Business information system Case Study Example | Topics and Well Written Essays - 3000 words

Business information system - Case Study Example This led to the system having success such as technical failures and network failures. It being a cloud-sourced system, network failure rendered the system useful. Neelkanth Drugs Pvt. Ltd is an Indian drug distributor. It distributes drugs from manufacturers by selling to retailers. In the first decade of the 21st century, the firm experienced increased growth over time and it was growing at a rate of 30% annually. However, this bust of growth was not to last forever because the growth, presented by a number of challenges, ended up declining. Not only did the growth decide eventually, but it also brought up issues for Neelkanth Drugs Pvt. Ltd because it now had to deal with a larger customer base. The need for use f IT became imminent and the managers had to consider procuring an ERP in order to help in serving the customers better. Some of the problems that led to Neelkanth Drugs Pvt. Ltd requiring them to acquire a system were as follows; The market in India was starting to gain a new structure and this increased completion for Neelkanth Drugs Pvt. Ltd (NDPL). As identified in the case study for Neelkanth Drugs Pvt. Ltd, the Indian drug market was very structured and regulated by the government as compared to the western drug markets. As a result Neelkanth Drugs Pvt. Ltd had to respond to this new challenge in the market. Neelkanth Drugs Pvt. Ltd (NDPL) had to know how to use this new strategy. Apart from having to make the decision to use technology to deal with its strategic issues, the mangers at Neelkanth Drugs Pvt. Ltd (NDPL) had to also make the critical decision as to what approach to use. The possibilities were many and varied and deciding what is the best way to deal with the issue was not an easy decision for ht managers. They had to decide to use a cloud according approach to the technology or they could use the licensed software to

Personal, learning & thinking skills Essay Example for Free

Personal, learning thinking skills Essay To provide the highest level of personal care (toileting, bathing etc) and attention to residents, following individual care plans carefully and ensuring that all contact is polite, friendly warm and supportive. To act as a key worker for a named group of residents, ensuring that these responsibilities are carried out in full (as defined in the training manual). To understand and comply with all statutory and legal requirements which are relevant such as Health safety, COSSH, all aspects of the health social care Act, to maintain a safe enviroment throughout the home. Understand and have an awareness of infection control. To always be alert to residents physical and mental well being, immediately reporting and changes in a residents condition to a senior person on duty, and to accurately maintain and update residents records as required. To respect and maintain confidentiality of residents personal information at all times, this includes residents behaviour and actions and any incidents that may occur in the course of day to day care. Be understanding and patient towards residents and their needs, and encourage, assist and support residents to  participate in lesiure activities as appropriate to the individual, ensuring their social and emotional needs are met. This also includes escorting residents to outside appoinments and leisure outings. Responsible for making and changing bed, tidying residents rooms (with the residents permission) undertaking light cleaning duties as needed and generally assisting in ensuring that the Home is kept clean, pleasant and wecoming at all times. Helping to serve meals and drinks at meal times and other times when required, taking care to present meals and refreshment in an attractive way, with polite and courteous service. Also, to provide the appropriate level of support and helping new team members as appropriate, ensuring that the Care Home is a friendly and supportive working enviroment.

The Underlying Message Essays -- essays research papers

The Underlying Message Zen and the Art of Motorcycle Maintenance is not specifically about orthodox Zen Buddhist practice nor does if specifically teaches how to repair a motorcycle. It does, however, dig into the inner structure of the thought process to form a foundation to support any form of logic. This is accomplished by means of a trek through the author’s mind as he recounts his past in attempt to rediscover who he once was. As the author comes to term with his duality, the reader is conditioned to understand the author’s philosophical ideas, which are the underlying beams of his value system. Pirsig presents his message through lectures to the reader. These lectures are comprised of history, philosophy, and common sense. The author purposely uses the term chautauqua to define these lectures. He describes a chautauqua as â€Å"an old-time series of popular talks intended to edify and entertain, improve the mind and bring culture and enlightenment to the ears and thoughts of the hearer† (p.17). Throughout the story Pirsig breaks from his incomplete lecture to focus on the current situation of his motorcycle trip. As the story continues, some nonspecific aspect triggers the author’s mind to restart a new lecture, and eventually, they all tie together. The most common reoccurring lecture themes include the purpose of institutions, the search for quality and the need of balance between two extremes. These are interesting highlights of the book, but it is not the author’s intention to convert his audience to his value system. Rather, it is Pirsig’s g oal to present how he created his value system as an example to show how to tackle such a complex and abstract subject. In fact, the reoccurring themes themselves are complex and abstract subjects, and Pirsig breaks each of them apart to analyze the system, just how one would tear down an engine to understand how a motorcycle functions. Institutions and their role obviously weighed heavily upon the author’s mind. He explored the system from the whole down to its most minute parts. First, he chose one type of institution, education. From past experience as a student and professor, Pirsig naturally had formed an opinion on the matter. He observed that students are taught to imitate, and the result is a drone modeled after the instructor. This is done to please the instructor so a higher grade can be received. The n... ...y harm him. The narrator did not understand who he was until he saw that Chris finally realized it. â€Å"I knew it† (p. 370). Phaedrus let go and submitted in the mental hospital for the love of his son. The narrator was abandoning Chris for the same reason. It was not until both identities had racked themselves apart that they could be brought back together, and the quality of their lives change. Suddenly the introduction seems fitting.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"And what is good, Phaedrus,   Ã‚  Ã‚  Ã‚  Ã‚  And what is not good–   Ã‚  Ã‚  Ã‚  Ã‚  Need we ask anyone to tell us these thing?† Pirsig did not want to mold our minds. Instead, he showed us the way. He taught his audience how to think and to learn. That was the author’s hidden intent all along, and if he were to just come out and say it, it would lose its meaning. The reader has to tear himself apart to find out what makes him tick. What is the driving force that is the basis for his actions? What does the reader hold important and why? What values should he possess and when should they hold? Once we do understand ourselves, we can understand our surroundings, and our quality of life increases. The Underlying Message Essays -- essays research papers The Underlying Message Zen and the Art of Motorcycle Maintenance is not specifically about orthodox Zen Buddhist practice nor does if specifically teaches how to repair a motorcycle. It does, however, dig into the inner structure of the thought process to form a foundation to support any form of logic. This is accomplished by means of a trek through the author’s mind as he recounts his past in attempt to rediscover who he once was. As the author comes to term with his duality, the reader is conditioned to understand the author’s philosophical ideas, which are the underlying beams of his value system. Pirsig presents his message through lectures to the reader. These lectures are comprised of history, philosophy, and common sense. The author purposely uses the term chautauqua to define these lectures. He describes a chautauqua as â€Å"an old-time series of popular talks intended to edify and entertain, improve the mind and bring culture and enlightenment to the ears and thoughts of the hearer† (p.17). Throughout the story Pirsig breaks from his incomplete lecture to focus on the current situation of his motorcycle trip. As the story continues, some nonspecific aspect triggers the author’s mind to restart a new lecture, and eventually, they all tie together. The most common reoccurring lecture themes include the purpose of institutions, the search for quality and the need of balance between two extremes. These are interesting highlights of the book, but it is not the author’s intention to convert his audience to his value system. Rather, it is Pirsig’s g oal to present how he created his value system as an example to show how to tackle such a complex and abstract subject. In fact, the reoccurring themes themselves are complex and abstract subjects, and Pirsig breaks each of them apart to analyze the system, just how one would tear down an engine to understand how a motorcycle functions. Institutions and their role obviously weighed heavily upon the author’s mind. He explored the system from the whole down to its most minute parts. First, he chose one type of institution, education. From past experience as a student and professor, Pirsig naturally had formed an opinion on the matter. He observed that students are taught to imitate, and the result is a drone modeled after the instructor. This is done to please the instructor so a higher grade can be received. The n... ...y harm him. The narrator did not understand who he was until he saw that Chris finally realized it. â€Å"I knew it† (p. 370). Phaedrus let go and submitted in the mental hospital for the love of his son. The narrator was abandoning Chris for the same reason. It was not until both identities had racked themselves apart that they could be brought back together, and the quality of their lives change. Suddenly the introduction seems fitting.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"And what is good, Phaedrus,   Ã‚  Ã‚  Ã‚  Ã‚  And what is not good–   Ã‚  Ã‚  Ã‚  Ã‚  Need we ask anyone to tell us these thing?† Pirsig did not want to mold our minds. Instead, he showed us the way. He taught his audience how to think and to learn. That was the author’s hidden intent all along, and if he were to just come out and say it, it would lose its meaning. The reader has to tear himself apart to find out what makes him tick. What is the driving force that is the basis for his actions? What does the reader hold important and why? What values should he possess and when should they hold? Once we do understand ourselves, we can understand our surroundings, and our quality of life increases.

The Scarlet Letter and Hawthorn’s Theory of Romance :: Scarlet Letter essays

The Scarlet Letter and Hawthorn’s Theory of Romance Nathaniel Hawthorn started writing The Scarlet Letter in 1847 and it was published in 1850. The Scarlet Letter is recognize by many "critics as being one of the greatest of American novels."1 Hawthorn created his own individual style of "romance," a style of writing. His own individual style of writing is now called "Hawthorn's Theory of Romance". His "theory of Romance" is emphasized in The Scarlet Letter in many different ways. The techniques Hawthorn used in The Scarlet Letter are basically from his "theory of Romance." Hawthorn uses his "theory of Romance" in many different ways in The Scarlet Letter. Hawthorn being a Romantic writer incorporates many characteristics of Romanticism and also includes his "theory of Romance" in the novel. Some romanticism ideas he incorporates are those of heroic characters which would include Hester Prynne "It had the effect of a spell, taking her out of the ordinary relations with humanity, and enclosing her in a sphere by herself."2 A heroic character is "bigger than those found in ordinary life" and also is strong, brave, noble, risky and powerful. Another characteristic he includes is the writing of mysterious events such as the adultery of Hester, the birth of Pearl and the return of her husband Roger Chllingworth. The uses of the "theory of Romance" by Hawthorn follows an order. The order is initiated by Hawthorn looking for to write on a serious topic. The topic is the adultery of Hester, Pearls birth, the revenge by Chillingworth and the hypocrisy of Dimmesdale. Then he chooses the setting of his characters "On the outskirst of town, within the verge of the peninsula, but not in close vicinity to any other habitation, there was a small thatched cottage."3 The small cottage is Hester's home which is isolated from society. This is a characteristic of a heroic character which is Hester. His next step is to choose characters who have lived in real life and to associate them with fictitious characters. The fictitious characters being Hester Prynne, Roger Chllingworth, Reverend Dimmesdale and Pearl. The real life character being Governor Bellingham. "Here, to witness the scene which we are describing, sat Governor Bellingham himself, with

Education in India Essay

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

St. Johns College Santa Fe Admissions Information

St. Johns College Santa Fe Admissions Information St. Johns College Santa Fe Admissions Overview: Admissions at St. Johns College in Santa Fe are holistic: the admissions office looks at more than just an applicants grades and test scores. They take in account an applicants writing skills, academic background, letters of recommendation, extracurricular activities, etc. To apply, those interested will need to submit an application, transcripts of high school work, a letter of recommendation, and a personal essay. With an acceptance rate of 63%, St. Johns admits the majority of students each year. If you have any questions, be sure to visit the schools website for more information. Admissions Data (2016): St. Johns College Santa Fe Acceptance Rate: 63%St. Johns College is Test-Optional. The college does not report its scores for national ranking purposes.Test Scores 25th / 75th PercentileSAT Critical Reading: - / -SAT Math: - / -SAT Writing: - / -ACT Composite: - / -ACT English: - / -ACT Math: - / -SAT comparison for New Mexico collegesACT comparison for New Mexico colleges St. Johns College Santa Fe Description: Located on a 250-acre campus in the Sangre de Cristo Mountains in Santa Fe, New Mexico, St. Johns College in Santa Fe has a spectacular location. The Santa Fe college was opened in 1964 as a second campus to  St. Johns College in Annapolis, Maryland. Students have the opportunity to study on either campus. St. Johns College is not for everyone all students have the same curriculum, and all graduate with a Bachelor of Arts in the liberal arts and sciences. The heart of a St. Johns education is reading and discussion focused on mathematics, languages, science and music. All students will graduate with an in-depth understanding of important works of Western civilization. The college has an impressive 8 to 1 student / faculty ratio. Seminars average about 20 students and are taught by two faculty members, and tutorials and labs have 12 to 16 students. Grades are not emphasized at St. Johns, and while students will read many books, they will never use a textbook. The great majority of St. Johns graduates go on to law school, medical school, or graduate school. Despite what the colleges name might suggest, St. Johns has no religious affiliation. Enrollment (2016): Total Enrollment: 400  (326 undergraduates)Gender Breakdown: 56% Male / 44% Female98% Full-time Costs (2016 - 17): Tuition and Fees: $50,878Books: $650Room and Board: $11,162Other Expenses: $1,000Total Cost: $63,690 St. Johns College Santa Fe Financial Aid (2015  - 16): Percentage of New Students Receiving Aid: 97%Percentage of New Students Receiving Types of AidGrants: 97%Loans: 49%Average Amount of AidGrants: $38,795Loans: $6,735 Academic Programs: Most Popular Majors:  Liberal Arts and Sciences (all students at St. Johns College have the same curriculum) Graduation and Retention Rates: First Year Student Retention (full-time students): 83%4-Year Graduation Rate: 43%6-Year Graduation Rate: 49% Data Source: National Center for Educational Statistics If You Like St. Johns College, You May Also Like These Schools: Hampshire College: Profile | GPA-SAT-ACT GraphReed College: Profile | GPA-SAT-ACT GraphSwarthmore College: Profile | GPA-SAT-ACT GraphYale University: Profile | GPA-SAT-ACT GraphLewis Clark College: Profile | GPA-SAT-ACT GraphNew York University: Profile | GPA-SAT-ACT GraphSt. Olaf College: Profile | GPA-SAT-ACT GraphKenyon College: Profile | GPA-SAT-ACT GraphBrown University: Profile | GPA-SAT-ACT GraphSouthwestern University: Profile | GPA-SAT-ACT GraphMarlboro College: Profile

The Justice Game Essays

The Justice Game Essays The Justice Game Essay The Justice Game Essay To what extent has textual form shaped your understanding of conflicting perspectives? In your response, make detailed reference to your prescribed text and at least ONE other related text of your own choosing. Representations of divergent viewpoints using different textual forms leads to a greater understanding of conflicting perspectives and the multi-layered nature of complicated issues. By comparing conflicting perspectives, we come to understand the complexity of a certain issue and also that despite the textual form, a texts purpose is to promote the composers perspective. This has been achieved through my study of Geoffrey Robertsons 1998 memoir The Justice Game, which discourages involving emotion in the Justice system and suggests that the current system is effective, the conflicting 2013 7. 30 Report episode Jill Mashers husband calls her killers sentence a disgrace which uses emotion to communicate the flaws in the justice system. , and the Michael Lending 2013 cartoon Julian Ganges from The Age, which supports Robertsons view that the courtroom must be impartial and not biased by personal emotion. In the chapter Afterward in The Justice Game, Robertson enforces the importance of excluding emotion and personal opinion from the courtroom. Robertsons perspective of the Justice system is that Justice is not a result conforming to popular expectation, but is rather an objective Judgment. The audience is positioned to accept his opinion because of the use of non-fiction memoir as the textual form. Non- fiction is perceived as fact or truth, hence the audience is positioned to view his opinion as truth. The medium of production adds to his credibility because rotationally, print is also perceived as a reliable source as it has been repeatedly edited and scrutinized, again giving credibility to Robertsons view that the Justice system should be objective. In Diana on the Dock, the inclusion of l was the author of a textbook apprises to the audience that he is intelligent and qualified because a textbook is seen as being written by an expert in their field. In contrast to Robertson favoring objectivity in the Justice system, the 7. 30 Report presents a highly emotional perspective on the system. The interview is with Tom Meager, husband of rape and murder victim Jill Meager, to discuss the sentencing of Sills attacker, Adrian Bailey, and his opinion of the Justice system. The focus is on the emotional effects of Sills murder on Tom, in stark contrast to Robertsons view that emotion should be excluded from the Justice system. The presenters introduction Baileys crimes have had profound and terrible effects on many, many lives uses highly emotive language and repetition of many to emphasis the devastating emotional consequences of murder, thus the audience takes an opinion of the case eased on emotion. When asked about what sort of person Jill was, a close up of Toms answer, such as you would have met Sorry, sorry and um, she was the Um, she just brightened up any room further highlight his pain. Photographs of Jill smiling fade in and out of the screen, such as her with family and at a fancy dress party, and the Juxtaposition of the happy, fun photographs with Tom Mashers current suffering position the audience to feel disgust towards Bailey as we witness the harsh effects of his crimes. Therefore, the BBC goes against Robertsons view and rings emotion into the issue of what the punishment should be for a rapist and murderer. Despite the difference in textual form, BBC uses textual form to position the audience to accept the emotional perspective by including this interview in their prime-time slot, suggesting that it is highly important because it is during one of the most viewed times. The presenter also gives credibility to the reporter by including Our reporter, Louise Mulligan, covered the murder and the trial, suggesting that Mulligan is knowledgeable and a reliable source as she knows this case. The different actual forms used by Robertson and the 7. 0 Report give rise to extremely different representations on whether emotion should be involved in the Justice system, revealing the complex nature of the issue. In contrast to the view presented by the 7. 30 Report, Leanings cartoon from The Age, Julian Ganges, supports Robertsons view by suggesting that when the Justice system tries to protect one party, it fails. The cartoon reflects Leanings view that the government is doing harm to the Justice sys tem by trying to protect themselves against Julian Ganges, who exposed their war crimes. The irony of the two pictures of Julian Ganges being identical, despite one saying Wanted and the other Needed, suggests that the Justice system is incorrect in punishing Ganges, as his exposure of criminal activity maintains fairness in the Justice system. Lending creates a somber tone when describing the government deceive the world about their dark crusade through the gloomy imagery dark crusade and the word choice of deceive, something sneaky and unfair, thus positioning the audience to take Gangues side and be against the governments abuse of power, enabled by the justice system. The cartoon, the chapters of The Justice Game and the Tom Meager interview all focus on completely different issues, yet present overall conclusions that either support each other of conflict on whether the Justice system should remain impartial or use emotion to favor one particular side, revealing the complexity and vastness of complicated issues. Overall, different composers have used different textual forms, thus different techniques, to shape my understanding of how conflicting perspectives are represented, and the multi-layered nature of complex issues.

Spanish Prepositional Pronouns

Spanish Prepositional Pronouns The easy part about learning the grammar of pronouns in Spanish is that they follow a structure similar to the pronouns of English, serving as subjects as well as objects of verbs and prepositions. The tricky part, at least for people whose first language is English, is remembering which pronouns to use. While English uses the same pronouns as objects of prepositions and for direct and indirect objects of verbs, Spanish has a different set of pronouns for each usage, and those sets overlap. The subject pronouns and prepositional pronouns are identical except in the first-person singular and familiar second-person singular forms. How To Use Prepositional Pronouns As you can probably guess, prepositional pronouns are those that come after prepositions. In a sentence such as Tengo una sorpresa para ella (I have a surprise for her), para (for) is the preposition and ella (her) is the prepositional pronoun. Here are the prepositional pronouns of Spanish along with examples of their usage: mà ­ (first-person singular, equivalent of me): El regalo es para mà ­. (The gift is for me.)ti (informal second-person singular, equivalent of you; note that there is no written accent on this pronoun): El regalo es para ti. (The gift is for you.)usted (formal second-person singular, equivalent of you): El regalo es para usted. (The gift is for you.)à ©l (third-person masculine singular, equivalent of him or it): El regalo es para à ©l. (The gift is for him.)  Miro debajo à ©l.  (I am looking under it.)ella (third-person feminine singular, equivalent of her or it): El regalo es para ella. (The gift is for her.)  Miro debajo ella.  (I am looking under it.)nosotros, nosotras (first-person plural, equivalent of us): El regalo es para nosotros. (The gift is for us.)vosotros, vosotras (second-person informal plural, equivalent of you): El regalo es para vosotros. (The gift is for you.)ustedes (second-person formal plural, equivalent of you): El regalo es para ustedes.  (Th e gift is for you.) ellos, ellas (third-person plural, equivalent of them): El regalo es para ellos. (The gift is for them.) Sà ­ as a Pronoun There is also another prepositional object that is occasionally used. Sà ­ is used to mean himself, herself, the formal yourself, the formal yourselves, or themselves as the object of a preposition. For example, à ©l compra el regalo para sà ­, he is buying the gift for himself. One reason you dont see this usage often is since the meaning is usually expressed using the reflexive form of the verb: Se compra un regalo, he is buying himself a gift. Pronouns for It Either à ©l or ella can mean it as the object of a preposition, although as a subject there is no Spanish word used for it. The word used depends on the gender of the noun it replaces, with à ©l being used for masculine nouns and ella being used for feminine nouns.  ¿Dà ³nde est la mesa? Necesito mirar debajo ella. (Where is the table? I need to look under it.) ¿Dà ³nde est el carro? Necesito mirar debajo à ©l.  (Where is the car? I need to look under it.) Similarly, ellos and ellas, when used as a preposition pronoun meaning them, can be used to represent things as well as people. Use ellos when referring to nouns that are masculine, ellas for feminine nouns. Ellos also is used when referring to a group that includes both masculine and feminine nouhs. Contigo and Conmigo Instead of saying con mà ­ and con ti, use conmigo and contigo. Él va conmigo.  (He is going with me.)  Ella va contigo.  (She is going with you.) You also should use consigo instead of con sà ­, although this word isnt very common. Él habla consigo. (He  talks with himself.) Exceptions: Prepositions Followed by Subject Pronouns Finally, note that yo and tà º are used with the following six prepositions instead of with mà ­ and ti, respectively: entre (between)excepto (usually translated as except)incluso (including or even)menos (except)salvo (except)segà ºn (according to) Also, hasta is used with the subject pronouns when it is used in the same way as incluso. Examples: Es la diferencia entre tà º y yo. (Its the difference between you and me.)Muchas personas incluso/hasta yo creen en las hadas. (Many people including me believe in fairies.)Todos excepto/menos/salvo tà º creen en las hadas. (Everybody except you believes in fairies.)Es la verdad segà ºn yo. (Its the truth according to me.)

Abortion and Infanticide Michael Tooley Term Paper

Abortion and Infanticide Michael Tooley - Term Paper Example The researcher states that in his article Abortion and Infanticide Michael Tooley argues that embryos, fetuses and very young infants do not have a right to life due to their failure to satisfy â€Å"the self-consciousness requirement.† Argument of Tooley’s In the year 1972, Micheal Tooley has written the article ‘Abortion and Infanticide’. This article covered various aspects of abortion and infanticide from the Tooley’s perspective. The essay dealt with the morality issue of abortion and infanticide and questioned based on moral principles. These moral principles defined the basic rights of life. The author compared human fetus and infants to the adult members of various species like dogs, cats, polar bears and others and argued over the right to life issue. The author points out the morally relevant difference of newborn baby and earlier stage of development of human being. There are different views over the issue of abortion among the conservativ e view and others. Tooley argues that abortion issue differs from the moral issue as it appears in extreme positions from the conservative point of view of looking at it as a person. In the case where is not identified as a person than how it can be wrong in destroying it. Tooley explains infanticide from an emotional angle and regards it receiving the similar reaction from the society as it does in the cases linked with taboos of masturbation or oral sex in the past. However, the response to the infanticide is much stronger. Tooley differentiates the terms person and human beings and regards a person to be a moral concept. He explained the arguments of Roger Wertheimer in the opposition of abortion as Wertheimer used the term human being and person interchangeably and explained that from the moment of conception a fetus is a human being or a person. Tooley further compared the issue of abortion to the issue o Negro slavery. Tooley agrees to the same and draws the similar meaning fr om the term human being and person. The argument goes further in justifying that a person means a right to life. Tooley discusses that the strength of life with the simple explanation of being self conscious entity is incomplete as it will qualify all the animals in our everyday life to be person who are getting murdered for our preferences i.e. â€Å"Once one reflects upon the question of the basic moral principles involved in the ascription of a right to life to organisms, one may find himself driven to conclude our everyday treatment of animals is morally indefensible, and that we are in fact murdering innocent persons. † There have been three counterexamples of the claims of rights and desired in which desire can be absent due to emotional disturbance, it can be of a situation of temporarily unconscious of a previously conscious person or it can be absent due to manipulation. The arguments of morality can be different from each of the case. Tooley reinforces the need to h ave a demarking line where infanticide can have a clear cutoff point. There should be a line that can guide people to the safer side of the morality. Objection to Tooley’s Article Arp and Mahaffey explain the definition of person to be the one with the capacity of being rational or have intelligence, mental states on the issues like beliefs, desires, emotions, and self-awareness is strong and robust; use language, involved in relationships with other people and is morally responsible for one’s actions. Tooley’s essay treats the issue of abortion and infanticide with the vulnerable way for the understanding of the definition of the person is a self-conscious entity. A fetus or infant cannot be compared with animals or any other living beings as animals or animal babies do not have the similar potential of developing as a person to qualify on this definition. There are different definitions and circumstances of abortion. In medical terms, the life starts from the moment embryo is formed and it grows every day to become similar to the miniature form of a person.

Students should be able to understand and explain the main theories of Essay

Students should be able to understand and explain the main theories of organizational management and leadership and their application - Essay Example Management comprised of the following functions namely planning, organising, directing, staffing, co-ordinating, reporting and budgeting (Thenmozhi, n.d.). The X-Y theory was first conceptualised by Douglas McGregor, an American social psychologist, in the year of 1960. It refers the statutory and simple rules of managing people. There are two theories X and Y. In X theory, the nature of the persons are lazy. Mostly they dislike work and try to avoid it therefore most of the employees are subject to negative reinforcement and threatened by it. Such persons avoid responsibility and prefer to be directed. The exactly opposite picture can be shown in Theory Y. Here, people accept and seek responsibility. To achieve the organisational objective people usually apply self control and direction. Even, they are also rewarded for their commitment (Business Ball, n.d.). William Ouchi had developed Z theory in 1981. Basically this theory is referred to as ‘Japanese’ management style. This theory advocates the combination of theory Y along with the modern Japanese management. It indicates a large amount of freedom and trust with worker and it has been assumed that workers have a strong interest and loyalty (Business Ball, n.d.). A series of studies had been conducted at the Western Electronic Hawthorn Works from 1927 to 1932. Here, the professor Elton Mayo had experienced the impact of work conditions in the employees’ productivity. He had started this through examining the environmental and physical influence of the work place and then he moved towards the psychological aspects and its impact on the employee motivation. The outcome of the study exhibits that the employee productivity is fuelled by the psychological stimulus. It can be applied in the practical life also. Suppose, a management trainee has joined in an organisation and the management provide him training, separate work code etc. Thus, silently the

Similarities between Odysseus and Creon Research Paper

Similarities between Odysseus and Creon - Research Paper Example In this paper, similarities and differences of Odysseus and Creon are defined. Creon and Odysseus appeared to be flawed in their character. Creon appeared to have excessive pride. He claimed to have exclusive power to give orders in the entire city. As the king, he was the only one issuing orders in the city. His character came out as domineering and insensitive. Creon is a strong leader who is stubborn. This causes him to be at loggerheads with his son, Haimon. He is blamed for the death of Haimon besides warning that he would never marry a lady of his choice as long as he lived. For king, Odysseus, his curiosity made him appear flawed. His curiosity caused him to get near Polyphemus. This resulted in the death of two men. He insisted on waiting for a giant at the Cyclops cave. The death of king Oedipus did not end the desire by his family to continue occupying the palace. Creon shows public support for Eteocles while he announced that Polynices is an enemy of the state. However, he sets a trend of revenge and death in the family. The daughter of king Oedipus defies the order of Creon. The order to execute Antigone faces opposition from Haimon, Ismane and Teirresias. For king Odysseus, the biggest setbacks in the journey home came from the gods who accused him of insensitivity to their needs. Both characters suffer from not meeting the set out expectations. Another striking similarity about both characters is that they get punished in retribution for their crimes. Their punishment exceeded the crimes they committed. Creon was left by himself after he was bereaved of his kinsfolk. This came after he punished Antigone (Beye, 17). According to Creon, Haimon was so young to die. The queen was reported dead according to a messenger. Most of the family members committed suicide leaving him alone. This appeared to

MBA Applied Managerial Finance 615 Essay Example | Topics and Well Written Essays - 750 words

MBA Applied Managerial Finance 615 - Essay Example have reviewed the report that it did not contain any false information either by omission or by misleading and that the financial statement fairly reflects the true financial condition of the company (www.soxlaw.com a, 2003). In addition, the signing officers must have also reviewed the internal controls of the company. Section 404 of Sarbanes-Oxley Act on the other hand mandates that issuers are required to publish their annual reports â€Å"concerning the scope and adequacy of the internal control structure and procedures for financial reporting. This statement shall also assess the effectiveness of such internal controls and procedures† (www.soxlaw.com b, 2003). In the case of Apex Printing, they have only complied with the Section 404 of Sarbanes-Oxley Act which is the requirement to publish their annual reports and its attending internal control structure but it is not yet certified by signing officers that the financial information that they will publish is materially true and accurate. In effect, it is like making known the company’s financial information without ensuring its accuracy which is susceptible to misrepresentation if not downright unethical. The importance of being compliant in the Section 302 is not only to avoid criminal liability from regulatory agencies such as Security of Exchange Commission but also to become an ethical company. In an age of heightened public awareness against corporate malfeasance, it will not be right to skirt laws which are designed to protect the interest of the various shareholders of company from fraud. It will hurt the reputation of the company which has numerous repercussions from not being able to do an IPO to source external funding to non-patronage of its products or services in the market due to the suspicion of its customers that the company is a fraud. Considering the various repercussion of non-compliance to Section 302 of Sarbanes Oxley Act, that ranges from a) non-launch of an initial public

Introduction; Vision, Mission, and Stakeholders Case Study

Introduction; Vision, Mission, and Stakeholders - Case Study Example A few years later Shultz bought the founders out and in 1992, Starbucks had grown to 150 stores across the Northwest and Midwest. Shultz took the company public raising over 25 million dollars. Starbucks' success was built on two things - the store experience (Starbucks' image) and the quality f its product. It really is a better cup f coffee the first one is so sacred that on Starbucks employees initiative the chain even prohibited smoking in its stores in Vienna, where cigarettes and coffee are inseparable, because Starbucks doesn't want anything to interfere with the seductive scent f fresh-brewed espresso. That's why top-management f Starbucks deeply believed that employees make the store that they work in. A Starbucks employee needed to be very knowledgeable, communicative, and helpful to the customers. Customers need to know the difference in the new roasted coffee Starbucks will offer. Well-educated employees will surely handle this requirement. Starbucks need to use powerful cultural motivations to drive the identification f opportunities. (Rae 2006) In Starbucks all employees are called "partners," signaling a level f responsibility maintained by few companies with sales in the billions f dollars. Anyone who has an idea uses a one-page form to pass it to the senior executive team--and gets a response. When the company pursues an idea, its author, regardless f tenure or title, is typically invited to join the launch team as a full-time member. New-style marketing organizations, by contrast, hire marketers not for jobs but for two broad kinds f roles: those f integrators and specialists. If communications are to be used effectively then there is a need to communicate aspects f the direction in which the organization intends moving and how it intends to achieve this. In other words, the business philosophy and its aims and objectives, often expressed formally through mission and vision statements, need to be communicated to particular audiences in a way that is synchronized and co-ordinated with the organization's other communication activities. In case f Starbucks mission sounds like this: "Establish Starbucks as the premier purveyor f the finest coffee in the world while maintaining our uncompromising principles as we grow". The development f the mission statement was the start f the company's marketing management initiative. Starbucks overall objective in the eye's f the leaders was defined. This mission does not want to jeopardize the quality, ambiance, or service due to expansion into a global marketplace. Besides writing a mission, Starbucks has outlined their guiding principles, which they follow in their business: 1. Provide a great work environment and treat each other with respect and dignity; 2. Embrace diversity as an essential component in the way we do business; 3. Apply the highest standards f excellence to the purchasing, roasting, and fresh delivery f our coffee; 4. Develop enthusiastically satisfied customers all f the time; 5. Contribute positively to our communities and our environment; 6. Recognize that profitability is essential to our future success. Starbucks chose the second one (Product Concept) and their success over the past 25 years has a lot to do with the quality f the product, which has attracted a loyal and growing following among consumers.

MBA Applied Managerial Finance 615 Essay Example | Topics and Well Written Essays - 750 words

MBA Applied Managerial Finance 615 - Essay Example have reviewed the report that it did not contain any false information either by omission or by misleading and that the financial statement fairly reflects the true financial condition of the company (www.soxlaw.com a, 2003). In addition, the signing officers must have also reviewed the internal controls of the company. Section 404 of Sarbanes-Oxley Act on the other hand mandates that issuers are required to publish their annual reports â€Å"concerning the scope and adequacy of the internal control structure and procedures for financial reporting. This statement shall also assess the effectiveness of such internal controls and procedures† (www.soxlaw.com b, 2003). In the case of Apex Printing, they have only complied with the Section 404 of Sarbanes-Oxley Act which is the requirement to publish their annual reports and its attending internal control structure but it is not yet certified by signing officers that the financial information that they will publish is materially true and accurate. In effect, it is like making known the company’s financial information without ensuring its accuracy which is susceptible to misrepresentation if not downright unethical. The importance of being compliant in the Section 302 is not only to avoid criminal liability from regulatory agencies such as Security of Exchange Commission but also to become an ethical company. In an age of heightened public awareness against corporate malfeasance, it will not be right to skirt laws which are designed to protect the interest of the various shareholders of company from fraud. It will hurt the reputation of the company which has numerous repercussions from not being able to do an IPO to source external funding to non-patronage of its products or services in the market due to the suspicion of its customers that the company is a fraud. Considering the various repercussion of non-compliance to Section 302 of Sarbanes Oxley Act, that ranges from a) non-launch of an initial public

The effect of Mass Media on Globalization Essay

The effect of Mass Media on Globalization - Essay Example media and commercialization of the global television has led to the widespread usage of cable and satellite channels that have in turn promoted globalization and free exchange of ideas. The turning point for globalization has been the development of optic fibers, electromagnetic waves, and geo stationary communication satellites that enabled the transmission of complete and uninterrupted messages and signals. These developments account for the modern era whereas back in the 18th and 19th century, globalization relied on the postal services, telegrams and later, amateur versions of phones and faxes. These were the mechanical advancements and then came the idea and implementation of the global codification that has turned the world into a global village where everything is just a click away. Where all the information is available on fingertips and anything, anywhere can be easily accessed anytime which is bliss, yet a concern for the privacy of the masses (Potter, 2012). The ideology of the possibility of a global village was predicted and put forward by a Canadian theorist, Marshall Mcluham in 1960. Though it seemed almost impossible back then, globalization has propagated and spread its roots so deep that the world has indeed shrunk to a global village in the presence of technology. Technological advancements have not only crossed the social and territorial boundaries of the world but have also brought about huge changes in all the aspects of people’s day to day lives (Peter, 2008). All the People of the world now live together, huddled up in what seems like technological dens where they share their happiness and sorrows with one another and be there 24/7 not hindered by the weather conditions or any other issues as came across in the past. They learn from each other’s inventions, researches and discoveries and keep themselves updated regarding the happenings of the world each second. It has become possible because of the media that enables the people to

Jean Baudrillards concept of the orders of simulacra Essay Example for Free

Jean Baudrillards concept of the orders of simulacra Essay A commodity appears at first sight, a very trivial thing, and easily understood. Its analysis shows that it is in reality, a very queer thing, abounding in metaphysical subtleties and theological niceties (Marx). It has long been a condition of western culture to act for the accumulation of material objects. This is in part due to the capitalist nature of the world within which we live. Marx identifies in The Critique of Capitalism the emergence of two new classes of people, namely capitalists and labourers. The term capitalist describes any person who has personal ownership of capital, which consists of raw materials, instruments of labour and means of subsistence (Marx). In contrast a labourer has only the value of his labour (life activity), which he exchanges with the capitalist for a wage and as such the worker sinks to the level of commodity (Marx). Because the labourer produces for the capitalist a commodity of greater value than that of his wages and in addition those wages are paid back to the capitalist in return for subsistence, therefore social control in exerted over the working class, whilst providing the capitalist with excess commodity. The labourer consentingly becomes a slave to the system on which he depends. In addition Marx states that as the relation between capitalist and labourer (manufacturer and consumer) develops, so competition between rival capitalists becomes apparent. In effect the capitalist is forced to capture more of the market by selling goods more cheaply by the consolidation and exploitation of labour power e.g. by machinery. Such a strategy ultimately limits the demand for labour and so new industries must be developed for exploitation. These new industries are necessary because capital exists only in relation to its ability to command labour and social control and as such they reciprocally condition the existence of each other (Marx). These forced increases in demand and therefore production are evident in the contemporary world market. Important to the development of Capitalism is the use of money which abstracts labour and commodity values to a common unit for the purpose of trade. In effect the labourer discovers that the product of his activity is not the object of his activity (Marx) thus a level of abstraction occurs, which was consistent with the modernist values of the time. Karl Marx and early capitalism were mainly concerned with production which remains important but it was Situationist, Guy Debord, who gave the first insights into late capitalism and the theories that best apply to todays world economics and culture of commodities. Debord, in his book The Society of the Spectacle, bases his examination of commodities around consumption, media, information and technology. As such Debord suggests that in societies where modern conditions of production prevail, all of life presents itself as an immense accumulation of spectacles. Everything that was directly lived has moved away into a representation. By this he means to describe the world and its products as mere appearances, where the real meanings and values of commodities are translated into signs. Essentially it is a world vision that has been objectified (Debord). Debord explains the phenomenon of the spectacle as resulting from the ever increasing production of capitalism. Because competition between capitalists inevitably leads to an excess of produce, so consumer demand must be increased. Such an increase is controllable by the spectacle as the real consumer becomes a consumer of illusions, (Debord) so he can be manipulated to believe he must consume beyond the basic necessity for survival e.g. leisure products. Therefore the spectacles form and content are identically the total justification of the existing systems conditions and goals (Debord). The spectacle is mediated in society as information or propaganda, as advertisement or direct entertainment consumption, (Debord). The effects of the mediated spectacle tend to lead the consumer to an experience of alienation as the consumers want for commodities is dictated to serve and maintain capitalism. In addition the spectacle constantly reinforces itself, for example the television, which is in itself a product of the spectacle that is then used by the capitalist to implement the advertisement of other spectacles. Essentially the spectacle is the nightmare of imprisoned modern society (Debord) and explains the transition from the degradation of being into having to having into appearing (Debord). Jean Baudrillard took Marxs Critique of Capitalism and Debords The Society of the Spectacle to their conclusions with his own theory of simulation and simulacra. Similar to the idea of the spectacle, Baudrillard describes a world where the subject of everything has been replaced by a semiological value that has become more important than the original, real meaning of the object. This object he calls a simulacra. In Simulacra and Simulation Baudrillard adds extra complexity to these ideas by establishing a hierarchy of simulation, which he gives four orders. In the first order the object is a copy of an original and so can be linked to a basic reality, for example a photograph of an actual event. The second order of simulation misrepresents the original subject; in the example the photography has been digitally manipulated in Photoshop to present a non-occurrence. In the third order a reality is recreated from a simulation of an original reality, when in fact, through the process of simulacra, the original has been lost, e.g. a scene is recreated from the digitally manipulated photograph of the original event. Finally, the forth order of simulation is the combined process of the first, second and third order to such an extent that the object bears no relation to reality or the original, for example the photograph has become a virtual reality. In this instance the link between reality and the signifying systems is almost impossible to ascertain, thus creating a hyper-reality. It is the use of one simulacra as a basis for the formation of another simulacra that shows the first signs of relevance to post modernity. Consequently, in post modernism, everything is understood in relation to everything that has come before, which in design manifests itself in referencing. Post modernism is also concerned with the fact that there is no right or wrong and essentially that no real truth exists. It is of course possible for a sign to make a transition through all four of the orders of simulation, constantly abstracting meaning and widening the gap between simulation and reality. However due to the complexity of repeated abstraction and signification it becomes necessary for an amount of speculation and simplification to occur when examining transitional examples. If we take, for example, the now famous emblem of automotive company Rolls Royce, it becomes apparent the extent to which a symbolic object can be re-simulated, each time loosing a part of its original meaning. Spirit of Ecstasy, designed by sculptor Charles Sykes and mass produced in 1911, is a cast metal emblem representing the figurine of a girl with arms outstretched to hold the folds of her gown blowing in the breeze. To the present day this emblem has been displayed on the bonnets of Rolls Royce cars and is the first order of simulation in terms of it being a representation of a real person from which the sculpture has been modelled. The object also references the figure heads of classic sailing ships in an attempt to convey the automotive product as an elegant, quite and reliable vehicle, which were the mediated associations with the brand during the early development of the company. In this instance the object enters the third order of simulation as a real event (model posing for sculptor) is created from an existing symbolic object (sailing boat figure heads) in order to be recreated as a new symbolic object (Spirit of Ecstasy emblem). At this point it is important to note that this example as an investigation could examine many more stages of referencing prior to the signs use as figure heads, though this could prove too difficult and inaccurate, again reinforcing the existence of a hyper-reality. The tea pot, designed by Michael Graves in 1985 for Alessi, brings the symbol to its conclusion. The tea pot employs a plastic emblem of a bird that is attached to the spout of the kettle and creates a whistling noise when the water is boiled. This creates a pun between the whistling of a kettle and the singing of bird but more importantly, its similar visual appearance (i.e. the wings of the bird and the outstretched arms and gown of the girl) makes a reference of Rolls Royce cars. Because during the late 20th century the values associated with Rolls Royce have matured to convey the brand as one of top class and status, so it are these value that are associated with Graves tea pot, supposed to the original associations that Rolls Royce was referencing from classic sailing ships. Therefore the product has clearly entered the forth order of simulation is it holds no relation to the original meaning that the original object as sign attempted to represent. Also, by referencing past signs, it can be described as a post modern object. Like Debord, Baudrillard agreed that simulation was important to the survival of capitalism as it, through mediation, can control the level of consumption within society. Baudrillard used the term valorisation to describe the process through which symbolic objects attain value. An excellent example of valorisation is Pokemon cards, which are essentially printed illustrations on card and so their use value is very low. However, via mediation, Pokemon cards have been given a simulated symbolic value that has made them desirable and powerful as a commodity. As well as design, Baudrillards theory of simulation and simulacra has also proved influential in film making, for example in The Matrix, directed by the Wachowski brothers. The Matrix is set in the future at a time when the real world has been reduced to a desert waste land by a war between humanity and machines; after the invention of artificial intelligence. Because the machines are dependant on solar power, the humans have caused the equivalent of a nuclear winter by blocking out sunlight. This has caused the machines to retaliate by imprisoning humans in gel filled pods so that energy can be extracted from them in the form of heat. In order to control the humans in this procedure a computer simulated world called the matrix exists, that all of the imprisoned humans are connected to, living their lives in what they believe is the late 20th century, oblivious to the fact that their real bodies are in stasis in the real world. The film therefore acts as a metaphor for contemporary western cultures. Firstly the matrix is an existence of the fourth order of simulation in that it is a system of mere signs that are completely detached from reality, i.e. hyper-reality. Just as in contemporary cultures, the people who live in the matrix are unaware that they are controlled by a system through simulation. You are a slave, neo, like everyone else you were born into bondage, born into a prison that you cannot smell or taste or touch, a prison for your mind What is the matrix? Control. The matrix is a computer generated dream world built to keep us under control in order to change a human being into this (he holds up a copper battery) (Morpheus talking to Neo, The Matrix). In addition the film suggests that the prisoners of the Matrix are also dependant upon it, to the extent that they will fight to protect it. Baudrillards idea of mediasation appears in the film when it is suggested that there was a machine spawning a whole race of machines (Morpheus talking to Neo, The Matrix), thus the social control of the machines (mediation of signs) increasingly exert themselves with every new generation. Interestingly The Matrix seems to offer a solution to simulation and social control by the system, which is one of enlightenment. Once Neo understands the systems and can see the signs (computer code) of the matrix for what they really are, then he can choose to follow a different set of rules thus gaining control of his environment. As well as a theological basis on Baudrillard, The Matrix tends to convey the story via symbolic references and thus is post modern by nature. For example the follow the white rabbit scene employs a tattoo of a white rabbit, which is referenced from Alice in Wonderland in order to convey the uncertainty in discovering the truth of an alternate reality. In the same scene Neo also opens a copy Baudrillards Simulacra and Simulation in effect reinforcing links to that element of the film. In conclusion, I have identified the main themes surrounding Baudrillards orders of simulacra and simulation, shown how they relate to modern and post modern design and have given contemporary examples of their use in product design and film making. I believe that such an understanding of simulation has served well to better understanding referencing in post modernity. References Debord, G., (1977) The Society of the Spectacle, Black Red Poster, M., (1998) Jean Baudrillard: Selected Writings, Polity Press Tucker, R. C., (1978) The Marx Engels Reader Second Edition, Norton Company Bibliography Hebdige, D., (1994) Hiding in the Light, Routledge http://www.geneseo.edu/~bicket/panop/baudrillard.ht http://www.artisanitorium.thehydden.com/nonfiction/film/matrix.htm http://www.rolls-roycemotorcars.com/master_frame.html

Gender Inequality in the Nursing Profession

Gender Inequality in the Nursing Profession Over the past ten years, the profession of nursing has seen an increase to the number of male nurses (Cite). Despite this fact, men still comprise the minority within the nursing profession both in Canada and the United States, in fact, nursing remains one of the most female-dominated occupations. To most individuals, this seems an appropriate if not a natural occurrence as women are more naturally suited to the profession (Cite). Many factors contribute to this bias however, a review of the history of this phenomenon has shown that the first nurses were actually men as opposed to women (Cite). Ironically, women have made enormous strides into previously male-dominated professions, while the movement of men in nursing has been quite the opposite (MacPhail, 1996). Ideas of appropriate behavior according to gender vary among cultures and eras largely due to what society deems appropriate. In the recent past we have seen this concept adapt to the changing needs of our communities throug h the support of the movement of women into male-dominated professions. While this remains a laudable achievement, virtually no support has been given to men to break into professions dominated by women, such as nursing (Cite). Theoretical Perspectives Historically, nursing is considered a single-sex occupation, identified as a role that is inherently natural to the female gender. Thus, it has become identified as a profession deeply embedded in the gender-based power relations of society. Nursing is an occupation established by women; it supports the stereotypical feminine image with traits of nurturing, caring, and gentleness in contrast to masculine characteristics of strength, aggression, and dominance (Evans, 2002). For this reason, occupations requiring these qualities have been considered exclusively suited to women, and labeled womens work. However, the art and science of nursing has not always been a predominantly female profession (Evans, 2004). Men have played a dominant role in organized nursing dating back to 330 A.D. in the Byzantine Empire. During this era, hospitals were one of the major institutions where nursing emerged as a separate occupation, primarily for men. Moreover, military, religious, and lay orders of men known as nurses have a long history of caring for the sick and injured during the Crusades in the llth century (MacPhail, 1996). In the United States, men served as nurses during the Civil War. John Simon, the lesser-known rival of Florence Nightingale, was the founder of an experimental field hospital in Germany during the Franco-Prussian War (1870-1871). Male nurses were hired to staff the hospital, and mortality rates among the troops were kept abnormally low (Evans, 2004). Unfortunately, men were not accepted readily in nursing schools for many years. Interestingly, in 1888, Darius Odgen Mills established the first male nursing school in America, based at Bellevue Hospital in New York City. This school of nursing provided education and training for nurses to care for psychiatric patients. However, it appears that this mens contribution to nursing has been forgotten. This nonrecognition has likewise perpetuated the feminine image of nursing in society and the perception of the male nurse as an anomaly Generally, nursing as we know it today came to be regarded as a womans profession through the efforts initiated and developed by Florence Nightingale during the 19th century. She saw nursing as suitable for women because it was an extension of their domestic role. It was assumed that it was natural for women to become nurses because of their innate caregiving and healing traits; nursing was not a place for men. At that time, more and more women entered the profession of nursing. Nightingales image of the nurse as subordinate, nurturing, domestic, humble, and self-sacrificing, as well as not too educated, became prevalent in society. The ostracization of men in nursing was established. Factors Contributing to Gender Inequality in the Nursing Profession According to several authors, one major barrier that may deter men from entering the profession is nursings traditional image. Nursings image perpetuates cultural understandings and societal attitudes about occupations appropriate for men and women. As such, nursing remains stereotyped as a female occupation. After all, gender-role socialization patterns in society provide examples of ways in which boys and girls are exposed to different role models and different me sages about what is appropriate to each gender. Society has presented men with strong stereotypical boundaries concerning masculine or feminine behavior. Men who choose nursing as a career risk challenging traditional gender-defined roles and stereotypes (Evans, 2002; Nelson Belcher, 2006). These stereotypes-enhanced by social, political, and economic systems-often lead to discrimination for men choosing careers outside their gender. Males appear to encounter more negative criticism from the public on entering female-identified occupations. For example, they are held suspect and penalized for role violation. Furthermore, these traditionally female jobs are perceived by society as a step down in status (Williams, 1992). Accordingly, these beliefs deter men from pursuing nontraditional careers. It is troublesome for some to accept the image of men as caring, compassionate, and gentle. Men wanting to enter the female-identified occupation challenge societys stereotypical image of nursing. Some scholars have argued that caring and nurturing traits are not exclusive to women. These traits, however, are not inherent in the biological and social nature of the sexes, but are cultural constructs reinforced by the social activities associated with being male or female. Evans (2004) maintains that gender and politics have influenced how the responsibility for caring activities has been settled exclusively on women. Actually, this appropriation has influenced how the division of labor is postulated along gender lines, meaning that occupations are socially or culturally defined through constructions of gender. Thus, because ones identity is linked to the sex/gender system in society, it is difficult to rethink the concept of masculinity. As such, men in or aspiring to female-dominated professions are evaluated less positively by society than their female colleagues in male-dominated occupations (Williams, 1992). These views restrict career choice and sustain societal stereotypes, inhibiting men from entering the nursing profession. Nursing Images The traditional image of the nurse has been supported through the use of symbols such as the angel, battle-ax, sex symbol, or doctors handmaiden, and, most notably, nurses as women. These images, based on female attributes and values, have been used by interpersonal and mass communication, reinforcing the stereotypes of nurses as women. These behaviors and attitudes are further strengthened by the exclusion of men in any recruitment and promotional materials depicting the profession of nursing. Evans (2004) argues for a shift away from the womanly traits associated with the old Nightingale image of the nurse, the basis for the feminine stereotype of nursing that is still evident today. When the nurse is a man, societal images of the caregiver role are not associated with the gender. For example, Williams (1995) conducted in-depth interviews with 32 men employed in nursing. One nurse reported that a teacher at a day-care center told his daughter that her father could not be a nurse, and insisted that he must be a doctor. Thus, nursing has been socially constructed as an occupation requiring gender traits that are associated with feminine, regardless of the sex of its individual members. In a study of 126 male high school students using a career questionnaire, Barkley and Kohler (1992) investigated opinions about nursing. The teenagers surveyed held a positive view of men in nursing. Seventy-three percent rejected the idea that only women should be nurses, and 77% thought that male nurses are not wimps. Evans (2002) surveyed 25 male nurses to investigate the perceptions of being a male nurse. The most prevalent negative factor identified was sex stereotyping resulting from the general perception that nursing is a female profession. According to Kleinman (2004), language and images are dominant forces, which may have the effect of marginalizing any group. Subsequently, for centuries men in nursing have been excluded from the language and image of nursing, therefore from its history. As such, he believes nursing practice has been sexualized. It could be argued that the label of nursing as womens work is a significant deterrent that inhibits recruitment of men into the profession and aids promotion of the sex imbalance in the nursing workforce. Because of their gender, male nurses have been prohibited from working in specific clinical areas, such as maternal/infant child care. These beliefs have been supported by court decisions; however, there are no restrictions on the practice of female nurses with male patients. These attitudes tend to succor sexism in the profession, affecting the recruitment of men. Williams (1992) claims that cultural barriers are more pronounced in the medias representation of mens occupations. She contends that women in traditionally male professions have achieved acceptance on popular television programs. Today, women are portrayed as doctors, lawyers, and architects, but where are the male nurses, teachers, and secretaries? These beliefs are reinforced by language used in nursing. Women in nursing are simply nurses, not female nurses; however, men in nursing are frequently identified as male nurses. These images, perceptions, and language influence societal views of the nurse. This, too, leads to the marginalization of men nurses and fortification of negative stereotypes. Kleinman (2004) stated that the work belongs to neither sex. By excluding males, such messages constitute a critical barrier to men considering nursing as a career. This fact is reflected in the invisibility of men in the profession. This is demonstrated in the example of a 1997 photo feature called Nurses at the Bedside in the American Journal of Nursing. Of the 15 pictures of the nurse caring and working with clients, none shows a man. This assessment substantiates the invisibility of mens contributions and visibility in the profession. Moreover, such findings nourish societys stereotypical image of nursing as a feminine occupation, negatively affecting recruitment of men into the profession. According to Evans (2002), The hope for change lies in challenging and transforming hegemonic notions of masculinity and femininity (p. 230). Sex-Related Stereotypes Another commonly held stereotype concerning men who choose nursing as a career is that they are effeminate or gay (Williams, 1995). According to Williams, it is assumed by society that in order to be a nurse, female attributes such as a capacity to serve, empathize, and nurture are required. Hence, men who nurse must be feminine and are regarded as gay. Although there are a number of gay men in the profession, this stereotype forms a major obstacle to many heterosexual men who might otherwise consider pursuing a career in nursing (Nelson Belcher, 2006; Trossman, 2003). Williams (1992) also suggests that the stigma associated with homosexuality leads some men to enhance or magnify their masculine qualities. Using focus groups, Williams (1995) investigated the experience of being a male student nurse. All participants reported that nursing is viewed as a womens profession, and several stated a fear of being perceived as unmanly by their peers or by clients. These beliefs fostered among the men a view that the profession is a threat to their masculinity. Subsequently, these men felt a need to show their wedding ring or to mention their wife and children in order to acknowledge their heterosexuality. In addition, the labeling of male nurses as effeminate or homosexual can be interpreted as a social control mechanism that redefines nursing as womans work. This signifies that male nurses are different from other men. Consequently, as a result of these attitudes and perceptions, one can understand why nursing remains an occupation low on career choice for males. Economic Factors Another factor suggested as contributing to mens underrepresentation in nursing is the low economic status, pay, and value given to nursing in comparison to male occupations (Kleinman, 2004). Overall, social and economic inducements for women to enter male-dominated professions are lacking for men who may contemplate careers in female-dominated areas. Moreover, he believes that current cutbacks in healthcare funding may deter some men who might otherwise have considered a nursing career. Historically, nursing is considered to be a natural extension of a womans role in society. As a result of this notion, it is considered a low-value occupation (Williams, 1992). It is well known that the average income of men is well above that of women. Accordingly, these findings support the view that jobs customarily held by women are devalued. Williams (1995) argues that the economic value of other major disciplines and that of nurses reinforces the limited value attached to the role of the nurse. Consequently, the separation, isolation, and labeling of certain roles as womens or mens roles in both traditional and modern society reflect the patriarchal social structure. Barkley and Kohler (1992) administered a career questionnaire to 126 male high school students, grades 9 to 12. Findings indicated that most rejected nursing as a future career because of their beliefs about nurs economic status. Sixty-two percent of the subjects surveyed did not think that nurses made high salaries, and 46% believed that nurses do not get paid well. These researchers concluded that in order for nursing to compete financially with other male-dominated professions, salary discrepancies need to be changed. In spite of changes in nursing education today, in practice, social attitudes valuing mens work over womens work are still apparent (Kleinman, 2004). Traditionally, the female role has a lower value in society, thus the importance of a nurses value is not reflected by economic rewards. These resilient attitudes have been reinforced through gender socialization, leading to less status and power for nurses within society. In a similar study, using in-depth interviews, Williams (1992) examined the barriers to mens entry into three female-dominated professions: social work, nursing, and teaching. Participants felt they were all underpaid relative to comparable male occupations. Moreover, several of the respondents suggested that instituting a comparable-worth policy might attract more men to these professions. Even so, nursing is still recognized as a female profession, and, in general, womens roles in society continue to be less valued as reflected in social status and financial compensation. Strategies to Promote Equality How would nursing look today if it had remained a male-dominated profession? Would nursing enjoy greater prestige, power and status than it receives today? How would nursing practice and education differ? Would there have been a revolution in the profession as more and more females entered nursing, as they have in other traditionally male-dominated professions? Strategies to Recruit More Men to the Profession Currently, the realities of healthcare cutbacks have had a negative impact on the nursing profession. As a result, nursing education programs are attracting fewer students. Admission levels are now lower than they have been in decades (Trossman, 2003). These facts may provide an opportunity to recruit an available source of male applicants into the profession. Such recruitment efforts may lead to increasing support and enrollment of men in the profession. Undertaking these endeavors might help eliminate the societal barriers and perceptions of nursing as a sex-typed occupation. Presently, several people in Canada and the United States are predicting that a nursing shortage is looming. Both countries could face a registered nursing shortage by the year 2011. Since the profession is still largely female dominated, it is recruiting almost exclusively from one half of the population. Likewise, because of falling birthrates, aging workforce, and shrinking recruitment pools, the nursing pool is not renewing itself at a sufficient rate. Furthermore, enrollment in baccalaureate programs has been declining for several years. It is suggested that this may be due to students reluctance to enroll because of hospital right-sizing and healthcare cutbacks. Meanwhile, many women are not considering nursing as a career, opting to pursue nontraditional careers. Other professions such as medicine, dentistry, and pharmacy have seen a steady growth in gender equality; nursing has not been so fortunate. The tendency to consider nursing as a single-sex occupation has to end. Active recruitment of young males in high schools and colleges may be a new means of addressing nursing shortages. They provide an untapped pool of nursing school applicants (Trossman, 2003). Because nurses enter a profession, which naturally maintains and reflects societys sex stereotypes, it is important that strategies attack both the myths and barriers (Kleinman, 2004). Accordingly, general acceptance of nursing as a viable career for men requires input and promotion by nurse educators, administrators, professionals associations, unions, and government. Marketing nursing to men requires a concentrated effort by all interested stakeholders to break down the socially constructed, stereotypical myths and barriers to help change the perception of nursing as a sex-typed occupation. Thus, nursing schools, professional associations, and governments must reach out to the schools in the community. Here they have an excellent opportunity to educate all students about nursing as a career choice. One endeavor to correct the public image is the development and promotion of career education materials that promote sex equity. This information can be supplied to children and adolescents in schools, providing them an opportunity to acquire a realistic understanding of the nursing profession. School counsellors influence career choice; however, information provided by counselors to students about nursing is limited and often inaccurate. Research has found that counselors experience misconceptions about nursing (Barkley Kohler, 1992). Thus, they are not likely to advise academically capable male and female students to pursue a career in nursing. For this reason, a re-education of high school counselors about the nursing profession is important in aiding recruitment of future nurses of both genders. Nursing associations could target school counselors individually, give presentations, and emphasize the positive aspects of the profession for both male and female students. Such attempts will produce a population of wellinformed high school counselors to aid recruitment of future nurses (Nelson Belcher, 2006). Studies have shown that nursing schools have shunned men by paying little attention to targeting and retaining men as a source of nursing school applicants (MacPhail, 1996). Consequently, campaigns to recruit male high school and college students into nursing programs must become a priority. Schools of nursing should employ higher numbers of male nursing faculty to be role models for male nursing students. Nurses and nursing organizations must wage an effective public media campaign to correct the image and the publics perception of the nurse. Furthermore, hospitals, nursing schools, and other health agencies need to portray men in the role of nurse in their publicity materials. Recruitment, promotional advertisement posters, and brochures should not portray only the female image of the nurse. Another endeavor is the monitoring of the media for sexist images of the nurse, eliminating sexist language from nursing journals, texts, nursing conferences, and other personal communications (MacPhail, 1996; Kleinman, 2004). Elimination of sexist language and images of nurses might help change the deeply entrenched societal stereotypes about nursing. Recruiters should emphasize the positive aspects of nursing in all media communications to the public. Most important, involving male nursing students in recruitment efforts and making them visible in recruitment materials and publications may increase mens representation in the profession. However, the active recruitment of men into nursing should not be viewed as a panacea. Other recruiting strategies would be to encourage professional journals and other literature to portray men nurses in their advertising. Finally, an improvement of pay scales might help make nursing a more attractive occupation for both genders. This would involve the cooperation of nurses, government, and nursing unions through collective bargaining. Although the literature has identified a long history of men in nursing, their contribution has not been recognized. Nursing is still seen as a role that is inherently natural to females. Many factors have deterred men from entering the profession, and one of the main barriers keeping them away is the wellentrenched societal stereotypes associated with nursing. Even though women and men are socialized differently, both genders have the caring and nurturing characteristics required for nursing. Societal attitudes have aligned these traits exclusively to the female gender. With the changes currently taking place in the healthcare system, nursing needs to recruit the best candidates, regardless of gender, who have the potential to develop their knowledge and skill in caring for individuals. To attract and retain more men will require a concentrated effort not only for those within nursing, but by other stakeholders as well. Nursing must be the forerunner in breaking and correcting the b arriers that impede the entry of men into the profession. As these barriers are broken, career options and choices in nontraditional careers may increase for both sexes (Trossman, 2003). Conclusion Altogether one might believe that nursing is one of the most important jobs in the medical field based on the reputable history it has, its diversity, and its growing demand. One might also believe that nursing is a very important job due to the fact that people will always need health care. No matter whether it is female or male nursing is more than just caring for the sick, it is not only giving care to the patient but also caring about the patient and his or her well-being.