Education in India Essay

Takshasila was the earliest recorded centre of higher learning in India from at least 5th century BCE and it is debatable whether it could be regarded a university or not. The Nalanda University was the oldest university-system of education in the world in the modern sense of university. [2] Western education became ingrained into Indian society with the establishment of the British Raj. Overall System Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central,state, and local. Education in India falls under the control of both the Union Government and the State Governments, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are controlled by the Union or the State Government. The National Policy on Education (NPE) is a policy formulated by the Government of India to promote education amongst India’s people. The policy covers elementary education to colleges in both rural and urban India. The first NEP was promulgated in 1968 by the government of Prime Minister Indira Gandhi, and the second by Prime Minister Rajiv Gandhi in 1986. It emphasizes three aspects in relation to elementary education: * universal access and enrolment, * universal retention of children up to 14 years of age, and * a substantial improvement in the quality of education to enable all children to achieve * Revival of Sanskrit and other classical languages for contemporary use. Today education system in India can be divided into many stages. * Pre- Primary – It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words. * Primary – It includes the age group of children of 6-11 years studying in classes from first to fifth. * Middle – It consists of children studying in classes from sixth to eighth. * Secondary – it includes students studying in classes ninth and tenth. * Higher Secondary – Includes students studying in eleventh and twelfth classes. * Undergraduate – Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years. * Postgraduate – After completing graduation a student may opt for post graduation to further add to his qualifications. 10+2+3 pattern [. * The central and most state boards uniformly follows the â€Å"10+2+3† pattern of education. [11]:3 In this pattern, 10 years of primary and secondary education is followed by 2 years of higher secondary (usually in schools having the higher secondary facility, or in colleges),[11]:44 and then 3 years of college education for bachelor’s degree. [12] Distant Education * National Open University (IGNOU), New Delhi is one of the mega open universities in the world and caters to around 1 million students around the world. Vocational Education. Vocational Education at Certificate level are offered by 1500 vocational institutions in the country in the areas of agriculture, business, commerce, health and para-medical, home science and humanities in addition to engineering trades. Primary Education in India The World Education Forum, held in 2000 set an ambitious goal: universal primary education by the year 2015. Schooling all children until they reach young adulthood is recognized as important because it leads to many substantial positive effects: better family health, lower birth rate, higher productivity, higher earnings, and improved economics of the country as a whole. Globally, however, more than 115 million children of primary school age do not attend school. The Indian government lays emphasis on primary education up to the age of fourteen years, referred to as elementary education in India. [14] The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. Further, education has been made free[14] for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. [18] Current status of primary education in IndiaAbout 20% of Indian children between the ages of six and 14 are not enrolled in school. Even among enrolled children, attendance rates are low and 26% of pupils enrolled in primary school drop out before Grade 5. The situation is worse in certain sectors of the population Despite a vibrant emerging economy and a string of excellent colleges that produce high caliber professionals, India has not made the grade yet on primary education. Hurdles in primary education (double it as general problems as well) Shortage of resources and lack of political will. High pupil to teacher ratios,(shortage of teachers –one teacher schools) Shortage of infrastructure and poor levels of teacher training. (toilet for girls etc. ) The National Curriculum Framework for Teacher Education of 2009 recommended longer preparation for teachers, but the B. Ed curriculum structure continued to be for a single year. There is also a lack of enough skilled trainers and preparation to develop skills, abilities and attitudes to teach students. Poverty and illiteracy of the parent Gender Issues(girls cannot study). Social Issues like caste system (some castes are not allowed) Several efforts to enhance quality made by the government. (primary education) The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. [19] 85% of the DERP was funded by the central government and the remaining 15 percent was funded by the states. [19] The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3. 5 million children, was also supported by UNICEF and other international programmes. [19] . [19] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. [19] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality HERE first Write to improve all the above negative issues. Sarva Shiksha Abhiyan (SSA)/Right to Education (RTE). Sarva Shiksha Abhiyan (Education for All Movement) is a programme by the Government of India aimed at the universalization of elementary education â€Å"in a time bound manner†, as mandated by the 86th amendment to the Constitution of India making free education to children aged 6–14 (estimated to be 205 million in number in 2001) a fundamental right. The programme was pioneered by Atal Bihari Vajpayee. SSA is being implemented in partnership with State Governments to cover the entire country and address the needs of 192 million children in 1. 1 million habitations. In FY 2009-10,60% of SSA funds came from GOI. This has now been revised to 65%. The programme is looking to open new schools in those habitations without schooling facilities and to strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants. SSA is now the primary vehicle for implementing the Right to Free and Compulsory Education Act (RTE). National Programme for Education of Girls at Elementary Level (NPEGEL) The National Programme for Education of Girls at Elementary Level (NPEGEL), is a focused intervention of Government of India, to reach the â€Å"Hardest to Reach† girls, especially those not in school. Launched in July 2003, it is an important component of SSA, which provides additional support for enhancing girl’s education over and above the investments for girl’s education through normal SSA interventions. The programme provides for development of a â€Å"model school† in every cluster with more intense community mobilization and supervision of girls enrolment in schools. Gender sensitization of teachers, development of gender-sensitive learning materials, and provision of need-based incentives like escorts, stationery, workbooks and uniforms are some of the endeavors under the programme. The future of primary education in India The importance of universal primary education has now been widely recognized by everyone involved. Policies and pledges are easy to make but implementation can be difficult and goals hard to achieve, especially in a vast and populous country such as India. International agencies, the government of India, and the numerous NGOs will have to work together with will, wisdom and tremendous energy to make their desire for universal primary education by 2015 a reality in India. Secondary education. For several decades, it has been argued in the literature that secondary education needs to be expanded both as a response to increased social demand and as a feeder cadre for higher education, giving little emphasis to its other important functions. It is also argued that investment in secondary education yields considerable social and economic returns, making it crucial for national development India is following a service-led growth model and striving hard to survive the global competition, in these conditions it is being increasingly recognised that secondary education, is the most critical segment of the education chain. Apart from the bottom-up pressure (i. e. arising from the growth of primary schooling) and the top-down pressure (as the source of potential intakes for higher education) for its expansion, there is a need to pay greater attention to secondary education as it caters to the needs of the most important segment of the population – adolescents and youth, the source of the future human and social capital of a nation. Secondary education covers children 14–18 which covers 88. 5 million children according to the Census, 2001. Features * A significant feature of India’s secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. * Professionals from established institutes are often called to support in vocational training. * Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. [27] * A significant new feature has been the extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan[28] Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education. [7] but which was converted into Inclusive Education at Secondary Stage[29] The government started the Kendriya Vidyalaya project in 1965 for the employees of the central government of India to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee’s family has been transferred. [7] Policy Initiatives in secondary education After independence, the first step towards improving policy planning for development of secondary education was the setting up of the Secondary Education Commission in 1952(also known as the Mudaliar Commission). The primary objective of the Commission was todiagnose the growth pattern and suggest measures for reorganisation and improvement ofsecondary education. The commission’s major recommendation was to develop a 3-yearnational system of secondary education after 8-years of elementary education (8 + 3 systemof school education) to make it a complete stage. The commission also recommended thereconstruction of the syllabus to provide a wider and more balanced course and adopt mother tongue as the medium of instruction (Kabir, 1955). Nearly one-and-a-half decades after the Mudaliar Commission, the Kothari Commission(1964-66), while articulating goals and objectives at all stages of education in the context ofnational development priorities, recommended for a 4-year secondary education system anddiscontinuing the practice of ‘streaming’ up to Grade X. It may be noted that, ten years afterthe commission submitted its report; education was placed in the Concurrent List States and the centre responsible for its development. This changed the policy context fordevelopment of secondary education. The National Policy on Education (NPE), of 1986 subsequently reiterated the views of the Education Commission to implement a 4-year secondary education system across the states and UTs. 23 The NPE emphasised improving equitable access to secondary education and the enrolment of girls, SCs and STs, particularly in science, commerce and vocational streams (Para 5. 13 of the NPE, 1986). The NPE and the Programme of Action (POA), 1992 while recognising secondary education as a critical instrument for social change, called for its planned expansion. The NPE, (as modified in 1992) specifically laid emphasis again on increasing access to secondary education with particular focus on participation of girls, SCs and STs; increased autonomy of Boards ofSecondary Education to enhance their ability to improve quality; introduction of ICT inschool curriculum for coping with globalisation; renewed emphasis on work ethos and valuesof a humane and  composite culture in the curricula; And vocationalisation through specialisedinstitutions or through the refashioning of secondary education to meet the manpower requirements of the growing Indian economy Rashtriya Madhyamik Shiksha Abhiyan (RMSA) This scheme was launched in March, 2009 with the objective to enhance access to secondary education and to improve its quality. The implementation of the scheme started from 2009-10. It is envisaged to achieve an enrolment rate of 75% from 52. 26% in 2005-06 at secondary stage within 5 years of implementation of the scheme by providing a secondary school within a reasonable distance of any habitation. The other objectives include improving quality of education imparted at secondary level through making all secondary schools conform to prescribed norms, removing gender, socio-economic and disability barriers, providing universal access to secondary level education by 2017, i. e. , by the end of 12th Five Year Plan and achieving universal retention by 2020. Inclusive Education for the Disabled at Secondary Stage (IEDSS) The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) has been launched from the year 2009-10. This Scheme replaces the earlier scheme of Integrated Education for Disabled Children (IEDC) and would provide assistance for the inclusive education of the disabled children in classes IX-XIITo enable all students with disabilities, after completing eight years of elementary schooling, to pursue further four years of secondary schooling in an inclusive and enabling environment. Higher education India’s higher education system is the third largest in the world, after China and the United States. [32] The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. [33] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. [34] In India, education system is reformed. In future, India will be one of the largest education hub. After passing the Higher Secondary Examination (the grade 12 examination), students may enroll in general degree programmes such as bachelor’s degreein arts, commerce or science, or professional degree programmes such as engineering, law or medicine. [31] As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 33 institutes which are of national importance. [33] Other institutions include 16,000 colleges, including 1,800 exclusive women’s colleges, functioning under these universities and institutions. [33] The emphasis in the tertiary level of education lies on science and technology. [35] Indian educational institutions by 2004 consisted of a large number of technology institutes. [36] Distance learning is also a feature of the Indian higher education system. [36] Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of undergraduate education in engineering. [36] The IITs enroll about 10,000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India. [37] Several other institutes of fundamental research such as the Indian Association for the Cultivation of Science (IACS), Indian Institute of Science IISC), Tata Institute of Fundamental Research (TIFR), Harishchandra Research Institute (HRI), are acclaimed for their standard of research in basic sciences and mathematics. Government programs on Education Rashtriya Uchattar Shiksha Abhiyan[. The Rashtriya Uchattar Shiksha Abhiyan is a centrally sponsored flagship umbrella scheme aimed at providing strategic funding to State higher and technical institutions. States will develop comprehensive state higher education plans that utilize an interconnected strategy to address issues of expansion, equity and excellence together. Central funding will be linked to academic, administrative and financial reforms of state higher education. The Rashtriya Uchattar Shiksha Abhiyan proposes to put a ceiling of maximum number of colleges to be affiliated to any university at two hundred . [17] Higher Education and Eleventh Plan (2007-2012) With the objectives and proposals of the Plan as the basis, the report mentions that the private sector has played an instrumental role in the growth of the sector. Private institutions now account for 64% of the total number of institutions and 59% of enrollment in the country, as compared to 43% and 33%, respectively, a decade ago. The Government has also given the required thrust to the sector in its Five Year Plans. During the Eleventh Plan period (2007–2012), India achieved a Gross Enrollment Ratio (GER) of 17. 9%, up from 12. 3% at the beginning of the Plan period. India’s higher education system faces challenges on three fronts: Expansion:India’s GER of16% was much below the world average of 27%, as well as that of other emerging countries such as China (26%) and Brazil (36%) in 2010. Excellence:Faculty shortage – there is 40% and 35% shortage of faculty in state and central universities, respectively. Accredited institutions – 62% of universities and 90% of colleges were average or below average in 2010, on the basis of their NAAC accreditation. Low citation impact – India’s relative citation impact is half the world average. Equity – There is wide disparity in the GER of higher education across states and the Gross Attendance Ratio (GAR) in urban and rural areas, and gender- and community-wise Drawbacks of Indian Higher Education System * Besides top rated universities which provide highly competitive world class education to their pupils, India is also home to many universities which have been founded with the sole objective of making easy money. * Regulatory authorities like UGC and AICTE have been trying very hard to extirpate the menace of private universities which are running courses without any affiliation or recognition. Indian Government has failed to check on these education shops, which are run by big businessmen & politicians. * Many private colleges and universities do not fulfill the required criterion by the Government and central bodies (UGC, AICTE, MCI, BCI etc. ) and take students for a ride. * Quality assurance mechanism has failed to stop misrepresentations and malpractices in higher education. At the same time regulatory bodies have been accused of corruption, specifically in the case of deemed-universities. [39] Road Ahead in Higher Education * Merit-based student financing: This should ensure admissions to meritorious students independent of financial background * Internationalization of education: This would entail aligning different aspects of education (curriculum, faculty, etc) to international standards * Enabling a research environment. This would involve creating adequate means of research funding and practical application of research * High quality faculty: The need of the hour is to create a conducive environment and provide incentives to attract and retain high quality faculty. * Improved technology for education delivery: Leveraging technology for enhancing the teaching-learning experience will ensure better outcomes * Employability: Making education-industry relevant and practical would be the right way to ensure a highly employable talent pool India’s higher education system can be expected to be better aligned to industry and global practices, and be more transparent and inclusive by the end of Twelfth Plan period, provided the Government is able to create an enabling regulatory environment and put in place robust implementation, monitoring and quality assurance mechanisms. * Legislative support. One of the most talked about bill is Foreign Universities Bill, which is supposed to facilitate entry of foreign universities to establish campuses in India. * Private Sector-The private sector can be expected to play an instrumental role in the achievement of these outcomes through the creation of knowledge networks, research and innovation centers, corporate-backed institutions, and support for faculty development. Saakshar Bharat (Saakshar Bharat)/Adult Education. The Prime Minister of India launched Saakshar Bharat, a centrally sponsored scheme of Department of School Education and Literacy (DSEL), Ministry of Human Resource Development (MHRD), Government of India (GOI), on the International Literacy Day, 8th September, 2009. It aims to further promote and strengthen Adult Education, specially of women, Education Governing Bodies he Central Board of Secondary Education (CBSE): This is the main governing body of education system in India. It has control over the central education system. It conducts exam and looks after the functioning of schools accredited to central education system. * The Council of Indian School Certificate Examination (CISCE): It is a board for Anglo Indian Studies in India. It conducts two examinations ‘Indian Certificate of Secondary Education’ and ‘Indian School Certificate’. Indian Certificate of secondary education is a k-10 examination for those Indian students who have just completed class 10th and Indian school certificate is a k-12 public examination conducted for those studying in class 12th. * The State Government Boards: Apart from CBSE and CISCE each state in India has its own State Board of education, which looks after the educational issues. * The National Open School: It is also known as National Institute of Open Schooling. It was established by the Government Of India in 1989. It is a ray of hope for those students who cannot attend formal schools. * The International School: It controls the schools, which are accredited to curriculum of international standard. * Classification of Colleges. Colleges in India come under four different categories. This categorization is done on the basis of the kind of courses offered by them (professional/ vocational) / their ownership status( Private/ Government) or their relationship with the university (affiliated/university owned). University Colleges These colleges are managed by the university itself and situated mostly in the university campus. Government Colleges The government colleges are few, only about 15-20 percent of the total. They are managed by state governments. As in case of other colleges, the university to which these colleges are affiliated, conducts their examination, lays down the courses of studies and awards the degrees. Professional Colleges The professional colleges are mostly in the disciplines of medicine, engineering and management. There are few for other disciplines too. They are sponsored and managed either by the government or by private initiative. Privately Managed colleges About 70% of the colleges are founded by the privately owned trusts or societies. But these institutes are also governed by the rules and regulations of the university they are affiliated to. Though initially started up as a private initiative, the state government also funds these college Private Education What is it? What is the need for it ? What are benefits? What are problems with it? What can be done to streamline it? India saw the largest increase in literacy rate in the decadeof 1991–2001 — from about 52 per cent to 65 per cent. From 2001 to 2011, the literacy rate increased by 9 per cent to 74 per cent (Planning Commission 2011). The 13 per cent increase in 1991–2001 has been the largest for any 10-year period in the history of the country. Private investments and the emergence of budget private schools was the main cause for this.! As parents began to earn more in the post-reform era, they began to invest in their children. As better employment opportunities arose, the value of education became more apparent to parents. This increased demand for education was met by a rapid expansion of budget private schools The biggest success story of literacy in India has been written withprivate initiative — parents’ willingness to pay and the edupreneur innovation of an aff ordable school. In post-liberalisation India, the importance of the private sector in economic growth is well understood and appreciated. For economic growth, the state’s role is primarily to enable the private sector as a facilitator, prudent regulator, impartial enforcer of contracts, and at times as a financier Incentives for efficiency are also weak. Government employees have little incentive to minimise costs, fi nd and correct mistakes, innovate, and acquire necessary information about resources and consumer demand. The high teacher absenteeism in government schools is just one indicator of poor incentives. . High prices in terms of tuition fees, donations andlong queues for admissions are signs of the shortage of quality educational institutions. The same paucity of supply existed for consumer goods before the 1991 liberalisation. The license-permit-quota raj still exists in our education system. Schools and colleges need to be made accountable not to education bureaucrats (licensors) but to parents and students (customers). The government policy should be to increase choice and competition in education as it has been done in many areas of the economy — facilitate, not control. The core competency of the private and public sectors should be combined. The private sector should be allowed to produce education — manage schools and colleges — and provide it to all who can aff ord to pay. For those who cannot aff ord to pay, the government should finance their education through scholarships, education vouchers and loans. Instead of focusing on the inputs to education, the government ensures the output — meaningful, high quality learning. This approach combines the efficiency and accountability of the private sector with the equity and independent supervision of the public sector. . Governments and Non-Governmental Organisations (NGOs) should evaluate schools and colleges and publish the results so that parents can make informed decisions. One key goal of global reformers is to increase the accountability of schools towards parents — restructure the system so that schools are at least as much accountable to parents as they are to the education offi cials. There are many ways to achieve this goal: put parents on school boards or district education councils, give powers to parent-teacher associations, create something like our village education committees . One new idea in this bucket is that of school vouchers. Several countries have undertaken pilot projects. The voucher is a tool to change the way governments finance education, particularly of the poor. It is a coupon off ered by the government that covers full or partial cost of education at the school of the student’s choice. The schools collect vouchers from the students, deposit them in their bank accounts and the banks then credit the school accounts with equivalent money while debiting the account of the government. Section 12 of the RTE requires private unaided schools to reserve 25 per cent seats in the entry-level class (nursery or Class I) for socially disadvantaged and economically weaker sections. The government would provide private schools with reimbursements equal to their fees or the per student cost in government schools, whichever is lower. EDUCATION REFORM Just as in economic reforms, the list of education reform ideas could be quite long. This paper suggests that two principles should be the focus of reforms in the education ecosystem — effi cient use of public funds and the promotion of equity and quality through choice and competition. Achieve Efficient Use of Public Funds. (a) Fund students, not schools (school vouchers, charter schools, conditional cash transfers); (b) Convert state funding to per student basis and link it to performance; (d) Give poorly performing state schools to private parties on learning outcome contracts; (e) Hire teachers at the school level, not at the state level; Promote Equity and Quality through Choice and Competition: (i) Apply the same standards to both private as well as government schools; (ii) Annual independent learning outcome assessment across all schools; (iii) Decentralise and depoliticise syllabi and textbooks; (iv) Open Central Board of Secondary Education (CBSE) and state board exams to all students, not only for students who study in CBSE or state board affiliated schools.

Future of Educational Finance Essay

Gary Marx stated â€Å"identifying, monitoring and considering the implications of trends is one of the most basic processes for creating the future† (Stevenson, 2010 p. 1). The world of education is forever changing at a pace that gets more rapid as the years go on. The decisions made in the past have laid the foundation of education today, as will recent changes affect the future. Programs such as choice schooling and No Child Left Behind will impact school funding. Rulings such as the Lemon Test and separation of church and state will impact decisions that can potentially result in litigation and court rulings dictating educational decisions. In his work regarding educational trends, Kenneth Stevenson (2010) stated, â€Å"a continuing recession, escalating political polarization, rising racial/ethnic tensions, a growing national debt, and a widening divide between the haves and the have nots portend a future fraught with unprecedented challenges to and clashes over the form and substance of public education in America† (p.1). Analysis of the Lemon Test The Lemon Test was created by Chief Justice Warren Berger as a result of the court case Lemon v. Kurtzman (1971) and is based on the principles stated in Everson v. Board of Education. The case of Lemon v. Kurtzman (1971) centered on Rhode Island’s Salary Supplement Act. This act approved a salary supplement of up to fifteen percent for teachers who taught secular subjects in private religious schools or non-public elementary schools. The courts determined that approximately twenty-five percent of Rhode Island’s students attended non-public schools. Furthermore, ninety-five percent of the parochial schools were Roman Catholic. Pennsylvania offered a similar program that reimbursed non-public schools for expenses related to secular education and required schools to account for the expenses separately. Approximately twenty percent of Pennsylvania’s children attended non-public schools and ninety-six percent of the schools had a religious affiliation. The high courts looked at its own precedents and determined that, in order  for a law to be in compliance with the Establishment clause it, â€Å"must have a secular legislative purpose; second, its principal or primary effect must be one that neither advances nor inhibits religion; finally, the statute must not foster â€Å"an excessive government entanglement with religion† (Barnes, 2010, p. 2-3). The Lemon test was created to, â€Å"determine when a law has the effect of establishing religion† (The Basics, 2014, p. 3). The court applied the Lemon test to the Pennsylvania and Rhode Island supplemental funding programs and deemed that the programs in both states were unconstitutional (The Lemon Test, 2009). Both programs met the first requirement of the Lemon test as they had a secular purpose. However, the court determined that it was unclear if the programs met the second set of criteria as â€Å"while the aid was intended for secular use, it was not entirely secular in effect† (The Lemon Test, 2009, p. 1). The court decided that it did not need to establish if the programs met the second part of the Lemon test as they failed to meet the third criterion as both programs â€Å"excessively entangling state administrators with the operations of parochial schools† (The Lemon Test, 2009, p. 1). The Lemon test has â€Å"become an extremely influential legal doctrine, governing not only cases involving government funding of religious institutions but also cases in which the government promoted religious messages. Over the years, however, many justices have criticized the test because the court has often applied it to require a strict separation between church and state† (The Lemon Test, 2009, p. 1). The test has been the foundation for many of the court’s ruling regarding the establishment clause since 1971. The â€Å"choice†Ã‚  The idea of vouchers for education was first introduced in early 1950 in a move to privatize education. In that same year, as a result of Brown v. Board of Education, the southern states put the first voucher program into action as a way to â€Å"enable white students of all income levels to attend the segregation academies and continue receiving a publicly-funded, all white education† (Save our Schools NJ, 2014). In 1989, Wisconsin’s more modern voucher programs, focused on poor children of all races. (Save our Schools NJ, 2014). Regardless of the nature of the voucher program, the impact is the same- taxpayer funds being diverted from public school funding. In 2002, the Supreme Court ruling of the case of Zelman V. Simmons-Harris  stated that it was not a violation of the Establishment Clause to provide scholarships for so me students to attend private or parochial schools. This ruling had a subsequent impact on the development of S1872, also known as the Opportunity Scholarship Act. This act allowed for vouchers to go to private or religious schools. Changes from S1872 resulted in an almost $1 billion dollar revenue loss for school funding by the end of its fifth year (NJEA, 2011). In addition to the government revenue lost, a 100% tax credit is given to companies who donate to these funds thus losing additional revenue. The children given these scholarship vouchers are children from targeted failing school areas, which then result in that already failing district to lose additional weighted funding for those children. â€Å"Shifting a handful of students from a public school into private schools will not decrease what the public school must pay for teachers and facilities, but funding for those costs will decrease as students leave† (NCSL, 2014). A study by the American Federation of Teachers in 2011 looked at the revenue lost in several states as a result of money being diverted to voucher programs. In most cases, these programs obtained funding by either increasing taxes or by reducing state aid to local school districts. Both the Milwaukee Parental Choice Program and the Cleveland Scholarship and Tutoring Program did just that. The Milwaukee program, in 2009, cost taxpayers roughly $130 million and the Cleveland program reduced Disadvantaged Pupil Impact Aid to the Cleveland public schools by $11,901,887 in 2007 (American Federation of Teachers, 2011). One of the most significant issues with voucher programs is the fact that they do not have the same monitoring and regulations as public schools in order to obtain funding. â€Å"Perhaps the biggest critique of market-based reforms, such as school choice and performance based accountability is that they will further exacerbate inequalities in education† (Fusarelli and Young, 2011, p. 92). Not all program funding is distributed in the programs based on poverty. Parents of special education students are not guaranteed special education services. In addition, many programs are not monitored for the way they appropriate money. When a review of the Arizona tax credit programs was conducted, it was discovered that â€Å"almost two-thirds of all voucher orga nizations kept more funds for overhead than allowed under state law† (AFT, 2011, p. 7). Per student revenue that local districts lose to  these programs is not guaranteed to be 100% applied to the students attending the private school. In 2011, the U.S. Department of Education had a budget cut of $5 billion (The Education Trust, n.d.). In 2013-2014, over 35 states are providing less funding per students, more than 10% in fourteen of them. (Leachman & Mai, 2014). With decreasing numbers such as these, voucher programs only continue to threaten to take limited funding away from local districts. Continued funding cuts will have an impact on the economic future of our country. As stated by Brimley et al. â€Å"the more education provided, the more wealth developed; the more wealth created, the more funds available for investment; the more investment undertaken, the more wealth available for investment in physical and human capital: (Brimley et al., 2012, p. 3). The Impact of No Child Left Behind (NCLB) The No Child Left Behind Act of 2001 (NCLB) is the largest federal funding program in the history of the United States. No Child Left Behind is a, â€Å"reauthorization of the Elementary and Secondary Education Act (ESEA), which originated in 1965 as part of the War on Poverty† (Braden and Schroeder, n.d., p. 1). While NCLB provides additional funding from the federal government it also imposes mandates that states must follow. The supplementary funding provided under the No Child Left Behind Act is not necessarily enough for states to meet the standards required by the act. The main focus of NCLB is Title I funding which the federal government allocates to states to help provide an education to economically disadvantaged students. No Child Left Behind includes eight other forms of Title funding such as school safety, teacher quality, assessments, and American Indian education (Braden and Schroeder, n.d., p. 1). Title I funds are the most important part of No Child Left Behind as the majority of the funds are earmarked for Title I purposes and Title I funding holds states accountable for student achievement as evidenced on state assessments. The move towards holding states accountable for student achievement began prior to the No Child Left Behind Act of 2001. Most states included accountability in their education reform acts during the 1990s (Ladd, 2001). By the year 2001, the same year as NCLB, more than forty states published a school report card, more than half had some type of school achievement rating, and numerous states offered assistance or sanctions to schools with low student  performance (Meyer, Orlofsky, Skinner, & Spicer, 2002). In January of 2002, No Child Left Behind was signed into law and for the first time in history the federal government was involved in, â€Å"setting broad parameters, implementation timelines, and sanctions for state accountability systems† (Du ncombe, Lukemeyer, &Yinger, 2006, p. 1). States began to implement NCLB in 2002 during a time of financial difficulties. This created concerns based on the cost involved in funding a program of its magnitude as well as questions regarding the extent to which the NCLB program was funded. Most estimates concerning the cost of implementing the program were far from accurate. This prompted states, such as Connecticut and Utah, to pass legislation which allowed them to either ignore the parts of NCLB that required funding from the state or sue the federal government for a lack of funding (Duncombe et al., 2006). While NCLB involves many federal education programs, the act’s requirements in regards to school improvement, accountability, and testing are a priority. No Child Left Behind required states to test students in grades three through eight yearly in math and reading. Students in grades ten through twelve must be tested once. In addition students must be tested in science once in grades three through five, six through eight, and tenth-twelfth. In addition, states, school districts and individual schools are to â€Å"publicly report test results in the aggregate and for specific student subgroups, including low-income students, students with disabilities, Eng lish language learners, and major racial and ethnic groups† (New America Foundation, 2014). Another requirement of NCLB is that all teachers must be highly qualified. Teachers must pass a licensure exam and be certified by the state they teach in. Teachers who teach a specific subject area must demonstrate their subject knowledge by passing the subject knowledge portion of the licensure exam. NCLB specifies that states develop a plan â€Å"to ensure that low-income and minority students are not taught by teachers who are not highly qualified at higher rates than are non-minority and low-income students† (New America Foundation, 2014). In addition, NCLB give parents and guardians the right to know the qualification of their child’s teacher and if their child is receiving instruction from a paraprofessional and if so the qualifications of that individual. NCLB requires that school district’s notify parents in writing if their child will receive instruction from a teacher who is not highly  qualified for longer than four weeks (New America Foundation, 20 14). No Child Left Behind stated that all school districts in the United States were to guarantee that each child enrolled in their district would score proficient in the state’s reading and math assessments by 2014. Each state was given the freedom to define what grade level proficiency meant in regards to their state standards. NCLB required that schools make â€Å"adequate yearly progress† (AYP) towards achieving their goal. Proficiency rates increased yearly up to 2014 and individual states were allowed to choose their rate of increase. In order for a state to make AYP they must meet their goal for student achievement in reading and math every year (New America Foundation, 2014). Forty-three states, Washington D.C., Puerto Rico, a group of California school districts as well as the Bureau of Indian Education applied for waivers exempting them from being required to meet their targets and other requirements of NCLB from the Department of Education. In September of 2011, President Obama and Arne Duncan, Secretary of Education, announced that the Obama administration, â€Å"would allow states to request flexibility in meeting some of the requirements under NCLB in the absence of the law’s reauthorization† (New America Foundation, 2014). For a state to qualify to receive flexibility throu gh a waiver, the state needs to show they have adopted or will implement reforms to their, â€Å"academic standards, student assessments, and accountability systems for schools and educators† (New America Foundation, 2014). According to No Child Left Behind schools that do not make AYP for two consecutive years will be identified for school improvement, and will have to create a school improvement plan (SIP), and apply a minimum of ten percent of their federal Title I funds to professional development. Schools that do not make AYP for a third year will be under corrective action, and will be required to apply interventions to improve school performance, â€Å" from a list specified in the legislation† (New America Foundation, 2014). If a school fails to make AYP for a fourth year they will be, â€Å"identified for restructuring which requires more significant interventions† (New America Foundation, 2014). If a school fails to make AYP for a fifth year, â€Å"they must implement a restructuring plan that includes reconstituting school staff and/or leadership, changing the school’s governance arrangement, converting the school to a charter, turning it over to a private management company, or some other major change†Ã‚  (New America Foundation, 2014). Specific school districts that have a high percentage of schools that fail to make average yearly progress for multiple years could be, â€Å"identified for school improvement, corrective action, and restructuring† (New America Foundation, 2014). The Future of Church-State Relations As religion continues to hold influence on the American culture the U.S. judicial system remains the authority for interpreting the constitutionality of matters of religion. The separation of church and state comes as a result of America not having an established religion for all of the residents to follow; the people were given freedom of religion. According to Thomas Jefferson, God is acknowledged as the creator of mankind and government is not a divine organization therefore it is the responsibility of the citizens to oversee the institution of government. In 1791 the government discontinued support or promotion of any religion. The decisions made so long ago continue to greatly impact organizations such as schools today. In the classroom teachers are held accountable to the state that they will remain neutral on the subject of religion while on school grounds (The Boisi Center, n.d.). Cases such as Committee for Public Education and Religious Liberty v Nyquist (1973) and Mueller v Allen (1983) have kept the courts busy on the subject of funding religion in the educational system (Pew Research Center, 2008). The Free Exercise Clause permits students to practice their faith privately on campus as long as it does not cause disruptions to the academic day and students are not being persuaded to follow his/her beliefs. School vouchers and tax credits that were distributed from 1983-2002 were considered constitutional under the Establishment Clause as they approved a parent’s choice to have their child attend a religious school. The courts accepted these practices because they did not show intent to persuade on the side of religion (The Boisi Center, n.d.). During this time all over the country courts were hearing cases to oppose the allowance of vouchers to religious organizations as they felt it went against the separation of church-state. In some states courts ruled that vouchers could only be used for parents that wanted to move their child to a higher performing public school so that private religious schools did not receive state education funds. Now and in the future the United States  will continue to permit religious liberty to the people, the government will not be accountable nor will it dictate ones religious practices (The Boisi Center, n.d.). With the increased cases that continue to build against religion in schools and educational funding to religious private schools it is predicted that the future of church-state relations in educational funding will give more authority to the state education departments on the placement of funds. The state will seek more control of religious private schools, as the voucher program seems to be here to stay. The state is going to want more control of curriculum if they will be providing financial support (Pardini, 1999). Tax credit programs are also popular and seem to offer a compromise of church-state relations. Tax credits provide financial support to families that choose to place their child in private schools. As time progresses state government will advocate for an increase in charter schools, this will allow for state funds in the form of vouchers and tax credits to support schools that do not have a religious focus (Pardini, 1999). This battle will continue until a decision is m ade by the U.S. Supreme Court on the constitutionality of the Blaine Amendments. These amendments were established in 1875 to disallow states to financially support private schools that teach religion. At this time there are approximately thirty states that incorporate Blaine language in their constitution, which disrupts the success of vouchers being used by parents that wish to relocate their child to a higher performing and/or religious private school (DeForrest, 2003). Future Trends in Court Decisions and Power over Educational Financing The courts have had a hand in education dating back to the creation of the United States Constitution. Although there was no specific mention in the Constitution as to who was responsible, who carried the power in terms of financing education, education was valued in the early days, and many early settlers used the Bible to teach the young to read. As time went on people challenged the use of teaching the Bible in Public Schools. People used the First Amendment of the United States Constitution to argue about the intermingling of church and state and the use of direct government support for parochial, and private schools (Brimley, Verstegen, & Garfield, 2012). The courts found themselves hearing cases of people challenging the use of government funds in schools other than public schools and, in the case of Pierce v. Society of Sisters  (268 U.S. 510-1925), the courts ruled for using public funds for church-relate d schools. Because of this ruling financing public schools has seen some great changes, and will continue to see changes. This court ruling could potentially change the makeup and the system of education in the United States. States will implement more stringent guidelines as to what they expect from schools in regards to performance standards since they are the ones providing the funds. These guidelines are the result of schools continuing to fail to meet state requirements, running low on funds due decreased income from property taxes, or the need for states take over more schools or shut them down, To date there has not been a proven method that will solve the problems of educational financing. Politics have a large influence in financing education. This was evident during the Bush administration, when money went into funding Laura Bush’s library after other school programs were cut. For nearly forty years the constitutionality of the way schools are financed has been scrutinized. There have been one hundred thirty-nine lawsuits in forty-five states promoting finance reform after the ruling of Serrano v. Priest (Education Next, 2010). The states are required by their individual state constitutions to provide an adequate education to all students. Currently there is no solution to the challenges of financing public schools so that all individuals feel like they are being treated equally. The debates and challenges have been going on for decades and will continue for years to come. Responsibility is placed on the states to ensure that their State Constitution requirements are being met and to provide funding for local schools. Conclusion As previously stated education as it is known today continues to change at a rapid rate and will continue to change forever as the world that we all reside in is ever changing. Technology has had a major influence on education, and the world in general. â€Å"If students are not being taught to use technology, and not being taught adequate math, science, and communication skills, the United States will continue to lose its superiority to other countries† (A Nation at Risk, 1983). In order for the United States to keep up with the competitive commerce, today’s students need to be pushed a little more to achieve more and not just be satisfied with mediocrity. There was a time when funding private and/or parochial  schools was not even an issue, as it was clearly understood that government monies was allocated for public schools. As time went on, needs changed, be it individual needs such as students with disabilities, or families of low income. With these needs came reasons to challenge the norm. Attorneys were contracted, and the status quo was challenged. Nobody could have predicted the changes that would happen nor is it possible to predict the future from today. It is impossible to guess the future of financing education because no one knows what the needs will be in fifteen to twenty-five years from now. It is crucial that past rulings be thoroughly examined to assist with preparing for future financial direction, although that is not the magic solution. References A Nation At Risk: The Imperative For Educational Reform (1983). American Federation of Teachers (2011). School vouchers: The research track record. Retrieved September 29, 2014 from: http://www.aft.org/pdfs/teachers/vouchertrackrecord0211.pdfBarnes, M. (2010, September 13). The Lemon Test and the Establishment Clause: A Proposal For Modification. Retrieved September 29, 2014. Barry, C., and Wysong, C. 2010. School-Finance Reform in Red and Blue. Where theMoney Goes Depends on Who’s Running the State. Retrieved Summer 2010 / Vol. 10, N0. 3 from: educationnext.org/school-finance-reform-in-red-and-blue/ Braden, J., & Schroeder, J. (n.d.). High-Stakes Testing and No Child Left Behind: Information and strategies for Educators. Retrieved September 29, 2014, from http://www.nasponline.org/communications/spawareness/highstakes.pdfBrimley, Vera R., Verstegen, Deborah A., & Garfield, Rulon R. (2012). Financing education in a climate of change (11th ed.). Boston: Allyn and Bacon DeForrest, M. (2003). An Overview and Evaluation of State Blaine Amendments: Origins, Scope, and First Amendment Concerns. Harvard Journal Of Law & Public Policy, 26(2), 551.Duncombe, W., Lukemeyer, A., & Yinger, J. (2006, September). The No Child Left Behind Act: Have Federal Funds Been Left Behind? Retrieved September 29, 2014, from http://cpr.maxwell.syr.edu/efap/Publications/costing_out.pdfFusarelli, Bonnie and Young, Tamara (2011). Preserving the â€Å"public† in public education for the sake of democracy. Journal of Thought. 46(1) p. 85-96 Ladd, H. 2001. â€Å"School-Based Educational Accountability Systems: The Promise and Pitfalls.† National Tax Journal 54 (2): 385-400. Leachman, Michael and Mai, Chris (2014). Most states funding school less than before the recession. Center on Budget and Policy Priorities. May 2014. Meyer, L., G. Orlofsky, R. Skinner, and S. Spicer. 2002. â€Å"The State of the States.† Quality Counts 2001. January 10.. National Conference of School Legislatures (2014). School Vouchers. Retrieved September 28, 2014 from: http://www.ncsl.org/research/education/school-choice-vouchers.aspxNew America Foundation. Background & Analysis. (2014). Retrieved September 28, 2014, from http://febp.newamerica.net/background-analysis/no-child-left-behind-overviewPardini, P. 1999. Church/state complexities. Retrieved from www.rethinkingschools.orgSave our Schools NJ (2014) School Voucher Basics. Retrieved September 27, 2014 from: http://www.saveourschoolsnj.org/vouchers/The Basics of Separation. (2014). Retrieved September 29, 2014, from http://candst.tripod.com/tnppage/tnpidx.htmThe Boisi Center. Date Unknown. Separation of church and sta te. Religion and American Public Life. Retrieved from www.bc.eduThe Lemon Test. (2009, May 14). Retrieved September 28, 2014.

Marketing Essay Example | Topics and Well Written Essays - 3000 words - 16

Marketing - Essay Example mpetes with international brand giants already established in the market and open up the domestic living space to local companies is the problem Chinas beverage industry must currently face. Wahaha Company was established 10 years ago. From the initial development of a school-run factory to Chinas national backbone of the beverage industry, Wahaha has become one of the few beverage producers in the country to meet the challenge of leading international brand companies. Although Wahaha Company built factories producing the world’s top five beverages and foodstuffs of Danone Group, and exports products to the United States, Canada, Italy and other countries, Wahaha has always maintained a target focus on the domestic market rather than to develop the international market. This article will analyze the international beverage industry market and explore the internationalization road of Wahaha Company in building a strategic vision for the Chinese beverage industry to develop their international market. Corporate-level international business development strategy is based on the internal and external environmental analysis to determine intention to enter new countries and regions. The international strategies of the corporate management level will need to determine the specific elements of how they wish to enter the chosen market (Michael E. Potter, 1997). Corporate business-level generic strategies are divided into three types: overall cost leadership strategy, differentiation strategy and focus strategy. It relates to market entry and market expansion strategy research. As the Wahaha Group is still a relatively young company with limited experience in international business, it should choose a waterfall model to enter the market in the early stage of internationalization, expressed in Appendix 2. For the present, Wahaha’s entry into the U.S. market has a certain trade foundation and marketing relationship, and the U.S. market demand is large with high degree of

Expo 67 (1967 International and Universal Exposition) Essay

Expo 67 (1967 International and Universal Exposition) - Essay Example er of visitors that toured the general exhibition fair, as well as the entertainment, different Expo pavilions elected by different countries and the wonderful La Ronde, which represented everything that an amusement park should be (10). The theme of Nationalism was pronounced the loudest during this fair, than in any other event of the Canadian history. Nevertheless, the success of the 1967 Canadian International and Universal Exposition did not occur without challenges, and the success was only achieved through the sacrifices, determination, commitment and hard work of various key individuals (). Nevertheless, despite the wave of nationalism that was created by the Expo 67 general fair, the concept of male dominance is reflected in the buildup, construction and planning of Expo 67, where all the major players in the preparation of the Expo happened to be men (). Additionally, while the event is one of the major nationalism pronounced event, the nationalism, patriotism and loyalty of the Canadian business community was put into question during this major event. Therefore, this discussion seeks to analyze the Canadian 1967 International and Universal Exposition as a major Canadian nationalism pronouncement event, wh ile still assessing the concept of male dominance in Canada in 20th century, as represented by this major event. The accomplishment and success of Canadian 1967 International and Universal Exposition did not come easy, and it took the strong will of a group of men who later came to be known as the ‘Les Durs’, interpreted to mean’ the tough guys’ (). Jean Drapeau, a key figure in the planning, construction and launch of the Expo 67 was the mayor of Montreal at the time, and his commitment to the success of the project still stands as a great show of nationalism. Jean Drapeau did no6t only have a vision for the Expo 67, but also for Expo 68, 69, 70 and so on, by seeking to use the Expo 67 infrastructure as the fairground that would fulfill its

Analyze the Secondary Research Essay Example | Topics and Well Written Essays - 1250 words

Analyze the Secondary Research - Essay Example The report is going to analyze all these factors for each agency with respect to their employees who might be interested in enrolling for the course (Grigg & Zenzen, 2009). According to the secondary sources, it is apparent that water departments are committed to ensuring that they have a qualified work force. This is manifested in the manner by which they have committed to reimburse tuition fees to employees who opt to further studies. For example, the City of Carlsbad which has a total number of 65 of employees who are geared towards working in water related matters. The agency has committed to reimburse tuition fees up to a maximum of 60 employees. This is about 92.3% of employees who can ask for the tuition fee reimbursement in each respective year. Consequently, an employee in Carlsbad is eligible to be reimbursed the first $2,500 and 80% of any additional claim that might arise in a respective fiscal year (Grigg & Zenzen, 2009). Another conclusion I can make is that water departments which have less workforce have also decided to invest in education. For example, the City of Encinitas has 24 water employees. According to the policy of the agency, all the water employees are eligible to apply for tuition reimbursement. The qualification for this scheme includes one to be regular full-time employees who further their education during off-duty hours. Employees can apply for tuition reimbursement and related educational expenses up to a maximum of $1,200 per fiscal year. Submission of requests and approval takes place continuously based upon the availability of the funding (Grigg & Zenzen, 2009). Another observation I can make is that even agencies that huge workforce have also invested in financing the education of their employees. The City of Escondido has 726 water employees. In line with institutions policy, all the employees can apply for tuition reimbursement so long as they qualify. The City reimburses 100% of the total tuition fees and

Analysis of Final Solution File by Stargardt Assignment

Analysis of Final Solution File by Stargardt - Assignment Example The next issue and the most important one is the final solution. These final solutions are the events that marked the end of the battle. It is ironical to call these events a final solution when they were catastrophic to the target. The final solution resulted in the death of about five million Jews including women and children. The historical explanations for why the Holocaust happened are wide and varied. Many different historians have stacked different claims and explanations for the motivation of the Germans to kill the Jews. The events happened during the World War II and the Nazi regime had blamed the Jews for their defeat in the World War I. One of the key factors that led to the extermination was Hitler’s personal anti-Semitism. The hatred brewed in Hitler and he received pseudo-scientific notions of biological racism in prewar and blamed the defeat on the Jews. Prior to the Holocaust, Hitler is recorded as declaring an annihilation of the Jews in Europe if the â€Å"international Jewish financiers should succeed in plunging the nations once more into a world war† (Stargardt, 2001). The actions of the Nazi regime were also an indication of the virulence of its anti-Semitism. In all these ideologies, Hitler is the central actor who plotted the killing of the Jews from the onset. The second explanation is a contrast to the first one and blames the way the Nazi state worked for the Holocaust. The functioning of the state was characteristic of giving an opportunity for local initiatives and autonomous decisions from the local level. This situation was enhanced by the blurring of institutional demarcations lines and the decentralization in the country. Further, the bureaucratic competition played a hand in aggravating the animosity that was proffered against the Jews.

Joseph Stalin Politics Research Paper Example | Topics and Well Written Essays - 1000 words

Joseph Stalin Politics - Research Paper Example He became a Marxist revolutionary. For that he was persecuted, arrested, even exiled to Siberia. Yet he always escaped and continued his work underground. He organized strikes, protests, was spreading propaganda, etc. He quickly gained popularity with the Bolsheviks and was personally working together with Lenin. During the Bolshevik’s seize of power in 1917 Stalin’s involvement was not of any significance. (Kuromiya 34) However, he quickly raised ranks in the Communist party and was assigned to the position of general secretary of the Communist Party in 1922. (54) This title was not considered high-ranking, but it gave him the opportunity to build a base of support.   In 1924, after the death of Lenin, Stalin announced himself his official heir. He managed to outmaneuver other party leaders in the fight for the top political seat of the USSR. (Service 3) In effect, by the late 20’s he became the dictator of the Soviet Union. Stalin implemented a system of forc ed collectivization and industrialization of agriculture. Millions of people had to pay for it with their very lives. He also created a new program of rapid industrialization and as the result economy reached colossal increases in the productivity, albeit at a great cost. The Great Terror started in the 1930’s when Stalin decided to â€Å"purge the party of enemies of the people†; thousands of suspected citizens were executed and millions exiled to slave labor camps, of which the whole network, known as gulag, was created.

Discuss the Role that New Media Tecnologies Play in the Promotion, Essay

Discuss the Role that New Media Tecnologies Play in the Promotion, Exhibition and Display of Contemporary Fashion - Essay Example Then a discussion of the way in which the new forms of media are being used will be made in order to see how advantages of the new technologies are being exploited for the benefit of consumer marketing. This essay will explore the nature of communications as it is experienced between the consumer and the retailer through the event of the window display. The concept of ‘new media’ must be observed as a social term that defines time more than it defines a tangible concept. The new media emerged as communications began to grow in such a way as to change the nature of communication. New media involves digital media, cellular communications, internet interactions, and all of the technologies that are emerging from these forms (Lister 2003, p. 9). However, the concept is more than just the technologies. It is the evolutionary break between the world before the internet and the world that has emerged since its proliferation. The way in which humans now communicate has had an el ementary shift. Communication is accomplished through writing, verbalizing or through interpretation of imagery. Communication is codified with signals that indicate context for the content. The impersonal nature of internet communication has been compensated for by the development of social languages that are in many ways kinder and friendlier than in previous forms of more formal communication. Therefore, the nature of how emotion is indicated in written language has become symbolized through pictorials, shortened references such as lol, meaning laugh out loud, and the use of capital letters or small letters. Furthermore, because of the heavy use of advertising, the way in which movement of digital imagery and impact of colour usage has been defined has changed elements of the way in which... This paper approves that the artistry of the window display is secondary to its initial purpose. A window display is intended to create a piece of marketing for the store in front of which it sits. However, creating a good display window does take artistic skills. The skills are unique in that they involve defining a three dimensional space that is confined to specified measurements. This essay makes a conclusion that the communication of the window in a shop is created through the context in which the images in the window are arranged for the viewing consumer. The connection between the shop and the exterior world is defined by the communication of the window, this conduit providing a discourse about the brand and the wares inside the store. As technologies have changed and evolved into the new media, so has the type of communication that the window has created. The window no longer simply tells a story about what is inside the shop, but it must convince the consumer of the need for the products and provide a symbolic connection to the modern world. While technologies have provided both a conversation about modern culture and methods of expressing modern culture, they have also created a challenge for the window designer. In creating a discourse on fashion, the most effective windows create a commentary on the modern world while promoting lifestyles in that worl d that reflect the aesthetics of the designers of the fashions represented.

Insurance and Hedging Processes Essay Example | Topics and Well Written Essays - 2250 words

Insurance and Hedging Processes - Essay Example The role of insurance management in regards to risk transfer is influentially great, and this is in regards to risk management in particular; risk management is basically considered as being defined as the executive decisions that surround the management of pure risks, and "As such, risk management is a much broader concept than insurance management because insurance is only one of several methods for dealing with risk. Risk management attempts to identify the pure risks faced by the firm or organization, and uses a wide variety of methods, including insurance, for handling these risks" (Goto, 1997). Insurance in incredibly important and in fact critical in regards to this particular situation, and it is a basically statistics-based type of pooling instrument which is used for risk management based on the law of that of especially large numbers; furthermore, it has a certain essence which, if used appropriately, seems to be rather similar to that of an option contract. Then there is hedging, which, in finance, is "an investment that is taken out specifically to reduce or cancel out the risk in another investment. Hedging is a strategy designed to minimize exposure to an unwanted business risk, while still allowing the business to profit from an investment activity" (Wikipedia, 2007). Hedging basically allows for the control of risk, as although risk is basically inherent to any type or form of business activity, much of this risk is unwanted and it cannot be avoided without hedging. "Someone who has a shop, for example, can take care of natural risks such as the risk of competition, of poor or unpopular products, and so on. The risk of the shopkeeper's inventory being destroyed by fire... Hedging basically allows for the control of risk, as although risk is basically inherent to any type or form of business activity, much of this risk is unwanted and it cannot be avoided without hedging. â€Å"Someone who has a shop, for example, can take care of natural risks such as the risk of competition, of poor or unpopular products, and so on. The risk of the shopkeeper’s inventory being destroyed by fire is unwanted, however, and can be hedged via a fire insurance contract† (Wikipedia, 2007). From this example we can quite clearly see the difference between wanted risk or risk that can be handled, and unwanted risk, and thus the importance for a process such as hedging. Catastrophic risks are very important to take into consideration here, and these types of losses in particular are considered as being in the upper layer, in that they occur rarely for the most part and yet they are the most devastating, and the severity overall is of such a scale that the viabili ty of the entire enterprise is actually threatened. â€Å"The reason why catastrophic risks are considered to be unavoidable insurable risks lies in their nature, which tends to make the pooling technique break down and become unworkable. Catastrophic risks, such as hurricanes or earthquakes, are classified as unknown risks and are characterized by a fundamentally non-linear phenomenon in which chaotic patters emerge easily, and it is also very easy to predict the probability of the expected loss† (Goto, 1997).

The Wild Trees by Richard Preston Essay Example for Free

The Wild Trees by Richard Preston Essay For a passionate, daring and courageous writer any theme becomes a great theme. Just as a brave soldier converts defeats into victories, a genius writer weaves an extraordinary story from the ordinary stuff. To an average reader, at the cursory glance of the book, the subject matter of â€Å"The Wild Trees† may look uninteresting and he wonders whether it is a book on botany. When you begin to read the book, Richard Preston will disappoint you on this account.   He has other interesting plans for you, which he reveals through his explorations through the wild growth of redwood. â€Å"The host of golden daffodils† was always there, â€Å"beside the lake and beneath the trees,† but it needed a Wordsworth to create an immortal poem on sighting them. When something penetrates the heart of an author deeply, touches his inner chords and appeals to his emotions irresistibly, a scintillating story, a literary masterpiece is born. The thick cluster of ancient California redwood was always there and many a thousands observed them daily as they drove through the highway. But Richard Preston saw something special and fascinating in them.   He saw the giant whales in them. A mesmerized Preston writes, â€Å"in order to see a giant tree you need a magnifying glass.† The biosphere of the redwood kingdom was a wonderland for him. The latent ambition of every literary genius is to ‘cross the moon and beat the stars’ as for the imagination. Mr. Preston is candid about his literary saga. He says, â€Å"My goal is to reveal people and realms that nobody had ever imagined.† The giant, ancient California redwood creates a rainbow in his heart. From the production point of the book, the illustrations of plain line drawings of redwood structure by Andrew Joslin are equally fascinating.   The artist’s brush and the writer’s pen have delivered amazing products and results to the reader. As for this book, Richard Preston is an author-turned botanist -turned philosopher -turned spiritualist! That has been the progress of his secular adventure and journey through the inner realms, in relation to redwood trees. The roots of his physical adventure are definitely supported by the spiritual roots. Preston entered the enchanting land of redwood in Northern California in 2003 to meet a tree explorer, Steve Sillette, who figures prominently in Preston’s story. For, Sillette was no ordinary tree explorer. He was a legendary figure, and deserved to be the central character in any related novel. Sillette was married to Marie Antoine, another staunch devotee of redwood trees. In their home, any visitor would be engulfed in endless conversation about trees, trees and trees again. That was the level of her passion for the redwood trees, Preston observes that she created clothing, Gore-Tex, the raw material used was the derivatives of the redwood tree. Preston is quite philosophical when he says that the redwood trees grow so slow, that their development is hard to measure during the course of a scientist’s lifetime. In the book you will find the beauty of the author and the authority of the scientist. The book contains amazing details based on the gigantic trees. You feel as if you read a mystery. The size and growth of the redwood trees is unbelievable. The names given to some of the trees have been detailed in the book. Some of the strange names are: Bamboozle, Bushy Toe, Pig Snout, Trifecta, Screaming Titans etc. A unique event is described in the book. The climbers are on the treetop hammock of a giant among he giant trees, Telpirion, and then a squall hits. It is the strong belief of the ensconced climbers that the tree has survived for eons and the countless storms have no effect on her. The climbers in the meantime escape and then the squall brings down Telperion, in the process creating a 60 feet high splash! Preston turns spiritual when he says, â€Å"May be these trees teach us something about ourselves.† What a great silent history is ingrained in the unending stretch of redwood trees! But when it is revealed to us in the book that ninety-six percent of the ancient redwood forests have been destroyed by logging, we feel sorry. We feel as if something very dear tour hearts has been taken away from us. Preston’s book creates such a deep love for the redwood trees. We feel like clinging to the remaining 4 percent; and curse the destroyers of this forest beauty! Preston’s account of this redwood tree adventure is amazing and truthful, because he decided to experience that adventure, before giving the final touches to his book. Therefore, he is able to write a terrifying, moving and a fascinating account. His narrative thrills you. He actually climbed those most dangerous trees to give you the perfect story. Therefore he is able to write a splendid book about the most splendid redwood forest!   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     References Cited: Author: Richard Preston Title: The Wild Trees. Publication Date: April 2007 Publisher: Simon Schuster ISBN-10: 0743561228 ISBN-13: 9780743561228

Trauma Radiography And Procedure

Trauma Radiography And Procedure Trauma radiography can be an exciting and challenging environment for the radiographer. However the performing trauma procedure can be intimidating and stressful. The difference depends on how prepared the radiographer is to handle the situation. To reduce the stress associated with trauma radiography, the radiographer must be properly prepared for multitude of responsibilities encountered in the emergency room (ER). Trauma is defined as a sudden, unexpected, dramatic, forceful, or violent event. Trauma ranks as the leading cause of death. The term trauma center signifies a specific level of a emergency medical care as defined by the American College of Surgeons Commission on Trauma. Specialized equipment in trauma. Time is a critical element in the care of a trauma patient. To minimize the time required to acquire diagnostic x-ray images, many emergency rooms have dedicated radiographic equipment located in the department or immediately adjacent to the department. Specialized trauma radiographic systems are available and are designed to provide greater greater flexibility in x-ray tube IR maneuverability. These specialized systems help to minimize the movement of the injured patient while performing imaging procedure. Mobile radiography is widely utilized in the emergency room. Many patients will have injuries that prohibit transfer to a radiographic table, or their condition may be too critical to interrupt treatment. Trauma radiographers must be competent in performing mobile radiography on almost any part of the body and be able to utilize accessory devices like a grids, air-gap technique. Its needed to produce quality mobile images. Positioning aids are necessity in trauma radiography. Sponges, sandbags, and the creative use of tape are often the trauma radiographerà ¢Ã¢â€š ¬Ã¢â€ž ¢s most useful tools. Most trauma patients are unable to hold the required positions as a result of pain or impaired consciousness. Other patients cannot moved into the proper position because to do so would exacerbate their injury. Exposure factors in trauma Patient motion is always a consideration in trauma radiography. The shortest possible exposures time that can be set should be used in every procedure., except when a breathing technique is desired. Unconscious patients are not able to suspend respiration for the exposure. Conscious patients are often in extreme pain and unable to cooperate for the procedure. Radiographic exposure factors compensation may be required when a making exposures through immobilization devices, like a spine board or backboard. Most trauma patient arrive at the hospital with some type of immobilization devices. Pathologic changes should also be considered when setting technical factors. For instance, internal bleeding in the abdominal cavity would absorb a greater amount of radiation than a bowel obstruction. Types on trauma injuries. The some types of trauma injuries is head injuries, spinal injuries, chest injuries, extremity fractures, wounds, burns and also postsurgical complications wound dehiscence. The head injuries is the patients who have to received a blow to the head may have sustained serious injury, even when there are external signs of trauma. Damage may occur with or without a skull fracture. If have bleeding or swelling occurs inside the skull, a rise in intracranial pressure(ICP) may cause seizures, loss of consciousness, or respiratory arrest. incidentally, similar symptoms may also occurs in patients with increased ICP due to brain tumors. The patients with spinal injuries, every trauma patient should be considered to have a potential spinal injury and should be evaluated by the ED physician before being moved. even slight movement of a spinal fracture may cause pressure on the spinal cord, resulting in paralysis or death. for this reasons, exposures should be made without moving the patient whenever possible. when a change of position is required, as for a lateral lumbar radiograph, use a à ¢Ã¢â€š ¬Ã…“log rollingà ¢Ã¢â€š ¬Ã‚  approach, which keeps the body in one plane. this two-person procedure avoids twisting or bending the spine. patients with possible cervical spine fractures are immobilized with cervical collars and other radiolucent devices. About the patient with the chest injuries is the motor vehicle accidents and falls are two of the most common causes of chest injuries seen in the imaging department. Deaths due to crushing or penetrating wounds of the thorax comprise a significant number of the trauma deaths each year. Fractures ribs are painful and can be life threatening if along or blood vessel in punctured. Extremity fractures is a trauma involving the long bones of the body may classified in two categories, first is compound fractures, in which the splintered ends of bone are forced through the skin, and then the second is closed fractures. Compound fractures are usually partially reduced and dressing applied before radiographic examination. Some common types of fractures are greenstick, spiral, overriding, comminuted, transverse, compression, depressed(skull), and avulsion. Fractures may also be classified according to the nature of the injury. there are many ways of temporarily immobilizing extremity fractures. the two legs may be fastened together for stability during transportation, or a stiff object, such as a board or rolled-up magazine, may serve as a splint. When want to position the patients with fractured extremity that is not supported by a splint, maintain gentle traction while supporting and moving the arm or leg. The wounds in the type or trauma is patients with open wounds have usually been treated before you see them in radiology suite. Bleeding has been controlled, and dressings have been applied. the radiographer primary responsibility regarding open wounds is to maintain the dressings and the report promptly any significant amount of fresh bleeding. This is usually considered to be the amount of bright red blood sufficient to soak through a fresh dressing. if a laceration or incision opens, causing severe hemorrhaging, apply direct pressure to the side of bleeding while summoning immediate assistance. While burns in type of trauma is, burn patients may also have traumatic injuries such as fractures. Burns are frequently associated with respiratory complications. Inhalation of hot gases may result in pleural effusion or the development of pneumonia, which must be monitored radiographically. Burns may be categorized by cause of injury, percentage of body surface involved, and depth of tissue destruction. The depth of burns is classified as first, second or third degree. When a burn patient needs a radiograph, coordinate your examination with the nursing staff to ensure that the patient has had pain medication about 30 minute before the procedure. Postsurgical complications(wound dehiscence) is the patient who had a major surgery may require radiographic examination. Wound dehiscence occurs when a suture line parts and the underlying tissues or organs protrude through the opening. While this rare, it may happen, particularly in obese patients who had extensive abdominal surgery. It is possible for evisceration its means loss of organs from a body cavity, it to result when extensive suture lines spread apart or split. Positioning of the patient trauma The primary challenge of the trauma radiographer is to obtain a high quality, diagnostic image on the first attempt when the patient is unable to move into the desired position. To minimize risk of exacerbating the patients condition, the x-ray tube and IR should be positioned, rather than the patient or the part. For examples, position the stretcher adjacent to the vertical Bucky or upright table as often as the patients condition allows. To increases the efficiency, while minimizing patient movement, is to take all of the AP projections of the requested examinations, moving superiorly to inferiorly. Then perform all of the lateral projections of the requested examinations, moving inferiorly to superiorly. This method moves the x-ray tube in the most expeditious manner. Radiographers Role as Part of the Trauma Team The role of the radiographer within the emergency rooms ultimately depends on the department protocol and staffing, as well as the extent of emergency care provided at the facility. Regardless of the size of the facility, the primary responsibilities of a radiographer in an emergency situation include the following , the first is perform quality diagnostic imaging procedures as requested. Then to practice ethical radiation protection , and also provide competent care. It is impossible to rank these responsibilities because they occurs simultaneously, and all are vital to quality care in the emergency rooms. Diagnostic imaging procedures producing a high quality, diagnostic image is one of the more obvious roles of any radiographer. A radiographer in the trauma environment has the added responsibility to perform that task efficiently. Efficiency and productivity are commo0n and practical goals for the radiology department. In the emergency room, efficiency is often crucial to saving the patients life. Diagnostic imaging in the emergency room is paramount to an accurate, timely and often life saving diagnosis. Radiation protection. One of the most essential duties and ethical responsibilities of the trauma radiographer is radiation protection of the patient, the members of the trauma team, and self. In highly critical care situations, members of the trauma team cannot leave the patient while imaging procedure are being performed. The trauma radiographer must ensure the others team members are protected from unnecessary radiation exposures. Common practices should minimally included the following close the collimation to the anatomy of interest to reduce scatter, gonadal shielding for the patients of child bearing age, lead aprons for all personnel that remain in the room, during the procedure, exposure factors that minimize patient dose and scattered radiation and also announcement of impending exposure to allow unnecessary personnel to exit the room. Patient Care As with all imaging procedures, trauma procedures required a patient history. the patient may provide this, if he or she is conscious, or the attending physician may inform you of the injury and the patients status. if the patient is conscious, explain what you are doing in detain in terms the patient can understand. listen to the patient rate and manner of speech, which may provide insight into his or her mental or emotional status. Make eye contact with the patient to provide comfort and reassurance. Keep in mind that a trip to the emergency room is an emotionally stressful event, regardless of the severity of the injuries illness. Radiographers are often responsible for the total care of the trauma patient while performing diagnostic imaging procedures. Therefore it is critical that radiographers constantly assess the patient condition, recognize any signs of decline or distress, and report any change in the status of the patient condition to the attending physician. The trauma radiographer must be well versed in taking vital signs and knowing normal ranges, competent in cardiopulmonary resuscitation (CPR), administration of oxygen, and dealing with all types of medical emergencies. the radiographer must be prepared to perform these procedures when covered by a standing physicians order or as departmental policy allows. Additionally, the radiographer should be familiar with the location and contests of the adult and pediatric crash carts, and understand hoe to use the suctioning devices. Patient Preparation It is important to remember that the patient has endured an emotionally disturbing and distressing event in addition to the physical injuries he or she may have sustained. If the patient conscious, speak calmly and look directly in the patient eyes while explaining that procedures that have been ordered. Do not assume that the patient cannot hear you even if he or she cannot or will not respond. Check the patient thoroughly for items that might cause an artifact on the images. Explain what are you removing from the patient and why. Be sure to place all removed personal effects, especially valuables, in the proper container uses by the facility example like a plastic bags, or in the designated secure area. every facility has a procedure regarding proper storage of a patients personal belongings. Be sure to know the procedure and follow it carefully. Immobilization Device A wide variety of immobilization devices are uses to stabilize injured patients. Standard protocol is to perform radiographic images without removing immobilization devices. Once injuries have been diagnosed or rules out, the attending physician gives the order for immobilization to be removed, changed, or continued. Many procedures necessitate the use of some sort of immobilization to prevent in voluntary and voluntary motion. Prudent use of such is discussed in many patient care textbooks. The key issue in the use of immobilization in trauma is not to exacerbate the patient injury nor increase his or her discomfort. Image Evaluation Ideally, trauma radiographs should be of optimum quality to ensure prompt and accurate diagnosis of the patients injuries. Evaluate images for proper positioning and technique as indicated in the routine projections. Allowance can be made when true right angle projections (AP/PA and also lateral) must be altered as a result of patient condition.

21st Century Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Alternatives to animal testing   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Imagine you are walking down the cosmetics isle at your grocery store. While picking up some deodorant or toothpaste, have you ever stopped to think if your favorite product has been tested on animals? You probably haven’t, but the chances are very high that it has been. Two of the main reasons why companies continue to use animals to test their products are to determine possible dangers to human health and to avoid product liability suits, but now there are many reliable tests that can be conducted to determine the safety of products without the use of animals. To better understand this important issue I will discuss how animal testing began, what companies do and do not test products on animals, some alternatives to animal testing, and the awareness and prevention that demands our help.   Ã‚  Ã‚  Ã‚  Ã‚  Experimentation on live animals began as early as the 17th Century. Philosopher Jeremy Bentham rejected Philosopher Rene Descartes’ theory that animals are not able to reason and therefore do not feel pain. Bentham’s philosophy on animals was: â€Å" The question is not can they reason? Nor, can they talk? but, can they suffer? â€Å". The practice of testing cosmetics on...

Views on Colonialism in Donnes Elegy XIX and Wroths Sonnet 22 Essay

Views on Colonialism in Donne's Elegy XIX and Wroth's Sonnet 22 Introduction In the midst of Lady Mary Wroth's sonnet cycle, a sudden reference to the colonialist discoveries of dark skinned natives appears. Bringing to mind her participation in Jonson's "Masque of Blackness," she depicts dark-skinned Indians worshipping the sun as their god. In the midst of her ruminations on love and her preoccupations with her unfaithful lover, Amphilanthus, this sonnet touches on issues close to her personal life as well as some of the preoccupations of her era on the nature of colonialism. In particular the role of religion in England's colonialist efforts was of prime importance. An examination of John Donne's Elegy XIX, "To His Mistris Going to Bed" may give some insight into how Wroth's Sonnet 22, "Like to the Indians Scorched with the Sun" deals with the controversies surrounding imperialism. Historical Concerns Both authors had close personal ties to England's colonialist efforts in the New World. Lady Mary Wroth's uncle, Sir Philip Sydney, was an investor in Raleigh's attempted colony at Roanoke. This venture ultimately failed, however, and would later be followed under King James with the Virginia Company. John Donne was closely tied with the efforts following Raleigh's failed attempt. In 1608, after two failed attempts at securing a secretarial post, first in London and then in Ireland, "the report circulated that he sought to be made secretary of the colony, a position given instead to his friend William Strachey" (Johnson 127). If he had been awarded the position, he would have sailed with the new governor, Sir Thomas Gates. This was the ship that was shipwrecked in Bermuda and that winter the Jamestown colon... ...onne, John. "A Sermon vpon the VIII. Verse of the I. Chapter of the Acts of the Apostles" Greene, Thomas M. "The Poetics of Discovery: A Reading of Donne's Elegy 19." Yale Journal of Criticism. 2 (2) (1989): 129-143. Hester, M. Thomas. "Donne's (Re)Annunciation of the Virgin(ia Colony) in Elegy XIX." South Central Review: 49-63. Johnson, Stanley. "John Donne and the Virginia Company." ELH. 14 (2) (1947): 127-138. Raman, Shankar. "Can't Buy Me Love: Money Gender, and Colonialism in Donne's Erotic Verse." Criticism. 43 (2) (2001): 135-168. Roberts, Jospephine A. The Poems of Mary Wroth. Baton Rouge: Louisiana State University Press, 1983. Young, R. V. "'O my America, my new-found-land': Pornography and Imperial Politics in Donne's Elegies." Souch Central Review: 35-48. Warnke, Frank J. John Donne Poetry and Prose. New York: Random House, 1967.

The Toltec, Aztec, and Mayan Indian Tribes Essay -- Pre-Columbian Hist

The Toltec, Aztec, and Mayan Indian Tribes TOLTECS> The Toltecs were an Indian tribe who existed from 900 A.D. to 1200. They had a capital city of Tollan, and their influences reached south to the Yucatan and Guatemala. They were a composite tribe of Nahua, Otomi, and Nonoalca. The Tolt ecs made huge stone columns decorated like totem poles. AZTECS> Aztecs were an American Indian people who rule an empire in Mexico during the 1400's and early 1500's. They practiced a religion that affected every part of their lives. To worship the Aztecs built towering temples, created huge sculptures, and had human sacrifices. The center of Aztec civilization was a river valley in Mexico. The emperor of the Aztecs was called the "huey tlatoani" (great speaker). A council of high-ranking no bles chose him from the members of a royal family. The Aztec society had four main classes nobles, commoners, serfs, and slaves. The typical Aztec household consisted of a husband and wife, their unmarried children, and a number of the husbands relative s. Boys were educated by...

Merton’s strain theory Essay

Merton used Durkheim’s concept of anomie to form his own theory, called Strain Theory. Merton argued that anomie is not created by dramatic social change, but rather by a social structure that holds the same goals to all its members without giving them equal means to achieve them. Merton stated that all members of a capitalist society have goals such as â€Å"wealth, status and personal happiness†, (Merton, 1938) and that the means available to achieve this success are unevenly distributed throughout society. Merton believes that this lack of integration between society goals and what society realistically permits causes the less dominant or lower class group to suffer ‘strain’ which results in alternate or illegitimate ways of achieving those goals. (Merton, 1938) Merton did not mean that everyone who was denied access to society’s goals became deviant. He presented five modes of adapting to strain. Conformity is the most common mode of adaptation. Individuals accept both the goals as well as the prescribed means for achieving those goals. Conformists will accept, though not always achieve, the goals of society and the means approved for achieving them. The people who make up this unit are mostly middle and upper-class individuals. The innovators are typically lower-class people who desire a high-class life and focus on achieving it. Their means of success would be ones such as robbery, embezzlement or other such criminal acts. Ritualism, the third adaptation, is made up of the people who abandon the goals they once believed to be within their reach and dedicate themselves to their current lifestyle; they play by the rules and have a daily safe routine. Retreatism is the adaptation of those who give up not only the goals but also the means. They often retreat into a world of alcoholism and drug addiction. The final adaptation is rebellion, which occurs when the cultural goals and the legitimate means are rejected and are substituted by the individuals own goals and means. (Merton, 1938) Shoplifting is defined as â€Å"the theft by a person of goods or merchandise exposed for sale.† (Denver Crime Definition, 2002) Accurate data on shoplifting is not widely available because it’s largely considered a ‘petty’ crime and its occurrence is not always reported to police. A study of the reported cases of shoplifting found that it occurs most at liquor  outlets, pharmacies and general stores. To a lesser extent reported shoplifting occurs at service stations, news agencies and restaurants. (A.I.C. no.221, 2002) The people at most risk of victimization are those who work at general stores, service stations, pharmacies and liquor outlets. (A.I.C. no.221, 2002) Shoplifting primarily affects the stores owner/s and employees as it hinders revenue, raises operational costs and creates inaccurate stock levels. Shoplifting also causes stress among co-workers which can lead to stressful working environments. (A.I.C. no.11, 2004) Shoplifting has a high involvement of both female and juvenile offenders and the majority of shoplifters are of low class or unemployed. (A.I.C.: Australian Crime Facts & Figures, 2004) People shoplift because they are unable to gain access to the institutional means to achieve the goals they desire – whether it is food to feed themselves or their families, or materialistic items to increase their status. This relates to shoplifting as the vast majority of cases as it is done predominantly by the lower class or unemployed population. This also explains why there is a lack of middle and high class participants in shoplifting, as they have greater access to legitimate means to achieve their goals. (Merton, 1938) Shoplifting is often done by the unemployed as an act of innovation, not retreatism, rebellion, or ritualism. The unemployed desire the achievement of cultural goals of society but have an illegitimate access to the institutional means. Conformity can be used to explain why the majority of people do not shoplift, people who conform iternalise both the cultural goals of society and the structural means for doing so. (Merton, 1938) There are a few areas that Merton’s strain theory fails to explain in relation to shoplifting. His theory does not explain shoplifting committed by people who have high financial status; these people are not conformists, nor are they innovators. However, Merton’s strain theory fits well with explaining the majority of shoplifting. He predicted that most criminals  fall into the innovator category, which does explain the majority of shoplifting cases.