specific and general crime prevention approaches and strategies

specific and general crime prevention approaches and strategies In this unit, we will explore specific and general crime prevention approaches and strategies, employed to reduce and control the occurrence of crime in the society. The role of the citizen and the community will be differentiated from the role of the state through the institutions of the criminal justice system. Unit Objectives To appreciate the need for citizen participation. To discuss the role of the Police. To describe the role of Policy Makers. To examine the methods used by the criminal justice system to influence reform and rehabilitation. To analyze at least four approaches to crime prevention employed by the criminal justice system. Readings and Online Resources Reid, Oral (1998) Community Policing: A Philosophical Approach to the Study of Community Building. Reid, Oral. Policing by Consent. The Copper 97 Vol. 1 No. 1 http://www.schererville.org/index.php?option=com_contenttask=viewid=257Itemid=58 http://www.youtube.com/watch?v=RTYIPBoeGaU Session 4.1 Community Crime Prevention Approaches Learning Objectives: By the end if this session the student should be able to: Define the elements of the crime prevention triangle Discuss the elements of the crime prevention triangle Describe the crime prevention triangle Define the roles of the elements in the crime prevention triangle Discuss the participation of the elements in the crime prevention triangle Understand the need for citizen participation. Appreciate the role of individual and community groups in the prevention of crime. Explain the need for the Crime Prevention Practitioners in building a community team Introduction In this session we will examine specific crime prevention approaches intended to highlight the critical role of the citizen, the police and policymakers in their effort to address crime control or reduction both at the local level of the community and the state in general. The Crime Prevention Triangle Figure 4:1 The Community Crime Prevention Triangle Effective crime prevention requires a closer relationship between the police, policy makers, and the community at large. It is necessary for all sides to open lines of communication and work to define their respective roles in such a way that they understand their responsibilities to the overall cooperative effort. The task of bringing these key sectors of the community together is not easy neither can one be effective without the other. The challenge is often that each sector has specific viewpoints that appear to be inconsistent with the needs and expectations of others in the triangle. For instance, the police have traditionally been one of the most closed groups in Caribbean society. This position has been influenced by several factors among which are the following; Police Forces in the region boost a paramilitary in structure; Many of the social and professional problems they encounter cannot be discussed with persons outside their profession; and the nature of police work frequently confines them to persons working within their respective formations. The factors listed all support a growing trend towards police isolation from the people they are intended to serve. On the other hand, most citizens have very limited knowledge of police work. Such views are often further distorted by television programmes that suggest glamorous and unrealistic means of solving crimes and social disorder. Hence a typical citizens impression of the police is associated with issuing traffic tickets, or arresting felons. The citizen is not likely to be in a pleasant mood in either of these circumstances, and frequently learns to associate officers with enforcement and authority. The police spend most of their time dealing with the less desirable elements of Caribbean society inasmuch as they deal with suspects and vagrants on a regular basis, and sometimes tend to associate the uncooperative behaviour of these elements with the general public. It is not uncommon for the police to threat with suspicion volunteers who want to aid in the management of crime. Politicians or policymakers are given labels that hold them up to public scrutiny and ridicule. Views expressed during heated campaigns or unrealistic expectations by the public that an official has the power to wave a magic wand and cure the ills of society have served to strain the relationship between the elected officials and their constituents. All of the above realities show that each side of the triangle has an important part to play in the community crime prevention process but that there are challenges which, if not carefully managed could deepen the divide between each sector. The strength of a triangle depends on strong linkages. If one of these three groups does not participate, the chances for success will be seriously diminished. Defining the Roles in the Crime Prevention Triangle Citizen and Community Participation The need for citizen participation in community crime prevention is critical to the establishment of a crime-free society. Two essential ingredients are a well-trained police force and an informed and cooperative citizenry. It is often the case that too few citizens have made a commitment to actually participation. Participation in community crime prevention efforts is not merely desirable but necessary. Police and crime prevention specialists alone cannot control crime; they need all the help the community can give them. Despite the later there seems to be an irreversible trend, in recent years, towards less involvement by citizens and increased responsibilities being delegated to the police. Increased specialization in various police forces coupled with increased taxation has encouraged citizens to look to the police, as professionals, to assume the responsibility of community safety. Subsequently, calls for service to the average law enforcement agency have increased steadily as citizens looked for assistance, not only with criminal matters but also for a wide range of service endeavours, such as invitations to speak to the wayward boy or girl that failed to comply with house rules, retrieving trapped cats and dogs and transporting mental patients to the hospital for treatment. It would be r easonable to assume that as much as 80 percent of police calls relate to noncriminal conduct as opposed to actual investigation or the apprehension of criminals. Community ranges from isolated individuals to diverse community groups. The levels of expertise vary from novice to accomplished professionals. The motivation to participate is as diverse as the community itself. Yet the secret to changing public attitudes and ultimately behaviour lies within this vast and primarily untapped resource. The following are various levels of involvement in crime prevention efforts with which citizens feel comfortable and choose to identify. It is helpful to first look at the role an individual can play, and then expand the base for involvement to group roles or collective citizen action. The Role of the Individual Practitioners know that a vast majority of a communitys population does not belong to an identifiable group but still participates in a wide range of activities. These citizens have concerns regarding crime and should be reached and encouraged to participate in crime prevention programmes as individuals. A few of the ways an individual can participate include: 1. Contributing volunteer time to programme efforts 2. Being an advocate for crime prevention concepts 3. Reporting suspicious activities to the police 4. Taking initiatives to practice opportunity reduction strategies at home/work and while moving about the community, such as: a. installing secure, deadbolt locks b. providing good security lighting c. trimming shrubbery away from doors and windows d. always locking car doors and windows e. using common sense and awareness when traveling alone f. marking all valuables with a personal identification number g. not carrying or displaying large amount of cash h. avoiding walking alone after dark Activity: Crime Prevention Tips View the Youtube videos below, they offer some useful crime prevention tips for individuals http://www.youtube.com/watch?v=RTYIPBoeGaU Activity 4:1 Collective Citizen and Group Roles: The communitys role is strengthened when group initiatives are added to individual citizen initiatives. If Crime prevention is to be effective in improving quality of life, the role of the community-at-large must be expanded to include supportive efforts from a broad base of existing private sector groups-businesses, industries, churches, etc. within a jurisdiction. Organized groups such as the Chamber of Commerce, P.T.A., Scouts, Girls Guides, Kiwanis, Womens Clubs, and Church Groups lend their support to community crime prevention programming and bring with them an existing pool of volunteer time, talent, energy, and the additional clout and resources of established organizations. They also bring with them the organizational goals, policies, and procedures, resolutions on community issues, and reputation that may or may not precisely fit everyone elses agenda. The role these groups must play is sometimes difficult to define and mobilize, and always difficult to manage. Yet it is vitally important to reach and involve citizens within their own context. The task is to reach people where they are and with the tools they are accustomed to using. This does not simply mean that everyone has to join Neighbourhood Watch Programmes. It does mean that every citizen can participate in crime prevention doing whatever a citizen is a part of-Boys Clubs, a tenants organization, the insurance industry etc. The trick to citizen involvement is to provide them hope within their own familiar environments. The experiences gained in community crime prevention programmes across the Caribbean region have helped define the following points in the community-at- large role: à ¢Ã¢â€š ¬Ã‚ ¢ The community at large must accept the responsibility for organizing a community crime prevention programme. They have the biggest stake-and ultimately they have more to lose than either the law enforcement or policymaker segments. à ¢Ã¢â€š ¬Ã‚ ¢ The community must identify committed leadership for an organized crime prevention effort. à ¢Ã¢â€š ¬Ã‚ ¢ The community must provide the necessary resources (time and funds) for the leadership to receive basic crime prevention training. à ¢Ã¢â€š ¬Ã‚ ¢ The community must plan organized training for other volunteers in the program. à ¢Ã¢â€š ¬Ã‚ ¢ The citizens must identify the problems of the community through cooperative efforts with law enforcement agencies, using such tools as surveys, opinion polls, and actual crime data. à ¢Ã¢â€š ¬Ã‚ ¢ The members of the community must plan a coordinated approach to crime prevention efforts by designing and matching projects to the interests of various volunteer groups. à ¢Ã¢â€š ¬Ã‚ ¢ The leaders must establish an effective mechanism for outreach and input so various groups know what others are doing. This will help ensure coordination, and is frequently termed networking. à ¢Ã¢â€š ¬Ã‚ ¢ The community group must solicit commitments from various groups supporting crime prevention efforts to ensure programme continuity. à ¢Ã¢â€š ¬Ã‚ ¢ The group organizers must provide opportunities for all groups or individuals to participate in the community-wide programmes (while allowing groups to retain their separate identity). à ¢Ã¢â€š ¬Ã‚ ¢ The group organizers must establish an ongoing process of obtaining and assessing project information for evaluation purposes to aid further decision-making. à ¢Ã¢â€š ¬Ã‚ ¢ The organizers must identify and obtain resources to properly fund a sustained crime prevention effort. à ¢Ã¢â€š ¬Ã‚ ¢ The leaders of the crime prevention unit must facilitate the wise use of collective citizen power to influence public policies that promote crime prevention concepts. à ¢Ã¢â€š ¬Ã‚ ¢ The community group must serve as a strong advocate for increased communication between the various segments forming the crime prevention triangle. à ¢Ã¢â€š ¬Ã‚ ¢ The groups must ensure the participation of the media as a partner in the total community crime prevention programme. Community volunteers have learnt much about their role in crime prevention during the last decade. Their role will become even more clearly defined through the next decade as volunteers acquire additional knowledge in organizing and maintaining community crime prevention programmes. Police Participation The attitudes of the citizens towards the police service are generally inconsistent. The police are appreciated when they are needed but often feared because they are perceived as the states representatives of power and authority. The reality is that only rarely is the real nature of the police service broadcast and very rarely is the man inside the uniform understood or known. Yet we understand his role to be critical. What is generally agreed is that when faced with trouble, people expect quick police response and victims want and expect the effective service of a professional. Based on the wide range of service demands there is little wonder that both citizens and police alike are sometimes unclear about the definition of the role of the police in the prevention rather than the detection of crime. The following points are essential: The police are not separate from the people. They draw their authority from the will and consent of the people. The police are the state appointed instruments through which citizens can achieve and maintain public order. Police officers are decision makers and often decide whether to arrest, to make a referral, to seek prosecution, or to use force. Police officers are just as accountable for their decisions as the magistrate or judge is for decisions deliberated for months. The police officer must understand complex cultural and social problems and relationships to be efficient and effective. A police officer is a part of and not apart from: a. The community served b. The criminal justice system that determines what course society will pursue to deter lawbreakers or rehabilitate offenders in the interest of public order c. The government that provides the formal base of authority. The police officer initiates the criminal justice process through arrest of suspects and can be held accountable where they fail to take action. The police are the criminal justice element in closest contact with the public (and therefore are frequently blamed for failures in other parts of the system). The police are helpless to control crime without the cooperation of a substantial portion of the people. The role of the police thus becomes: to anticipate that crime will occur when risks are high, to recognize when a high-crime risk exists to appraise the seriousness of the particular risk to initiate action to remove or reduce the risk. Educational, technical and supportive resource- an enabler rather than a primary doer. The police role in crime prevention strategies should: à ¢Ã¢â€š ¬Ã‚ ¢ Utilize the patrol function to create and maintain efforts to identify and arrest suspects à ¢Ã¢â€š ¬Ã‚ ¢ Serve as a source for public information and training regarding crime prevention programs à ¢Ã¢â€š ¬Ã‚ ¢ Coordinate crime prevention activities in their respective jurisdictions à ¢Ã¢â€š ¬Ã‚ ¢ Share information with the public gathered through police data analysis capabilities concerning the kinds of crime and the methods being used by perpetrators against citizens à ¢Ã¢â€š ¬Ã‚ ¢ Take initiative to develop organized crime prevention functions within each department Policymakers Participation Many earlier efforts to establish crime prevention programmes carefully skirted the issues of assessing the role of the public sector or seeking to involve the policymakers. This hesitancy was brought about in part because notions of crime prevention were seen as new and untested and hadnt been accepted as a viable response to long-standing social and economic problems. Very few programmes have been able to document specific successes in actually demonstrating a reduction of crime. Additionally, some communities had experiences with receiving political support for crime prevention programmes during the course of a political election, only to be quietly swept under the rug when elections were over and the difficult job of meeting budgets was underway in the face of declining resources. Slowly, isolated experiences surfaced that demonstrated a positive relationship between renew citizen participation in crime prevention/opportunity reduction programmes and a lower residential burglary or vandalism rate in neighbourhoods. Policymakers were willing to take a closer look. Such closer scrutiny led in Barbados to the establishment of the National Task Force on Crime Prevention in June 1996. This agency collaborates with the Royal Barbados Police Force on the analysis of national crime statistics and initiate programmes aimed at reducing crime in selected residential communities. In 1968 in the United States of America, Congress established a legislative priority and provided monetary resources to jurisdictions for mounting crime prevention efforts and funded them through the Justice Department Law Enforcement Assistance Administration (LEAA). Activity: A Caribbean Perspective The aforementioned has been the American experience. Can you think of ways this approach can be adapted to match the Caribbean reality appropriate for your country. Post your suggestions in the discussion forum and react to suggestions posed by your classmates. Activity 4:2 As a result of this increased interest by officials in the public sector and the interaction within communities, there is now a more clearly defined role of the policymakers in the community crime prevention process. Practitioners are confident that this role will continue to evolve and clarify over time, but for the present, I offer the following points on the role of the policymaker: 1. Provides leadership in setting public policy that establishes a jurisdiction-wide crime prevention programme. 2. Encourages coordination and cooperation between government agencies to maximize existing resources and avoid duplication of efforts. 3. Develops and adopts building security codes. 4. Actively promotes opportunity reduction practices for public owned properties, such as: a. marking all valuables with property identification numbers b. providing adequate, security lighting c. installing deadbolt locking devices 5. Promotes crime prevention education and training for employees within the public sector. 6. Provides financial support for crime prevention programmes. 7. Publicly supports crime prevention programmes to encourage other groups and individuals to participate. 8. Designates a permanent public agency to serve as an organizational base for crime Prevention programmes. 9. Demonstrates a long-term commitment to crime prevention by passing a formal resolution to sanction the crime prevention programme. 10. Requires accountability of programme efforts. The Crime Prevention Practitioner: Building a Community Team Even after the various elements within a community have a basic understanding of their role and responsibilities in a community crime prevention effort, there still remains vital work to be done in order to establish a promising crime prevention programme in a community. Much effort has been virtually wasted in the past as various groups go about well-meaning attempts to establish programmes for prevention without a coordinated approach. Likewise, a community crime prevention team doesnt just happen. The various elements that exist in your community must be linked together before any game plan can be written. This task requires specific attention. One or more individuals must be identified to play the coaching role and to mold representatives from various sides of the triangle into a working team. These specialists are called crime prevention practitioners. Who are they and what do they do? Practitioners across the country represent a wide cross-section of our population. Some are criminal justice professionals, some are elected officials. Many are business people, school teachers, or civic club volunteers. Crime prevention practitioners sometimes volunteer while others arc elected. In either case, they play a significant role in the community crime prevention process. A profile of successful practitioners would include: à ¢Ã¢â€š ¬Ã‚ ¢ willingness to contribute a significant amount of time to crime prevention efforts à ¢Ã¢â€š ¬Ã‚ ¢ the enthusiasm to motivate others à ¢Ã¢â€š ¬Ã‚ ¢ a basic knowledge of the criminal justice system à ¢Ã¢â€š ¬Ã‚ ¢ a comprehensive understanding of the concepts of crime prevention and the ability to teach and advise others . . à ¢Ã¢â€š ¬Ã‚ ¢ capability of assessing skills and resources within the community à ¢Ã¢â€š ¬Ã‚ ¢ the ability to relate to all interested groups and match these interests to the overall program effort à ¢Ã¢â€š ¬Ã‚ ¢ the expertise to facilitate links that achieve a coordinated approach to programming à ¢Ã¢â€š ¬Ã‚ ¢ good organizational skills à ¢Ã¢â€š ¬Ã‚ ¢ an understanding of the nature of the political process and the guidance that enables public support to be translated through decision-makers into public policy Above all, the successful practitioner will possess two primary attributes: COMMITMENT to the cause, and the PERSISTENCE to continue the commitment over time in the face of obstacles that are sure to arise. Activity: Mini Investigation Identify and categorize the crime prevention practitioners in your territory. Report your findings to the course coordinator or tutor. Activity 4:3 Summary: In this session we have examined specific crime prevention strategies focused around the crime prevention triangle. In this session we highlighted the critical roles of individuals as a sub-sect of organizations, at one end of the continuum and the community as whole. The role of the police, and policy makers were also highlighted as essential to the construction of good crime prevention policy and practice. In the next session we will look at the role of the criminal justice system in the control of crime and acts of unsocial behaviour.

Education system in india

Education system in india ACKNOWLEDGEMENT I take this opportunity to present my votes of thanks to all those guidepost who really acted as lightening pillars to enlighten our way throughout this project that has led to successful and satisfactory completion of this study. I am highly thankful to Mr. Pankaj Jain for her active support, valuable time and advice, whole-hearted guidance, sincere cooperation and pains-taking involvement during the study and in completing the assignment of preparing the said paper within the time stipulated. Without the active participation of our teachers it would have been extremely difficult for me to prepare the project in a time bound framework. HISTORY OF EDUCATION IN INDIA Indian education history is very rich and motivating. In the ancient days, gurus and scholars impart education orally, but after the development of letters, it took the form of writing. Palm leaves and barks of trees were used for teaching, and this in turn helped in spreading of the written literature. Temples and community centres often took the role of school. When Buddhism spread in India, education become available to everyone and this was the time when some world famous educational institutions were established like Nalanda, Vikramshila and Takshashila. History has taken particular care to give Nalanda University, which flourished from the fifth to 13th century AD, full credit for its brilliance. This university had around 10,000 resident students and teachers on its roll at one time. These students included Chinese, Sri Lankan, Korean and other international scholars. It was in the 11th century that the Muslims recognized elementary and secondary schools. This led to the formi ng of few universities too at cities like Delhi, Lucknow and Allahabad. Medieval period saw excellent interaction between Indian and Islamic customs in all fields of knowledge like theology, religion, philosophy, fine arts, painting, architecture, arithmetic, medicine and astronomy. Later, when British arrived in India, English education came into being with the help of the European missionaries. Since then, Western education gained advances in the country. With hundreds of universities and thousands of colleges affiliated to them, India has positioned itself happily as a country that provides superiority higher education to its people in specific and to the world in general. PRESENT EDUCATION SYSTEM IN INDIA The present education system in India mainly comprises of- primary education, secondary education, senior secondary education and higher education Elementary education consists of eight years of education. Each of secondary and senior secondary education consists of two years of education. Higher education in India starts after passing the higher secondary education or the 12th standard. Depending on the stream(Arts,Commerce or Science). Doing graduation in India can take three to five years. Post graduate courses are generally of two to three years of duration. After completing post graduation, scope for doing research in various educational institutes also remains open. The growing receiving of distance learning courses and growth of the open university system is also causative a lot in the democratization of higher education in india. WORLD CLASS HIGHER EDUCATION INSTITUTES IN INDIA: There are quite a good number of educational institutes in India that can compete with the best educational institutes of the world and made India recognizable in the International Education. Some of them are as follows- Ø The Indian Institutes of Technology (IITs), Ø Indian Institutes of Management (IIMs), Ø Indian Institutes of Science, National Law Schools, Ø Jawaharlal Nehru University are some such institutes. FACILITIES OF EDUCATION TO MARGINALIZED IN INDIA: As education is the means for bringing socio- economic transformation in a society, various measures are being taken to enhance the access of teaching to the marginalized sections of the society. One such measure is the introduction of the reservation system in the institutes of higher education. Under the present law:- (1) 7.5% seats in the higher educational institutes are reserved for the scheduled tribes, (2) 15% for scheduled castes and 27% for the non creamy layers of the Other Backward Classes (OBCs). PRESENT SCENARIO OF INDIAN EDUCATION : Soon after independence in 1947, making education available to all had become a priority for the government. As discrimination on the basis of caste and gender has been a major hurdle in the healthy development of the Indian society, it also restricted the educational development of the nation as a whole. The 86th constitutional amendment has also made elementary education a fundamental right for the children between the age group- 6 to 14. According to the 2001 census:- Ø The total literacy rate in India is 65.38% . Ø The female literacy rate is only 54.16% The gap between rural and urban literacy rate is also very significant in India. This is evident from the fact that only 59.4% of rural population are literate as against 80. 3% urban population according to the 2001 census PUBLIC PRIMARY EDUCATION IN INDIA- AN OVERVIEW: Early childhood education in India is subject to two extreme but contrary deficiencies. On the one hand, millions of young children in lower income groups, especially rural and girl children, comprising nearly 40% of first grade entrants never complete primary school. Even among those who do, poorly qualified teachers, very high student-teacher ratios, inadequate teaching materials and out- moded teaching methods result in a low quality of education that often imparts little or no real learning. It is not uncommon for students completing six years of primary schooling in village public schools to lack even rudimentary reading and writing skills. PRIVATE PRIMARY EDUCATION IN INDIA- AN OVERVIEW: Cildren attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competitive pressures from a very early age to acquire basic language skills and memorize vast amounts of information in order to qualify for admission into the best schools. Parents and teachers exert intense pressure on young children to acquire academic skills at an age when children should be given freedom and encouraged to learn as a natural outcome of their curiosity, playfulness and eagerness to experiment. Necessary steps should be taken to avoid unnecessary pressure for childrens. GOVERNANCE OF PRIMARY EDUCATION: Schemes undertaken by the government: Ø State-wise Allocation of Central Governments Share Made Ø Under Sarva Shiksha Abhiyan in India (2006-2007) State-wise Amount Spent on Elementary Education from Component of Prambhik Shiksha Kosh in India (2006-2007 and 31.10.2007) State-wise Targets and Achievements under Sarva Shiksha Abhiayan (SSA) in India (2002-2007) Selected State-wise Number of Additional Kasturba Gandhi Balika Vidyalayas (KGBVs) Sanctioned in India (As on 01.02.2006) Funds Released to North Eastern States under CentrallySponsored Schemes for Operation Blackboard and Non Formal Education in India (1997-1998 to 2000-2001) Non Lapsable Central Pool of Resources under Centrally Sponsored Schemes for Elementary Education for North Eastern States in India (1999-2000 and 2000-2001 Progress Recorded under Shiksha Karmi Project in India (upto september2001) Efforts are also being taken to improve the access to higher education among the women of India by setting up various ecational institutes exclusively for them or eserving seats in the already existing institutes. Development so far:- Under SSA, Ø 1.47 lakh primary schools have been opened across the country, Ø 1.23 lakh primary schools have been upgraded to have upper primary classes. Ø 9.86 lakh teachers have been recruited, Ø children are provided free textbooks, Ø teachers are provided periodic in-service training, Ø Mid-day meal is provided to all children in classes 1-8 in Ø Government and Government aided schools. GOVERNANCE OF SCHOOL EDUCATION The National Council Of Educational Research and Training (NCERT) is the legal body for governing the curriculam matters for school education in India. The NCERT provides support and technical assistance to a number of schools in India and give guidance to many educational policies in India. Different Indian curriculam bodies governing school Education in India are as follows:- The State Government Board The Central Board Of Secondary Education ( CBSE ) Board The Council For The Indian School Certificate Examinations ( CISCE) Board The Indian Certificate Of Secondary Education ( ICSE ) Board The National Institute Of Open Schooling ( NIOS ) Board GOVERNANCE OF HIGHER EDUCATION In order to develop the higher education system, the government had established the University Grants Commission in 1953(UGC) . The primary role of UGC has been to regulate the standard and spread of higher education in India. There has been a marked progress in the expansion of higher education if we look at the increase of higher educational institutes in India. The higher education system in India comprise of more than17000 colleges, 20 central universities, 217 State Universities, 106 Deemed to Universities and 13 institutes of Natioanl importance. Under the Indian constitution, various minority groups can also set up their own educational institutes. This number will soon inflate as the setting up of30 more central universities, 8 new IITs, 7 IIMs and 5 new Indian Institutes of science are now proposed. PESTLE ANALYSIS OF EDUCATION P POLITICAL ANALYSIS SCHOOL LEVEL Schools being privatised (like the NHS) A government initiative creates the risk that the school may fail to deliver the policy or be diverted away from local priorities etc.Changes tothe skills required to be a teacher/ tutor Changes to curriculum with short lead times Requirement to be self managing Requirement to be self financing HIGHER LEVEL- Funding allocations to Universities and level of priority given to HE/ science.Funding allocations within the University. RAE 2008 process and its suggested replacements.University league tables and rankings. â€Å"In vogue† research disciplines. Institutional policies on IPR and open access. Publisher lobbying and the DTI. EC position on research dissemination. Pressure for global dissemination of resources including redressing the balance between information poor and information rich. Competitor institutions. Research peaks. Future of the White Rose consortium and regional cooperation in HE. What happens to work when researchers move institutions? E ECONOMICAL ANALYSIS- SCHOOL LEVEL- Central or local government funding decisions may affect school/ establishment finances Closure of a local industry may affect fund raising plans etc. Ability of parents to raise funds for optional activities The need to run breakfast/ after schools clubs Ability to invest savings/ surpluses Cost of providing resources: Ø Staff teaching support Ø Basics books/ paper Ø Technology solutions laptops etc Interest rates Shortages of materials on national/ international markets Over provision of school places in the area resulting in competition from neighbouring schools The risk of highly valued, key staff moving on to more „up and coming schools/ academies. HIGHER LEVEL- Overall funding allocations to Universities from government and from Research . Councils.Use of short term contracts for researchers. VAT on electronic publications. Publisher business model and the possible impact of open access.. Cost of data storage. Cost of digital preservation actions and/or services. Priority given to outward facing technical services in a Financially Restricted environment. Journal subscription model may be in transition; libraries universities may worry they are paying for the same thing three times. Repository services are unlikely to be income generating or, only indirectly. Student debt may make a research career less attractive. S SOCIAL ANALYSIS SCHOOL LEVEL- Decline in birth rate, reflecting national trends. Local population changes (increasing/ decreasing numbers) . Demographic changes may affect likely pupil rolls or the nature of pupils needse.g. pupils with English as a second language etc. Closure of local firms providing employment Inability to attract staff. Social networking blogs, facebook, twitter Changes to qualifications expected. Integration with local community. Integration of students with special needs. parental preference an increase in „parent power has allowed. parents more freedom of choice over their child s school. the risk of highly valued, key staff moving on to more up-and- coming establishments. Information is accessible to staff anywhere in the world via the Internet. Staff were not given enough training or access to effectively change their habits and how they expected information to be made available. HIGHER LEVEL- Widening participation. Increased student to staff ratios.. Use of short term contracts for researchers. Commodification of HE; emphasis on HE for monetary gain. Possible lack of lecturers and researchers in the future. Public attitudes towards science and scientific knowledge; demand for scientific information. Globalisation of science; possibly more democratic access to dissemination mechanishs. T TECHNOLOGICAL ANALYSIS SCHOOL LEVEL- Changes to standards/ equipment required. Risk of selecting the wrong technology at times of change (i.e. windows -v- open source).New computer viruses may affect school/ college operations, Disturbing/ illegal images on the internet may affect ICT security measures etc.Move from paper based books to e-book readers. Computer hardware being out of date.Computer software being out of date. Time to manage IT systems. HIGHER LEVEL- Widespread availability of internet access including developing countries. Development of GRID computing. Development of virtual learning environments and virtual research Environments. Generation of increasingly complex digital objects during research. Development of common interoperability standards. Development of metadata standards. Urgent need for digital preservation protocols. Need for and cost of data storage. Massive proliferation of email. Developing scientific disciplines; new potential for research. Increased expectations of end users re quality and manner of data delivery. Increasing level of skills needed, particularly programming, to be classed as a â€Å"techie†. Anyone can be a publisher: different publishing models. Possible new models for peer review. Local IT development priorities. LITERACY RATE IN INDIA As per 2001 Census, the overall literacy rate of India is 65.38%. The male literacy rate is 75.96% and female literacy rate is 54.28%. Ranking of States and Union Territories by Literacy Rate States literacy rate male literacy rate female literacy rate Kerala 90.92 94.20 87.86 Mizoram 88.49 90.69 86.13 Lakshadweep (U.T.) 87.52 93.15 81.56 Goa 82.32 88.88 75.51 Delhi (U.T.) 81.82 87.37 75.00 Chandigarh (U.T.) 81.76 85.65 76.65 Pondicherry (U. T.) 81.49 88.89 74.13 (U.T.) 81.18 86.07 75.29 Daman Diu (U.T.) 81.09 88.40 70.37 Maharashtra 77.27 86.27 67.51 Himachal Pradesh 77.13 86.02 68.08 Tripura 73.66 81.47 65.41 Tamil Nadu 73.47 82.33 64.55 Uttaranchal 72.28 84.01 60.26 Gujarat 69.97 80.50 58.60 Punjab 69.95 75.63 63.55 Sikkim 69.68 76.73 61.46 West Bengal 69.22 77.58 60.22 Manipur 68.87 77.87 59.70 Haryana 68.59 79.25 56.31 Nagaland 67.11 71.77 61.92 Karnataka 67.04 76.29 57.45 Chhatisgarh 65.18 77.86 52.40 This table shows the literacy rate of various state in india. EDUCATIONAL TARGETS OF 11 th YEAR PLAN Reduce dropout rates of children from elementary school from 52.2% in 2003-2004 to 20% by 2011-2012 Develop minimum standard of educational attainment in elementary school, and by regular testing moniter effectiveness of education to ensure quality. Increase literacy rate for people of age seven years or more to 85% Lower genger gap in literacy to 10 percentage point Increase the percentage of each cohort going to higher higher education from the present 10% to 15% by the end of the eleventh plan.

The Tragedy of Domestic Violence :: Violence Against Women Essays

Domestic Violence towards women is a problem that is often overlooked by Society. Violence is defined by the Webster's Dictionary (p.755) as: 1. Physical force employed so as to damage or injure. 2. As an instance of violent action. If this is the case than why is it that so many women are beaten by loved ones each year and little or nothing is done to correct this violent and hostile situation? In this paper I will attempt to answer this question along will a slue of others which place women in these war zones each day. "The battered women is pictured by most people as a small, fragile, haggard person who might once have been pretty. She has several small children, no job skills, and is economically dependent on her husband. It is frequently assumed that she is poor and from a minority group. She is accustomed to living in violence, and her fearfulness and passivity are emphasized above all. Although some battered women do fit this description, research proves it to be false stereotype.''(Walker p.18) In fact most batte red women have highly lucrative jobs such as doctors or lawyers, Corporation executives and nurses. Most are heavy set women whose assets are controlled by there husbands and cannot defend themselves physically. Battered women are found in all racial, rel igious and ethical backgrounds as well as age groups and educational levels. ''Who are battered women? If you are a women, there is a 50 percent chance it could be you!''(Walker p.19) Statistical data on battered women is difficult to find because most records are buried in medical records, domestic disturbance calls to the police or the records of social service agencies. During my research I found that characteristics in numerous c ategories for both the batterer and battered were the same. Here is a list of those categories that were the same or in a similar fashion the same for both individuals. Commonly shared characteristics between Battered and Batterer. 1. Has low self-esteem. 2. Believes all myths about battering relationships. 3. Is a traditionalist about the home, strongly believes in family unity and his or her roles in the family unit. As with the women all racial, religious, educational levels equally represent the men, cultures socioeconomic groups. "Batterers typically deny that they have a problem, although they are aware of it; and they become enraged if their women should reveal t he true situation." (Walker p.36) "Researchers Eisenberg and Micklow found 90 percent of the batterers in their study had been in the military. Twenty five percent received dishonorable discharges.

An Inspector Calls as a Tool for the Political and Social Criticism Ess

An Inspector Calls as a Tool for the Political and Social Criticism of the Elite "An Inspector Calls", by J.B. Priestly, is in effect a method the playwright uses to convey an imperative political and social message to his readers. John Boynton Priestley was born in Bradford, West Yorkshire, in the north of England. After finishing school, he decided to abandon education to pursue his passion for writing and literature. In 1914 at the age of twenty Priestley was called to fight in the First World War. As one may expect, the years Priestly spent on the frontline, had an immense impact on his ideas towards the social and political system in Britain, and are what fuelled his great politically charged writings. Priestly began to ponder the state of society and the way the social system worked. Perhaps most importantly, he realised that while large numbers of people were suffering, there were many egocentric individuals who were enjoying grand luxuries. "An Inspector Calls" was written in the very week that the Second World War culminated. This shows the urgency with which Priestly wanted to communicate his message. This play, like some of Priestley's earlier work, explores the concept of time, and the phenomenon of how someone's actions can affect someone else's life in the long run. The play is set in an industrial Midlands town in 1912, just before the First World War started. There are 5 main characters, other than the inspector who appears at the very end of Act 1. These are Mr. and Mrs. Birling, their children Sheila and Eric Birling and Sheila's fiancà © Gerald Croft. All of them are upper class citizens and are shown to consider themselves to be part of the social elite. Priestley uses this soci... ...of pay. In his defence, Mr. Birling says: "Well, it's my duty to keep labour costs down, and if I'd agreed to this demand for a new rate we'd have added about twelve per cent to our labour costs." (Act 1, pg 14) Again greed and egocentricity is shown among the higher class. Birling says he had to come down sharp or else they would have been asking the Earth. To this the inspector replies: "They might. But after all it's better to ask for the Earth than to take it." (Act 1, pg 15) Here Priestley is bluntly expressing his anger at the exploitation of the poor by the rich. At its simplest, "An Inspector Calls" is just another moral story, no different from Aesop's Fables. Priestley is trying to teach his audience that individualism and narcissism are one of the greatest evils. He wants us to be aware that our actions today immensely affect events tomorrow.

Admiral Grace Murray Hopper and Lady Augusta Ada Byron Lovelace Essay

Ada & Grace: Practical Visionaries Imagine a computer programmer who still programs in bits and bytes and has never heard of the terms "bug" or "de-bugging." Then, stretch your mind much further, and try to imagine a world without computers. Most of us, no matter what age, don't have such powerful imaginations. But without the contributions of women like Admiral Grace Murray Hopper, who developed the first compiler, and Lady Augusta Ada Byron Lovelace, who made the idea of an Analytical Engine accessible to a world without computers, our most advanced computing device for general use would very likely still be a simple calculator. Lovelace and Hopper are by no means the only women who have made invaluable contributions to the field of computer science. Without Betty Holberton, who "devised the first sort-merge generator, for UNIVAC I" (AWC, "Frances..."), Grace Hopper would never have been able to design the first compiler. A more contemporary scientist, Dr. Anita Borg, has profoundly influenced the field by "designing and building a fault tolerant UNIX-based operating system" ("Short Biography of Anita Borg"), as well as developing a performance analysis method for high-speed memory systems. However, I've chosen to focus on Lovelace and Hopper because they are probably the most frequently mentioned women in computer science, and they represent two critical historical moments in the field: Lovelace helps to bring the first computer into being, while Hopper forges the start of the modern computer age. A researcher looking into women and computer science will find Ada's and Grace's names scattered all over the place. Lovelace has a programming language named after her (Ada), the Association for Women in Computing offer the ... ...//www.ex.ac.uk/BABBAGE/ada.html (11 March 2000). AWSEM - Associate of Women in Science, Engineering and Mathematics. "Facts in Brief." AWSEM Gender Equity. http://www.awsem.org (2 Feb. 2000). Danis, Sharron Ann. "Rear Admiral Grace Murray Hopper." 2 Feb. 1997. http://ei.cs.vt.edu/~history/Hopper.Danis.html (17 March 2000). GirlTECH. "Introduction." Getting Girls Interested in Computers. 1998. http://math.rice.edu/~lanius/club/girls.html (7 Feb. 2000). "Grace Murray Hopper: 1906-1992." A Science Odyssey: People and Discoveries (PBS). 1998. http://www.pbs.org/wgbh/aso/databank/entries/btmurr.html (17 March 2000). "Short Biography of Anita Borg." Institute for Women and Technology. http://www.iwt.org/trubio.html (20 March 2000). Toole, Betty Alexander. Ada, The Enchantress of Numbers: Prophet of the Computer Age. Mill Valley CA: Strawberry Press, 1998. Admiral Grace Murray Hopper and Lady Augusta Ada Byron Lovelace Essay Ada & Grace: Practical Visionaries Imagine a computer programmer who still programs in bits and bytes and has never heard of the terms "bug" or "de-bugging." Then, stretch your mind much further, and try to imagine a world without computers. Most of us, no matter what age, don't have such powerful imaginations. But without the contributions of women like Admiral Grace Murray Hopper, who developed the first compiler, and Lady Augusta Ada Byron Lovelace, who made the idea of an Analytical Engine accessible to a world without computers, our most advanced computing device for general use would very likely still be a simple calculator. Lovelace and Hopper are by no means the only women who have made invaluable contributions to the field of computer science. Without Betty Holberton, who "devised the first sort-merge generator, for UNIVAC I" (AWC, "Frances..."), Grace Hopper would never have been able to design the first compiler. A more contemporary scientist, Dr. Anita Borg, has profoundly influenced the field by "designing and building a fault tolerant UNIX-based operating system" ("Short Biography of Anita Borg"), as well as developing a performance analysis method for high-speed memory systems. However, I've chosen to focus on Lovelace and Hopper because they are probably the most frequently mentioned women in computer science, and they represent two critical historical moments in the field: Lovelace helps to bring the first computer into being, while Hopper forges the start of the modern computer age. A researcher looking into women and computer science will find Ada's and Grace's names scattered all over the place. Lovelace has a programming language named after her (Ada), the Association for Women in Computing offer the ... ...//www.ex.ac.uk/BABBAGE/ada.html (11 March 2000). AWSEM - Associate of Women in Science, Engineering and Mathematics. "Facts in Brief." AWSEM Gender Equity. http://www.awsem.org (2 Feb. 2000). Danis, Sharron Ann. "Rear Admiral Grace Murray Hopper." 2 Feb. 1997. http://ei.cs.vt.edu/~history/Hopper.Danis.html (17 March 2000). GirlTECH. "Introduction." Getting Girls Interested in Computers. 1998. http://math.rice.edu/~lanius/club/girls.html (7 Feb. 2000). "Grace Murray Hopper: 1906-1992." A Science Odyssey: People and Discoveries (PBS). 1998. http://www.pbs.org/wgbh/aso/databank/entries/btmurr.html (17 March 2000). "Short Biography of Anita Borg." Institute for Women and Technology. http://www.iwt.org/trubio.html (20 March 2000). Toole, Betty Alexander. Ada, The Enchantress of Numbers: Prophet of the Computer Age. Mill Valley CA: Strawberry Press, 1998.

Fahrenheit 451- The Journey to a New Montag Essay

Sometimes, people don’t realize how big of an effect someone can have on a life. What someone says can rub off, and if they are a positive person, it can make a person follow in their ways. Fahrenheit 451 is a science fiction novel written by Ray Bradbury, the main character Guy Montag undergoes many changes within himself. Throughout the book, Montag encounters many different people that make him face his real self. Although Montag might not know it, maybe others know a little bit more about himself than he even does. The old lady teaches Montag about sacrifice and sticking to your beliefs no matter what. Then Faber teaches him that books maybe do mean more than just the words on the page. Last, Clarisse McClellan teaches Montag to slow down and appreciate the little things in life that are equally important as the big ones. Montag changes so suddenly when the old lady shows him who he really wants to be. On his normal night of work Montag will encounter someone who changes his life forever. The old lady teaches Montag to take risks and make sacrifices for what you believe in. She wasn’t going to give up, even if that meant her dying for it. The old lady would really rather die than let her books go. â€Å"You can’t ever have my books,† she said (Bradbury 38). This made Montag want to act in the same way and not let society bring him down. He is now not scared to learn books and is interested in to learn more, the old lady knew she had to make someone agree with her before she died, so somebody would carry on in her ways. â€Å"Play the man master Ridley; we shall this day light such a candle by God’s grace in England, as I trust shall never be put out† (Bradbury 36). Thankfully, this works for Montag and it changes his whole perspective on books. Montag later thinks about what he has done. It makes him physically sick with guilt and sympathy to think of what the old lady did for books. He now realizes that books must mean something more than what he had thought if an old woman was willing to die for them. Deep inside of Montag, he knows that this interaction happened for a reason. If it wasn’t for the old lady, Montag would not have had this important change. Next, Faber has Montag look at books in a whole new way. He knows that without understanding the real meaning of literature, the words have no meaning. Faber a former English professor has the knowledge, and skills to help Montag realize how important books are. Faber is convinced that he will teach where the quality in books  from. He gives him the three necessary things for good literature, â€Å"number one: quality of information†¦, number two: leisure to digest it, and number three: the right to carry out actions based on what we learn†¦Ã¢â‚¬  (Bradbury 84-85). This helps Montag know that literature is very important to this world. Montag needs Faber to teach him how to read and find the meaning of books. â€Å"I need you to teach me† he said, (Bradbury 88). As Montag rips pages out of the bible one by one, Faber agrees to teach him what he wants to learn. Montag is starting to change; he is starting to feel that books are a very good thing and it is all because of Faber. This is the second internal change within Montag. Clarisse McClellan is responsible for Montag’s biggest, most drastic change within himself. She shows him that there is much more to life than the big moments. Clarisse’s slows Montag down and points out the small things. But she also makes him face the truth about himself. Clarisse asks Montag a very interesting question that he was not expecting. â€Å"Are you happy?† she said, (Bradbury 10). Montag had never thought of such a simple question. In the moment, the first thing that came to his mind was yes. But after some thought, he realizes he is not. That was not Clarisse’s last question, she was still curious about Montag. She explained to him that if you rub a dandelion under your chin, and its yellow, that means you are in love. Montag’s chin did not change yellow. â€Å"I am, very much in love!† he tried to conjure a face to fir the words, but there was no face. (Bradbury 22). Right then Montag realizes that he was never really in love with his wife Mildred. As Clarisse and Montag are walking, she begins pointing out small things that Montag had never paid any attention to. â€Å"Have you ever smelt old leaves? Don’t they smell like cinnamon?† she asked, (Bradbury 29). Just this one simple thing represents all the moments in life that Montag doesn’t appreciate. At this time, he realizes he has been missing so much in life so far. In closing, Clarisse made Montag look at his life in a whole new way. As Montag continued on his journey to a new him, different people changed him in very different ways. Without the help of those three individuals who knows where Montag would have ended up. Montag is now aware of who he really is and what he is supposed to do through this series of internal changes. First, the old lady gives Montag sympathy, compassion, and guilt. Then Faber helps him find the true meaning in books. Last, Clarisse makes Montag find his true self and  lets that person come through. Reflecting on what Montag has now become, people can have a big effect on someone else’s life. In conclusion, like Montag, anybody can change for the better with the guidance of others.

Cultural adaptation and cultural change Essay

Culture is the set of all society’s spiritual, emotional, material and intellectual features of a social group or a whole society. It incorporates lifestyles, literature, traditions, value systems and beliefs with which the people from a certain society or even a group should follow. Individuals are made to respect their culture as a tool towards safeguarding it. Generally therefore, culture can affect one’s behavior both positively and negatively when individuals seek to adhere to the ways and authorities of their culture. Societal culture is an important tool towards shaping the people’s behavior. It provides norms, values, and traditions with which the people are supposed to adhere to in order to be in harmony with the societal rules, regulations and foundations. The cultural diversity within a society therefore seeks to provide respect on the fundamental human rights and freedoms. Through culture, the society is provided with a harmonious system through which they can interact with one another through various social integrations. Therefore, culture constrains our behavior when its promulgations require us to go by its standards. The personal feeling about a certain behavioral conception is dictated and shaped by the cultural dictations which require them to abide by these cultural dispensations. This is to say that, the people’s behavior within a society is constrained towards a certain behavioral conception by the requirements and dictates of their culture. (Lee, 1999) The role posited on the cultural constrain towards shaping our behavior can be argued diversely about its authenticity. At one level, it is good and recommendable since it helps in shaping and restoring the people’s behavior towards conceptions that are acceptable within a specific society. However, a counteractive argument can be placed on the negative implications allied to the cultural constrains in the societal behavior. By and large, the overall effect of this constrain is that it is wrong and a bad conception that is aimed at pulling the people behavior towards specific societal expectations. These expectations may be illogical to the changing societal structures. Behavioral constrain by culture has only acted to limit the people behavior towards a global behavioral change which would be a requisite to the requirements of societal change. This has therefore led to dogmatic scores and backwardness in behavioral expectations from such people who lack adequately borrowed behavior from the changing course of the global imagery from the effects of their society’s cultural dictates and authorities. Some major cultural dispensations are far below the scale that promotes a projected individual development since they are shaped and governed by traditional societal scores. (Lee, 1999) However, cultural change would perhaps be the most eminent tool towards governing strong behavioral changes. Cultural change can only be possible through cultural integration. This is the process with which different cultural groups come together to exchange their cultural imageries. Different cultures are intermingled through exchange and concept borrowing to bring up cultural diversity. A diversified culture is that which incorporates various cultural scores in its regulations and abandon specific cultural dispensations which could be underscored by traditionalism and dogmatic backwardness. Consequently, through cultural integration, people come to learn about new cultural systems embodied by other groups which bring more realistic sense towards modeling the societal behavior above its growth. Perhaps, cultural integration is what has rooted out various traditional cultures through models of westernization. Cultural diversity therefore opens more practical cultural developments that concur with the change in societal structures. Reference Lee, C (1999) The Complex Whole: Culture and Evolution of Human Behavior. West View Press