Leading innovation and change Assignment Example | Topics and Well Written Essays - 3500 words

Leading innovation and change - Assignment Example Meanwhile, it will be admitted that they ways in which organisations are designed and managed that unwittingly discourage the prioritisation and promotion of innovation (Afuah, 2003). With such behaviours, the organisations are forced to acquire behaviours and practices that they wish they had less of. This paper is therefore dedicated to exploring some unhelpful behaviours and practices that militate against innovation, whiles identifying others that promote innovation. More to this, the paper will explore the role of innovation to competitive advantage as this will encourage organisations to pursue innovation. A number of models will also be considered that help in making the implementation of innovation easier. With all these areas of leading innovation and change considered, it will be possible to conclude on the overall relevance of innovation to modern companies. Howells (2005) observed that before the late 20th century, competitive advantage to companies was all about ways in which pricing models will be used by companies to attract customers over their competitors. This has however been said to change since the late 20th century where innovation has become a key word in fostering the goals of competitive advantage for organisations of all kinds, especially profit making ones (Batra et al., 2000). Tidd and Bessant (2009) stated that the real role of innovation in creating competitive advantage is that it gives different organisations the opportunity of dealing with the same context in different ways. For example, Starbuck, McDonalds and Dunkin’ will all be presented with the same context of having to sell coffee products to consumers but through the power of innovation, each of these companies may do different things that make it possible for them to gain reasonable market share. In the absence of innovation therefore,

Managing Work Priorities and Professional Development Personal Statement

Managing Work Priorities and Professional Development - Personal Statement Example The principles of managing work priorities and professional development are discussed in this paper. As a business owner of Jim’s Cleaning, I am expected to give my best possible performance while on the job. In turn, neither can it be disputed that the head of an organisation sets its cultural tone, and is perhaps the single most important force allowing it to achieve success. Just as every cog in a machine is expected to play a part in its continued optimal functioning, so too does an organisation rely on the time management and work prioritisation of its head, to put their best foot forward when it comes to their day-to-day tasks. At the same time, though, I realised that while it is of course important for me to work towards Jim’s Cleaning’s success and prosperity, it is my own professional development that should be foremost to ensure the success of my business venture.No matter how dreary or inane one’s job happens to be, I am still ultimately a huma n being rather than a glorified automatons and it is therefore inevitable for me to somehow desire my own development and growth. Not only do they want to get paid for their work, it is but natural for employees to desire a sense of fulfillment that cannot simply be obtained through a pay slip. Maslow (1943) himself has made note of this, citing specifically how human beings as a whole seek self-actualization and self-transcendence more than anything else. We as humans seldom find satisfaction in what we are now – that is, we are said to possess an innate desire to become everything we are capable of becoming, even exceeding that if at all possible. Elusive as it may be – only 1% of all individuals are said to achieve self-actualization in the end – it is still something generally deemed worthy of working towards (Maslow, 1996). He goes on to explain that while basic needs such as food, water, clothing and shelter are indeed important to any rational being, thes e become mere means to a greater end. Even those whose most pressing need is money will inevitably think and wonder, somewhere down the line, if that is all they are meant for – or if they are meant for bigger and better things (Steere, 1988). This is related to the concept of metamotivation, earlier posited by Maslow. Someone said to be metamotivated does not work merely to get by from day to day, but to somehow become a better person tomorrow than he is today (Goble, 1970). This arguably does a lot to explain why there are those who, despite having better options, settle for low-paying jobs – or why those working in lucrative positions are perfectly willing to leave them behind. No matter how much one may insist that the most important things to look for in a particular job opening are the salary and benefits, even these admittedly important considerations become moot if one fails to find fulfillment working under such circumstances. In doing this assignment and focu sing on my business Jim’s Cleaning, I have realised that someone who loves what he is doing, and feels that he is actually getting somewhere in his job, will ultimately be more content with the idea of remaining there even with a modest paycheck. For example, it can be argued that the specialist cleaners at Jim’s are generally paid lower than what they should receive. Barring external factors such as skill, experience, tenure or connections, these

The Corporate Culture Of Apple Inc Business Essay

The Corporate Culture Of Apple Inc Business Essay Apple incorporation is todays one of the biggest if not the biggest organisation culture change trend master, in the past few years apple as being in the light of it totally perceive genius ways of getting thing done with a different, however Apples corporate culture is constantly changing as a result of changes to its leadership/CEO from time to time. To gain an in-depth understanding of this we must dwell into apple historical background, it pros and cons, and the possibility of future management. Therefore the empirical question would be what is the culture of Apple? What is culture? Culture has been describe by many authors, school of thoughts, theories to mention a few in relation to its conceptual usage,it has been described for example as the dominant values espoused by an organisation, the commonly held and relatively stable set of beliefs, attitudes, values and norms that exit throughout an organisation the basic assumption and beliefs that are share by member of an organisation. In recent time culture has been refer to as the way things are done around here. Lynch (2006, p.37) culture refers to the shared understandings and meanings of that members have concerning an organisation. Rather as individuals have distinctive personalities organisation have their own particular culture. Some will be friendly, relaxed and informal while others will be highly formal aloof and hostile. Also Drenna(1992).in senior.B (1997).p101)says culture is what typical of the organisation, the habits the prevailing attitudes, the grown up pattern of accepted and expected behaviou r . The main feature of culture is that even though there are many organisational differences there seem to be share understandings within them. Culture tends to build gradually in rational thinking of groups with the system which later forms a sub/dominant culture. Using Handy (1993) cultural model, handy opine that A culture cannot be precisely define, for it is something that is perceived, something felt handy (p. 191).however he pointed out the four type of culture in organisation which are explain in fig1.1. Type Metaphor Characteristics Power Culture A web Control from centre; political and entrepreneurial ,personal power serves the figure-head and the leader Role Culture The Greek Temple Classical structure; bureaucratic; role identity position power predominate, serves the structure Task culture A net Valued individual expertise and contribution focus on completing the job, both personal and position powers are important; high level of collaboration base on group unity. Person culture A cluster or galaxy Combine of a lose collection of individuals-pursuing own goal but share common facility, power not necessary a focus because members are experts in their own field. This culture serves the individual. Fig1.1 The four culture type highlights how power and control are utilized by organisation and of whose interest are they serving? certainly theres an element of power culture at Apple inc, as noted in the case study, Steve Jobs entrepreneurship style had giving way for personal ideology and more-or-less gain control over the system, he is characterise as Apple itself, the span of control and politic is also associated with Steve upon returning back in late 1990s, when he changed the culture back to the way its use to be when he was at the apex Apple. Also the Role culture could be link with eras of sculley, and other leaders who try to formalize the structure by imposing their own rule, neglecting the important of project groups, which is central to the Task culture even though individual expertise at Apple is crucial to its innovation the only existing collaboration is based on secrecy. A typical reflection of Apple is the individual culture we may say is the Person culture as different g eeks work tiredly to bring about a unique invention based on their expertise. According to, Van backer(case study p.10), ( Backer)an analyst at Gartner inc, noted when Apple goes out to hire somebody, the no 1 criteria isnt how much experience you have or who you know .its whether they think you will fit into the culture. Nevertheless the culture seems unique but can it function without structure, the leadership, performance and strategy? Ideally, we can communicate this by a thorough analysis of the model below; take note that the model is a non linear model as all the elements are inter-related and interdependent. Fig1.2 a culture relation model Structure Noticeable in the case study is the commentators reference to Apple as a Unique culture, analysts argued that Steve jobs the CEO of Apple is the best marketer in the world, but his leadership style suggest a different view. For instance secrecy is the pinnacle of Apples strategic marketing culture. Apple was known to appreciate and value its employee, it worth noting that whereas motivational theories such as B.F Skinner (1974), Mintberg (1979), have highlighted the importance of reward and value as the ideological stimuli that motivate individual to work, in contrast, at Apple any universal concept of motivation might not work, because of how apple justifies its reward system with a do or die culture. More so the structure at Apple Inc is becoming complex as it evolves into a different pattern over the years. FIG2 Hierarchy and Flat structure The above is an illustration of a standardize structure of organisation formulated by many scholars over the year to explain organizational functionality; the flat is more prominent to entrepreneurship, with suitable element of informal, charismatic ,and informal leadership quality but grapevine in nature while the other is ideal for a larger organisation. However, of all the supportive research is the work of Canadian academic, Henry Mintzberg. According to Mintzberg (1979) an organisational structure is the sum total of the way in which it divides its labour into distinct tasks and then achieve coordination between them. also structure is define as the established pattern of relationship between the components parts of an organisation, out lining both communication control and authority patterns .supportive to this also is Wilson and Rosenfeld(1990) explained that structure distinguishes the parts of an organisation and delineates the relationship between them. This is supported by Apples trend in organisation structure which is more complex than initially perceived, for instance Apple is seen as the pioneer of work hard play hard ethic. Equally important is the frequent changes in culture as different leaders tried to adopt a different approach to reorganise the structure, it is interesting that analyst said Apple adopted a style that was not too far too formal or hierarchical and that the approach was more result-driven. In ugly circumstances as a reference to the case study, any poor performance at Apple will not be consistent with its culture; it is important to say that any change in culture will resort in change in structure, however if the structure cannot survive without the culture then where do we inject the leadership style to bring about ultimate performance? Apple structure is neither hierarchy nor flat we could say its more of a hybrid or matrix unlike hierarchy which is prone to bureaucracy=read further according to Webber (1947),in his analysis of organisation he had identified the principle of bureaucracy as a continuous organisation that is bound by rules. Webber outline the importance of ideal bureaucracy to an organisation as positive and rational unlike the other which he described as domination as charismatic authority and traditional authority .mention adocrasy=read further Fig 2.1 A representation of Apples organisation formation structure. AGENT OF TRANSFORMATION Leadership as a concept has been an interesting centre piece to different fields of thought, to the ordinary man; a leader is just a symbolic head, but as a supportive element by theorists and analysts a definite category of classification; it is said the most important type of leaderships are of the following: the charismatic, the traditional, the situational, the appointed, the functional and the principle centred leader for the purpose of this essay we will look at leadership from management perspective, according Cole(2004), leadership is define as the following: leadership at work is a dynamic process whereby one individual in a group is not only responsible for the group results but actively seeks the collaboration and commitment of all the group members in a achieving group goals in a particular context and against the background of a particular national culture INNOVATORS The leadership style of Apple is highly represented by their iconic CEO Steve job that is highly regarded for his innovative, creative and marketing strategies. Using classification of leadership his style could be linked as the transformational leader which is characterised by the transformation of organisation, creativity and innovation with the purpose to engender commitment. However the simplicity of his approach could resort in the downfall of his perceived personality and organisational performance, for instance if this was ideal for the organisational culture then the question would be the sited instances of global workforce revolting against the culture of secretary used by Apple as an accepted way to move the company forward. If apple is to maintain its status quo as the number one most valued company in the world then it needs to engage itself in some form of leadership re orientation as over the past decade different management/leaders have tied to change the culture of ap ple and its structure only to head back to the starting point which is where they are today, Steve job certainly must be doing some right, concrete evidence suggest that Steve job must have outperformed his expectation to the board of management as emphasized in the case study. CONSTRAINTS the ripple effect of change of leaders/managers at Apple inc emphasis the need for change in culture, however this changes also brought about change in structure as each leader tries to implement his/her own ideology, arguable is the internal problem that apple faces from its reorganisation, for instance the appointment of Sculley who was credit for making Apple one of the biggest and fastest-growing corporation in the US.(case study p.5 ).A series of failure in the early 90s again brought another power shift when the board decided it time for leadership change and Micheal spindler was appointed in 1993 to replace Sculley, Spinder also fail to perform as expected ,Amelio could have being the one man that brought the last drastic change into apple because of his focus on Apple product line and workforce reduction but fail follow Apples corporate culture, once more Steve was back in business to turn things Around. A key point to his transformational leadership style, nevertheless it wo uld appear that the board were more interested in performance rather than leadership quality or style; however performance cannot be divorced from leadership. THE ACHIEVER Performance, theres no generalised definition of performance; it has being said that performance cannot be easily defined as you cannot measure or manage it. However few management researchers have noted the core different of performance from other fields in comparison to management sectors. Performance is more adapted to performance management day in day out, therefore performance could be agreed to be of relevance to situational changes. Armstrong and Baron (1998) define performance management as a strategic and integrated approach to delivering sustained success to organization by improving the performance of the people who work in them by developing the capability of team and individual who work in them.. Therefore, it provides avenue for knowledge on organizational objectives and goals and a spectrum to manage and train individual in order to achieve to such objectives Armstrong stress that performance is strategic because it is concern with broader issues facing organizational effectiveness. As evidence in the case study the market value of Apple against the backdrop of its financial performance over the years in Exhibit VIII, it is clear that in the past decade there being a major profit share in the company, more so recently Apple posted all time record revenue with increase earnings of 78 percent, as of July 2010. Apple posted record revenue of $15.7 billion and also quarterly profit of $3.25 billion,. Surely the share holders would be very pleased with the result. These results compare to workforce engagement and the strategy used to achieve result cannot be overlooked, Apple was known to appreciate its employees. It was consider a great place to work for people who are personate about what they did. (Case study p.3) also experts felt one of the key success to Apples performance is its ability to attract and retain key personnel in technical, marketing and staff positions Nevertheless financial performance in one comfort zone for the company identity externally but d oes this speak the same for the internal general audit of employee of Apple who work tirelessly for over 60hours to get this results out. Then how engaged are the staff of Apple incorporation. The unique culture of Apple which is base on the leadership style of one man approach: Steve jobs, can it survive after the exit of jobs. its plausible to say yes as jobs himself claim he had trained others to manage whenever he is no longer available, however the determination of each individual could result in systemic failure of the culture as every leader approach with a different goal setting. If the goal serve as the basis for motivation, and the goals are set by managers, industrial standard or base on negotiation, how then do you motivate individual, researchers noted that one can be motivated by target set against the others while you could be de-motivated by over pressured standard. levison(1972)highlights this in Asinine attitude towards motivation, in relation to reward or punishment to motivate workers, more so borrowing the work of Hygiene theory of motivation by Herzberg (1968),which he claim that the most important motivator or satisfier are Achievement Recognition Work itself Responsibility Advancement. While the following called hygiene factors or dissatisfies Company policy and administration. Supervision-the technical aspects. Salary. Interpersonal relations-supervision Working conditions. Herzberg pointed out that these factors were intrinsically related to the content of work, i.e. with intrinsic challenge, interest and the individual responses generated by them. If applied to Apple, how do we justify the working condition of staff who work for long hours to get the job done, or does the secrecy atmosphere bring about individual motivation or fear of punishment has whoever fail to comply to the culture is noticeably punished, the reward scheme in apple for those that come up with innovative technology like iphone, mac ipad could result in esteem of individual while the punishment approach on the other hand is detrimental to the public image of Apple as any failure leads to sacking individual or leakage of secret will automatically result in dismissal. Therefore we could say any universal concept of motivation might not work in Apple cooperate culture base on perceived punishment and reward of staff performance, thus Apple cooperate culture is zero experience and no stability of staff until now though it has worked for the company. Even though the strategy may be consider risky. Apple target young staff recruits with less commitment and more glory seeking rather than experience. However is worth saying the older generation are not mush expandable. This could be explain using Maslow (1956) Hierarchy of needs, which he associated the important of needs to motivate individual, starting from basic needs called physiological needs, follow by safety needs, then love needs, esteem needs, and self actualisation. He emphasis that as one needs is fulfil we move up to another. Goal setting (locke,shaw sari latham 1981)A change in goal will foreseen a better Apple as a company, for example Apple has always focus on improving on a previous product i.e. Iphone1,2,3..4.e.tc while not come up with something entirely different and innovative. Even though Apple came up with a micro palm device name ipad,it still relied entire on the old operating system which is gradually facing out as competition grows in the technology industry. Again the past ten years down the line Steve Jobs was back the in same job at the apex of the company after many failures of different managers at various stages of cultural development within Apple inc. even though Jobs is making money for apple for now the question is will same strategy that fails at the initial past decade in culture, work for the future? A do or die culture was Apples it it ideal for apple? For instance sculleyl tried for Apple for about five years, thus due to cultural strategy of sculley, the board got rid of him. At this juncture the answer would be it all depends on many factors conserving strategy culture and variable element to forecast the future.

thomas jefferson :: essays research papers

Thomas Jefferson Thomas Jefferson is remembered in history not only for the offices he held, but also for his belief in the natural rights of man as expressed in the Declaration of Independence and his faith in the people’s ability to govern themselves. He left an impact on his times equaled by few others in American history. Born on April 13, 1743, Jefferson was the third child in the family and grew up with six sisters and one brother. Though he opposed slavery, his family had owned slaves. From his father and his environment he developed an interest in botany, geology, cartography, and North American exploration, and from his childhood teacher developed a love for Greek and Latin. In 1760, at the age of 16, Jefferson entered the College of William and Mary and studied under William Small and George Wythe. Through Small, he got his first views of the expansion of science and of the system of things in which we are placed. Through Small and Wythe, Jefferson became acquainted with Governor Francis Fauquier. After finishing college in 1762, Jefferson studied law with Wythe and noticed growing tension between America and Great Britain. Jefferson was admitted to the bar in 1767. He successfully practiced law until public service occupied most of his time. At his home in Shadwell, he designed and supervised the building of his home, Monticello, on a nearby hill. He was elected to the Virginia House of Burgesses in 1769. Jefferson met Martha Wayles Skelton, a wealthy widow of 23, in 1770 and married her in 1772. They settled in Monticello and had one son and five daughters. Only two of his children, Martha and Mary, survived until maturity. Mrs. Martha Jefferson died in 1782, leaving Thomas to take care of his two remaining children. Though not very articulate, Jefferson proved to be an able writer of laws and resolutions he was very concise and straight to the point. Jefferson soon became a member in a group which opposed and took action in the disputes between Britain and the colonies. Together with other patriots, the group met in the Apollo Room of Williamsburg’s famous Raleigh Tavern in 1769 and formed a nonimportation agreement against Britain, vowing not to pay import duties imposed by the Townshend Acts. After a period of calmness, problems faced the colonists again, forcing Jefferson to organize another nonimportation agreement and calling the colonies together to

Is Odysseus a superman Essay

Odysseus; the strong and brave god-like warrior in the Trojan War, who also possesses characteristics such as compassion, loyalty and talent as an orator, which makes him such a influential character within Homer’s novel: The Odyssey. The book, depicting the Adventures of Odysseus’s misfortune, and the journey through which he must get home to reclaim his life, land and his dear wife, portrays Odysseus as the central character with the unmatchable strength and abilities. But do Odysseus’s remarkable qualities classify him as a Superman, and by what means do we exactly class as a Superman? In my mind, a characteristic of Superhuman qualities is one which is that or beyond a normal humans. Therefore, we may classify Odysseus’s characteristics as either of superhuman quality, or that like of a normal human beings. Odysseus’s physical strength is one of his most remarkable and powerful qualities, which we come to learn of. It is because of this great strength, which allows him to throw the biggest discuss as the Phaeacian Games, hurtling it through the air where it landed far beyond the others. Book VIII ‘The Phaeacian Games’ ‘With this he leapt to his feet and, not even troubling to remove his cloak, picked up the biggest disk of all, a huge weight, more massive by far that those used in their regular matches. With one swing he launched it from his mighty hand, and the stone hummed on its course. The Phaeacians, lords of the sea and champions of the long oar, cowered down as it hurtled through the air; and so lightly did it fly from his hand that it overshot the marks of all the other throws. ‘ His strength is also what allows him to string and draw the great bow with little effort, before the great battle in the hall. Book XXI ‘The Great Bow’ ‘†¦ , he strung the Great Bow without effort or haste and with his right hand proved the string, which gave a lovely sound in answer like a swallow’s note. ‘ This great strength, which Odysseus possessed, was certainly beyond that of normal humans, as demonstrated in these examples and when the suitors failed to string and draw the bow as Odysseus displayed. Therefore, we may conclude that this quality is that in the nature of a ‘Superman’s’ as it is far greater than would normally be so. Odysseus also possessed other qualities, which were demonstrated within the novel. Apart from being the strong and powerful character, which he certainly was, he also had a softer, more timid side. Take for example the chapter in which Odysseus must talk with the ghosts of the dead in Hades. Here, Odysseus experiences panic and fright with what he must endure, as the underworld is that of a dismal and gloomy place. Book XI ‘The Book Of The Dead’ ‘From this multitude of souls, as they flustered to and fro by the trench, there came a moaning that was horrible to hear. Panic drained the blood from my cheeks. ‘ This panic and fright is certainly not of superhuman qualities, as they are stereotyped to be brave and valiant in all situations, which they might have to endure. Odysseus also experiences feelings of compassion and desire during his ventures: Book XI ‘The Book Of The Dead’ ‘Next came the souls of my dead mother, Anticleia, the daughter of the great Autoclycu, who had still been alive when Isaid farewell and sailed for sacred Ilium. My eyes filled with tears when I saw her there, and I was stirred to compassion. ‘ ‘As my mother spoke, there came to me out of the confusion in my heart the one desire†¦ Thrice, in my eagerness to clasp her to me, I started forward with my hands outstretched. Thrice, like a shadow or a dream, she slipped through my arms and left me harrowed by an even sharper pain. ‘ As I have already mentioned, I have defined a quality that is not of superhuman nature, to be one, which is just as any normal human beings. It goes unsaid saying that normal human beings experience emotions of desire and compassion, and also that of panic and fear, from which we can infer that Odysseus also has qualities which are not like that of a Superman. From these observations and presumptions of the novel ‘The Odyssey’, I have found that Odysseus, the brave warrior who fought at Troy, and endured the callous ventures of his misfortunate voyage home, may be one of a diverse character. There is the side of him, which is the superiorly strong and brave fighter; capable of facing and conquering some of the most horrific and atrocious situations one must endure. This may be classified as a quality like that of a superhuman, one of which is that or greater than a normal humans. Then there is the softer and more emotional side, to which Odysseus demonstrates his feeling of compassion and desire, which may be noted as characteristics which are not like that of a superhuman, which I have established as like that of a normal human beings. From this we can conclude, that Odysseus, not only had qualities like that of a superman, but also possessed emotions and desires like that of a normal person.

Higher Education Essay

The report is based on information and impressions which the delegation obtained during the study tour. Information was also gathered from sources such as the websites of the organisations and institutions visited and from agencies including the National Office of Overseas Skills Recognition (NOOSR) in Australia, World Education Services (WES) in the USA, IAU and UNESCO/IAU among others. At several places in the text, sources have been specifically mentioned. An additional list of sources can be found in the appendices. 3 The report describes the system of education in India and the quality assurance system. Chapter 1 introduces the administration of the school system and the organisation of primary, secondary and higher secondary education, while Chapter 2 provides information about technical and vocational education. Chapter 3 outlines the system of higher education by reviewing the institutional structure with a discussion of both public and private education. Information on degree structure and grading systems is included, as well as examples of some bachelor degree programmes. In Chapter 4, teacher training at higher secondary level and at university level is described. Chapter 5 presents India’s response to globalisation in the higher education sector. The last chapter deals with the quality assurance work in education, both at secondary and higher level. Impressions and reflections about the education system and how it functions are incorporated into the report in frames where appropriate. Country Profile India is one of the world’s oldest civilisations, dating back to 2,500 B. C. Aryan tribes from the northwest invaded the country in about 1,500 B. C. ; their merger with the earlier Dravidian inhabitants created the classical Indian culture. Arab incursion starting in the eighth century and Turkish in the twelfth century were followed by those of European traders, beginning in the late fifteenth century. By the nineteenth century, Great Britain had assumed political control of virtually all Indian lands. Mohandas Gandhi and Jawaharlal Nehru helped end British colonialism through non-violent resistance. India achieved independence in 1947. The Republic of India was established in 1947 and comprises 32 states and Union Territories, the latter controlled by the central government. The country covers about 3. 3 million square kilometres with a population of 1. 029 billion and dominates southern Asia. It is slightly larger than one-third the size of the United States. India is home to 17% of the world’s total population, accommodated in an area that is 2. 4% of the world’s total area. India has the world’s twelfth largest economy and the third largest in Asia behind Japan and China, with a total GDP of around $570 billion. Services, industry and agriculture account for 50. 7%, 26. 6% and 22. 7% of GDP respectively. The United States is India’s largest trading partner. Bilateral trade in 2003 was $18. 1 billion. There are some 16 official major languages and 844 dialects. Among these languages, English enjoys associate status, but is the most important language for national, political, and commercial communication. Hindi is the national language and primary tongue of 30% of the people. The other official languages are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu spoken widely throughout northern India but is not an official language. Hinduism (80. 5%), Islam (13. 4%), Christianity (2.3%), Sikh (1. 9%) are the major religions in the country. The literacy rate is 52% (of the total population of age 15 or older). 4 Chapter 1 General Education Administration of Education The central and the state governments have joint responsibility for education, with freedom for the state governments to organise education within the national framework of education. Educational policy planning is under the overall charge of the central Ministry of Human Resource Development which includes the Department of Elementary Education and Literacy and the Department of Secondary and Higher Education. The Ministry is guided by the Central Advisory Board of Education (CABE) which is the national level advisory body. The education ministers of all the different states are members of the board. The National Council of Education Research and Training (NCERT) (1961) defines the National Frame Curriculum for classes I – XII. It also functions as a resource centre in the field of school development and teacher education. State Councils of Educational Research and Training (SCERT) are the principal research and development institutions in all the states. At secondary level, school boards at state level affiliate schools and set examination standards in accordance with the national framework. The Central Board of Secondary Education (CBSE) and Council for Indian School Certificate Examinations (CISCE) cover all India besides the National Institute of Open Schooling (NIOS). National Policy on General Education Under the national constitution, education was a state matter until 1976. The central government could only provide guidance to the states on policy issues. In 1976 the constitution was amended to include education on the concurrent list. The initial attempts of designing a National Education Policy were made in 1968 but it was only in 1986 that India as a whole had a uniform National Policy on Education. The National Policy on Education 1986, modified in 1992, defines the major goals for elementary education as universal access and enrolment, universal retention of children up to 14 years and substantial improvement in the quality of education. The National Policy of Education of 1992 also aims at vocationalisation of secondary education and greater use of educational technology. The policy has been accompanied by several programmes such as the District Primary Education Program (DPEP) launched in 1994 and the National Campaign for Education for All (Sarva Shiksha Abhiyan) launched in 2001/2. A proposed bill on the right to education (draft, November 2005) stresses the right of all children from age 6 until their 15th birthday to receive elementary education either in school or non-formal education (NFE). The Indian government is preparing the universalisation of secondary education (USE). The main aim is to provide high quality secondary education to all Indian adolescents up to the age of 16 by 2015, and senior secondary education up to the age of 18 by 2020. 5 Crucial problems in India are teacher absenteeism, noted by UNESCO in 2005; high teacherpupil ratios; and inadequate teaching materials and facilities, particularly in rural areas. At the other end of the scale, children attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competition from a very early age in order to qualify for admission into the best schools. In 1979-80, the Government of India, Department of Education launched a programme of Non-Formal Education (NFE) for children of 6-14 years age group, who cannot join regular schools – drop-outs, working children, children from areas without easy access to schools etc. The initial focus of the scheme was on ten educationally backward states. Later, it was extended to urban slums, and hilly, tribal and desert areas in other states. Source: – UNESCO: India, updated August 2003 and Annual Report 2004/5, Ministry of Human Resource Development, India (overview). – Newsletter, October-December 2005, International Institute for Educational Planning, UNESCO. Learning without Burden, NCERT, 1993, reprinted 2004. – Annual report 2004/5, Ministry of Human Resource Development, India (annexes). School Education A uniform structure of school education, the 10+2 system, has been adopted by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986. Elementary school, Class I – VIII, is recognised as the period of compulsory schooling, with the Constitutional amendment making education a fundamental right. A majority of the states and Union Territories (UTs) have introduced free education in classesI-XII. In states/UTs where education is not free for classes IX and above, the annual fee varies considerably. The pre-school covers two to three years. The elementary stage consists of a primary stage comprising Classes I-V (in some states I-IV), followed by a middle stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The minimum age for admission to Class I of the primary school is generally 5+ or 6+. The secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The number of working days of school education in a year is generally more than 200 days in all the states/UTs. Participation in primary and secondary education The Gross Enrolment Ratio (GER), which indicates the number of children actually enrolled in elementary schools as a proportion of child population in the 6-14 years age group, has increased progressively since 1950-51, rising from 32. 1% to 82. 5% in 2002-03, according to statistics published by the Ministry of Human Resource Development in India. The rate of increase in GER of girls has been higher than that of boys. The dropout rate at the primary level (Classes I-V) declined from 39% in 2001-02 to 34. 9% in 2002-03. However the GER only covers 61% of children from classes VI to VIII. 6 In 2002/3 the dropout rate was estimated at 34. 9% at the end of lower primary classes and 52. 8% at the end of upper primary. The dropout rate was 62. 6% at the end of secondary school (Class X). There are wide disparities among the different states in the number of children completing primary and secondary school from less than 20% to more than 80%, according to the central statistics from the Ministry of Human Resource Development. Source – Selected Educational Statistics 2002-03. Provisional. Ministry of Human Resource Development, India – Annual Report 2004/5. Ministry of Human Resource Development, India – Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Department’s website) National Curricula. The National Council of Education Research and Training (NCERT) formulated the first Curriculum Framework in 1975 as a recommendation to the individual states. NCERT was accorded the responsibility of developing a binding National Curriculum Framework through the National Policy on Education (NPE) (1986). NCERT reviews the curriculum every five years on the basis of consultations within the whole school sector. The core areas of the curriculum are common. Teaching of English is usually compulsory in classes VI-X in most of the states/UTs. NCERT published a New National Curriculum framework in 2005. The New National Curriculum will be introduced in textbooks in three phases: Phase one, 2006-07: classes I, III, VI, IX and XI. Phase two, 2007-08: classes II, IV, VII, X and XII Phase three, 2008-09: classes V and VIII NCERT has gradually been changing the curriculum from traditional information provision to be more learner-oriented and competence-based. National Curriculum Framework 2000 The National Curriculum Framework 2000 operates with the concept of the Minimum Levels of Learning (MLLs) identifying certain essential levels of learning for each stage of school education. Pre-primary education The National Policy on Education defines the objective of early childhood care and education (ECCE) as being the total development of children in the age group 0-6 years. Early Childhood Education (ECE) or pre-primary education (2 years), part of the ECCE, shall prepare children for school. Teaching at this stage, according to the National Curriculum Framework, comprises group activities, play–way techniques, language games, number games and activities directed at promoting socialisation and environmental awareness among children. Formal teaching of subjects and reading and writing are prohibited. However, NCERT strongly criticised the actual pre-school programmes for exposing children to structured formal learning, often in 7 English with tests and homework, in the introductory notes to the new National Curriculum Framework 2005. The competition for the best education starts at a very early age. Newspapers from September 2005 in India report of tremendous pressure on three-year old children being prepared by their parents for nursery interviews and competing with a huge number of other children for places in the most prestigious private pre-schools. The newspapers report on private persons/institutes that offer help to parents in preparing their children for nursery interviews. Other newspapers report the need for psychological support for children having developed speaking difficulties after having been exposed to onerous preparation by their parents for nursery interviews. Primary education At the primary stage, emphasis is on the process of understanding, thinking and internalising. The National Curriculum contains the following subjects: Subject Language(s) Lower primary Classes I-II The mother tongue/regional language. Lower primary Classes III-V The mother tongue/regional language Upper primary Classes VI-VIII Three Languages — the mother tongue/the regional language, a modern Indian language and English All kind of creative activities including the child’s own creations Essentials of mathematics for every day activities, including geometry – Art education Mathematics Art of healthy and productive living Woven around the world of the learner Creative education, health and physical education, work education, value inculcation Integrated approach Environmental studies – Health and physical education – Science and technology Social sciences – Work education – Integrated approach to music, dance, drama, drawing and painting, puppetry, health and physical education, games and sports, yoga and productive work Experiences to help socio- emotional and cultural development with a realistic awareness and perception of phenomena occurring in the environment Games and sports, yoga, NCC and scouting and guiding Key concepts across all the disciplines of science, local and global concerns Social, political and economic situation of India and the world, including Indian cultural heritage. Academic skills social skills and civic competencies Agricultural and technological processes including participation in work situation Source: National Curriculum Framework 2000 8 In all language education programmes, the stress is placed on the ability to use the language in speech and in writing for academic purposes, at the workplace and in society in general. The duration of a class period may be around 40 minutes and, according to NCERT, the school year should be a minimum of 180 days, and â€Å"†¦A primary school should function for five hours a day out of which four hours may be set aside for instruction. For the upper primary and secondary schools, the duration of a school day should be six hours out of which five hours should be kept for instruction and the rest for the other routine activities. † Secondary education (2 years, grades IX-X) In grades IX-X the scheme of studies should include the following subjects: three languages (the mother tongue/the regional language, a modern Indian language and English), mathematics, science and technology, social sciences, work education, art education, health and physical education. Foreign languages such as Chinese, Japanese, Russian, French, German, Arabic, Persian and Spanish may be offered as additional options. The curriculum in mathematics should take into account both the learning requirement of learners who will leave school for working life, and of students who will pursue higher education. According to the NECRT Secondary School Curriculum 2002-2004 (Vol.1, Main Subjects) the suggested number of weekly periods per subject in grade X is as follows: Subject Language I Language II Mathematics Science and technology Social science Work education or pre-vocational education Art education Suggested number of periods in grade X 7 6 7 9 9 3 + 2 to 6 periods outside school hours 2 The boards, however, according to NCERT, often offer limited or no optional courses: two languages (one of which is English), mathematics, science and social sciences are the typical examination subjects. A few boards encourage students to choose an optional course from a range that includes economics, music and cookery. Higher secondary/Senior secondary education (2 years, grades XI–XII) The curriculum at this stage is divided into an academic stream and a vocational stream. Academic stream The objectives of academic courses are to promote problem-solving abilities and convey higher levels of knowledge. The curriculum at this stage comprises foundation courses and elective courses. Foundation courses consist of (i) language and literature, (ii) work education, and (iii) health and physical education, games and sports. The study of language prepares a student to both learn and use language in the classroom, the community and the workplace. The choice of the language to be studied is decided by the learner. Work education includes e. g. developmental projects in a village or city. Generic Vocational Courses (GVC) aim at developing employment-related generic skills regardless of the persons’ occupations. The student should choose three elective courses out of the subjects 9 prescribed by the boards. Elective courses may include bridging courses between the academic and vocational streams. The list of courses may include modern Indian languages, Sanskrit, classical European languages and their literatures, English (academic and specialised), other foreign languages, subjects in the sciences and mathematics, computer science, accountancy, business studies, engineering, political science, history, sociology, psychology, philosophy, fine arts and others. NCERT prescribes that courses should be listed together without dividing them into mutually exclusive groups. Nonetheless, several boards restrict the combinations in the form of a ‘science stream’, ‘arts stream’ and ‘commerce stream’. Some schools tailor their classes to medical and engineering courses. Universities restrict admissions based on the subjects and combinations of courses studied in the +2 stage. Sixty percent of the instructional time is devoted to the instruction of elective subjects and forty percent to the foundation course. Vocational stream The introduction of the vocational stream was recommended by the central Kothari Commission (1964-66). The National Policy on Education, 1986 (revised 1992) set a target of twenty-five percent of higher secondary students in vocational courses by 1995. So far, enrolment is far below this. The courses for the vocational stream consist of: †¢ A language course †¢ A general foundation course †¢ Health and physical education, and †¢ Elective vocational courses Vocational education covers areas like agriculture, engineering and technology (including information and communication technology), business and commerce, home science, health and para-medical services and humanities. Language courses are organised to cover the grammatical structures and additional vocabulary particular to the trade or vocation. The general foundation course for the vocational stream comprises general studies, entrepreneurship development, environmental education, rural development and information and communication technology. Vocational electives are organised according to employment opportunities. Practical training is an essential component of the vocational courses, according to the National Curriculum Framework, with seventy percent of time devoted to vocational courses. The certificate issued should mention the competencies acquired and the credits earned. Organisation The organisation of teaching is based either on an annual or semester system. In most cases, a year’s course is divided into two parts to be covered in the two halves of an academic session in the annual system. Marks are accorded to a certain number of periods; the total mark is an average of marks accorded to the different parts of curriculum in an annual or semestrial examination (e. g. a paper corresponding to a 3-hour written examination). 10 The example below copied from the Senior School Curriculum 2007 (Central Board of Secondary Education) illustrates a typical curriculum (in history) and the maximum marks accorded to the different parts of the curriculum. History/Class XI Paper One Unit Part A – Ancient India 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. †¦Ã¢â‚¬ ¦. 30. Total Introduction Paleolithic Cultures and Beginning of settled Life Harappan Civilization The Early Vedic Period Later Vedic Phase and Iron Age South and North-East India Religious traditions Mahajanapada Mauryas Society, Economy and Culture during Mauryan period Post-Mauryan India The age of India from Guptas and after The Society and Culture in the age of Guptas and Harsha †¦ Project Work 100 marks 8 4 8 8 5 2 10 4 10 6 6 8 8 †¦ †¦. 5 8 9 5 2 7 7 Time: 3 Hours Periods 100 Marks Marks. In the semester system, recommended by NCERT, students take a number of credit hours corresponding to their requirements and capacity, and at their own pace. However, only a few institutions have adopted the semester and credit system. National Curriculum Framework 2005 The National Curriculum Framework 2005 points out the need for plurality and flexibility within education while maintaining the standards of education in order to cover a growing variety of children. The Framework recommends that learning shifts away from rote methods and that the curriculum reduces and updates textbooks. Peace education is included as a dimension in education. The new curriculum proposes a broader spectrum of optional subjects, including the revalorisation of vocational options. Courses may be designed to offer optional modules, rather than trying to cover everything and overfilling courses too much. The National Curriculum Framework 2005 also proposes changes within the examination system (examinations for classes X and XII) allowing reasoning and creative abilities to replace memorisation. The children should be able to opt for different levels of attainment. Textbooks 11 Most states have legislated to create bodies for the preparation of syllabi and textbooks. The states have established various mechanisms for the preparation and approval of textual materials. However, a study in 2005, undertaken by the Central Advisory Board of Education (CABE), of textbooks used in government schools (not following the CBSE syllabus) and in nongovernment schools (including social and religious schools) showed that many textbooks reinforce inequalities and neglect rural, tribal or female realities. According to NCERT’ Newsletter, in 2005, CABE proposed the institution of a National Textbook Council to monitor textbooks. Source: – National Curriculum Framework 2000, National Council of Education Research and Training (NCERT), India – National Curriculum Framework 2005, National Council of Education Research and Training (NCERT), India – Newsletter July 2005, National Council of Education Research and Training (NCERT), India – Senior School Curriculum 2007, Central Board of Secondary Education (CBSE), India, 2005 Examination and Assessment In all the states and Union Territories, public examinations are conducted at the end of classes X and XII by the respective State Boards of Secondary and Higher Secondary Education. Ministry of Human Resource Development has published a list of recognised state boards for secondary and higher secondary education. The minimum age for admittance to the Secondary School Examination generally varies from 14+ to 16+. The minimum age for Higher Secondary School Examinations varies from 16+ to 18+ years. Some states/UTs do not have an age restriction. The Central Board of Secondary Education (CBSE), established by a special resolution of the Government of India in 1929, prescribes examination conditions and the conduct of public examinations at the end of Standard X and XII. The Council for the Indian School Certificate Examinations (CISCE), Delhi, was established in 1958 by the University of Cambridge, Local Examinations Syndicate as a self-financing national examination board. The Council conducts the Indian Certificate of Secondary Education (Standard X) and the Indian School Certificate (Standard XII) examinations. CISCE affiliates schools using English as a medium of instruction. The title of the final qualification varies depending upon the examining body. The titles used by the central examining boards are: CBSE: †¢ All India Secondary School Certificate (Standard X). †¢ All India Senior School Certificate (Standard XII). 12 CISCE: †¢ Indian Certificate of Secondary Education (ICSE Standard X). †¢ Indian School Certificate (ISC Standard XII). †¢ Certificate of Vocational Education (CVE XII). Information from the procedure of the All India Senior School Certificate (Standard XII) (extract): The Board conducts examination in all subjects except General Studies, Work Experience, Physical and Health Education, which will be assessed internally by the schools based on cumulative records of students periodical achievements and progress during the year. In all subjects examined by the Board, a student will be given one paper each carrying 100 marks for 3 hours. However, in subjects requiring practical examination, there will be a theory paper and a practical examination as required in the syllabi and courses. A candidate may offer an additional subject that can be either a language at elective level or another elective subject as prescribed in the Scheme of Studies, subject to the conditions laid down in the Pass Criteria. A candidate will get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal assessment unless he/she is exempted. Failing this, result of the external examination will be withheld but not for a period of more than one year. In order to be declared as having passed the examination, a candidate shall obtain a grade higher than E (i. e. at least 33% marks) in all the five subjects of external examination in the main or at the compartmental examinations. The pass marks in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject. A candidate failing in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment. A candidate who has failed in the examination in the first attempt shall be required, to re-appear in all the subjects at the subsequent annual examination of the Board. A candidate who has passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board. A candidate who has passed an examination of the Board may reappear for improvement of performance in one or more subject(s) in the main examination in the succeeding year only; however, a candidate who has passed an examination of the Board under Vocational Scheme may reappear for improvement of performance in one or more subject{s) in the main examination in the succeeding year or in the following year provided he/she has not pursued higher studies in the mean time. He /she will appear as private candidate. Candidates who appear for improvement of performance will be issued only Statement of Marks reflecting the marks of the main examination as well as those of the improvement examination. Central Board of Secondary Education Central Board of Secondary Education (CBSE) is one of the three national boards of secondary education in India. CBSE has affiliated around 8,300 schools including government and independent 13 schools. It also affiliates schools in some 20 African and Asian countries. About 200 new schools are affiliated each year. Study teams conduct regular inspections of the affiliated institutions. CBSE has a central office and 6 regional offices. Permanent affiliation is obtained after a number of years. Affiliation is granted according to strict criteria. A list of affiliated schools can be found on CBSE’ s website: http://www. cbse. nic. in. The major objective is to prescribe conditions of examinations and conduct public examinations at the end of Classes X and XII and to grant certificates to successful candidates of the affiliated schools. All affiliated schools follow the national scheme of 10+2. Here is an example of testimonial for All India Senior School Certificate Examination from 2000: CBSE is regulated but not financed by the central government. Financing is assured by fees from the affiliated schools. CBSE accepts private candidates. CBSE develops its curriculum on the basis of the national curriculum framework. The curriculum is revised every 5 to 10 years. Two of the front line curriculum subjects are revised every year. According to CBSE, it strives notably to adapt current teaching methods and content of teaching to an innovative and creative society in the form of subjects such as functional English, bio-technology, entrepreneurship, life skills education, and disaster management. An important objective is the destressing of education, including no homework or examinations in grades I and II and only achievement reports in grades III-V. Information technology is compulsory in grades IX +X. Language studies include a possible 27 different languages besides Hindi and English. One teacher may teach four subjects up to grade X. The board uses the term learner (for student) with emphasis on the learner’s role in learning. Two subjects undergo a performance analysis (marks, questions, learning) each year to cope with poor performance. 14 Examination is monitored and organised to avoid fraud. CBSE issues duplicates of certificates under certain conditions. CBSE also organises in-service training of teachers and special programmes for new principals. Grading Both Standard X and XII are normally marked on a percentage basis. The minimum passmark varies depending upon the subject. According to the UK NARIC, the following marking scheme is used in most states for the Standard XII examinations, in comparison with that used by the central boards. Performance CBSE assessment 85%+, 80-85%, 70- Excellent, Superior, Very A1-A2, B1 80% good 60% – 70% Good B2 50% – 60% Satisfactory C1 40% – 50% Average C2 35% – 40% Pass D Percentages Source: India, International Comparisons, UK NARIC CISCE One, two, three Four Five Six seven Documents The pass-document is issued by the relevant Board of Secondary Education. It shows the type of programme (academic or vocational), the subjects passed and the marks obtained out of total marks as well as the aggregate marks, percentage obtained, and result as well as the overall grade/division. National Institute of Open Schooling (NIOS) National Institute of Open Schooling (previously known as the National Open School) was established in November 1989 as an autonomous registered society. The institute provides basic programs such as secondary education courses and senior secondary education courses on an open education basis. NIOS conducts examinations twice a year and candidates can appear in one, two or more subjects. Credits are accumulated until the certification criteria are fulfilled. NIOS has at its disposal a network of accredited study centres all over India providing support to learners. Source – India, International Comparisons, UK NARIC (Website) – Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Department’s website) 15 Islamic Education India also has a system of Islamic education. Several different sects have their own schools where they teach Islamic subjects and Arabic to mainly (but not only) Muslim children.

Chinese Society Essays - Chinese Women, Women In China, Free Essays

Chinese Society Essays - Chinese Women, Women In China, Free Essays Chinese Society China Paper CHINESE SOCIETY Even since the dramatic post-1949 changes in China regarding the role of women, China has remained paternalistic in it's attitudes and social reality. The land reform, which was intended to create a more balanced economic force in marriage, was the beginning of governmental efforts to pacify women, with no real social effect. Communist China needed to address the woman question. Since women wanted more equality, and equality is doled out from the hands of those in power,capitalism was examined. The economic issues of repressed Chinese women were focused on the Land Act and the Marriage Act of 1950. The Land reform succeeded in eliminating the extended family's material basis and hence, its potential for posing as a political threat to the regime. Small-plots were redistributed to each family member regardless of age or sex; and land reform provisions stipulated that property would be equally divided in the case of divorce. Nonetheless, their husbands effectively controlled land allotted to women. Patriarchal familial relationships in the Confucian tradition seemed to remain intact. The Marriage Law of 1950 legalized marriage, denounced patriarchal authority in the household and granted both sexes equal rights to file for divorce. The second and most prominent element of the strategy was integrating women into economic development. Women's employment was viewed as a prerequisite for emancipation from bourgeois structures as embodied in the patriarchal family. Furthermore, at the core of the CCP's strategy for political consolidation was economic reconstruction and rural development. The full participation of women was not only an ideological imperative but a pragmatic one. Third, the All-China Women's Federation (W.F.) was established by the CCP to mobilize women for economic development and social reform. Women did succeed in gaining materialisticly. However, culture dictates whether these governmental attempts can be successful and China has proven that they were only panaceas for the real issue. Materialistic approaches could not shadow the issue of the view in Chinese society of the role of women. In the struggle for equality, China did not go to the women to find what they believed to be the most effective answer to the issue. The paternalistic powers gave women what they thought they needed for an equalizer, not understanding the need for self-affirmation and independence. The issue the women rallied under was that men were answering the woman question. Women's organizations were not allowed their voice, which became an ironic and frustrating endorsement to the pathetic state of women in China. The One-Family, One-Child policy launched in 1979 has turned reproduction into an area of direct state intervention. The new regime under Deng made the neo-Malthusian observation that the economic gains from reform were barely sufficient to accommodate a population of one billion, given the natural population growth rate of 1.26 percent, much less provide a base for advanced industrial development. The One-Family, One-Child campaigns have therefore targeted women to limit their childbearing as a patriotic duty. The family planning policy is implemented by local units of the W.F., barefoot doctors and health workers who are mainly women. Each family is visited individually by members of the local family planning committee. After the first child, women are awarded a one-child certificate that entitles them to a number of privileges. Standard regulations concerning the type of birth control method employed require IUDs after one child, sterilization after the second one and abortion for unapproved pregnancies. The policy rests on a coercive system of sanctions and rewards. Economic sanctions include: payment of an excess child levy as compensation to the state for the cost of another child to the country; reduction in the family's grain ration (or higher prices) for producing a surplus child; limitations on additional land for private plots and the right to collective grain in times of flood and drought; and ineligibility for promotion for four years, demotion, or reduction in wages (Anders,52). Moreover, the offending couple has to bear all expenses for medical care and education of excess children, and extra children have the lowest priority in admission to kindergarten, school and medical institutions. In contrast, one-child families are entitled to many privileges including monthly or annual cash subsidies for health or welfare until the child reaches fourteen years of age; and additional private plots from the commune. Single children are entitled to free education, health services, and priority in admission to nurseries, schools and hospitals. Parents receive an additional subsidy to their old age pension (Croll,89). The basis for the issue is ironical again. Population growth is generally the result of a well functioning society. Improved medicine and nutrition has sustained a higher

Finding Scholarly Journal Articles for Research

Finding Scholarly Journal Articles for Research Your professor may tell you that you’re required to use journal articles for your research paper. You read articles all the time in magazines- but you know that’s not the sort of article your professor is looking for. Scholarly articles are reports written by professional people who specialize in specific fields, like Caribbean history, British literature, underwater archaeology, and educational psychology. These reports are often published in hardbound periodical journals, which look much like encyclopedias. You’ll find a section of your library dedicated to journal collections. How to Find a Journal Article There is a difference between finding articles that exist and actually putting your hands on an article that you discover through a search. First, you find articles that exist. Then you figure out how to get access to them. You can find articles that exist by using a search engine. Through a search, you will find names and descriptions of articles out there in the world of academia. There will be special search engines loaded onto your library’s computers that generate article lists, based on your search criteria. If you are at home, you can use Google Scholar to search. To use Google Scholar, enter your topic and the word â€Å"journal† in the search box. (You enter the word journal to avoid getting books.) Example: Enter â€Å"squid beaks† and â€Å"journal† in the Google Scholar box and you will generate a list of journal articles that have something to do with squid beaks from: International Journal of ZoologyJournal of Field Ornithology Antarctic ScienceCanadian Journal of Fisheries and Aquatic ScienceMarine Mammal Science Once you have identified articles with a search, you may or may not be able to access the actual text online. If you are in a library, you will have better luck at this: you’ll be able to access articles that you can’t access at home because libraries have special access that individuals don’t. To make your life easier, ask a reference librarian for help getting to a full-text journal article online. Once you access the article online, print it out and take it home with you. Make sure you note enough information to cite the article. Finding Articles on the Shelves If the article is not available online, you may find that is published in a bound journal that is located on the shelves of your library (your library will have a list of journals it holds). When this happens, you simply find the right volume on the shelf and go to the correct page. Most researchers like to photocopy the entire article, but you might be happy just taking notes. Be sure to record page numbers and other information you’ll need for citations. Accessing Articles via Interlibrary Loans Your library may hold a number of bound journals, but no library contains every journal published. Libraries buy subscriptions to articles that they think their visitors will be most interested in finding. The good news is that you can request a printed copy of any article through a process called the interlibrary loan. If you discover an article that exists only in printed form, but it’s not in your own library, you’re still OK. A library official will help you by contacting another library and ordering a copy. This process takes a week or so, but it is a lifesaver!

How to Write a Perfect Essay

How to Write a Perfect Essay How to Write a Perfect Essay What to consider before writing an essay How to start an essay: Tips on how to start an essay How to write a perfect essay outline How to write a perfect thesis How to write an introduction How to write body paragraph: Tips on body writing How to finish an essay: Tips on conclusion writing Tips on revision Perfect essay example: National Honor Society An expert in essay writing goes beyond inspiration to the convention of formulaic techniques and adherence to criteria in laying out the format besides having a good command of English. The correct structure helps in navigating the plethora of ideas and also makes readers identify accurate relevant information. Thus, a student when writing a perfect essay should ensure that it has a proper structure and relevant information. What to consider before writing an essay Choose a topic: Writers should make sure that they select relevant topics that answer questions in the correct form of argument that interests the reader. The topic does not only gives the subject of the essay but, it goes to the extent of elaborating the position that a student takes on the issue through an expression of the views about the subject in discussion. Presentation of the relevant questions to answer: Perfect essays should present the issues that the essay answers. In most cases, essay questions come in the form of instructions that come in directive words. For example, ‘compare and contrast, ‘outline and ‘discuss among others. Right format: Thirdly, authors should provide a well-thought presentation format that an essay should have. Students who aspire to present best essays should think and draft the best formats and presentations for their essays. Essays might have brilliant contents and logical structures. However, the general appearance welcomes the reader or gives the reader a wrong impression. Goods essays should have the same format throughout with same spacing, neatness, and organization among others. Content: Student should plan well on the relevant content to include. Thus, it is important to cling on the reliable sources, quotes, and evidence to be used in organizing the whole essay to ensure that all the information is available to provide the essay is flawless. Depth: The writers focus on depth in through initiation of thought provoking ideas or informative ideas that give new information to the readers. How to start an essay: Tips on how to start an essay The beginning of an essay should have an introductory paragraph that motivates and informs the reader on what the essay is about as well as hooking the reader to it. Use of hook: the introduction of essays normally has a hook that attracts a reader. For example, â€Å"Should the state legalize marijuana?† Writers should also use statistic to attract the reader. For example, an essay about obesity in college can have a research-based statement such as About three in seven college students suffer from obesity. Students use an anecdote to draw the attention of readers. For example, an essay on experience as a single parent would have, Irrespective of her unemployment status, James was striving to make ends meet while taking care of his children after divorcing his wife, Jenifer. Authors sometimes directly use a short thesis to start off an essay or use the argument as a revelation of a topic. For example, The time has come to deliver the verdict on truth. Justice is not about favors but telling the truth. Or I have discovered the difference between real people and ill mannered people. The difference is moral. Real people are morally upright. A writer invites a reader through the use of the description of a setup or a place. For example, The soaking morning in Guantanamo Bay Cuba with minimal sun rays along the high walls in the ‘tenement’ yard was not a good day. The condemned cells cold beyond my imagination could not attract any numb. Every cell only allowed a distant faint light as the grill doors opened. The green saloon car appeared at the parking yard. Well, it was a goodbye for some inmates. You could read on each person’s face on the parade glued at the presence of the head cop who was reading the red file of condemned men ready to be hanged in the next day. It was the judgment day Colin my inmate friend. How to write a perfect essay outline Introduction: the introductory part of an essay has a hook sentence that attracts the reader followed by a thesis statement that comes at the end of the opening paragraph. Body: The body of an essay should have at least three points on the topic expressed in different sections. The main point forms the first paragraph with three supporting pieces of evidence written in three sentences. Lastly, the paragraph ends with a transition sentence or a summary of the point. The second point forms the second paragraph of the body with three shreds of evidence supporting the second point. A transition sentence then follows to connect it with the third paragraph. Lastly, the third main point becomes the third paragraph with three pieces of evidence supporting the point in different sentences. Conclusion: the conclusion is usually the restatement of the thesis statement and summary of the most important points within the body. However, at the very end, the student gives an insightful sentence that marks the end of the essay. How to write a perfect thesis When writing a thesis statement, students should consider whether an essay is analytical, expository, or argumentative among others. Therefore, a thesis should be specific. Secondly, the thesis statement should appear at the end of the first paragraph of the essay and should reflect on the ideas discussed in the body of the essay. Therefore, stronger thesis answers the question or argument and takes the position that is a challenge or opposes. Also, the thesis should be specific and passes the so what, how and why questions as well as supported by the essay. How to write an introduction Writing an introduction requires attention grabber especially a hook. The hook is then followed by a sentence or two that helps the reader connect to the thesis statement and at the end of the introduction, the author should write a thesis statement. How to write body paragraph: Tips on body writing

Open Adoption Records Coursework Example | Topics and Well Written Essays - 750 words

Open Adoption Records - Coursework Example Key words: information, agreement, consent. Should All Adoption Document Opened To Adopted Child Above 18? Every person above 18 years has a right to have access to information. However, this right should be restricted on special cases. It may require one to restrict information to an individual for the good of the person and those related to the person. Under section 3 of data protection act, one has a right to obtain a copy of any information withheld from him, by an organization. But provisions have been provided under section 5 of data protection act where the information to be provided may negatively affect the code of conduct and interest of an organization (Data protection commissioner, n.d). In this regard, this paper opposes the opening of all adoption records to adopted individual even though the individual may be above 18 years. The assertion is in regard to the following fact; the uncertainty of physiological effects that may be caused due to such revelations. A good exam ple is the case where the biological parents choose to maintain anonymous identification. It would be of great importance to maintain the privacy of the parents. Otherwise not doing so, will not only hurt the credibility of the organization concerned and the biological parents’ right of privacy, but also may infringe negatively into the adopted parents’ relationship with the adopted child. The signed documents between the parents and the organization should be respected and their privacy maintained, and only opened to a third party under their consent, and if a situation forces (Adoption resources, 2013). Otherwise this may harm the firm’s credibility and the biological parents’ feelings, thus causing a negative impact. The second reason for my proposition is due to the fact that such revelations may cause a rift between the adopted parents and the child. This may be due to the fact that the child may have a conflict of interest between the biological and the adopted parents. In one way or the other, one party may have to suffer some kind of damages due to this revelation. It is better to avoid this entire situation by withholding such information so as not to hurt the young person’s emotions. It may be argued that such revelations are important to the health and medical conditions of the adopted kid, because some medical conditions are directly related to the biological family’s medical history. I agree that these conditions would easily be monitored if the biological family’s medical history was revealed to the adopted child. This fact, however, should not be the core reason for opening of all the adoption records to the adopted child. Such critical information should be given to the adopting parents who should reveal the history to the doctors without revealing the adopting documents to the child. Even in such circumstances, only safe information should be released. Individuals aged above 18 years have the ri ght to get access their records (Yashwantrao Chavan Academy of Development Administration, 2006). However, if such information would have a negative impact on the person’s wellbeing as well as people around (i.e. would cause physiological problems and unwarranted anger), it would be better such individual is kept in the â€Å"dark† in regard to such scenarios. Despite the individual’s emotional maturity, such information may break the strength,

Logistics and Supply Chain Management Essay Example | Topics and Well Written Essays - 2500 words

Logistics and Supply Chain Management - Essay Example It studies how it can be improved and gives recommendations. Since Zara is one of the industry leaders and has one of the best supply chains, it required fewer recommendations for improvement. Finally, the paper analyzes the location of the company’s plants and distribution centers to see whether they are optimal. In Zara’s case, they are in the short run but may cause problems in the long run. Zara is a Spanish flagship store of the Inditex Group and a key player in the European fashion retail market. It started operations in 1975 by opening its first store in La Coruna and since then has been operating as a fast fashion company. It is one of the largest brands, by the Inditex Fashion Retail Group, that has 723 stores in 56 countries making sales of Euro 3.8 billion (India Supply Chain Council, 2006). Its business model is simple; it imitates fashion off the runway and distributes it to the customers in the shortest time possible, even before designers themselves can reach the customers. Therefore, it has shorter lead times, more styles but scarce supply of these styles. To manage this kind of efficiency, Zara’s supply chain management must be efficient and that, it is. Zara uses a vertical supply chain management system, one of the best in the industry that allows it to implement its business model of fast fashion effectively. Zara’s position is an industry leader in the fashion retail market. It has a very high product turnover – it produces more than 11,000 products annually. It caters to the trendy, middle class man and woman of ages 14 to 35. The mother buys Zara because it is affordable and the daughter buys from Zara because it is trendy (Dutta, 2002). This paper will study Zara in the light of its Logistics and Supply Chain Management. It will be broken down into four main parts. First of all, the importance of measuring the performance of Zara’s Supply Chain will be analyzed. Secondly, key performance indicators or KPIs will

Ersatz Happiness Essay Example | Topics and Well Written Essays - 1250 words

Ersatz Happiness - Essay Example However, this kind of euphoria is clearly false and robs a person’s right to a substantial life. The different characters in the story also portray hints that being in the new world is not really satisfactory. In the same sense, all the other methods that the Utopians have such as the â€Å"feelies† in order to have a â€Å"happy† life are blemished. The feelies is a kind of a movie theater that is supposed to be the main source of entertainment. In this cinema, the senses are falsely generated. Thus, Utopian’s ersatz happiness equates to a meaningless existence. The author, Huxley, cautions his readers against scientific utopianism. Though his novel was published in 1932, the principles that may be derived from his work are still quite applicable today. Unlike the contemporary utopian novels of his time such as â€Å"A Modern Utopia† by H.G. Wells, he sought to picture a pessimistic future. This may be influenced by the industrial revolution that w as quite apparent in the 20th century. There were also particular companies that advocated advancements concerning science and technology such as Imperial Chemical Companies (ICI). In its prime, it was known as the â€Å"biggest chemical group in the UK† (Bawden 1). This may have influenced Huxley’s portrayal of pharmacological achievements. ... A number of them could have viewed cutting-edge science as a savior. In addition, due to the unemployment at that time, the use of marijuana was introduced by Mexican immigrants (Monroy 27). Some people used this psychoactive drug to escape reality and experience a moment of elation. This is somehow parallel with Soma which was used to annihilate negative moods. In the story, there are indications that the Utopians felt that something was missing in their existence. They have occasional inklings of dissatisfaction. â€Å"Happiness is not a static state. Even the happiest of people- the cheeriest 10% -feel blue at times† (Wallis 2). There is a need to experience painful emotion to truly feel happiness. It is the healthy combination of negative and positive emotion that helps people to make a sense of reality. Without feeling low, it is difficult to realize the opposite. Hence, the people in the new world did not really have euphoria in the real sense. The difference between the so called perfect world and that of the outside is portrayed when the difference between the Savage Reservation and the new world was described. This is especially noticeable in John who was known as â€Å"the savage†. He spent his early childhood in the Reservation and was brought to Utopia. Indeed, he did not have the culture that denotes a very stable society. However, he still possessed quite humane characteristics such as truthfulness as well as benevolence. Comparably, people who are genuinely happy have more positive attributes. â€Å"Kindness might create a virtuous cycle that promotes lasting happiness and altruism† (Dixon, â€Å"Kindness Makes You Happy and Happiness Makes You Kind). According to the

Contract Law Essay Example | Topics and Well Written Essays - 3500 words

Contract Law - Essay Example To give us a clear understanding of why this is so, let us take a look at the important issues presented in this case. There are two important issues that are involved in this case namely, (a) whether or not Bowford University is bound by its advertisement and (b) whether or not Dustbusters is entitled to the contract considering that it placed its bid within the prescribed time and that its bid proved to be the lowest. With regards to the first issue at bar, we can clearly see that Bowford University cannot be bound by its advertisement. The decision of the count in the case of Partridge v Crittenden 1 and in the case of Harvey v. Facey2 explicitly stated that a seller should not be bound by the advertisement or to contract the services of the bidder. An advertisement is not a direct offer but rather an invitation to treat or an invitation to negotiate. By nature, an invitation to treat includes the display of goods, advertisement and direct invitation for competitive bids (A Burrows, 2009). Unless these acts are accompanied by express statements or promise to sell or to contract services, the person or entity that placed the advertisement or displays the goods is not bound to sell or contract the services of those who responded to the invitation. According to the case of Spencer v Harding3, an offer inviting tenders does â€Å"not amount to an offer capable of acceptance to sell†. Since the advertisement of Bowford University did not clearly stated that they are going to contract the services of the bidders, the bidders cannot compel Bowford to hire them. Clearly, Bowford is only inviting offers which they can either accept or reject as they see fit. Given this scenario, even if Dusbusters did submit their offer within the time stated in the advertisement, that is not an assurance that they will win the contract. When can an advertisement be considered as binding on the invitor? An advertisement can be held as binding on

Canadas Boreal Forest and Gloeophyllum Sepiarium Essay

Canadas Boreal Forest and Gloeophyllum Sepiarium - Essay Example sepiarium wood rots. This organic matter is then returned to the soil it is an important contributors to the break down of wood in the forest and the recycling of nutrients as well as soil improvement. G. sepiarium and other fungi do not produce carbon as they do not have the ability of photosynthesis so they obtain their energy from breaking down organism that have carbon based molecules which are then absorbed as nutrients into to fungal cells (Farrar, 1985). Whilst this fungus is highly toxic if ingested it has been used in research against cancer has showed positively to date to have potential medicinal purposes for the fight against the disease (Sasata, 2008). The G. sepiarium is asexual an reproduces through vegetative spores in late summer and early autumn however fruiting bodies are seen all year round. .The spores are released by a strong ejection from the reproductive structure ensuring a wide dispersal range. BIBLIOGRAPHY Farrar JF (1985). "Carbohydrate metabolism in biotrophic plant pathogens". Microbial Sci. 2: 314-317 http://www.ncbi.nlm.nih.gov/sites/entrez (accessed on 27th November 2008) Sasata, 2008 Healing-Mushrooms.net, http://healing-mushrooms.net/archives/gloeophyllum-sepiarium.html (accessed on 27th

Globalization and Healthcare Essay Example | Topics and Well Written Essays - 750 words - 1

Globalization and Healthcare - Essay Example Professions in the field of construction and engineering have greatly contributed in enhancing healthcare research. Engineers ensure that devices used in healthcare are of quality through their role of quality control and inspections. Additionally, medical devices and machineries require frequent maintenances, which is done by engineering technologist. This paper focuses on the role of construction and engineering in globalization of healthcare. Additionally, the paper will analyze how construction and engineering projects affect global healthcare. There are several roles played by construction and engineering professions in enhancing healthcare. Health care professon do not have skill required to design and manufacture healthcare devices and machineries. The healthcare facilities require to be designed and constructed appropriately, which is only possible through the intention of engineers. Additionally, health care providers cannot maintain the machineries as well as the healthcare facilities. The role of engineers is thus crucial for effective operations in the hospitals. For sustainable health care provision, the healthcare providers must partner with professions from construction and engineering. For globalization of healthcare there is need for changes in medical technologies, which are designed, developed and maintained by engineers. Engineering technologists working in the field of research are involved in developing and manufacture of hospital equipment. The equipment could be for conducting experiments, data collection, record keeping, as well as for diagnosis and treatment purposes. Research conducted by engineering technologists aid in designing of new equipment such as computer aided machineries improving healthcare provision. Professions in construction and engineering play the role of designing and construction health care facilities. They ensure that the healthcare facilities are conducive

Canadas Boreal Forest and Gloeophyllum Sepiarium Essay

Canadas Boreal Forest and Gloeophyllum Sepiarium - Essay Example sepiarium wood rots. This organic matter is then returned to the soil it is an important contributors to the break down of wood in the forest and the recycling of nutrients as well as soil improvement. G. sepiarium and other fungi do not produce carbon as they do not have the ability of photosynthesis so they obtain their energy from breaking down organism that have carbon based molecules which are then absorbed as nutrients into to fungal cells (Farrar, 1985). Whilst this fungus is highly toxic if ingested it has been used in research against cancer has showed positively to date to have potential medicinal purposes for the fight against the disease (Sasata, 2008). The G. sepiarium is asexual an reproduces through vegetative spores in late summer and early autumn however fruiting bodies are seen all year round. .The spores are released by a strong ejection from the reproductive structure ensuring a wide dispersal range. BIBLIOGRAPHY Farrar JF (1985). "Carbohydrate metabolism in biotrophic plant pathogens". Microbial Sci. 2: 314-317 http://www.ncbi.nlm.nih.gov/sites/entrez (accessed on 27th November 2008) Sasata, 2008 Healing-Mushrooms.net, http://healing-mushrooms.net/archives/gloeophyllum-sepiarium.html (accessed on 27th

A letter from an exchange student in Australia Essay Example for Free

A letter from an exchange student in Australia Essay I’ve been in Australia for about 2 months now and I’m still speechless. It’s such a beautiful country! The land, the people, the climate, everything is amazing! I’ve gotten to experience the most remarkable/wonderful things, things I never could have imagined. As you know I went here as an exchange student and I’m living with a wonderful host family in Brisbane. They have been very welcoming and loving, the student exchange agency made such a good match. Brisbane is located in the east of Australia, in the state called Queensland. I’m attending the Brisbane State High School where I’m taking all the mandatory classes like English, math’s, science, social studies, art, health and physical education and so on. I’ve gotten to continue my French education as well, but everyone in that class is way better than me! Luckily they are all so nice and very patient with me, and that goes for all the classes! I had a hard time understanding the Australian accent at first, but it gets easier and easier every day. My host family taught me some Aussie-slang to help me out a bit, like â€Å"hoo roo† which means goodbye, â€Å"ripper† means something like fantastic or great, â€Å"sheila† is a girl and â€Å"dunny† is a toilet. A word that’s very confusing is â€Å"thongs†. It does not mean what you think it means! It’s another word for flip-flops, which can create quite an awkward situation. Fortunately I managed not to humiliate myself! Anyway, like I said are there mandatory classes just like there is in Sweden. Australia has a national curriculum to make sure that they have the same educational standards in schools all over the country, which resembles our â€Å"Skolverket†. You asked a lot about the schools over here in your last letter, so I’ve asked my new friends in my classes and found out some basic info. Like, something that’s similar to Swedish schools is that you’re in kindergarten or pre-school when you’re 3-5 years old. In Australia you go to Primary School between the ages 6 to 11, unlike Sweden where we go to â€Å"Là ¥gstadiet† and â€Å"Mellanstadiet† when we’re 6 to 12. One year doesn’t make that big of a difference, but Secondary School (High School) resembles both â€Å"Hà ¶gstadiet† and â€Å"Gymnasiet† together. So from what I understand, you can’t choose a specific program like in Sweden, but you can choose some classes you want to take (other than the mandatory ones) in High School. When you graduate from Secondary School you can apply for a University, just like in Sweden. As you can tell there are a lot of similarities to  Australian and Swedish schools, but I found out that there are many differences as well. School uniforms for example, we don’t have any rules about dress code in Sweden, but over here it’s a part of life, at least for the students who attend High School. Almost every school has a special uniform that every student has to wear, even I have to wear one when I go to school. Even in gym class we wear matching shorts and shirts. I think those outfits are better because they’re unisex, and the rest of the day the girls wear skirts while the boys wear pants. I’m not very comfortable in skirts and dresses so I think that if you want to wear pants you should be able to! It’s kind of nice not having to choose an outfit every morning, you only have one thing to wear and everybody else wears it too. There’s not any pressure about having the latest fashion or not changing it up every day. The only thing you have to worry about is bad hair-days! I have to admit that I wish we had to wear these in Sweden as well†¦ Not only are they a gift from heaven for the morning-tired person, they make you feel a bit more fancy and formal too. Don’t get me wrong, it’s not that comfortable being formal all the time and I’d probably get sick of wearing it every day, but I like the idea a lot at the moment. I never think it would work, introducing this to Sweden though. Everyone would lose their right to express themselves through their clothes. If we would have to wear school uniforms, I strongly vote for pants for the girls! Most students bring their own lunch to school. There is a cafeteria, but you have to pay for everything there. That is something I miss about Sweden, even though it’s not great food all of the time it’s still really convenient. I’m having a hard time remembering to bring my lunch every day†¦ That makes me really angry with myself because both of my host parents make really good food, especially sandwiches. I promise you, they’re amazing! Public schools here are free and run by the government of state or territory they’re in, just like in Sweden. Parents are asked pay a voluntary contribution fee and they can also contribute to camping trips and extracurricular activities, but it’s all voluntary. Something that also differs from Sweden is the fact that they have 4 semesters. The school year starts in early February and ends in December. They have short holidays between every semester and their summer holiday is in December and January, during Christmas! I know it’s really strange, but that’s when the Australian summer is! I had no idea that the seasons were so  off over here, but I think it’s really amazing how the world works. Apparently all countries south of the equator have their summer during our winter, and their winter during our summer! A few weeks ago I got to be a part of the Australians celebration of ANZAC Day. ANZAC stands for the Australian and New Zealand Army Corps. This day is special to Australians because of what happened on this date 1915. The First World War had just started and Australia wanted to create a reputation for themselves to the rest of the world, since they’d only been a nation for 13 years. They joined forces with New Zealand and set out to take control over the Dardanelles (a narrow strait in northwestern Turkey) so that their allies could travel through. When ANZAC landed on Gallipoli in Turkey they were met by Turkish defending forces. A lot of Australian soldiers lost their lives and today the Australians take this day to remember not only them and their bravery, but every soldier who has died in any war or military operation Australia’s been a part of. Each year the remembrance begins with memorial services in big cities all over the country, they’re known as the â€Å"Dawn Services†. Later in the day there are parades where ex-militaries march along. Aussies also celebrate this day off from work and school with drinking and games! They also have the Australia Day, their National Day. I’m not going to be here for that because it’s celebrated on January 26th, but I really wish I were! They celebrate everything that’s good about the country and being Australian, it sounds like a lot of fun! My host family tells me that you can see the Australian flag hanging from windows of cars and houses and that the whole neighborhood smells like barbeque. There are usually fireworks and music as well! It’s more upbeat than the ANZAC Day. We don’t have anything like this in Sweden, which I think is a bit sad. What I mean is, we don’t really have a day where we remember something or celebrate just being Swedish. I feel like we don’t have that kind of love for our country that the Australians do. At least I know I don’t. I only enjoy our National Day because I don’t have to go to school. I honestly don’t even know why we celebrate it, and if I asked my friends I’m sure they would say the same thing. It would be nice to feel that unity and pride that the Australians have. We’ve been in wars, I’m not sure how many or what kind, but we don’t take pride in them. We don’t have any war heroes we remember. During World War 1, Sweden was neutral. We didn’t officially pick a side; we did  everything we could to not get attacked by anyone. We let Germany use our railways to transport iron-stone, which kept us from getting involved in the war (even though that made us a part of Germany’s success). I think we’re right not to take any pride in that†¦ Something that also would be fun to experience here â€Å"Down Under† is Christmas. Since their summer is during December the climate is at its warmest during Christmas. My friends told me that even though it’s sunny and warm everyone still decorates with snowmen and Christmas lights! Most families have a Christmas tree too. Here in Brisbane they apparently have a competition every year for who has the best Christmas lights. I would love to see all of the extremely decorated houses! We should do something like that at home, we should engage more! In some ways our counties spend Christmas alike, but some prospects are still very different. In Sweden, we open presents, eat delicious food and get a visit from Santa Claus on Christmas Eve. In Australia they only make the last preparations on Christmas Eve, because it’s all about Christmas Day. Children hope to find presents in stockings or under the tree when they wake up, families go to see their relatives and everyone (most people anyway) spend the evening with their loved ones. Some families eat dinner that’s similar to Europe’s Christmas food, but most Australians barbeque or have a picnic on the beach or in the park. On the beach you can see surfing Santa Clauses too. It sounds really laid back and comfortable, so I would love to be able to experience it (even though it’s no real Christmas without snow!). It’s hard to think of Swedish traditions when you don’t usually acknowledge them, but most traditions come with the holidays. Almost all of our holidays have religious significance, like Easter and Christmas for example, but these holidays are not really about what they originally mark in history (if you’re Christian). Easter is more about dressing up as a witch and knocking on doors collecting candy, than remembering Jesus’s crucifixion. Christmas is all about Donald Duck and opening presents, we don’t celebrate Jesus being born. This is the case in Australia too, except for the witches and Donald Duck. In Australia they celebrate Easter by organizing Easter egg hunts (mostly for the purpose of making the children happy), and you’ve probably heard of the ‘Easter Bunny’? Well, over here they’ve exchanged it for an ‘Easter Bibly’. A bibly is a small rodent, who’s an endangered species and they’re hoping this kind of advertisement is going to help save  it. Besides, rabbits are considered pests in Australia as they destroy crops and other things. As you can tell there are a lot of both similarities and differences between Sweden and Australia, but they are both great counties! Unfortunately I only have a month left of my studies, but I am thinking about living here for a year or so when I graduate. I have fallen in love with this land†¦ Enough about me, how have you been? Is everything as usual back home? Hope to see you soon, Love Emelie Sources of information: Aussie slang: http://stricktlydating.hubpages.com/hub/Common-Aussie-Slang-Words 2013-04-14 http://www.koalanet.com.au/australian-slang.html 2013-04-14 About school: http://www.workingin-australia.com/education/system/overview#.UWr117XIagc 2013-04-14 http://www.studyinaustralia.gov.au/en/Courses/Schools/Australian-School-System/Australian-school-system 2013-04-14 http://www.studiesinaustralia.com/types-of-education/secondary-education 2013-04-16 https://en.wikipedia.org/wiki/School_uniform#Australia 2013-04-16 http://brisbaneshs.eq.edu.au/sites/default/files/bshs/PolicyDocuments/PandC/CanteenMenu.pdf 2013-04-17 http://www.fairhillshs.vic.edu.au/app/webroot/uploaded_files/media/uniform_information_2013.pdf 2013-04-17 http://australianschool1.hubpages.com/hub/Australian-School-Uniform2013-04-16 http://answers.yahoo.com/question/index?qid=20090821161522AAUv95m 2013-04-16 http://australia.gov.au/about-australia/australian-story/austn-weather-and-the-seasons2013-04-16 Traditions: http://www.awm.gov.au/commemoration/anzac/anzac_tradition.asp 2013-04-21 http://www.realaustraliatravel.com/australian-traditions.html 2013-04-21 http://www.realaustraliatravel.com/Christmas-in-Australia.html 2013-04-21 http://www.realaustraliatravel.com/christmas-lights-brisbane.html 2013-04-22 http://www.timeanddate.com/holidays/australia/christmas-day 2013-04-22