 750 words

Political parties - Essay Example Furthermore, essay identifies how the contrasting positions are related to the political ideologies. Analysing Differences and Similarities. Political system of the US government is predominately associated with the concept of two party system .The Democrats and the Republicans are the two major political parties dominating the US political system over the last few decades. On the other hand, the minor party such as the Libertarian have limited scope and role in the political system of the US. The Democrats in the US expresses a strong belief towards the importance of the environment which could lead to a strong economy. The Democrats claim that a reliable energy which is derived from the environment is an important reason for the growth of a strong economy. The Democrats are of the view a healthy environment can lead to a healthy economy. The Democrats are dedicated to the welfare of next generation and thus are committed towards providing renewable sources of energy. The Democrats considers climate change as threat to national security and thus justifies the funding of the government in the technologies for clean environment. Moreover, the issue regarding the greenhouse gas emission is being considered by the Democrats as one of the pivotal issue for achieving the goal of clean environment (Klevans 1-12; Dunlap, â€Å"Climate-Change Views: Republican-Democratic Gaps Expand†). The Republicans is the another major political party of the US, The Republicans places less attention on the aspect of climate change. The Republicans believe that the environment safety is related to the moral obligation of the people. It is worth mentioning that the Democrats places greater importance on environment issue than the Republicans. Moreover, both the parties namely the Democrats and the Republicans used â€Å"all-of-the -above† environmental policy with few key

'Critically evaluate and discuss the influence of theories and Essay

'Critically evaluate and discuss the influence of theories and concepts drawn from psychology, sociology and social policy on social work practice with a specific service user group.' - Essay Example Traditional knowledge of learning disability generally denotes chromosome deficits, poor intelligence, and other medically identified defects. Therefore, in order to resolve this issue, it is important to understand the sociological and psychological theories underpinning social work practice with children with learning disabilities (Parrish, 2009). This essay also includes a critical evaluation of the relevant current social policy context and direction. The most accurate definition of learning disabilities is as follows: â€Å"a variety of disorders that affect the acquisition, retention, understanding, organisation and/or use of verbal and non-verbal information† (Georgas, 2003, p. 16). Although learning disabilities are believed to be acquired or hereditary, development of the disability affects a person’s social performance, relationships, family life, and emotional wellbeing. There is also an increasing awareness of the effect of socio-cultural aspects on children’s learning difficulties and styles, consequently changing the perception, assessment, and treatment of learning disabilities. Learning disabilities may work together with emotional, social, and environmental forces to impair the process of personality growth. Children with learning disabilities are prone to experience weak motivation, anxiety, and depression, and to have poor self-confidence (Burke, 2008). They usually display poor interpersonal a bilities leading to social exclusion. According to Howe (2009), this vulnerable population is predisposed to antisocial behaviour, both as offenders and victims. Children in special education are especially prone to aggression, both as aggressors and victims. Numerous difficulties encountered by children with learning disabilities persist into later life. The family of a child with learning disabilities may either be helpful or harmful, which may rely

The effects of competitive sports on young minds Essay

The effects of competitive sports on young minds - Essay Example It is claimed that almost dramatic prevalence of organized or competitive sports in the US holds potential threat to children on multiple levels especially those aged between six and twelve. The article also contemplates how whenever there is an element of competition in a game or huge stress is placed by parents or coaches on young participants on winning it, unpleasant consequences occur. This is because many children feel unduly beleaguered during or after the game but unfortunately for them, they have to hide their true emotions from overenthusiastic elders who want them to act as remarkable child prodigies and outperform everyone else on the field by exerting themselves incessantly. However, discussion presented in this essay challenges the argument of Statsky and is meant to convince the readers that â€Å"children who have remained engaged in competitive sports activities since early age turn out to be more enthusiastic when playing games as adults later compared to those who are never encouraged to participate in demanding sports.† Despite Statsky’s argument that organized games like Little League Baseball and Peewee Football place huge burden on children because they incorporate adult standards, the fact worth considering is that it is smart activities like these which motivate many youngsters to shine not just in sports but in every other field of life. Children learn on this platform what it is like to defeat others on grounds of perseverance, bravery, spirit, and confidence. The importance of teamwork is inculcated in their minds and they learn how to treasure and defend their teams. They learn to appreciate how good teamwork lays the foundation of solidarity and success. In contrast to Statsky’s insistence that competitive pattern of sports can negatively influence both mental and physical development of children, attention should be directed at the enthralling assortment of valuable lessons which children take with them to the ir homes. If any negative consequences at all are associated with competitive sports, curbing such activities in the first place is definitely not an answer as promoted by Statsky. Rather people need to realize that any harmful influence exerted on children is not because of the games they play but parents or coaches are to be blamed for that. The authoress is right when she says that sometimes children participating in games like football are afraid to disappoint their mentors because of the looming prospect of harsh criticism. This explains why under such circumstances they try to continue the game despite not enjoying it or despite unusual strain exerted on their developing muscles. It is sadly true that some parents are principally interested in only thwarting other parents and their children and so they excessively pressurize their child to go all the way through to win the game. However, what needs to be done in this area is not arguing against the nature of competitive sports but insisting on regulating behaviors of parents, coaches, and children who participate in these games. Parents and instructors should be counseled about being more tolerant and children should be encouraged to say no to orders they find intimidating or impossible. Sports participation should not be colored in dark demeaning colors by media and journalists, rather poor adult behaviors need to be modified. Statsky defends her argument by claiming that many competitive sports activities often stimulate children to play in accordance with adult standards which understandably push them beyond their limits. This sort of strategic thinking behind competitive sports management is neither appropriate nor beneficial for children. Likewise, contemporary research recognizes that there is always a risk factor in any

5 Questions About 3 Ethical Case Studies Study Example | Topics and Well Written Essays - 750 words

5 Questions About 3 Ethical Studies - Case Study Example Moreover, in addition to ethics, the officers are expected to uphold values, principles and morals while according their duty to the public. Therefore, this case study will greatly help when examining the outlined issues. How much material is available for your research in each topic? This case study is going to rely on information available on http://www.wsws.org/articles/2011/nov2011/davi-n19.shtml . In addition, documented evidence in the university and the California State Police will also be used. To supplement this, the police force ethical conducts will be used as the base line to judge the ethical issues. Case Study 2: 20 children among 26 victims of Connecticut school shooting This case is aimed at evaluating the moral standards as well as, the phycology behind good values, principles and ethics. This study will help the research based mainly on the social-cognitive theory (Aldama, 2011). Therefore, the case study is aimed at discovering what may trigger people to act the way they do. In addition, the study is aimed at seeking how people perceive or react to their actions. How much material is available for your research in each topic? This research will be sourced from the article, 20 children among 26 victims of Connecticut school shooting.http://www.cnn.com/2012/12/14/us/connecticut-school-shooting/index.html . Moreover, additional material will be gathered from related article and eventualities. In addition, books and earlier studies on social-cognitive theory will be used so that a good case can be built for this study. This study will be very helpful because it will help when one wants to judge why a person may act in a given manner be it ethical or unethical. It will further help to evaluate the consequence and the acceptance of the victim in the case that they act unethical. For example, Should they take responsibility or what actions are supposed

Entrepreneurship Essay Example | Topics and Well Written Essays - 1750 words

Entrepreneurship - Essay Example Entrepreneurial Journey of Oleg Tinkov According to Paul Burns (2001), personal characteristics and traits, societal culture, antecedent influence and situational factors are the strongest influencers on entrepreneur (Burns, 2001). Thus, it is important to note that Oleg Tinkov’s journey towards becoming an entrepreneur started at his childhood itself due to his father’s influence. As he grew old, cycling became one of his favorite leisure activities. Entrepreneurial analysis with respect to personal traits and characteristics suggests that entrepreneurs possess similar characteristics to those of sportsmen. Therefore, it is implied that his passion for cycling also has led him forward in his journey towards entrepreneurship. As challenging moves for Oleg Tinkov during his start ups, situational factors played an important role too. The micro-environment factors were prevalent within the country such as that of changes in perception, mood and meaning of the societal com munities. Oleg Tinkov challenged the macro economic factors such as economic changes within the country and market structure. His challenge was initiated by his motive of grasping the first mover advantage in the market generated after the disintegration in the Soviet Union. He held extremely strong instinct of defeating any challenge and every time evolved as a winner and this trait has been activated upon him through his immense interest in cycling (Tinkov, 2006). Entrepreneurial Opportunity for Oleg Tinkov Oleg Tinkov is a constant seeker of business opportunities and it is his search for the best which has never allowed him to remain stiff to a single... This editing researches an entrepreneurial background of Oleg Tinkov, his entrepreneurial opportunities and its transformation into business, business strategies and decisions of Oleg Tinkov, challenges and remedial actions to those challenges by Oleg Tinkov, his entrepreneurial network and role of luck and fortune. From the overall analysis of entrepreneurial traits of Oleg Tinkov, it can be stated that there cannot be the most appropriate ingredient for the best entrepreneur blended with certain portion of characteristics and certain portion of luck or fortune. Conversely, it is a combination of various factors which can only be enhanced by the entrepreneur himself. The entrepreneurs, who realize the importance of the most appropriate factors, ultimately become successful. However, at the same time, the entrepreneurs can conduct an in-depth analysis of the situational factors for interpreting the entrepreneurial traits and strive towards adopting those traits. It has also been foun d out from the entrepreneurial analysis that people who are more indulged in challenging activities such as that of sports and hold strong notion of winning each of the game are more likely to become a successful entrepreneur. Above all these facts behind becoming a successful entrepreneur lay the capability of identifying opportunities in the market and grasping each of the opportunities. Change identification and adaptation to changed environment are undeniably the most important characteristics of an entrepreneur.

Sale of Goods Act 1979 Essay Example | Topics and Well Written Essays - 3000 words

Sale of Goods Act 1979 - Essay Example Section 13(1A) of This Act provides as regards England and Wales, the term implied by subsection (1) above is a condition. Under Section 13 of the Act there is an implied condition in a contract of sale, upon the supplier of a service in a contract that the goods will correspond with the description, which will apply to any sale where the purchaser does not see the goods before he buys them & when acting in the course of a business that he will carry out the service with reasonable contractual period. Even if the purchaser has seen the goods, there may be a sale by description if he has relied upon the description. In this question it need to discuss While 'description' itself is an ordinary English word, the Sale of Goods Act 1979 contains no definition of what it means when it speaks (in Section 13) of a contract for the sale of goods being a sale 'by description'. And then it needs to discuss that a contract is from between parties when the seller was agreeing to sell and the buyer agreeing to buy. Now it need to discuss about condition, sale 'by description', current possession, and misrepresentation. First, one has to decide what is the meaning of sale by description. In the case of Varley v Whipp1 it has been held that this phrase must apply to all cases where the purchaser has not seen the goods but is relying on the description alone. Therefore, a sale must be by description if it is of future, or unascertained goods. But in addition, the term applies in many cases even where the buyer has seen the goods. Not only the term "sale by description" includes goods of a generic kind, for example, a packet of brand X cigarettes but also specific goods when they are sold as a thing corresponding to description. In the case of Beale v Taylor2 the subject matter of the contract was described as a 1961 Triumph Herald Convertible and the plaintiff saw the car and bought it. In fact, it turned out to be two different cars joined together. It was held that the car did not comply with the description. In Grant v Australian Knitting Mills [1936] the sale of woolen underwear was held to be a sale by description even though the buyer was buying something displayed before him on the counter. But a sale is not a "sale by description" where the buyer makes it clear that he is buying a particular thing because of its unique qualities, and that no other will do, or where there is absolutely no reliance by the buyer on the description (Harlingdon Ltd v Christopher Hull Fine Art Ltd3). In other words it appears that the only case of a sale not being by description occurs where the buyer makes it clear that he is buying a particular thing because of its unique qualities and that no other will do. For this reason, the sale of manufactured item will nearly always be a sale by description (except where it is second hand) because articles made to an identical design are not generally bought as unique goods but as goods corresponding to that design. In the Harlingdon case, the buyer was a professional art dealer who knew the seller had no experience or knowledge of the type of painting being said. There was accordingly no breach of s. 13 when the painting turned out to be a forgery. The buyer had placed no reliance on the seller's description. These cases suggest that the real question at issue in deciding whether the sale should be classified as a

Tokugawa Shogunate Regime Essay Example | Topics and Well Written Essays - 1000 words

Tokugawa Shogunate Regime - Essay Example This period was characterized by economic growth and prosperity, very strict social orders, an increase in both environmental protection isolationist foreign policies, popular enjoyment of arts and culture. This form of regime was organized and administered from Edo in Japan in the 1603 by a ruler named Tokugawa Ieyasu. The Tokugawa regime had established a ruling dynasty at the Tokugawa castle, which was based in Edo. Tokugawa regime came into power following a coup that toppled the administration of Oda Nobunaga at a battle known as the battle of Sekigahara at a period known as the Azuchi-Momoyama period. After this battle, Tokugawa Ieyasu who had taken over as the leader of the battle in 1600 took over the administration of Edo area and later on, this administrative power became hereditary to his family. After He later took over the administrative powers, he gained the title shogun, also known as noble military ruler since he was a descendant of the ancient Mina Moto clan. Unlike the previous regimes of the Shogunate, the society in the Tokugawa period was supposedly based on strict, hierarchy which was originally established by Toyotomi Hideyoshi.Unlike other common dictatorial regimes, the Shogun administration was characterized by economic growth and prosperity. The regime had adopted various principles that saw the country prosper both economically and socially. One of the greatest factors t hat saw the prosperity of the Tokugawa regime was the long-standing peace period, which lasted for two hundred and fifty years. Through this long tome peace, the country was able to develop and gain political and economic prosperity. This period of long time peace, also saw the populations of the country largely increase therefore forming a big army known as the Samurais. The large group of Samurais also contributed a lot in protecting the country from future attacks by its enemies. Moreover, the Samurais also engaged in other economic activities such as farming which contributed to the growth of the country’s economy. However, the change from Sengoku meant that they were obliged to work as bureaucrats in the Tokugawa government. The Tokugawa government forced various changes in the different life style of the people of Japan. All the sectors of the society were limited to follow their traditional roles in a stricter manner than it was done in the previous regimes. This form of traditional confinement begun during the administration by Toyotomi Hideyoshi. This harsh imposition saw the regime begin an administration that formed the four-tier class structure, which imposed and enforced rules even regarding small details such as which classes of people could use deluxe silks for their clothing or tortoise shell for hair-pins. In order to enforce their laws, the ruling regime in Japan banned the practice of other religions in the country in 1614 by Tokugawa Hidetada. This move mostly targeted the Christians who were converted by Portuguese traders and missionaries in previous years. In order to make compulsory this law, the Shogunate made it compulsory for all citizens to enlist themselves with their native Buddhist temple. However, those who refused to comply with this orders were considered disloyal from the regime of the Bakufu. This move by the Shogunate saw the eradication of the Shimabara Rebellion, which was comprised mostly of Christian peasant farm ers between 1637 and 1638. The Japanese Christians were later expatriated, executed, or driven underground, and Christianity ceased from existence in the country. Despite this dictatorial regime, the Tokugawa shoguns controlled the country over a long period of peace and relative prosperity in Japan. The long peaceful regime generated the

Is Prejudice and Discrimination a Myth or a Real Life Situation Essay Example for Free

Is Prejudice and Discrimination a Myth or a Real Life Situation Essay Prejudice is a cultural attitude that rests on negative stereotypes about individuals or groups because of their cultural, religious, racial, or ethnic background. Discrimination is the active denial of desired goals from a category of persons. A category can be based on sex, ethnicity, nationality, religion, language, or class. More recently, disadvantaged groups now also include those based on gender, age, and physical disabilities. Prejudice and discrimination are deeply imbedded at both the individual and societal levels. Attempts to eradicate prejudice and discrimination must thus deal with prevailing beliefs or ideologies, and social structure. Although there is no wide agreement as to the cause of prejudice and discrimination, there is a consensus that they constitute a learned behaviour. The internalization of prejudice starts with parents and, later, teachersthe groups primary in the formation of attitudes within children. The media and social institutions solidify prejudicial attitudes, giving them social legitimacy. In a sense, it is incorrect to speak of eradicating prejudice, since prejudice is learned. At best, one can reduce prejudice and discrimination. Society looks most often to education and legislation to alleviate prejudice and discriminationfor reasons still not clearly known, inter-group contact alone is not enough to reduce prejudice. On one hand, multicultural education, whether direct or indirect, constitute the mainstay of educational efforts to eliminate prejudice. On the other hand, the emphasis on civil rights, enlightened immigration policies, and mandates for quota hiring are the cornerstone of legal approaches to alleviating the effects of prejudice and discrimination. The most overlooked area in resolving the problems of prejudice and discrimination lies in the web of close relationships where genuine feelings of love can be fostered and strengthened. The private sphere may indeed be the last frontier where a solution to the problems of prejudice may have to be found.

The issues in conformity

The issues in conformity Theory Conformity to group is another issue depicted on the movie to be researched. Based on Farlex, 2010, conformity means take action based on certain accepted normal standard. If we talk in context of group, so this conformity to group can be described as the action that accepted in a group as a foundation of an agreement. This is a need for each people to be in custom as a part of in-group people, rather than becomes out-group people in a certain group, gang, or organization that leads to a sign that that person is similar to people within that group which follow the consistency of the rules, despite of threatening the rules it selves (Sique, 2010).Basically high conformity to group means that when one persons will is defeated by others will in deciding something because they dont want to act opposed his/her groups will that may result in unsafe and high pressure community. Actually this conformity to group is the result of some cultural dimensions created by Dutch sociologist; Geert Hofstede and Fons Trompenaar. Based on doch and luthans, 2006, hofstede examined four cultural dimensions, while on the other hand Trompenaar developed seven dimensions. Not all dimensions can be linked as the result of conformity to group, however there are some factors that have strong bond with conformity that werent come from those dimensions. Application of Theory Based on hofstede, dimension in power distance, uncertainty avoidance, and collectivism lead to high conformity, while particularism, communitarianism, neutral, and ascription from Trompenaar may give participation as well. Power distance describe when a superior in a group is accepted to have the greatest power in that group, therefore that person must be obeyed (Viaweb, 2010). In high conformity, high power distance is exists based on people who act as superior or made superior by others because of their ability or even race. They must be followed otherwise we can be treated as outsider in our group. High conformity may caused by situation in which its member feel uncomfortable in unusual or different circumstances (Itim International, 2009). People with this high level of uncertainty avoidance will be passive and tend to follow the rules, therefore they dont want to express their emotion to the group which makes them comfort with their group choice. Collectivism as opposite of individualism makes people tend to loyal with their group and share their value and belief that may lead to community interest. In high conformity, people may look after their group decision and be likely to forgone their own w ill. The problem is occurred when it comes to a question, â€Å"if everyone goes after others will, so whose willingness that must be complied with?†The answer might be related closely with power distance, in which the superior is the ruler. High conformity to group is a result of particularism in which the community of the group may help their friends using any other ways, including breaking rules as long as they are in one community. Based on doh and luthans, 2006, communitarianism refers to people that look upon themselves as a part of group not individual with own will that becomes requirement oh high conformity to group. high conformity tend to have neutral culture in which peoples emotion are not doing in an open or ordinary ways, thus people keep silent even the decision is contradictive with their will. Later if we see conformity characteristic, we can see that people in that group tend to be ascription culture that means the people who become â€Å"the leader† is the one that mature either in age, or gender, not based on their ability or knowledge. So even someone who has better idea, but if the older one said something worse, people tend to choose the older one. Another issue that closely related with conformity to group is because of ethnocentrism. Its the belief that â€Å"ones own way of doing something is superior to others† (Doh and Luthans, 2006). This meaning can be applied to all aspect, such as one culture belief that their culture is highest among others. And in other words we can say it is when people everything based on their own way, without accepting that other people might have their own perspective. People could have high conformity in their group if they think that people on their group is the best, which is characteristic of ethnocentrism, and look other as low level group. This will lead to external conflict in society life. â€Å"Even though it may cause external conflicts, it creates internal unity. It also makes individuals feel more certain about their beliefs. Through providing individuals with a sense of belonging to a particular community, ethnocentrism enables social order. Societies need that kind of solidarity and order so as to continue â€Å"(Charon, 2007). Implication to business The issues in conformity to group and ethnocentrism itself may have implication to managing across cultures either in domestic or international organization. Most likely the negative effects will occurs based on those cultural issues. Ethnocentrism may result a bad effect where it goes into business or organization world. Firstly it may result in the bad decision when it comes to a company that did offshore and use home country managers. managers from home country with high ethnocentrism may think that the best business decision is the one like in home country as they might think that business decision in host country is not the best one. This may result in the failing in companys business. if we go to personal level, we will see more issues that can be raised. Based on the high ethnocentrism level, a person with high level of managerial may makes decision with any issues, such as they might think that their race is higher than local people in the workplace, so that the managers might support the employee with same race or nationality that similar with him/her. That kind of managers will hear more and approved employees idea that come from similar background with the manager, rather than any idea from local employ ee, even that idea is greater. Even in case where a manager must fire the employee, the manager will let off employee based on their certain background. In the case of conformity any subordinate may find any difficulties in give their brilliant idea, or aspiration to their superior. Most likely they are afraid that if they dont agree with their superior decision or idea, they will be marked as an opposition party, which later on resulting in their future career. Even the subordinate mindsets that think their superior is the best person with all excellent business approach. Moreover Pech (2001) reach a finding that high level of conformity in organization may resulting in disadvantage effects such as avoidance of individualism, reduce individual sense of creativity, discovery, and ownership. And final disadvantages to organization may occurred because of low morale and incompetency in taking action to competitor or external pressures through low capability in low cost and product differentiation. Recommendation In order to prevent the negative effect of conformity and ethnocentrism to group, there are some ways to be applied. First of all, the main effort that must be applied is communication and training. Such in case of off shoring company, the managers from home country must get any training before start to become the leader in the host country. They must know how to interact with local employee in their behavior, including socialization, appraising, and cultural rules. Communication is important factor that must be applied in certain issues that both faced by managers and employees in order to resolve with win-win solution. Then the next thing to do is managers should change their own habits and have ability in understanding others by learn to see different reaction to such business approach that may be seen from other people. Groupthink can also be used rather than individual will of a manager by asking opinion from their subordinates and thinking out of the box. This groupthink may ch ange both the managers and employees behavior and positively will reach good results (Helium, Inc, 2010). However in a journal by manz and neck (1995) they state that groupthink only focus on the negative effect in team decision making and thus there is a tendency within the member of group to fail in discussing and analyze any alternative course of action. Therefore they offer new ways of thinking by using Team think that will produce effective synergies thinking in belief and assumption that improve decision making and the outcome of performance. Charon, J.M. (2007). Ten Questions: A Sociological Perspective. (6th ed). Belmont: Thomson. Doh.J.P, Luthans.F, 2006, International Management culture, strategy, and behavior 7th edition, McGraw-Hill. Farlex, Inc, 2010, conformity, viewed 5th April 2010. Helium,inc,2010, Understanding the effects of groupthink in the workplace, viewed 5th April 2010. Itim International, 2009, Geert Hofstede Cultural Dimension. Viewed 5th April 2010 Manz.C.C, and Neck.C.P,1995, Team think: beyond the groupthink syndrome in self-managing work teams, Journal of Managerial Psychology Volume 10 No 1 pp. 7-15 Pech,R.J, 2001, Reflections termites, group behavior, and the loss of innovation: conformity rules, Journal of Managerial Psychology Volume 16 · No 7 pp. 559-774 Sique, 2010, the need for: conformity, viewed 5th April 2010. Viaweb, 2010, Power distance, viewed 5th April 2010.

The Blocking of Viber in Saudi Arabia

The Blocking of Viber in Saudi Arabia Mansour Alaithan Ali alakalifa INTRODUCTION What’s Viber ? Viber  is a app for instant messaging  also for Voice over IP  (VoIP) for smart phones  owned by Viber Media. Not only voice messaging but also users able send and receive images, video and audio media messages, Viber was founded by four  Israeli partners and they are Talmon Marco, Igor Megzinik, Sani Maroli and Ofer Smocha. Viber Mediais registered as a Cyprus company in  Las Vegas  and its development centers located in Belarus  and  Israel. The foundeders of the company are Talmon Marco  and Igor Megzinik, who are friends from the  Israel Defense Forces. The company is running from Israel, with lot of the app’s developments outsourced to Belarus in order to lower labor-costs. It was founded in 2010, with the four Israeli co-owner of the company who have each increased their exploitation by more than 30 times on the startups $900 million sale to  Rakuten. What happened? In March Saudi government have warned encrypted messaging services like Viber and others that would be blocked if they don’t provided a means to be monitored. The head manager Marco had refused to provide the requested data to Saudi officials. It was expected that Vibers free voice calls and text messaging service is no longer working in Saudi Arabia is not entirely unexpected. Telecoms regulator of Saudi Arabia had warned them also warned Skype and WhatsApp .they would be blocked if they did not provide the date requested . Saudis and expatriates that lives in Saudi Arabia were prompted by this warning to protest against this move. Others started to censor their messages, in case they were already being monitored. The head manager told BBC that Saudi IPS and mobile operator begun to asking for information about the internal workings of the service a couple of months ago of that time . Circumventing the problem: Marco said Viber had faced the same problem of blocking the app in other county. There, he said he believed the motive was political, but in Saudi Arabia it was unclear whether commercial interests might also be at stake. Marco ( the head of the messaging application) Viber has said people in Saudi Arabia have had basic freedoms taken away, after his service was blocked there. So we face here a freedom of speech problem . The head manager Marco told the BBC he did not know the reason for the move, but that Viber would be restored soon. So this problem rises couple of question, like what is the meaning of freedom of speech, what are the limits and law in Saudi Arabia, and what the ethical issue did Viber rises by not providing information. what is the meaning of freedom of speech Freedom of speechis the civil right to connect ones opinions and ideas. The word freedom of expressionis occasionally used synonymously, but contains any act of seeking, getting and telling information or ideas, nevertheless the medium used. Rules restrict speech with varying limits. Common limits on speech relate to slander, libel,  obscenity,  sedition,  pornography, incitement,  fighting words,  classified information,  hate speech,  copyright violation,  trade secrets,  non-disclosure agreements,  right to be forgotten,  right to privacy, public security,  public nuisance,  public order, campaign finance reform  and  oppression. Whether these limits can be defensible under the harmbe contingent upon whether manipulating a third partys opinions or activities harmfully to the second party founds such harm or not. The words offense principle is also usedto grow the range of free speech limits to forbid forms of expression where they are measured offensive to people, different interest groups or persons. For example, freedom of speech is limited in many rules to broadly different grades bysystems, religiousor  incitement to ethnic or racial hatredrules. Privacy Privacy is the gift of an individual or group to separate themselves, or information about themselves, and thereby definite themselves selectively. The limits and content of what is measured private vary among cultures and individuals, but share common themes. When something is private to a person, it usually means that something is integrally special or sensitive to them. The domain of privacy partly overlays security, which can include the ideas of appropriate use, as well as defense of information. Privacy may also take the procedure of bodily integrity. The right not to be subjected to illegal invasion of privacy by the government, businesses or individuals is part of many countries privacy laws, and in some cases, compositions. Almost all countries have laws which in some way bound privacy. An example of this would be law concerning assessment, which normally require the distribution of information about personal income or earnings. In some countries individual privacy may clash with freedom of speech laws and some laws may need public expose of information which would be measured private in other countries and cultures. Privacy may be willingly sacrificed, normally in exchange for professed benefits and very often with exact dangers and losses, while this is a very strategic view of human relations. In the business world, a person may agree personal details (frequently for advertising purposes) in order to bet on winning a prize. Private information which is voluntarily shared but then stolen or misused can chief to identity theft. what are the limits and law in Saudi Arabia Human rights in Saudi Arabia are proposed to be created on the Hanbali Islamic religious laws under complete rule of the Saudi royal family. Saudi Arabia has a Counter-Radicalization Program the drive of which is to fight the spread and appeal of intemperate beliefs among the general populous and to impart the true values of the Islamic faith, such as tolerance and moderation. This tolerance and control has been termed into problem by The Baltimore Sun, based on the reports from Amnesty International regarding Raif Badawi. Speech, the press and other methods of communicative media, containing television and radio broadcasting and Internet reception, are actively censored by the government to prevent political opposition and anything deemed, by the government, to be offensive to the Wahhabi culture or Islamic morality. In 2008, a noticeable Saudi blogger and reformist Fouad al-Farhan was caged for posting comments online that were dangerous of Saudi business, religious and media figures, signifying a move by the government to step up its censorship polices of the Internet within its limits. Online social media has progressively come under government search for dealing with the forbidden topics. In 2010 a Saudi man was punished and given jail time for his sexually suggestive YouTube video making. That same year another man was also caged and ordered to pay a fine for arrogant about his sex life on television. And there is a lot of other examples happened with similar problems. It show that the low in Saudi Arabia does not tolerate any action that against the religion or the security of the country in anyway and allowing a free call like Viber and other that share tons of information without being monitor by the government is can cause an infringement of the rules in Saudi Arabia . That’s add a pros to the Saudi Arabia side that they have a right to ask for information. It’s the country rights to track down and search for crimes and protect the religions lows. But still one problem is the privacy of the people and that’s a pros in Viber side. So how this issue is unethical to privacy and what are the limits and the concept of privacy in Saudi Arabia Privacy in Saudi Arabia Data Safety under Shariah Values Shariah ethics protect each individual’s right to privacy and forbid any assaults thereon. In Shariah principles, revelation of secrets is forbidden except inter alia where the owner of the relevant secret agrees to such confession or if the public attention requires so. The Holy Qu’ran and the Sunnah do not specify a consequence for revelation of secrets; however, as clarified above, such release may be punishable by a value that a judge, in his discretion, deems right and fair. Such consequence may include a fine, imprisonment or scarcity of certain rights such as suspension of a practicing license. Data Protection under Saudi Arabian Law In general, there is no exact data protection law in KSA. Therefore, in the absence of specific necessities on data protection, Saudi Arabian courts and adjudicatory bodies will understand data privacy abuses under general Shariah principles, which are, as described above, often sent in general terms and afford courts and adjudicatory bodies huge discretion. We understand, however, that a new individual data protection law is under review by the Shura Council Discussions and Recommendations The Saudi government should have the right to protect its people and the whole system. Meanwhile the Viber wants to give the privacy to its user which is what people needs. Saudi Arabia follows the Shariah which proved the privacy to people , and that why it should and not block it just to monitor the users private message in KSA , and by return it and unblock the service , they’ve done the right thing . Conclusions Saudi Arabia tried to provide the security to people but did not puts in count the other basic fundamental right which is providing privacy to people. References: http://www.bbc.com/news/world-middle-east-22806848 http://en.wikipedia.org/wiki/Viber#Company http://en.wikipedia.org/wiki/Human_rights_in_Saudi_Arabia#Freedom_of_press_and_communication Data Protection in the Kingdom of Saudi Arabia: A Primer Noor Al-Fawzan and Omar Elsayed

Rose For Emily Essay -- essays research papers

A Rose for Emily by William Faulkner Emily was a woman that cannot be described without a the words â€Å" not quite normal†, and â€Å"extra ordinary.† The story, â€Å"A Rose for Emily† by William Faulkner is about one woman’s life, from her being a teen to her death in her house. The town’s people did not like her, her family did not like her, but when she died, everybody showed up to Miss Emily’s Funeral. The only person to see Emily was her old manservant, a black man that was the cook and the gardener. The only time that the town would see him was when her went to the grocery store to shop. He would never talk to anybody while he was there. The end of her life never saw Emily out of her house. The town questioned this, but Emily soon just became another story with the town. Miss Emily was not always alone. When she was younger, her father lived at the house with her. He was a man without his sanity. When ever a male would come to the house to see Emily, he would great them at the door, and see them off before Emily could even say hello. The town used this excuse for Emily when her father died. He was dead for three days before she would let the coroner to take him out of the house. This can be seen as the beginning of Emily’s decent to madness. Emily was not always without a man. The town was getting sidewalks put in, and a group of colored men from the north was called in to build them. Their Foreman went by the ...

Marginalization of Women During the Cold War Essay -- gender roles, Co

At the height of the Cold War in 1959, Vice President Richard M. Nixon visited the Soviet Union to discuss political ideology with Soviet premier Nikita Khrushchev. In what was labeled the â€Å"kitchen debate,† Nixon presented Khrushchev with an American â€Å"model home† that highlighted the merits of capitalism to a global audience. But as the politicians entered the Americanized kitchen, Nixon took a step further. Instead of keeping the focus on economic systems, the Vice President turned the discourse to the two nations’ construction of gender roles. While looking at an American dishwasher, Nixon said, â€Å"This is our newest model†¦In America, we like to make life easier for women†¦ I think that this attitude towards women is universal. What we want to do, is make life more easy for our housewives† (teachingamericanhistory.org). While the accessibility of consumer products that reduced labor for homemakers was an achievement of American capitalism, Nixon’s comments promoted a new American vision of the family. The traditional family in Cold War culture, which featured men as breadwinners and women as homemakers, was now an important component of the American Dream. By referring to women as â€Å"housewives,† Nixon effectively reinforced the pervasive sentiment that women could not only be homemakers in a financially prosperous capitalist society, but that it was also expected of them. As these expectations became fully engrained into the mainstream, gender roles became increasingly rigid, which discouraged many women from considering professional careers, let alone pursue them. As the Cold War era prompted Americans to find refuge in the traditional family, women were expected to operate within the framework of the home and in resul... ...represented an escape from the uncertainty of the future. But with the rise of a new traditional family in America, complete with strict and separate gender roles, women were denied opportunities in the workplace and forced to embrace the task of homemaker. While Nixon argued in the â€Å"kitchen debate† that American strength rested on each member’s ability to rise and fall, the marginalization of woman in Cold War culture masterfully highlights the distance between political idealism and reality. Works Cited Books May, Elaine Tyler. Homeward Bound. Friedan, Betty. The Feminine Mystique. Movies The Home Economics Story. Online Resources â€Å"The Kitchen Debate.† Articles Stevenson, Adlai E. â€Å"A Purpose for Modern Woman.† Chambers, Whittaker. â€Å"Witness.†

Hrm Between Hai Di Lao and Little Sheep Essay

Human resource aspect Hai Di Lao Trust and Equality Hai Di Lao few employees recruited from the community, most of the existing staff introduced to friends and relatives. They are all familiar with each other in the environment, whether good or bad, are easy to spread and grow. Hai di Lao try to implement a trust in the values of quality. More important than the expansion Hai Di Lao employee orientation is very simply, only 3 days. It is mainly about the lives of common sense and some basic knowledge of service. the real training is practical after entering the store. Each new employee will have a teacher mentoring. Rather than hiring external trainers, Hai Di Lao selects the company’s best performers to prepare new employees for the tasks ahead. They experience of values and human service concept, learn to deal with different problems than those of fixed service action norms more difficult. Employee welfare Employee compensation goes beyond financial reward, the company also looks after employee welfare – from high quality housing to company excursions to free education for children of employees. hey also cover the parents insurance for the employees who had good performance. Employee empowerment Full delegation of authority to the staff, can greatly stimulate the creativity of employees. For example, the services that Hai Di Lao provides for the customers, such as nail polishing, etc, were created by the staff in their daily work. In addtion, Hai Di Lao also provides that any of the staff is no need to consult the manager with giving customers discounts. Xiao Fei Yang Workforce diversity Now days, globalization is not of interest only to large firms, more and more companies are opening up foreign markets to international trade and investment. As a Chinese hot pot restaurant in Korea, it requires the employees to be international. The proportion of Chinese and Korean employees is 1 to 1, as what Hai Di Lao does, the new employees will have teacher mentoring. Especially Korea attached great importance to culture etiquette, the employees must aware of etiquette. Rewarding the staff With then part-time staff, Xiao Fei Yang provides a vote per month, the more satisfied customers are, the more â€Å"smiley face† the staff would earn. By the end of every month, two of the highest voted staff would get salary raised. And for the regular staff, if their performance are approved by the manager and customers, they would receive bonus. Dealing with customers If there is any issue happen between staff and customers, staff will immediately contact the manager to deal with, in the meantime, they will try to meet customer needs.

How Does Marxism Explain the Role of Education in Society?

How does Marxism explain the role of precept in society? The sociology of reproduction is the study of how populace institutions and individual experiences run reading and its outcomes. It is approximately concerned with the public educate dodgings of late industrial societies, including the expansion of high, further, adult, and continuing upbringing. rearing has al way of lifes been seen as a essentially optimistic human endeavour characterised by aspirations for progress and betterment.It is understood by some(prenominal) to be a means of overcoming handicaps, achieving great equality and acquiring wealth and friendly status ( fosterage and Sociology 1992). Education is perceived as a mail service where children washbasin phrase accord to their unique unavoidably and potential. It is alike perceived as one of the scoop up means of achieving greater raceer equality. galore(postnominal) would say that the purpose of education should be to develop e precise individual to their bounteous potential and give them a opportunity to achieve as much in life as their natural abilities stick out (meritocracy).However some look at a specially negative view, literary argument that the education system is designed with the intention of causing the sociable reproduction of inequality and creating a micturate aim for society. One of the main sociological approaches that office theory to explain the role of education is Marxism. The red ink survey is diminutive of the educational system, arguing that it is unfair, and serves to coerce multitude into evaluate their roles in an unequal society. The concept of the out of sight broadcast is strike in the sagacity of the Marxist perspective.The aim of the hidden curriculum is to socialise young ethical deal into evaluate the role assigned to them by the bourgeois sort. It is argued the instructors subconsciously deliver this hidden curriculum making schoolchilds aw atomic number 18 of the respect and faithfulness that should be given towards the established make-up Karl Marx, 1983. As tumefy as this, sharp acquirements such(prenominal) as time memory and organisation atomic number 18 taught. In introducing these skills from a young senesce, society will combine them as norms and non question at that place status in society.The correspondence ruler is a theory used by Marxists to explain how much of what we learn in school is preparation for our future roles as players is in capitalistic society. numerous sociologists who plunk for this principle argue that education is skilful a means of maintaining social split boundaries. Many argue that schools in capitalistic societies argon geared toward well-favored children different types of education based solely on their social standing rather than by their inherent skills. Under this principle schools are supposed to give tear slew order children a different type of education compared to their stop number variance counterparts.Typically, it is said that lower class children are put on an educational track that will prepare them for obscure leash jobs. It is vista that the education of lower class children is different because it prepares them to enter the relieve oneself force directly after petty(a) school. Schooling teaches operative class children to hinge on quietly at their desk, obey the instructors authority, and also acquaints them with beseeming enjoyn with repetitive tasks. Similarly, the education of upper berth class children is thought to be geared toward upper class or white collar professions.With upper class children, instead of guidance on preparing them to enter the excogitateforce, there is added fierceness is on preparing them to move on to intravenous feeding year colleges and universities after secondary school. present they are trained to be professionals and capitalists by teaching them how to think sarcasticly and impar t in them a sense of province and authority red hot M Howell 1982 Louis Althusser was a structural Marxist who, finished the decides of Karl Marx, introduced the concept of an ideologic state apparatus.He argued that economic transaction structure education so as to reproduce these same economic set into teaching. He went on to state that education is part of the system of the reproduction of lug power. Schools work to ensure that those who are to do the work will do so co-operatively, out of the belief that the situation is unspoiled and debateable. From this stain of view, the disaster of so legion(predicate) pupils in schools is not a weakness of the system just now actually what the schooling system is designed to do. Working class children, who opt out, fail, or find schools alien, are indications that schooling is functional successfully. then, education is not designed to develop human potential, but to limit it. The correspondence principle (Bowles and Gintis 1976) scrams this point further stating that education introduces the acceptance of pecking order and motivation by external rewards. For prototype instructor says, pupil does boss says worker does. Hierarchy comes into place in the mold of the teachers roles e. g. head, deputy head, head of year, head of section etc. Many pupils are not interested in the subject fellowship they are taught are school, the that reason that devote for going to school is to hold out exam passes i. e. an external reward.This prepares us for the domain of work where we do not work for the love of the job but for the wage. Thus what happens at school corresponds to what happens at work. there are several examples present in todays society that back up Marxist theories of education. The introduction of the Youth develop Schemes (YTS) in 1983 online is one of these. Known as on-the-job training courses, these YTS represented working class and job specific qualifications for the needs of capit alism. Another example of such schemes are General National Vocational efficacy (GNVQs) which are now know as NVQs.Such courses are said to favour the working classes as the structure is mainly coursework based. Many of the courses involve hands on culture which again, teach the hidden disciplines needed to work for the capitalist society and prepare a skilled work force. The Class dyed system of education is shown by union tables and examination results and the principle of student loans represents the way in which the disadvantaged (working classes) are priced out of the system. In conclusion of the Marxist perspective, it is understandably they take a really critical approach on the education system.The onward motion of ruling class ideologies through institutions such as the education system is seen to supress the working classes keeping them conformed to the norms and set of society. The teaching of these value at a young age means fewer questions are promising to be a sked and the capitalist society butt continue to work as it does, for the realise of the economy. A second sociological perspective that takes a different view on education is that of functionalism. This is, in contrast to Marxism, a non-conflict approach. Functionalists believe that the education system has ternion main functions.Firstly it socialises young people into key cultural values such as equality of opportunity, competition and spectral clean-livingity. Education is said by functionalists (especially Durkheim) to emphasise moral responsibilities in society that people should form towards each other Education and Sociology 1922. If these norms were not passed down through generations then there would be a tendency for individualism (where people believe that they are much grave than social assemblys). An example of how education goes to the highest degree promoting these values is through the subjects that are taught.Citizenship and religious education were introd uced as compulsory subjects in schools to see that young people did things with thought for the society. The second function is to do with the skills that education teaches children, from literacy and numeracy to more job-specific skills. Occupational jobs are becoming more specialised and this in yield will lead to more eld in education. The final function of education, according to functionalists is the allocating of roles of young people in society. Examinations and qualifications are said to allocate people for their most(prenominal) suit job.The equality of opportunity took place and so higher talented people are given the most functionally important jobs for the society. Emile Durkheim is one of the main important and well known functionalists. He state that society can survive simply if there exists among all its members a adapted degree of homogeneity education perpetuates and reinforces this homogeneity by fixing in the child, from the very pay offning, the essenti al homogeneousities that collective life demands Education and Sociology 1922. homogeneousness is defined as the quality or state of being of the same or similar nature having a kindred structure throughout online.Durkheim saw sociology as a science and quashd on the study of social facts rather than what motivates the actions of individuals. He argued that education has many functions to reinforce social solidarity in subjects such as report (learning close individuals who film done good things for the many makes an individual feel insignificant) and through the pledge of allegiance in the States (making individuals feel part of a group and therefore less likely to originate rules) to maintain social role (school is a society in miniature. It has a similar hierarchy, rules, and expectations to the outside world. It trains young people to take roles) and to maintain division of labour (school sorts students into skill groups, encouraging students to take up barter in field s best suited to their abilities) Education and Sociology 1922. Although many of these points are similar to that of Marxism, the functionalists catch at the positives of such class divisions. dickens more perspectives that challenge the views of Marxism are Interactionism and Feminism. Interactionists take a micro approach looking at at what happens in the classroom environment, specifically pupil and teacher interaction.They also concentrate on the way teacher expectations and perceptions of pupils can affect the life chances and educational chances of pupils. Whereas Marxists and Functionalists tend to focus on the structural sides to society, interactionists canvas the relationships between the education system and the individual. This sociological group place a pissed emphasis on labelling theology. Hargreaves, Hester and Mellor (Deviance in Classrooms 1975) study how pupils became typified and classified. They conducted their study in two schools by interviewing teacher s and observing in class.They found that teachers have a limited knowledge somewhat their pupils when they first arrive at school, so they speculate, using the information that they already have, such as the pupils appearance, how outlying(prenominal) they conform to discipline, and their fervor for work. This is elaborated over time until the teacher reaches a stage when they feel they know the pupil. It is therefore a gradual unconscious process that changes over time. Through this process the teacher can have an important influence on the progress of their pupils.It can affect the attention and encouragement a pupil can see. The self-fulfilling prophecy follows on from the stereotyping and ulterior labelling of pupils. This theory argues that predictions made by teachers about the future success or failure of their pupils will tend to come true. The teachers interaction with their pupils will be influenced by the labels that they have attached. If a pupil has been labelled by their teacher as a potentially bright student they may receive extra encouragement to attain the higher marks.Rosenthal and Jacobson (1968) tested the validity of self-fulfilling prophecy. They discovered that teachers expectations could significantly affect their pupils performance The feminist perspectives by and large focus on how education promotes patriarchy and a male dominated society. in that location are many different branches indoors feminism such as liberal, stem turn and Marxist feminists however they all overlap the view that the education system is very male orientated and that women are socialized to conform to this dominance thus supressing them.Some of the more radical approaches go as far to say that patriarchy will single end when women are freed from the physical and horny violence inflicted by men in the classroom and the playground online In conclusion, the Marxist approach takes a very critical view of the education system arguing that is merely reinforces inequalities in society. They go on to state that in teaching a hidden curriculum, the system is only in place to create a dominant and trained work force to work for and fit the needs of the capitalist society.From a young age children begin to be shaped to fit these social needs and are made to believe that their place in society is already decided for them through norms and values. In conformist to what they believe is normal, societies avoid anomie and cease social collapse as well as keeping the social classes from hike above their stations or intercommunicate questions. In contrast to such a negative outlook on the education system, functionalists look at how the teaching of norms and values creates social solidarity where shared beliefs bring in concert all classes.Interactionists take yet other view exploring the concept of pupil to teacher interaction and how labelling can shape behaviour. Finally, feminists take the view that the education system flora in favour of males in giving them a higher status in the economical market thus justifying the inhibition of women. References -Bottomore, Tom Goode, Patrick 1983 Readings in Marxist Sociology Clarendon advertise (London) -Durkheim, Emile 1895 The Rules of Sociological Method 8th edition, trans.Sarah A. Solovay and john M. Mueller, ed. George E. G. Catlin (1938, 1964 edition) -Durkheim, Emile 1956 Education and Sociology Macmillan Publishing Co. , inc. & Collier Macmillan Publishers (London) -Howell, Frank M. McBroom, Lynn W. (1982), SOCIAL RELATIONS AT menage AND AT SCHOOL AN ANALYSIS OF THE parallelism PRINCIPLE, 55, American Sociological Association -http//socyberty. com/education/the-functions-of-education-according-to-functionalists-and-marxists/ixzz1HN8LoWUv accessed on 13. 3. 2011 -http//socyberty. com/education/the-functions-of-education-according-to-functionalists-and-marxists/ixzz1HNLMioDC accessed on 9. 03. 2011 -http//www. educationforum. co. uk/sociology_2/functional ist. htm accessed on 9. 03. 2011 -http//www. le. ac. uk/education/resources/SocSci/zoe. html accessed on 9. 03. 2011 -http//www. marxists. org/ glossary/people/a/l. htm accessed on 9. 03. 2011 -http//www. thestudentroom. co. uk/showthread. php? t=185151 accessed on 13. 03. 2011