War and Peace Analysis Essay Example For Students

War and Peace Analysis Essay The book War and Peace by Leo Tolstoy is a tale about the lives of the Russian illustrious family from 1805 to 1815. This book portrays things and occasions that occurred during the war. The story starts at a mixed drink party being held at the home of Anna Pavolvna in St. Petersburg. The vast majority of the move, anyway happens in Moscow, at the home of the Rostov family, and the fight front in the war with Napoleon. Their are the acceptable individuals and the terrible individuals. The great individuals being Natasha Rostov, a young lady who develops and develops all through the book and Pierre Bezuhov, the child of Kirill Vladmirovitch Bezuhov, who talks a significant part of the novel communicating his motivation on earth. Sovereign Andrei Bolkonsky, the pioneer of the Bolkonsky family and an extraordinary war saint. The awful individuals are: the heroes themselves, as they torment themselves and Napoleon Bonaparte, (who, by a few, is accepted to be an impostor) the head and military pioneer of France. Bowed on global control. We will compose a custom article on War and Peace Analysis explicitly for you for just $16.38 $13.9/page Request now Optional characters are the groups of Bolkonsky and Kuragin, Anna Pavolvna, a well known St. Petersburg socialite and Kutuzof, the military head of the Russian powers. The fundamental clash is the impacts of the progressions to the heroes through the Napoleonic wars. One significant occasion happens when Prince Andrei is injured during the clash of Austerlitz, and he is allowed to remember on his wartime encounters. Another significant occasion happens when Pierre is take prisoner by the French, (this is the place he gets the opportunity to investigate his sentiments and go to a harmony with himself.) The peak of Pierres story happens when he is held before a terminating crew by the French. This is his peak since he is persuaded that he is going to kick the bucket, and after he is saved he turns out to be additionally mindful and clearly he will proceed on this course until the end. The peak of Natashas life happens when Andrei bites the dust. It causes her to rethink the manner in which she has carried on with her life, developing her further from her perspective as a multi year-old. The peak for Andrei happens when he is mortally injured while endeavoring to shield Moscow from Napoleons powers. This is his peak since his point of view turns out to be so negative and dismal that he can just hold on to bite the dust. Clearly he wont have it some other way. The story closes with the annihilation and outcast of Napoleon and the development of Russia as a force to be reckoned with, and the gathering of Natasha and Pierre following quite a long while of nonattendance. War and harmony is the most popular of Leo Tolstoys books. The characters are extremely practical and he can change starting with one point then onto the next without evolving anything. Above all else he can write to keep your consideration (not at all like I found with some different books *cough*Old Man and the Sea*cough*).

To Study of the Law of the Constitution The WritePass Journal

To Study of the Law of the Constitution Presentation To Study of the Law of the Constitution IntroductionConclusionRelated Presentation A V Dicey depicted the standard of law as â€Å"one of two columns whereupon our constitution rests, the other being the power of parliament.† [1] This promptly carries accentuation to the view that ourUK constitution esteems the standard of law just as thinking about parliamentary sway as an incomparable segment of our Country’s constitution. The inquiry in any case, lies in whether parliament has the supreme capacity to ‘legally enact on any theme whatever which, in the judgment of parliament, is a fit subject for legislation,’ or then again, an opposing contention is significantly more legitimate. As a matter of first importance, I will consider Her Majesty’s expressions of institution, which gave that,â our current get together of Parliament, has the position to make enactment with the assent of the Lords Spiritual and Temporal. This infers Parliament has the ability to â€Å"make or unmake law whatever, and no body or individual is perceived by the Law of England as reserving a privilege to abrogate or put aside the enactment of parliament,†[2] as Dicey very much characterized in his standard of law hypothesis. Obviously, this backings the premise of my contention that Parliament has the sway of capacity to make or excuse law and no Political MP or regular man, has the ability to do as such. Moreover, there is a lot to help the view that the teaching of incomparability lies in the hands of Parliament. The courts attribute Acts of Parliament to have legitimate power which â€Å"other instruments for some explanation miss the mark concerning being an Act of Parliament.† This preeminently underpins Dicey’s proclamation above â€Å"no power which, under the English constitution, can come into competition with the administrative sway of parliament.’ However, as far as contention the courts alluded to arrangements entered under privilege powers, by-laws made by a nearby position, request in committee, the Scottish parliament or the Northern Ireland Assembly. However, it is legitimate to an enormous degree, Parliament has boundless force in the protected undertakings of the United Kingdom. The Septennial Act (1715) which Parliament went to â€Å"extend the life of parliament from three to seven years.† [3] Furthermore, the revisions which Parliament made through the Parliament Acts (1911) and (1949) to hold â€Å"a general political race no less than each five years.†[4] As well as, changing its own organization and bills as set out in the 1911 Act. These were the underlying lawful changes which offered ascend to Parliament’s matchless quality to administer on any issue which is ‘a fit subject for legislation.’ Additionally, through the Act of Settlement (1701) and the Abdication Act (1936), Parliament rolled out an exceptional improvement through the progression of the seat. The courts who have a job to decipher and apply Acts of Parliament asserted that solitary Acts have legitimate power. Dicey’s first standard on the standard of law can be upheld from above. Also, Parliament having the option to administer reflectively fortifies the view that ‘parliament can make or unmake any law it chooses.’ For the situation Burmah Oil co v Lord Advocate (1965)[5] Parliament practiced its capacity to present another Act, the War Damages Act (1965) as the choice to topple the House of Lords choice got critical to forestall theUK enduring a tremendous budgetary channel, at the hour of the World Wars.â This represents Parliament having the option to enact with no lawful cutoff points all things considered. In this way, supporting Dicey’s proclamation above. Presently I will bear significance to Dicey’s second guideline which states â€Å"Courts are naturally subordinate to parliament.†Ã¢ The method of reasoning for courts to be unavoidably lower than parliament is that Bills don't have legitimate power, it is Acts that do. Along these lines, the phases that a bill must go to turn into an Act obviously suggest Parliament has more prominent matchless quality, on the grounds, the courts can't make law. Be that as it may, they do have the power to uphold law which has just been an Act. Besides, the Enrolled Act rule legitimately allows the courts to alter enactment which parliament can't change. The case Edinburgh and Dalkeith co V Wauchope (1842) [6]gave ascend to this standard, as Wauchope set out to challenge Parliament because of the Private Act influencing Wauchope’s rights against the railroad organization. Challenge was dismissed, as Parliament rejected the presentation of the bill into parliament through standing requests of the House of Commons. The administrative authority of Parliament was obvious for this situation. Then again, Lord Reid for the situation Madizimbamuto v Lardner Burke [1969] â€Å"it would be illegal for the United Kingdom parliament to do certain things.†[7] The ramifications of this was clear, it would be unlawful for Parliament to enact for different governments likeRhodesia. In any case, Parliament may do such things on the off chance that it wishes to do as such, as it is a lot of clear the incomparable force stays with parliament. This emphatically bolsters Dicey’s rule of standard. In actuality, Sir Glanville Williams (1947) contended that, â€Å"no rule can give this force upon Parliament, for this is expect and Act on the very force that will be conferred.† [8] This ensnares resolution can't shape sway, contradicting the power parliament having the option to administer, both ‘prospectively and reflectively, to be noted from above.’[9] Conversely, the excusal which occurred for the situation Cheney V Conn (1968) because of illicit assessments, permitted Ungoed â€Thomas J to broadcast â€Å"it is the law which beats each other type of law†[10] consequently, ‘what the rule sanctions can't be unlawful in light of the fact that the rule is the law.’[11] In restriction of Dicey’s explanation above, Dicey’s third guideline of rule features certain impediments on the authoritative intensity of Parliament. In the view that, ‘Parliament can't tie its replacements or be limited by its predecessors.’ Primarily on the grounds that Parliamentary power is ensured by two tenets, express annulment and suggested repeal.  Implied repeal in setting for example, expresses that if there were to be a contention between two Acts, one past and one revoked, at that point the standard applies that the remainder of two Acts spent at isolated occasions, it is the latest Act which must be complied. Subsequently, Parliament must stick to this standard. Nonetheless, the key restrictions which have been contended to challenge the sway of parliament are the Human Rights Act [1998], Devolution ofScotlandandWales, the Treaty of Union (1707) and the European Communities Act (1972). The Human Rights Act [1998] tries to ensure human rights against enactment by later Parliaments. So it could be supported as a restriction for Parliament to articulate a legal choice, for example, ‘all blue looked at infants ought to be killed.’ Additionally, since the devolution of the UK Parliament[12], declining powers toScotland as administered in the Scotland Act (1998), Northern Ireland Act (1998) and Government of Wales Act (1998), this may repudiate Dicey’s articulation above. AsWales,Scotland andNorthern Ireland have the ability to administer on specific issues, for example, Education-understudy education costs; this perhaps implies ‘Parliament can't enact on any subject whatever’ except if, the forces were to be removed, which could in principle occur. Seeing as,Westminster still holds the preeminent force. However, the procedure is probably going to be tedious. Also, it could be contemplated that Parliament’s powers have been restricted since the Treat of Union (1707) appeared. On the premise that, the arrangement of association was acquainted with join the two kingdomsEnglandandScotland, with the conviction that, there was an association of equals.â Implying thatScotlandis to some degree equivalent toEngland. They could contend, the Treaty of Union is a higher type of law and may beat conflicting Acts of Parliament. In verifiable setting, the sway of Parliament was found from an alternate perspective as it is today. Coke CJ on account of Bonham (1610) 8 co Rep [13] declared that, Common Law was a higher type of law than an Act of Parliament. Be that as it may, this judgment was framed when the ruler had more noteworthy authoritative and legal force than Acts of Parliament. Since 1714, there has been an inversion of established undertakings; subsequently this legitimizes the intensity of parliament to ‘legally administer on any theme whatever, which is a fit subject for legislation.’ End All in all, subsequent to assessing all the impediments above, it would be appropriately advocated to state that a greater part would concur that they were political instead of legitimate cutoff points forced on parliament’s sway of intensity. In this manner, with the upheld contentions above, it appears to be on the whole correct to concede to A V Dicey’s articulation above as there was more noteworthy legitimacy.

Critical Thinking in Academia

Critical Thinking in Academia Practicing Critical Thinking as a Student Practicing Critical Thinking as a Student Have you ever heard the phrase critical thinking? What does it mean to you? For some people, the word critical might evoke feelings of negativity. It might suggest that you have to pick things apart and be judgmental. In a way it does, however thinking about things critically means a lot more than being a grouch. Have you ever heard the phrase ‘critical thinking’? Critical thinking is an active process of learning and engaging with the surrounding environment. Having essential skills of thinking allows us to make decisions about life and provides the opportunity for us to participate in the world around us fully. According to John Dewey, an American philosopher, critical thinking involves a process of reflective thought. Dewey believed that to learn and become an active member of society, students must be actively engaged in the process of learning as opposed to being passive receivers of information. Deweys philosophy involved the perspective that committed, critical education was a consistent process throughout life, and that knowledge is a fundamental component of social progress and reform. In other words, he felt that critical thinking was a key component of learning. Critical thinking is a skill we engage in every day. Whenever we make any decision, we are using critical thinking. So, it makes sense that we can apply this to our academic work as well. However, in university and college, critical thinking has a broader meaning Being critical means making informed or educated judgments about social issues, literature, math, and so on. It can also mean distinguishing between fact and opinion. It involves determining the validity of theories and considering how to apply these theories to practice. When we make academic judgments, they must be well grounded in appropriate research. Critical thinking skills allow us to consider an issue from all sides. Through the process of critical thinking, we create a synthesis of all available information, and then we apply it to the decision making process. Critical thinking is a necessary component of academia because it allows for the development of new information and knowledge. In academia, we are essentially learning to question all information while looking for ways to continue to challenge the data to create further research. As a critically thinking student, it is crucial to incorporate the process into your reading, note-taking, essay writing, and presentations. These skills are also essential for anyone in a professional degree and can contribute to developing your practice. Critical thinking doesn’t only apply to academia; it can also help us to navigate our daily lives as well. When we enhance our critical thinking skills, we can improve our decision-making processes and make stronger decisions based on accounting for all information. Remember, most of our everyday thinking is uncritical. We generally go through our days without thinking through every step. However, there is a time and a place where critical thinking should be employed. But, how do we learn to enhance our natural critical thinking skills? Ask Basic Questions As we know, our social world, as well as the content we take in as students, often appears complicated. However, we can begin by merely asking simple questions. When an answer to a question becomes difficult, it starts to lose meaning. Here are some basic questions that you can apply in your academic writing that will help keep things simple: ? What do you already know? ? How do you know that? ? What are you trying to prove, disprove, demonstrate, critique? ? What are you overlooking? When beginning a paper or another assignment and the information seems complex, start with these simple questions and create an outline. Working from a critical perspective does not have to be difficult, and sometimes the best solutions come from the most natural process. Question Basic Assumptions When you are writing a paper or thinking through a problem, you do not want to base your analysis only on what you know. We all have basic assumptions which inform our everyday lives. Academic quality work must extend beyond basic assumptions towards analysis and synthesis of information. Check your assumptions at the door and do some research with an open mind. We all have ways of making life simpler. These are called heuristics or otherwise, mental shortcuts. While these techniques were helpful when we were hunter-gatherers, we now live in a society that calls for critical thinking. When you are writing a paper or working on an exam, make sure to have a one up on your mental biases, so they will not lead you astray. Reading more, becoming educated, and becoming more informed about how others think can allow us to understand our cognitive biases more readily. Remember to Think for Yourself Although you will be drawing on academic literature and information when you do your research and write papers, it is also important to remember to think for yourself. While this does not mean incorporating your biases into your writing, it means that you must analyze a situation using a critical lens. Go back and ask those basic questions. What is missing? Is there a gap? What is this research saying? Does it make sense concerning other research on the topic? Think through the literature using your power of deduction. You will write a stronger paper, and your professor will be able to see that you can do more than regurgitate the literature. John Dewey truly believed in the values of students learning to think for themselves. He warned against the tendency towards training people to fit into boxes in society, fearing that it would omit the potential for social growth and democratic development. A great quote from Dewey captures his sense of the value of critical thinking: Education is not preparation for life; education is life itself. As an active contemporary leader in the realm of critical thinking, TED-Ed has developed a five-step process to help improve critical thinking skills. The following is a summation of the process, however, for more on the topic, TED-ed has developed an accessible video. TED-Eds 5-Step Process for Critical Thinking: 1. Formulate your question. In an academic setting, this looks like creating a thesis statement or hypothesis. 2. Gather your information. Do your research/review the literature. 3. Apply the information. Ask yourself what concepts are included? What assumptions are made? Consider if your interpretation is logically sound 4. Reflect on the implications of this information. 5. Explore other points of view. Critical Thinking is a Part of Our Everyday We participate in critical thinking every day. When we look out the door in the morning and see dark clouds, we might assume that it is going to rain later, so we choose to put on a raincoat. That is critical thinking. We can apply these same skills in academia by using the knowledge we already have to make sound arguments about data. As Dewey suggests, we are always engaged in the process of learning and critical thinking, whether it is inside the classroom or in our daily lives. If youre interested in the topic of critical thinking and you want to continue the conversation, check out our YouTube video: The Importance of Critical Thinking in Academia. If youre in an advanced degree that calls for a higher level of critical thinking, consider drawing on the expertise of some of our Top Writers for some additional support. Critical Thinking in Academia Practicing Critical Thinking as a Student Practicing Critical Thinking as a Student Have you ever heard the phrase critical thinking? What does it mean to you? For some people, the word critical might evoke feelings of negativity. It might suggest that you have to pick things apart and be judgmental. In a way it does, however thinking about things critically means a lot more than being a grouch. Have you ever heard the phrase ‘critical thinking’? Critical thinking is an active process of learning and engaging with the surrounding environment. Having essential skills of thinking allows us to make decisions about life and provides the opportunity for us to participate in the world around us fully. According to John Dewey, an American philosopher, critical thinking involves a process of reflective thought. Dewey believed that to learn and become an active member of society, students must be actively engaged in the process of learning as opposed to being passive receivers of information. Deweys philosophy involved the perspective that committed, critical education was a consistent process throughout life, and that knowledge is a fundamental component of social progress and reform. In other words, he felt that critical thinking was a key component of learning. Critical thinking is a skill we engage in every day. Whenever we make any decision, we are using critical thinking. So, it makes sense that we can apply this to our academic work as well. However, in university and college, critical thinking has a broader meaning Being critical means making informed or educated judgments about social issues, literature, math, and so on. It can also mean distinguishing between fact and opinion. It involves determining the validity of theories and considering how to apply these theories to practice. When we make academic judgments, they must be well grounded in appropriate research. Critical thinking skills allow us to consider an issue from all sides. Through the process of critical thinking, we create a synthesis of all available information, and then we apply it to the decision making process. Critical thinking is a necessary component of academia because it allows for the development of new information and knowledge. In academia, we are essentially learning to question all information while looking for ways to continue to challenge the data to create further research. As a critically thinking student, it is crucial to incorporate the process into your reading, note-taking, essay writing, and presentations. These skills are also essential for anyone in a professional degree and can contribute to developing your practice. Critical thinking doesn’t only apply to academia; it can also help us to navigate our daily lives as well. When we enhance our critical thinking skills, we can improve our decision-making processes and make stronger decisions based on accounting for all information. Remember, most of our everyday thinking is uncritical. We generally go through our days without thinking through every step. However, there is a time and a place where critical thinking should be employed. But, how do we learn to enhance our natural critical thinking skills? Ask Basic Questions As we know, our social world, as well as the content we take in as students, often appears complicated. However, we can begin by merely asking simple questions. When an answer to a question becomes difficult, it starts to lose meaning. Here are some basic questions that you can apply in your academic writing that will help keep things simple: ? What do you already know? ? How do you know that? ? What are you trying to prove, disprove, demonstrate, critique? ? What are you overlooking? When beginning a paper or another assignment and the information seems complex, start with these simple questions and create an outline. Working from a critical perspective does not have to be difficult, and sometimes the best solutions come from the most natural process. Question Basic Assumptions When you are writing a paper or thinking through a problem, you do not want to base your analysis only on what you know. We all have basic assumptions which inform our everyday lives. Academic quality work must extend beyond basic assumptions towards analysis and synthesis of information. Check your assumptions at the door and do some research with an open mind. We all have ways of making life simpler. These are called heuristics or otherwise, mental shortcuts. While these techniques were helpful when we were hunter-gatherers, we now live in a society that calls for critical thinking. When you are writing a paper or working on an exam, make sure to have a one up on your mental biases, so they will not lead you astray. Reading more, becoming educated, and becoming more informed about how others think can allow us to understand our cognitive biases more readily. Remember to Think for Yourself Although you will be drawing on academic literature and information when you do your research and write papers, it is also important to remember to think for yourself. While this does not mean incorporating your biases into your writing, it means that you must analyze a situation using a critical lens. Go back and ask those basic questions. What is missing? Is there a gap? What is this research saying? Does it make sense concerning other research on the topic? Think through the literature using your power of deduction. You will write a stronger paper, and your professor will be able to see that you can do more than regurgitate the literature. John Dewey truly believed in the values of students learning to think for themselves. He warned against the tendency towards training people to fit into boxes in society, fearing that it would omit the potential for social growth and democratic development. A great quote from Dewey captures his sense of the value of critical thinking: Education is not preparation for life; education is life itself. As an active contemporary leader in the realm of critical thinking, TED-Ed has developed a five-step process to help improve critical thinking skills. The following is a summation of the process, however, for more on the topic, TED-ed has developed an accessible video. TED-Eds 5-Step Process for Critical Thinking: 1. Formulate your question. In an academic setting, this looks like creating a thesis statement or hypothesis. 2. Gather your information. Do your research/review the literature. 3. Apply the information. Ask yourself what concepts are included? What assumptions are made? Consider if your interpretation is logically sound 4. Reflect on the implications of this information. 5. Explore other points of view. Critical Thinking is a Part of Our Everyday We participate in critical thinking every day. When we look out the door in the morning and see dark clouds, we might assume that it is going to rain later, so we choose to put on a raincoat. That is critical thinking. We can apply these same skills in academia by using the knowledge we already have to make sound arguments about data. As Dewey suggests, we are always engaged in the process of learning and critical thinking, whether it is inside the classroom or in our daily lives. If youre interested in the topic of critical thinking and you want to continue the conversation, check out our YouTube video: The Importance of Critical Thinking in Academia. If youre in an advanced degree that calls for a higher level of critical thinking, consider drawing on the expertise of some of our Top Writers for some additional support.

The Increased Prison Population and Improper Punishment...

Social scientists and organizational psychologist have given additional acknowledgment to the influence of social and cultural issues in organizational system (Carter, 2000, p. 2). This clearly indicates that how these issues affect many fields of society and how important is their resolution. Many key global events of the last decade have captured attention on issues of nationalism and cultural diversities. As Hallinan and Jackson says, â€Å"Within the context of the post 9/11 era a complex and arguably contradictory and paradoxical set of conditions, practices and policies have emerged in relation to how we see, represent, understand and acknowledge the diversity of ‘Others’† (2008). In this paper, I have discussed issue of racism which our†¦show more content†¦Thousands of people are residing in United States prisons and jails, and they go untreated. The very institutions which confines offenders, creates people with mental illness and drug addictions disorders. Crime needs varying interventions targeting problem-specific areas due to numerous factors. The United States is the world leader in the increasing prison rate, in both as a percentage of population and raw figures. As per a fresh report which employs data of each and every state, a record 2,319,258 citizens were in prison or jail at the beginning of 2008; which means one amongst every 99.1 adults. The increasing rate of prisoners do cost very high to the tax payers as well as other plans of government. US government spent six times more on prison inmates than the rate of increment for higher education expenditure. Another negative impact is that due to budget shortfalls faced by states, they had made a proportionate reduction in expending on education and other social requirement (Levinson 2002, p. 34). The rate of African Americans’ imprisonment is radically greater than for the total population. A shocking ratio, one out of every nine black men between the ages of 20 and 34 is in jail or prison. This raises the doubt about the racial disparity in even police department. Supreme court Justice Kennedy warned that, â€Å"There is the moral blindness in our criminal justiceShow MoreRelatedIncreased Population of Prisons Essay1606 Words   |  7 PagesOvercrowded prisons and improper punishment systems are enormous social issues for our government. The United States has seen steady growth in its prisons. A projected increment in seen due to â€Å"get-tough† policies that locks up offenders for longer sentences (Ohlemacher, 2007, para. 1). The correction system had been through various phases of transformation, and the government had been tough on crime; this approach had resulted in rising prison populations. There are many factors that cause overcrowdingRead MoreAre You Die By Lethal Injection, But If The Power Goes Out?1736 Words   |  7 Pagessentenced to death since 1977, 1412 people have been executed and 155 people have been p roved innocent. Therefore, for every nine people executed, we have found one person is innocent. Furthermore, the death penalty system is unreliable. According to a study about capital punishment system by Columbia University Law School, over 60 precent of all capital trials exist serious mistakes. Once the cases were reviewed, 7 present defendants were found completely innocent and more than 80 percent defendantsRead MoreThe Problem Of Prison Overcrowding1572 Words   |  7 Pagessociety to stir up continue to expand every day. Some of these issues include the educational system, healthcare laws, unemployment and economic situations, not to mention the ongoing water drought crisis†¦all of which are major dilemmas in California. One major dilemma, however, is often ignored. Over the past 30 odd years, California’s prison population has grown by 750 percent (â€Å"California’s Perpetuating Prison Crisis†). As this percentage perpetuates to make substantial gains, inmates are sufferingRead MoreAmerica s Law Enforcement Teams Essay1834 Words   |  8 P agesState’s incarcerated population increased by over 500% over the last 40 years, rising to about 2.3 million people (SentencingProject). While it is not practical to expect our police officers to be able to apprehend every single criminal, it should not be too much to ask that they do it in a fair and unbiased manner. Protests such as Black Lives Matter still happen today because there is still inequality happening on a large scale everyday, especially in our law enforcement system. Minorities are theRead MoreThe Juvenile Justice System And Public Schools2522 Words   |  11 PagesIn the last thirty years, the approaches and tools used in the modern adult criminal-justice system have begun to influence our school practices. This has created a system that removes the most vulnerable children from mainstream educational environments and puts them on a direct path toward prison. The overrepresentation of juveniles with disabilities within this system has been repeatedly demon strated in research. National reports suggest that almost one third of students in juvenile detentionRead MorePerspective And Critique Traditional Practices Of Prison Structures Of The Old, Bygone Regime2088 Words   |  9 Pagesand a rebellious socialism. Such changes meant that the populations of Europe were becoming enlightened in the matters to do with political freedoms especially the indifferent population. 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One of the main reasons is the violence, and this violence occurs in every prison around the world. Violence can be attributed to rape, overcrowding, gangs and to the particular justice systems. These justice systems include such countries as Brazil where violent episodes that include beheadings have occurred. Much of the prison crisis has been blamed on delays in the country’s legal system. This is because of how inmates receive extended sentences and poor prison managementRead MoreFeminism And The Criminal Justice System1753 Words   |  8 Pagesand ideas on why females commit crimes. In the beginning the theories seem to revolve around the victimization of the female gender. Then criminologist took a look at female delinquency, prostitution, and gender inequality in the criminal justice system. Lilly (233) wrote that Lombroso used physiological traits to determine what type of women would commit crime. Lombroso also argued that the women that committed the most crime were more masculine then the women who did not commit crime. He used physiologicalRead MoreCriminal Justice System : Crime, Policing, Courts, And Corrections3651 Words   |  15 PagesThe analysis of a Criminal Justice System should take place in four sections: crime, policing, courts, and corrections. Crime occurs ubiquitously in the world; crime is so common that there is an entire profession made to study why crime occurs, there is also another profession meant to enforce the laws that define what is criminal. South Korea, like most other countries, has a common requirement to enter thei r criminal justice system: committing a crime is the first step in the process. The most

Medical Efficacy Of Marijuana And Drugs - 2885 Words

Controversies in the use of Marijuana to Treat Epileptic Patients By Brian Kenny and Stephanie Visek One of the most controversial topics in modern times has been the medical efficacy of Cannabis. Cannabis is a plant that is used medically and recreationally and is classified as an herb, noticeable by its five spiked leaf structure (Merriam-Webster 2014). Cannabis contains multiple active ingredients that display a variety of psychological and neurological effects on humans and animals. Cannabis is the medical terminology for marijuana, which contains greater than 500 compounds and more are still being found as the years progress. Many of the compounds are referred to as cannabinoids and may show some antiepileptic factors when administered to individuals with epilepsy (Gloss and Vickery 2012). The public today believes that the cannabis prescribed to patients and individuals with drug resistant epilepsy are experiencing psychotropic effects (the feeling of what we know today as getting â€Å"high†). In reality the cannabis used to treat individuals with epilepsy is low in delta-9-tetrahydrocannabinol [THC] a psychotropic ingredient and high in cannabidiol [CBD] a non-psychotropic ingredient. Since CBD results in no psychotropic effects it has immense potential to be seriously considered as the worlds next biggest anticonvulsant solution. History Marijuana has a long history in the treatment of multiple medical conditions. The first documented cases in which cannabis wasShow MoreRelatedPatients Health Of Medical Marijuana1733 Words   |  7 Pages Patients’ Health Utilizing Medical Marijuana Karen Mak Rutgers University Introduction to Research Methods, Fall 2016 Abstract The following study proposal would review the results of the overall health outcomes of patients who replaced pharmaceutical treatment with medical marijuana. The study will look at the improvements in meal consumption, Clinical Global Impression scores, Pittsburgh Agitation Scale, and the decrease in the symptom being monitored. The studies being reviewedRead More Marijuana Use Should be Legal Essay932 Words   |  4 Pages Marijuana Use Should be Legal The issue of the legalization of Marijuana is a never-ending battle that the country will never fully win. Marijuana should be legalized because it is a large part of the drug war, which will never come to an end. Society is in the midst of a time of anguish and skepticism of what will become of the nation. With all of the problems happening around us, the government and officials should begin to realize that the time and effort spent on battlingRead MoreMedical Marijuana Should Be Legal904 Words   |  4 PagesMedical Marijuana Although marijuana is illegal and lacks FDA approval it should be used to treat cancer. Opponents of medical marijuana argue that it is too dangerous to use, lacks FDA approval, and that various legal drugs make marijuana use unnecessary. They believe marijuana is addictive, leads to harder drug use, and injures the lungs, immune system, and brain. They also believe that medical marijuana is a front for drug legalization and recreational use. Benefit that it is isn’t a great treatmentRead MoreWhos in Charge of the Store? Essay1449 Words   |  6 PagesWho should be regulating medical marijuana? Majority leader of the California State Assembly, Alberto Torrico asserts that marijuana, used for medicinal purposes, should be legal and regulated to ensure safe, pesticide free, organic cannabis. However, Torrico maintains non-medical marijuana should remain illegal for all California citizens who do not have a physician diagnosed medical need, such as AIDS or cancer. He contents t hat advancing the cause of legalizing marijuana to provide additional taxRead More A Website Analysis on the Reformation of Marijuana Laws Essay examples1312 Words   |  6 PagesWebsite Analysis on the Reformation of Marijuana Laws NORML, or the National Organization for the Reform of Marijuana Laws, founded in 1970, is a non profit, public interest advocacy group which fights for those Americans who oppose marijuana prohibition and want an end to arresting responsible marijuana smokers. 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Although mounting new evidence confirms the healing qualities of marijuana, much opposition still exists preventing it from people who need it the most. The use of marijuana has been around for thousands of years. As reported

A Fine Balance Characters Free Essays

4 Characters: Dina, Ishvar, Om, Maneck. Ishvar is Om’s nephew. Dina is widowed. We will write a custom essay sample on A Fine Balance: Characters or any similar topic only for you Order Now Maneck college student. Dina Shroff, who was raised by her strict brother after her father died she meets Rustom Dalal. The couple fall in love and marry, but on their third wedding anniversary Rustom is killed in a bicycle accident, leaving Dina alone. Rustom’s aunt teaches Dina to sew her eyesight begins to fail, so she is forced to find another way to make money Her friend Zenobia introduces her to Mrs Gupta, who offers her some tailoring piece work She hires Ishvar Darji and his nephew Omprakash, originally from a small village, to do the work. Ishvar’s father wanted a better life for his sons and so sent them to a neighbouring town to learn to be tailors They became the apprentices of Muslim tailor Ashraf Ishvar was seventeen, racial hatred of Muslims reached boiling point and any homes or shops belonging to Muslims were burnt to the ground Ishvar and his brother Narayan saved Ashraf’s shop by claiming it belonged to them, leaving Ashraf forever in their debt. Narayan returned to the village and set up a successful tailor business for lower caste people He married and had a son. His business was very successful and it gave him enough money to build a proper house All was going well until Narayan discovered that the elections were being fixed by Thakur Dharamsi, a powerful land owner Narayan confronted Thakur, who had him tortured Not satisfied with just killing Narayan, Thakur decided to punish his whole family. Narayan’s wife, daughters and parents were tied up and burnt alive in their home. Omprakesh and Ishvar were the only ones to escape they continued working in their tailor shop, but were forced out of business when a ready-made clothing shop opened in the town. Maneck. He grew up in a mountain village, where his father was the proud owner of the local village store and inventor of a popular drink, Kohlah Cola Maneck was sent to college and became good friends with the student president, Avinash Avinash led an uprising against the conditions and became involved in politics When the Emergency was declared, Avinash had to go into hiding, leaving Maneck alone His mother then arranged for him to move in with Dina Dalal The four are quite happy for almost a year, but then the Emergency starts to impact their lives. The tailor’s shack is demolished in a government beautification program, forcing them to live on the streets After two months they bribe their way out and persuade Dina to let them move in with her. Ishvar decides it is time for Om to find a wife, so they return to Ashraf’s town There they bump into Thakur, who recognises the pair Ashraf is beaten to death and Ishvar and Om are given compulsory vasectomies Thakur visits them as they are recovering from the operation and arranges on a medical pretext to have Om’s testicles removed. Ishvar’s legs become infected and have to be amputated. Maneck finishes his college course and returns home His father’s business is failing due to cheap imports of commercial soda, and Maneck decides to leave, taking a job in the Middle East. Dina finds herself all alone. A Beggarmaster who had been protecting her from her landlord’s bailiffs is murdered, leaving her vulnerable; she reluctantly returns to live with her brother. Eight years later, Maneck returns home for his father’s funeral. Maneck reads some old newspapers and discovers that Avinash was found dead by the side of a railway track and Avinash’s three teenage sisters hanged themselves because their parents could not afford their wedding dowries. Maneck decides to visit Dina She explains that Ishvar lost his legs and that the tailors are now beggars Maneck leaves Dina’s house, pretending not to recognize the tailors in the street, and heads for the railway station where he steps in front of a train. How to cite A Fine Balance: Characters, Papers

Pathophysiology of Old Age Diseases

Question: Describe about the Pathophysiology of Old Age Diseases. Answer: Old age can be sometime s burden to individuals. This is because as the body gets older it becomes weaker and that becomes the origin of many health complications. Majority of these are as a result of peoples lifestyles. Among the world most common health problems associated with old age are Arthritis and Heart diseases .These have been identified as the top killers for people aged above 65 years (Roach, Bronner Oreffo, 2011). Pathophysiology has been defined as the changes that come as a result of a particular injury disease or health condition (Vlodaver, Wilson Garry, 2012). Arthritis is basically a joint disease; it leads to inflammation of the joints. Arthritis Pathophysiology of Rheumatoid Arthritis Damage to blood vessels This can create chronic inflammation of the pericardium membrane of the heart which can significantly damage blood vessels and possibly lead to heart attack, heart failure or even stroke. Inflammation of the heart can lead to fever and chest pains which affect the general functioning of the body (Clair, Pisetsky Haynes, 2004). Inflation of joints This is the most common symptom of Arthritis .People with Arthritis have inflamed feet and hands joints(Clair, Pisetsky Haynes, 2004) .These cause pain and swelling ,rigidity of the affected areas .This can affect shoulder joints, elbow joints, as well as knees and joints as well as knees and ankles. Weakening of bones and cartilage In advanced stages, bones and cartilages of the affected persons become weakened and destroyed (Clair, Pisetsky Haynes, 2004).This leads to weakening of tendons, ligaments and supporting muscles. The final outcome for this is total deformation of joints. Impact on individuals independence and lifestyle The impact of this is that it affects body mobility of the persons affected to a large extent making them less mobile thus leading to a sedentary lifestyle (Clair, Pisetsky Haynes, 2004). Such persons cannot be able to walk for long distances walk for long distances without complaining of pains. Additionally it limits the usage of their arms .Since arm joints are also affected these persons encounter difficulties even in stretching their arms which basically affects even performance of daily chores like washing or other minor chores (Clair, Pisetsky Haynes, 2004) . Heart diseases These are diseases that basically occur as a result of narrowing or blockage of blood vessels and have the potential of leading to Heart attack or stroke. Blockage of blood vessels affects the flow of blood sometimes leading to flow of inadequate blood to other parts of the body such as the brain (Vlodaver, Wilson Garry, 2012). Blockage of arteries One of the most common heart diseases called atherosclerosis leads to blockage of arteries because of building up of cholesterol plague in the arterial walls for prolonged periods (Vlodaver, Wilson Garry, 2012). Such blockage can reduce the amount of blood flowing through the arteries. Hindering proper functioning of Valves Valves basically perform the function of either allowing or restricting the flow of blood in and out of the heart by opening and closing when need be. They ensure that blood flows in one way without leaking backwards. Valvular heart disease affects the normal functioning of the valves , the valves may either open abnormally or fail to close properly leading to leaking of blood backwards(Vlodaver, Wilson Garry, 2012). Opening of the valve smaller than it normally should be makes it hard for the heart to pump blood trough it to other parts of the body. This may sometimes result to heart failure. Additionally if the valve allows leakage of blood backwards, the amount of blood reaching the other parts of the body is likely to be inadequate. This gives the heart a cumbersome task of trying to recover the deficit (Vlodaver, Wilson Garry, 2012). Consequently inadequate flow of blood can affect the functioning of the body by hindering the normal flow. Impact on individuals independence and Lifestyle Normally a heart disease hinders activities such as exercises which require flow of large amounts of blood. People with this disease cannot exercise for long because their hearts cannot allow pumping of the large volumes of blood that are necessary to transmit energy for exercise. This does not only affect exercises but also normal movements. Such people cannot cover long distances without getting too tired restricting them to almost a sedentary lifestyle (Vlodaver, Wilson Garry, 2012). Such people at times also cannot work for long which has the possibility of changing their lifestyles because of reduced income. References: Roach, H. I., Bronner, F., Oreffo, R. O. C. (2011). Epigenetic aspects of chronic diseases. London, Springer. https://www.worldcat.org/oclc/668190768 Clair, E. W., Pisetsky, D. S., Haynes, B. F. (2004). Rheumatoid arthritis. Hagerstown, Lippincott Williams Wilkins. https://www.worldcat.org/title/rheumatoid-arthritis/oclc/469367913#.WEGQqaN0-jg Vlodaver, Z., Wilson, R. F., Garry, D. J. (2012). Coronary heart disease: clinical, pathological, imaging, and molecular profiles. New York, Springer. https://www.worldcat.org/oclc/744297229

Software Piracy Essays (748 words) - File Sharing,

Software Piracy Software Piracy - Are We Doing Enough? Introduction Imagine that a person offered to break into a software store, turn off all the alarms, and hold the doors open, and allow you to take whatever you wanted from the store. This situation is faced by most computer owners everyday, not necessarily in this form, but in the form of software piracy. Software piracy is the unauthorised duplication and or distribution of copyrighted programs. There would only be select group who would not be tempted by the prospect of basically free software, most of those who are offered these kind of goods either accept them, or are unaware that they are not legitimate. No matter how this crime is being conducted, it has been estimated that this sort of crime is costing the world approximately 13 billion dollars annually. Beginnings Software piracy became popular through the use of Bulletin Boards, which allowed people to dial into other an ?underground? archive of pirated software. Around this time, 31/2 Inch discs were also a popular medium for pirated software. Popularity The reason behind the widespread popularity of software piracy lies in the cost. Why pay $80 dollars for a piece of software, when you could get it for the price of a blank CD. Software piracy has boomed over recent years, which can most likely be attributed to the drop in price of CD Writers, which allow the user to copy from one CD to another in less than an hour. During the beginnings of software piracy, the floppy disc was the only feasible method of tangible transportation, and because of the size of most software, many floppy discs were required for storage. This problem has also been eliminated by the CD-writer and CD, which can copy and store approximately 700 megabytes of information, as apposed to 1.44 megabytes. What's the Problem? This is a question asked by many people, who do not know the damage caused by software piracy. The initial problem lies in the producers of the piece of software, and to make up for the cost of production, they must sell thousands of copies. However, software piracy has caused the widespread loss of sales, which in turn reduces the amount of money received by the makers of the program. Ultimately, this result in the producers being forced to increase the price of their product, which again, encourages the use of cheap pirated software. This can be described as a piracy cycle. What Are We Doing About It? Considering the cost of software piracy to the entire world, the action taken against it has been minimal. It has been estimated that the complete elimination of software piracy would boost worldwide revenue, by more that 30 billion dollars. However, even this incentive has not been enough to spark more than a few over-glorified ?sting? operations on isolated software pirates. More action must be taken, if the creation of software is to continue, for if this enormous amount of money is being lost, most prospective software producers will be turned away by the lack of profit. What can we do about ? This is not an easy problem to fully eliminate, because of the diversity in its participants, from large-scale companies, to people operating private CD-writers, however steps can be taken to reduce the amount of pirated software being bought and used. Software piracy has been likened to jaywalking, in that it is common, but not punished often. This must change. Software piracy should incur immediate prosecution, and swift punishment. This way, prospective software pirates will be discouraged from involving themselves. Also, control of the medium, in which modern software pirates most commonly buy and sell in, would reduce the amount piracy. This means controlling the sale of CD-writers and blank CD's. Conclusion To conclude all of the above statements, it can be said that software piracy is a growing problem that is costing the world exorbitant amounts of money. The amount of action taken to stem the spread of piracy around the world needs to be extended, in order to bring about an end to this expensive problem. This action would include harsher and swifter punishment, and control of CD-writers and CD's. Bibliography Protecting Against Software Piracy. http://www.microsoft.com/piracy/ 2000. ?Software Information Industry Association? http://www.siia.net/piracy/default 2000. ?Combating Software

Michael Crichtons Andromedia Strain Report

Michael Crichtons Andromedia Strain Report This book is about biophysicists that are conducting a special experiment. They are sending a probe into outer space and collecting organisms for study. After project "scoop" sends seventeen stalites into outer space,a probe falls and lands in the north eastern Arizona. Not very far away the scientists discover many dead bodies that look to have been flung across the ground. The bodies faces appear to have been frozen in surprise. This is just the beginning. In this book the scientists are trying to discover a cure for the deadly bacteria that kills everyone in a non violent way.. This virus kills everyone,except a newborn baby and a old man in the small town in a matter of seconds.2 scientists go into the town to look around and find the man and the baby. They are wearing protective suits so that they wont catch the virus. After getting the baby and bringing it back to a special lab,they have to find out more about the virus.None - This image is in the public domain and thus...They conduct some tests and figure out that the virus is. When they are conducting some tests they are looking under a microscope and they see a green substance that appears to be growing on a small piece of rock. They do some more experiments by putting this green substance in a cage that has a rat or a monkey,and find out that they die in a matter of seconds. After they find out what the organism looks like,they have to find a cure. They search for a long time,but no one can find a cure. Finally there is a part where the virus breaks out and a man is stuck in the lab with the virus. When a scientists looks in the videocamera,he sees the mans face and says that it looks frozen...

Assessment of recent developments in financial reporting Essay

Assessment of recent developments in financial reporting - Essay Example This study will understand whether legal enactments and obligations are sufficient to perform financial activities in an ethical and logical manner. Drafting the financial reporting takes a lot of accounting knows how and also the thorough knowledge of legal obligations. The author of the study would lay emphasis on the accurate conduct of financial activities with guidance from the standards laid down by the accounting standards and the legal requirements. The need of these accurate financial reporting and also the critical evaluation of the effectiveness of the legal requirements in the preparation of the financial statements would be covered in the study. Finally, the study will conclude whether the legal requirements of the particular country are sufficient for the companies to perform the accounting and financial activities. International Accounting Standards Board &Financial Accounting Standards Board The establishment of International Accounting Standards Board, Financial Acco unting Standards Board boards was in the year 1973 and was set for the primary purpose of formulation of regulations which would also help in the education of the users, stakeholders and management. Along with international convergence the company the board also focuses on the quality of financial reporting (Liu, 2011). International Financial Reporting Standard IFRS on the other hand will focus on the development of the accounting framework, which will help in the betterment of the company. IFRS is one of the major accounting standards board, which are responsible for checking whether the accounting standards developed by them are effectively executed and implemented within the system for the betterment of the organization or not (Allen, McAndrews and Strahan, 2001). The UK Company Act The UK company act is formed under the Companies Act 2006 and governed by Insolvency Act 1986. help in the development of high quality accounting standards, which are highly compatible with the busin ess environment that can be used for the regional and cross border investments (Allen, McAndrews and Strahan, 2001).It is also responsible for the development of accounting framework, which is accountable for the construction of the organizational structure and also preparation of consolidated financial statements for the benefit of cross listed companies (Liu, 2011). Generally Accepted Accounting Principles Generally Accepted Accounting Principles (GAAP) is one of the standard frameworks which serve as guidelines for performing financial accounting activity (Liu, 2011). These include conventions, standards, rules and regulations which are known as general accounting standard. Financial & Legal Requirements in Stock Exchange There are several legal and financial regulations and requirements which are applicable for the stock exchanges of different countries. The stock market is regulated by several disclosure standards which help in transparent business operations and also encourage s shareholders in smooth investing activities. For example the London Stock Exchange has several listing rules and regulations which assesses the shareholder’s issuer eligibility and also ensures that these regulations are made. There has been major fluctuation in the stock market movement in the past six months because the overall market has been extremely sensitive vulnerable to the sensitive

According to Instructions Coursework Example | Topics and Well Written Essays - 750 words

According to Instructions - Coursework Example As a result, God awards death the victory for conquering the life of man while man rewarded with honor as a way of demonstrating care and concern. This brings in the basic elements of Renaissance literature and the humanistic view of life and circumstances (Johannes, 106). The pope himself cannot remit guilt, but only declare and confirm that it has been remitted by God; or, at most, he can remit it in cases reserved to his discretion. Except for these cases, the guilt remains untouched. Martin Luther criticized the Catholic Church on the basis that they church advocated for matters that did not adhere to the basic principles of human rights and freedom. The papacy did not approve the reading of the bible by the masses as they preferred that they be the ones to dictate to the people what they ought to read as far as the holy book was concerned. He was against the fact the people had to approach the throne of God through the pope and not directly as indicated in the bible. He argues that only faith alone through the grace of God could save the sinners from their sins as well offering them the perfect form of forgiveness. The poem by Andreas Gryphius talks about the negative result of the thirty years war that adversely affected the Germans. Many destructions were occasioned to lives and property. The atrocities that were committed were very gross and many people lost their lives through torture, rape, and fire outbreaks. The war was not just about rivalries among nations but it was more about the Catholics and Protestants. Lack of religious tolerance further led to the escalation of the war and very little could be done to prevent the war from going to the extreme thus leading to the negative events (Byers, 113). The society has been divided into two main rival camps namely the Bourgeoisie and the Proletariat. The book stipulates that there has always been class struggles in which the working

Gender Differences In Mathematics Performance

Gender Differences In Mathematics Performance This study investigates gender differences in performance on the mathematics component on the Standard 3 National Assessment in Trinidad and Tobago. Of interest is whether there is a relationship between attitudinal differences regarding mathematics and student beliefs in their mathematical abilities and student gender classification. Results indicate that whereas girls performed better than boys on all categories and all skill areas on the test, the effect sizes were small. The results of a MANOVA with follow-up descriptive discriminant analysis also indicate that while boys and girls did not differ with regard to the perception of the school environment, educational values and goals, and general academic self-concept, they differ significantly on the persistence and mathematics self-concept factors. Girls tend to persist more, but hold lower mathematics self-concept than boys. Keywords: persistence, mathematics self-concept, Caribbean Despite some inconsistencies in results, most of the early studies on mathematics achievement found that boys, consistently scored higher than girls on a number of indicators of mathematical proficiency (Fennema Sherman, 1977; Kloosterman, 1988; Manning, 1998; Peterson Fennema, 1985; Randhawa, 1991, 1994). This study examines the phenomenon in the English speaking Caribbean, specifically Trinidad and Tobago, where girls consistently have outperformed boys, and has become a matter of concern for Caribbean governments and educators (Caribbean Education Task Force, 2000). A review of the literature from the USA and other Western societies on gender and mathematics achievement has revealed an inconsistent relationship between gender and mathematics attainment during the early years of schooling. For example, in a 3-year longitudinal study conducted in the USA that examined the strategies that students in the lower primary grades (grade 1-3) utilized in solving mathematics problems, Fennema, Carpenter, Jacobs, Franke, and Levi (1998) did not find gender differences in the ability to solve mathematics problems in grade 3 (8-10 year olds). They found however significant differences in problem-solving strategies in which girls tended to employ concrete solution strategies like modelling and counting, while boys tended to use more abstract solution strategies that reflected conceptual understanding (Fennema Carpenter, 1998, p.4). However, Tapia and Marsh (2004) contend that up to 1994, measurable gender differences in mathematics scores are apparent only f rom age 13 and since that time, whatever gap existed seems to have disappeared. Hanna (2003) contends similarly with regard to the disappearance of the gender gap, while Hyde et al. (1990) and Leahey and Guo (2001) extend this argument and caution against the assertion that there is an evident gender difference in mathematics achievement favouring males. Leahey and Guo (2001) further state that at the elementary level existing differences were not consistent across mathematics skill areas, and where differences existed, were small but in favour of girls. Nevertheless, they did confirm that at the secondary level, males exhibited a consistent but slightly superior performance in the areas of problem-solving (Hyde et al., 1990) and reasoning skill and geometry (Leahey Guo, 2001). Brunner, Krauss and Kunters (2007) examined the performance on mathematics items of students in Germany. In their study they compared gender differences in overall mathematics ability (which as they explain is the standard model commonly found in the literature), and specific mathematics ability, i.e., an ability that influences performance on mathematics items over and above general cognitive ability (p. 405). They found that girls slightly outperformed boys on reasoning ability, but on specific mathematics ability, boys had a significant advantage over girls. Cooper and Dunne (2000) in their study of the influence of the socio-cultural background on students interpretation of realistic mathematical problems on the National Curriculum in England also found that the means for boys were higher than those for girls. Overall, they noted that service class students those from the higher socio-economic levels exhibited superior performance on realistic items than students in the lower socio-economic categories. However, they also observed that boys achieved slightly better scores than girls on realistic items (i.e. items to which they could relate, or were part of their experiences) in comparison to esoteric items (i.e. items that were more abstract.) More recent studies provide additional support for the above findings. For example, Williams, Wo and Lewis (2007) in their investigation of 5-14 year old students progress in mathematics attainment in England indicated that in the early years of schooling, individual differences in mathematics attainment are difficult to establish. In extending the discussion, Neuville and Croizet (2007) in a study of 7-8 year olds conducted in France, found that when gender identity is salient, girls perform better than boys on easy problems. On the other hand, boys performance on mathematics was not affected by gender identity. They were not subjected to stereotype threat that made negative assumptions about their mathematical ability, and so, they performed better on the more difficult problems. The study concluded that young girls are more susceptible to the salience of their stereotyped gender identity than boys. An examination of the Fourth Grade data from the International Association for the Evaluation of Educational Achievement (IEA)s Third International Mathematics and Science Study (TIMSS), to some extent, contrasts slightly with Leahey and Guos (2001) findings. The TIMSS data show that in the majority of the participating countries boys attained higher mean scores in mathematics, however in only three countries Japan, Korea and the Netherlands- were these means statistically significant at alpha = .05. The averages of all country means were: males = 535 and females = 533 (Mullis, Martin, Fierros, Goldberg Stemler, 2000) indicating that differences attributed to gender were minimal and random. In an analysis of the OECDs 2000 Programme for International Student Assessment (PISA), Marks (2008), found that in most countries, girls on average, have à ¢Ã¢â€š ¬Ã‚ ¦ lower scores in mathematics than boys and the average across-country gender gap was 11 score points in favour of boys (p.96). He further explains that while in 15 of the 31 countries the gender difference in mathematics was not significant, in three countries, the difference was a sizable 27 score points, and in another two, the gap was moderate. In only three countries did girls do better than boys but the difference was not statistically significant (p.96). Despite the consistency in the research, there remains a growing concern over the academic performance of boys, a concern which is echoed loudly in England (Gorard, Rees Salisbury, 1999; Office for Standards in Education (OFSTED), 1996; Younger, Warrington Williams, 1999) as evidenced from the running debate and commentaries in the BBC News (09/18/2003), and the mentoring programme for underachieving Afro-Caribbean boys implemented by the British Government (Odih, 2002). From the above review, while there are slight inconsistencies in the findings, we can conclude that overall at the primary or elementary level, there is no significant difference in the mathematics performance of boys and girls. The differences only become noticeable at the secondary level where boys perform better than girls in geometry and on the more difficult mathematics items. Mathematics Achievement Patterns: The Trinidad and Tobago Contexts The concern over the gender differential in mathematics performance remains the subject of intense debate in the English-speaking Caribbean (Caribbean Education Task Force, 2000). Specific to Trinidad and Tobago, and in contrast to the literature coming out of the U.S. and Western Europe, Jules and Kutnick (1990), Kutnick and Jules (1988) found that girls perform better than boys on teacher-made tests at all ages between 8 and 16, across all curriculum areas and in all curriculum subjects. They achieve better results on the Secondary Education Assessment (SEA) taken in Standard.5 (Std. 5) (age 11-12) and also achieve better results on the Caribbean Secondary Education Certificate (CSEC), the Caribbean equivalent to the British GCSE, administered by the Caribbean Examinations Council (CXC), taken at age 16-17 in Form 5 (Kutnick, Jules Layne, 1997; Parry, 2000). Brown (2005) corroborates the above findings, at least for students in the lower primary school classes. In examining the performance of 7-9 year olds on the mathematics component of the 2000 Trinidad and Tobago National Test, he found that overall the mean achievement score of girls was higher than that of boys. Additionally, he found that the non-response to items was significantly greater for boys than girls, and a significantly greater number of boys than girls were in the lower tail of the distribution. In an attempt to determine whether the tests were biased in favour of girls, Brown and Kanyongo (2007) conducted differential item functioning (DIF) analysis on test items on the mathematics component of the 2004 National Test: Std. 1 (age 7-9). They found that though five of thirty items on the test significantly differentiated in favour of girls, in practical terms, the differences in item function were negligible and therefore could not explain the gender differential in perfo rmance on the test. With regard to Kutnick et al. (1997) and Parrys (2000) observation of student performance on the CSCE, a review of the 2000-2002 CSEC ordinary level results for Trinidad and Tobago allows for alternative interpretations. The results showed that of the students taking mathematics at the general proficiency level, a greater percentage of boys than girls earned Grades I-III (Brown, 2005). This finding seems to give support to the claim that boys on average perform better in higher-level mathematics (Leahey Guo, 2001; Manning, 1998; Randhawa, 1991, 1994); however, it needs to be qualified by the fact that a greater percentage of girls take general proficiency level mathematics the more rigorous course whereas more boys take basic level mathematics (Brown, 2005). Caribbean scholars have tried to understand this phenomenon and have offered a number of possible explanations. Miller (1994) frames his argument in the context of the historical marginalization of the black male in the Caribbean of which disinterest in education has been an inevitable outcome. Chevannes (2001) and Parry (2000) contend; while Conrad (1999) implies that the problem may be due to socialization practices and cultural expectations of gendered behaviour which for males conflict with the ethos of the school, but alternatively, encourage females to be academically successful. Figueroa (1997), on the other hand, posits that what the Caribbean has been witnessing is the result of the traditional independence of Caribbean women, and historic male privileging of which one consequence has been male educational underachievement. The explanations presented all seem plausible. However, with the possible exception of studies by Kutnick et al. (1997) and Parry (2000) which looked at classroom variables, they are yet to be tested. In 2004-2005, the Trinidad and Tobago Ministry of Education (MOE) began collecting data that went beyond analysis of student performance on the National Tests. While the instrument did not address socio-cultural factors, it addressed affective factors that predict academic achievement. From the instrument, we extract items that examine student motivation, academic self-perception, emphases on the value and purpose of education, and perception of the school. Each of these factors has been found to be predictors of academic achievement in previous research. (Dweck Leggett, 1988; Marsh, 1992). Student Motivation, Academic Self-perception and Beliefs Dwecks Motivation Process Model (Dweck Leggett, 1988) posits that performance is impacted by an individuals belief about his or her ability (or lack thereof). This argument she frames within the concept of learning goals and performance goals. Students with high learning goal orientation are focused on the acquisition of new knowledge or competencies. They place an intrinsic value on knowledge, which is reflected in a desire to learn. Implicit to the desire to learn, is the willingness to make the effort to achieve their goal. As a result, they are more likely to persist with challenging material, responding with increased effort to master the material. Performance oriented students, although also motivated to achieve, place greater emphasis on proving their competence (Grant Dweck, 2003). In the present competitive atmosphere of the school, this often means achieving a desired grade: not as a validation of their learning, but as validation of their ability. The conceptualization of ability as a reflection of ones performance (Burley, Turner Vitulli, 1999) creates the tendency to avoid material that could result in poor performance. They display what Dweck and Leggett (1988) refer to as helpless response low persistence when challenged by difficult material. The emphasis is on demonstrating ones competence and avoiding the appearance of incompetence (Ryan Deci, 2000, Lapointe, Legault Batiste, 2005). Researchers have studied the motivational orientations and student academic self-perception from a variety of theoretical perspectives (Dweck Leggett, 1988; Heyman Dweck, 1992; Ryan and Deci, 2000; Ryan Patrick, 2001; Schommer-Aikens, Brookhart, Hutter Mau, 2000). A summary of the findings suggests a positive relationship between student motivation, self-esteem, academic engagement and academic achievement (Nichols, 1996; Singh, Granville, Dika, 2002). Further, the literature shows that underlying motivation is the individuals beliefs self theories (Lepper Henderlong, 2000). It is this belief in ones ability and its relation to achievement that drives persistence. Therefore, with regard to this study, students who believe in their mathematics ability, and further believe that their ability is linked to their effort in learning mathematics are motivated to work harder and as a result achieve at a higher academic level. But there are other factors both intrinsic and extrinsic to students that are related to their performance in mathematics. While we recognize that the classroom environment created by the teacher and other institutional variables are critical elements in student learning, we also recognize it is students perception of the school and classroom environments that make these environmental factors powerful motivators or demotivators to their academic performance (Ireson Hallam, 2005; Ryan Patrick, 2001). Additionally, student attitude toward mathematics is highly correlated with achievement in mathematics (Ma, 1997; Ma Kishor, 1997). Their belief that mathematics is important to achieving their future goals results in greater effort to succeed in mathematics and as a result, higher achievement scores (Bouchey Harter, 2005). Therefore, students scores on items that address these factors are expected to be related to their scores on the mathematics component on the national test. As part of the growing interest in gender differential in academic performance that is evident at all levels and across disciplines in Trinidad and Tobago, this study seeks to determine whether students attitude towards mathematics and students beliefs in their mathematical abilities are related to the differential in mathematics attainment between boys and girls. Specifically the study asks: Do mean achievement scores differ by gender on a Std. 3 (age 9-10) large-scale mathematics assessment in Trinidad and Tobago? Is there a difference between boys and girls on their perception of school, their persistence when faced with academic challenges, their general academic self-concept and mathematics self-concept, and their educational values? Method Trinidad and Tobago Education System: A Brief Review Trinidad and Tobago is a multi-ethnic, multi-religious society in which no area is exclusive to one ethnic or religious grouping. The education system is run by a central authority the Ministry of Education (MOE). The country is divided into eight educational districts which, with the exception of Tobago which is predominantly of African descent, are representative of all socio-economic levels, ethnic and religious grouping in the country. Each educational district is headed by a School Supervisor III (SS III) assisted by SSIIs responsible for secondary schools and SSIs responsible for primary schools. Early Childhood Care and Education is a separate department in the MOE. All educational policies and mandates emanate from the central office to the respective supervisory levels (Oplatka 2004). The public education system of Trinidad and Tobago comprises four levels: early childhood care and education (3-4 year olds), primary education (5-11/12 years) the secondary education (12-16/17 years) and the tertiary level. The public primary education system consists of 484 schools. Of this number, 30 percent are government-funded and managed non-religious schools. The remaining 70 percent are government-funded schools but managed by denominational boards representing Christian, Hindu and Muslim religious persuasions (MOE, 2001). Parents have the right to send their children to any school within their school district. Each primary school is divided into an infant department where students stay for two years (1st and 2nd year infants), and the primary level where students stay for five years Standards (Std.) 1-5. Participants The participants were 561 public elementary school students from an educational district in northern Trinidad. The choice of the educational district was appropriate because its student population is representative of the student populations in the other six educational districts in Trinidad ensuring that the sample represented the demographic make-up of the country (See the-world-factbook). Sixteen students were removed before analysis due to failure to include the student identification code, leaving 545 students (girls = 253, boys = 292, age range 8-10 with a mean of 9.53 years). Of these students, 226 identified themselves as Trinidadian of African descent, 201 of East Indian descent, 4 Chinese, 3 White and 100 Mixed. Eleven students did not indicate their racial/ethnic origin. However, it is important to point out that ethnicity is not a variable of interest in this study. Instruments The national test. Two sources provide the data for this study; student scores on the mathematics component of the Std. 3 National Test and their responses to items on the questionnaire to provide supplementary data. The examination consisted of 25 items which fell into either of the following categories: Number: 11 items, Measurement and Money: 8 items, Geometry: 3 items, and Statistics: 3 items. The national exam tested the following competency (skill) areas: knowledge computation (KC), algorithmic thinking (AT), and problem solving (PS). Some items had multiple parts, with each part testing a different skill, whereas some items tested all three skills simultaneously (Table 1). Items on the examination were dichotomously scored as either 1 for a correct response or 0 for an incorrect response, or polytomously scored as either 2 correct, 1 partially correct or 0 incorrect. The cut scores on the test separated students into the following four mastery levels: Level 1: Below Proficient. Score range 0-17. Level 2: Partially Proficient. Score range 18-29. Level 3: Proficient. Score range 30-39. Level 4: Advanced Proficiency. Score range 40-55. Table 1 Examination questions (items) by category and skill area Category Standard 3 (n=45 parts) KC AT PS No. Parts Total Score Number (11 items) 9 8 4 21 24 Measurement and money (8 items) 7 5 4 16 19 Geometry (3 items) 1 1 1 3 5 Statistics (3 items) 1 3 1 5 7 Entire exam 18 17 10 45 55 We consulted with a mathematics education expert to determine the cognitive demand of the items on the test. The majority of the items were at the procedural without connections, or memorization difficulty level as described by Stein, Grover and Henningsen (1996), and therefore, elicited low-level thinking and reasoning. Only four items were at the level of procedures with connections and had the potential to elicit high-level thinking (Stein et al., 1996). The following are examples of the types of items on the test. Ruth had 7/8 of a kilogram of cheese. She used 3/8 of a kilogram to make pies. How much cheese was left? Answer _______________________ Mrs. Jack is teaching a lesson Measuring Distances to her Standard 3 class. She teaches that 100 centimetres = 1 metre Petrina used a tape marked in centimetres to measure the length of her classroom. She got a measurement of 600 centimetres. 1. Write what Petrina must do to change the length of the classroom into metres. 2. The length of the classroom is ________ metres Figure 1. Examples of types of test items. The questionnaire. Factor analysis was performed on the questionnaire to develop the five factors (Persistence, Academic self-concept, Values and Goals, School Environment, and Mathematics self-concept) that were used in this study as dependent variables. Because these five dependent variables were considered simultaneously, (with gender as the independent variable), we utilized the multivariate analysis of variance (MANOVA) procedure. Although one of the assumptions for the use of factor analysis is that the data are measured on an interval scale, Kim and Mueller (1978) note that ordinal data may be used if the assignments of ordinal categories to the data do not seriously distort the underlying metric scaling. In a review of the literature on the use of data collected on Likert scales, Jaccard and Wan (1996) concluded that, for many statistical tests, rather severe departures from intervalness do not seem to affect Type I and Type II errors dramatically. Other researchers like Binder (1984) and Zumbo and Zimmerman (1993) also found the robustness of parametric coefficients with respect to ordinal distortions. Additionally, we used the Principal Axis Factoring procedure as our method of extraction because it seeks the least amount of factors that account for the most amount of common variance for a given set of variables. We also employed oblique rotation because it often reflects the real world more accurately than orthogonal rotation since most real-world constructs are correlated. (See Fabrigar, Wegener, MacCallum and Strahan, 1999; and Preacher and MacCallum, 2003 for a detailed but non-technical discussion of the topic). The five constructs that we extracted in this study are correlated, another justification for using MANOVA with the five constructs as dependent variables. The questionnaire comprised 50 items. Items 1 to 10 sought demographic information. Of the remaining forty items, twenty eight were variables of interest. These measured academic self-esteem, perception of school/classroom environment, relationship with teacher, goals and value of education, mathematics self concept and persistence on a 5-point scale anchored by 1 disagree very much and 5 agree very much. To test whether the items really measured the underlying dimensions of interest, we subjected the items to a Principal Axis Factoring with Oblique rotation, suppressing loadings on variables lower than .40. This yielded a six-factor solution. The sixth factor accounted for only an additional four percent of variance; therefore, five factors were specified. This resulted in the four items pertaining to student-teacher relationship loading on student perception of school/classroom creating the school environment factor. All other factors remained the same. Additionally, two of the i tems measuring academic self-concept yielded loading values less than .40, and therefore, were deleted from the scale leaving 26 items to provide the data for the study. Two items addressed mathematics self-concept. These items consistently loaded together yielding loadings of .846 and .772 respectively (see Appendix). Table 2 Eigenvalues and variance percentages and scale reliability values Factors Eigenvalues % of Variance Cumulative % Cronbachs alpha Persistence 7.397 28.449 28.449 .85 General self-concept 2.953 11.359 39.808 .80 Math self-concept 2.112 8.123 47.931 .79 Values and goals 2.001 7.696 55.628 .74 School environment 1.297 4.988 60.616 .85 Overall scale reliability: Cronbachs alpha = .90 On this sample, the five factors accounted for 60.62 % of the variance in the set of variables with the first and second factors accounting for 28.45% and 11.36% of the variance. All factors yielded inter-item correlations > .35 with several correlations > .70. Inversely, matrices of partial correlations were very low supporting the presence of factors. The factors were: perception of school/classroom (8 items) e.g., I am glad I go to this school, persistence (6 items) e.g. When work is difficult I try harder, general academic self-concept, (6 items), e.g., I can learn new ideas quickly in school, goals and values (4 items) e.g., Doing well in school is one of my goals, and mathematics self concept (2 items) e.g., I am good at mathematics. Internal consistency reliability for the entire instrument was .90. Table 2 shows the five sub-scales (factors) in the final instrument and their reliability values as well as the percentage of the variance they account for. Procedure Using the student ID numbers, student scores on the mathematics assessment were paired with their responses on the supplementary data questionnaire. Before conducting the statistical analyses, all appropriate statistical assumptions were tested. The assumptions homogeneity of variance and covariance, and linearity were tenable. As expected, all factors displayed negative skewness. To reduce skewness and kurtosis, and by doing so, achieve a better approximation to a normal distribution, variables displaying moderate to substantial skewness and kurtosis were subjected to either a square root or logarithmic transformation. Despite these transformations, some variables still yielded skewness and kurtosis slightly greater than 1, (Sk = 1.5 and K = 1.27). However, with N > 500, and pairwise within group scatterplots revealing no discernible patterns, these small deviations from normality should not present any concerns. Tests for multivariate outliers identified five cases with values abov e the criterion, à Ã¢â‚¬ ¡Ã‚ ² (df, 4) = 18.47, p =.001. To remove their undue influence, these cases were deleted from the sample. Further screening identified an additional case. This case was removed resulting in a final sample n = 539. Data Analysis First, to investigate gender differences on the mathematics assessment, independent t-tests were performed. Second, to determine the extent to which the male and female examinees differed on the five constructs, a univariate analysis of variance (ANOVA) was conducted on the school environment factor because this was not correlated with the other factors. Third, a multivariate analysis of variance (MANOVA) was performed on the four correlated factors (persistence, mathematics self-concept, general self-concept, and goal values) as dependent variables. Descriptive discriminant analysis was conducted as follow-up to a significant multivariate F to determine which variable or variables contributed most to differences between the groups. We used effect size to measure the magnitude of the difference between the mean score for boys and girls on each mathematics category tested. Effect size was obtained by dividing the difference between boys and girls mean by the pooled within-gender stand ard deviation. According to (Cohen, 1992), effect sizes of less than .20 are considered small and represent small practical significance; effect sizes between .20 and .50 are medium and represent moderate practical significance. Effect sizes greater than .50 are considered large. Results The first step in this study sought to determine whether boys and girls differed in performance on a Standard 3 large-scale mathematics assessment in Trinidad and Tobago. To make this determination, we performed an independent t-test between the means of the two samples for each category and skill area. Table 3 shows the means and the effect sizes of the differences between the two samples for each category, cognitive demand level and skill area. In the table, we also report standard error of the means (SEM) to provide an index of the sampling variability of the means. The results indicate that while girls achieved higher mean scores in all categories, difficulty levels and all skill areas on the test, the differences between boys and girls were statistically significant at p Table 3 Mean normal curve equivalent(nce) scores of the test categories, difficulty levels and skills for male and female examinees Category Boys(n=289) Girls (n=250) Sig. Effect Size Mean SEM Mean SEM p D Number 52.20 1.17 57.83 1.22 .001 .29 Measurement and money 52.73 1.18 56.48 1.26 .031 .19 Geometry 52.89 1.20 56.04 1.22 .068 .16 Statistics 50.53 1.16 56.87 1.23 .002 .27 Skill Area Knowledge and computation 51.01 1.16 57.44 1.24 .000 .33 Algorithmic thinking 53.81 1.11 57.92 1.24 .013 .21 Problem-solving 53.60 1.22 58.41 1.25 .006 .24 Cognitive Demand Low memorization 49.08 1.26 51.04 1.31 .754 .09 Low procedural 46.55 1.25 53.92 1.28

Fin 4100 Essay

Financial Management 1. Happy Valley, Inc. stock is valued at $51. 40 a share. The company pays a constant dividend of $3. 80. What is the required return on this stock? Po = D/Rs $51. 40 = $3. 80/Rs Rs = 7. 39% 2. The Francis Company is expected to pay a dividend of D1 = $1. 25 per share at the end of the year, and that dividend is expected to grow at a constant rate of 6. 00% per year in the future. The company’s beta is 1. 15, the market risk premium is 5. 50%, and the risk-free rate is 4. 00%. What is the company’s current stock price? Po = D1/(Rs-g)Rs = 4% + (5. 5%)1. 15 = 10. 325% Po = 1. 25/(. 10325-. 06) Po = 28. 90 3. Nachman Industries just paid a dividend of $1. 32. Analysts expect the company’s dividend to grow by 30% this year, by 10% in Year 2, and at a constant rate of 5% in Year 3 and thereafter. The required return on this low-risk stock is 9. 00%. What is the stock’s current market value? D1 = 1. 716 D2 = 1. 8876 D3 = 1. 98198 P2 = 1. 98198/(. 09-. 05) = 49. 5495 Po = 1. 716/(1. 09) + (1. 8876+49. 5495)/(1. 09)^2 Po = 44. 87 4. A firm has the following sales: 008200920102011 $1,248,311$1,542,661$1,821,962$2,048,725 Use the compound average growth rate to forecast 2012 sales. g = [(2048725/1248311)^ . 3333] -1 g = 17. 956069% 2012 sales = 2048725 (1+. 17956069) 2012 sales = 2416595. 469 5. A firm is considering two projects, and it requires a 12% return on its projects. Their minimum payback period is 2. 5 years. Assuming the projects are independent (not mutually exclusive), which would you choose based on the payback method? The NPV? The IRR? Project AProject B Initial outlay $200,000Initial outlay $180,000 Cash flows Year 1$70,000Year 1$80,000 Year 2$80,000Year 2$90,000 Year 3$90,000Year 3$30,000 Year 4$90,000Year 4$40,000 Year 5$100,000Year 5$40,000 Payback for A: 2. 55 years (reject) NPV for A: $104,275. 05 (accept) IRR for A: 30. 15% (accept) Payback for B: 2. 33 years (accept) NPV for B: $32,647. 23 (accept) IRR for B: 20. 57% (accept) If the projects were mutually exclusive, then based off of Payback, only B is accepted; off of NPV, A is accepted; and off of IRR, A is accepted. 6. A firm has a capital structure containing 40% debt, 20% preferred tock, and 40% common stock equity. The firm’s debt has a yield to maturity of 8. 1%, its annual preferred stock dividend is $3. 10, and the preferred stock’s current market price is $50 per share. The firm’s common stock has a beta of 0. 9, and the risk free rate and the market return are currently 4% and 13. 5% respectively. The firm is subject to a 40% tax rate. What is the firm’s WACC? WACC = . 40 (8. 1%) (1- . 40) + . 20 (6. 2%) + . 40 (12. 55%) = 8. 204% 7. A firm has 1 million shares of outstanding common stock which currently trades at $50 per share. The firm’s stockholders require a 15% return on their investment. The firm also has $47. 1 million (par value) in 5 year, fixed rate notes with an after tax yield to maturity of 7% . The current market value of the five year notes is $49 million. The firm also has 200,000 outstanding shares of preferred stock which pay an annual dividend of $8 and currently trade at their $80 per share par value. What is the firm’s WACC? Market cap for common stock: $50M Market cap for debt: $49M Market cap for preferred stock: $16M WACC = . 15 (. 43478) + . 07 (. 42609) + . 10 (. 13913) = 10. 90%

Clean India For A Green India Essay

‘When the last tree is cut and the last fish killed, the last river poisoned, then you will see that you can’t eat money.’ -John May The CLEAN-India Programme India has a population of over one billion, of which almost 300 million live in around 600 towns and cities. Unfortunately, as a result of stressed environmental conditions, most of these towns and cities are unable to cope with the rapid pace of urbanisation. Water pollution, unavailability of drinking water, inadequate sanitation, open dumping of waste, and loss of forest cover are some of the related problems. These have serious consequences on the health of the people and are also an economic burden to the country. Similarly, water-borne disease like diarrhoea, jaundice and cholera are taking a heavy toll on both human health and economic productivity. This situation demands immediate intervention in the management of rapidly growing urban environmental problems. The quality of the environment needs to be monitored regularly and, more importantly, scientific work needs to extend beyond the laboratory and become more community centered. While the regulatory agencies continue to play their role. Programmes that are community based are required. These will help the community understand local issues and take necessary initiatives to improve their local environmental conditions and come up with new locale-specific initatives to improve their sorrounding environmental conditions. CLEAN-India (Community Led Environment Action Network) programme was launched by Development Alternatives (DA) with the vision of developing a cleaner environment for our urban centres. This nation-wide programme focuses on environmental assessment, awareness, advocacy and action on school children who are the future citizens. The underlined realisation is that ‘each one of us is responsible for the current state of are environment and we cannot wait for someone else to solve it’. CLEAN-India Mission The CLEAN-India programme aims to mobilise community responsibility for environmental assessment and improvement in all major towns and cities of India through schools and NGOs linked with governments, business, academic and other institutions. CLEAN-India Network CLEAN-India programme partners with more than 30 like-minded NGOs, 400 schools and over one million students who coordinate the activities across 78 urban centres of India. They participate in various environmental activities and programmes for a cleaner greener India. CLEAN-India Thematic Areas †¢ Water quality and conservation †¢ Sanitation †¢ Land use and biodiversity conservation †¢ Water conservation †¢ Air quality †¢ Energy efficiency †¢ Carbon footprint †¢ Climate change CLEAN-India has evolved with the experiences and learnings from the various initiatives it has taken in the past fifteen years. It is now a front runner in the field of conservation and sustainable living. CLEAN-India programme evolved from DA’s experience with the Delhi Environment Action Network (DEAN) programme, which began in September1996 with five schools. Over 4000 children have now been trained directly on environmental assessment and improvement activities. Action programmes to improve local environmental conditions have been initatiated. Solid waste management, plantation drives, energy conservation, paper recycling, etc., are some activities done by the schools, Resident Welfare Associations (RWAs), business and industrial associations and individual households. This experience indicates that when environment assessment is youth and community based, it mobilises the community to review their local environment conditions and take the requisite measures without waitin g for external support. CLEAN-India has around 30 partner NGOs who drive the CLEAN-India initiative in their urban centres. The endeavour has been well received in these areas. Many more NGOs from across the country have expressed interest to initiate the CLEAN-India programme in their own cities and towns. Over the past decade, the programme has mobilised an extensive network of environmentally conscious citizens. They have assumed responsibility and evolved solutions to their existing environmental problems. Besides the core network of 30 NGOs, thousands of  school teachers and several other citizens’ groups like RWAs, parents fora, local business associations and youth clubs participate actively in the activities. The programme covers various aspects pertaining to our environment like water, air, trees and medicinal plants, waste management (composting, waste paper recycling), checking for food adulteration, bird watching, energy conservation, eco-consumerism. The CLEAN-India Programme is: Unique – because it involves children and yougth, the future citizens as engines of change Scientific – as it is equipped with scientific tools, methods and techniques Innovative – as it has a structured framework with flexibility to address the local needs Inclusive – as it joins hands with all stakeholders Holistic – as it addresses the entire value chain from assessment to solutions Regular – in creating an environmental movement combining hands-on scientific learning with civic action Effective – because it creates Eco-Citizens for tomorrow†¦ Recognising the potential of the CLEAN-India Programme, the Central Pollution Control Board (CPCB) has signed a Memorandum of Understanding with Development Alternatives to mutually assist and strengthen existing initiatives of community based environmental action in India. This collaboration was aimed at mobilising the school network for continuous monitoring of environmental quality and motivating communities to initiate activities for clean neighbourhoods. Similarly, CLEAN-India is partnering relationships with business and industry associations and entities like the Confederation of Indian Industries (CII), Federation of Indian Chambers of Commerce and Industry (FICCI), Society for Indian Automobile Manufacturers (SIAM), FORD Motors and also with academic institutions like the Indian Institute of Technology (IIT), Jawaharlal Nehru University (JNU), and Indian Institute of Science (IISc). CLEAN-India Tools †¢ Jal-TARA Water Testing Kit helps monitor the quality of drinking water. †¢ Pawan-TARA Air Testing Kit helps assess the quality of the air we breathe. †¢ Jal-TARA Water Filter provides safe drinking water by treating pathogenic bacteria and turbidity. †¢ TARA Mini Paper Recycling Plant recycles waste paper generated in schools and communities which enable us to make our own  stationary. Achievements/ Milestones †¢ CLEAN Dindigul recieved the JCB Confederation of Indian Industries (CII)-Andhra Pradesh Tourism Development Corporation (APTDC) second runner up award for excellence in solid waste management in 2011. †¢ CLEAN-India website won the Manthan-AIF Award for best e-content on environment in 2006. †¢ A CLEAN-Shillong (ex-CLEAN-India Centre) student was selected by Reuters for the Johannesburg Meet in 2000. †¢ The first DEAN – CLEAN Mela was held in 1998 and included an exhibition, competitions, quiz and a public forum †¢ CLEAN-India students participated in international conferences in Edinburgh, UK and Nairobi, Kenya in 1997 and 1998. †¢ Tony Blair, Prime Minister of Britain interacted with a CLEAN-India student in Edinburgh, UK in 1997. †¢ DA was nominated as the focal agency for ‘Earth Charter for Children’, South Asia. Few of our Resource Centres have helped us translate it into 6 regional languages also. We have released posters, brochures and one book on all the languages in ninth CLEAN-India Meet in 1995. †¢ Tree helpline started by Delhi Government. PIL in Supreme Court for protection of greens / trees. †¢ A number of projects have been catalysed with agencies such as UNICEF, Water Aid, Department of Science and Technology, MoEF and Delhi Government. †¢ CLEAN-India is a part of an International Youth Alliance ‘Be the Solution’. Support for CLEAN-India †¢ European Commission †¢ Delhi Government †¢ Ministry of Environment and Forest, Government of India †¢ Ministry of Water Resources, Government of India †¢ State Governments †¢ Central Pollution Control Board †¢ Respective State Pollution Control Boards †¢ Royal Netherlands Embassy †¢ Foundation Ensemble †¢ Ford Motors †¢ Jocknick Foundation Success Stories †¢ A Solid Waste Management Plan for Jhansi is being developed in collaboration with the Municipal Corporation of Jhansi and Uttar Pradesh Pollution Control Board. †¢ Ten deflouridation filters were provided by the manufacturer and 70 filters have been set up with the initiative of CLEAN members by Rural Water Supply Department, Government of Andhra Pradesh. †¢ CLEAN-India Delhi Chapter initiated and facilitated in setting up of a tree helpline. †¢ CLEAN-India Mysore Chapter has networked with Mysore City Corporation for solid waste management. They have also networked with a womens’ Self Help Group (SHG), to convert all election campaign material into mats and other decorative items. †¢ CLEAN-India Pune Chapter was successful in the Eco-visarjan campaign. The authorities banned the use of idols made of plaster of paris painted with toxic colours. Unbaked clay idols were made available and proper arrangements were made for immersions. †¢ CLEAN-India Dindigul Chapter has set up a residual recycling plant in tanneries as an outcome result of a campaign by school students. Harnessing Youth Power – Way Ahead Young people constitute a large part of the world’s population. India has the largest youth population in the world. Nearly 40 per cent of the Indian population is aged between 13 to 35 years, and are defined as youth in the National Youth Policy. A large population, especially young people and children, are particularly vulnerable to environmental risks, for example, access to clean and safe drinking water. In addition, young people will have to live with the consequences of current environmental actions and decisions taken by their elders. Future generations will also be affected by these decisions and the extent to which they have been addressed. Their concerns would be on depletion of resources, the loss of biodiversity, and radioactive wastes. Youth have both special concerns and special responsibilities in relation to the environment. Young people will engage in new forms of action and activism that will generate effective responses to environmental challenges. CLEAN-India will now focus on youth and provide them with an opportunity to associate with it. It will direct their efforts towards eliciting a positive change in urban society. In the past 16 years of its existence, CLEAN-India has traversed a long way in pursuit of its mission to mobilise community responsibility for environmental assessment and improvement, which has also earned it numerous laurels from both within as well as beyond its shores. But a greater opportunity of work and engagement still awaits our footsteps and we are committed to take it further in the days to come!