Education and School Uniform Essay

Pupils all around the world have worn school uniform for many years. Many schools in Japan, France, USA and Israel, oblige pupils to come to school with a uniform. Wearing school uniform has advantages and disadvantages which I will present in my composition. On the one hand, the school uniform is very important. It is imporatant because it shows that a student belongs to a certain school. When a student wears a shirt with the school’s symbol, everyone knows where the student studies, a thing which may help to create a feeling of belonging and school pride. Moreover, the school uniform saves money. Students sometimes judge other students by their outward look. Therefore, many students spend much money on clothes in order to be more popular. When everyone wears the same uniform, the students don’t need to spend much money to buy expensive brand names. In addition, school uniform saves time in the mornings because you don’t have to think much about what to wear. In addition, schools claim that school uniform is important for good education because pupils need to obey a certain dress code, a thing that helps the students be prepared for the army and any other framework. On the other hand, some pupils claim that wearing a school uniform hurts their individuality and self-expression. They claim it deprives them of the right to wear whatever they want. After all, they are still children and at this age there should be more room for self expression. As far as saving money, some pupils claim that the school uniform doesn’t save money because they need to buy additional clothes to what they already have. Therefore, they think it is not necessary and should be cancelled. To conclude, in the light of the above, school uniform has advantages and disadvantages. I strongly believe that the school uniform is necessary and has benefits. However, I think that each school should design its school uniform from time to time and let pupils and teachers decide on it.

Preschool Observation Essay

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller than the room on the right but they both had similar types of equipment and activities that children could join in on together. Both rooms were decorated with the colorful artwork of the preschool children, several tables and chairs were surrounding the indoor area, and there was an activity awaiting for kids in every corner; not one child was le ft with nothing to do. The outdoor environment is secured with a tall fence surrounding the outside area, along with a locked gate. The outdoors have many activities that encourage the kids to interact with one another. There are bicycles, a painting station, a mini-garden, a playground equipped with slides, a playhouse, large plastic blocks, and even a small stage for children to perform in dramatic play. The indoor and outdoor environment is secure for the children and encourages the children to interact with each other and play as well as learn. Tantrums were thrown, children disobeyed orders, but, the adults handled every situation presented with a calm voice and they let the children know why their action was wrong and what they can do to fix it. For example, Konnor threw a fit because there was no bicycle available for him to use, a teacher came by his side and leaned down to his level, allowing eye-to-eye contact, and talked to him about it. Konnor explained the situation through sobs, but the teacher showed no look of frustration and stood with Konnor until a bicycle was available again. The center was decorated with photos of diverse kids in  ethnicity and culture which is a eye-appealing way to teach kids about the diversity amongst each other. The Child Observed: Konnor is a 3 year and 8 month old male preschooler born on March 11, 2011. Konnor is lean with a fair complexion, blue eyes, a button nose and short blonde hair. He was wearing army pants, a gray t-shirt with a red and blue jacket, and gray sneakers. Konnor is of average height for a 3.9 year old at around 38 inches and weighs roughly around 30 pounds. Towards the beginning, Konnor interacted with many of his peers, he threw a tantrum, and even began to suck his thumb. Observing Konnor from the beginning, he reminded me of almost every topic discussed in class for his age group which made me choose him for the preschool observation. Biosocial Domain: Konnor jumps on the wooden stage in front of his peers and teacher and throws his hands above his head and into the air. With his legs in a straight position and slightly parted, Konnor leans down and places his hands onto the platform beside his feet. Keeping a firm, balanced position, he bends his elbows, places his head down, and tumbles his body over, creating a somersault. Konnor shows a growth pattern and according to Kathleen Berger, growth patterns are obvious with a comparison between a toddler and a preschooler, â€Å"The center of gravity moves from the breast to the belly, enabling cartwheels, somersaults, and many other motor skills† (225). Konnor shows a growth pattern because he was balanced when he leaned his body over in preparation for the somersault, and his hands and feet were placed firmly on the ground; he did not tumble over or stumble once. At 3 years and 8 months old, Konnor is within the norm for this growth pattern since it appears at 2 years old (Ch . 8 PowerPoint). Konnor begins to unstack the colorfully large, plastic Lego blocks. He grabs one blue block and places it to one side, and begins to do that with every other color presented to him. Konnor begins to stack up the Lego blocks separately according to the color; all the blue blocks were stacked neatly in a separate stack, as well as the red blocks and so on. Konnor shows maturation and according to Berger, maturation of the prefrontal cortex can be identified through observing children play certain games such as Simon  Says, and â€Å"the color game,† which was found that children were able to sort the cards out by their color. (234) Konnor shows maturation because he was able to unstack the uncoordinated colored blocks to color coordinate them, unlike a few children surrounding him who profusely stacked the blocks, regardless of the color order. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 234). Konnor picks up a tree branch that has fallen beside a tree, he stares at it and looks up at the tree and back at the branch. With the branch still gripped firmly in his hand, Konnor begins to lift his body to wrap his arms and legs around the tree. Hugging the tree with his body, Konnor begins to ease his way up the tree by pushing his legs up first to scoot the lower half of his body up, and then lifting his arms up further to scoot up his upper body as well. Konnor shows gross motor skills and according to Berger, gross motor skills are defined as, â€Å"physical abilities involving large body movements, such as walking and jumping† (145). Konnor shows gross motor skills as he lifts his body to meet the tree as well as scooting his legs and arms up the tree to move up further which requires the use of his large muscles in both his lower and upper body. At 3 years and 8 months old, Konnor is within the norm for gross motor skills as it appears 8 to 10 months after birth (Berger, 145), but, Konnor is not within the norm for an activity, such as climbing a tree, since it appears at 5 years old (Berger, 238). Cognitive Development: Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† as he begins to shake the plant for a response, Konnor responds to the tree branch that he, too, is having a good day. He sets the branch down back where he found it and says his goodbyes to the branch as he walks away. Konnor shows animism, which Kathleen Berger defines as, â€Å"the belief that natural objects and phenomena are alive† (259). Konnor showed animism because he began to have a minimal conversation with the tree branch and asking it how its day was as if it were animate. At 3 years and 8 months old, Konnor is within the norm for this development as it appears at 2 years old (Berger, 257). The teacher gives Konnor a cup and spoon like hers and asks Konnor to wait for further instructions. Konnor begins to stir the brown sugar that the teacher placed in his cup until it is well mixed like her mixture. The teacher pours some vanilla extract into her cup and then hands over the vanilla to Konnor and asks him to pour it into his cup full of brown sugar. Konnor does what he is told and waits for the rest of his teacher’s instructions; the teacher tells Konnor to stir the mixture once again just as she does hers until the caramel is formed. Konnor shows guided participation, which Berger defines as, â€Å"the process by which people learn from others who guide their experiences and explorations† (262). Konnor was able to make the caramel by watching his teacher do every step in making the dip along with her explaining to him verbally as to what to do in each step. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 262). Konnor holds the tree branch in front of his face while two of his peers surround him. He keeps a grasp onto the stem until the leaves on the branch begin to rustle against each other and Konnor opens his mouth in a form of an ‘O’ and raises his eyebrows up. Konnor turns to his friends and says, â€Å"Did you see the leaves move?! That means the plant is dancing and is happy to see me.† Konnor shows theory-theory, which Berger defines as, â€Å"the idea that children attempt to explain everything they see and hear by constructing theories† (266). Konnor must have seen leaves rustle in the trees previously and waited with his peers for something to occur with his branch. Konnor believes that when the leaves on a tree or a plant begin to move along with the wind, it means that the tree/plant is dancing because it is happy. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 267). Language: Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal. His peer proceeds to do the same, but Konnor stops and says to his peer, â€Å"you have to be louder; throw your hands up and roar!† His peer does what Konnor suggests and Konnor nods his head at him. â€Å"Now get on the floor and roar!† Konnor says as he shifts his body down on the wooden  platform so his knees and hands are placed on the floor. Konnor continues to roar along with his peer on the play stage and tells his peer to follow him just as he begins to circle his body around the stage. Konnor shows social mediation, which Berger defines as, â€Å"human interaction that expands and advances understanding, often though words that one person uses to explain something to another† (264). Konnor had to stop to explain and show his peer how to roar loudly like him by telling him how through a minimal conversation as well as demonstration. Konnor then instru cts him what to do next such as to get on the floor and to follow him and continue to roar. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 264). Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† Konnor waits for a response while the branch is held in front of his face, then continues to talk to the branch by saying â€Å"I’m having a good day too, plant!† Konnor shows fast-mapping, which Berger defines as, â€Å"the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning† (270). When talking to the tree branch, Konnor kept referring the branch to a â€Å"plant† because he believes that anything with wood and leaves is considered a plant. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at around 12 to 18 months (Berger, 270). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer. A teacher comes over to the two boys to see what the problem was and Konnor says, â€Å"teacher, he throwed the block and ruined this.† while referring to the now tumbled over stack. Konnor shows overregulation which Berger defines as, â€Å"the application of rules of grammar even when expectations occur, making the language seem more â€Å"regular† than it actually is† (272). Konnor shows overregulation by saying â€Å"throwed† instead of the proper past tense term â€Å"threw†. He believes it is the proper  term because he shows that he knows that the letters â€Å"-ed† create a past tense word. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 272). Psychosocial Domain: Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer, asking him why he did that. A teacher comes over to the two boys to see what the problem and Konnor explains. Konnor shows emotional regulation which Berger defines as, â€Å"the ability to control when and how emotions are expressed† (289). Konnor shows this behavior because even when he expressed his feelings toward his peer by raising his voice, he knew not to overreact verbally or physically and asked his peer why he did what he did instead. At 3 years and 8 months old, Konnor is within the norm for this development since it appears between the ages 2 and 6 (Berger, 289). As Konnor finishes stirring his brown sugar and vanilla extract in the cup, he looks around the round table where a few of his peers surround them; he sees that they are still stirring their ingredients in their cups. Konnor curves his lips upwards, and raises his cup to his teacher and says, â€Å"look, teacher! I’m done!† the teacher responds with, â€Å"well done, Konnor! Wait for everyone else to finish their dip.† Konnor continues to curve his lips upwards and sits back in his chair while his peers finish mixing. Konnor shows pride which a very positive high concept and self esteem (Ch. 10 PowerPoint). Konnor shows pride once he realizes that he was the first to finish mixing the ingredients together and shows his teacher that he was already finished. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 290). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes the stack to tumble over and the blocks scattering around the floor. Konnor gasps and furrows his brow at his peer and says, â€Å"You are mean! I don’t like you!† Konnor shows  antipathy which Berger defines as, â€Å"feelings of dislike or even hatred for another person† (305). Konnor shows antipathy toward his peer right after his peer knocked over their stack of Lego blocks, which required much of their time, by furrowing his brow and raising his voice at his peer. At 3 years and 8 months old, Konnor is not within the norm for this behavior since it appears at age 4 (Berger, 306). Konnor stands beside the tree and watches his peers ride on the tricycles. Konnor furrows his brow and raises his voice saying, â€Å"I want to ride on one!† A teacher walks to Konnor, asking what’s wrong, and Konnor says, â€Å"I want to ride on a tricycle!† Konnor’s teacher explains to Konnor that they are all taken by his peers and that he would have to wait until one is available. Konnor stomps his foot on the ground, continuing to furrow his brow and says, â€Å"No, now!† Konnor walks over to one of his peers who is sitting on his parked tricycle and demands him to get off so he could ride it. His peer tells Konnor that he is riding it, which makes Konnor grasp onto one of the handles and pull it towards his body, causing his peer to raise his voice and call for a teacher’s help. Konnor shows instrumental aggression which Berger defines, â€Å"behavior that hurts someone else because the aggressor wants to get or keep a possession or a privilege† (306). Konnor shows this behavior because he kept raising his voice at his teacher and his peer in order to get what he wanted, which was to ride one of the occupied tricycles, as well as pulling a tricycle towards him from a peer who was already using it. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at age 2 (Berger, 306). Play!: Konnor and his peer get on their hands and knees in the sand and begin to shift their bodies to move around the play area. Konnor raises one hand in the air and sways it back and forth as he says, â€Å"roar!† His peer waits until Konnor finishes his ‘roar’ then proceeds to do the same and then continue to crawl around in the sand and raise their voices to, â€Å"roar† together. Konnor shows cooperative play which Berger defines as, â€Å"children play together, creating dramas or taking turns† (296). Konnor shows this behavior since he played with another individual in the act of being an animal and taking turns in roaring and swaying their arms around. At 3 years and 8 months old,  Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 296). Konnor stands across from his peer and throws his hands in the air over his head, furrows his brow and says â€Å"roar! I’m a tiger and I’m going to eat you!† his peer jumps, turns around, and proceeds to run around the play area while his mouth is open and his lips are curved upwards, he says â€Å"you can’t get me!† Konnor runs right behind him, his arms still rose above his head and continues to say, â€Å"Roar!† Konnor shows rough-and-tumble play which Berger defines as, â€Å"play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to harm† (296). Konnor shows this behavior by acting like a preying tiger and telling his peer that he will eat him while roaring and then chasing him around the play area. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 297). Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal with his peer. Konnor throws his hands up above his head and lifts his knees up then stomps his feet across the platform and continues to roar and growl. Konnor stands across his peer and furrows his brow at him, which makes his peer do the same; Konnor then shakes his head from side to side, his arms still above his head and he roars once again. Konnor shows sociodramatic play which Berger defines as, â€Å"pretend play in which children act out various roles and themes in stories that they create† (297). Konnor shows this behavior since he and his peer began to pretend that they were animals on the wooden stage. He and his peer were roaring just as they have probably heard an animal do and also stomp their feet which mimics an animal pouncing. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 2 years old (Berger, 297). Though there was a painting station that gave children the opportunity to sit down and paint whatever they wanted to, Konnor did not take part in the activity during the time I observed him; thus, not showing the behavior of artistic expression. Artistic expression is defined as young children being  imaginative and creative and loving to show it in drawing, dancing and building without being self-critics (Berger, 242). Berger states that the norm for this behavior is 2 years old (242). Reflection: Significance and Application While observing Konnor, I had noticed that there were times that he was much like his peers in many behaviors, and also different than his peers in other behaviors. I believe the preschool has been a major influence on Konnor’s development because when there are acts of good behavior, he is praised and when there are acts of wrongdoing, he is informed of why that is and given time to reflect on his behavior. From the observation and from this assignment, what I’ve learned about child development is that no matter how any child is raised in their own home and environment, they all share many similar attributes behavior wise. Towards the beginning, I was overwhelmed when I saw all of the children running around freely; I didn’t think I could choose just one child, and if I did, I didn’t think that their behaviors and acts of play would suffice. Surprisingly, when observing Konnor and his peers that he would play with, I noticed that they are all much alike even if they show it just a little bit differently than another child. Kids will be kids, as they say.

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Process Analysis on Fuel Prices - Essay Example On the other hand, my third essay sought to convince the audience to support my view of increasing fuel prices to curb global warming. I did this by specifically demonstrating the benefits of increasing fuel prices in America. Actually, to relevantly address different audiences, change the purpose of the paper, change the message of the second essay, and remain in the right context, these adjustments were necessary. Such adjustments include a change in my introduction on my second essay, diction, and style of writing (Trinity College of the Bible Web). The adjustments, therefore, enabled me to address a different audience, convey a different message, alter the context, and change the purpose of the paper. The adjustments reflected my rhetorical choices in my writing process. As a result, my writing was effective in informing and convincing my audience to support the increase in fuel prices for purposes of controlling global warming because of increased fuel emissions. This paper deta ils the reflection on my writing process and rhetorical analysis on my writing process from the controversy essay to public argument essay on increasing the fuel prices in America. Indeed, I was able to change the vision of my audience from a controversial point of view to a convincing position on the need to support the increase in fuel prices as a measure to control global warming. ...I equally used facts and background information to appeal to the academic audience in the introduction of the second essay. Nevertheless, to address a different audience that may not be that learned, it was necessary to change the introduction. After drawing the extent of the problem and the need for communal involvement, it was easy to change the vision of my audience by proposing my solution. However, I changed the introduction of the third essay by stating unconditionally the existence and adversity of global warming in the modern world to appeal to the different audience. Indeed, I the introducti on I addressed the audience directly through an open letter and giving them real examples like traffic jams, lateness to school or work, and power of purchasing foodstuffs in relation to increased fuel prices (Kelvin Web). This clearly identified with the audience and set the footing for the next essay. Indeed, I used the second essay to encourage the audience to reason with me as I equally identified with the controversies to the issue. Additionally, after drawing them from a broad view to a narrow view of the problem, I changed my writing style by addressing them through an open letter. This brought their attention to my assertion and the relevant examples on traffic snarls, lateness to school or work, changes in purchasing frequency appealed the different audience and thus the effectiveness of my writing. Hence, the introduction of the open letter strategy in essay 3 was to convince the different audience on the need for increased fuel prices. Indeed, it personalized the issue an d thus the follow-up to my claim.  

Case Management Essay Example | Topics and Well Written Essays - 1000 words

Case Management - Essay Example Case management can also be referred to as program coordination or service coordination (Levine and Brill 5). Case-management is a problem-solving function which is designed to ensure progression of services by overcoming the systems rigidity, misuse of certain facilities and fragmented services (Holt 15). Case management dominates in HIV/ AIDS programs in order to ensure that both the affected and their families get access to care and other services. It is also used in other programs which include the elderly, people with chronic disabilities, teenage mothers, mental health clients, veterans, the disabled, school children, substance abusers, developmentally disabled individuals among others (Holt 140). There is a number of ways in which people can access their needs during case management. The case manager should identify the problem facing the client. This will ensure that he has understood the type of conflict that he should address. This enables him to prepare adequately in managing the case. After getting to know the type of client one is working with then, the case manager should be able to categorize the clients according to case management settings (Holt 56). These include classification according to organization, type of case manager, payment, and the case manager functions (Holt 57). The client one is working with should cooperate effectively. This is because cooperation is effective in reducing the emotional component of the conflict. As one continues dealing with the client, he or she should assess the adherence of the client to the case management procedure (Levine and Brill 34). The tests chosen for the client are supposed to be accurate enough in order to generate the required end results (Holt 67). The case manager should take his/ her time in monitoring the client’s progress. Assessment of the client is an ongoing procedure (Holt 20). During this period, the case manager should have built a solid relationship with the client. Moreover,

Higher education Essay Example for Free

Higher education Essay This is to certify that Mr ANILKUMAR MORA, student of CNGO Management of Dr. BRAOU with Admission No (0231239044) has worked in our organisation for a period of November 1st to December 31st and submitted a Project Report on VOCATIONAL EDUCATION TRAINING. Date: Name Signature Sanskriti Samvardhan Mandal Sharada Nagar, Sagroli Nanded 431 731, Maharashtra, India. CERTIFICATE This is to certify that the Project Report on VOCATIONAL EDUCATION TRAINING submitted by ANILKUMAR MORA (0231239044) is his own work and has been done under my supervision. Rohit Deshmukh M. B. A Signature of the Guide Project Director, Date: SANSKRITI SAMVARDHAN MANDAL, Sagroli, Dist. Nanded, M. S India – 431731 M +91 91589 87787 P +91 2465 227848 DECLARATION I ANILKUMAR MORA, a student of Certificate Programme in NGO Management of Dr. B. R. Ambedkar Open University, with Admission No. (0231239044) hereby declare that the Project Report submitted by me on VOCATIONAL EDUCATION TRAINING is an original work and the same has not been submitted to any other University / Institute for the award of any other degree / Certificate. Date of Submission: Signature of the candidate ACKNOWLEDGEMENT It is a great pleasure to express my deepest sense of gratitude and indebted to my guide Mr Rohit Deshmukh project director, Sanskriti Samvardhan Mandal, Sagroli, Nanded, Maharashtra, for having been a source of constant inspiration, precious guidance and generous assistance during the project work. I deem it as a privilege to have worked under his able guidance without his close monitoring and valuable suggestions this work wouldn’t have taken this shape. I feel that this help is un substitutable and unforgettable. I wish to express my sincere thanks to Mr. Pramod Deshmukh, chairman of Sankriti Samvardhan mandal, Sagroli, Nanded, Maharashtra, for giving opportunity to do my project work and providing an eminent guide for the completion of the project. I wish to express my sincere thanks to Mr. Srihari Kulkarni co-ordinator of UTKARSH- Vocational Education Training of one of the SSM’s activity for providing all the information and facilities for the completion of the project work. I would like to thank rural unemployed youth, trainees and Alumni of UTKARSH- Vocational Education Training for their kind cooperation and valuable help for completing the project work. Finally I would like to thank my parents who are supporting from my childhood, friends and well-wishers for their support and co-operate for what I am in my life. ANILKUMAR MORA (0231239044) ABSTRACT Table of Contents List of Figuresi List of Tablesii Glossaryiii CHAPTER – I 1. INTRODUCTION 1. 1INTRODUCTION 1. 2 DEFINITION OF VOCATIONAL TRAINING AND EDUCATION 1. 3OBJECTIVES OF THE STUDY:- 1. 4 NEED OF THE STUDY:- 1. 5LIMITATIONS OF THE STUDY:- 1. 6RESEARCH METHODOLOGY:- 1. 6. 1 PERIOD OF STUDY:- 1. 6. 2 RESEARCH DESIGN:- 1. 6. 3 SOURCES OF DATA:- 1. 6. 4 QUESTIONNAIRE ADMINSTRATIONS:- 1. 6. 5 SAMPLE DESIGN:- 1. 6. 6 STATISTICAL TOOLS USED:- CHAPTER – II 1. 1PROFILE OF NGO 1. 2HISTORY 1. 2. 1THE FOUNDER 1. 2. 2GOVERNING BODY 1. 2. 3ADVISORY BOARD 1. 2. 4COLLABORATORS 1. 2. 5MEMBERSHIP CRITERIA 1. 2. 6COOPERATIVE ENSURES 1. 2. 7OUR STRUCTURE 1. 2. 8AWARDS 1. 3SERIVICES AND ACTIVITIES 1. 3. 1EDUCATION-FORMAL 1. 3. 1. 1PROJECT SPEAK WELL 1. 3. 1. 2ZEST (ZEAL FOR EXCELLENCE IN STUDENT TEACHER) 1. 3. 1. 3PROJECT EQUIP (EDUCATIONAL QUALITY IMPROVEMENT PROGRAMME) 1. 3. 1. 4SCIENCE WORKSHOPS 1. 3. 1. 5THE SCIENCE PARK 1. 3. 1. 6FINE ARTS 1. 3. 1. 7EDUCATION TOURS 1. 3. 1. 8THE NATIONAL CADET CORE 1. 3. 1. 9CULTURAL AND LITERACY ACTIVITIES 1. 3. 2EDUCATION VOCATIONAL 1. 3. 2. 1SHRI CHATRAPATI SHAHU SAINIKI VIDYALAYA 1. 3. 2. 2UTKARSH VOCATIONAL TRAINING CENTRE 1. 3. 3SAGROLI SUNRISE 1. 3. 4ANAND BALAGRAM 1. 3. 5WATERSHED DEVELOPMENT PROGRAM 1. 3. 6AFFORESTATION THROUGH SCHOOL 1. 3. 7KRISHI VIGNAN KENDRA 1. 3. 8THE WADI PROGRAM. 1. 3. 8. 1WADI A)AGRI-HORTI-FORESTRY B)WATER RESOURCE DEVELOPMENT C)SOIL CONSERVATION 1. 3. 8. 2LANDLESS FAMILY DEVELOPMENT 1. 3. 8. 3WOMEN EMPOWERMENT 1. 3. 8. 4COMMUNITY HEALTH 1. 3. 8. 5TRAINING AND CAPACITY BUILDING 1. 3. 8. 6WOMEN EMPOWERMENT AND ORGANISATION 1. 3. 9SANJEEVANI AROGYA MANDIR 1. 3. 10DHARMA DONKEY SANCTUARY 1. 3. 11EQUINE WELFARE PROJECT 1. 3. 11. 1ACTIVITIES AWARENESS AND COMMUNITY MOTIVATION 1. 3. 11. 2ENHANCING LOCAL HEALTH SERVICES 1. 3. 11. 3ASHWAMITRA 1. 3. 11. 4FREE EMERGENCY TREATMENT 1. 3. 11. 5FIRST AID BOX 1. 3. 11. 6EQUINE WELFARE GROUPS 1. 3. 12SOCIAL HOUSING AND SANITATION 1. 3. 13MAHARSHI KANAD VILLAGE KNOWLEDGE CENTRE 1. 4PROPERTIES 1. 5MEDIA TALKS 1. 6FANANCIERIES CHAPTER – III 2. BACKGROUND OF VOCATIONAL EDUCATION AND TRAINING 2. 1VOCATIONAL EDUCATION IN INDIA 2. 2INTRODUCTION 2. 3TYPES OF INSTITUTIONS FOR VOCATIONAL TRAINING ACCORDING TO NATIONAL SAMPLE SURVEY ORGANIZATION 2. 4TRAINING STATISTICS OF ITI/ITCs 2. 5TOTAL NUMBER AND CAPACITY OF it is AND ITCs PER MILLION PERSONS IN INDIA 2. 6STATUS IN SCHOOL 2. 7OTHR GOVERNMENT AND PRIVATE BODIES PROVIDING VOCATIONAL TRAINING IN INDIA 2. 7. 1KHADI AND VILLAGE INDUSTRIES COMMISSION 2. 7. 2LIST OF TRAINING INSTITUTES PROVIDING SUPPORT FOR THE SCHEMES 2. 8POINTS TO FOCUS ON 2. 9VOCATIONAL EDUCATION AND TRIANING IN SSM. CHAPTER – IV 3. PRESENTATION OF DATA ANALYSIS 3. 1CASESTUDY-1 3. 2CASESTUDY-2 3. 3CASESTUDY-3 3. 4QUESTIONNAIRE CHAPTER – V 4. FINDINGS, CONCLUSION RECOMMENDATIONS 4. 1FINDINGS 4. 2CONCLUSION 4. 3RECOMMENDATIONS BIBLOGRAPHY GLOSSARY Sino. Short FormFull Form 1 SSMSanskriti Samvardhan Mandal 2KVKKrishi Vigyn Kendra 3MKVKCMaharshi Kanad Village Knowledge Centre 4NCVTNational centre for vocational education 5VETvocational education and training 6NSSONational Sample Survey Organization 7KVICKhadi and Village Industries Commission 8SAMSanjeevani Arogya Mandir 9EQUIPEducational Quality Improvement Program 10ZESTZeal For Excellence in Student and Teacher FIGURES Fig. 1: Main parts of the tudy. 11 Tables Table 1: ECVET reflector guide 13 CHAPTER – I 1. INTRODUCTION 1. 1INTRODUCTION Vocational education (education based on occupation or employment) (also known as vocational education and training or VET) is education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc. Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques. In the UK some higher technician engineering positions that require 4-5 year apprenticeship require academic study to HNC / HND or higher City Guilds level. Vocational education may be classified as teaching procedural knowledge. This can be contrasted with declarative knowledge, as used in education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education. Vocational education can be at the secondary, post-secondary level, further education level and can interact with the apprenticeship system. Increasingly, vocational education can be recognised in terms of recognition of prior learning and partial academic credit towards tertiary education (e. g. , at a university) as credit; however, it is rarely considered in its own form to fall under the traditional definition of higher education. Vocational education is related to the age-old apprenticeship system of learning. Apprenticeships are designed for many levels of work from manual trades to high knowledge work. However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an institute of technology, university, or by a local community college. Vocational education has diversified over the 20th century and now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries. 1. 2 Definition of Vocational Education and Training:- Web definitions Vocational education is education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc. http://en. wikipedia. org/wiki/Vocational_Education_and_Training 1. 4 OBJECTIVES OF THE STUDY:- 1. The study is intended to assist rural unemployed youth to increase their wareness of vocational education training. 2. The study provides understanding of unemployed human response to vocational education training. 3. The Focus is on presenting a broad back ground of vocational education training research and on providing awareness. 4. The Main objective of vocational education training. †¢Meet education demands of the population, support professional, career development and social protection of individuals; †¢Feed economy with qualified staff competitive both on local and international labour market, ensure a match between the fast changing labor market and VET system; †¢Foster appropriation of the peoples educational capacities with the new social-economic conditions to support self-employment and entrepreneurship; †¢Support student mobility; †¢Ensure professional development of minority groups and create employment opportunities for them; †¢Develop Lifelong Learning; 1. 5 NEED OF THE STUDY:- The need for VET qualifications are provided by government institutions, called Technical and Further Education (TAFE) institutions, as well as private institutions. Industry and employer groups contribute to training policies and priorities, and in developing qualifications that deliver skills to the workforce. Today Many of VET courses incorporate a period of on-site learning, which means you don’t just learn in a classroom, but get priceless industry experience in a genuine work environment. It’s real-world industry experience that ensures your qualifications fully prepare you for employment in your chosen industry. An important part of VET teaching staff are not just industry-aware, but have actual experience in their fields of expertise – maintaining the currency of their knowledge, and modifying their courses to reflect changing industry focus and needs. And that means you learn not only the theory, but also the reality of the subjects you’re studying. 1. 6 LIMITATIONS OF THE STUDY:- 1The study is dependent mostly on the data collected from the Internet and SSM related web pages. 2The findings and suggestions are drawn based on the responses of the questionnaire made and the data provided by the organization. 3Only 5% of the organization is taken into consideration while the survey is conducted. 4The project report is done in a period of 8 weeks 4days time forms an important limitation for carrying out the project. 5Accuracy of the study is purely based on the information as given by the respondent. 1. 7 RESEARCH METHODOLOGY:- 1. 7. 1 PERIOD OF STUDY:- The Present study had been undertaken for period of 8 weeks 4 days in which it had divided three stages as such. Stage one is of research problem and collection the literature of the topic chosen stage II is of deciding the research methodology and collecting the data required. Stage-III is of analysis and interpretations by using different statically tools findings and recommendations. Discusses the research design, importance of the study, scope and significance of the study. Sources of data, questionnaire, and sample design statically techniques used and objectives of the study and limitations of the study. 1. 7. 2 RESEARCH DESIGN:- A research design is an arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure. It is the conceptual structure within which research is conducted and it constitutes the blueprint for the collection, measurement and analysis of data. It includes an outline of what the researcher will do from writing the hypothesis and its operational implications to the final analysis of data. The research design used for the study is descriptive design. Descriptive research design includes observational methods, case-study methods and survey methods. The primary purpose of descriptive research is to provide an accurate description or picture of the status or characteristics of a situation or phenomenon 1. 7. 3 SOURCES OF DATA:- The relevant data has been collected from the primary sources and secondary sources. The primary data is collected by a questionnaire from the rural unemployed and employed human. For this purpose of data collection, the questionnaire was circulated among the employees to collect information. The secondary data is collected by internet organization journals, magazines, Websites etc. 1. 7. 4 QUESTIONNAIRE ADMINSTRATIONS:- The Questionnaire was prepared after consulting with the project coordinator of Utkarsh one of the activity of SSM. The researcher prepared to set of questionnaire. A three point scale â€Å"very good, good bad† Yes and No was used for this purpose. 1. 7. 5 SAMPLE DESIGN:- A sample of 20 respondents was taken using random sampling. The researcher contacted the youth personally and brief summary of the nature of the study and detail in the questionnaire were narrated to them. 1. 7. 6 STATISTICAL TOOLS USED:- For the purpose of present study percentage analysis was used. ? CHAPTER – II 2 PROFILE OF NGO Sanskriti Samvardhan Mandal (SSM) is a voluntary organisation working for sustainable rural development since 1959. Credibility, based on transparency, is the main strength of SSM which has always been striving to practice the best norms in human relations and financial management. SSM is progressing confidently to meet the emerging challenges in every field. Started in village Sagroli, now SSM has scaled its work of rural development in adjoining districts with new interventions. SSM is registered under Societies Registration Act bearing No. B-118 /59 (Vidharbha) Dated 14-12-1959 and Public Trust act – F- 41 (Nanded) Dated 9/08/1963 Functionaries of the organization are: Address of the Head Office: Mr. Pramod Deshmukh – Chairman Sanskriti Samvardhan Mandal Mr. P. Y. Shinde – Secretary Shardanagar, Sagroli Dist. Nanded 431731 Telefax 02465 227848, 227834 : www. ssmandal. net Vision – Educated, cultured, Vigilant and prosperous rural communities. Mission Attain Sustainable Rural development with need based, transparent and innovative approach through Value added education, health, environment, energy, animal welfare, agriculture, women child welfare, capacity building and livelihood. Core values:- Education has been the core activity of Sanskriti Samvardhan Mandal (SSM) since its inception in 1959. Through formal and non-formal education we have made a sustainable difference to the lives of thousands who were completely unaware of what they truly deserve. SSM operates preschool to pre university level formal institutions providing education to 4000 children at a place History:- The Founder KARMAYOGI BABASAHEB DESHMUKH â€Å"Sa Vidya ya Vimuktayeâ€Å"(Education Leads to emancipation) Believed and manifested, the scripture from the eternal values of Indian heritage, till he breathes his last in August, 2004. A simple, dhoti clad, six feet tall, yet stooped out of humility is â€Å"The Karma Yogi†, Babasaheb Keshav Narayanrao Deshmukh. Born on the 27th of March, 1926, with a silver spoon in the mouth, Babasaheb was the most cherished child in the Regal Deshmukh’ family of Sagroli in the Marathawada region of Maharashtra. The village† Sagroli† in Tehsil Biloli, in Dist Nanded was an integral part of the Nizam’s state of Hyderabad. As a child and youth, Babasaheb had been well exposed to the plight of the village folk, the down trodden and the under privileged. He was sent to Hyderabad for his education, but something that was due to happen through him at Sagroli, didn’t allow him stay there for long time. On the other hand, his daughter who passed her 4th Std. was deprived of further education since there were no schools in the vicinity of 100 K. M. from Sagroli. All the girls of her age had to stay home. This disturbed Babasaheb. It proved good for the village. The thoughts of social reformation already took shape in his mind, came into being with the establishment of Sanskrit Samvardhan Mandal in 1959, an organization to promote education at grass root level. As a land lord, he had a big heart too to spare a hundred and thirty acres of his agricultural estate for the mission he started. As a person of deed and might, Babasaheb never turned back come what may! The Sanskrit Samvardhan Mandal was carefully nurtured in the hands of devoted and faithful volunteers of Babasaheb’ s team and this day stands among one of the most renowned development organizations in the region. Babasaheb Deshmukh’ vision was not limited to education sphere alone. He took every opportunity to serve the deprived communities. Gradually SSM propagated its service activities into the fields of health, Women and child welfare, Agriculture, environment, watershed development, conservation of National resources and what not. His vision was far ahead of the time. There was a great receptive potentiality in his ways. He tried every thing that he believed, would help the development of rural communities. Though he always acknowledged that he was inspired by the Trio, Mahatma Phule, Maharshi Karve and Karmaveer Bhaurao Patil, the pioneers of education (Particularly for the deprived) in Maharashtra, It is the fact that the quartette gets completed only when his name is added to the list. He’s a kind hearted human being who added height to the eternal values in the society. S. O. S. children’s village, the â€Å"Anand Balgram† the home for the orphan children provides shelter and education to more than 500 god’s children through its associated units. Just not the orphan children, but hundreds of orphan animals, also were blessed enough to seek protection under his care. A typical day in his life would never probably give a hint to any enthusiast that such a simple ONE man had created this vast world of social service in the rural sector. Babasaheb’ s services were duly recognized by the nation and he was bestowed with many honors and rewards at national level platforms. He had six presidential awards conferred upon him, though he humbly avows the felicitation to the credit of all his volunteers. Through the six decades of his tireless journey, Babasaheb left behind him a great inspiration to carry forward and ever widen the scope for human service. GOVERNING BODY : SANSKRITI SAMVARDHAN MANDAL, Sharadanagar,SAGROLI, Dist. Nanded Members of the Governing Body for the period 2012-13 TO 2017-18 SrNo. Name of the MemberDOBQualificationDesignationOccupation 1Pramod Keshavrao Deshmukh7-8-1956B. Sc. Agri. ChairmanAgriculture 2Pandharinath Yadavrao Shinde8-4-1944S. S. C. SecretaryAgriculture 3Khanderao Nathraje Deshmukh10-06-1954B. Sc. TreasurerAgriculture 4Bhalchandra Dhundamaharaj Deglurkar10-4-1946B. Tech( Chem. )Trustee/MemberAgriculture 5Shyamrao Bapurao Sagrolikar25-4-1935S. S. C. Trustee/ MemberAgriculture 6Anandidas Renukadas Mahajan10-2-1953S. S. C. Trustee/MemberAgriculture 7Dattaram Nagappa Sompure20-8-1947S. S. C. MemberAgriculture 8Arvind Diggamber Deshmukh20-6-1952B. Sc. B. Ed. MemberRetired Principal 9Khanderao Ramrao Shinde9-9-1953B. A. B. Ed. MemberRetired Principal 10Vitthal Gangaram Jathore12-6-1962B. A. B,Ed. MemberTeacher 11Dr. Jayant Narayanrao Jakate5-7-1962B. A. M. S. MemberMedical Officer 12Vyankat Purshottamrao Kulkarni4-6-1961M. Com. B. Ed. MemberPrincipal 13Sakharam Govind Jagtap9-1-1952B. A. M. S. W. MemberAnand BalgramVillage Director 14Gangadhar Vaijanathappa Mathadevaru18-4-1966B. A. D,Ed. MemberPrincipal 15Aruna Sunilrao Deshmukh16/8/1965S. S. C. MemberHouse wife Advisory Board: 1Dr. Ashok KukdeLatur 2Mr. Pratapraoji PawarPune 3Mr. Suhas ApteUSA 4Mr. V. N. Allies Bhau AbhyankarPune 5Mr. Upendra DegloorkarPune 6Mr. Keshavrao ShindeSolapur Collaborators AFARM is an association of more than 250 voluntary organisations working in the field of rural development in Maharashtra state. The head quarter is based at Pune. SSM is associated with AFARM since 1972. The Brooke is an international animal welfare organisation dedicated to improving the lives of working horses, donkeys and mules in some of the world’s poorest communities. They provide treatment, training and programmes around animal health and wellbeing. SSM has been partnering with The Brooke India since 2010 for â€Å"Equine Welfare Project† in Nanded district. Starting with one person supporting one institution in 1981, caring friends is now a group of more than 300 friends from India and abroad, supporting nearly 40 institutions in 9 different States of India. SSM is a member of Caring Friends since 2010. Credibility Alliance is a consortium of Voluntary Organizations (VOs) committed towards enhancing Accountability and Transparency in the Voluntary Sector through good Governance. SSM is a member of credibility alliance since 2004. Equitable Water was set up as an entirely voluntary charity in 2004 to focus on small projects delivering water (for irrigation and drinking) and conserving water in impoverished parts of rural India. Equitable water supported Nagdarwadi village through SSM in 2004. GiveIndia is a donation platform that allows you to support a cause of your choice from about 200 NGOs that have been scrutinised for transparency credibility. SSM is a member of Give India since 2004. SSM has been partnering with state and central Government especially for Education, Agriculture, Human Resource and Natural Resource Management. NASSCOM Foundation is a non-profit organization that is building an ecosystem to bring to fruition – Technology for Good. The Foundation is leveraging the capabilities of IT-BPM member companies of NASSCOM along with emerging social enterprises to meet the technology needs of non-profits and underserved communities across India with continuous support from the Government. SSM has been partnering with NASSCOM foundation since 2006 through MaharshiKanad Village Knowledge Center. SSM has been partnering with state and central Government especially for Education, Agriculture, Human Resource and Natural Resource Management. Habitat for Humanity is a non-profit, ecumenical Christian ministry founded on the conviction that every man, woman and child should have a decent, safe and affordable place to live. SSM has been partnering with Habitat for Humanity since 2010. The Indian Council of Agricultural Research (ICAR) is an autonomous organisation under the Department of Agricultural Research and Education (DARE), Ministry of Agriculture, Government of India. Formerly known as Imperial Council of Agricultural Research. SSM has been partnering with ICAR through the Krishi Vigyan Kendra (KVK) since 2012. Kimberley – Clark Corporation is a US based company, sells its products in more than 150 countries. Kimberley – Clark supported SSM for a project of Water Conservation and Literacy in 2011. Karl Kubel Stiftung fur Kind und Familie is a secular, charitable trust with its headquarters in Bensheim/Germany. It was founded by Karl Kubel, a former industrial entrepreneur. SSM partnered with KKS for â€Å"Integrated Village Development Programme† in 2000. Life Insurance Corporation of India is a Leading life insurance company in India. SSM, as an agent, helping people secure their life. NABARD is set up as an apex Development Bank with a mandate for facilitating credit flow for promotion and development of agriculture, small-scale industries, cottage and village industries, handicrafts and other rural crafts. It also has the mandate to support all other allied economic activities in rural areas, promote integrated and sustainable rural development and secure prosperity of rural areas. SSM has been partnering with NABARD since 1993 through Watershed Development Programmes and since 2010 through Wadi programme. WOTR is a not-for-profit NGO founded in 1993 operating currently in five 6 Indian states – Maharashtra, Andhra Pradesh, Madhya Pradesh, Rajasthan, Jharkhand, and Orissa. WOTR is recognised widely as a premier institution in the field of participatory Watershed Development andClimate Change Adaptation. SSM has been associated with WOTR since 1993 through Indo German Watershed Development Programme. MEMBERSHIP CRITERIA: All the members of the organization †¦Ã¢â‚¬ ¦? COOPERATIVE ENSURES:- That membership is voluntary and open to those who need the man services 1. That management is 2. That share capital receives 3. That surplus is distributed 4. That the organisation participates in social welfare activities. OUR STRUCTURE:- Ours is an NGO . We believe in the will of our members, Experience has shown, too, that in last (57) years, the decisions of the members have been, of the whole, wise and responsible. Our Board of directors meets at least once a month and our general body meets last once a year. These meetings are strictly business meetings and take as long as members think necessary. Our staff, and we have over 110 employees, are all drawn from the 14 villages. We believe that much of our success is due to our employees identifying with the cooperative’s mission our staff is lead by a general manager who, like all the other employees is fully accountable to the cooperative. AWARDS: Manav Sava Award 2002 Award Vasundhara Sanman Award 2011 National Teacher Award 2002; Child Welfare Award 1995; Vriksha Mitra Award -1992 Real Heroes of the Nation; Indian Merchant Chamber 1988 Best Teacher Award 2000 Dadhichi Puraskar Dalit Mitra Puraskar Bhumijal samvardhan Award Real Heroes of the Nation award Services and activities: Our Programs Education – Formal Education has been the nucleus of all of SSM’s activities since its inception in 1959. SSM has therefore put in efforts to impart quality education to the deprived rural children, especially the girls. We facilitate pre-school to pre-university education on the campus for 4000 students through different schools with hostel facilities. Presently 2000 of them are housed in the hostels on the campus. This makes us one of the largest rural residential schools. The schools and hostels are located on the same campus. As such the progress of the students is closed monitored. The teachers and rectors coordinate and monitor the activities undertaken for the students’ all round development. Thus, besides formal education, value education is also imparted to the students. Good habits such as early rising, doing regular exercises, evening prayer, etc are inculcated in the children. Various cultural activities are also organized to provide an outlet to their aesthetic potential. Education and Training in drawing Painting and Music is also facilitated. There are well equipped library and laboratory facilities in place to develop reading culture and to facilitate scientific experiments respectively. There are large play grounds on the campus where students are trained in various games and sports by trained sports teachers and trainers. We also have a unit, set up in 1983, to provide education to physically challenged students, especially for the deaf and mute. Project Speak Well- Speak Well Initiative is really a very prudent and innovative move by SSM in the last two academic years. The prime objective behind this move was to equip every student with the tool of English language skills that he/she can utilize for the application of any sort of acquired knowledge in his/her practical life to achieve success. With the students and teaching non-teaching staff as the target group, project Speak-Well was formally launched in October 2011. With a Vision of â€Å"Manufacturing Effective English Communicators† and â€Å"Empowering Community with English Language Skills† is the Mission of the project. The main objective of the project is to help the students acquire skills enabling him/her to keep pace with time. The project has a major focus on motivating and encouraging students to interact in English through various activities like loud reading of English newspaper, speech and conversation in school assembly, group discussion, etc. Through training programmes inputs are given to the teachers to help them enhance their English language competencies, acquire novel methodologies and techniques of teaching. Earlier, the students were so hesitant to form even eye-contact and to come forward to utter a few words that they had to be literally pushed to the front to speak. However, after the project was launched, every student started enjoying his stage appearance to articulate in English confidently without any hesitation. They have started reading not only English academic books, but English newspapers also. This was the foundation. We’re now moving to the next step towards making them proficient in English. ZEST (Zeal for Excellence in Student Teacher) is one of the innovative projects initiated by SSM in 2011-12. The vision is to enhance the quality of higher secondary education. Objectives of the project are to –Improve the quality of teaching and learning. 1. Change the existing teaching – learning process. 2. Adopt innovative approach towards education. 3. Create learning-conducive atmosphere. We combined the forces of two units of junior college to create a synergy of the resources, especially the teachers. The project involves teacher’s orientation and training programmes, aimed at improving their subject knowledge and teaching skills. Special coaching is facilitated for various entrance exams. A separate cell has been set up to counsel the students on various career options after HSC. As an impact of the project, the teaching and learning process has become more interactive and interesting. As such, students’ attendance and active participation in the class have increased. Project EQUIP- With an objective of improving quality of and in education, SSM has launched the Project EQUIP (Educational Quality Improvement Programme). The project consists of teachers’ training program, counseling and career guidance for children, motivation of stakeholders like parents, etc. The project aims to motivate the children towards LEARNING. Science workshops- Apart from well-equipped labs, we do have a science workshop to bring out the hidden talents of the young minds. Every year they try out their ideas and at least one science project of our children finds a place at the national level science fair organized by NCERT. The workshop named Khatpat-ghar, provides every opportunity to creative and innovative students to bring out incredibly sophisticated devices related to house hold activities, science, agriculture, every economy and what not. The activity is based on utilization of low cost and waste material. The exhibits are demonstrated at the khatpatghar. The science park named after Dr. APJ Abdul Kalam, inaugurated on 25th March 2012, provides an outlet to children’s curiosity and creativity through the working models demonstrating different scientific principles and theories. The models provide the children an opportunity of learning by doing and playing. The park is now also proving to be an open learning centre for children from other schools in the area. Fine arts- Painting Drawing and Classical Music are the optional subjects open for all the students of the school. The students appear for graded examinations at the end of each spell of the training. Educational Tours- Twice a year, educational tours are conducted to give the children an exposure to our rich heritage, in addition to the educational objectives. The National Cadet Core (NCC)- The school is proud of its dynamic/adventurous youth participating social services through N. C. C. 52 Maharashtra Battalion.

Supply Chain Management In FMGC Sector In India Commerce Essay

Supply Chain Management In FMGC Sector In India Commerce Essay The Rs.85000 crore FMCG market in Indian is growing at a quick speed despite of the economic downslide. The raising disposable earnings and enhanced lifestyle in most tier II and tier III cities are having an influence on the FMCG development across the nation. Over the years organizations like HUL, ITC and Dabur have enhanced efficiency with innovation and strong distribution channels. Their key products have strengthened their existence and outperformed competition in the FMCG segment. Moreover organizations have been effective in refreshing their existence in the semi-urban and rural marketplaces. This report examines the supply chain management for FMCG companies in India. This starts with an overview of the FMCG sector in India and goes on to explain how the supply chain in such companies across the nation have added value to the industry and how further betterment in the system can add onto the growth of the industry. The report also contains a summary of the key players, including their product portfolio, business operations, and strategies. The report concludes with an industry outlook section. Introduction Statement of Problem The current issues that are affecting supply chain performance in FMCG are: Distributor Performance  Inadequate efficiency of Suppliers and Transporters may cause low levels of client satisfaction and excessive route to Market costs. Although there are factors that Manufacturers cannot influence, especially poor infrastructure, there are many ways in which Distribution and Transport expectations can be considerably improved. Thus managing availability in complex distribution set ups is a challenge Improving Distributor Performance Companies look at improving distribution and transportation through improving current processes and systems. Logistics  Some companies operate with owned warehouses, distribution centers and trucks and are not sure whether this is the best option. Growth Supply Chain Limitations For all companies a key concern is to evaluate all areas of the provide cycle for ways to improve productivity, customer satisfaction and reduce supply chain operational costs and capital put in the supply chain. One common concern is a lot of completed products kept by the maker compared with the relatively low levels of finished products kept by the distributor. Planning Poor forecasting and demand planning is causing production planning issues by continuously changing production plans on a weekly and sometimes daily basis. Production Planning tools are generally felt to be inadequate and either not available within the ERP system or used stand-alone spreadsheets and manual workaround solutions. The other taxation structures, dealing with counterfeit goods, infrastructure, emergence of third party logistics provider and reservation for the small scale sector are some of the other challenges faced by FMCG industries. Purpose of Study India is going through a retail revolution. All the big business homes are coming into this Segment and it is growing at a very fast speed. Worldwide leaders in this sector like Wal- Mart, Tesco and Carefour are also trying to get into the Indian market. Retail is providing incredible possibilities in career. However, our nation also poses a big challenge to organized large retailers particularly in the FMCG sector. Food being perishable item, for the retailer to be successful the key is proper supply chain management. The task comes from a number of factors, e.g. huge size and inhabitants of our nation, different lifestyle and hence different preference, very inadequate infrastructure like inappropriate roadways, bad connection between production centers and markets, lack of proper cold chain facility like refrigerated transportation, ware-housing etc. Under these conditions it is interesting to find out how huge structured retailers are dealing with these problems. In this paper a relative study is made in supply chain management adopted by different players in FMCG segment. Review of Literature Defining Supply Chain Management Supply chain management (SCM) is the process of planning, employing and controlling the operations of the supply chain as effectively as possible. Supply Chain Management ranges all activity and storage of raw materials, work-in-process stock, and finished goods from point-of-origin to point-of-consumption. In other words Supply chain management (SCM) is the art and science to improve the way a company manages its raw components and final output in terms of a product or a service and offers it to customers. Supply chain can be identified as the physical, financial and information networks for the logistic activity of materials, funds and related information. It starts from the acquisition of raw materials to distribution of finished products to the end users. Participants of supply chain include all vendors, service providers and customers. In essence, Supply Chain Management incorporates supply and demand administration within and across companies. Some experts distinguish Supply Chain Management and logistics, while others consider the terms to be interchangeable. It is useful to remember that these are the terms that are used intertwine to define and distinguish between these related terms. Although Supply chain management is no longer a business school concept, but a track proven technology appropriate to just about every company, regardless of the industrial sector. It is a sequence of complicated data that optimize enterprise plans within given set of constraints, backed up by a fully integrated suite of financial, distribution, and human resource management system. Supply Chain Management features planning and management of all activities involved in sourcing, procurement, conversion and logistics management activities. Often, it also includes co-ordination and collaboration with channel partners and customers. Supply Chain Management integrates supply and demand within and across companies. Supply Chain Management execution is handling and co-ordination of the activity of materials, information and resources across the supply chain. Thus, Supply Chain encompasses all activities associated with the flow and transformation of materials and information from the raw material stage through to the end user. Fast Moving Consumer Goods (FMCG) goods are commonly named as consumer packaged goods. Items in this category include all consumables (other than groceries/pulses) people buy at regular periods. The most common in the list are toilet soaps, detergents, shampoos, toothpaste, shaving products, shoe polish, packaged foodstuff, and household accessories and extends to certain electronic goods. These items are meant for daily of frequent consumption and have a high return. The FMCG Industry is on a high growth curve with the overall demand expected to multiply over the next decade. This high growth is most likely to be accompanied by significant structural shifts such as changing customer preferences, emergence of modern retail dimensions, growing rural spend tendency. The resultant new challenges that need to be addressed for an efficient and effective supply chain are: Managing generation of different varieties. Aligning to the outstart of new channels. Managing the challenges of reach. Companies are now realizing that current supply chain configurations need to evolve to enable them to participate in achieving growth. This requires fresh thinking on the ways in which an organization would structure itself in terms of its key supply chain processes and drivers. With the presence of 12.2% of the world population in the villages of India, the Indian rural FMCG market is something no one can overlook. Better infrastructure facilities will improve their supply chain. A qualitative study conducted in the past has captured information about the supply chain management in major FMCG Industries in India. Major Players in the FMCG Market in India Domestic players Britannia India Ltd (BIL) BIL is a major player in the Indian biscuit/cookie industry, with famous brands such as Tiger glucose, Mariegold, Fifty-Fifty, Good Day, Pure Magic, Bourbon etc. The company holds a 40 per cent market share in the overall structured biscuit market and has a capacity of 300,000 tonne annually. Indian Tobacco Corporation Ltd (ITC) Indian Tobacco Corporation Ltd is an affiliate of British American Tobacco with a 37 per cent stake. While ITC is an excellent market leader in its traditional businesses of cigarettes, hotels, paperboards, packaging and agro products, it is rapidly getting business even in its nascent businesses of branded apparel, greeting cards and packaged foods and confectionary. Marico Marico is a leading Indian Group came into existence in 1990 and operating in consumer products, aesthetics services and worldwide ayurvedic businesses. The organization also markets food products and distributes third party products. Marico owns well-known labels such as Parachute, Saffola, Sweekar, Shanti Amla, Hair Care, Revive, Mediker, Oil of Malabar and the Sil range of processed foods. The organization plans to capture growth through steady change of selection along higher margin lines and focus on volume development, consolidation of market shares, building up brands and new product promotions. Multinational players Cadbury India Ltd (CIL) Cadbury Indian Ltd is a 93.5 per cent subsidiary of Cadbury Schweppes Plc, UK, and a global major in the chocolate and sugar confectionery market. CIL is currently the largest player in the chocolate market in India with a 70 per cent market share. The organization is also a key player in the malted foods, cocoa powder, drinking chocolate, malt extract food and sugar confectionery segment. CIL had also entered the carbonated drinks market with brands like Canada Dry and Crush, which were subsequently sold to Coca Cola in 1999. Established brands include Dairy Milk, Perk, Crackle, 5 Star, Éclairs, Gems, Fructus, Bournvita etc. The company plans to increase the number of retail stores for future growth and market expansion. Colgate-Palmolive India Colgate Palmolive India is the market leader in the Indian oral care industry, with a 51 per cent market share in the toothpaste segment, 48 per cent market share in the toothpowder market and a 30 per cent share in the toothbrush market. The company also has a presence in the premium toilet soap segment and in shaving items, which are sold under the Palmolive brand. The company plans to launch new products in dental and personal care segments and is prepared to continue spending on advertising and marketing to gain market share. Profit margins are being targeted through efficient supply chain management and bringing down cost of operations. Hindustan Unilever Ltd (HUL) Hindustan Unilever Ltd is the nations largest and most significant consumer goods company. The product portfolio of the company includes household and personal care products like soaps, detergents, shampoos, skin care products, colour cosmetics, deodorants and perfumes. It is also the market leader in tea, processed coffee, branded wheat flour, tomato products, ice cream, jams and squashes. HUL enjoys a solid distribution network masking over 3,400 distributors and 16 million outlets. Nestle India Ltd (NIL) Nestle India Ltd a subsidiary of Nestle SA, Switzerland, is a leading manufacturer of food products in India. Its products include soluble coffee, coffee blends and teas, condensed milk, noodles (81 per cent market share), infant milk powders (75 per cent market share) and cereals (80 per cent market share). Nestle has also established its presence in chocolates, confectioneries and other processed foods. Soluble drinks and dairy products are the major contributors to Nestles total sales. Some of Nestles popular labels are Nescafe, Milkmaid, Maggi and Cerelac. The company has entered the cold milk products segment with the launch of Nestle Dahi. Nestle has also made a venture in non-carbonated cold beverages segment through placement of Nestea iced tea and Nescafe Frappe selling machines. PepsiCo PepsiCo is a world leader in convenient foods and beverages. PepsiCo brands are available in nearly 200 markets worldwide. PepsiCo entered India in 1989 and is working on three focus areas soft drink concentrate, snack foods and vegetable and food processing. PepsiCos success is the result of excellent products, high standards of performance and unique competitive strategies. Procter Gamble Hygiene and Health Care Limited The overall portfolio of Procter Gamble Hygiene and Health Care Limited includes healthcare; feminine-care; hair care and clothing care businesses. PGHH operates in just two business segments Vicks range of cough cold remedies and Whisper range of feminine hygiene. The parent company has declared its plan to discover further external collaborations in India to meet its global innovation and knowledge needs. Gap Analysis Indian organizations are still keeping up with among the Material Resource Planning (MRP-II), Enterprises Resource Planning (ERP), Logistics and Supply Chain Management (SCM). However, it is quite apparent that Indian corporate sector is fast realizing the need of  SCM, which can integrate all other practices and procedures. SCM in India offers one of  the fastest growth areas in revenues as well as employment. India started a little overdue for restructuring and reformulating the strategies relevant with supply chain. However, there is no doubt that Indian industries are fast catching and preparing for meeting the new business environment. A study of available literature related with Indian business practices after 1991s liberalization guidelines show that organizations are concerned about their value chain and identifying that competition is shifting towards  the efficiency and performance  of entire supply  chain activities. The traces of SCM adoption by Indian organizations are given as: Until 1990, logistics was treated as the management of transportation, inventories and warehousing and organizations had to perform these activities individually in an efficient manner. Before opening of Indian market, Indian business giants were enjoying the single play with stable development of capacities. Later on when they heard the music of competition, they found themselves with excess capacities with huge cost burdens. This required organizations to control the cost factor for the survival at marketplace. At the same time of 1990s, Indian companies got fascinated by Business Process Re-engineering (BPR). Organizations treated BPR as remedy of their illness across the organizations processes and functions by eliminating the non-value adding activities and streamlining the operations with a guarantee of higher returns. Fast growth and development of telecommunication networks and wide spread of information technology tools and techniques after mid 1990s presented the biggest challenge in managing well-informed clients. Nevertheless, these changes also provided the most significant boost to Indian industries because organizations discovered themselves able to reach out vendors or suppliers on one end, and clients to the other. Due to this revolution only, ERP-II integrated the internal departments into a seamless organization, whereas, SCM attempts to integrate the exterior factors and processes into the internal procedures. Research Methodology The methodology used for this study is that of primary research. Surveys were given out to 30 FMCG stockiest. By collecting and analysing the results of the surveys we arrive at conclusions for each of the considered questions. In the survey we consider 12 questions. Sampling The sampling plan for the study decides the work area that is the population, which has to be surveyed. A Brief idea about the sampling for this research consisting of its different parameters is given below: The research methodology comprises of the following: Sampling Method (Judgment sampling) In this type of the sampling the researcher uses his judgment to select population members who are good source for accurate information. Sampling Universe The sample universe taken is Andheri (W), Mumbai. Sample size In this study sample size is of 30 FMCG stockiest. Due to the shortage of time the research size is taken short so that the research can be done easily. DESCRIPTIVE RESEARCH The research is primarily descriptive as the problem is very specific and a certain set of answers only while provide the insight to the solution. EXPLANATORY RESEARCH This stage develops a precise theory which is used to explain empirical generalizations that are derived from descriptive stage. DATA COLLECTION The data has been primarily collected from the various customers, their opinions and answers are recorded in the form of an excel sheet. DATA ANALYSIS (ACTIVITIES AND TECHNIQUES) There are three different activities in data analysis:- Data Reduction- in this data is selected, focused, simplified, abstracted and transformed. The data is organized. Data Display- data is compressed, reduced and organized. Conclusion Drawing and Verification. Questionnaire And Analysis Level of awareness towards Supply Chain Management in the FMCG sector Degree of willingness to accept Supply Chain Management for better profitability achievement Choices for a better Supply Chain Solutions Insufficient funds affecting the implementation of Supply Chain Management Satisfaction level with Supply Chain Solutions Level up to which new emerging technologies are beneficial in providing better Supply Chain Solution Most preferred option of the advantages of implementation of Supply Chain Solution Role of Supply Chain in the Total Performance of a business Willingness level for outsourcing Supply Chain services Importance of Supply Chain solutions in FMCG sector compared to other commodities Objectives of the FMCG Companies Challenges shaping the startegies of FMCG companies Findings and Conclusion Most of the stockiest across Andheri(W) are well aware about the Supply Chain Management fundamental but approximately 20 % stockiest are not aware about the same; they follow traditional way to deliver good to their customers. Supply chain management is known to be one of the most important tools to increase total profitability. Particularly in case of stockiest business supply chain contribution forms major part of total profit. But in Andheri(W) 28 % stockiest dont believe that supply chain helps form major part of their total profit. Willingness level to accept the supply chain management advantage of better profitability achievement is also not very satisfactory. On the basis of above response, most of the stockiest have many options for alternative Supply Chain Solutions, some have moderate level of options for the same. But 35% stockiest have very few options for alternative Supply Chain Solutions. Those who have very few options for Supply Chain feel trouble when they want to increase supply chain performance. Supply chain cost contributes to the major part of the total cost in the FMCG stockiest business. But effective supply chain management would be helpful in reduction of cost and increase profit. In the survey 22% stockiest respondents feel cost deficiency does not hinder the implementation of supply chain solutions. Satisfaction level among respondents towards Supply Chain Solutions is high. 50% of the respondents feel so. In survey 22 % stockiest fell emerging technologies are not beneficial in providing better supply chain solutions which shows that either they are not aware or not interested in using emerging technologies in their business process. 48% of the stockiest feel that Better lead time is the most preferred option of the advantages of implementation of Supply Chain Solution. According to the survey respondents feel that Supply Chain plays a major role in uplifting the total performance of the business. Respondent Stockiest dont like to outsource supply chain solutions because their business is all about supply chain. Outsourcing supply chain solutions from third party supply chain service provider would directly impact their total profit. But 24% stockiest feel they would like to or are currently outsourcing their supply chain solutions. Supply Chain solutions hold a high importance in the FMCG sector as compared to other commodities sector in India. Reduce out-of-stocks/increase shelf availability has been rated it as the first priority by the respondents. Followed by Lower sourcing/procurement costs, Improve service offered to customers, Reduce investment in inventory and Lower warehousing and distribution costs. As far as challenges in the FMCG sector are concerned, the picture is somewhat more practical and tactically oriented. The ongoing struggle to make the supply chain demand-driven and lean is the regarded as a serious and critical challenge to the FMCG sector. So the need is to create a better promotional awareness by FMCG key players to offer different version of SCM solutions because stockiest feel that they can offer better time bound delivery of product to their customer and can manage their inventory in a better way such that it poses out to be a strategic advantage to their business.

Democracy Versus Totalitarianism in George Orwells 1984 Essays

Democracy Versus Totalitarianism in George Orwell's 1984 Winston Smith lived in a world of lies, chaos, and disorder. His uniform was shabby and living space cold and dirty. Changing the past to suit the present was his job where he worked, the Ministry of Truth. One day, he encountered a beautiful young woman of about 26 years of age and instantly fell in love. Little did he know that she would be the one who would end his life. He dreams of sleeping with her but fears that he would be captured by the Thought Police because sex is illegal. During the Two Minutes Hate - a time when members of Ingsoc come together to despise Emmanuel Goldstein, a man who supported freedom and rights - the woman passes a note to Winston. It says for him to meet her in the forest where they can talk. They meet and make love, a feeling he misses since he divorced his wife. Also, doing this act means that he can accept thoughtcrime which is punishable by death. After this, Winston moves into an apartment and the woman, whose name the reader learns is Julia, acc ompanies him. Thinking they are safe from the Thought Police, they commit many different thoughtcrimes. Unfortunately, their renter betrays them and bugs were placed in the room that noted their every move. Julia is taken away and doesn't appear again until the last pages of the book. Winston is taken to jail where he is brainwashed through torture into accepting the ideas of Big Brother, an imaginary leader of the country Oceania. The conflict presented in 1984 is between democracy and totalitarianism. The reader can see Winston's desire for democracy as he writes in his journal and intimately associates with Julia, both of which are illegal in Oceania. Evidence of totalitarianism is se... ...is on page 228, "Two and two make five." This line represents a philosophical point I strictly believe; people who have power, rule over those who do not. I think it is part of nature that this happens. Intelligence, strength, cunning, size, and boisterousness, among other qualities, can single out an individual and make he/she powerful. Those who are powerful can usually survive the best. I would definitely recommend this book to anyone . . . period. It shows how important human qualities are to be human and what can happen when we are not in control of our own lives. This book is not suspenseful but horrifying in a non-gruesome way. It is not a true story in any manner but the reader can pick out certain things that are apparent in our society. Notes 1. The edition of 1984 that I read was the Signet Classic edition, copyright 1981, by New American Library.

I Am a Humanist :: Personal Narrative Essays

I Am a Humanist One Sunday afternoon, under the warm, unrelenting gaze of the sun, a revelation interrupted my usual observations of the psychological flux seemingly inherent in all family relationships. Since the fact which I had noticed seemed relevant to the conversation, I saw no harm in prodding out the truth by a simple statement, "My sister is one too." Of course I meant it partially in jest, since she had made no such rebellious declarations. A few inconsequential discussions had made me consider stating her liberalism valid, and I took only a small step further by calling her an equal. Some would call such a leap flattering, but my mother thought the statement horrendous. "You may hold your own beliefs, but she's just a little girl! How could you?" The exact wording, time, and place are not important -- the tone of intolerance and look that made me want to proclaim,"Yes, I'm cold-hearted" are what have stayed with me. Such a response was justified by society -- and, as I have been repeatedly informed, extremely calm by almost any comparison. I was not referring to political alignment, but something far more serious and controversial. The group I had unjustly compared her to was the outcast of society's philosophy; I had called her a cold-hearted atheist. There are many good reasons for such anti religious intolerance in a social structure worried about the individual. How can godless ones be comforted -- in life and death? My mom, with good reason, was worried about my sister's soul; on Earth she would face a lifetime not knowing about a universal and unconditional love and her status in the afterlife was too scary to contemplate. Such a view was undoubtedly skewed by parental concern which concentrated on the child and not the world at large. Society, regardless of rigidity, is built upon moral rules that distinguish participants from simple feuding creatures. Most problems arise from the fact that the citizens of these advanced moral institutions find breaking the rules to be beneficial -- and are sometimes unable to resist the temptation. It is rather judicially expedient to proclaim God's judgment in all sentences and refer crimes to the afterlife. Both solutions require a believing population.

Private Schools vs. Public Schools :: Private Schools vs. Public Schools

  Ã‚  Ã‚  Ã‚  Ã‚  Many people in today’s society believe it’s wise to send their children to private schools. In making the decision on whether to put children in public or private schools, they look to four main factors: curriculum, class size, the graduation rate, and cost. When people have to pay for something, their first thought is, â€Å"Will I be getting what I’m paying for?† With a private school education, the amount you have to pay is usually well worth it. Public schools offer diversity. Here students can find people who are just like them and can associate better. Wherever you live, you have to send your child to the closest school. There’s no choice on what public school you can send your child to, whereas for private schools you can pick to send your child there. It’s not an easy choice for parents to decide, but many factors point toward a guarantee that a good education would be achieved, which is most important.   Ã‚  Ã‚  Ã‚  Ã‚   In general, private schools are more focused and dedicated to the education of children. Teachers in private schools often earn more and can be more dedicated when working with parents who are as equally dedicated to their children. Your school is an investment in your child’s future and not a decision to be made lightly. ( http://scsc.essortment.com) In public schools, students are inclined to misbehave because they feel that teachers don’t care about them anyway so they go in thinking that they can do whatever they want and get away with it. Private schools have their own curriculum and if it’s not being followed they don’t have to keep you in their school. With this curriculum come certain rules one must follow while being there. For teachers, some rules that apply are that they set their own standards. Teachers here don’t have a guideline that they all must follow. Each teacher is different and has their own way of teaching that doesn’t have to follow the other teachers way of teaching. In public schools, teachers have a certain curriculum to follow based on the school district in which they teach in.   Ã‚  Ã‚  Ã‚  Ã‚  Class Size is another issue. In private schools there’s usually smaller classes, so students are getting more attention. This makes it better for the students because if they need help, then it’s easier to get help from the teachers and to be more focused because of less noise and easier for teachers to control their classrooms.