Population Growth Essay Example for Free

Population Growth Essay According to the 2007 World Population record, there are around 6,606,970,166 people who live on earth (US Census Bureau, 2008). Majority of these people come from developing countries including China and India – the first and second most populated countries in the world, respectively. From among the top ten countries in the world which was comprised of up to 3. 8 billion people, around 3. 4 billion people of them was recorded to come from developing countries (US Census Bureau, 2008). Because of these figures and taking into consideration the economic, political and social status of developing countries, analysts are wondering why fertility rates continue to increase in developing countries compared to that of their counter part developed countries. The reason behind this involves various aspects of the developing countries society. Total fertility rate or birth rate basically means â€Å"the number of children an average woman have assuming that she lives her full reproductive lifetime† (Centre for Cancer Education, 2007). As stated earlier, it has been observed that the fertility rate in developing countries remains to be higher than those from the developed countries because of some familial circumstances. One of the reasons behind the fact that most parents from developing countries will have many children is that they expect that some of their children will inevitably die because of the high mortality rate and they wanted to be assured of having a child left to care for. Moreover, since many developing countries are labor-intensive and needs a large work force, having a big family will enable their business to run faster and be more efficient. Another observable reason behind the high fertility rate is attributed to the cultural traditions of many developing countries. Since most developing countries are strongly tied with their cultural heritages, their traditional practices are still observed today even in relation to childbirth and rearing. Ultra-Orthodox Jewish women, for example, was accounted to have a large fertility rate because of their cultural tradition that having twelve children symbolizes the twelve tribes of Judah and that their family will be more united (Rozenbaum Shlam, 2005). In addition to that, many parents assume that having many children will assure people to look after them in their old age and when they are sick. But more importantly, it is perceivable that fertility rate continues to increase because many families lack family planning facilities and programs to educate them (McNeill). On the other hand, developed countries are observed to have a lower fertility rate because the standard of living in these countries are higher and having a larger family would be very expensive. Also, as compared to many women in developing countries who are assumed to stay at home like the women in Israel, more women in developed countries tend to focus on their careers. Moreover, because of increasing sexual equality movements, many women are also observed to have greater control over their fertility. Furthermore, looking back at the premise that families in developing countries lack education on family planning, in developed countries, these facilities and programs are easily accesible and available to them including contraception or strategies to control birth like pills, cervical cap, etc McNeill). According to the World Bank, a â€Å"natural population increase† emerges when birth rate is observably higher than death rate (World Bank). However, with the changing envrionmental conditions, the mortality rate in developing countries is inevitably increasing. Some reasons include: poor housing conditions, unreliable water, poor access to medical services, some endemic diseases, and other health-related problems (McNeill). On the contrary, developed countries have lower death rates because they have better housing programs, accesible medical services, and nutritious food. In all these, it is perceived that when the developing countries are juxtaposed with developed countries, a big discrepancy is observed both in the figures and in its deeper sense. Moreover, it has also been noted how mortality rate is interdependent with the fertility rate to assume a natural population growth process. Furthermore, being aware of the hindrances to the proper population increase, it is therefore an imperative to create better programs and establish facilities to be able to enhance those which are already favorable to the growth system and transform those which challenges it.

Composite Performance framework (CPF) Application

Composite Performance framework (CPF) Application The scope of this dissertation is; To diagnose issues within a division, project or company within the mining and allied industries. To give guidelines on assessing the nature of the issues. To provide guidelines on corrective actions for those perceived issues. To take steps to prevent it from reoccurring. To embrace continuous improvement in all aspects of the operations and where possible to extend this continuous improvement to employees personal lives. This research has limitations, in that the research of literature is taken from all over the world with much of the literature coming from the USA, and the heuristic component is harvested through local Australian and Africa experience. Whilst these limitations are not all encompassing, they are nonetheless limitations. A research dissertations such as this: Does not guarantee outcomes Only addresses identified issues Does not guarantee access to replacement of personnel Does not guarantee Management driven solutions Does not instantly cure a culture that may be weak Works within the confines of the operational dynamics of that site Research done mostly on coal mines and associated industries This dissertation is based on the application and implementation of the Composite Performance framework (CPF). This research is derived from the experience of this researcher and is harvested from the mining and related industries. The outcomes of this research are intended to benefit the mining industries in its future endeavours, especially management at all levels. Appendix E demonstrates the application of the CPF. Chapter 6 introduced case studies using the CPF and these chapters will introduce the implementation of the composite performance framework (CPF) as well as managerial practices within the mining industry in more detail. This current chapter will address some issues as they are seen by this researcher and methodologies to restrain them. The nature of the mining industry calls for a different and in some cases a unique set of managerial skills and tools, such as a succession and training plans, due to the high attrition rates, discussed in earlier chapters of this dissertation. Implementation practices using the CPF in the mining industry. As demonstrated in Ch 6, management is not a passive function, but rather an ongoing active and proactive function. Ignoring issues and not dealing with them in a prompt and decisive manner will cause issues to morph into potentially larger issues that could be even more difficult to resolve. This dissertation has focused on implementing change in the mining industry. Change merely for the sake of change, and change without gain are of no benefit to the organisation. By the same token; the absence of change is static, and will not help a company progress or take advantage of new technology and possibilities. All change to be implemented must be evaluated to assess the change that will benefit the organisation. As mentioned in Ch 2 of this dissertation, it is not good enough to do things correctly; the correct factors need to be established, and they must be implemented correctly. Management and planned change must be programmed according to the changing and growing objectives of the organisation and its people. All changes must be able to be measured, and based on the continuous improvement philosophy; must show measured change, on track and in accordance with the scheduled objectives of the company or operations. Previous chapters of this dissertation raise various issues within the mining industry including aspects and issues within the management of the mining industry. The mining industry has taken steps to resolve some managerial issues in the mining industry and to this end have introduced some training courses which are mandatory for anyone that will supervise another mine worker in any way. Any intended change must be preceded by a operational process plan, a basic idea of what a broad operational process will look like, when implementing change in accordance with the CPF philosophy. RQ1: What are the elements of a framework that can be used to address mine operational problems and issues? In answer to RQ1 this researcher is convinced that all five aspects of the CPF are valid frames to re-engineer a company or organisation within the mining or allied industries. The five elements can be seen in chapter 4 and also within the case studies presented in chapter 6. The five elements of the CPF were developed to cover all aspects of change management and to be flexible and to deliver sustainable change by way of the continuous cycle of assessment. RQ2: What are the appropriate strategies to initially identify mining operational problems and issues? In answer to RQ2 this researcher states, that by assessing the operation to be re-engineered the manager assigned to implement change, will be made aware of problems and issues within that organisation. His role is to find areas where change will be rejected and how to best deal with that situation as and when it arises. Communication is vital at all stages of the change implementation process. Chapter 4 and the case studies in chapter 6 demonstrate this effectively. RQ3: What is the efficacy of the CPF in mining operations? In answer to RQ3, this researcher is comfortable that the CPF is a highly efficacious tool to re-engineer organisations within the mining industry. Chapter 6 of this dissert Introduction When projects are conceived, they are costed out and a cost is assessed. This cost is invariably a budget cost to complete the project. The next stage is to assess whether that cost can be negotiated down and cost savings to be sought. This is usually done by value improvement processes. This stage is commonly known as a value improvement process (VIP), and assembles a team of experienced managers within the field at assess each cost and see where savings can be gained. A normal project function with any large project in the mining industry is that of Value Improvement Process (VIP); Value Engineering (VE) forms a part of VIP Process. Value Engineering is a methodology where the best possible engineering or process practices are employed to gain a value advantage to ensure that the project remains viable. This is initially achieved by a VIP project using a series of workshops, usually facilitated by an independent facilitator. The primary objective of a VIP project it to gain cost reductions, without losing value or functionality project wide, in order to reduce costs and improve the net present value (NPV) as well as improve operating costs into the future. This researcher uses a number of specific strategies when implementing the CPF. These are briefly considered: Brain storming. This is used in group situations with relevant team members as well as the VIP team. Identification of local champions. Local champions are usually selected in conjunction with supervisors and management meetings, and team leaders that know the team structure better. Identification of local champions s detailed below. As with so many professionals; in developing a VIP project, the VIP project manager will discover that professional single mindedness prevails and can cost the project dearly if not handled correctly. In order to address the above, this researcher in using the CPF uses the workshops as an idea generation methodology. In short it is a Brainstorming exercise. This researcher considers that the usual form of Brainstorming is counter-productive rather than conducive to the idea generation. This is because of some team members that may be experienced but silent during the brain storing sessions. This researcher will introduce a more beneficial manner of generating ideas and concepts in section 7.5 of this chapter. The objective is more than to generate ideas; it is to generate the best quality of new ideas. Another area of integration effectiveness can be derived from self-managed work teams. Of equal importance is the need for local champions (normally leading hands or supervisors) among current work teams†¦they become information gatherers and disseminators, coaches and mentors, teachers, consultants and facilitators. Identification of local champions Local champions at times, are just one of the team members. However, they are crucial because they are usually respected and their peers carefully consider their views. Local champions in the mining industry are quite often the Leading Hands or the Supervisors. When placing champions in work teams, through positive problem solving and conflict management strategies, they may help various group representatives to confront existing conflict. It is the conviction of this researcher that the Leading Hands and Supervisors are the quintessential managers on a mine site or mining project. Enhance / promote problem solving behaviour The effectiveness of each organisation in achieving integration or administering change management programmes is directly related to the extent that its members rely on problem-solving behaviour to resolve conflicts. In order to implement problem-solving behaviour and at the same time establish commitment to work teams, champions need to be competent in their: skills in human interaction ability to form quick and functional relationships deciding priorities among goals ensuring decisions are fair and equitable Some of the conditions, which foster integration within an organisation, are: external communications internal communications empowerment team training and team learning Team work Team work is when a team works in harmony with each other to reach certain goals and objectives for the company, but also to a lesser degree for each member of that team. During the implementation process of change it is critical that teams work together with each member as well as other teams and management. Meet regularly with teams and discuss the planned as well as completed organisational changes and what outcomes are expected. Recognise that teams will understand that you may not have the answers to everything, but it is important for them to feel the communication is candid. Regularly communicate agreed goals and the vision of the new situation Encourage teams to discuss fears and concerns in teams Open suggestion boxes for employees to raise questions in anonymity Whenever possible, assign roles and responsibilities in line with teams interests Obtain individual team member buy-in Obtain commitment from the team members to the change Minimise any resistance that is suspected Reduce team anxiety Ensure total clarity of objectives Share the information and the goals Challenge the current situation and allow the team members to do the same Obtain clarity from the senior management as well as the team members Minimise uncertainty

Benefits and Strategies of Performance Management

Benefits and Strategies of Performance Management Armstrong and Baron define performance management as a process which contributes to the effective management of individuals and teams in order to achieve high levels of organisational performance. As such, it establishes shared understanding about what is to be achieved and an approach to leading and developing people which will ensure that it is achieved. They go on to stress that it is a strategy which relates to every activity of the organisation set in the context of its human resource policies, culture, style and communications systems. The nature of the strategy depends on the organisational context and can vary from organisation to organisation. In other words performance management should be: Strategic it is about broader issues and longer-term goals Integrated it should link various aspects of the business, people management, and individuals and teams. It should incorporate: Performance improvement throughout the organisation, for individual, team and organisational effectiveness Development unless there is continuous development of individuals and teams, performance will not improve Managing behaviour ensuring that individuals are encouraged to behave in a way that allows and fosters better working relationships. Armstrong and Baronstress that at its best performance management is a tool to ensure that managers manage effectively; that they ensure the people or teams they manage: know and understand what is expected of them have the skills and ability to deliver on these expectations are supported by the organisation to develop the capacity to meet these expectations are given feedback on their performance have the opportunity to discuss and contribute to individual and team aims and objectives. It is also about ensuring that managers themselves are aware of the impact of their own behaviour on the people they manage and are encouraged to identify and exhibit positive behaviours. So performance management is about establishing a culture in which individuals and groups take responsibility for the continuous improvement of business processes and of their own skills, behaviour and contributions. It is about sharing expectations. Managers can clarify what they expect individual and teams to do; likewise individuals and teams can communicate their expectations of how they should be managed and what they need to do their jobs. It follows that performance management is about interrelationships and about improving the quality of relationships between managers and individuals, between managers and teams, between members of teams and so on, and is therefore a joint process. It is also about planning defining expectations expressed as objectives and in business plans and about measurement; the old dictum is If you cant measure it, you cant manage it. It should apply to all employees, not just managers, and to teams as much as individuals. It is a continuous process, not a one-off event. Last but not least, it is holistic and should pervade every aspect of running an organisation. How does performance management work? Because performance management is (or should be) so all-pervasive, it needs structures to support it. These should provide a framework to help people operate, and to help them to help others to operate. But it should not be a rigid system; there needs to be a reasonable degree of flexibility to allow people freedom to operate. Performance management is a process, not an event. It operates as a continuous cycle. Corporate strategic goals provide the starting point for business and departmental goals, followed by agreement on performance and development, leading to the drawing up of plans between individuals and managers, with continuous monitoring and feedback supported by formal reviews. Tools of performance management It is impossible to go into details of each of the tools used by performance management, so the following paragraphs simply provide an outline. Performance and development reviews Many organisations without performance management systems operate appraisals in which an individuals manager regularly (usually annually) records performance, potential and development needs in a top-down process see our factsheet on performance appraisal for more information on this topic. Go to our Performance appraisal factsheet It can be argued that the perceived defects of appraisal systems (that line managers regarded them as irrelevant, involving form-filling to keep the personnel department happy, and not as a normal process of management) led to the development of more rounded concepts of performance management. Nevertheless, organisations with performance management systems need to provide those involved with the opportunity to reflect on past performance as a basis for making development and improvement plans, and the performance and development review meeting (note the terminology; it is not appraisal) provides this chance. The meeting must be constructive, and various techniques can be used to conduct the sort of open, free-flowing and honest meeting needed, with the reviewee doing most of the talking. Learning and development Employee development is the main route followed by most organisations to improved organisational performance, which in turn requires an understanding of the processes and techniques of organisational, team and individual learning. Performance reviews can be regarded as learning events, in which individuals can be encouraged to think about how and in which ways they want to develop. This can lead to the drawing up of a personal development plan (PDP) setting out the actions they propose to take (with the help of others, not least their managers) to develop themselves. To keep development separate from performance and salary discussions, development reviews may be held at other times, for example, on theanniversary of joining an organisation. Increasing emphasis on talent management also means that many organisations are re-defining performance management to align it to the need to identify, nurture and retain talent. Development programmes are reflecting the needs of succession plans and seeking to foster leadership skills. However, too much of an emphasis on talent management may be damaging to overall development needs and every effort needs to be made to ensure that development is inclusive, accessible and focused on developing organisational capability. Coaching Coaching is an important tool in learning and development. Coaching is developing a persons skills and knowledge so that their job performance improves, leading to the achievement of organisational objectives. Coaching is increasingly recognised as a significant responsibility of line managers, and can play an important part in a PDP. They will take place during the review meetings, but also and more importantly should be carried out throughout the year. For some managers coaching comes naturally, but for many they may not and training may be needed to improve their skills. See our factsheet oncoaching for more information. Go to our Coaching factsheet Objectives and performance standards Objectives (some organisations prefer to use goals) describe something to be accomplished by individuals, departments and organisations over a period of time. They can be expressed as targets to be met (such as sales) and tasks to be completed by specified dates. They can be work-related, referring to the results to be attained, or personal, taking the form of developmental objectives for individuals. Objectives need to be defined and agreed. They will relate to the overall purpose of the job and define performance areas all the aspects of the job that contribute to achieving its overall purpose. Targets then need to be set for each performance area, for example, increase sales by x per cent, reduce wastage by y per cent Alongside objectives are performance standards. They are used when it is not possible to set time-based targets, or when there is a continuing objective which does not change significantly from one review period to the next and is a standing feature of the job. These should be spelled out in quantitative terms if possible, for example, speed of response to requests or meeting defined standards of accuracy. Competences and competencies Some organisations, but by no means all, use competences and competencies as components of performance management. Competences describe what people need to be able to do to perform a job well (the descriptions in National Vocational Qualifications are examples of competences). Competencies (more helpfully, behavioural competencies) are defined as the dimensions of behaviour that lie behind competent performance. Though the language used does not help in making the distinction, to perform well it is necessary both to be able to do a job at a technically competent level and to have behaviours that reinforce those technical skills; an obvious example of behaviour is the surgeon who needs a good bedside manner and to be able to communicate with colleagues, in addition to surgical skills. There are various techniques for measuring competence (some organisations prefer to use capability) and once an analysis has been made, it provides a tool for measuring performance and, of course, for pr oviding development activities to help people meet the required standards. For more information, see our competencies factsheet. Go to our factsheet on Competency and competency frameworks Measurement To improve performance, you need to know what current performance is. Measurement provides the basis for providing and generating feedback, and thus can build the platform for further success or identify where things are going less well so that corrective action can be taken. But what gets measured? Measure the wrong things, perhaps simply because they are easy to measure, and an entire performance management system can fall into disrepute. Use too many measures and you cant see the wood for the trees. For measuring performance, the achievement of objectives, levels of competency, standards of performance, and work outputs are used but the emphasis varies according to categories of staff for example, a senior manager would be mainly measured by meeting objectives, but a production worker mainly by achieving outputs. Increasingly organisations are using more sophisticated measuring techniques such as balanced scorecards or ROI (return on investment). Individual and team performance needs to be capable of being linked in an understandable manner to organisational performance, and there are various approaches to this. They include the balanced scorecard, a set of measures that looks at the business from customer, internal, learning and financial perspectives; the European Foundation for Quality Management, which indicates that customer satisfaction, employee satisfaction, and impact on society are achieved through leadership; and other economic measures, including traditional financial measures. Measures used will depend on the organisation; for example, public service organisations are likely to use different measures from private companies. Pay Performance management is often linked with performance-related pay (PRP), although by no means all organisations claiming to use performance management have PRP. Nevertheless, PRP is an important element in many performance management schemes because it is believed to motivate; it is said to deliver the message that performance and competence are important, and it is thought to be fair to reward people according to their performance, contribution or competence. Others, though, believe that other factors are more important than PRP in motivation; that it is usually based on subjective assessments of performance, that it inhibits teamwork because of its individualistic nature, and that it leads to short-termism. See our factsheet for more information on performance pay. Go to our performance-related pay factsheet An alternative to PRP is competence-related pay, which provides for pay progression to be linked to levels of competence that people have achieved, using a competence profile or framework. The difficulty here is measuring competence, and some organisations use a mix of PRP and competence-related pay. Further possible pay systems are team-based pay, a kind of PRP for teams; and contribution-related pay which means paying for results plus competence, and for past performance and future success. Performance may be used to determine all or some aspects of pay. In many instances only non-consolidated bonus payments are linked to performance which tend to reflect organisational, team and individual performance whilst salary progression is linked to service, market rates and pay scales. Many organisations believe that when performance management is linked to pay the quality of performance discussions will inevitably deteriorate. Teams Team working has become an important part of life in many organisations, and where teams are permanent or for longstanding projects, measures can be based on team performance. They will mainly be concerned with output, activity levels (eg speed of servicing), customer service and satisfaction, and financial results. Indeed, team measures are not very different from those for individuals, and of course team members need to agree their objectives and receive feedback in the same way as if they were not part of a team. Other team members can contribute towards this, in a process of peer review. See our factsheet on wrking in teams. Go to our factsheet on teamworking 360 degree feedback 360 degree feedback became increasingly talked about in the 1990s, if not widely used. It consists of performance data generated from a number of sources, who can include the person to whom the individual being assessed reports, people who report to them, peers (team colleagues or others in the organisation), and internal and external customers. It can also include self-assessment. 360 degree feedback is used mainly as part of a self-development or management development programme, and is felt to provide a more rounded view of people, with less bias than if an assessment is conducted by one individual. See our factsheet on 360 feedback for more information. Go to our factsheet on 360 feedback Performance problem solving Performance management is a positive process, and good systems will create a culture in which success is applauded. Nevertheless, poor performance will exist. It may be a result of inadequate leadership, bad management or defective systems of work, and if so, remedies (often involving learning and development) can be put in place. But individuals may under-perform and improvements can be achieved through continuing feedback and joint discussion between them and their managers, involving analysing and identifying the problem, establishing the reasons for the shortfall, and deciding and agreeing the action to be taken. If all this fails, disciplinary action may need to be taken, as in any organisation. CIPD viewpoint Performance management is not easy to implement. It should be owned by everyone in the organisation, and especially line managers it is emphatically not about guardianship by personnel departments. Surveys suggest that individuals and managers in organisations with performance management systems quite like it, and especially its emphasis on personal development, although performance-rating (often linked to PRP) often provokes hostility. Schemes can be over-detailed and require too much form-filling, and there can be a lack of definition in terms of what is meant by performance and how to achieve it. Schemes can be less successful than they might be because of lack of training, especially at the beginning. In its most positive form, performance management will help individuals not only to understand what is expected of them but also how they contribute to achieving organisational goals. The keys to the successful introduction and application of performance management are: being clear about what is meant by performance understanding what the organisation is and needs to be in its performance culture being very focused on how individual employees will benefit and play their part in the process understanding that it is a tool for line managers and its success will depend on their ability to use it effectively. References ARMSTRONG, M. and BARON, A. (2004) Managing performance: performance management in action. London: Chartered Institute of Personnel and Development

Wedding Toasts to the Newlyweds †Perhaps Others Have Said it Best :: Wedding Toasts Roasts Speeches

Wedding Toasts to the Newlyweds – Perhaps Others Have Said it Best A health to you, A wealth to you, And the best that life can give to you. May fortune still be kind to you, And happiness be true to you, And life be long and good to you, Is the toast of all your friends to you. Down the hatch, to a striking match! Irish Toast "Marriage: A community consisting of a master, a mistress, and two slaves - making in all, two." Ambrose Bierce To the newlyweds: May "for better or worse" be far better than worse. "There is nothing nobler or more admirable than when two people who see eye to eye keep house as man and wife, confounding their enemies and delighting their friends." Homer, from the Odyssey "May you grow old on one pillow." Armenian toast "Two such as you with such a master speed Cannot be parted nor be swept away From one another once you are agreed That life is only life forevermore Together wing to wing and oar to oar" Robert Frost "It's still the same old story, A fight for love and glory, A case of do or die! The world will always welcome lovers As time goes by." Herman Hupfeld. And their misfortunes as light as the foam. "The meeting of two personalities is like the contact of two chemical substances; if there is any reaction, both are transformed." Carl Jung "Love does not consist in gazing at each other, but in looking outward in the same direction." Antoine de Saint-Exupery "Here's to marriage, that happy estate that resembles a pair of scissors: 'So joined that they cannot be separated, often moving in opposite directions, yet punishing anyone who comes between them.'" Sydney Smith Here's to the new husband And here's to the new wife May they remain lovers For all of life. Anonymous May their joys be as deep as the ocean. Let us toast the health of the bride; Let us toast the health of the groom, Let us toast the person that tied; Let us toast every guest in the room. May we all live to be present at their Golden Wedding. May your love be as endless as your wedding rings. May the saints protect you And sorrow neglect you And bad luck to the one That doesn't respect you "May you have many children and may they grow mature in taste and healthy in color and as sought after as the contents of the glass." Irish toast May your wedding days be few and your anniversaries many. May your voyage through life be as happy and as free As the dancing waves on the deep blue sea Here's to the groom with bride so fair, And here's to the bride with groom so rare!

The Young Offenders Act :: Free Essay Writer

The Young Offenders Act This essay was written to show the advantages and disadvantages of the Young Offenders Act over the previous Juvenile Delinquents Act. Also it should give a theoretical underezding of the current Canadian Juvenile-Justice system, the act and it's implications and the effects of the young offenders needs and mental health on the outcome of the trials. In the interest of society the young offenders act was brought forth on april second 1984. This act was created to ensure the rights and the needs of a young person. Alan W. Leshied says "On one hand the justice and legal objectives of the act are being effectively realized while on the other hand the needs and treatment aspects of it leave much to be desired." The research of the Young offenders act is still ongoing but Leshied says that it is becoming clear that the custody positions have been in dispute since the act came into effect. The old Juvenile delinquency act states in section 38 "The care and custody and discipline of a juvenile delinquent shall approximate as nearly as maybe that which should be given by his parents, and... as far as practability every juvenile delinquent shall be treated, not as a criminal, but as a misguided and misdirected child . . . needing aid, encouragement, help and assiezce."(Page 72) If a youth is close to the adult age of 18 years they could be transfered to the adult justice system. This means that they would be given the same sentences as an adult including and up to life in prison. Many people have tried to correct this problem that they see as a weakness. Yet, so far their attempts have failed. Another weakness they find, is that the courts are expensive and unsatisfactory methods of dealing with crime that is not very serious. Before the fabrication of legal aid most young offenders were not able to obtain legal services. "Subsection 11 (4) provides that, were a young person wishes to obtain counsel but is not able to do so, the youth-court judge shall refer the young person to the provincial legal-aid, or assiezce program. If no such program is available or the young person is unable to obtain counsel through an available program, the youth court judge may, and on the request of the young person shall direct the young person to be represented by counsel.

Mamoni Raisom Goswami Essay

From a stepping stone to a Milestone Popularly known as Mamoni Raisom Goswami, Indira Goswami was an Assamese poet, editor, writer, professor and scholar who was also known as Mamoni Baideo. She was the pole star of Assamese Literature. The only second Assamese recipient of the â€Å"Jnanpith Award†, Mamoni Baideo was born on 14 November 1942 in Guwahati. Mamoni Raisom Goswami was born to Umakanta Goswami and Ambika Devi, who were very much attached to Sattra life of the Ekasarana Dharma. She was married to Madhevan Raisom Ayengar who died in a car accident after 18 months of their marriage. She studied at Latashil Primary School, Guwahati; Pine Mount School, Shillong; and Tarini Charan Girls’ School, Guwahati and completed Intermediate Arts from Handique Girls’ College, Guwahati. She majored in Assamese literature at Cotton College in Guwahati and secured a Master’s degree from Gauhati University in the same field of study. Mamoni Raisom Goswami suffered from depression since her childhood. Even in the opening pages of her autobiography, â€Å"The unfinished Autobiography†, there is a mention of her inclination to jump into the Crinoline Falls located near their house in Shillong. Repeated suicide attempts marred her youth. After sudden death of her husband, she started taking heavy dose of sleeping tablets. After she was brought back to Assam, she joined the Sainik School, Goalpara. After working at the Sainik School in Goalpara, Assam, she was persuaded by her teacher Upendra Chandra Lekharu to come to Vrindavan, Uttar Pradesh, and pursue research for peace of mind. Her expressions as a widow as well as an researcher finds life in her novel, â€Å"Nilakantha Braja† (The Blue necked braja). This novel is all about the radhaswamis of Vrindavan who lived in utter poverty and sexual exploitation in everyday life. One of the main issues which the novel revolves around is the lives of the widows for whom companionship beyond the walls of the ashram becomes impossible. The novel exposed the uglier face of Vrindavan- the city of Lord Krishna. Although the novel invited criticism of Mamoni Baideo from the conservative sections of the society, it still remains a classic in modern Indian Literature. This is the first novel to be written on this subject. The novel was based on Baideo’s research on the place as well as real-life experience of living in the place for several years. In Vrindavan, she mostly involved herself in studying the Ramayana. A massive volume of Tulsidas’s Ramayana bought there at just eleven rupees was a great source of inspiration in her research. After relocating to Delhi, India, to become Head of Assamese Department at the University of Delhi, the most glorious phases of her life begins. While at the university, she wrote most of her greatest works. Several short stories, including Hridoy, Nangoth Sohor, Borofor Rani, used Delhi as the background. Her two classics — Pages Stained With Blood and The Moth Eaten Howdah of a Tusker— were also written during this period. The other books completed while she lived in Delhi were Ahiron,The Rusted Sword, Uday Bhanu, Dasharathi’s Steps and The Man from Chinnamasta. At the peak of her literary career she wrote the controversial novel The Man from Chinnamasta, a critique of the thousand-years-old tradition of animal sacrifice in the famous Hindu Shakti temple to Kamakhya, a mother goddess, in Assam. Goswami reported that there was even threat to her life after writing the novel. In this novel she quotes scriptures to authenticate the argument she puts forward in the novel — to worship the Mother Goddess with flowers rather than blood. She said in an interview, â€Å"When the novel was serialized in a popular magazine, I was threatened with dire consequences. Shortly after this, a local newspaper, Sadin, carried an appeal about animal sacrifice, which resulted in quite an uproar—the editor was gheraoed and a tantrik warned me. But when the appeal was published, the response was overwhelmingly in favour of banning animal sacrifice. I also had to contend with rejection from a publisher who was initially keen and had promised me a huge advance, but who later backtracked, offering instead to publish any other book of mine. But the rest, as they say, is history and Chinnamastar Manuhto went on to become a runaway bestseller! † Mamoni Baideo was the winner of the Sahitya Akademi Award (1983), the Jnanpith Award (2001) and Principal Prince Claus Laureate (2008). A celebrated writer of contemporary Indian literature, many of her works have been translated into English from her native Assamese which include The Moth Eaten Howdah of the Tusker, Pages Stained With Blood and The Man from Chinnamasta. She was also well known for her attempts to structure social change, both through her writings and through her role as mediator between the armed militant group United Liberation Front of Asom and the Government of India. Her involvement led to the formation of the People’s Consultative Group, a peace committee. She referred to herself as an â€Å"observer† of the peace process rather than as a mediator or initiator. Her work has been performed on stage and in film. The film Adajya is based on her novel won international awards. Words from the Mist is a film made on her life directed by Jahnu Barua. Very dear to the hearts of every Indian, baideo’s death on 29 November 2011 has created a vacuum in the Indian Literature. She died in the Gauhati Medical College and Hopital (GMCH) due to multiple organ failure after spending many days in the intensive care unit (ICU). No one in the world would be able to replace her in the hearts of each and every Assamese person. Mamoni Baideo will always remain in our hearts forever just like the everlasting footprint on wet cement.

Early Childhood Education and ‘Kindergarten’

Pre-school education is discussed mainly through the development of a child's personality. The knowledge and practices acquired by children during this stage of learning are embedded with their character. Furthermore development of creative thinking, communication skills and social interaction are a few benefits able to acquire by pre-school children. (Palihakkara, D.W., Premaratne, R.M. 2004, p 36). ‘Kindergarten', is a German metaphorical term referring to a garden, in which children are compared to growing plants. It is used as a common term for pre-school educational institutions, defined in various ways in many countries. The ‘Kindergartens' are recognized educational environments created to motivate and support the mental, physical, emotional, linguistic and social development of children between ages 3-5 years. (Source: â€Å"Friedrich Froebel†, http://www.infed.com/Froebel.html )History of Early Childhood EducationMany contributions are made to the development of theories on early childhood education through the ages in the history of educational philosophy. All theories are based upon the child's psychological background, with various scientific research and interpretations made with time through established contemporary methods. Greek philosopher Plato in 4th Century B.C. was the first to emphasize the importance of education with play and rhythmic movement to improve mental and physical growth during the first five years of a child's life. This idea was further improved by the addition of Aristotle's ideas on practicing good habits and attitudes in children. John Amos Komensky (Comenius) in the 16th Century, expressed ideas of child centered education: he believed children should learn by sensory experiences through activities engineered within their natural environment. He stressed on the child's need for love and Security and the role of a mother as a teacher in the ‘home based' early childhood education. (Dudek.M, 1996, pp30-39) Jean Jacques Rousseau (1712-1778) further illustrates that nothing should be forced on the child. He suggests methods of active learning through experience and the enjoyment of work as ‘play'.â€Å"Work or play is all one to him, his games are his work, and he knows no difference.† -Rousseau-The four stages of a child's development described by him are as follows:Infancy – reveals habits and the framing of emotionsChildhood – reveals necessity and training of sensesBoyhood – reveals utility and the training of the intellectAdolescence – reveals mortalityOf these training emotions and the senses was stressed only in early childhood education. Fredrich Froebel (1782-1827) believed that the childhood is a period with its own interests, values and creativity and identifies ‘Play' as the distinctive activity. He established the pre-school system ‘Kindergarten' with the emphasis on ‘Free Play' and child's freedom. (Dudek.M, 1996, p51) Fig.2.01: Freidrich Froebel and his kindergarten tools known as ‘Froebel's gifts' in use with children. Educationist Maria Montessori (1870-1952) focused on the necessity of sensory learning, skill development, the use of materials and comfortable class room environments for children in comparison to Kindergarten method, the Montessori Method focuses more towards the efficiency and speed in making children ready to engage with formal learning. (Dudek.M, 1996, p.58) Fig.2.02: Maria Montessori and pre-school children Psychologists such as Wellman and Piaget during the twentieth century discovered that intelligence levels of children can be manipulated by environmental experiences such as pre-schooling. Also disapproved ideas of fixed intelligence and predetermined development. These findings improved the quality of pre-school education as structured stimulating environments for cognition and skill development. (Dudek.M, 1996, p.65) 2.1.2 Early Childhood Education in Sri Lankan Context Pre-school education has been a key priority of the Sri Lankan Education since the early 1940's. (The Kannangara Report of 1943, Jayasooriya Commission Report on education in 1961). In 1986 the affiliation of powers to the Ministry of Women's Affairs and Childcare enabled to enhance and control the quality and regulations for Pre-schools Island wide. Experts on child psychology and education help to categorize various early educational programs. The management of Pre-school education in Sri Lanka can be identified under three basic sectors:State sector – Managed under the Departments of Social Services, Fisheries, Women's Affairs and Protection and child care, Local Government etc.Voluntary Organizations – Sarvodaya, Mahila Samithi, Religious Organizations, Samurdhi Movement, and Social Welfare Trust Organization (Pre-schools in the Estate Sector)Private Sector – Private Educational Organizations or individuals (Mostly Montessori System Adopted)The two key systems of early education in Sri Lanka are:Nursery ; Kindergarten MethodMontessori Method (Palihakkara, D.W., Premaratne, R.M. 2004, pp54-57).The Nursery and kindergarten method is a combination of the Nursery and Kindergarten systems currently practiced in Sri Lanka.KindergartenThis system focuses a child centered approach which became the inspiration for modern pre-school education. Founded by, Freidrich Froebel, it fosters play, giving precedence f or the growth of children's feelings and their imagination. The objectives focus on the child's development which includes social skills and sensory development.Sociability and care within a group of childrenProblem solving ability based on individual and group activitiesAccomplishment of sensory motor coordinationUnderstanding basic concepts necessary for latter learningAppreciation of beauty in all formsSocial maturity and self-awarenessProgress of creativity(Palihakkara, D.W., Premaratne, R.M. 2004, pp37-38.)Nursery SchoolsA more recent education system based on the Kindergarten system, which functions on a nonprofit basis through churches, homes and charitable organizations . Its objectives are:Child socialization and the use of Fantasy Play – promotes sensory motor and emotional development.Attachment between teacher and child – brings out self-confidence, security and spontaneity within the child.Creating a learning environment free from restrictions and directionsEstablishment of good parental relations(Palihakkara, D.W., Premaratne, R.M. 2004, p38.) Organized and free play is believed to help the child realize his true capacity through aesthetics and self-expressive qualities of play. Nursery schools limit each group to a maximum of twenty students with a minimum of two teachers to maintain good child-Teacher relationship where the teacher is only a guide, selecting music, materials for play discussion or art activities.  MontessoriAn early education system that combines both the psychological concepts and academic techniques was established by Maria Montessori. She believed in creating a core environment based on love, care, co-operation, patience, self control and responsibility to be the main feature of the system. The system aims skill development of children through activities such as:Practical life exercises and occupational skills – Ex. Carrying and using objects, buttoning, folding linen etc. as practical life skills and sweeping, washing, brushing as occupational skillsSensory exercises – Sensory discrimination skills and conceptsDidactic exercises –understand shape, size, colour, texture, temperature etc.(Palihakkara, D.W., Premaratne, R.M. 2004, pp39-40.) Fantasy Play of the Kindergarten has been substituted in the Montessori system by the organized activities that contribute to self-discipline and the course of work.‘Learning through Play' MethodAs Friedrich Froebel believes ‘play' as the most distinctive activity of children. Apart from bringing joy to the child, ‘play' also evokes the inherent spirit that children possess which symbolizes the character of each individual. (Dudek M. 1996, p.47) Research on human behavior has revealed that children learn efficiently from ‘seemingly-random' play as from the formal classroom. Play gives children the opportunity of firsthand experience to discover things through exploration: it motivates them to take risks and challenges to explore the world further. (McConnell.J, 1989) Piaget describes the basic types of play a child progresses through in his/her developmental stages as Pre-Social and Social play.Pre-Social Play: The infant take on play with hands, feet, bells, rattles and dolls at six months.Social Play: Is a more intricate and social in character as it occurs with both individual and physical development.Category 1: Social play is in relation to the activity, such as:Free Play: The basic kind of social play that involves physical play activities with other children. This enables them to control their demeanor.Formal Play: Play with formal rules, but turns out to be flexible when children become more verbal.Creative Play: Defined as the ‘pinnacle' of all types of play by Piaget: the child learns to operate with symbols rather than objects.Category 2: play can be classified under the point of social contact it offers. the curriculum of a Kindergarten encourages the following types of play:Solitary Play : children playing alone, independently, of their own interest.Parallel Play : playing beside each other, but not with each other.Associative Play : children playing with each other, communicating, sharing materials and activities in an unorganized pattern, without an overall goal.Corporative Play : children organizing themselves in a group, with a common goal or purpose.(Malone. K, Tranter. P, 2003) Category 3: Any activity of play can be viewed in different stages of complexities of activity.Stage One: Simple exploration of play material – feeling sand, pouring water back and forth, scribbling with colour pencils etc.Stage Two: Symbolic Play – Use of objects as symbols for some other object. Takes place during the Preoperational stage mentioned byPiaget, a play very frequently used by kindergarten children. Stage Three: When Kindergarten children are able to interact in co- operative play, they devised flexible rules to their games. (Malone. K, Tranter. P, 2003) The three categories of social play are effectively practiced in Kindergarten programs facilitated by teachers without restricting child behavior. Fig.2.03 :Children engaged in learning Fig.2.04: Children engaged in play Researchers have distinguished three main categories of play in relation to child development. These are summarized below with its characteristics.Physical/motor skill play activities – playing on structured games, using free equipment (e.g., bat ; ball). A natural way through which, children's physical growth, agility and endurance is improved. These are essential to a healthy childhood and later life.Social/non social play activities – Talking with others, observe others activities, daydreaming (includes onlooker play). Children must play with others, share and cooperate, respect other views, express their ideas, feelings and needs without the involvement of an adult. A child constructs identity which suits him. Learns to negotiate with others, and interaction with their peers allows to acquire social skills and emotional well-being essential for child's development.Cognitive play activities – (includes imaginative and creative play) building with materials and engaging in imaginative activities enables children to discover, explore and develop an understanding of the environment around them. They become familiar with the patterns and systems of life and connections with the experience. Therefore, play being a stimulant of physical, emotional, social, intellectual and cognitive development of the child plays a key role in early childhood education. (Malone .K, Tranter. P, 2003)Spatial quality of a KindergartenThe Nursery and Kindergarten method encourages freedom for the child to self-explore and experience his world. The psychological need for freedom is given priority in child centered education. A Child requires the freedom to experience childhood to its fullest potential. It is a key feature that enables him to successfully deal with future endeavors in life. (Selmer – Olsen I., 1993) The spatial quality depends on the quality of activity, physical and psychological requirements of the users etc. A Kindergarten facilitates the main function of ‘Learning through Play'. The space and spatial quality of such institutions is the tool which moulds the ambiance required for the activity. The environment of a kindergarten should be organized, supportive and inspirational with desired freedom for the child to explore within the defined limitations of safety. Thus an ideal environment would cater to the requirements of a child's intellectual, social, linguistic, aesthetic and physical development. It will incorporate spatial variety with quiet spaces for solitude and security, more opened social spaces for group activities and exciting outdoor spaces for exploration. The sensual variety in light, colour, texture, and sound, would intensify the spatial quality to motivate children to engage positively with the kindergarten activities. (Bettelheim. B, Annalia. G, (1992), Dudek M. 1996, p.06). The objective of kindergarten architecture should be to create stimulus and secure learning environments that celebrates the characteristic activity of childhood – ‘play'. (Dudek M. 1996, p.06). Kindergarten environments should consider ‘Learning and Play' as a synchronized, series of simultaneous learning and play activities. The spatial quality of a dynamic nature for stimulation of Play should be controlled to achieve levels of concentration required for learning. This aspect should be addressed by using architectural elements such as form, scale, proportion, colour, texture, pattern, light and views. (Dudek M. 1996, p.06). 2.2.1 Colour as a spatial quality in Kindergartens Amongst architectural elements that stimulate space for humans, colour plays a vital role with direct impacts on mind and body. The sensation of colour enables to communicate between natural and manmade elements in architecture. The Three Elephants kindergarten designed by Knafo Klimor Architects in Caesarea, Israel. It is a testimony of the above statement as arrangements of dynamic spaces with a series of geometric wall planes are emphasized by colour. Fig.2.05: Interaction with Nature: Kindergarten in Caeserea, Israel â€Å"The natural contrast between light and shade creates a new range of form and colour. Two –dimensional architecture will eventually create a richer composition of colour, which, in turn, will enrich the child's experience.† (Eylon.L, 2003) The constant interaction with the surrounding environment draws in the light and colours of nature to animate the visual ambiance for the child; it is a dynamic experience of life. The vibrant application of colour highlights and symbolizes the abstract built forms of nature. The forms and colours with resemblance to a toy, encourages the child's imagination to visualize ‘a herd of elephants' and further explore activities of play through his imaginary world. Fig.2.06: Light provides visual depth to Form and Colour: Kindergarten in Caecerea, Israel and Kindergarten8units in Spain Natural light is a source which enhances the spirit of spatial quality. Kindergarten8units in Spain is an example for its execution in enhancing colours. Fig.2.07: Eye level views for children: The window is used as an activity space against the wall. Therefore, the activities can have a pleasant bright setting and a close view of the outdoor environment. Bringing the window heights to child's eye level provides them with visual continuity from indoors to outdoors. Fig.2.08: Spirit of light and colour Use of colour with natural illumination energizes space and brightens the mood. The brightness of natural light floods into the corridors (common spaces) from the sky lights above and spreads into the classes arranged around it. Natural light and colour cooperate and works by changing light and the colours of the views of outdoors. This provides children a sensual understanding of time, nature and natural phenomena. Hence, colour becomes a vital spatial character in a kindergarten as it stimulates the child to positively communicate with its activity and the environment.