Marketing for Events Coursework Example | Topics and Well Written Essays - 2250 words - 1

Marketing for Events - Coursework Example ined by expertise, market statements and the added worth.1 the customer basis has to be defined clearly and the intent of the company in meeting the customers’ requirements. For Samsung to emerge top in the smartphone market it needs to focus on its key strengths and core company networks. Currently Samsung is the top manufacturer of smartphones in Europe. The tallied figures from 2012 revealed Samsung’s share of the market at 32.3% after overtaking Nokia. Samsung has set goals to attain by the year 2020 and it is reflected in its vision statement ‘Inspire the world, create the future.’ Taking focus on its key strength: creative solutions, new technologies and innovative products. In order for Samsung to reach its $400 billion revenue goal by the year 2020, there are three strategic moves that must come into play. They include: creativity, partnership and talent. Being an innovation leader is essential to Samsung, enough time has been spent being an innovation follower.2 This refers to the blend of product, evaluating, advertising and distribution approaches meant to satisfy exchange within the target market.3 the marketing mix incorporates the four Ps. Product, price promotion, and place. Over the past years, Samsung products have proven to be of standard quality in terms of performance. Choosing to market on this in the development of new products is a brilliant strategy because there is the quality assurance that the customers have. This is a strong hold especially in the Smartphone products. In the launching of the galaxy S4, there is no doubt that the customers are expecting a high performance quality device. Product portfolio is therefore a strongpoint that Samsung can boast of. With the wide range of products that Samsung has to offer, each commodity is accompanied by a unique pricing strategy. Taking into consideration at the complexity of this matter, price change due to outside change should be expected and therefore dealt with at the initial

Commercial law Essay Example | Topics and Well Written Essays - 2000 words - 5

Commercial law - Essay Example On the other hand, a Cost, Insurance and Freight (CIF) contract refers to an agreement of selling shipped goods at a price inclusive of the total cost of the goods, freight to the port destination and the maritime insurance coverage. One of the major essential features of CIF contracts is that it requires the vendor to ship the agreed goods in the contract, procure a bill of lading (contract of carriage), arrange for the insurance of the goods, and make a commercial invoice before finally tendering the documents to the buyer1. For example, in the case Biddle Brothers v Clemens Horst Co.2, it was ruled that the buyer was obliged to make the payments before the shipment of goods. This paper offers advice to the parties involved in the case namely, Bernadette, David and Barkers Bank with particular focus to their obligations, limitations and potential remedies in the event that a breach of the contract occurs. Based on the circumstances facing Bernadette in the presented case, the major challenge that arises is whether under the English commercial laws, Bernadette would be able to recover the money she paid for the documents from Arthur, claim the insurance policy or take legal action against the carrier in tort compensation for the damaged goods since she had already made the contract payments. Bernadette is obliged by the law to pay Mr. Arthur (the seller) even if the rice was destroyed during shipment. This can particularly be seen in the case Manbre Saccharine Co Ltd v Corn Products Co Ltd[3]Â  in which the court ruled that that the seller may still claim payment even if the goods are lost or destroyed after shipment. In my opinion, the only available remedy subject the English commercial laws is to sue Claude’s vessel Jeanne d’Arc carrier for compensation of the loss incurred due to the damage of rice during the

Drawing Essay Example | Topics and Well Written Essays - 500 words

Drawing - Essay Example It is rather clear that the intention of Kollwitz was to make a connection between near-death situation and the â€Å"actual death†, which is being symbolized by the skeletal hand. The darker shades on her left arm and biceps suggest of a deteriorating body condition – Kollwitz was experiencing the degeneration of her body as death slowly takes her. There is also a great significance on the manner in which Kollwitz positioned her hands, particularly her fingers. Her index finger implies a weakening physical motor functioning. This can be validated by the first three fingers which already narrowed down. Her right arm was rested on her left biceps, nearly touching the skeletal hand. This may mean that Kollwitz, perhaps sensing her very near death, surrendering herself to the hands of death. Technically, the skeletal hand in the lithograph symbolizes the hand of death. It seems like Kollwitz did not erase anything from her original sketch. This can be proven by the somewhat untidy descriptions of the outlines of the drawing. Generally, the lithograph does not look neat but are made of brisk shades. The initial gestures were indeed integral part of the drawing. The gesture represented that of her age – an old, dying woman; and this even show on her facial expressions. The movements of the hands are definitely very slow. You will see in the lithograph that there are no hues of rapid movements. The artists richly used lines and tones to define the scope of her drawing. The semi-thick outlines that formed her shoulders provided a clear description of the motives of the lithograph, that is, to portray a dying woman or person. I used charcoal in my drawing in order to recapture the intentions of the artist in her drawing. I had to make sure that the space is carefully used in a way that would subtly separate the body of the woman from the skeletal hand. By using charcoal, it adds more â€Å"dark† emotions to the paintings, which is very important in order to

Crimes Against Information Systems Analysis Essay

Crimes Against Information Systems Analysis - Essay Example Cyber-terrorism is the new crime preference to inflict havoc on the masses of society. Watson (2002) defines cyber-terrorism as "the use of cyber tools to shut down critical national infrastructures (such as energy, transportation, or government operations) for the purpose of coercing or intimidating a government or civilian population." (p.8) Over the years, the level of cyber-terrorism has evolved. Years ago, hackers attained satisfaction by simply breaking into a system (Wilmot, 2004). However, Littleton (1995) still regards hackers as dangerous and further implies imminent danger by questioning the ability of a hacker to become a cyber-terrorist. Wilmot (2004) contends that hackers' abilities to "crack passwords or find a back door route through a security firewall" shows that hackers can easily use a simple act to corrupt data in high technology. (p. 287). Though hackers implement a more simplistic form of cyber-terrorism, and their trespassing is not as harmful as modern day cr ackers-those who seek to disable networks or systems-both hackers and crackers pose danger to the world that holds critical information. However, the sophistication of cyber-terrorists' methods correlates with the degree of their motives. An intent Motives and Methods of Cyber-Terrorists An intent of cyber-terrorist includes causing a devastating amount of damage, while remaining elusive. To illustrate the elusiveness of a cyber-terrorist, Littleton (1995) uses two examples from the late 1980's. The identification, trial, and conviction of Robert T. Morris transpired only because he spoke of his creation, the 1988 Internet Worm, to several people. Rather, the author of the famous Michelangelo virus remains unidentified and escaped consequences altogether. The low risk of being captured coupled with the benefit of easily gaining access to restricted areas makes the crime of cyber-terrorism more appealing to criminals. Motives of cyber-terrorists range from mischief to malice. Today's juveniles have joined the cyber-terrorist realm by defacing Web sites. However, Watson (2002) regards the less serious crimes as highly consequential. When a site is defaced, its information is altered. Misleading information ultimately deceives viewers of the site and result in decrease of confidence and capital for owners of the site. Both hackers and crackers gain access to exclusive information by deciphering protective codes (Wilmot, 2004), which Littleton (1995) claims is not hard to do. A mischievous hacker seeks to only occupy an area considered off limits. On the other hand, a malicious cracker not only breaks codes to enter off-limits areas, but he or she seeks to vandalize or defile the area by causing immediate damage or planting viruses which slowly infiltrate and destroy systems that operate as critical infrastructures (Morris; Wilmot, 2004). Impact of Cyber-Terrorism According to Wilmot (2004), citizens cannot function without the critical infrastructures of their communities. One part of the critical infrastructure extremely vulnerable to cyber-terrorism is the public safety system. Branches of the public safety

Plato Aristotle Comparison Essay Example for Free

Plato Aristotle Comparison Essay Justice is the topic which has been the main subject of most philosophers; a quick definition for justice could be the quality of being fair and reasonable. A lot of philosophers have written on this subject and have had debates. Two of the most significant ones are Plato and Aristotle, who are two leading figures of ancient Greek civilization and both thought about justice and established theories about the aspects of being just. Plato was a student of Socrates, and Aristotle was a student of Plato. Aristotle studied under Plato and remained in his academy for 20 years in Athens but left the academy after Plato’s death. Aristotle and Plato had different philosophies about many subjects like justice and injustice, the function of humans, truth, the human soul, art, and politics. Starting with Plato (427 BC-347 BC) one of the most important philosophers of the world and the founder of â€Å"The Academy†. Plato’s most famous work is â€Å"The Republic† in which he draws the qualities of a just individual and a just city state by explaining the sublime nature of justice. His beliefs of finding justice in an individual will require finding it in the perfect city (which consists of people). His major questions that were pursued in the rest of his work were: â€Å"What is Justice? † And â€Å"is one better off or happier being just rather than unjust? † Plato faces a situation where he raised a question and he has several answers provided by several traditions, and he also has a new answer of his own. Aristotle (384-322 BC) is one of the founders of modern Western thought with Socrates and Plato. He was tutored by Socrates’ student Plato, later became very effective in the progress of the idea of scientism and scholastic ideology. Aristotle in his famous work â€Å"The Nicomachean Ethics† explains the virtuous and superior nature of justice where he claims that justice can mean either lawfulness or fairness, since injustice is lawlessness and unfairness. In his opinion, laws push and inspire people to act virtuously so, the just person who by definition is lawful, will necessarily be virtuous. I am going to compare how these two philosophers compare and contrast when it comes to their own political theories regarding the ideal state and how to define justice in it. To compare the political theories of two great philosophers of politics is to first examine each theory in depth. Plato is regarded by many experts as the first writer of political philosophy, and Aristotle is recognized as the first political scientist. These two men were great thinkers. They each had ideas of how to  improve existing societies during their individual lifetimes. It is necessary to look at several areas of each theory to seek the difference and similarities in each. Both philosophers had common points and some differences, starting with Plato, where in the beginning of his conversation with Thrasymachus (Plato, The Republic ,Page 19), the latter defines justice as â€Å"what is the interest of the stronger party†. Socrates goes on to refute this definition by saying that the stronger party can be at fault sometimes, and a ruler can make mistakes. One of the questions that Plato pursued in his work was the one proposed by Thrasymachus who suggests that the pursuit of self-interest or injustice pays better than that the pursuit of justice. Socrates states that the injustice would create disagreement and weakness instead of strength. He says that injustice causes problems and weakens the group â€Å"†¦ whether it occurs in a state or family or army or in anything else: it renders it incapable of any common action because of factions and quarrels, and sets it at variance with itself and with its opponents and with whatever is just† (Plato, The Republic, page 38). The best, rational and righteous political order leads to the harmonious unity of a society and allows all the city’s parts to pursue happiness but not at the expense of others. Plato showed what justice is in the state and then in the soul. He drew a state in which all basic needs are met. The Guardians consist of non-ruling Guardians and ruling Guardians. The non-rulers are a higher level of civil servants and the ruling is the societys policy architects. Auxiliaries are soldiers and civil servants and finally the workers who are most commonly unskilled laborers. The Guardians are to be wise and good rulers. It is important that the rulers who arise must be a class of craftsmen who are public-spirited in temperament and skilled in the arts of government areas. The guardians are to be placed in a position in which they are absolute rulers. They are supposed to be the select few who know what is best for society. As far as politics, he stated in the Republic that philosopher rulers who possess knowledge of the good should be the governors in a city-state. Plato’s ruling ideology is briefed as the â€Å"rule of the best man†, the philosopher king who alone knows the ideal standards for the state. Also, ruling is a skill; as the best man must be trained to rule. Ruling is also an perfection. Aristotle’s ruling philosophy can be summarized as the â€Å"rule of the best laws† – a well ordered constitution which entails good governance. For him, although ruling is a skill and an ideal as well; it is also a science (although Aristotle understands politics as a normative or prescriptive discipline rather than as a â€Å"purely† empirical or descriptive inquiry). Plato believed that each man is better by sticking to one occupation in which he excels in. â€Å"Social justice aims at promoting the good of the city as a whole; it does that by dividing social labors and by assigning optimal social functions to all the citizens equally†(Gerasimos Santas, Goodness and Justice Plato Aristotle and the moderns page 103). Plato valued the skills of all people, and believed that the perfect polis would be one in which every citizen would do his part according to his abilities, and there would be no unique marks between the rich and the poor. Platos ethical ideal of the successful running of the city and the internal harmony of the citizen who runs it is the main ethical aim. Plato maintains a virtue-based eudemonistic ethics. His model of the just state was one where all the parts function for the benefit of the whole, and the whole benefits the parts. â€Å"His first argument is that the matching of citizens to their optimal social functions makes possible and preserves the other social virtues and the good they promote†. (Gerasimos Santas, Goodness and Justice Plato Aristotle and the moderns page 90). According to Plato ethics is a form of knowledge, it is the knowledge of measurement of short-term and long-term consequences. Plato also appealed to a model of harmonious functioning by saying that the soul has its divisions just as the state does. He develops the view that being a good person in an ethical sense involves achieving internal harmony of the parts of the soul. Essentially what Plato wants to achieve is a perfect society. Justice in the soul is likewise a matter of each part of the soul performing its own and proper function. An individual is wise in the virtue of reason ruling in him and brave in the virtue of the spirited part playing its role. An individual is temperate if his inferior bodily appetites are ruled by his reason. And justice belongs to its total ordering. Moreover, the just man will rarely exist except in the just state, where at least some men, the future rulers are systematically educated in justice. But the just state cannot possibly exist except where there are just men; Plato brings the ideal of the philosopher king. Aristotle, differs from Plato here in the way that he is not concerned with perfecting society, he just wants to improve on the existing one. Rather than produce a plan for the perfect society, Aristotle suggested that the society itself should improve to adapt the best system; therefore he relied on the logical tactic. â€Å"Utopia† (Plato’s perfect city) is an abstract solution because there is no real proof that all societies are in need of all that change like Plato wanted. Aristotle discovered that the best possible has already been obtained. All that can be done is to try to improve on the existing one. He disagreed with Plato’s point of â€Å"each man (or groups) sticks to one job, he thought that idea of one class holding discontinuing political power will not result positively. The failure to allow circulation between classes eliminates those men who may be ambitious, and wise, but are not in the right class of society to hold any type of political power. He quotes It is a further objection that he deprives his Guardians even of happiness, maintaining that happiness of the whole state which should be the object of legislation what he is saying is that Guardians sacrifice their happiness for power and control, and those guardian who lead a strict lifestyle like that will impose that kind of lifestyle on their society. Both Plato and Aristotle have a common point when it comes to justice. For both, the end of the state is ethical; as justice is the basis for the ideal state, For Plato, the individual and the state are one, as they both have a tripartite nature of which justice is the result of a sound balance of these three parts. Aristotle asserts that the city-state (polis) comes into being for the sake of life, but exists for the sake of the good life. It is mainly about justice existing in an objective sense, or in other words, a belief that the good and just life should be available for all individuals no matter how high or low their social status is â€Å"In democracies, for example, justice is considered to mean equality, in oligarchies, again inequality in the distribution of office is considered to be just, â€Å"says Aristotle. Plato sees the justice and law as what sets the guidelines for societal behavior. Aristotle said, The people at large should be sovereign rather than the few best (Edward A.Hacker, Aristotelian logic, p 92). Plato would never allow the full public participation in government as Aristotle would like. According to Plato public judgments of approval and disapproval are based on belief and not on knowledge (Edward A. Hacker, Aristotelian logic, p 96). Aristotles ethics are based on his view of the Universe. He saw it as a hierarchy in which everything has a function. The highest form of existence is the life of the rational being, and the function of lower beings is to serve this form of life. According to him, justice must be distributed proportionately. For instance, a tailor and a farmer cannot exchange clothes for food, since clothes and food are not of equal value. Aristotle’s equation of justice with lawfulness can create a problem since laws can be unjust too. However, he refutes this idea again by separating political justice from domestic justice. â€Å"The function of the law is to lay down sound and balances principals of character-formation, in the light of which it should be the function of educational practice to accustom various kinds of people, each in different ways, to refrain from greed and thereby arrive at an equalization of desires† (W.Von Leyden, Aristotle on equality and justice, his political argument p 82). According to him, although political justice and domestic justice are related, they are also distinct. Political justice is about laws since â€Å"justice exists only between men whose mutual relations are governed by law† (The Nicomachean Ethics, Aristotle, book 5, part 6). So, political justice is governed by the rule of law, while domestic justice relies more on respect. Thus, Aristotle says â€Å"the justice of a master and that of a father are not the same as the justice of citizens† (The Nicomachean Ethics, Aristotle, book 5, part 6). Aristotle regarded the concept of justice as necessary to satisfy social equality. But he also wanted to argue that justice is based on a background of laws and rules. Aristotle begins to define justice by saying that â€Å"we observe that everyone means by justice the disposition which makes us doers of just actions, that makes us do what is just and wish that is just. † (The Nicomachean Ethics, Aristotle, book 5 chapters 1). The rest of Aristotle’s procedure in his attempt to define justice is explaining the just actions in terms of laws. Therefore the unjust person is the one who doesn’t follow the law (unlawful), which is where his two definitions of justice come from. The 1st one, â€Å"general justice† identified with what is lawful in our behavior; the 2nd one â€Å"particular justice† that is identified with the distribution of honor and wealth. Plato and Aristotle had very different views about the functions of the human. Plato refutes the idea that backs that injustice is better than justice. He argued that injustice was not very helpful for setting up a model city. Virtue for the model city was derived from the individuals living in the city and their capability to fulfill their functions. He defined human function as ruling, thinking, living, and taking care of the purposes attributed to each in a city. He defined a person’s purpose in relation to his position in the society and his existence in relation to a community. Aristotle argues about the method to achieving ultimate good by searching for happiness by every single person. He believed that happiness or the pursuit of it was the ultimate end, and people worked their way to achieve the ultimate end which is happiness. Happiness, according to him, was attained if one fulfilled one’s reasons, purposes, meanings, and expressions in the best way possible. His views focused on the individual rather than a society or community as a whole. He had a more individualistic point of view. Aristotle disagrees with Plato on another idea. Platos worldview rendered the material, physical world less important than the realm of ideas and abstractions. According to him, the world we see around us consists of imperfect copies of the ideal versions of the same things that are accessible to us only through our minds, and therefore our time is better spent contemplating the better, real, abstractions than their flawed manifestations. Aristotle does not share this worldview, but I will not get into this idea. Their philosophies were different from each other in many subjects, but the most important philosophy which sets the differentiation is the human purpose. Plato believed in a community or society as one and the function of humans in relation to it for achieving a model society. Aristotle was more individualistic and believed in individual happiness as the main function of humans and their achievement by being excellent in what they did and thus forming a model society or city. Although, Plato and Aristotle agree on the concept of an ideal state, they still disagree on deeper issues as Aristotle distanced himself from Plato, who was his mentor, at some point. Plato and Aristotle constructed two utopian state models in which in order to provide justice the ruling power is given to a philosopher king (in Aristotle’s model) or a class of philosopher Guardians who are able to produce better knowledge (in Plato’s model). But rather than giving the ruling power to an elite, in order to provide justice we could raise just children who will be just citizens in the future. Platos philosophy tends toward the metaphysically excessive. He is not bound by realism or model, but allows his imagination to wander into theoretical areas most people today would dismiss as irrelevant and unrealistic. His political philosophy, for instance, is utopian. He sets for himself the task of imagining the ideal way to structure and govern a society, and ends up with an impressively inventive and elaborate scheme, but one that tolerates little resemblance to how human beings ever have or likely ever will interact politically in the real world. Aristotles philosophy is much more grounded in realism and common sense and logical. Hes more about describing the world as it is than going too far in the direction of speculating about how it should be. In contrast to Platos utopian political philosophy, Aristotles political philosophy has a large component of descriptive political science. When he does argue for certain political schemes, they tend to be positive improvements on existing systems. Plato and Aristotle have a lot of differences in both style and material, but what they have in common is that both are still being read nowadays, and still are inspirational and they both challenge philosophers and students all over the world. Sources used: 1- The Republic: Author: Plato Published by: Penguin Classics 2- The Nicomachean Ethics: Author: Aristotle Published by: Penguin Classics 3- Goodness and Justice, Plato, Aristotle, and the Moderns: Author: Gerasimos Santas Published by: Blackwell Publishers 4- Aristotle on equality and justice, his political argument: Author: W. Von Leyden Published by: Macmillan 5- Aristotelian logic: Author: William Thomas Parry, Edward A. Hacker Published by: State University of New York, Albany.

Awarness and Attitude of Primary Teachers Essay Example for Free

Awarness and Attitude of Primary Teachers Essay Child Rights: A Gist The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of Indias children are malnourished. While one in every five adolescent boys is malnourished, one in every two girls in India is undernourished. The right to Health Care: 58% of Indias children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3.3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often sell their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected  badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl childs death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in Indias National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in  India Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of childs rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education.[3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights.[5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.[8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International  Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case.[9] Article 10 of the European Social Charter guarantees the ri ght to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given.[11] In a wider sense education may describe all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist.[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCOs 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.[12] The article states that education implies: the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal  capabilities, attitudes, aptitudes and knowledge.[11] The European Court of Human Rights has defined education in a narrow sense as teaching or instructions in particular to the transmission of knowledge and to intellectual development and in a wider sense as the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young. [11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.[13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.[13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child  labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.[17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.[citation needed] Historical development In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.[19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states  enacted legislat ion making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.[20] In On Liberty John Stuart Mill wrote that an education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence. Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights.[21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.[22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state  enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states.[23] As a political goal, right to education was declared in F. D. Roosevelts 1944 speech on the Second Bill of Rights. Implementation International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.[24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries.[25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible by every appropriate means, and in particular by the progressive introduction of free education. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.[27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes  people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable.

Howard Gardner’s Theory of Intelligence Analysis

Howard Gardner’s Theory of Intelligence Analysis Sophia Ashraf Individual Differences Essay Describe and evaluate the usefulness of Howard Gardner’s theory of intelligence? Intelligence is a highly significant and contested area within psychology. It is an elusive, multi-faceted ability that has close connections with Cognitive Psychology. It is characterised by inter-individual variation and is measured using intelligence tests. Some definitions of intelligence include: the ability to solve problems, retain information and the possession of numerous skills and talents. Howard Gardner, the founder of multiple intelligence theory defines intelligence as ‘a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture’ (Gross, 2010: 645). This definition implies intelligence is a social construction as its definition lies upon the values of a society (Mahoney, 2011). Howard Gardner was born in Pennsylvania in 1943. He has completed studies in neuropsychology and developmental psychology at Harvard University, where he is currently a professor in Cognition and Education. He is also a senior director of the human cognition research group named Harvard Project Zero, and has published several books including Frames of Minds (1953) and ‘The Art and Science of Changing our own and other People’s Minds’ (2004). Gardner was influenced by psychologist Sigmund Freud, Erik Erikson, Jerome Bruner and Jean Piaget. His theory draws on his knowledge and findings from evolutionary biology, anthropology, developmental/cognitive psychology, neuropsychology and psychometrics (Garnett, 2005; Maltby et al, 2010). This essay will describe and evaluate the usefulness of Howard Gardner’s theory of multiple intelligences in the contemporary world. Howard Gardner asserts intelligence is not fixed at birth. It develops through experience and learning. Each person is born with a wide variety of capabilities that reside in separate sections of the brain. In theory, this means that brain damage in one area will leave other cognitive functions intact. Consequently, intelligence is a computer that works more or less well. Gardner worked as an investigator at the Boston University Aphasia Research Centre. He was interested in human faculties under conditions of brain damage and studied children and brain damaged adults. He examined for behaviours which developed at similar ages, were similarly affected by damage to a particular part of the brain and behaviours that interfered with one other when performing two tasks simultaneously (Cooper, 2002; Gardner, 1999). In regards to intelligence, Gardner acknowledges nature providing us with savants and prodigies. One such extraordinary case study is that of a savant called Leslie Lemke, who was born blind and suffered from both mental retardation and cerebral palsy. Despite his illness, he showed incredible skills in playing the piano. At the age of 18, he could listen to a piece of classical piano music and play it back flawlessly. This evidences Howard Gardner’s views that our intelligences are independent as people with signs of brain damage can have extraordinary profiles of intelligence despite their mental illness (Gregory, 2011) Howard Gardner takes a multidimensional approach to intelligence. He identifies nine distinct faculties. The first two are distinguishable from standard IQ tests. These are linguistic and logical- mathematical intelligence. Gardner’s theory incorporates an additional five which are spatial, musical, bodily-kinaesthetic, interpersonal and intrapersonal intelligence. After 1996, he added a further two intelligences to his theory. These comprise of naturalist and existentialist intelligence. Firstly, linguistic intelligence is displaying ability in speaking, writing, listening and reading. This intelligence is crucial for us to make sense of the world and learn new languages. Lawyers, writers, poets and teachers all have high linguistic intelligence. Students with high linguistic intelligence learn best by reading, listening to lectures and taking notes. Secondly, logical-mathematical intelligence is associated with high reasoning capabilities and the skill to carry out complex c alculations. Mathematicians, economists and doctors all possess high logical-mathematical intelligence. It is claimed that the western education system is heavily biased in Gardner’s first two intelligences. This means that only students who excel in these subjects will benefit. Moreover, it should be noted that schools now incorporate design technology subjects into their curriculum to cater for students’ needs (Gardner, 1999; Garnett, 2005; Maltby, 2012). Gardner’s next three intelligences are compatible with the arts. The first is musical intelligence which also entails aspects of linguistic intelligence. Musicians, singers and composers have high musical intelligence as they display great sensitivity to sounds and rhythms. The second faculty linked with the arts is bodily-kinaesthetic intelligence, which involves the use of bodily-movements and physiology to solve problems. These people learn best by adopting a hands-on approach. Strong bodily-kinaesthetic individuals might use muscle memory as an aid to learning. Careers suited to this intelligence include dancers, athletics, mechanics and builders. The third intelligence correlated with the arts is spatial intelligence which is the awareness, recognition and manipulation of space. Navigators, artists, surgeons and chess players all have high spatial intelligence. These people have a good sense of direction and hand eye coordination (ibid). Gardner’s sixth faculty is interpersonal intelligence which involves interaction with others, understanding their intentions and motivations and being able to communicate and work effectively as part of a group. Careers linked with this intelligence involve teachers, politicians and social workers. Mahatma Gandhi famously stressed the importance of understanding others. Alternatively, Gardner’s seventh intelligence which is intrapersonal intelligence is to do with self-reflective capacities. This faculty closely mirrors Daniel Goleman’s Emotional Intelligence theory as it places emphasis on understanding our emotions, goals and motivations in order to solve problems. Careers suited to this intelligence include philosophers and psychologists. Gardner’s eighth ability is naturalist intelligence which incorporates displaying sensitivity to the natural world. Careers linked with this ability include farmers, environmentalists and scientists. Charles Darwin, a prominent person declared himself ‘as a born naturalist’ (Gardner, 1999:48). Lastly, Gardner’s ninth intelligence which is known as existentialist intelligence involves displaying concern with ultimate issues in life such as the meaning of life and death plus the fate of both physical and psychological worlds (Gardner, 1999; Garnett, 2005; Maltby, 2012). Gardner’s multiple intelligence theory is based on two fundamental principles. Firstly, intelligences exist as independent entities that may also require collaboration in order to achieve a task. For example, singing and dancing together entails the amalgamation of both musical and bodily-kinaesthetic faculties. Secondly, Gardner states every individual is unique in their levels of ability. There may be two individuals with musical talent but only one can sing whilst, the other is skilful in playing a musical instrument. This proves intelligence is not the same in any two individuals, not even monozygotic twins who share 100% genetic similarity. This proves, we are all intelligent but in different ways as Gardner claims ‘We are not all the same; we do not all have the same kinds of minds and education works most effectively if these differences are taken into account rather than denied or ignored’ (Gardner, 1999: 91). Gardner asserts intelligence cannot be measure d via IQ test. He proposes the need for empirical observations such as observing a music class and argues this would provide a more valid and detailed picture of musical intelligence (Conti, 2008; Gross, 2010). Gardner’s theory has practicalities within educational institutions. This includes primary, secondary, college and university level. His theory makes an invaluable contribution to the education system. It is egalitarian as it takes into account the entire human cognition. Armstrong (2009) cited in Ghamrawi, 2014) argues the theory is productive since it provides multiple approaches to learning which allows teachers to be imaginative as they can draw on a repertoire of activities within the classroom. Therefore, it is beneficial as it will account for students preferential learning styles such as auditory, visual and kinaesthetic. For instance, teachers can integrate linguistic intelligence by making pupils write a story or read poetry. Similarly, teachers can embrace logical-mathematical intelligence by making students solve puzzles and crosswords. Overall, numerous schools have structured their curriculum towards Gardner’s faculties which signals the value of his theor y (Gardner, 1999; Garnett, 2005; Malim and Birch, 1998). The Harvard Project Zero has researched 41 schools in America applying multiple intelligence theory for at least 3 years. Results show 78% of the schools reporting positive test outcomes, with 63% attributing the improvement to practices inspired by Gardner’s theory. Additionally, 78% reported improved performances by students with learning difficulties and 75% credited the increase to multiple intelligence theory. (Gardner, 1999) These figures support the view that multiple intelligence theory is extremely successful within the education system. Meanwhile, the extent to which the findings can be generalised to other schools worldwide is called into question. This is because the research focussed on a small sample of schools in America and used self-report methodology. This may means the findings suffer from social desirability bias as teachers and students may answer in a way that favours the school’s reputation (Garnett, 2005). The theory’s multi-faceted nature is beneficial to students as it helps them master their preferred disciplines for instance, linguistic intelligence for the poet and bodily-kinaesthetic intelligence for the dancer. Gardner’s multiple intelligence theory has also been embraced by institutions such as museums that have practically integrated Gardner’s criteria with visual, spatial and bodily-kinaesthetic activities for students. Gardner’s theory is equally valid within the workplace as all businesses make use of a mixture of multiple intelligences. For instance, businesses that deal with finance and accounting draw on logical-mathematical intelligence. Likewise, entertainment businesses draw on musical intelligences, linguistic and bodily kinaesthetic intelligences. More importantly, Gardner’s theory is applicable with other species and organisms as rodents have strong spatial intelligence whereas, birds possess outstanding musical intelligence. It m ay well be argued that computers too have multiple faculties as they are extremely effective in multitasking (ibid). Nevertheless, Gardner’s multiple intelligence theory is highly controversial. It is criticised for being extremely flexible. This makes it difficult for researchers to construct a single test that will measure and evaluate all nine faculties. For this reason, the theory has little scientific credibility. It may well be argued that Gardner’s musical and bodily-kinaesthetic intelligences are better viewed as talents as they are not needed in adapting to life demands .Additionally, the theory is proven irrelevant in regards to uniform schooling which believes all pupils should be taught the same subjects in the same manner. In regards to the implementation of Gardner’s theory within the education system, it is disapproved for increasing educators’ workload. Ultimately, Gardner’s theory is criticised since it derives from his own intuitions and findings rather than from comprehensive empirical research (Conti, 2008; Gardner, 1999; Ghamrawi, 2014). In comparison to Gardner’s theory, psychologist Charles Spearman’s theory advocates the notion of a general faculty (g). Spearman administered tests to Hampshire schoolchildren on six areas of ability including mathematical ability, ability to follow complex instructions, visualisation, knowledge of vocabulary, matching colours and musical pitch. He invented factor analysis to analyse the scores and concluded one factor called general ability (g) that determined children’s intellectual performance. His results implied that if a child performed above average on one of the tests, it was more likely that they would perform above average on all other tests. The problem with his study is that intelligent students would have been selected. Gardner was sceptic about Spearman’s single faculty. He proposed the existence of numerous intelligences. Nevertheless, Spearman’s view is regarded as both reductionist and deterministic as it reduces intelligence to a single lump (Mahoney, 2011; Maltby et al, 2010). Alternatively, Robert Sternberg a professor at Yale University came up with the triarchic theory of intelligence. He claims certain mental mechanisms are required for intelligent behaviour. His theory deals with three types of intelligence: componential, experiential and contextual intelligence. Componential intelligence consists of mental mechanisms responsible for intelligence behaviour. The first mechanism is meta-components which are responsible for determining the nature of an intellectual problem, selecting a strategy to resolve the problem and making sure the task is completed. Secondly, performance components are the processes actually involved in solving the problem. Thirdly, knowledge- acquisition components are involved in learning new information. Sternberg’s second ability is named experiential intelligence involves the ability to deal effectively with novel tasks from previous experience (Gregory, 2011; Mahoney, 2011; Maltby, 2010). Lastly, Sternberg’s contextual intelligence involves the adaptation, shaping of a current environment and the selection of a new environment. Kline (1991 cited in Mahoney, 2011) criticises Sternberg’s theory for defining intelligence too broadly. His theory raises the question as to whether intelligence is an ability, personality trait or behavioural style. Nevertheless, the theory has real life applications like Gardner’s theory. For example, an employee who convinces their boss to do things differently has used shaping to alter the work environment. Sternberg’s theory is more credible than Gardner’s as he has devised The Sternberg Triarchic Abilities Test to validate his theory. Both Sternberg and Gardner agree that intelligence is a complicated phenomenon that cannot be measured by any single intelligence test (Gregory, 2011; Mahoney, 2011; Maltby, 2010). In conclusion, Gardner’s theory of multiple intelligences is both highly valued and also contentious within the contemporary world. In relation to his criteria of intelligences, many may argue there are several others intelligences that Gardner has failed to consider for instance cooking intelligence, humour intelligence, spiritual intelligence and many more. Whether researchers consider Gardner’s theory as useful or not depends on their definition and interpretation of intelligence. This will also depend on whether the individual considers intelligence as singular or plural (Gardner, 1999).