Thursday, October 31, 2019

Who does not belong there Essay Example | Topics and Well Written Essays - 2500 words

Who does not belong there - Essay Example Thus it becomes obvious that a library is a utility facility for the people in a community for their academic, professional and personal development as well as a place where they can entertain themselves through television and other media. Also, the role of libraries as sources of information is very crucial in any civilized society and this is specially so in the case of students. College and university libraries house a lot of books besides those related to academic field. These include literature, general subjects, comics etc. It is a well known fact that books contribute predominantly in the emotional and intellectual development of students besides teaching them morals, values, ethics as well as giving them knowledge about other cultures and civilizations. Therefore, one can say that libraries have a pivotal role not only in the students' academic pursuits but also in their grooming as responsible individuals. I am a frequent visitor to my university library. This is a place whe re I find the necessary calm and serenity which afford me the ability to concentrate, and also, as an avid reader, I cherish the library's resources as an invaluable treasure. I am further a keen observer of my surroundings and this habit developed in me right from my childhood. Thus I happened to observe some of the people who visit the library and I know they are not coming there for basically for any purpose for which a library is intended. On the other hand, they had some ulterior motive for coming to the Library. These are the lot I would term as 'Who do not Belong' here! It was the weekend and I was so immersed with the literature text I was reading that I hardly paid any attention to the person who passed me onto the next shelf of books. After some time, I got distracted with the sharp metallic noise emerging from the next shelf of books. Piquing my curiosity, the tone of the music prompted me to investigate its source. There he was - gyrating his hips in tandem with the rhythmic beats of an orchestra by a popular musician. The headphone, forging an arch shaped dip in his curly, black hair, chimed in full blast as he danced and hummed the tune aloud. He was about twenty; a slender masculine youngster, with a clean-shaven face. He was simultaneously sifting through a book, occasionally straightening a dog-eared page, and then he moved to another in an automatic manner, sans no interest on the contents of the page. Of course, he was not serious either about the book or its contents and he seemed to derive his pleasure from just turning the pages. From the back cover I found the novel was Stephen King's it. This would have been an extremely bizarre experience for Mr. King, and he would have definitely written a book on the horror he felt, had he been on this macabre scene. In the next instant, I found the youngster moving onto another shelf, singing and making gestures with his hands, causing distraction to the people present there. No doubt, people like him did not belong to a library, and all they can do is defeat the entire purpose of a library's existence. The concept of libraries as places of serenity and calmness remain so only in the conceptual level as I could find many people using their cellular phones so indiscriminately in the premises of the library where their use was restricted. A college girl of around twenty two captured my special notice because of the peculiar

Tuesday, October 29, 2019

Nutrition project 3 Essay Example | Topics and Well Written Essays - 750 words

Nutrition project 3 - Essay Example Likewise, it is assessed that the cost incurred by my family members to feed me is around 49 BHD. It has been estimated that a newly independent individual can earn around 240 BHD on a monthly basis. This means that weekly I can earn 60 BHD out of which 37 BHD might be allocated for food expenses. Therefore, the total cost estimated to be incurred by me on food items is 37 BHD. However, the current weekly food cost is based on different range of products, which is assessed to be around 32.84 BHD signifying that 4.16 BHD can be actually saved after purchasing weekly food items. The saved amount i.e. 4.16 BHD might be used for other different purposes that include purchasing apparels or other products. The weekly income earned by me is estimated to be around 60 BHD, while the total cost incurred on my week’s food menu is 32.84 BHD as estimated. Henceforth, the percentage of weekly income used by my weekly food menu is 54.73%. I was able to learn that maintaining a healthy diet is quite important for an individual to produce required energy for better growth as well as development. The planning and implementing of the diet plan might assist me in allocating maximum budget towards food items, so that appropriate foods with better notorious value are consumed to live a healthy and happy life. It was quite difficult for me to meet the Super Tracker’s requirement of vegetables to maintain a healthy diet, as the vegetables are not easily available in the food market based on the preferences (SuperTracker, â€Å"SuperTracker & Other Tools†). As per my anticipation, the biggest challenge to meet my nutritional requirements as an adult will be to balance my weekly budget on food items and maintain a healthy

Sunday, October 27, 2019

Narrative Conventions Of Formal Realism English Literature Essay

Narrative Conventions Of Formal Realism English Literature Essay So they forgot her like an unpleasant dream during a troubled sleep. Occasionally the rustle of a skirt hushes when they wake and the knuckles brushing a cheek in sleep seem to belong to the sleeper. Sometimes the photographs of a close friend or relative- looked at too long, shifts and sometimes more familiar than the dear face itself moves there. They can touch it if they like, but they dont, because they know things will never be the same if they do. He had a strange sense of being haunted, a feeling that the shades of his imagination were stepping out into the real world, that destiny was acquiring the slow, fatal logic of a dream. Now I know what a ghost is he thought, Unfinished business, thats what. Since the last decades of the Twentieth century many African American writers have set out to revise the slave narratives of the eighteenth and nineteenth centuries, and to reaffirm both their historical and historiographical significance. For many writers, reclaiming an identity or narrative voice is vital and functions as a means of countering centuries of dispossession and misrepresentation. For Toni Morrison, interpretation represents an integral part of black cultural and social identity  [1]  and her novel Beloved, as Henry Louis Gates argues, invents and articulates a language that gives voice to the unspeakable horror and terror of the black past  [2]  . The novel is an allegorical representation of this unspeakability; Everybody knew what she was called but nobody knew her name. Disremembered and unaccounted for, she cannot be found because no one is looking for her  [3]  . Morrison in Beloved weaves her narrative around the complex history of slavery, its unrelenting brutality and the devastating cruelty it inflicted on African Americans. Critic Caroline Rudy suggests Beloved is a unique historical writing; historiographic intervention, a strategic re-centring of American history in the lives of the historically disposed  [4]  . Morrison sets out to re-write traditional historical narrative from the standpoint of those dispossessed and challenges the notion of what it is to be American. To reclaim a voice denied by imperialism and racism and to forge a literary discourse that transforms notions of blackness, Morrison rewrites and revises the conventions of genres. In Beloved Morrison revises three genres, those of the slave narrative, historical novel and the gothic novel. Critics such as Peter J Capuano in Truth and Timbre and Rafael Perez Torres in Knitting and Knotting the Narrative Thread have, as Heinert argues, the capacity to explain how Beloved responds to and rewrites the slave narrative tradition in American literature, for which Beloved is often categorized a neo slave narrative  [5]  . Ashraf Rushdy in Daughters Signifying History and Kathleen Brogan in Cultural Haunting, have argued effectively that Morrison by revising the case of Margret Garner or conducting, as Morrison herself suggests, literary archaeology  [6]  , creates a narrative for the real- life fugitive Seth. In doing so Morrison faces the challenge of transforming Seths Rememories of a brutal past into a discourse shaped by her own narrativity. Morrisons revivication of the dead and her summoning of Seths dead daughter are all, as Timothy Spaulding suggests in Reforming the Past, conventions of the Gothic novel  [7]  . Morrisons revisions of these genres are multifaceted and have a fundamental purpose: a rejection of conventional realism. Morrison shifts from one genre to another to account for the absences left by previous literary forms, or as Ritashona Simpson argues, to create a suitable receptacle of language which transforms and releases the slaves word  [8]  . Rewriting truth and narrating the gaps in history left by conventional realism is Morrisons way of narrating, Unspeakable things unspoken  [9]  . The crossing of genres, styles, and narrative perspectives within the text suggests it filters the absent or marginalised oral discourse of a, pre-capitalist black community through the self-conscious discourse of the contemporary novel  [10]  . In revising earlier literary traditions, dominated by the logic and values of the dominant culture, Morrison as Heinert argues, Disrupts formal realism  [11]  . Morrisons revisions of earlier slave narratives and history clearly expose the absence of the black voice within the context of formal realism. In Beloved, gothic elements reveal the collusion between a Western scientific world view and slavery; and according to Truffin, uncovers distortions in the lens through which the rational discourse views the world, indicating the features of life and the lives of others for which Western empiricism fails to account  [12]  . While earlier slave narratives sought to speak directly to a white readership and elucidate the brutality of slavery, Beloved, as Bloom has argued, exposes the unsaid, the psychic subtexts that lie both within and beneath the historical facts  [13]  . In interviews Morrison has remarked that, the documentary realism of the slave narratives imposed complete silence about those excessive proceedings of slavery too terrible to relate  [14]  . These silences are re-membered and rewritten by the main protagonists and the readers, like Ella, listened for the holes, things the fugitives did not say, the questions they did not ask  [15]  . To quote Carl Plasa, if Beloved is a story about a ghost it is a story which itself has a ghostly status or existence, hauntingà ¢Ã¢â€š ¬Ã‚ ¦the gaps and silences of the tradition on which it draws, seeking release. To articulate black Identity and construct a literary discourse which lifts the veil of silence, writers such as Morrison imbue their texts with fantastic or non-mimetic ruses to create a contradictory narrative form. However, Morrison discredits the labels, fearing they suggest a breach with truth, and her single gravest responsibility (in spite of that magic) is not to lie  [16]  . However, in essence, postmodern slave narratives implement elements of the fantastic not as a way of undermining their narrative authority but as a means of establishing it. The text revises gothic elements into a device for exposing the junctures between slavery and science, and for delegitimizing western logic as it controls slavery. According to Goldner, As hauntings carry the perspectives and powers of slaves, gothic representations of slavery in the texts disrupt the Galilean project in the service of the enslaved. As hauntings position the dead amid the living and the past amid the present, they defy the concept of linear time, the bedrock of cause and effect that enables prediction. They thus defy the Western dream of control  [17]  . Gothic haunts elucidate what is invisible to the dominant culture and within the text haunts and gothic devices also confront the Euclidean conception  [18]  of the world as a uniform space, challenging western notions of linear time, juxtaposing past and present. Haunts and Gothic elements permeate the absences, central to history with the suffering of slaves, arraigning the atmosphere with emotive, ethical, and political forces which the endeavour of science claims to dis-credit, and the project of slavery seek to ignore. Harpham also argues; The haunts of Gothicism break through the boundaries of the dominant cultures paradigms and identities signalling potential political crisis  [19]  . Morrison, like Chestnutt in The Conjure Woman, subverts the claims of science, infusing them with gothic hauntings, whose vocal cadences carry African American oral culture and express the pain of slaves  [20]  . Gothic hauntings act as the vehicle through which the suppressed returns and Linda Krumholz in The Ghosts of Slavery shows how Morrison has integrated the conventions of the gothic novel by using African cosmology to manifest the dead child, Beloved. The haunts convey all that a scientific and imperialist discourse seeks to dominate, including feelings, and more specifically, the feelings of the oppressed. While the gothic signifies a disruption not to conventional realism Morrison extends this disruption to the cultural logic and ideology of the dominant culture. Whereas a scientific discourse would consider the haunting of Seths house as illogical, Beloved categorizes the gothic as reality. The ghost seems logical to Seth and the other characters that understood the source of the outrage as well as knew the source of light  [21]  . When Paul D is confronted by the poltergeist, Seth simply explains that the spirit haunting the house is, her daughter  [22]  . The ghost is als o visible to Denver who, kneels in a white dress beside her mother  [23]  . The heartrenching tale of Baby Suggs lost children explains why haunting seemed normal. Four taken, four chased, and all, I expect, worrying somebodys house into evil  [24]  . Such is the acceptance of the supernatural as reality that Baby Suggs believes there is not a house in the country aint packed to its rafters with some dead Negroes grief  [25]  . Goldner argues that, until its final pages, every African American character accepts the haunt as true.  [26]  Rather than seeing Beloved as any kind of ghostly contrivance, the novel also delineates the gothic as a reality when it gives its ghost a body with inimitable physical powers: Beloved simultaneously embraces and chokes Seth; she seduces and manipulates Paul D, and in the end takes the shape of, a pregnant women naked and smiling in the heat of the afternoon sun  [27]  . Once Beloved appears on Seths doorstep, the gothic becomes a n embodied reality, and also grows in scope, invading the confines of 124 Bluestone Rd and the narrative itself. As Morrison revives the gothic conventions of ghosts she stretches the convention of the gothic novel to breaking point. No longer ethereal, Beloved is made real, as real as the existence of slavery and its experiences once were  [28]  . Some critics have maintained that the novel merges white and black literary ethnicities, including components of European American female Gothic tradition in its reading of the slave narratives. In one sense, it is possible to make a connection. Kate Ferguson Ellis account of the characteristic Gothic novel with houses in which people are locked in and locked out,  [29]  and preoccupation with violence done to familial bonds that is frequently directed against women  [30]  , does seem applicable to Beloved. Pamela Barnett in Figurations of Rape and the Supernatural in Beloved takes an opposing view, arguing that Beloved is more than a supernatural embodiment, she is a menacing hybrid of European American and African American cultural traditions  [31]  , a succubus, a vampire, and a female demon, nourishing itself through (literally and metaphorically) draining Seths strength. The spectre, or the ghost, represents this American Jeremiad of the minority. Spectre, as Derrida defines it in Spectres of Marx, is something that remains difficult to name  [32]  . Toni Morrison in her novel, Beloved, attempts to name the unnameable by confronting a brutal past. This space can be valuable, a means by which to re-inscribe spaces of oppression as sites of subversion and resistance. Beloved is finally set apart from the distinctive form of a ghost story in that Morrison, as Edwardss points out, provides no corner from which to smile skeptically at the thrills were enjoying  [33]  . The thrills of myth and magic are embedded in real horror and terror. The illusory elements cannot, in the end, be said to be merely narrative ploys, creating tension or suspense or guiding the reader further into a magical, mythical world. Rather than merely pervading a world of fantasy and myth, the reader is forced to confront the horrifically real, the unspeakable reality of sla very. Morrison, in her own words, blends the acceptance of the supernatural and a profound rootedness in the real world at the same time  [34]  . This configuration of the supernatural can be demonstrated by Barbara Christians argument that Morrison, in configuring Beloved as an embodied spirit, a spirit that presents itself as a body  [35]  , purposely distances her novel from the perspective of Gothic tradition, and instead places it in relation to, the African traditional religious belief that Westerners call ancestor worship  [36]  . Barbara Christians argument underlines the cynicism of the very idea of something called supernaturalism. Magic can be supernatural and natural and the supernatural can extend beyond notions of magic. This concept of superstition and magic is for Morrison, just another way of knowing things, an alternate epistemology discredited only because those who contribute have themselves been similarly disavowed historically. As Toni Morrison argues the discredited knowledge that Black people had was discredited only because Black people were discredited  [37]   Considering the dichotomy between fact and fiction Morrisons work might, she admits, fall into, the realm of fiction called fantastic or mythic or magical or unbelievable  [38]  in the minds of some. Her use of the supernatural or gothic origins can also be seen as emphasising the reality of her subject. The boundary between what is true and what is not is decisively distorted as Morrison says, the crucial distinction  [39]  for her is not that between fact and fiction, but between fact and truth because, facts can exist without human intelligence, but truth cannot  [40]  . While narrative truth is a construct, and, the burden of constructing it belongs to its readers  [41]  , Beloved constructs a literary discourse that alters as Perez Torres states, Western notions of blackness  [42]  . Morrison transforms absence into a powerful presence and in doing so helps readers reconsider the past as a way of re-evaluating its history, class and conventions whilst seeking the truth. While the formality of conventional realism alters the way in which slavery and its facets are (dis)remembered in the canon of American Literary discourse, Beloved emerges as an alternative, a counter-narrative to the racist representation of slavery. Beloved disrupts generic conventions to expose how conventional realism cannot account for race, and calls for readers to respond  [43]  . Without special privilege going to any single form of storytelling, and through an authenticity based on inclusiveness, the many voices within the text contribute to, and give voice to, those formerly excluded from history. C:Documents and SettingsJoannaMy Documentsfirst chapter for beloved_filesspacer.gif

Friday, October 25, 2019

Time Crunches and Themewriting :: Teaching Writing Education Essays

Of Time Crunches and Themewriting So, Thanksgiving break has been over for about two and a half weeks and winter quarter has begun. One would think that the three weeks between Thanksgiving break and Christmas break wouldn't be too difficult. Classes are just beginning, so there are no big papers due, no exams or final projects. Most students are getting used to their new classes; teachers are getting used to their new students. Most people are slipping back into the college life routine. Most, but not all. A small percentage of students are musically "talented," and have chosen to be in choir. For these students, myself included, the first three weeks back are not quietly restful and relaxing, but agonizing and taxing mainly for one reason: Madrigal dinners. Madrigal dinners are apparently leftovers from medieval times, when ancient kings would hold Christmas feasts, inviting lords and ladies from throughout the kingdom to join in celebration of the birth of Christ. During the middle ages, those who displeased the king would be sent to the dungeons to endure torture. This idea of torturing unfortunate souls has developed into the Madrigal dinner. In present times unfortunate souls are expected to spend long hours every night memorizing music, memorizing lines, setting up the stage and the banquet hall for the performances on the first three weekends after break. Every Friday, Saturday and Sunday from 5 PM until 10:30 PM we spend performing, singing, acting, and waiting tables, those of us involved with the Madrigal dinners then have to stay later, usually until 2:30 or 3:00 AM cleaning tables, washing dishes, and generally cleaning up before we set up for the next performance. None of us get much rest on the weekends. During the third week, everyone involved in the dinners (except the waiters) go down to the cities to perform at the St. Paul Radisson. So the second Sunday after break, after we have finished performing, and after the dishes are done and the tables taken down, we have to tear down the set. Then, we have to pack the set up, miss three days of classes to go and perform two more times in the cities, which also means that we have to set up and tear down the set once again. I can see why the shows are nicknamed "Mads;" being in them drives you crazy. The first rehearsals begin even before break, however. Dr.

Thursday, October 24, 2019

Hitler’s Anti-Semitic Ideas and Medical Experiments

In the 1930’s, during the Great Depression, Hitler was presented with an opportunity to persuade the German public of his anti-Semitic ideas through the use of propaganda. This was an easy task for Hitler to accomplish with the morale of the country already low after their defeat in World War I, 15 years prior. Germany was reeling from the effects of the New York stock market crash and the German people were seeking a leader who inspired confidence and would return hope for a better future. All of these factors gave Hitler’s ideas the perfect opportunity to germinate and take root in the minds of the citizenry. Hitler’s hatred was not limited to the Jewish community. Jews were only but one of the racially targeted groups that the Nazi Party sought to exterminate. Gypsies, the handicapped, homosexuals, Jehovah Witnesses, and the Poles were also considered to be threats to Hitler’s cause. Additionally, the Nazi’s persecution extended to political opponents such as the Communists, Socialists, Social Democrats, and trade union leaders. Preceding Hitler’s rise to power in 1933, German anthropologists, psychiatrists, and geneticists were already researching and studying racial hygiene and eugenics. These medical professionals embraced the Nazi regime who supported their study of eugenics. Scientists were attempting to prove that there was a genetic link within the superior race that would have justified Hitler’s purging of the inferior being from the nation. German scientists needed political backing for government funding and the Nazi regime needed the scientists to legitimatize their policies of anti-Semitism. It was the perfect marriage that resulted in the prefect storm. As World War II began and the Third Reich’s anti-Semitic views continued to infect the country, the German scientists worked diligently to prefect the Master Race through experimentation of those deemed degenerate by the Nazi Regime. In October of 1939, the Nazi’s initiated Action T4 (short for Tiergartenstra? e 4), or more commonly known as the Euthanasia Program. This program was the result of a petition received by the parents of a German child born with severe disabilities requesting Hitler’s permission to have the child put to death. Hitler approved the deliberate murder of the child and authorized the creation of the Reich Committee for the Scientific Registering of Serious Hereditary and Congenital Illnesses which would oversee the approval of future applications to put children in similar circumstances to death. Soon the Euthanasia Program was extended to adults with physical and mental disabilities as well. Anyone deemed unworthy of life was murdered as part of the T4 Program as the Nazi’s attempted to cleanse the German people of racially unsound elements. In addition to the T4 Program, many painful and inhumane of experiments were performed on the gypsies, the handicapped, homosexuals, Jehovah Witnesses, and the Poles. Experiments were done by physicians from the German air force and from the German Experimental Institution for Aviation in hopes of prolonging the survival of Axis military personnel. These experiments consisted of the use of a low-pressure chamber to determine the maximum altitude from which crews of damaged aircraft could parachute to safety. Freezing experiments were also done on concentration camp prisoners in hopes of finding an effective treatment for hypothermia. One experiment at Dachau was conducted to study various methods of making sea water drinkable. Many Roma gypsies were deprived food and given nothing but sea water to drink and died from dehydration as a result of this experiment. Experiments were also done to determine ways to effectively treat injured German military and occupation personnel with pharmaceuticals. Scientists used concentration camp prisoners as guinea pigs to test immunization compounds comprised of sera for the prevention and treatment of infectious diseases such as malaria, typhus, tuberculosis, typhoid fever, yellow fever, and infectious hepatitis. Bone grafting experiments were also done to test a new drug called sulfanilamide. Phosgene and mustard gas were tested on some prisoners as possible antidotes. Josef Mengele performed infamous experiments used in perfecting the Nazi’s idea of the â€Å"Master Race. Mengele conducted medical experiments on twins at the concentration camp of Auschwitz. The twins would be thoroughly measured, shaved, and photographed. They were forced to sit in vats of hot water until they passed out and would be photographed again. The twins also received hot water enemas and would be forced to suffer through painful and humiliating urological examinations. After all of these examinations were complete, the twins would be put to death by an injection in the heart and dissected for further research. In addition to these heinous experiments he also directed serological experiments on Roma gypsies, as did Werner Fischer at Sachsenhausen, in order to determine how different â€Å"races† withstood various contagious diseases. Further experiments were done in the study of sterilization to determine a cost effective way to easily sterilize those that the Nazi’s determined were racially inferior. Between the Nazi’s rise to power and their strong anti-Semitic teachings coupled with the studies already in progress by German geneticists, psychiatrists, and anthropologists the medical experiments performed during World War II were inevitable. The experiments that took place on prisoners of the concentration camps were clearly not limited to the Jews. In order for the scientists to prove their theories on racial hygiene the experiments had to be conducted on each of the races and groups that were regarded as inferior. This resulted in the gypsies, the handicapped, homosexuals, Jehovah Witnesses, and the Poles falling victim to the same experiments that were conducted on the Jews in hopes of creating the â€Å"Master Race. †

Wednesday, October 23, 2019

Ethical Behaviour Social Responsibility

Guests decide which local charities they would like to support and the store then selects up to eight of these to be part of the program. luncheon athletic is also committed to the Centre for Integrated Healing, an organization dedicated to holistic treatment and prevention of cancer, and Silken Lawman's community-oriented Active Kids Movement. 8 Growth and Community Commitment The company has plans to open nearly 200 new stores worldwide. In preparation, luncheon athletic has hired an experienced CEO, Robert Myers, who was at the helm of Rebook for 1 5 years.In 2005, the company implemented a five-year vision called the Community Legacies program which is based on the belief that â€Å"every person we hire, garment we create, store we pen, customer we educate, and yoga class we attend contributes to building a legacy in our communities. † 9 This goal and action plan, along with the deep-rooted commitment to ethical business practices and maintaining a health and fun-filled en vironment in communities it operates in, will guide lulu lemon athletic towards success as a global retailer.Questions 1. Discuss leadership beliefs that guide the socially responsible practices at lulu lemon athletic. (10) 2. Evaluate luncheon athletics social performance with respect to its economic, legal, ethical, and discretionary responsibilities. 8) 3. What social responsibility strategy is luncheon athletic pursuing? Explain The Case Study due date: The Case Study should be typewritten and doubled- spaced using a 12 font setting. Suggested Answers lulu lemon athletic.People-?the belief that people do their best in healthy work environments with a balance of work and family life. The company mission is that they will provide components for people to live a longer, healthier and more fun life. Educators participate in in-store yoga sessions. The core values specifically address the fact that there is no separation teen health, family, and work. The product is purchased by peop le who have integrated health and wellness into their daily lives.Communities-?a belief that organizations perform best when located in healthy communities. The focus of the company is to develop healthier communities in each of the areas of the world that it does business. Natural environment-?a belief that organizations gain by treating the natural environment with respect. The company recently introduced a natural, organic-fiber clothing line. Long term-?a belief that organizations must be managed and led for long- ERM success. The company is being managed by an experienced CEO, Robert Myers.It has created the five-year vision. Reputation-?the belief that one's reputation must be protected to ensure consumer and stakeholder support. This is a multi-million dollar company with plans to become a global retailer. It invests money in keeping its educators, guests, and ambassadors knowledgeable about products and well- informed about athletic opportunities in the community. It has cre ated a brand and a culture that relies in the product. Management acts on by its educators and guests. Economic, legal, ethical, and discretionary responsibilities.Is the organization's economic responsibility met? The company is valued at over $220 million. Strong financial results have been achieved in less than 10 years. The company has plans to open 200 new stores. The company provides products and services that are desired by its guests. Is the organization's legal responsibility met? The company's Community Legacies program publicly addresses the belief that â€Å"every person we hire, garment we create, store we open, customer we educate and yoga class we attend contributes to building a legacy in our immunities†.

Tuesday, October 22, 2019

Live Demo Recap How to Manage Multiple Clients With CoSchedule

Live Demo Recap How to Manage Multiple Clients With Managing multiple clients can cause confusion while working with a dozen spreadsheets, email threads, and tools! Eliminate that pain and get all your clients organized under one roof- each with their own unique workspace- so you can easily collaborate with your team + and complete top-notch projects for your clients with for Agencies. Watch this: How To Manage Multiple Clients (Without Losing Your Mind) In this demo, you will learn: Manage All Your Clients In One Place.  Eliminate the need for spreadsheets,  email  threads, and multiple platforms! Get all your clients under one roof. Simplify Your  Team’s Workflows Collaboration.  Easily facilitate real-time collaboration with your clients, stay on track with client tasks, and execute on projects faster. Create Campaigns Social Content For One Client (Or Many).  Schedule dozens of social messages in seconds + streamline the collaboration process between your internal and client teams with everything in one place. Improve Client Retention With Data.  No more warm fuzzies! Prove the value of all your hard work with real data! Utilize ’s Social Engagement Report to measure your success and improve client retention. Customize To Fit Your Client’s Needs.  is designed for flexibility. As your clientele grows, so should your tool. With the  Agency  pack, you’ll get ’s Multiple Calendars feature; allowing you to create unique calendars + analytic reports for every client. Need more details?  Check out for Agencies.

Monday, October 21, 2019

Free Essays on Angela

â€Å"ADVICE TO ANGELA† According to the situation that Angela is going through I have good news to her. First of all, In Montgomery college we have tutors that help in any subject. If your lousy in math you can go to the math and science building to get some help. If you need to type something up you can go to the computer lab, it’s located in the resource center. If you have trouble because you work to many hours you can go see a counselor. Another thing I advice you to do is to make yourself a time management schedule . That is a schedule that will blot out what is not necessary in that day and do it another day in which you have more free time. There is time for everything but you need to focus on study time, resting time, and free time in your life. An important reason for doing this other tactic that I’m about to mention is not just being a nobody. Nobody understands you but yourself, given that you your self need to motivate upon your goals in life. Make a list of your goals and eac h time you want to quit think about those goals. Never take your self down with the situation because it’s nobody’s fault. You can not become the victim, make that bad occasion into something good . Yes you got a â€Å"D† in math but you can make that grade in to an â€Å"A† or a â€Å"B†. Always keep going on. You need a good self -esteem, a positive learning attitude. Your not a loser and your not a quitter nor a lone wolf. Get help if you need it think that in the long run whatever it is that you need to learn now will somehow help you along the way. Finally find out what are your learning styles. I mean whether you learn better by hearing or by seeing or by touching and expressing yourself. Once you learn how you manage learning you won’t so much have a hard time. Hope that my advice has helped for something.... Free Essays on Angela Free Essays on Angela â€Å"ADVICE TO ANGELA† According to the situation that Angela is going through I have good news to her. First of all, In Montgomery college we have tutors that help in any subject. If your lousy in math you can go to the math and science building to get some help. If you need to type something up you can go to the computer lab, it’s located in the resource center. If you have trouble because you work to many hours you can go see a counselor. Another thing I advice you to do is to make yourself a time management schedule . That is a schedule that will blot out what is not necessary in that day and do it another day in which you have more free time. There is time for everything but you need to focus on study time, resting time, and free time in your life. An important reason for doing this other tactic that I’m about to mention is not just being a nobody. Nobody understands you but yourself, given that you your self need to motivate upon your goals in life. Make a list of your goals and eac h time you want to quit think about those goals. Never take your self down with the situation because it’s nobody’s fault. You can not become the victim, make that bad occasion into something good . Yes you got a â€Å"D† in math but you can make that grade in to an â€Å"A† or a â€Å"B†. Always keep going on. You need a good self -esteem, a positive learning attitude. Your not a loser and your not a quitter nor a lone wolf. Get help if you need it think that in the long run whatever it is that you need to learn now will somehow help you along the way. Finally find out what are your learning styles. I mean whether you learn better by hearing or by seeing or by touching and expressing yourself. Once you learn how you manage learning you won’t so much have a hard time. Hope that my advice has helped for something....

Sunday, October 20, 2019

Examples of Simple Sentences With the Verb Learn

Examples of Simple Sentences With the Verb Learn As an English learner, youll want to know about the verb  learn.  Learn  is one of the few verbs in English that have two acceptable forms for  the past simple and as a participle.  Learnt  or  learned  is acceptable in both American and British English, but  learned  is more common in American English.   Base Form: ​Learn Use the base form of the verb in simple tenses including the present simple. The base form of learn is also used with the future form and modal forms such as  can,  should,  and  must: I usually learn a lot when I travel.Will you learn anything about math today?ï » ¿You should learn at least one foreign language. Past Simple: Learned or Learnt Use either learned  or  learnt  in past simple positive sentences: The children learnt about squirrels in school yesterday.I learned to play the piano at the age of five. Past Participle:  Learned or Learnt Use the past participle  learned  or  learnt  in past, present, and future perfect forms. This past participle form is also used in passive sentences. Perfect Forms: Shelleys learnt a lot in the United States.Peter had learned to count to ten before he turned one year old.They will have learned their lesson by the end of next week. Passive Forms: Latin was learned by most students in the early 1900s.Patience is a lesson that has been learned by anyone trying to study a language. Present Participle: Learning The present participle  learning  is perhaps the most common form as it is used in past, present, and future continuous forms, as well as with the past, present, and future perfect continuous forms: Continuous Forms: Hes learning a little Chinese this month.I wasnt learning anything new when you interrupted the meeting.Hell be learning a lot of new things this time next week. Perfect Continuous Forms: Shes been learning English for a few years.Theyd been learning a lot from Tom before Alice returned.Tom will have been learning Japanese for two years by the end of next term. Example Sentences with Learn Here are example sentences in each  tense in English. As you study these examples, imagine a timeline on which the actions take place to help become familiar with tense usage.  Please note that passive forms are much less common in everyday English than active forms. Present Simple: She learns languages quickly.Present Simple Passive: Math is learnt slowly by some.Present Continuous: Jack is currently learning Russian.Present Continuous Passive: Russian is being learnt by the students.Present Perfect: Angela has learnt four languages.Present Perfect Passive: Four languages have been learnt by Angela.Present Perfect Continuous: Angela has been learning Arabic for the past few months.Past Simple: Jennifer learnt how to play poker yesterday evening.Past Simple Passive: Poker was learnt quickly by all.Past Continuous: She was learning her lesson when he telephoned.Past Continuous Passive: The lesson was being learnt when he arrived.Past Perfect: She had learnt the song by heart before Jack did.Past Perfect Passive: The song had learnt by heart by the class before the singer arrived.Past Perfect Continuous: Our children had been learning English for two months before we moved.Future (will): She will learn quickly.Future (will) passive: A new song will be learnt soon. Future (going to): She is going to learn a new language next year.Future (going to) passive: A new song is going to be learnt next week.Future Continuous: This time next week we will be learning in a new classroom.Future Perfect: She will have learnt everything by the end of the month.Future Possibility: She might learn something new.Real Conditional: If she learns Russian, she will travel to Moscow.Unreal Conditional: If she learnt Russian, she would travel to Moscow.Past Unreal Conditional: If she had learnt Russian, she would have traveled to Moscow.Present Modal: She can learn easily.Past Modal: She cant have learnt that so quickly! Quiz Conjugate with Learn Use the verb learn  to conjugate the following sentences.  In some cases, more than one answer may be correct. Angela _____ Arabic for the past few months.Math _____ slowly by some.Poker _____ quickly by all.She _____ the song by heart before Jack did.A new song _____next week.She _____ everything by the end of the month.If she _____ Russian, she would have traveled to Moscow.Angela _____ four languages.She _____ languages quickly.Jack _____ currently _____ Russian. Answers: has been learningis learnt / is learnedwas learnt / was learnedhad learnt / had learnedis going to be learnt / is going to be learnedwill have learnt / will have learnedhad learnt / had learnedhas learnt / has learnedlearnsis learning

Saturday, October 19, 2019

Brand and Reputation Management in Tesco Plc in the Light of the Essay

Brand and Reputation Management in Tesco Plc in the Light of the Horsemeat Scandal - Essay Example This essay would reflect the different reputational and brand management initiatives that were taken by Tesco Plc while matching the same to the empirical understandings to reflect on the efficacy of the same in the meeting of end objectives. Tesco operates as a leading grocery retailer in the United Kingdom. The company was formed during the year 1919 by Jack Cohen through the creation of a large number of market stalls. Currently, the company operates based on a team of 500,000 people based on 12 global markets to generate the right quality of services to the customers. On a weekly basis, the team of 500,000 people based in 12 different nations contributes to addressing the needs of 75 million retail customers. Tesco as a global retail store focuses on to understand the needs of the customers and thereby to act in a responsible fashion to meet the need of the different communities. As a company, the management of Tesco focuses on promoting operations through effective teamwork such that it contributes to sharing knowledge and experience with each other. Working based on a team also contributes in generating a sense of trust and mutual respect for each other to help in the meeting of the organizational goals in a collective fashion. The company management of Tesco continually focuses on to invest in the development of different types of retail formats and also to incorporate needed technology to enhance the quality of services offered. The corporate or a company brand is signified as a constituent of the different products and services marketed by the company to its customers.

Friday, October 18, 2019

Does the state control capitalism, or does capitalism control the Essay

Does the state control capitalism, or does capitalism control the state Answer by referring to at least two authors - Essay Example Introduction There are several definitions about the government forms of capitalism; however, many scholars have narrowed the definitions into two distinct perceptions. Firstly, capitalism can be described as a form of an economic system where the government controls all the means of production and the trade industry. In such a situation the government tends to use all the possible production means to exploit the citizens at the interest of the state.1 Russia is one of the major countries practicing this kind of capitalism where all projects are initiated by the government, financed by the state and the revenues collected are contained by the state.2 The second distinction entails a condition where the government controls private capital firms such that, the operations are defined and controlled by some acts or policies enacted by the government. However, the level of control in private firms would now greatly depend on the extent of the government involvement. ... An evidenced by countries such as the United States where the government control on private firms has resulted in an economic crisis that can be backdated all the way back to the early 60s, it can be seen that even if the general control of the private firms is left in the hand of the owners, the government will always find a way of establishing control by using various tools such as the sneaking in of policies aimed at imposing regulations that will allow them to effect more control. In the essence of war, the government always ensures the all the necessary elemental bodies concerned with the provision of war materials are prepared in time. In addition to this, most governments step in to control farmers produce and food production industries with an aim of sustainining its’ citizen during the warfare; this is a clear indication of how the government engagement in capitalism ends up in its controlling the economy. Several questions have been raised as to whether the governmen t maintains good roles pertaining to capitalism. However, several results indicate competition is controlled so as to create capitalism and this is different from the other forms of capitalism. Capitalism is never simply engaged in the collection of revenue, but the state officials would exercises extreme exploitation of the workers which, is very contrary to the interest of the society.3 General state control on capitalism Despite the fact that individual ownership of private organizations has been in existence for quite sometimes now, most governments participate actively in the regulation of the operation and control of vital industries such as the ones concerned with the production of food and exports amongst others. Most economists point out that the state can become a very

Hinduism & Jainism Essay Example | Topics and Well Written Essays - 250 words

Hinduism & Jainism - Essay Example In Jainism, no practices of food are offered to God or the divine. Consequently, Hindus give offerings of gift and materialistic needs for the divine. Rituals and traditions of sacrifices also differ in both religions. Since Hinduism is more focused on sacrifice, the focus of sacrificing animals is prevalent in Hinduism. In Jainism, this form of practice is refuted and discouraged. As mentioned above, the theory of salvation and afterlife is quite essential in both religions. While the Hindus believe that only God can truly achieve salvation, Jainism insists that humans are the only creation that can reach that level of state. Karma is another focal point that differentiates the two religions. Salvation is another crucial concept in which both religions tend to have differences. Hindus believe that Gods can only achieve salvation. However, the Jainas consider this privilege of human beings only. While Hindus regard Karma as an invisible power, Jainas think that it is something that c omes from â€Å"within.† Clearly, both religions share many similarities but also possess many

Organizational Change Theory Research Paper Example | Topics and Well Written Essays - 1250 words

Organizational Change Theory - Research Paper Example In this paper, we will explore some key issues related to the theory of organizational change. Importance of Organizational Change Theory By understanding organizational change theory, managers can explore various external and internal forces of change. Two main external factors of change include competitive environment and technological development. Competitive environment is such a factor that forces an organization to ensure development of high quality products to increase customer base, as well as to improve customer satisfaction. Technological development, on the other hand, refers to the use of latest technology to remain competitive in the market. If we talk about the importance of organizational change theory with respect to internal forces of change, we can say that this theory helps managers understand changes in the working atmosphere, changes in employment rules and regulations, and required changes in employee retention strategies. As Rasing (2010) states, â€Å"the key to organizational change and development lies in the understanding of people's requirements and work towards it† (p. 1). ... 49). From employers’ perspective, the readiness to adapt to ongoing internal and external changes is the biggest thing that organizational change theory demands from employers. Moreover, managers also need to show willingness for organizational changes, as well as for developing strategies for implementing those changes. A higher level of organizational readiness for changes results in more effective implementation of required changes. The reason is that when the level of readiness is high, employers take quick actions to initiate the process of change, as well as display a highly cooperative behavior with all members of the organization. Organizational members need to be committed to towards implementing essential changes to organizational policies and functions in order to maximize the levels of productivity and efficiency. Employers also need to assess the key determinants of change implementation, which include situational factors, task demands, and availability of require d resources. These three determinants play a vital role in determining whether an organization is ready to implement required changes or not. Based on assessment, employers develop suitable strategies to put required changes into action. Demands of Organizational Change: From Employees’ Perspective If we talk about the requirements of organizational change from employees’ perspective, we can say that willingness to work according to modified policies and eagerness to get trained accordingly are the biggest requirements. Employees always play a critical role in bringing positive organizational changes. As Avey, Wernsing, and Luthans (2008) states, â€Å"one of the

Thursday, October 17, 2019

Utilitarianism Essay Example | Topics and Well Written Essays - 500 words - 4

Utilitarianism - Essay Example Self – interest is the main thread that binds egoism. In this case, what seems to be ethical with egoism is the importance of taking into account the effects of one’s exercise of ego, with rational thinking coming into play. There are some complications that come along with is a pointed out by Huemer, where ethical egoism cannot really give the personal satisfaction that is tantamount to the effort exerted (Huemer). With this condition, there is a need to understand that the philosophy itself is oftentimes problematic in terms of application and of practice. On a critical level, there is nothing wrong about being self – centered when it comes to needs or desires. However, indulgence might be a problematic condition that emerges henceforth. These two possibilities make egoism rather unwelcoming since both appear to be lacking rational self – judgment.  Self – interest is the main thread that binds egoism. In this case, what seems to be ethical with egoism is the importance of taking into account the effects of one’s exercise of ego, with rational thinking coming into play. There are some complications that come along with is a pointed out by Huemer, where ethical egoism cannot really give the personal satisfaction that is tantamount to the effort exerted (Huemer). With this condition, there is a need to understand that the philosophy itself is oftentimes problematic in terms of application and of practice. On a critical level, there is nothing wrong about being self – centered when it comes to needs or desires. However, indulgence might be a problematic condition that emerges henceforth. These two possibilities make egoism rather unwelcoming since both appear to be lacking rational self – judgment.   The weakness of ethical egoism comes when it lacks rational thinking. In most cases, egoism is used to underestimate others. This is no longer beneficial for an individual even if self – centered age nda comes with it. Pragmatically, people are always reinforcing their egos and use it to get what they need. Sometimes, some will use it not just for personal gain or personal glory. They use it for the benefit of others. If the self – centered tendencies are diverted to a greater good for that matter, then things will surely be better for everyone. That seems to possible and rational way to diverted egoism that is a way to egocentric to an egoism that can be more socially relevant.  

Wednesday, October 16, 2019

Botlton Claims that Emotion Work can be Viewed as a Distinctive Form Essay

Botlton Claims that Emotion Work can be Viewed as a Distinctive Form of Skilled Work and Employees as a Multi Skilled Emotion Ma - Essay Example Emotion labour as defined by Payne is the work that involves trying to feel the appropriate feeling for a given job (2006, p.2). The emotion labour is common in the service industries. Payne states that, the workers have the obligation to carry out emotion work in the form of politeness, enthusiasm or remaining calm even when under intense pressure. This forms an integral part to achieve customer satisfaction. Payne agrees with Bolton’s argument that emotion work is a distinct highly skilled labour. Bolton’s argument is because emotion work shares some emotion features that prove its ability to be categorised as skilled labour.. Emotion labour requires that employees practice some level of discretion complexity and worker control (2004, p. 20). The complexity in emotional work comes from the explanation by Goff man that the everyday social interaction by employees in emotion work requires a person with the capability of switching through numerous feelings. Bolton states that, employees in the service field should have emotional managerial skills that will allow them to carry out their duties effectively. The workers should be able to distinguish the various emotional displays desired for a given task in their work. Bolton gives an example that the employees could utilise humour as a way of building rapport with the customer or as a means of defusing customer aggression. Emotion workers have to be able to control their interactions with customers to avoid unnecessary exchanges with their customers. In this case, the customer gets the right to display discontent and anger that are not available to the worker (2005c, p.26). Bolton further describes the emotion worker as an active and controlling force in the labour process. The emotion worker subverts the organisational feeling rules imposed to them by management. An example is the Disneyland operator who offers to be of assistance to customers by separating them into different rides despite the resi stance by customers. Bolton tries also to explain how a customer does benefit from the employees act of resistance (2004b, p. 29). An employer, despite his tight schedule, may take his time to help a customer who happens to be in dire need of help. The employee in this case violates the company’s regulation to help the customer. Emotion work, according to Bolton’s observation is indeed a skilled work in that it is through the employees’ interaction with the customer that the image of the company is portrayed and, therefore, serves as a marketing strategy. Emotion labour is a skilled labour, yet the many of emotion labour are low paying jobs with a low status. Bolton observes that the jobs need to be considered as skilled labour, and employees be provided with their rightful payment as skilled workers. The difficulty in categorising emotion labour arises because the traditional systems of certification find it hard to quantify emotional skills. Then again, the em otional skills are part of the worker this makes the skills to be easily dismissed as personal traits. Then it is argued that most of the workers involved in emotion labour are women. Philips and Taylor say that emotion work involves elements of people work and caring for others this trait is seen as an innate feminine quality (1986, p.55). They argue that women have a natural gift when it comes to handling emotional skills. Korczynski observes the scepticism that surrounds the description of emotion labour skills as real skills. Many believe

Utilitarianism Essay Example | Topics and Well Written Essays - 500 words - 4

Utilitarianism - Essay Example Self – interest is the main thread that binds egoism. In this case, what seems to be ethical with egoism is the importance of taking into account the effects of one’s exercise of ego, with rational thinking coming into play. There are some complications that come along with is a pointed out by Huemer, where ethical egoism cannot really give the personal satisfaction that is tantamount to the effort exerted (Huemer). With this condition, there is a need to understand that the philosophy itself is oftentimes problematic in terms of application and of practice. On a critical level, there is nothing wrong about being self – centered when it comes to needs or desires. However, indulgence might be a problematic condition that emerges henceforth. These two possibilities make egoism rather unwelcoming since both appear to be lacking rational self – judgment.  Self – interest is the main thread that binds egoism. In this case, what seems to be ethical with egoism is the importance of taking into account the effects of one’s exercise of ego, with rational thinking coming into play. There are some complications that come along with is a pointed out by Huemer, where ethical egoism cannot really give the personal satisfaction that is tantamount to the effort exerted (Huemer). With this condition, there is a need to understand that the philosophy itself is oftentimes problematic in terms of application and of practice. On a critical level, there is nothing wrong about being self – centered when it comes to needs or desires. However, indulgence might be a problematic condition that emerges henceforth. These two possibilities make egoism rather unwelcoming since both appear to be lacking rational self – judgment.   The weakness of ethical egoism comes when it lacks rational thinking. In most cases, egoism is used to underestimate others. This is no longer beneficial for an individual even if self – centered age nda comes with it. Pragmatically, people are always reinforcing their egos and use it to get what they need. Sometimes, some will use it not just for personal gain or personal glory. They use it for the benefit of others. If the self – centered tendencies are diverted to a greater good for that matter, then things will surely be better for everyone. That seems to possible and rational way to diverted egoism that is a way to egocentric to an egoism that can be more socially relevant.  

Tuesday, October 15, 2019

Computerized Scheduling System Essay Example for Free

Computerized Scheduling System Essay A computerized reservations and scheduling system is provided which alternately allows transportation consumers to select from pre-scheduled transportation services provided by transportation providers or to negotiate and contract with transportation providers who have available unscheduled transportation space. The system comprises a central computerized data base. Transportation providers and consumers alike access the computer via a plurality of terminal units. The central computerized data base comprises a maybe file for storing information regarding available unscheduled transportation space which may be offered by a provider for service if a suitable consumer demand exists and for storing information regarding unscheduled transportation space which is needed by consumers. The maybe file facilitates negotiating and contracting between the parties. Scheduling is the process of deciding how to commit resources between a variety of possible tasks. Time can be specified (scheduling a flight to leave at 8:00) or floating as part of a sequence of events. The word may also refer to: * I/O scheduling, the order in which I/O requests are submitted to a block device in Computer Operating Systems * Scheduling (broadcasting), the minute planning of the content of a radio or television broadcast channel * Scheduling algorithm * Scheduling (computing), the way various processes are assigned in multitasking and multiprocessing operating system design * Scheduling (production processes), the planning of the production or the operation * Schedule (workplace), ensuring that an organization has sufficient staffing levels at all times * Job scheduler, an enterprise software application in charge of unattended background executions. * Job Shop Scheduling, an optimization problem in computer science. http://en.wikipedia.org/wiki/Scheduling Scheduling is a key concept in computer multitasking, multiprocessing operating system and real-time operating system designs. Scheduling refers to the way processes are assigned to run on the available CPUs, since there are typically many more processes running than there are available CPUs. This assignment is carried out by softwares known as a scheduler and dispatcher. The scheduler is concerned mainly with: * Throughput number of processes that complete their execution per time unit. * Latency, specifically: * Turnaround total time between submission of a process and its completion. * Response time amount of time it takes from when a request was submitted until the first response is produced. * Fairness Equal CPU time to each process (or more generally appropriate times according to each process priority).

Monday, October 14, 2019

A Case Study In Chinese Independent Secondary Schools Education Essay

A Case Study In Chinese Independent Secondary Schools Education Essay This study is to examine the role of leadership in teacher professional development in Chinese Independent Secondary Schools in Klang Valley. The specific variables that will be investigated include teachers perceptions of teacher professional development; teachers expectations as well as the principals role in facilitating teacher professional development. Developments in leadership will lead to changes in the ways teachers work. These will subsequently increase the need to review teacher professional development. The purpose of this research is to establish how the dual of the principal and the teachers manifests itself in professional development. This research will be significant as it will examine the voices of teachers on how leadership contributes to teacher professional development. The research will be conducted using qualitative methodology. It will be based on a case study of two Chinese Independent Secondary Schools in Klang Valley. Data will be collected using questionna ires and follow up interviews which will be administered to elicit responses from principals, deputy principals and teachers in both schools. The findings will reveal the need for teachers in Chinese Independent Secondary Schools in Klang Valley to engage more in teacher professional development programmes in order for them to have a better understanding of the concept. This study will also demonstrate if teacher professional development should be the core work of both the principals and teachers in order to create a learning environment in their schools so that both can develop professionally. Based on the results obtained in this study, we will determine if Chinese Independent Secondary Schools in Klang Valley need more awareness in teacher professional development and how it will influence the leadership. Keywords: Leadership, Principals, Teachers, Teacher Professional Development, Teaching and Learning 1.0 INTRODUCTION Having been a teacher for ten years and now majoring in educational management, I am very much interested in finding out the effects of school leadership on the professional development of the teachers in the Chinese Independent Secondary Schools in Selangor. Chinese Secondary Independent Schools are solely governed by The United Chinese School Committees Association of Malaysia (UCSCAM) which coordinates the curriculum used in the schools and organizes the Unified Examination Certificate (UEC) standardized test. Generally teachers are not employed through the professional teachers training colleges in Malaysia rather they are appointed through individual school administration which is governed by the directors (share holders) of the school as they are not governed by any central system therefore school management is based on the individual school superiors. As a teacher from a Chinese Independent Secondary School, I had been involved in various professional development programmes in school. These programmes were mostly conducted during school hours and often during the school holidays. Thus it is my interest to find out how the school leadership contributes in molding and producing teachers who are as competent as the trained teachers by the Teachers Training Colleges under the Malaysia Education System. This is because this will determine whether the Chinese Secondary Independent Schools are producing individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God, in line with the goals of the Malaysian National Philosophy of Education. Basically every organization needs routines to function in a good way. In organizations like higher secondary schools, the routines involve being continuously observant about the force of leadership and teaching on students involvement academically. To implement this observation, they also know how to judge students, and the efficiency of all professional activities. Therefore teachers and students solely rely on non-governmental organization to provide relevant professional training and development for further enhancement of teaching outcome. This proposed study will be able to shed some light on various strategies deployed by the school administration in enhancing professional development among teachers of Chinese Secondary Independent Schools in order to stimulate the pupils potentials holistically in accordance with the Education Philosophy. As a school administrator, I strongly believe it is the job and the responsibility of the head teacher to see that the pupils achieve success besides possessing the following qualities : knowledgeable, competent, possess high moral standards and are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. (Malaysian National Philosophy of Education, 1996). This research takes the form of a qualitative study that employs three research instruments: document analysis, questionnaires that are filled in by all the teachers and five semi-structured interview sessions. Therefore, I would very much like to gain an insight into the ways in which the school leadership behaviour and practices affect the teachers overall achievement in professional development in line with the students overall achievement in schools. 1.1 BACKGROUND OF STUDY Teachers are a vital labor force according to the Malaysian educational aims in enhancing the education quality and developing manpower of the nation. The importance for professional development for teachers in Malaysia was realized since 1995 by a special committee established by the Education Ministry to look into teachers professionalization, professionalism and professional development. Teachers professional development was one of the most important factor to enhance the teaching profession. Below are a few suggestions highlighted by the MOE on how teacher professional development be conducted: à ¢Ã¢â€š ¬Ã‚ ¢ Teachers should be encouraged to attend in-service courses à ¢Ã¢â€š ¬Ã‚ ¢ Teachers should be encouraged to further their education à ¢Ã¢â€š ¬Ã‚ ¢ Opportunities should be given to teachers for study visits overseas to study current developments in education à ¢Ã¢â€š ¬Ã‚ ¢ Induction programmes be given to teachers appointed to new posts and with new responsibilities à ¢Ã¢â€š ¬Ã‚ ¢ Staff rooms should be subject-based à ¢Ã¢â€š ¬Ã‚ ¢ Teacher centres should facilitate the professional development of teachers; they should be built in strategic locations, equipped with modern technology, fully funded and adequately staffed (as cited in Mohd Sofi Ali, 2002, p. 45). Based on the above needs and requirements the government has made efforts to establish training centres for its teachers. The teacher education division which comes under the MOE and MOHE initiates both the pre-service and in-service training for the primary and secondary school teachers. Chinese independent secondary school is a type of private high school in Malaysia. They provide secondary education in the Chinese language as the continuation of the primary education in Chinese national-type primary schools. The medium of instruction in these schools is Mandarin with simplified Chinese characters writing. There are a total of 60 Chinese independent high schools in the country, including 23 from East Malaysia, and they represent a small number of the high schools in Malaysia. The United Chinese School Committees Association of Malaysia (UCSCAM, the association of Chinese school teachers and trustees, also known as the Dong Jiao Zong, coordinates the curriculum used in the schools and organizes the Unified Examination Certificate (UEC) standardized test. Despite this, the schools are independent of each other and are free to manage their own affairs. The teaching workforce for Chinese Independent Secondary Schools is generally made up of three categories: Diploma , Degree and Master Degree holders. There are also a category of teachers who completed seven years of secondary education and are employed as teachers after undergoing a non-residential short course. This was initially done in the initial stages as to produce as many teachers in the shortest time possible so as to cater for the demands of teachers in Chinese Independent Secondary Schools for a simple reason that they are not under the MOE and as an independent organization teachers are to be sourced out on their own. Being private schools, Chinese independent high schools do not receive funding from the Malaysian government, unlike their national-type cousins. However, in accordance with their aim of providing affordable education to all in the Chinese language, their school fees are substantially lower than those of most other private schools. The schools are kept alive almost exclusively by donations from the public. 1.2 AIMS AND OBJECTIVE OF THE STUDY Basically the proposed study is to look at the leadership focus in the circumstance of the case study of Chinese Independent Secondary Schools in Selangor. The following are the key aims of this research; What are the leadership styles practiced by school heads in the school vicinity, what is the professional development activities conducted in schools, how does school head and teachers perceived professional development? Professional development is believed to perk up the excellence of teaching and the quality performance of learners. Knapp (2003:109) believes that every initiative that is geared towards improving teaching and learning in schools should consolidate its efforts chiefly towards high quality teacher professional development and this is perceived as one of the roles attached to principalship. This provides a basis upon which teachers can improve their instructional competence and pedagogic skills. Another objective for this study is to examine how have the leadership styles affected the professional development in schools? 1.3 PROBLEM STATEMENT The role of the principal in supporting professional development activities of teachers appears to be crucial to the success of the professional growth of teachers (Berube, Gaston, Stepans, 2004 citing Stepans, 2001). Therefore it is strongly reckoned that a strong school leadership will enhance teacher professional development in a more effective manner. Berube et al (2004) state that, In addition to performing these organisational and managerial tasks, contemporary principals are expected to be leaders, setting directions for the teaching and learning of students. They also are expected to coach, teach, and develop teachers in their schools, and perform their tasks as instructional leaders. Generally it depends on the leadership of the school on the various method they would choose to enforce professionalism among teachers in their respective schools. At the moment the most popular forms of teacher professional development in most Chinese Independent Secondary Schools are workshops and seminars held both within the schools and at the Dong Zhong headquarters. This study hopes to intensify the understanding of the potential role of principals in teacher development. Currently there is insufficient support for teacher professional development which could affect the quality of education that students receive and ultimately impact on their likelihood to pass their final high school external examination and transition into higher education among students of Chinese Independent Secondary Schools RESEARCH OBJECTIVES To investigate the leadership styles practiced by school heads. To explore the professional development activities being conducted in schools. To examine the factors that influence school head and teachers perception in professional development To determine the impact of leadership styles on professional development in schools. 1.5 RESEARCH QUESTION The proposed research questions for this study seek to answer these questions; 1. What are the leadership styles practiced by school heads? 2. What is the professional development activities conducted in schools? 3. How does school head and teachers perceived professional development? 4. How has the leadership styles affected the professional development in schools? 1.6 SIGNIFICANCE OF STUDY Generally on the contrary not many studies have examined principals role and practices in relation to teacher professional development. However, there is a need to develop a better understanding of what principals do and how they facilitate teacher development in order to be able to shape a positive school climate that supports teacher learning (Drago- Severson, 2004). Drago-Severson put forth a learning oriented model of school leadership that includes teaming, engaging in collegial inquiry and mentoring targeted at attaining that relationship to foster educational growth more effectively. The teachers perceptions of the way the school leader functions appears to be an important parameter for the appreciation of the contribution of the school to the process of professional development (Clement et al., 2000, p.7). This study aims to investigate whether teacher professional development is perceived as central to student achievement by school leadership (principals) at Chinese Independent Secondary Schools in Selangor. Basically there are four Chinese Independent School distinctively located in Selangor where each school consists of almost two thousand students along with 130 staff member. It also aims specifically to examine the role that principals play to encourage teacher professional development in their schools. Professional support. Activities within the professional training category include; short conferences, courses, workshops both in the schools and outside the schools, for which emphasis is put on enhancing the knowledge and skills of participants and formal certification is not provided. As Bolam further points out, professional education in contrast leads to formal qualifications and relevant certificates. Professional support according to Earley Bubb (2004) involves on-the-job s upport that is primarily intended to improve teachersà ¢Ã¢â€š ¬Ã… ¸ experience and performance. Activities in this category may include coaching, mentoring, and induction. The results of this research will contribute to those studies, which have been carried out, in the quest for broadening and understanding the roles of school leaders with regard to professional development of teachers. The study could also assist the Board of United Chinese Secondary School Association policy makers to assess the contents of the courses necessary for prospective and incumbent school heads and teachers of Chinese Independent Secondary Schools, to ensure that they are equipped with relevant skills required to run schools in a way that would enhance the achievement of Vision and Mission alongside with goals of Ministry of Education in Malaysia. CHAPTER 2 2.0 LITERATURE FRAMEWORK 2.1 INTRODUCTION This chapter looks at the meaning of school leadership and teachers professional development and discusses its significance to the teaching profession and the notion of teacher professionalism. Several themes that emerged from the literature base reviewed such as the changing paradigm of leadership styles, professional development, the impact of professional development on teachers and school heads, core features of effective professional development, changing leadership practices and teachers professional development impact in school are also discussed. Figure 1 : Leadership Styles Hopkins (2001b) highlights the centrality of transformational and instructional leadership practices in achieving school improvement in schools facing challenging circumstances. Existing literature also indicates that the most popular theories are located in the transactional and transformational models identified more than 20 years ago (Burns, 1978; Hoy and Miskell, 2008) and lately reinvented through such terms as liberation (Tampoe, 1998), educative (Duignan and McPherson, 1992), invitational (Stoll and Fink, 1996) and moral leadership (Sergiovanni, 1992). Apparently a leader holds full responsibility in creating a conducive school community. He or she needs to diversify the leadership roles so that change can be accepted by subordinates. All teacher working under a leader should be anchored towards the same mission and vission in order to achieve success in the aims and goals of the organization(Farrell, 2003). According to Portin (2003) below are the seven key leadership functions that must exist in all schools regardless of type and size: 1. Instructional: assuring quality of instruction and supervising curriculum 2. Cultural: dealing with history and traditions 3. Managerial: focusing on school operations 4. Human Resource: recruiting, hiring, firing, and mentoring teachers and staff 5. Strategic: promoting the vision, mission, and goals of the school 6. External Development: representing the school in the community 7. Micropolitical: mediating and dealing with internal interests 2.1.1 Leadership Styles Fullan (2000, 2001) presages school leaders that there is no mystic solution to making schools effective. More exactly, leaders should make an attempt to learn moral leadership practices to help assure that whatever changes and change process they see to adopt are as successful as possible. Therefore leadership styles practiced by school heads are the foremost contributing factor to the running of the school organization which subsequently promotes the professional development of its staff. Basically leadership styles practiced are known as below: Figure 2 : Types of Leadership 2.2 TEACHER PROFESSIONAL DEVELOPMENT 2.2.1 Definitions Definitions on Teacher Professional Development vary according to educational backgrounds and situations. In education systems where teacher education programs are well recognized, Teacher Professional Development is defined as a process taking up all activities that increase professional career development (Rogan Grayson 2004; Tecle 2006) or as formal and informal experiences throughout the teachers career (Hargreaves Fullan 1992; Arends et al. 1998). Furthermore teachers will be able to go beyond their primary training as they fulfill a number of objectives as below: à ¢Ã¢â€š ¬Ã‚ ¢ to update individuals knowledge of a subject in light of recent advances in the area; à ¢Ã¢â€š ¬Ã‚ ¢ to update individuals skills, attitudes and approaches in light of the development of new teaching techniques and objectives, new circumstances and new educational research à ¢Ã¢â€š ¬Ã‚ ¢ to enable schools to develop and apply new strategies concerning the curriculum and other aspects of teaching practice; à ¢Ã¢â€š ¬Ã‚ ¢ to exchange information and expertise among teachers and others, e.g. academics, industrialists; and à ¢Ã¢â€š ¬Ã‚ ¢ to help weaker teachers become more effective. 2.2.2 Importance of Teacher Professional Development In line with changes and challenges faced by the teaching profession various methods, techniques and information are updated regularly and to upkeep with this pace education alone is insufficient for teachers. Professional development is part of life-long learning and educating oneself. Professional development allows an educator to reflect and on decision making and trouble shoot challenging roles in being an educator. Hence due to the importance of teacher professional development the Ministry of Education in Malaysia has set up Teacher Education Division (TED), Aminuddin Baki Institute (IAB),The School Inspectorate and Quality Assurance Division and the Malaysian Institute of Teacher Education to plan, manage and implement teacher professional development activities in all states in order to uphold to the mission and vision in providing quality education to all. The teacher is the heart of classroom instruction (Fullan 2000;Hargreaves 2001). The effectiveness of the teacher depends on her competence (academically and pedagogically) and efficiency, (ability, work load, and commitment), teaching and learning resources and methods; support from education managers and supervisors (Rogan 2004; Van den Akker Thijs 2002; Mosha 2004). Through Professional development an educator or teacher is able to practice effective management in the classroom , it allows a path where a teacher learns to cope with difficulty faced in the classroom. These experiences provide a learning platform for teacher where they are able to improve their personal skills in handling challenges in the classroom in particular and school generally. 2.2.3 Forms of Teacher Professional Development Teachers are the heart and soul of learning; they are in fact lifelong learners. Constant reinvention and revolutionary in the education field makes teachers to stay in par through whatever circumstances in professional development. To date there are various ways and strategies implemented to enhance teachers mode of learning and sharing on the whole whether its a private or government school. Guskey (2000a, p. 22-29) reviewed seven core professional development practices and identified advantages and shortcomings for each. An abbreviated version is provided below. Method Advantage Shortcoming Training presentation, workshop, demonstration, simulation, discussions, seminars, colloquia, etc. efficient for sharing info with large groups shared knowledge base and vocabulary little individualization or choice often need feedback and coaching to supplement Observation/Assessment observation and receiving feedback e.g. peer coaching and supervision positive impact on observer and observed through discussion and feedback lessens isolation takes time, trust, and must separate observation and evaluation need to be focused and well- planned Improvement Processes curriculum/program design development or review, to implement new instructional strategies or to solve problems enhances knowledge and also collaborative capacity generally are invested in it due to local context and/or authentic problems may only involve small group may tend toward tradition and not innovation need access to research to guide decisions/actions Study Groups study regarding common issue or concern may have several groups studying different aspects of issue lessens isolation and bring focus and coherence to learning also focuses on ongoing learning individual involvement may vary or be discouraged by dominant members may become opinion-focused instead of research focused Inquiry/Action Research 5 step AR process of selecting a problem and determining an action to take tends to build knowledge and increase skills of problem solving, empowers teachers in their practice and learning takes significant individual effort, initiative and time Individually Directed Activities identify individual needs create personal plan -assess success of plan flexible, choice, individualization, geared to personal reflection and analysis may be reinventing the wheel or repetitive work if no collegial sharing is built in less likely to be connected to SIP and other areas of PD Mentoring regular meetings of more and less experienced pairs about practice and improvement both individuals learn as mentors become more meta cognitive and also develop adult communication skills time and resources, also connecting to other learners or school plans and initiatives Table 1: Professional Development Practices 2.3 IMPACT OF PROFESSIONAL DEVELOPMENT According to Dr. Helen Timperley (aitsl,oct 2011) , there are a number of principles identified on how professional development inpacts teachers and principal on the whole. A few of the principles are as discussed below:- 2.3.1 Professional learning is core school business First-class learning, teaching and schooling need professionals who involve methodically in increasing their knowledge and skills as part of their everyday duties. This claim is strongly accepted by the analytical research done by Robinson et al. (2008) in which they found that the leadership activity greatly influence student outcomes was leaders promotion of, and participation in, teachers professional learning and development. Kaser and Halbert (2009) explains that these occasions shall not occur regularly but refer to this principle as developing a learning-oriented design in schools that reflects the complexity required to create appropriate conditions, structures and rhythms for professional learning. 2.3.2 Improving outcomes for students forms the reason to engage in professional learning opportunities and the basis for evaluating its effectiveness Engaging in professional development allows knowledge to be deepen and skills in teaching and learning dignifies. Scholars substantially give importance to the impact of their practice on students. Experts always improvise the routine practices for students in order to create active knowledge seeking. Improving these outcomes becomes the reason to engage in professional learning, the reason to deepen knowledge and refine skills, and the basis for deciding if it is effective. Adaptive experts are constantly focused on the impact of their practice on students, and when their routines of practice are not working for students, they seek new knowledge and skills. Similarly, those leading organisations with high adaptive capacity seek these opportunities at the level of the whole school as an organisation. 2.3.3 Professional learning opportunities build deep pedagogical content and assessment knowledge focused on what is needed to improve outcomes for students Leaders and teachers must restore information at all time throughout their school day. Having this knowledge organised into conceptual frameworks means that it is known both in a practical sense and theoretically. If understandings are introduced in theory only, then problems arise when teachers try to put them into practice in their own teaching and learning contexts (Kennedy, 2004). On the other hand, leaders and teachers need to know why the understandings and practices promoted through professional learning opportunities are more effective than what they did before so that they can tailor new practices to meet the demands of particular situations. Knowing something theoretically also counterbalances the situated nature of learning referred to in the first principle, in that conceptual or theoretical knowledge allows for transfer to other situations with other students or in other curriculum areas. 2.3.4 Professional learning environments are consistent with how people learn All stage of learners are adults or young people, transform new information through the lens of prior understandings (Bransford et al., 2000; Dumont et al., 2010). These prior understandings are, in turn, structured and interpreted through existing mental models. In professional learning situations, if prior knowledge and existing mental models are not engaged, those involved may fail to grasp new concepts because they believe that existing practice is more similar to new ideas than it really is. 2.4 EFFECTIVE SCHOOL LEADERSHIP Leadership achievement always begins with vision.  A intensed vision has that power. It encourages, explains and centres the task of individualsand preferably entire organizationsfor a long period of time. Goleman, Boyatzis and McKee (2002) believes that emotionally intelligent leaders and emotionally intelligent organizations are vital in challenging times. They distinguis 18 aptitudes around four areas: self-awareness, self-management, social awareness, and relationship management. Leaders of such potential are clearly aware of their own emotional makeup, are sensitive and empowering to others, and are able to cope with day-to-day problems as they work on more essential changes in the culture of the organization. (From Fullan, 2001) Figure: 3 Framework for Leadership Concurrently effective leaders need to stay tunes to the big picture, and much more modernized at conceptual thinking, and transforming the organization through people and teams. It was my conclusion when I examined successful leadership for businesses and in school systems (Fullan, 2001). Besides this another element pertaining to successful change is that relationships improve. When relationships improve, things get better. If they remain the same or get worse, ground is lost. Therefore leaders must be consummate relationship builders with diverse people and groups especially with people different than themselves. This is why emotional intelligence is equal to or more important than having the best ideas. In complex times, emotional intelligence is a must. Hence , schools cannot be improved without improving the skills and abilities of the teachers and principals who work in them (Darling-Hammond, 2008, 2009a; Lieberman Darling-Hammond, 2011). Teachers are the ones who ultimately will implement change. Therefore, professional development processes must address their needs and concerns (Darling-Hammond, 2010a, 2010b) 2.5 THEORETICAL AND CONCEPTUAL FRAMEWORK The theoretical framework of this proposed study is mainly based on the work of eminent educational leadership scholars, specifically Fullan ( 2000,) Hargreaves (2001) Rogan Grayson (2004) and Bransford et al.(2000), Dumont et al.,( 2010), Darling-Hammond, 2011 and Dr. Helen Timperly (2010) relating to professional development and school leadership. The underlying theories state that professional development is important for the preparation and continuous development of teachers and school administrators. Darling-Hammond (2009a) suggested that professional development should provide opportunities for teachers to reflect critically on their practice and to fashion new knowledge and beliefs about content, pedagogy, and learners. Fullan and Hargreaves (2001) leaders of tomorrow should move steadfast in transforming themselves as well as the people around them to achieve stated results. 2.5.1 Theories of leadership Through ages, multiple theories and literature have been created by many scholars with different point of view. Generally all the theories can be categorized

Sunday, October 13, 2019

Comparing Washington Irvings Rip Van Winkle and Americas War of Indep

Parallels in Washington Irving's Rip Van Winkle and America's War of Independence The story of Rip Van Winkle is well known throughout American culture. As one of America's most popular short stories, few school children have not heard of Rip Van Winkle's twenty-year slumber or imagined his long, gray beard. In the telling and re-telling of this mysterious tale, the original context of the story itself has, for the most part, been forgotten. Few Americans are aware of how the story originated, and in what context it was first presented to the public. "Rip Van Winkle" first appeared as a part of Washington Irving's The Sketch Book. This was a collection of various short works, ideas, thoughts, and pictures. "Rip van Winkle" was only a part of this collection, but eventually gained a great deal of popularity in its own right. When considering this story, it is important to keep in mind the original context and its relation to other works within The Sketch Book. However, as "Rip Van Winkle" has stood on its own in American culture, there is also a place for examining the story apart from The Sketch Book. When doing this, certain symbolism becomes apparent. Washington Irving uses symbolism in "Rip Van Winkle" to relate Rip's life and experiences to the situation of the American colonies in relation to Great Britain and the War of Independence. In this interpretation of the symbolism in "Rip Van Winkle", the marriage between Rip Van Winkle and Dame Van Winkle represents the union between the American colonies and Great Britain. The characters themselves possess certain attributes which symbolize the perceived characteristics of the two entities. Dame Van Winkle is usually unhappy with Rip. She has cer... ...respectively. Rip's experience in the Kaatskill Mountains ultimately sheds light on the changes of the American public, and Washington Irving accomplishes his purpose of establishing a tradition for the American short story. Works Cited Barbarese, JT. "Landscapes of the American Psyche." Sewanee Review. 100 (1992): 599-603. Dawsone, Hugh J. "Recovering 'Rip Van Winkle': A Corrective Reading." Lauter, Paul, ed. The Heath Anthology of American Literature. Boston: Houghton Mifflin, 1988. Rubin-Dorsky, Jeffrey. "The Value of Storytelling: 'Rip Van Winkle' and 'The Legend of Sleepy Hollow' in the Context of The Sketch Book". Modern Philology. 82:4 (1985): 393-406. Shear, Walter. "Cultural Fate and Social Freedom in Three American Short Stories." Studies in Short Fiction. 25:3 (1988): 249-259.

Saturday, October 12, 2019

Gender Roles in Society Essay -- Gender Role Behaviors and Attitudes

â€Å"Boys will be boys, and girls will be girls†: few of our cultural mythologies seem as natural as this one. But in this exploration of the gender signals that traditionally tell what a â€Å"boy† or â€Å"girl† is supposed to look and act like, Aaron Devor shows how these signals are not â€Å"natural† at all but instead are cultural constructs. While the classic cues of masculinity—aggressive posture, self-confidence, a tough appearance—and the traditional signs of femininity—gentleness, passivity, strong nurturing instincts—are often considered â€Å"normal,† Devor explains that they are by no means biological or psychological necessities. Indeed, he suggests, they can be richly mixed and varied, or to paraphrase the old Kinks song â€Å"Lola,† â€Å"Boys can be girls and girls can be boys.† Devor is dean of social sciences at the University of Victoria and author of Gender Blending: Confronting the Li mits of Duality (1989), from which this selection is excerpted, and FTM: Female-to-Male Transsexuals in Society (1997). The clusters of social definitions used to identify persons by gender are collectively known as â€Å"femininity† and â€Å"masculinity.† Masculine characteristics are used to identify persons as males, while feminine ones are used as signifiers for femaleness. People use femininity or masculinity to claim and communicate their membership in their assigned, or chosen, sex or gender. Others recognize our sex or gender more on the basis of these characteristics than on the basis of sex characteristics, which are usually largely covered by clothing in daily life. These two clusters of attributes are most commonly seen as mirror images of one another with masculinity usually characterized by dominance and aggression, and femininity by passivity and s... ...socially directed hormonal instructions which specify that females will want to have children and will therefore find themselves relatively helpless and dependent on males for support and protection. The schema claims that males are innately aggressive and competitive and therefore will dominate over females. The social hegemony of this ideology ensures that we are all raised to practice gender roles which will confirm this vision of the nature of the sexes. Fortunately, our training to gender roles is neither complete nor uniform. As a result, it is possible to point to multitudinous exceptions to, and variations on, these themes. Biological evidence is equivocal about the source of gender roles; psychological androgyny is a widely accepted concept. It seems most likely that gender roles are the result of systematic power imbalances based on gender discrimination.9

Friday, October 11, 2019

Origins Of Alternative Education In India Education Essay

Harmonizing to one of the position, instruction has been derived from the Latin word educare which means to convey up or to raise. Harmonizing to this position, instruction is procedure of leaving to an single certain information and cognition which was considered by the society. Education implies the alteration of the behavior of the person by enforcing criterions of society upon him. Therefore, this derivation gives the construct of teacher-centred instead than child-centred instruction. There is another group of minds who believes that the term ‘education ‘ has been derived from the Latin word ‘educere ‘ which means to ‘lead out ‘ or ‘to pull out ‘ . Education hence, means to take out or pull out the best in adult male. It is the procedure of ‘drawing out from within ‘ instead than ‘imposing from without ‘ . In the Indian Context the Education agencies The Indian Synonyms of Education are the words ‘Shiksha ‘ and ‘vidya ‘ . Shiksha is derived from the Sanskrit verbal root ‘Shas ‘ which means to ‘discipline ‘ ‘to control ‘ ‘to instruct ‘ or ‘to Teach ‘ . Similarly Vidya is besides derived from Sanskrit verbal root ‘vid ‘ which means ‘to know ‘ . Hence the training the head and acquisition of cognition have ever been the dominant subject in Indian attacks to understanding the instruction.Experimental acquisitionThe experimental instruction is an organic and invariably germinating attack to larning.According to them they believe that ‘anyone can make it ‘ . The thoughts advocated can be replicated about anyplace, and can be used, as some are making, in mainstream ( authorities and private ) schools. This type of teaching method aids in Enhancement in Education. It explores the ways in which kids can detect their ain endowments and involvement, at their ain endowments and involvement, at their ain topographic points, in their ain ways, assisted by instructors, parents, and friends and others-learning in and from their neighbors, their small town, their community and the environment in which they live. It tells that how instruction can be successful in footings of kid ‘s ain demand for cognition. This sort of instruction therefore relies to a great extent on experiential acquisition which compiles of advanced attacks, method, and thought of acquisition, purpose to be child centred ) . The relevant and liberating instruction should include: – Bing child-focussed- the kid is the Centre. The kid dictates the gait and involvements. Leting larning in multiple ways. Enhancing the senses through acquisition. Not being sole, there is a ( government-prescribed ) scrutiny for school completion, nor it should sole in the footings of category, gender, caste or faith. Meeting a kid ‘s life -enriching demands in conformity with kid rights, leaving religious values, cognition of moral, societal norms and responsibilities and eventually, it should seek out to run into life-development demands of functional preparation of unconditioned endowments, and vocational instruction. The importance of instruction being child-centred, get downing from what the kid knows and is interested in, and at the gait preferred by the kid. Now Approach to primary instruction has been officially accepted non merely by the one state but besides by the whole universe including the developed and under developing states as a human right for about half a century. Yet, today even we enter into the epoch of twenty-first Century ; there is merely about three-fourthss of kids of school-going kids are able to go to a primary school. In a development states big figure drop-out of kids took topographic point before making Class V and there are many others who are ne'er able to make schools. Although the state like India in which the authorities had placed a high precedence on instruction in policy statements, every clip fails because of proper execution is missing in the policy. Thus an India base with 30 per cent of the universe ‘s nonreaders has female literacy rates much lower than in sub-Saharan Africa [ PROBE 1999 ] . The universe ‘s largest figure of kids who are out-of-school is reached the grade which is close t o 59 million are in India, out of which 60 per centum are misss ( Human Development Report 2000, UN ) .37 per centum of the kids from India are unable to make Class V [ Haq and Haq 1998 ] . And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the province shall seek to supply, within a term of office of 10 old ages from the beginning of the Constitution, for free and mandatory instruction for all kids until they reach the age of 14. Although after this determination the figure of primary schools has increased 2.82 times since 1951 and registrations have improved, the duty of the authorities for making a satisfactory substructure has in pattern non been matched by matching out-lays which continue to stay deplorably unequal at around 3 per cent of the GDP. The huge figure of labyrinth of literature on primary instruction in India has identified assorted grounds for its abysmal province ; why kids bead out and why they remain un enrol led or non traveling in the school. In this infinite several surveies have been done which indicated that the hapless quality of schooling is responsible for low keeping [ Colclough 1993 ; Bhatty Kiran 1998 ; PROBE 1999 ; Banerji 2000 ; Dreze and Gazdar 1996 ] . However, most of these surveies look at the job of instruction within the confines of the schoolroom. They tend to disregard or underact the fact that besides hapless quality, demotivated or un interested instructors and unequal substructure, there are larger other structural restraints which impede entree of kids to schools. There are several literature written on primary instruction in India besides reveals that entree and keeping remain job countries in this domain.Beginnings of Alternate Education in IndiaHistory OverviewThe present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the following century ; it about wholly supplanted earlier educational establishments. There had, ea rlier, been a broad web of little small town schools- pathsahlas, gurukuls and madarasas. There was a construct of ‘One Village-One School ‘ and was become the norm in assorted parts of the state, up to the earlier 19th century. A big figure of such learning schools-reportedly100, 000 was merely in Bihar and Bengal. They played of import societal function and ‘were, in fact irrigating holes of civilization of traditional communities ‘ . ( Dharampal, 2000 ) .Students from assorted castes studied in these schools, although there was no such favoritism on the footing of castes, credo and coloring material. It was unfastened for all but there must hold been disproportionately representation in the school, the male childs outnumbered misss. Most of the misss learnt a scope of accomplishments within their places ; from parents, relations, and private tutors- including Humanistic disciplines, trades, practical accomplishments, agribusiness, wellness and linguistic c ommunications. Harking back to the tradition of monasteries and ashrams, schools interspersed preparation in practical life accomplishments with academic instruction. As the clip goes on within the overall context of diminution of local economic systems, these went into diminution and decay under colonial regulation. Intentionally the policy was employed by the authorities to pass over out this community based schooling, and replace it with an foreign theoretical account. In 1931, Gandhi alleged that ‘ today India is more illiterate than it was 50 or a 100 old ages ago ‘ ( M.K.Gandhi 1931, Dharampal 2000 ) . He besides added that British decision makers had ‘aˆÂ ¦.scratched the dirt and begun to look at the root, and left the root like that and beautiful tree perished. ‘ Autochthonal instruction was replaced by an foreigner and rootless, intentionally set up, as it was explained by Lord Macaulay ( 1835 ) , to ‘form a category who interprets between us and the 1000000s we govern. Despite the transportation of power in 1947, Indian schools continued in the same mold. Some alterations were introduced: the authorities expanded its range and web of schools in both rural and urban countries and local slang linguistic communications were accepted as medium of direction in these schools. Today we have huge web and figure of authorities in our state and turning figure of private tally establishments. Yet, the basic format remained the unchanged, a big figure of school today based on derivative and mechanistic theoretical account. They are designed to bring forth persons who fit into modern society and its ( Consumerist and competitory ) Valuess, and are easy to regulate since they learn to be extremely disciplined within hierarchal, centrally administered establishments. Schooling therefore, tends to reenforce societal inequalities-Class, caste and gender. Affluent Children go to in private run schools, while hapless attend schools run by the province because for hap less entree to private school has become the dream. Despite of Vital differences in installations and support, all these schools portion a similar ethos. The acclivity is on absorbing information instead on original thought and imaginativeness. The set up is centralised and bureaucratic, instructors distanced from pupils largely simply making a occupation, while school act as a bringing points for a set course of study and content. Schools generate ‘failures ‘ in big scale-contributing to crises of assurance at national degree.Early PioneersAlternative or the experimental acquisition to the educational system began to emerge every bit early as the late nineteenth and the early 20th century ‘s. Some of these attempts truly tag a important alteration and their attempts are still seeable. Social reformists began researching alternate instruction by the late of 19th century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the thought of instruction as a force fo r societal regeneration, and set up schools/institutions toward this terminal. Vivekananda and Dayanand Saraswati combined spiritual revival with societal service/ political work, through the Rama krishna Mission and Arya Samaj Schools severally. Syed Ahmed Khan set up the Aligarh Muslim University ( originally, Mohammadan Anglo Oriental College ) , with the ends of leaving modern instruction without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with get the better ofing the societal inequalities. They chiefly work with the dalit kids and miss schooling in Maharashtra. There were some Significant educationalists emerges in half of the 20th century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these loyalists had created the figure of feasible theoretical accounts of alternate acquisition, as a considered response to the ailments of mainstream instruction. Some of the thoughts were in confederation with the battles for national Independence and the revival of Indian society. The ‘alternatives ‘ emphatic committednesss, and mutual links between school and the society. Rabindranath Tagore pointed out several restrictions of school set up by colonial governments, in his Hagiographas Shikhar Her Fer ( 1893 ) and Shikhar Bahan ( 1915 ) . As a kid, Tagore had refused to go to School ; he subsequently wrote, ‘What tortured me in my school yearss was the fact that the school has non the completeness of the universe. It was a particular agreement fo r giving lessonsaˆÂ ¦But kids are in love with life, and it is their first love. All its coloring material and motion attract their eager attending. And are quite certain of our wisdom in smothering this love? We rob the kid of his Earth to learn him geographics, of linguistic communication to learn him grammaraˆÂ ¦Child-Nature protest against such catastrophe with all its power of agony, subdued at last into silence by penalty. ‘ ( Tagore, in Chakravarty1961, pg 218 ; in Prasad2005, pg81 ) . Tagore set up his ain option to the predominating educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a Centre for excellence in art and aesthetics, originative activities and consciousness of local every bit good as universe civilizations. Gandhi ‘s position resembles Tagore ‘s in the accent on contextually relevant instruction, mother lingua as the medium of direction, and resistance to examination-oriented studious stretch. He translated his vision into pattern through a series of school, get downing in Phoenix Farm and Tolstoy Farm in South Africa and go oning into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which pupils giving few hours daily to academic chases, and the remainder of the twenty-four hours to the public presentation of ‘Bread Labour ‘ that includes trade work, agribusiness, cookery, cleansing and related undertakings. His attack to instruction aimed at beef uping village life and communities. Equally early as 1917, When Gandhi began five little schools for provincials ‘children in Champaran, so he said, â€Å" The thought is to acquire clasp of as many kids as possible and give them an a ll unit of ammunition instruction, a good cognition of Hindi or Urdu and through that medium, cognition of arithmetic, basicss of history and geographics, simple scientific rules and some industrial preparation. No cut and dried course of study has yet been prepared because harmonizing to him I am traveling on a unconquered path. I look upon you present system with horror and misgiving. Alternatively of developing the moral and mental modules of the small kids it dwarfs them. Phase trades, humanistic disciplines, athleticss and jubilation of festivals from all faith were of import parts of Nai taleem. In Nai Taleem there were no text editions as such, but pupils were invariably encouraged to utilize library and can acquire the cognition of diverse field. In the library instruction is non merely the motivation but exposure to different field or topics are besides required. Educationist Gijubhai Badheka emphasised on kids ‘s demand for an atmosphere nurturing independency and autonomy. He gave this thought an institutional footing by set uping Bal Mandir in Gujarat in 1920, and in his Hagiographas, he identified the different aspects of thought. Gijubhai ‘s Divaswapna ( 1990 ) is the fabricated narrative of a instructor who rejects the Orthodox civilization of instruction. This authoritative piece of composing by him outputs rich penetrations into effectual instruction, as it describes experiments in instruction undertaken by an inspires instructor in a ordinary small town school. Gijubhai explains and clearly showed that how to learn history, geographics, linguistic communication and other topics through narratives and rimes, in a manner that appealed to kids. He believed in eliciting the kid ‘s wonder in a 1000 and one things runing from insects to stars, instead than routine text edition learning. Gijubhau wrote a figure of books an d brochures for parents, instructors, general readers and capturing narratives and poetries for kids. J. Krishnamurti excessively thought of instruction in connexion with the whole of life. It is non something stray, prima to disaffection. He looks closely at the procedure of larning in relation to human life. In the life of Krishnamurti, pupul jayakar quotes him speech production of that period in his life some 75 old ages subsequently. â€Å" The male child had ever said, ‘ I will make whatever you want ‘ . There was an component of subservience, obeisance. The male child was obscure, unsure, and ill-defined ; he did n't look to care what was go oning. He was like a vas, with a big hole in it, whatever was put in, went through, nil remained. â€Å" ( J. Krishnamurti: a life. Arkana,1996 ) . He noted that the instructors have a duty to guarantee that'aˆÂ ¦when kid leaves the school, he is good established in goodness both externally and inside ‘ . Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decennaries, the KFI ( Krishnamurti Foundation of India ) has kept alive its committedness to meaningful instruction, spread outing its web of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhai ‘s and Gandhi ‘s schools, KFI has shown that alternate instruction can be made accessible to those from underprivileged backgrounds every bit good. Learning ends are individualised for each kid, and learning AIDSs are carefully designed utilizing cards, books, marionettes, narratives and local stuff. A visit to any of this school of Krishnamurti bring to his idea: ‘Education is non merely to go through scrutiny, take a grade and a occupation, acquire married and settle down, but besides to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the form of hills, and to experience with them, to be truly, straight in touch with them. ‘Mainstreaming OptionsInvention of Alternatives Schools can distribute to mainstream Education?Though it might look disconnected and confusing, the landscape of alternate schooling is surely fertile! From the scope of schools discussed before, it is clear that there are people scattered across the different parts of the state, woolgathering of a different sort of instruction, and many who are really populating out their dreams. Most of the experiments are little but basically replicable. They reached out their mark population in a meaningful ways to diverse kids, from the different economic backgrounds and from diverse societal scenes. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the scattering in other topographic points including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is informative to retrieve that sometimes, there is no difficult and fast line spliting the mainstream from the option. Even hardcore ‘mainstream ‘ schools bit by bit follow some elements of ‘alternative ‘ acquisition in their teaching method to learn the kids. Tonss of primary and nursery schools across the state have for case have adopted the some elements of Montessori and play manner methods, through which kids enjoy the acquisition and catch the technique more rapidly and expeditiously. Widespread inquiring has propelled even the authorities to show in some betterments. Therefore, non formal instruction runs links instruction to societal consciousness. The Bihar Education Project ( in partnership with UNICEF ) has opened Charwaha Vidyalayas ( for kids croping animate beings ) and Angana paathshalas ( courtyard schools for misss in distant countries ) . The Cardinal authorities ‘s ‘ Education Guarantee Scheme, and Alternative and Innovative Education Scheme ‘ employ flexible schemes for out of school kids, including span classs, back to school cantonments and residential cantonments for accelerated acquisition. In some of these, larning results have proved to be of rather a high criterion ( Education for All 2005 ) . Premier teacher developing establishments such as the District Institutes for instruction and preparation ( DIET ) have incorporated a few originative, kid centred teaching methods. The NCERT has devised a new, province of art curricular model for school instruction. Yes all this is still a far call from the realization from the full blown options. It is truly sad to cognize that mainstream instruction still dominates the lives of the huge bulk of Indian kids. It chiefly depends upon its philosophical foundation which rest on big graduated table, centralised, scrutiny oriented instruction, with flexible day-to-day agendas and stiff course of study. In India they are many such illustrations which can be illustrated to a figure of groups who were engaged in seting in their best attempts to convey about important alteration in the field of instruction. They believe in their ain work it does non count to them that their attempt was non in the big graduated table or that it was non seeable to all people in the state. They think that if they or their work even act upon the few immature heads, they set us believing about the tremendous possibilities that would open up if the if local or national authorities support this alterations. The authorities poli cy to put up a National Institute of Open Schooling ( NIOS ) was found to be the most popular and important measure toward betterment in the field of instruction. Such a measure opens the door to informal and individualized gait of acquisition, which was welcomed by most of the alternate schools. Indeed it was the first clip when alternate acquisition was coming on their way of chief watercourse professional instruction. With this authorities enterprise to open NIOS has made possible the followers: The gap of school for slow scholars Inclusive instruction for the otherwise able along with ‘normal ‘ kids. Delinking of the methodological analysis of a larning programme from the stringent demands of the Board Examination. Addressing the different gait of acquisition. Giving a point of entry to the mainstream from an alternate paradigm. In Pedagogy of Hope, Freire writes, ‘ I do non understand human being, and the battle needed to better it, apart from hope and dream ‘ ( Freire 1996 ) . Keeping the hope alive is non easy. To even place and research bing ‘alternatives'-however they may be possibility of being imperfect and uncomplete but still it is an exercising in hope. So today it is really necessary demand to make and remain near to mainsprings of alternate educational thinking-which cuddles within the visions of wider transformative socio-political alterations. These options will go on to develop, spread out and widen. We are required to cast the impression that ‘There is No Alternative ‘ and alternatively, work toward conveying and actively progressively cohesive, meaningful options to the society.Why such Education is needed?Harmonizing to Martha C. Nussbaum, she explains in one of her article that Public instruction is important ingredients for the wellness of democracy. Recently there are many enterprises has been taken around the universe in the field of instruction, nevertheless they are chiefly narrow down their focal point on scientific discipline and engineering, pretermiting the of import topic such as humanistic disciplines and humanistic disciplines. They besides focus on the internalisation of information, instead than on the formation of the pupil ‘s critical and inventive capacities. The writer demonstrated the unrecorded illustration which she has experienced in Bihar with the one of the Patna centred Non authorities administration named Adithi. When they reached a topographic point near to Nepalese boundary line, they found really meager installations. Teaching is done largely outside the schoolroom on the land, or under the shadiness of barn. Students were enduring from basic installations such as paper and merely few slates were available that has to be passed manus to manus. However it was originative instruction. Following she visited the girl literacy plan, house in a caducous following door. The day-to-day agenda of misss were small busy as in the forenoon they went for herding of the caprine animal, So there categories began around 4p.m. about 15 misss in entire comes to this individual schoolrooms age 6-15 old ages for three hours of after work acquisition. There are no desks, no chairs, no chalkboard are available, and there is merely few slates and spot of chalks but these job does non halt misss from coming to the category and the passion of the instructor is besides one of the major factor of this binding. The instructor is themselves among the hapless rural adult females assisted by the Adithi plan. . Proudly the misss brought in the caprine animals that they had been able to purchase from the nest eggs account they have jointly established in their group. Mathematicss is taught in portion by concentrating on such practical issues. Author thinks that there are many things to larn fro m given illustrations but few of them can be: foremost, the close linkage between instruction and critical thought about one ‘s societal environment ; 2nd, the accent on the humanistic disciplines as cardinal facets of the educational experience ; third, the intense passion and investing of the instructors, their delectation in the advancement and besides the individualism of their pupils. Now the writer elaborates theoretical account of instruction for democratic citizenship. Harmonizing to her there are three types of capacities are indispensable to the cultivation of democratic citizenship in the today ‘s universe ( Nussbaum, 1997 ) . The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical scrutiny of oneself and one ‘s traditions, for populating what we may follow Socrates ; we may name ‘the examined life ‘ . This capacity can merely be obtain if we train one ‘ ego, Training this capacity requires developing the capacity to ground logically, to prove what one what he or she reads or says for consistence of logical thinking, rightness of fact, and truth of judgement. Testing of this kind often creates new challenges to tradition, as Socrates knew good when he defended himself against the charge of ‘corrupting the immature ‘ But he defended his activity on the evidence s that democracy needs citizens. Critical thought is peculiarly important for good citizenship in a society that needs and required to come to clasps with the presence of people who differ by ethnicity, caste, and faith. Then after she describes the 2nd portion of the her proposal Citizens who cultivate their capacity for effectual democratic citizenship demand, farther, an ability to see themselves as non merely citizens of some local part or group, but besides, and above wholly, as human existences bound to all other human existences by ties of acknowledgment and concern. It is really indispensable that they have to understand both the differences that make understanding hard between groups and states and the shared human demands and involvements that make understanding indispensable, if common jobs are to be solved. This means larning rather a batch both about states other than one ‘s ain and about the different groups that are portion of one ‘s ain nation.This undert aking includes demoing pupils how and why different groups interpret grounds otherwise and build different narrations. Even the best text edition will non win at this complex undertaking unless it is presented together with a teaching method that fosters critical thought, the critical examination of conflicting beginning stuffs, and active acquisition ( larning by making ) about the troubles of building a historical narration. This brings me to the 3rd portion of my proposal. As the narrative of the dowery drama in Bihar indicates, citizens can non believe good on the footing of factual cognition entirely. The 3rd ability of the citizen, closely related to the first two, can be called the narrative imaginativeness. This means the ability to believe what it might be like to be in the places of a individual different from oneself, to be an intelligent reader of that individual ‘s narrative, and to understand the emotions and wants and desires that person so located might hold. A s Tagore wrote, †we may go powerful by cognition, but we attain fullness by sympathy aˆÂ ¦ But we find that this instruction of understanding is non merely consistently ignored in schools, but it is badly repressed † ( Tagore, 1961, p. 219 ) . Finally, the humanistic disciplines are great beginnings of joy – and this joy carries over into the remainder of a kid ‘s instruction. Amita Sen ‘s book approximately Tagore as choreographer, competently entitled Joy in All Work, shows how all the ‘regular ‘ instruction in Santiniketan, which enabled these pupils to execute really good in standard scrutinies, was infused with delectation because of the manner in which it was combined with dance and vocal. Children do non like to sit still all twenty-four hours ; but they besides do non cognize automatically how to show emotion with their organic structures in dance. Tagore ‘s expressive, but besides disciplined, dance government was an indispensable beginning of creativeness, thought, and freedom for all students, but peculiarly for adult females, whose organic structures had been taught to be shame-ridden and inexpressive ( Amita Sen, 1999 ) .Narrative of a BirdA really beautiful narrative has b een demonstrated by the writer about the instruction that if there is no proper counsel is given to teacher towards the kids, so it led to the terrible harm to child ‘s head. Harmonizing to her there is no more fantastic word picture of what is incorrect with an instruction based on mere proficient command and rote acquisition than Tagore ‘s sad narrative ‘The Parrot ‘s Training ‘ . A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His initiates convinced him that the bird must travel to school. The first thing that had to be done was to give the bird a suited building for his schooling: so they build a brilliant aureate coop. The following thing was to acquire good text editions. The initiates said, †Textbooks can ne'er be excessively many for our intent. † Scribes worked twenty-four hours and dark to bring forth the needed manuscripts. Then, instructors were employed. Somehow or other they got rather a batch of money for themselves and built themselves good houses. When the Raja visited the school, the instructors showed him the methods used to teach the parrot. †The method was so colossal that the bird looked laughably unimportant in comparing. The Raja was satisfied that there was no defect in the agreements. As for any ailment from the bird itself, that merely could non be expec ted. Its pharynx was so wholly choked with the foliages from the books that it could neither whistle nor whisper. † The lessons continued. One twenty-four hours, the bird died. Cipher had the least thought how long ago this had happened. The Raja ‘s nephews, who had been in charge of the instruction ministry, reported to the Raja: †Sire, the bird ‘s instruction has been completed. † †Does it skip? † he Raja enquired. †Never! † said the nephews. †Does it wing? † †No. † †Bring me the bird, † said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its organic structure with his finger. Merely its interior dressing of book-leaves rustled. Outside the window, the mutter of the spring zephyr amongst the freshly budded Asoka leaves made the April forenoon wistful. ( Tagore, 1994 ) This fantastic narrative barely needs commentary. Its important po int is that educationalists tend to bask speaking about themselves and their ain activity, and to concentrate excessively small on the little stamp kids whose avidity and wonder should be the nucleus of the educational enterprise. Tagore idea that kids were normally more alive than grownups, because they were less weighted down by wont. The undertaking of instruction was to avoid killing off that wonder, and so to construct outward from it, in a spirit of regard for the kid ‘s freedom and individualism instead than one of hierarchal infliction of information. I do non hold with perfectly everything in Tagore ‘s educational ideal. For illustration, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary function in giving students bid over their ain relationship to history and political statement. That is one ground why good text editions are of import, something that Tagore would hold disputed. But about the big point I am absolutely in understanding: instruction must get down with the head of the kid, and it must hold the end of increasing that head ‘s freedom in its societal environment, instead than killing it off.

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