Information Technology And Quality Customer Service :: essays research papers

Information Technology and quality customer service: How is this achieved at the County of San Bernardino? In times past quality service was not important to managers and staff that worked for the County of San Bernardino. However due to the proliferation of corruption and mismanagement taxpayers are demanding more for their dollar. It is a known fact that when local government is run efficiently more people can be put to work. The money saved from this can in turn be used to benefit the local cities. Civic improvements can be made instead of paying for people to sit at home. To create this quality service information technology needed to be implemented. This where the BAS or (Business Applications and Support) division enters the picture. The mission of BAS is to provide quality computer software support through a customer service oriented methodology. A while back, before ITSD, there were ASU (Automated Systems Unit) analysts who lead and coordinated automation projects. They would gather up the requests from the different SSG divisions/departments, do a preliminary analysis, write a work order stating the request and/or problem that was to be solved through automation. The work order would then find its way to ISD (Information Services Department) where it would be assigned to a programmer analyst who would do an in-depth analysis with the help of the ASU analyst and define the requirements for the automation project. The programming would begin and soon, a new program was created and deployed. The requests and problems soon began to multiply and expand until it was like a virtual snowstorm of requests, too many for one small unit to keep under control. Help arrived around 1990 in the form of the Automation Project Administrator – the first of the Automation Coordination Specialists gathered together to relieve some of the burden falling on ASU. The Automation Project Administrator soon gathered in a handful of Automation Coordination Specialists who took on much of the job of the initial analysis of automation requests and problem definition. They met with the users, defined the problem, wrote the initial work order, which then went to ASU to forward to ISD, and often worked with the ISD programmers. The two units, ASU and ACU, found themselves still unable to keep up with the many automation requests, particularly since ASU had years before branched out into computer hardware requisition and maintenance. Then came Information Technology and Support Division (ITSD).

Brazil’s Bioethanol Initiative Essay -- Essays Papers

Brazil’s Bioethanol Initiative The OPEC oil embargo caused many ripple effects throughout the world, but few places set in motion a response as dramatic as the county of Brazil. Brazil, a sprawling oil-poor country in South America was hit especially hard by the drop in ready world oil supplies. The county was gearing up for the transition from an agricultural and subsistence economy, to an industrialized one in the early seventies. This was accompanied by an increase in oil imports to the nation from overseas. Early in this effort, the balance of trade was relatively good despite the oil imports due to a strong sugar market. This led to a relative abundance of foreign or â€Å"hard† capital for the Brazilian government to use to implement widespread changes to the county’s infrastructure. With the advent of the oil embargo, that changed the economic picture. The blow was worsened by sugar prices plummeting on the commodities market during the same period, giving the Brazilian economy a reeling combination. The Government reacted by instituting a relatively daring national policy, designed to deliver a two -pronged benefit to the county. The plan was to use the national excess sugar production to make ethanol for vehicle use. This program began in 1975 and was to use traditional fermentation to make fuel. Fermentation is the best known process by which various microbes break down sugars to make ethanol. While there a wide range of yeasts and bacteria that can make alcohol, the base substrate remains essentially the same. It requires either glucose or sucrose for the biologic pathways to function. This is arguably the earliest biotechnological process in the world and has been used for fuel, consumption and feedstocks for cent... ...ion of cellulose can be utilized to make substrate for fermentation, a technology that Brazil has invested in recently to make better use of its fibrous wastes from cane and other crops. Brazil has taken bold steps to self-sufficiency in the last three decades and has been a model often pointed to by the alternative energy community. I believe that they have plotted a courageous course and will be in the position to gain the fruits of their labors soon. Perhaps they can lead the rest of us by example. References: Assessing the Impact of the Green Revolution, 1960-2000 Evenson, R.A. and Gollin D. ; May 2003, Science, vol.3 Brazilian Biomass Processing Meetings (1998/99) www.ieabioenergy.com/library/66_ieanews2.html IEA Task 26: Biotechnology for the Conversion of Lignocellulosics to Ethanol, No 2 May 1998 www.ieabioenergy.com/library/66_ieanews2.html

Education of Pakistan Essay

Introduction: Education has always been considered as one of the main factors for socioeconomic and subsequently the national development because of its ability to raise the quality and productivity of the human capital. Education also creates awareness, tolerance, self esteem and confidence, which empower people to defend their rights, reduce poverty and inequality and improve in health, status and good governance in implementation of socio economic policies. It also enables the people to protect their ideological inspiration and help in developing national cohesion. Source: Wikipedia, MoE GoP Education in Pakistan is overseen by Ministry of Education of Government of Pakistan. The academic institutions are the responsibility of the provincial governments whereas the federal government mostly assists in curriculum development, accreditation and some financing of research. Background: The Government of Pakistan recognizes education as one of the fundamental rights of a citizen as well as extends its commitment to provide access to education to every citizen. According to the Constitution of the Islamic Republic of Pakistan, the State is responsible, â€Å"to provide basic necessities of life, such as, food, clothing, housing, education and medical relief, for all citizens, irrespective of sex, caste, creed or race, [38 (d)] †¦ to remove illiteracy and provide free and compulsory secondary education within minimum possible period. † [37 (b)]. In this context, the public sector has invested in education in both urban as well as in rural areas, and in formal as well as non-formal institutions. The private sector also participates, though on a limited scale, in extending education and has established formal schools, mostly located in urban localities. Besides, some NGOs and non-profit organizations also offer primary schooling, both under the formal as well as non-formal systems. Stages of formal education. The education in Pakistan is generally divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate or SSC); intermediate (grades eleven and twelve, leading to a Higher Secondary (School) Certificate or HSC); and university programs leading to graduate and advanced degrees. Primary education Only 63% of Pakistani children finish primary school education. Furthermore, 68% of Pakistani boys and 72% of Pakistani girls reach grade 5. The standard national system of education is mainly inspired from the British system. Pre-school education is designed for 3-5 years old. After pre-school education, students go through junior school from grades 1 to 4. This is preceded by middle school from grades 5 to 8. The two commonly used indicators for measuring changes in primary and middle schooling are the Gross Enrolment Rate (GER and Net Enrolment Rate (NER). The Primary education is divided into the following three stages. i) Pre-Primary Education Pre-Primary Education is an important component of Early Childhood Education (ECE), Prep or Kachi classes of children having age of 3-4 years. An increase of 2. 6 % in Pre-Primary enrolment (8. 434 million) in 2008-09 over 2007-08 (8. 218 million) has been observed and during 2009-10, it is estimated to increase by 2. 2 percent. Primary Education (Classes I – V) A number of 156,653 Primary Schools with 465,334 Teachers are functional. An increase of 0. 6 % in Primary enrolment (18. 468 million) in 2008-09 over 2007-08 (18. 360 million) has been observed and during 2009-10, it is estimated to increase by 1. 3 percent. Middle Education (Classes VI-VIII) A number 40,919 Middle Schools with 320,480 Teachers are functional . A decrease of 0. 2 % in middle enrolment (5. 414 million) in 2008-09 over 2007-08 (5. 426 million) has been observed and during 2009-10, it is estimated to increase by 0. 6 percent. Sources: 1. Figures of Primary, Middle, High and Higher Sec. from 1992-93 to 2007-08 is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad 2. Figures of Inter Colleges and Degree Colleges for 2004-05 and onwards is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad 3. Figures of Private School data from 1992-93 to 1999-2000 is based on 8th Five Year Plan : Planning Division, Pakistan 4. Figures of Private School data from 2000-01 to 2004-05 is based on ‘Census of Private Education Institution 1999-2000’, Federal Bureau of Statistics, Ibd 5. Figures of Private School data of 2005-06 onward is based on ‘National Education Census, 2005’ AEPAM, Ministry of Education, Islamabad Secondary education Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each of the four school years, students are required to pass a national examination administered by a regional Board of Intermediate and Secondary Education (or BISE). Education intermediate indicators include functional public schools, basic facilities in public schools, posts filled against sanctioned strength in public schools and percentage of trained teachers in these schools. Number 24,322 Secondary Schools with 439,316 Teachers are functional. An increase of 2. 9 % in middle enrolment (2. 556 million) in 2008-09 over 2007-08 (2. 484 million) has been observed and during 2009-10, it is estimated to increase by 5. 6 percent. Sources: Figures of Primary, Middle, High and Higher Sec. from 1992-93 to 2008-09 is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Inter Colleges and Degree Colleges from 2004-05 onward is based on Annual Pakistan Education Statistics Reports, AEPAM, Islamabad Tertiary education According to the OECD’s 2009 Global Education Digest, 6. 3% of Pakistanis (8. 9% of males and 3. 5% of females) were university graduates as of 2007. Pakistan plans to increase this figure to 10% by 2015 and subsequently to 15% by 2020. There is also a great deal of variety between the different age cohorts. Less than 6% of those in the age cohort 55-64 have a degree, compared to 8% in the 45-54 age cohort, 11% in the 35-44 age cohort and 16% in the age cohort 25-34. An enrolment of 1. 147 million is estimated in 2009-10 over 1. 074 million in 2008-09 and 959,690 in 2007-08. 3,291 Higher Secondary Schools / Inter Colleges with 76,184 Teachers are functional Sources: Figures of Technical & Vocational from 2003-04 onward is based on Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Universities from 1992-93 to 2007-08 was downloaded from website of HEC, Islamabad (www. hec. gov. pk) Quaternary education. Many Master’s degree programs only require one and a half years of study. Doctor of Philosophy (PhD) education is also available in selected areas and is usually pursued after earning a Master’s degree. Students pursuing PhD degrees must choose a specific field and a university that is doing research work in that field. PhD education in Pakistan requires at least 3–5 years of study. An enrolment of 458,835 students is expected during 2009-10 in Degree Colleges over 429,251 in 2008-09 and 383,810 in 2007-08. 1,238 Degree Colleges with 21,176 Teachers are functional and 205 new Degree Colleges have been added since July 2008. Universities Education (Classes XV onwards) An enrolment of 948,364 is estimated in 2009-10 in Higher Education over 803,507 in 2008-09. In order to boost-up higher education four new universities have been established during the year 2009-10 making the total number to 132 universities with 50,825 Teachers in both Private and Public Sectors Sources Figures of Technical & Vocational from 2003-04 onward is based on Pakistan Education Statistics Reports, AEPAM, Islamabad Figures of Universities are provided by Higher Education Commission (HEC), Islamabad (www. hec. gov. pk). Spending on education As a percentage of GDP, Pakistan spends only 2. 9% of it on Education. However, the government recently approved the new national education policy, which would result in education being allocated 7% of the GDP. The government plans to raise the literacy rate to 85% by 2015. In accordance with the target set by the Millennium Development Goals for Pakistan and EFA Education for All. Public Expenditure on Education as percentage to GDP is lowest in Pakistan as compared to other countries of the South Asian region. According to official data, Pakistan allocated 2. 5% of GDP during 2006-07, 2. 47% in 2007-08, 2. 1% in 2008-09 and 2. 0 % in 2009-10 which shows persistent declining trend. According to UNESCO’s EFA Global Monitoring Report 2009, the Public Sector expenditure on Education as percentage of GDP, in other countries of the region was 2. 6% in Bangladesh, 3. 2% in Nepal, 3. 3% in India, 5. 2% in Iran and 8. 3% of GDP in Maldives. The breakup of investment in education by the Federal Government and the Provinces for the year 2009-10 is given. [pic] Ministry of Education [pic] Education statistics, ministry of education Objectives/ Goals. †¢ Promote the educational and economic interests of backward classes or areas with special care. †¢ Remove illiteracy, and provide free and compulsory secondary education within minimum possible period. †¢ Make technical and professional education generally available on merit. †¢ Enable the people of different areas, through education, training to participate fully in all forms of national activities, including employment in the service of Pakistan. †¢ Decentralize the Government administration to facilitate expeditious disposal of its business to meet the convenience and requirements of the public. †¢ Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning, life skills and citizenship programmes; †¢ Achieving 50% improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for adults; †¢ Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. †¢ Ensuring that by 2015 all children with special emphasis on girls and children in difficult circumstances have access to and complete free and compulsory primary education of good quality. †¢ Eliminating gender disparities in primary and secondary education by 2015 and achieving gender equal access to and achievement in basic education of good quality. †¢ Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. Source: MoE website. Situation analysis: [pic] GER at primary education The primary-level GER for children 5-9 years old, excluding katchi16 class, according to the PIHS, was 72 percent in FY 2001/02. Sound progress has been made so far in improving both GER and NER and is evident when the comparison is made between FY 2000/2001 and FY 2006/07 based on PSLM. The PSLM results are encouraging in many aspects. The overall increase in primary school GER is impressive in PRSP period, from 72 percent in FY 2001/02 to 91 percent in FY 2006/07 The role of the private sector in primary education has increased overtime. Of the total primary level GER of 87 percent in FY 2005/06, the government school GER was 57 percent and private school GER 30 percent. The government school GER increased by 15 percent between FY 2001/02 and FY 2005/06 period while the private school GER increased by 33 percent during this period. It suggested, on the one hand, that new enrolment has taken place in both public and private schools. On the other hand, the relatively higher increase in private school GER suggested some shifting of children from public to private schools. However the PSLM shows that the coverage of the public school system increased to 69 percent in FY 2006/07 compared to 65 percent in FY 2005/06 but witnessed an overall decline from 72 percent in FY 2004/05 to 69 percent in FY 2006/07. Source: Annual Report, SPRSM Isb. Percentage change in education from year 2000-2001 to 2008-2009 Education related expenditures in FY 08-09 recorded increase of 28. 10 percent relative to FY 07-08 with largest increase in â€Å"Others† followed closely by Secondary and Primary Schools. There is considerable provincial variation in the sub sectors of education; Punjab achieving highest percentage increase in Secondary and Professional Education; in Khayber Pakhtoonkhwa, two sub sectors of higher education, General University and professional education taking precedence over primary education; Baluchistan and Sindh expenditures in Technical and Vocational Training depicts increase in FY 08-09 as compared to year 07-08. Statistics show that Primary and Secondary Education hold major share in total education related expenditures. Professional education and Vocational Trainings hold least share in years 08-09. A uniform pattern emerges at the provincial level with Primary and Secondary Education contributing the most to respective aggregate provincial education expenditures. In university/college education, all the provinces exhibit identical trend with a share of 8-10 percent while professional education depicts highest share of 7. 85 percent in the year 08-09. Teacher and Vocational Training assume the least contribution in all but two provinces Baluchistan with 1. 96 percent and Punjab with 2.93 percent of aggregate education expenditures. |Percentage distribution of education expenditures in FY 08-9 and FY 08-09 by province | | | |Federal |Punjab |Sindh |KBRPKTNKWA |Baluchistan |Pak| | | | | | | | |ist| | | | | | | | |an | |Primary Education |6. 2 |37. 4 |40. 71 |38. 01 |34. 9 |32. 4 | | |Secondary Education | 08. 52 |24. 21 |29. 24 |38. 88 |31. 64 |24. 68 | | |University/College |63092 |8. 21 |11. 97 |8 |9. 63 |19. 3 | | |Professional Technical universities |10. 81 |1. 78 |5. 26 |7. 85 |4. 94 |5. 13 | | |Techs & Voc training |. 16 |2. 9 |0. 77 |0 |1. 96 |1. 53 | | Others | |10. 39 |25. 23 |12. 05 |7. 2 |16. 93 |16. 9 | | |Total | |100 |100 |100 |100 |100 |100 | | |Source: Annual Repot SPRS Monitoring Islamabad. Literacy: According to the latest Pakistan Social and Living Standards Measurement (PSLM) Survey 2008-09, the overall literacy rate (age 10 years and above) is 57% (69% for male and 45% for female) compared to 56% (69% for male and 44% for female) for 2007-08. The data shows that literacy remains higher urban areas (74%) than in rural areas (48)and is prevalent for men (69%) Compared to women (45%). However, it is evident from the data that overall female literacy is raising over time, but progress is uneven across the provinces. When analyzed provincially, literacy rate in Punjab stood at (59 %), Sindh (59%), Khyber Pakhtunkhwa (50%) and Balochistan at (45%). The literacy rate of Sind and Khyber Pakhtunkhwa has improved considerably during 2007-08 to 2008-09. According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER), for 2008-09 was 57% as compared to 55% in 200708. All the provinces have shown an increasing trend, with Sindh recording the highest increase, followed by both Khyber Pakhtunkhwa was well as Balochistan. Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the participation rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in case of both male and female saw no change and remained at 91% between 2007-08 and 200809. Sindh and Khyber Pakhtunkhwa have shown Noticeable increase in the respective period. According to latest Pakistan Social and Living Standards Measurement (PSLM) Survey 2008-9 the literacy rate (age 10 years and above) is 57% (69% for male and 45% for (female) compared to 56% (69% for male and 44% for female) for 2007-08. The data shows that literacy remains higher in urban areas (74%) than in rural areas (48%), and is more prevalent for men (69%)compared to women (45%). However, it is evident from the data that overall female literacy is rising over time, but progress is uneven across the provinces. When analyzed provincially, literacy rate in Punjab stood at (59 %), Sindh (59%), Khyber Pakhtunkhwa (50%) and Balochistan at (45%). The literacy rate of Sindh and Khyber Pakhtunkhwa has improved considerably during 2007-08 to 2008-09 According to the data, the overall school attendance, as measured by the Net Enrolment Rate (NER), for 2008-09 was 57% as compared to 55% in 2007-08. All the provinces have shown an increasing trend, with Sindh recording the highest increase, followed by both Khyber Pakhtunkhwa as well as Balochistan. Nationally, the Gross Enrolment Rate (GER), sometimes referred to as the participation rate, which is the number of children attending primary school (irrespective of age) divided by the number of children who ought to be attending, in case of both male and female saw no change and remained at 91% between 200708 and 200809. Sindh and Khyber Pakhtunkhwa have shown noticeable increase in the respective period. [pic] [pic] Source: Annual Pakistan Education Statistics Reports, AEPAM, Islamabad National Education Policy 2009 The new National Education Policy (NEP) 2009 has been formulated after lengthy deliberation initiated way back in 2005. NEP formulation process remained almost dormant during the years 2007 and 2008, owing to fluctuating political situation. The present Government re-activated the NEP process and convened 15th Inter-Provincial Education Ministers (IPEM) Meeting in February 2009 at Islamabad to share the draft NEP and getting implementing partners new political and bureaucratic leadership of education departments of provinces as well as other federating units on board. After establishing consensus at aforesaid IPEM meeting, a summary for the Cabinet on â€Å"National Education Policy 2009† (NEP 2009) was submitted to Cabinet Division in early March 2009, which was  considered by the Federal Cabinet on 8th April 2009. The Honourable Prime Minister directed Ministry of Education (MoE) to share the Policy document with all stakeholders for evolving more broad-based policy actions. MoE also made a presentation before the National Assembly Standing Committee on Education, which endorsed most of the policy actions contained in NEP 2009. Finally, Cabinet in its meeting held on September 9th, 2009 approved NEP 2009. A shift has been made by making national policy a truly ‘national’ rather than a federal matter. For this, it has been recommended that the Inter-Provincial Education Ministers’ (IPEM) Conference, with representation of all the federating units, will be the highest body to oversee progress of education in the country. Problems Of Educational systems of Pakistan. 1- Academic Problems: †¢ Inefficient use of available resources. †¢ Unequal distribution of Faculties among Public & Private Sector †¢ Lack of Monitoring †¢ Lack of standardization of Private Universities. †¢ Emphasize on quantitative education rather than qualitative aspect of education. †¢ Inadequate attention to research and support for it. 2- Management Problems: †¢ Ineffective governance and management structures and practices. †¢ Inefficient Regulatory steps †¢ Strong skepticism about the realization of reform †¢ Politicization of faculty, staff and students †¢ Poor recruitment practices and inadequate development of faculty and staff. 3- Practical Problems: †¢ Lack of internship facilities for students of higher Education institutions and universities. †¢ Week coordination between Universities and industrial, agricultural, and other sectors of the economy. 4- Financial Problems: †¢ Inadequate funding. †¢ Un adjusted fee structure of private universities †¢ No share of Foreign Direct investment in Education sector †¢ No concept of Debt Financing in Education sector 5- Social Problems: †¢ Lack of moral training in Higher Education Institutions †¢ Promoting Westernization on the name of Modernization †¢ Creating social misbalances EFA Education For All Financing education, in general, and especially in the context of the six goals of EFA has Emerged as a key area, which needs urgent attention. More specifically, the study attempts to: i) develop a sound financing plan, based on the financial requirements and available resources to meet EFA targets in the country; ii) accurately estimate the financial resources gap, and serve as a credible instrument to indicate the magnitude of assistance required from external development partners’ iii) understand the financial management procedure prevalent in the country (under a devolved set up, if any); iv) capture the essence of public private partnerships in vogue and its financial implications /benefits through case studies; and v) Recommend a set of suggestions to improve education finance – related to financial management procedures, collaboration between various government departments, coordination with private sector / NGOs and civil society and effectiveness of donor assistance. Based on information obtained from provincial population census reports and population projections by NIPS, the net enrolment in primary education is expected to reach 17. 536 million students in 2015/16. Of these, 9. 041 million will be boys and 8. 495 million will be girls. The total cost of primary education to be incurred by the public sector is estimated to be around Rs. 955,571 million, with Rs. 582,300 million projected to maintain the present participation rate and Rs. 373,271 million to finance the additional students for the achievement of the EFA goal related to universal primary education. The total cost of achieving 86% adult literacy rates for all Pakistani males and females is Rs. 208,197 million while the total cost of achieving a participation rate of 50% in early childhood education for both boys and girls in both urban and rural areas is Rs. 48,329 million. The total bill for achieving EFA goals and targets by 2015/16 is, therefore, about Rs. 1,212,097 million. Problems The main question arising is whether this bill can be met from domestic resources? In Pakistan the absolute amount of budget allocated to education is low. Although education enjoys the highest priority on the social sector agenda, yet allocations are relatively modest due to the intrinsic rigidities in the financial system of Pakistan, arising from more pressing commitments of the country. As national expenditures have always far exceeded revenue collections, fiscal deficits have remained high. To close the resource gap, there has been a historical heavy reliance on external borrowing. In addition, the present geo-political situation of the country is such that high defense allocations are required for maintaining security and national sovereignty. As such, interest payments and defense expenditures make up bulk of expenditures. During the past four years, defense expenditures and interest payments consumed about one-fifth and one-third of total expenditures. The amount spent on social, economic and community services is approximately 15 % of total expenditure. Estimates suggest that of this, almost one-half i. e.about 7%-8% is spent on education. Projections of the financial resources available to meet EFA targets in the three themes, i. e. , primary education, adult literacy, and early childhood education for the thirteen years show that the total budgetary resources available by 2015/16 would be Rs. 786,005 million. Given the financial requirements of Rs. 1,212,097 million, the resulting â€Å"financing gap† is to the tune of Rs. 426,092 million. It may be highlighted that these estimates include an annual average additional cost of achieving Given the financial requirements of Rs. 1,212,097 million, the resulting â€Å"financing gap† is to the tune of Rs. 426,092 million. It may be highlighted that these estimates include an annual average additional cost of achieving UPE by 2015/16 of US $495 million, which compares well with the average annual additional cost of achieving UPE by 2015 for Pakistan estimated by international agencies such as UNICEF (US $790. 38m); UNESCO (US $394. 91 m); and the World Bank (US $660. 69 m. ). However, if a more idealistic approach based on good quality i. e. , five-classroom in urban and two-classroom in rural model schools, is considered, the financing gap is considerably higher and expected to exceed Rs. 2,031,292 million. How these problems can be met? Recommendations? Problems in education can be solved by solving following series of effective approaches. †¢ More resource generation and higher budgetary allocation to education: The major issue in education finance in Pakistan is the low public sector investment. Although education enjoys the highest priority on the social sector agenda, yet allocations are relatively modest due to the intrinsic rigidities (such as resource constraints, large establishment bills due to a large salaried workforce and heavy debt interest repayments) in the financial system of Pakistan, arising from more pressing commitments of the country. Public sector allocations to education have steadily declined over the past five years from 2. 7% of GDP in 1995-97 to 1. 8% of GDP in 2001/02. It is, therefore, recommended that all efforts should be made to enhance the budgetary allocation to education to 4% of GDP, as suggested in the National Education Policy (1998). In addition, innovative approaches should be designed to generate additional resources for increased funds for the education sector, especially to primary education, adult literacy and early childhood education if Dakar targets have to be met by 2015. †¢ Higher proportion of development spending in education: At present, an extremely high proportion (over 95%) of education budgets at the provincial levels are spent on recurrent heads, particularly on salaries of teaching staff, with negligible proportions i. e. , below 5%, remaining for development expenditures due to avoidable delays and budgetary cuts in view of shortfall in resources. It is recommended that besides improving these procedures, more emphasis should be placed on quality improvements such as teachers’ training, curriculum development, assessment systems and overall supervision of delivery of education. †¢ Higher participation of the NGO and private sectors: Though considerable progress has been observed during the past decade in the participation of NGO and private sectors in the field of education, especially primary and university education, but more involvement of NGOs and private organizations would benefit the delivery of educational services . To facilitate this, the national and provincial education foundations also need to play a more active role in guiding and coordinating NGOs and private organizations in â€Å"adopting† public schools and supporting rural community schools to achieve rapid progress in achieving the Dakar goals. Costing of such arrangements needs to be worked out in greater detail and its implications for the financing gap of meeting EFA goals up to 2015. Also, it is essential for the government to provide a legal and policy framework as well as a regulatory mechanism for a realistic and sustainable public-private partnership. †¢ Better efforts to seek required foreign assistance: In view of its commitments to the achievement of EFA goals, the Government of Pakistan has developed a National Plan of Action (NPA) on Education for All for the period 2001-2015, supported by the study based on estimates of financial need and availability of resources, incorporating targets, strategies and investment requirements of primary education, adult literacy and early childhood education. The gap in financial resources required to implement this plan is enormous and will, most certainly, have to be met from external assistance. It is, therefore, recommended that efforts should be made to obtain the required assistance through grants, loans, debt SWAP and/or Fast Tracking Initiative (FTI). Based on the EFA goals of universal free and compulsory primary education of good quality, the study estimates the total cost requirement of the achieving these goals by 2015/16. The total cost on primary education to be incurred by the public sector is estimated to be around Rs. 955,571 million, with Rs. 582,300 million projected to maintain the present participation rate and Rs. 373,271 million to finance the additional students for the achievement of the EFA goal related to universal primary education. [pic] Source Research paper on â€Å"Education for all† ministry of education, GoP Challenges: †¢ Declare education as the highest priority of the government. Explain that unless the impediments of illiteracy and lack of education are removed, the road to democracy will remain fraught with the danger of exploitation of.

The Impacts Of Hazardous Waste On Nature Environmental Sciences Essay

Industrialization has caused a huge sum of risky compounds to come in our ecosystem and finally have a negative consequence on ecological diverseness, H2O handiness and human nutrient concatenation. The past century has seen worlds populate and present a big figure of risky chemical substances into the natural environments. Waste merchandises from industries, agricultural procedures, structural stuffs, medicine/drugs, e-wastes and pesticides which all destructively consequence the environment. The ambiance, biosphere and the hydrosphere, work in unison together to supply a habitable environment to the life being of the universe. Chemicals penetrate dirt, enter the air as emanations and the H2O as wastewater, finally poisoning aquatic beings and impacting the dirts ability to back up workss. Carbon dioxide which is the chief subscriber to the nursery consequence and clime alteration is besides caused by industrial emanations. Chlorofluorocarbons caused ozone depletion planet and over decennaries has caused an inflow of ultraviolent radiation into our planet. Pesticides and fertilisers from farms and gardens overflow into the H2O supply doing eutrophication, the physique up of algae in the river and lake systems doing decease to aquatic beings and doing it impossible to last. There are besides some unsafe chemicals which enter the dirt and groundwater doing familial defects in workss and beings doing it difficult to last and reproduce, therefore doing extinctions of certain workss and carnal species. A survey conducted in Southeast Ukraine found that 0.8 % of the Dnepropetrovsk Region remains portion of the one time 100 % natural ecosystem. This part is known for its huge supply of natural resources. Due to provide industries populated and began mining and fabrication, utilizing and huge sum of resources and bring forthing a big supply of waste, accordingly destructing the environing environment. Hazardous stuffs in ambiance, dirts, flora and H2O were badly contaminated and trials were conducted to find the badness of the issue. Gritsan, NP. , Babiy, AP. , 2000 found In Dnepropetrovsk Region, the release and composing of industrial emanations caused the hapless air quality. In respects to the dirt it was found countries non populated by industries where clean and pollution free, whereas the countries like Dnepropetrovsk and Dneprodzerzhinsk which had a high concentration of environmentally degrading industries consisted of chemicals such as Fe, Cu, Zn, lead and fluoride and where found in high concentrations. † It was determined that concentrations of fluorides in workss turning near big or specific industrial companies were up to 15 times higher than normal. † ( Gritsan, NP. , Babiy, AP. , 2000 ) Food is a necessity for endurance and get downing from hapless disposal or industrial waste we are faced with a job that produces a concatenation of events stoping up in the blood supply of developing fetuss and the blood and tissues of kids, grownups and wildlife species. Man-made risky compounds are come ining animate beings through exposure, inspiration or ingestion. These risky compounds produced by industrial procedures accumulate up the nutrient ironss, inappropriate disposal and leeching from waste and landfill sites and stop up in the natural environment and finally in the manufacturers and consumers. Worlds are the top of the nutrient concatenation and hence consume the overall accretion of risky compounds. A study conducted by Toegepast Natuurwetenschappelijk Onderzoek ( Netherlands Organization for Applied Scientific Research: TNO ) in the Netherlands shows that many of the different types of risky compounds exist in human blood indicating that worlds are exposed to these chemicals. Exposure can be through additives to consumer merchandises or through nutrient merchandises. Since many of these chemicals have a lipophillic nature they bioaccumulate in the nutrient concatenation. The TNO group tested manmade chemicals and found that many of th e compounds where nowadays in nutrients at a concentration of 0.1 to 10 ng/g. The World Wildlife Fund ( WWF ) study Chain of Contamination the Food Link found besides that the most of import exposure path for many of semisynthetic chemicals was through a bioaccumulation. Chemicals being DDT ( DDT ) a man-made pesticide and Polychlorinated Biphenyls ( PCBs ) which are organochlorine found in early industrial merchandises. DDT and PCBs are passed through diet. WWF conducted trials on organochlorine, polychlorinated Biphenyls, brominated fire retardent, perfluorinated chemicals, phthalates, unreal musks, Alkylphenols isomers of nonylphenol and organotins and found all these risky compounds to be present in nutrient merchandises across seven different states. The trials provide an penetration into the earnestness of this planetary job. Food being one concern, H2O handiness is another major concern. Many workss and animate beings need freshwater to last and risky compounds are come ining waterways and polluting fresh water, doing it unsafe and unsuitable for ingestion. Slavek Vasak, Rianne Brunt and Jasper Griffioen in their study â€Å" Arsenic in Groundwater † research maps of groundwater taint based specifically on ; happening of no fresh H2O, high flouride, high arsenous anhydride, high nitrate and the pollution from assorted beginnings. In their research they found many states to hold contaminatd H2O but really diffucult to nail less developed countries around the universe with the same job. Many states rely on groundwater for thier H2O supply and do non hold the resources and fundss to develop ways to take the chemicals from the H2O and are forced to devour contaminated H2O. Hazardous compounds have been used since the beginning of industralisation and it is merely in the past decennary or two where the effects of these compounds have affected our natural ecosytems and manner of life and still their full affect on iving things may non yet be known. New chemicals and merchandises are being manufactured mundane all in which may do injury to the the environment. E-waste is a authoritative illustration of recent merchandises incorporating types of chemcals which are harmful to the environment. In 2005 an estimated 697,000 metric tons of electronic and electrical equipment was consumed while 313,000 metric tons was disposed. ( hypertext transfer protocol: //www.environment.gov.au/settlements/waste/electricals/index.html, 12/05/10 ) E-waste contains risky stuffs including quicksilver, lead, arsenic brominated fire retardents, Be and Cd. If non desposed right potentailly all the compounds present can leach into natural ecosystems and cause terrible nowadays and future jobs. Australia and the universe recognize they are faced with a planetary job in respects to risky wastes. They strive to restrict and forestall any amendss on the natural environment. In 1992 â€Å" The Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and their Disposal † ( hypertext transfer protocol: //www.environment.gov.au/settlements/chemicals/hazardous-waste/conventions.html 14/05./10 ) was implemented and in 2002 was sanctioned by 151 states including Australia. Australia signed the Basel Convention in 1992. The Convention is implemented in Australia by the Hazardous Waste ( Regulation of Exports and Imports ) Act 1989. ( http: //www.environment.gov.au/settlements/chemicals/hazardous-waste/conventions.html, 14/05/10 ) . It forced states to environmentally pull off risky wastes in a safe manner when importation and exporting. In implicating the minimisation of risky waste production, supplying disposal installations, cut downing the motion of risky waste, pull offing waste with respects to the environment and prevent and punish illegal traffic of waste. In visible radiation of the above there are options at a local graduated table where concerns and persons can forestall risky waste jobs in many ways ; risky compounds can be recycled, diminish the usage of risky stuffs in production, better labeling and record maintaining of stuffs, better storage and supply safer transit methods The environment is a complex system made up on interrelated ecosystems and any changes can do dramatic impacts on present and future environments. The impact of worlds is besides complex we live a complex life style and as we progress technologically and as a species we do it at the disbursal of the environment. The extinction of species along the concatenation may intend the loss of utile familial stuff or life salvaging malignant neoplastic disease drugs or safer options to the unsafe chemicals in usage at the minute. In order to battle this job we need to weigh out the hazard and benefits of a munificent life style and happen options to go on progressing without destructing the natural environment.

Sensitive Periods in Summary and Implication for Montessori Teachers

SENSITIVE PERIODS IN SUMMARY AND IMPLICATION FOR MONTESSORI TEACHERS SENSITIVE PERIOD FOR MOVEMENT †¢Movement is tied to intelligence KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATMovement/Activity (sitting, crawling, cruising etc) WHEN DOES IT APPEAR PEAK DISAPPEARS It appears at pre-birth (0 month) 1-2 years At death and cessation of movement (paralysis) DEVELOPMENTAL AIM- To enable the child to explore his own environment – To perfect himself and his personality through work with his hands INNER WORK TAKING PLACE1. The horme drives his need to develop coordinated movement 2.The child’s attention is focused on learning to move and balance, and then unite this function (i. e. the child moves to learn) 3. Physical and movement of the mind i. e. the mind controls the physical 4. For the child walking is like a second birth. The child is no longer helpless but active. SIGNS WE SEE1. We notice each milestone in the child’s development of motor skills. 2. The child has an overwhelming need to manipulate and handle objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child is joyful and content. 2. The child shows no tiredness from working. 3. The child is more satisfied in doing the work than the end result.BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will be unhappy, fretful, tearful and fearful because he would sometimes be ignored. 2. Death of the child’s spirit, if the child is constantly ignored. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The child has to be given opportunities and space to move around and explore his environment. 2. They have to understand the child’s desperate need to move, to handle and manipulate objects. 3. The child needs to see adults who model, precise, careful movement so that he can see how it is done. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1.The child needs opportunities and encouragement to work with HIS hands by HIMSELF. 2. The child needs INTERESTING and PURPOSEFUL activities that will refine his movement. 3. The child needs time to work at his own PACE, to practice and repeat as long as he has to or wants to. 4. The child needs activities that would refine his gross & fine motor skills stimulation. 5. The child needs adults who model precise, careful and economical movement for the child to copy- so that the child does not dissipate energy WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Education for the young child must be founded on movement. . Trainee teacher must understand the child must move and explore to live. 3. The trainee teacher must prepare an adequate environment and activities to encourage fine &gross motor movement. 4. You must plan routines for children, to involve not only seating and listening but also doing (participate, be active in the exercise) SENSITIVE PERIOD FOR ORDER For the child, order is a necessity for him to develop. He therefore needs to orientate himself. KEYWORDSADDITIONAL IDEAS S ENSITIVE TO WHAT1. Physically- controls his movement (i. e. sitting, crawling etc, perfect the skills 2.Emotionally – the child can only build trust if there is consistency 3. Intellectually- intelligence and logical thinking is dependent on outer order, the physical order balance out his internal order which helps his intelligence. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from the first few months of life It peaks at 2years It begins to disappear at 4years DEVELOPMENTAL AIM- To develop the child’s ability to think clearly and logically; and also to help with the ability to make well thought decisions. – It helps the child to make sense of the world, by seeing and understanding how things relate to each other. It helps the child to understand where he/she fits into what he experiences. – For the child outer order is equal to inner order. INNER WORK TAKING PLACEOrder needs to be absorbed from the order at home, in the classroom and the people around the child (i. e. order is like a cycle) SIGNS WE SEE1. The child’s determination to order & coordinate his movement 2. The child is content in an environment that is ordered and with people who are trustworthy. 3. The child will set things in order within the environment; he places objects where they belong. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.There is joy and contentment in the child. 2. He shows joy in working. 3. The child works independently. 4. The child works in an orderly cycle of activities- he completes his work cycle all the time. 5. He begins to think logically and makes careful decisions. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child works chaotically 2. He does not complete his work cycle 3. The child exhibits some form of disruption to others while working. 4. The child is generally unhappy and cries a lot 5. The child may show disharmony â€Å"naughty† or aggressive behavior WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME3.The child needs a precise environment for every room the child uses 2. Parents can avoid tantrums if they are aware of this sensitivity and respond appropriately 3. The child needs trustworthy and consistent adults 4. The parents need to provide the child with limited resources to develop logical thinking, WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Trustworthy and consistent adults. 2. The child needs a precise and prepared environment 3. The child needs adults who are knowledgeable and understanding (trained and spiritually prepared. . Provide the child with opportunities to make decision i. e. freedom of choice 5. Keep consistency in work and behavior WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Without the outer order provided for, the child will suffer by not developing an inner order and would therefore not develop an orderly way of thinking even as an adult. SENSITIVE PERIOD FOR INTEREST IN SMALL OBJECTS For the child it is as if a special time has been set aside for exploring and appreciating the mysteries of creation and nature which would be overlooked by the busy adult.The child needs the time and the means to explore his work. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. He focuses his attention on details in every aspect of his life – his body, surroundings, work, and people around him. 2. He notices and he is extraordinarily interested in very small objects and fine details in tiny objects, pictures, precise movements, gestures, sounds and languages. WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at about 1year Peaks about 11/2 years Disappears from 4years DEVELOPMENTAL AIM1. To develop the child’s faculty of attention and concentration. 2.By controlling attention, the child can concentrate on sounds, precise movements, subtle social gestures and detail in objects to help gain a clear impression of size, shape and colour. INNER WORK TAKING PLACE1. Through the absorbent mind and the force of this sensitive period the child unconsciously adapts to her culture & society and promotes her own development. 2. The child will see with â€Å"new eyes† and get clearer impressions to help to order his mind aright. SIGNS WE SEE1. The child is joyful when in contemplating small insects and tiny objects. 2. The child is very observant of fine details and would sometimes point it out. . The child notices a chip/defect in materials and in effect would not use it. 4. If the child puts on a clothing whose button is lost and it is replaced, if the button does not match the child will become distressed. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child would be joyful in contemplation – happily doing his work 2. The child is joyful and content. 3. The child develops concentration. 4. The child loves to explore indoor and outdoor world. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will show some signs of frustration if he is not allowed time to examine and if he is watched. . H e may throw tantrums, if he is taken away from his examination of something. 3. He loses interest in exploring and been observant. 4. The child stops concentrating and focusing his attention. 5. He jumps erratically from one activity to the next. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult must respect the child’s need to examine minutely. 2. The child needs to be given time to look and be attentive. 3. The child should be allowed time to stop and explore when working with an adult. 4. The child should be provided with objects and images with details. 5.The child should be protected from disturbance when he is concentrating. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The very small child who has this sensitive period fulfilled will continue to be acutely absorbent of fine details and thereby focuses his attention easily. 2. Activities that will give the child opportunities in classroom & outdoor environment should encourage this â €“ THE CHILD WHO CANNOT CONCENTRATE CANNOT LEARN. TO-DO: 1. Set an example and be a good role model for the child especially in our attitude, life values, speech, cultural behavior and consideration for others. . Give d child a clear understanding of what is acceptable and unacceptable behaviours (i. e. ground rules in class) 3. In the Montessori approach it is fundamental to aid the child’s development of concentration through purposeful and interesting work with an orderly sequence, protection from disturbances, time to explore, exposure to different sounds in words, materials to refine his senses, exposure to socially acceptable behaviours, we must respect the child’s need of sensitivity to fine details.WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Parents and teachers must respect the child’s need for time to explore and contemplate and encourage the child’s observant nature. 2. Provide an environment and opportunities that encourage observatio n and exploration for the child. 3. We must keep an orderly and precise environment so that the child can focus his attention 4. You must note that concentration is the key to learning; therefore a precise and orderly environment is a condition for concentration to develop.SENSITIVE PERIOD FOR SOCIAL ASPECT OF LIFE – GRACE& COURTESY The child attempts to learn the manners and culture of his/her environment and serve others as well as himself or herself. It is therefore good to involve the child in your daily life as much as possible. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATThe child is intensely interested in the customs, habits and culture of his/her own community WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears between ages 2yrs – 2 1/2 years (mothers always recognize the child’s need for wider social experiences). It is at this age the child usually starts or attends daycare center.It peaks at about 4years. It disappears at about 5 ? years DEVELOPMENTAL AIM1. To entirely adapt to his/her own culture and circumstances 2. To be integrated and identifiable in his/her own society INNER WORK TAKING PLACE1. All the work of the unconscious absorbent mind which takes in all impressions equally, know differentiation between positive or negative social values and customs to form the child’s personality and traits for life typical of his/her culture. 2. The child is acutely observant of his/her social group especially his/her family unit – he/she takes in their verbal & non- verbal behaviour and fixes them for life, good & bad. . Remember that the child is also sensitive to fine details at the same time, this sensitive period is like an extra spot light on the details of his/her family and social experiences SIGNS WE SEE1. The child stands and watches a lot – observes all aspects of social life such as greetings, courtesy, respect, how people treat one another, how they dress, eat etc. Their habits and beliefs, people’s way of talking and gesturing, people’s attitude and outlooks on life. 2. The child tries to imitate what he or she sees and hears. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.The child exudes confidence and positive self-esteem. 2. Begins to join in the community life of the pre-school- first watches, stands at the edge and later accepts invitation to join in. 3. The child is joyful and content. 4. Learning and working is easy. 5. The child is interested in and repeats activities of grace and courtesy. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLEDIf the child has had poor models of social attitudes, values and behaviours he/she would emulate them and they will become fixed for life as in; 1. Poor table manners. 2. The child exhibits discourteous behaviour (very rude and unruly). . The child id tolerant of some people’s behaviour and intolerant of others (mood swings). 4. The child is disrespectful of others space, possession and values. 5. The child exhibits aggressiv e and disturbing behaviour. 6. Because of his behaviour he is shunned by other children he is either distressed by the shunning or he is full of bravado (I don’t care attitude) 7. The child is not integrated and identifiable in his/her society. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOMEParents needs to; 1. Understand how the child’s mind works and absorbs everything. . Parents need to set an example and be good role model for the child especially in attitude, life values, speech, cultural behaviour and consideration for others. 3. Give the child a clear understanding of what is good and what is evil, what is acceptable and not acceptable behaviour to them. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The Montessori Pre-school needs to create a sense of community within the pre-school. 2. We need to allow the time to observe before joining in and contributing to the pre-school community. 3.The development of community life in the Montesso ri pre-school involves each member taking responsibility for himself or herself and the environment. The child has to learn how to put away activities for the next person to be able to use it and clean up after he had made a mess. These are ground rules for acceptable behaviours and younger ones will follow suit. 4. The development of community life is dependent on mixed abilities and ages and the opportunity for the child to teach one another the lesson, he/she has learnt. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1.If the child is exposed to disrespectful attitudes towards himself/ herself and his/her needs, he/she will grow up to be a disrespectful member of the society. 2. Care givers have the responsibility of informing parents and their communities about the work of the child absorbent mind and the need for positive role models in the child’s life. SENSITIVE PERIOD FOR REFINEMENT OF SENSES KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The need to see, touch, taste, s mell, hear and manipulate everything around him. 2. The child is in active pursuit of sensorial stimuli, he is now trying to move, in order to learn.WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at pre-birth. The child touches, feels and hears while still in the womb. It peaks between 2years- 5 1/2 years DEVELOPMENTAL AIM1. He is learning – the only way a child learns is through his senses and personal experiences (hands on). 2. The child tries to gain information about his environment. 3. To order the impression gathered so far. 4. The child tries to pair and classify – this is the function of sensorial curriculum. 5. Helps the child to look for fine distinctions i. e. grading or categorizing 6. Consolidation of knowledge. Sensorial Curriculum is designed to help the child to sort out, clarify and classify all of the impression he gathers from his environment. INNER WORK TAKING PLACEAll the inner work is achieved by the absorbent mind and the child’s developmen t of coordinated movement so that he can work with his hands. SIGNS WE SEE1. The child is first to touch and manipulate everything in his reach. 2. The child has an overwhelming interest in colour, shapes, size and the feel of objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. Joyful learning. 2. The child works actively and explores through his senses. . The child does not get tired by work. 4. The child is eager for more experiences. 5. The child has an increased awareness of the outside world 6. The child has love and care for the world and people BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child cannot develop because he does not have the full function of all of his senses. 2. The child will become apathetic (not happy, angry towards everyone) 3. The child shows certain behaviours such as been noisy, displaced/disturbed. 4. The child will not sit still to listen nor will he want to listen.WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult attitude shou ld change allow the child to touch, explore and experience as much as possible. 2. The adult should respect the child’s need to repeat activities. 3. The adult must understand that manipulation is vital to his development. 4. The household must be rearranged willingly to suit these needs. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The adult must provide sensorial keys to each sense through the sensorial curriculum. 2. Isolation of stimulus (i. e. only one sense is attended to with an activity. . We work from concrete to abstract, because the child works with the real thing before he begins to abstract. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. The refinement of sensorial impression lays a firm foundation for future learning, so the children should be provided with an adequate environment with sensorial activities and experiences. 2. The teacher should note that education in the school must be sensorial based if not the children cannot develop int elligence and would not love life and learning Note: Sensorial is the KEYS to the child’s universe.Chinese Proverb: I see I forget, I hear I remember, I do I understand. Whatever a child does becomes part of the child because the child has participated and his/her hands have touched the materials or activity. It therefore becomes a part of him/her. SENSITIVE PERIOD FOR LANGUAGE KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The human voice 2. The rhythm and flow of the sounds of words without necessarily understanding what they mean. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from birth It peaks at about 2years and explosion into speechIt disappears at about 5 years DEVELOPMENTAL AIM1. To adapt the child to his/her own culture and circumstances 2. To fulfill his/her tendencies and need to be socially integrated 3. To be able to express his/her own personality and spirit 4. To be able to think and develop his/her reasoning intelligence INNER WORK TAKING PLACEInner working pr ecedes every outer signs SIGNS WE SEE1. Each milestone in the child’s development of language such as babbling, cooing etc. 2. The child’s love for song, stories and poems. 3. Listen to sounds and tries to copy them. 4.Learn new words easily (Note: PLEASE USE CORRECT LANGUAGE WITH THE CHILDREN AND NOT BABY TALK) as it is an obsolete language. 5. The child practices â€Å"writing† long before he/she starts/has the skills to write. 6. Tries to â€Å"read† long before he/she knows the sounds and sand paper letter. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child expresses joy and contentment. 2. Love to talk and talks all time. 3. Contributes in group activities. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child is withdrawn and unhappy. 2. Does not join in activities. 3. Cannot settle to work and concentrate. . The child cries a lot and he is fretful because he cannot express his needs and he is often misunderstood. 5. The child can get very frustrated and may result to aggressive behaviour such as biting, kicking, crying etc. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. A rich exposure to language, he needs to see adults enjoying talking, singing, writing & reading. 2. He needs to see exaggerated movement of the mouth so he can see how sounds are made. 3. The child needs to hear correct pronunciations; so that he hears the individual sounds of words he is trying to make. 4. The hild needs to hear variety of word from a broad vocabulary that is the only way he can increase his vocabulary. 5. The child needs to hear correct, precise language from whoever is speaks whatever language to the child. 6. The child needs to hear correct sentence construction. 7. The child needs to be listened to with full attention. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Provide an atmosphere and have the attitude that encourages the child to talk, be an amiable approachable teacher. 2. Find time to chat wi th individual children and show them that you care and you are interested in them. . Find time to listen to individual children. 4. Find time to listen patiently to the child whose language is slow. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAININGAll the elements of language including grammar should be learnt while the child is in his/her sensitive period for language and as he/she learns it so effortlessly and easily; but if he/she learns it later then it would be hard and full of errors – he/she would have to be taught, it would develop spontaneously if not given the right opportunities and encouragement at the right time.To Do’s To be knowledgeable about the development of language and to know which; 1. To know which activities to prepare, to promote a firm foundation in spoken language. 2. Activities to prepare the child’s hand for writing (i. e. indirect preparation for writing). 3. Activities that would prepare the child to read (indirect preparation for rea ding). Note: if the teacher does not do these, the child’s learning will be hard, schooling a negative experience.

Advantages Or Disadvantages Of Internet

The computer was a fundamental innovation which flipped the world upside down. Some argue that it is a blessing whilst others insist that in spite of all the commodities it brought about with it, it is a curse.Computers are necessary in all spheres of life. To begin with, the computer has a vast array of software which is beneficial for both young and old people. Young children can enjoy playing games on the computer whilst beginning to learn reading and writing. It is much safer that having children playing around in the streets since there is a high risk of someone being hurt. Computer studies are proliferating in our schools because the computer has become so important throughout our lives.In business, the computer, is a surely a real blessing. Apart from being more organized nowadays one can also extend his business and adverts throughout the world with e-commerce. Creating a website is easy and cheap to sustain. One can also work from the commodity of his home as well as doing s hopping and having the products delivered in a short time.It has become second nature for us to chat with friends and socialize through networks. One can communicate with his relatives abroad easier and it is far cheaper than phoning overseas. For students it is a real gem. Computers are a huge source of information. There is software such as encyclopedias which are very useful when doing a research for school. Besides, one can also spend less time searching in vain in books.It is also a truism that computers have their negative aspects as well. Being seated on the chair in front of the screen for a long time can lead to back problems later in life. One can even damage the wrist. Another disadvantage is that children of the computer era are lazier than the ones before. They are not adventurous at all and are brought up with the mentality of living life without pain or any effort.Many children are obsessed with gaming and some become spendthrifts as time passes by because they buy pl enty of games and upgrades for their computers. On the internet there is not enough data protection and having children surfing the net on their own is bad. Parents must be aware of the potential harm their children may be exposed to and they must be computer literate for the sake of the benefit of their own children.Life without computers is unimaginable and in the long run the computer is very useful. Although it has some negative effects, it needs to be utilized properly with proper supervision and knowledge so that all the benefits of the computer are exploited.

BVC Company Law Assignment Essay Example | Topics and Well Written Essays - 3000 words

BVC Company Law Assignment - Essay Example Tyler from the directorship of the company was valid or otherwise. 3. Winding up proceedings, based on a statutory demand in proper form, have been commenced against the company. The petition has already been advertised and the company’s bank accounts have been frozen. The company wrote to the creditor, when underlying debt was first demanded, stating that the agreement was that the creditor’s invoices were payable after 60 days. I have been informed that the petition was given to a junior employee, who did not understand what it was, and it was not until very recently that Mr Henderson heard of it and immediately contacted the instructing solicitors. They also contend that since the bank accounts are frozen, it is not possible for them to pay off the petitioning creditor. Summary of Advice 4. As a director, Mr. Tyler owed a duty to take reasonable care and caution when dealing with the company’s assets. By misusing the credit cards of the company, he had breache d his duty. The removal of Mr. Tyler can be justified on the basis of his mismanagement of the company’s funds and his general conduct during the period of his directorship. The only problem in this regard is Article 11 of the Articles of Association of the company, where it requires the passing of a special resolution for the removal or appointment of a director. Under CA 2006, a director can be removed by simple majority but with special notice. The brief is silent about the special notice. Thus, a special notice and a chance of hearing to defend against the removal is mandatory before taking the decision of removal Mr. Tyler. Thus, his removal without these prerequisites can be invalidated. In my opinion, although the current directors have a prospect of getting a court decision in their favour, if a claim is brought under unfair prejudice Mr. Tyler can stake a personal claim or derivative claim or a claim for the just and equitable winding up of the company. In my opinion , the best option available to the company and its directors is to offer to buy Mr. Tyler’s shares at a fair rate. 5. With respect to the winding-up petition, Mr Henderson would like to dispute the petition on the basis of his letter to the creditor, when they first demanded the payment explaining that under the company’s standard terms and conditions it has 60 days time lag after receipt of invoices. The petition can be disputed, as the company has a policy to pay its debts within 60 days of receiving the invoice, which can be discerned from the company’s previous transactions. The company can apply for an injunction or an application for the rejection of the insolvency proceedings, but there are chances that the court may issue an order against the company, which will result in additional costs being incurred by them. In my opinion, the best option available to the company is to make an application to the court for the assurance of a validation order so that t he company can pay its outstanding debts. As the company’s accounts are held at one branch and the bank has frozen the bank account, the company can ask for a validation order to allow it to use its accounts to pay off the debts. Removal of Mr Tyler from the Directorship 6. Mr. Tyler was removed from his capacity as a director of the company during the last year, when the other directors decided that Mr.