Samples Personal Essay for Dummies

Samples Personal Essay for Dummies The Number One Question You Must Ask for Samples Personal Essay The very first step to any essay writing is to select a subject of interest. If writing is vital for you when you read, you can begin with an outline draft first where you mention the most crucial points. The sort of essay you're looking for will be offered to you within the deadline provided to you. For anyone to be provided a scholarship award, their essay ought to be on point even should they have good scores and grades. Also, make certain you aren't using more than 1 hook in the essay since it is only going to make it even more crowded and confusing. As a way to write an effective personal essay, the initial step is to realize the structure. Somebody works part-time and doesn't have sufficient time to do all of the assignments. Regardless of what's the point of your essay, there's a preset number of points which you will be. You might see college essay templates on the internet that offer guidelines about how to structure your essay and what things to say in each individual paragraph. Don't forget, any source employed in your essay has to be included in your reference section. In all honesty, it is going to be just about impossible for me to review all your essays. Finally, the essay ought to have a list of all the secondary materials used within a bibliography section. When many schools encourage creativity in regards to crafting your own personal statement, it's important to incorporate b est writing practices to make sure a piece that is simple to read, thorough, and engaging. The function of the essays is to express your individual capabilities, character traits, ideas and ideas, which will force you to look different from several other applicants and present you as a creative, committed and intelligent individual. You're able to know a whole lot, but should you not find out how to apply your knowledge, you will just fail. When composing various essay examples, you will discover plenty of ideas that you might have rarely thought about before. There's a whole lot of work which goes into crafting a great essay. The pieces of an excellent autobiographical narrative are. Inside my experience, just about any topic can be amazing. What Is So Fascinating About Samples Personal Essay? If you can create your voice permeate throughout your paper, it will certainly be yours. Nowadays it is quite hard to locate a trustworthy essay writing service. When you compose a biographical narrative essay, you're telling. An essay is a small masterpiece which each student should have the ability to create. It is possible to easily buy unique college essays and don't neglect to tell friends and family about it. The students merely need to concentrate on the principal subject of the essay and after that choose which opening line to be used for the essay. Today, most college students find it difficult to compose an essay on a specific topic. Today's tips concentrate on the personal essay. Personal essays, however, provide you with more freedom in comparison to the other sorts of essays. Essay requirements will change from school to school, but you are going to probably be requested to write 250750 words. Writing a business program may seem to be a hard hurdle, but it doesn't have to be. Writing essay might be an actual headache including all of the research and meeting academic standards. It is a gift that comes naturally. The rates are student-friendly. Both law and company schools also often need numerous essays of their applicants, with questions that range from details about your private background to questions asking you to compose an essay exploring a controversial matter. 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Child Prostitution In Asia Essay - 742 Words

Child Prostitution In Asia Children as Chattels Close your eyes. Imagine a young girl about six tied to a bed in a brothel and forced to service fifteen to thirty men in one night. Imagine this girl living in poverty, after all promises of selling herself told of riches. Now imagine this girl is your own. These are not pretty thoughts, but these actions are commonplace in Asia. In the February 1995 issue of World amp; I, Christopher P. Baker discusses his findings in the article, Kiddy Sex-Luring the Tourist for Love Beneath the Palms. In Asia more than half of the working prostitutes are under the age of 16, many of those are under the age of ten. Most people who hear the staggering statistics, just like me, ask why. There are many†¦show more content†¦Of course the main reason for the child prostitution in Asia is poverty. Many child prostitutes are sold by their parents for about $350-$600. Others are lured by the promise of respectable work, while others are kidnapped and held captive in brothels. These children are then required to work off their debt to the owner, usually only receiving $3-$4 for each client, where $2-$3 goes for room and board. Most of these children are on call 24 hours a day, and receive no payment at all. Child prostitution is illegal in Asia just as in the U.S. The main difference is police in Asia are so corrupt they actually stand guard for the brothels. The UN has also taken steps to help stop child prostitution in Asia. It is a travesty to allow children to be treated this way. The only future a country has is it’s youth, and it is a shame to see them so defiled. Children for Sale Shel Silverstein wrote a poem that I read when I was very young that told the tale of gypsies coming to buy the town’s children. These thoughts put the fear of God in me as a child, but they are a reality in Asia. Many of the child prostitutes in Asia were bought from or sold by their families to â€Å"the gypsies†. Cameron W. Barr talks about child prostitutes in Asia in his article â€Å"Asia’s Traffickers Keep Girls in Sexual Servitude†, in the August 22, 1996 edition of Christian Science Monitor. Many of the children brought intoShow MoreRelatedChild Prostitution in Asia2931 Words   |  12 PagesChild Prostitution in Asia In ancient times, children were viewed as smaller versions of adults. There was little perceptible difference between an adult and their younger counterparts. By the Middle Ages and up until the Renaissance, girls as young as twelve were still considered marriageable age. Sexualizing children was a form of their education and indoctrination into the world of adults. However, in the modern time, we have come to understand that children and childhood is a time for innocenceRead MoreChild Sex Trafficking in Southeast Asia Essay examples1414 Words   |  6 PagesChild Sex Trafficking in Southeast Asia The world today faces many problems that are being combated by many organizations, yet there are broad ranges of challenges that are waiting to be fixed up but the efforts are not producing great results. One such problem human trafficking has been affecting many lives through years but through recent decades human trafficking both sexually and labor exploitation have risen drastically. Especially, in Southeast Asia, where child sex trafficking is a constantRead MoreProstitution in America1528 Words   |  7 PagesIntroduction In the United States prostitution for the most part is illegal. Around the world though is practically the opposite. Why is prostitution so unacceptable in the US? The US is one of the few countries in the world where prostitution is illegal. When I say for the most part I mean that in some counties in Nevada prostitution is legal. Downfalls of Legal Prostitution Prostitution is legal (with some restrictions) in Canada, most all of Europe including England, France, WalesRead MoreHuman Trafficking And Sexual Exploitation1138 Words   |  5 Pagesdebt-bondage in the South East Asian region. In the 20th century, during the periods of the First World War and the Second World War, human trafficking for sexual exploitation grew as ‘comfort women’ were used in Japanese occupied areas in South East Asia. In modern times, globalization has proliferated both human trafficking and sex tourism industries through people’s increased ability to travel further and easier. Human trafficking, as opposed to human smuggling, focuses heavily on the exploitationRead More Early Marriage Essay1131 Words   |  5 PagesCentre, the practice of marrying girls at a young age is most common in Sub-Saharan African and South Asia. There are specific parts of West Africa and East Africa and of South Asia where marriages before puberty are not un usual. However, the Centre also notes that marriage shortly after puberty is common among those living traditional lifestyles in the Middle East, North Africa and other parts of Asia. Marriages of female adolescents between sixteen and eighteen are common in parts of Latin AmericaRead MoreChild Prostitution Should Not Be Punished For Their Children767 Words   |  4 Pagesfreezies on a hot, summer day. Did the memory of child prostitution run through your mind? No? How about having your rights and innocence completely stripped away from you? About ten million children are involved in prostitution worldwide (B.Willis, 2002), with India consisting of one million child prostitutes; forty percent the country’s total prostitution population (CNN, 2009). In most cases, children are kidnapped and forced into prostitution or take part in what is known as â€Å"survival sex†Read MoreProstitution : The Oldest Profession On Earth1107 Words   |  5 PagesProstitution Prostitution is considered as the oldest profession on Earth. Sexual service in return for payment is called the prostitution. Prostitution is a big issue effecting women, men, and children all over the world. This is a world-wide controversy and it is something that people are not comfortable talking about. The question is whether people who are involved in the sex industry are willingly or are forced to do it. Our society has different points of view on this issue. Some people agreeRead MoreProstitution Is Legal For Human Trafficking1010 Words   |  5 Pagesnumber is increasing. Prostitution is legal but human trafficking is not. How can we make prostitution legal and then not expect is to lead to more human trafficking around the world. Prostitution is the practice or occupation of engaging in sexual activity with someone for payment. Usually when you think about prostitution you think about out of the United States. But, now in the United States 1 out of 50 states have prostitution legal. Nevada is the only state where prostitution is legal. But it isRead MoreModern Slavery792 Words   |  4 Pagesthere are more than twenty million people working as slaves in our modern, more â€Å"civilized† society. Several different injustices are classified as slavery: bonded labor, early and forced marriage, forced labor, slavery by descent, trafficking, and child labor. According to www.antislavery.org, slaves are forced to work because of fear, are owned or controlled by an owner, dehumanized, and are restricted in their freedom or movement. Slavery began in the United States in the country’s earlierRead MoreHuman Trafficking And Its Effects On Society1273 Words   |  6 Pagespossessions to be controlled and exploited (as by being forced into prostitution or involuntary labor)† by Merriam Webster Dictionary (np). At any given time this affects 2.4 million people, 80% of whom are sexually exploited. This paper will highlight the tragic past of human trafficking for sexual exploitation and its current effect on society. To begin with, the mindset behind slavery and captivity has always intrigued me. As a child, I never understood the reason why someone would ever treat another

American Society From 1865-1910 Essay Sample free essay sample

From the terminal of the Civil War until the bend of the century there were many alterations in American society. While some may see these alterations as all good. others will reason that the alterations made in American society from 1865 to 1910 were chiefly damaging. When we talk about history. its hard to state if it was good or bad. Throughout history some groups of people have benefited. while others were harmed. Not everyone can thrive from the same event ; there will ever be victors and also-rans. The 13th amendment was ratified in 1865 by Abraham Lincoln. and abolished bondage in the United States. Though most people believe that the primary motivation behind liberating the African-American’s was to profit their race. it was alternatively to help in assisting the Union addition more power and finally win the war over the Confederate provinces. In order for the southern provinces to be readmitted to the Union. they were required to admit and sign this amendment. Lincoln knew that if he were to get rid of bondage. the southern provinces would lose their labour force and weaken their economic system. In response to the 13th Amendment. southern provinces still tried to keep power over African americans by utilizing certain techniques such as Black Codes. The Black Codes restricted African-Americans’ freedom of address. freedom of assembly. and legal rights ; and outlawed unemployment. loitering. vagrancy. and interracial matrimonies. One of the paperss. titled ‘Louisiana Black Codes Reinstate Provisions of the Slave Era. 1865. ’ displays the codifications that. even though freed. African americans were still forced to stay by in the town of Opelousas. The papers states that no Black or freedman shall: be within metropolis bounds without particular permission from employers. be within the metropolis bounds after 10 p. m. . populate within the metropolis bounds under any circumstance without being in regular service of a white adult male. keep public meetings within the metropolis bounds. carry pieces unless in military service. acquire rummy within the metropolis bounds. be found within the metropolis bounds after 3 p. m. on Sunday unless they reside in the metropolis. or sell. swap. or exchange any articles of ware without permission in composing from their employers. A breach of any of these was punishable by clip in prison and work on public streets. normally for a clip of five yearss. or pay a amo unt of five dollars. These limitations finally made life harder for African-Americans than before the confirmation of the 13th Amendment ( E. D. Estillette. â€Å"Black Codes 1865. †6-7 ) . In both the essays of ‘Continuing the War: White and Black Violence During Reconstruction’ and ‘Ending the War: The Push for National Reconciliation’ . decease and force are seen as the chief subjects. Reconstruction and rapprochement between the Union and Confederate provinces was non inexpensive and cost the lives of many Americans. The creative activity of opposing hatred groups. such as the Union League and the Klu Klux Klan. helped to farther promote force between the races after the Civil War. One case in which force erupted between the races is the public violence that took topographic point in Camilla. Georgia in 1868. A emanation towards Camilla lead by white Republicans joined by freed people was halted by the local Democrats. The public violence begun shortly after when a local rummy opened fire at the freedwomans. The Camilla public violence lasted for several yearss and resulted in the deceases of at least nine African-Americans and the wounding of many more ( Steven Hahn. â€Å"Violence During Reconstruction. † 20-26 ) . The essay ‘Ending the War: The Push for National Reconciliation’ Tells of President Andrew Johnson’s indulgent Reconstruction policy in order to fleetly readmit the Southern provinces. Johnson’s Reconstruction program returned a enormous sum of authorization to the manus of the white Southerners. His program consisted of a broad constitution of forgiveness for the participants of the rebellion that would take an curse of trueness to the Union. Johnson encouraged Southern provinces to go through the Black Codes. which were created to command labour and keep plantation subject ( David W. Blight. â€Å"Ending the War. †29 ) . President Johnson had this to state in a papers from 1867: †¦ It is the glorification of white work forces to cognize that they have had these qualities in sufficient steps to construct upon this continent a great politicalcloth and to continue its stableness for more than ninety old ages. while in every other portion of the universe all similar experiments have failed. But if anything can be proved by known facts†¦ it must be acknowledged that in the advancement of states Blacks have shown less capacity for authorities than any other race of people. No independent authorities of any signifier has of all time been successful in their custodies. On the contrary. wherever they have been left to their ain devices they Congress has undertaken to confabulate upon them the privilege of the ballot. Just released from bondage. it may be doubted whether as a category they know more than their ascendants how to form and modulate civil society ( President Andrew Johnson. â€Å"Program of Reconstruction. †8 ) ; Under Johnson’s Reconstruction program. Southerners were able to animate government’s controlled by white work forces to regulate white work forces. In the autumn of 1865. ex-Confederates were repossessing their land and saw their political power increasing. If the Southern Democrats were to restore their political power with the Black Codes in topographic point. the African Americans would finally go slaves once more without being called slaves ( David W. Blight. â€Å"Ending the War. †29 ) . The Chinese started to immigrate to America after the find of gold in California. Most of the immigrants came to execute labour on the transcontinental railway and in the coalmines. Chinese immigrants worked for less money than the mean white adult male. They worked in rough conditions and were subjected to unjust intervention. If white workers were to travel on work stoppage. the companies would replace them with Chinese workers. Once the Chinese refused to travel on work stoppage with the white workers. animus erupted between the two groups. A specific incident was recorded in Rock Springs. Wyoming ; on September 18 of 1885 when an organisation of white mineworkers was formed whose psyche intent was the ejection of all Chinese mineworkers from Rock Springs. These rabbles would near Chinese workers and so continue to rob. round. or even kill them. Those that were members of the packs that did non take part in the robberies or violent deaths would spectate applause and heartening on the others. The organic structures of asleep Chinese were thrown into the fires of combustion edifices for disposal. Other Chinese immigrants that were excessively ill to run off were burned alive in their houses. The onslaught on Chinatown in 1885 ended in the slaying of 28 Chinese and the wounding of 15. This is an illustration which exhibits how the advancement of western colony with the railwaies and coal excavation. really proved to hold a negative impact on American society. Immigrants were taking occupations from the American people doing tensenesss to turn and conflict between the races ( Hon. Huang Sih Chuen. â€Å"Wyoming Gunfight. †46 ) . Even though urbanisation of the metropolis brought about progresss in engineerings such as telephones. streetcars. and electric visible radiation bulbs. other negative effects can be contributed to it. Due to the growing of concern corporations. companies began to care less about mill worker’s lives and more about their net income. Corporations began to utilize child workers. even though it was illegal. because they could pay them less. In an interview with a president. Thomas O’Donnell replied to why he had non worked more than half the clip since a work stoppage in Fall River with. â€Å"Well. at Fall River if a adult male has non got a male child to move as â€Å"back-boy† it is really difficult for him to acquire along. In a great many instances they discharge work forces in that work and set in work forces who have boys†¦ Men who have male childs of their ain capable plenty to work in a factory. to gain 30 or 40 cents a twenty-four hours ( Thomas O’Donnell. â€Å"Worker’s Plight. †75 ) . † Another method concerns used to salvage money were to cut corners when it came to safety steps. Another incident. which demonstrates the destructive consequence of rapid growing in metropoliss. is the Triangle Shirtwaist Factory Fire. On March 25 of 1911. 146 mill workers lost their lives to a fire that broke out on the 8th floor of the edifice. Because the company wanted to conserve infinite for more factory floor. there were merely two stairwaies alternatively of three and the doors merely opened inward. doing them about impossible to open during the terror. In order to forestall workers from mousing off for a interruption or to forestall larceny. troughs had locked some of the issue doors. The fire flights were constructed ill and collapsed shortly after the fire had started. Firemans attempted to chasten the fires. but failed from ladders and hosieries being incapable of making such highs. As history has shown. many determinations have been damaging to our state. From the presence of the first European-Americans all the manner to concerns taking inexpensive immigrant labour over American labour. we have gone down a long incline of hatred and force. Those branchings continue to demo their faces today as racial tensenesss continue to run high. and â€Å"native† Americans continue to hold an â€Å"it’s mine† position when it comes to this state and immigrants. In the terminal. alter itself is damaging to any people. Change in all states throughout history. has been met with force and opposition. Even in today’s universe. a speedy glimpse at the intelligence shows us that alteration is still non met with a smiling by the bulk.

My Genome My Self free essay sample

My Self, he gives us the background on what to most of us is a new subject. This is the Personal Genome Project (PGP), which is looked at very close in this essay. Pinker explores the mind and describes to us how important and interesting it would be to expand on our knowledge about genomics. In the beginning of Pinker’s essay My Genome, My Self, he decides to talk about the job of being a psychologist. Although this is very informative and interesting, it does not completely relate to this essay directly. Instead, Pinker could have better expanded on how early the field of personal genomics is. This would have been very helpful if he focused on this subject more, giving us a better background understanding to this exclusive field of study. This essay was so in depth at points that it would have been easier to read with background information on certain subjects that he just very quickly brings up and starts telling us facts about whichever matter he’s discussing. We will write a custom essay sample on My Genome My Self or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For instance when he says, â€Å"In 2008 President Bush signed the Genetic Information Nondiscrimination Act, outlawing discrimination in employment and health insurance based on genetic data. † Many of us were not aware that there were certain professions that looked at your genetic data. He should have explained what these jobs were that did look at this background information. Pinker also could have told us about particular instances where a person was discriminated against because of their personal genetic data. Although Pinker’s essay, at most point, was very in depth, there were points where he needed give us more simple information which would have given us a better understanding to some of the facts he presented. Through Pinker’s work it is clear that he is a very intelligent man, far more intelligent than most people. With this being true it is also known that Pinker is a psychologist who experiments with this type of study often and that the study of personal genetics consists of most of his work. It can be pretty clear that Pinker a little bit one-sided. He seems to be far too extreme at points in this essay. Pinker basically makes it seem that our genes determine who we are. Although genes do in fact define part of us, they do not make us who we are. Pinker says, â€Å"Growing out of the early, vague idea that traits are in the blood, the essence became identified with the abstractions discovered by Gregor Mendel called genes, and then with the iconic double helix of DNA. †, which suggest that all traits are determined by your individual genes which isn’t true at all. Many traits that people behold are those influenced by family, friends, economic background†¦etc. Pinker himself is a huge influence on people because of his teachings and work. This does not mean that he is not at all biased on this subject, which he certainly seems to be. This entire essay shows that Pinker simplifies some of the most complex ideas into somewhat understandable phrases and statements. Pinker is a reductionist, but unlike most others he actually tries persuading people to believe or follow his beliefs and thoughts. He is very one-sided and seems to use his knowledge as an advantage to that. Since Pinker is far more intelligent than most of us, he expands on his ideas and thoughts throughout his essay, which leads most people to believe him without hesitation. When people read this they are more focused on trying to understand what he is saying rather than if it actually all does make sense which most if it does. The only reason why this essay is not one hundred percent accurate is because Pinker tends to exaggerate more then he probably should be. Pinker’s intelligence is clearly showed in his essay. He is a well-respected professor and scientist who has in fact helped a lot of people due to his writings and teachings. This essay is a great informative piece of work that most people who are new to this subject would find very interesting. For the most part Pinker did a great job on explaining most of his statements and facts although there were a few times where he could have been more descriptive by maybe giving us more background information on some of the topics that he presented. This essay would have been better if he had not been so one-sided. Pinker could have easily done this by at least telling us all the traits that were not determined by our genes instead of giving us the impression that our personality and us as individuals is determined by our genes. After reading this essay numerous times it has now come off as a very interesting topic and for the most part a great informative essay.

The 4 Fundamental Forces of Physics

The 4 Fundamental Forces of Physics The fundamental forces (or fundamental interactions) of physics are the ways that individual particles interact with each other. It turns out that every single interaction observed taking place in the universe can be broken down and described by only four (well, generally four- more on that later) types of interactions: GravityElectromagnetismWeak Interaction (or Weak Nuclear Force)Strong Interaction (or Strong Nuclear Force) Gravity Of the fundamental forces, gravity has the farthest reach, but its the weakest in actual magnitude. It is a purely attractive force which reaches through even the empty void of space to draw two masses toward each other. It keeps the planets in orbit around the sun and the moon in orbit around the Earth. Gravitation is described under the theory of general relativity, which defines it as the curvature of spacetime around an object of mass. This curvature, in turn, creates a situation where the path of least energy is toward the other object of mass. Electromagnetism Electromagnetism is the interaction of particles with an electrical charge. Charged particles at rest interact through electrostatic forces, while in motion they interact through both electrical and magnetic forces. For a long time, the electric and magnetic forces were considered to be different forces, but they were finally unified by James Clerk Maxwell in 1864, under Maxwells equations. In the 1940s, quantum electrodynamics consolidated electromagnetism with quantum physics. Electromagnetism is perhaps the most prevalent force in our world, as it can affect things at a reasonable distance and with a fair amount of force. Weak Interaction The weak interaction is a very powerful force that acts on the scale of the atomic nucleus. It causes phenomena such as beta decay. It has been consolidated with electromagnetism as a single interaction called the electroweak interaction. The weak interaction is mediated by the W boson (there are two types, the W and W- bosons) and also the Z boson. Strong Interaction The strongest of the forces is the aptly-named strong interaction, which is the force that, among other things, keeps nucleons (protons and neutrons) bound together. In the helium atom, for example, it is strong enough to bind two protons together even though their positive electrical charges cause them to repulse each other. In essence, the strong interaction allows particles called gluons to bind together quarks to create the nucleons in the first place. Gluons can also interact with other gluons, which gives the strong interaction a theoretically infinite distance, although its major manifestations are all at the subatomic level. Unifying the Fundamental Forces Many physicists believe that all four of the fundamental forces are, in fact, the manifestations of a single underlying (or unified) force which has yet to be discovered. Just as electricity, magnetism, and the weak force were unified into the electroweak interaction, they work to unify all of the fundamental forces. The current quantum mechanical interpretation of these forces is that the particles do not interact directly, but rather manifest virtual particles that mediate the actual interactions. All of the forces except for gravity have been consolidated into this Standard Model of interaction. The effort to unify gravity with the other three fundamental forces is called quantum gravity. It postulates the existence of a virtual particle called the graviton, which would be the mediating element in gravity interactions. To date, gravitons have not been detected, and no theories of quantum gravity have been successful or universally adopted.

Battle of Oriskany in the American Revolution

Battle of Oriskany in the American Revolution The Battle of Oriskany was fought August 6, 1777, during the American Revolution (1775-1783).  In early 1777, Major General John Burgoyne proposed a plan for defeating the Americans. Believing that New England was the seat of the rebellion, he proposed severing the region from the other colonies by marching down the Lake Champlain-Hudson River corridor while a second force, led by Colonel Barry St. Leger, advanced east from Lake Ontario and through the Mohawk Valley. Rendezvousing at Albany, Burgoyne, and St. Leger would advance down the Hudson, while General Sir William Howes army advanced north from New York City. Though approved by Colonial Secretary Lord George Germain, Howes role in the plan was never clearly defined and issues of his seniority precluded Burgoyne from issuing him orders. Assembling a force of around 800 British and Hessians, as well as 800 Native American allies in Canada, St. Leger began moving up the St. Lawrence River and into Lake Ontario. Ascending the Oswego River, his men reached the Oneida Carry in early August. On August 2, St. Legers advance forces arrived at nearby Fort Stanwix. Garrisoned by American troops under Colonel Peter Gansevoort, the fort guarded the approaches to the Mohawk. Outnumbering Gansevoorts 750-man garrison, St. Leger surrounded the post and demanded its surrender. This was promptly refused by Gansevoort. As he lacked sufficient artillery for battering down the forts walls, St. Leger elected to lay siege (Map). American Commander Brigadier General Nicholas Herkimerapprox. 800 men British Commander Sir John Johnsonapprox. 500-700 men American Response In mid-July, American leaders in Western New York first learned of a possible British attack into the region. Responding, the leader of Tryon Countys Committee of Safety, Brigadier General Nicholas Herkimer, issued a warning that the militia may be needed to block the enemy. On July 30, Herkimer received reports from friendly Oneidas that St. Legers column was within a few days march of Fort Stanwix. Upon receipt of this information, he immediately called out the countys militia. Gathering at Fort Dayton on the Mohawk River, the militia mustered around 800 men. This force included a group of Oneidas led by Han Yerry and Colonel Louis. Departing, Herkimers column reached the Oneida village of Oriska on August 5. Pausing for the night, Herkimer dispatched three messengers to Fort Stanwix. These were to inform Gansevoort of the militias approach and asked that receipt of the message be acknowledged by firing three cannons. Herkimer also requested that part of the forts garrison sortie to meet his command. It was his intention to remain in place until the signal was heard. As the next morning progressed, no signal was heard from the fort. Though Herkimer wished to remain at Oriska, his officers argued for resuming the advance. The discussions became increasingly heated and Herkimer was accused of being a coward and having Loyalist sympathies. Angered, and against his better judgment, Herkimer ordered the column to resume its march. Due to difficulty in penetrating the British lines, the messengers sent on the night of August 5 did not arrive until later the next day. The British Trap At Fort Stanwix, St. Leger learned of Herkimers approach on August 5. In an effort to prevent the Americans from relieving the fort, he ordered Sir John Johnson to take part of his Kings Royal Regiment of New York along with a force of rangers and 500 Seneca and Mohawks to attack the American column. Moving east, Johnson selected a deep ravine approximately six miles from the fort for an ambush. Deploying his Royal Regiment troops along the western exit, he placed the Rangers and Native Americans down the ravines sides. Once the Americans had entered the ravine, Johnsons men would attack while a Mohawk force, led by Joseph Brant, would circle around and strike the enemys rear. A Bloody Day Around 10:00 AM, Herkimers force descended into the ravine. Though under orders to wait until the entire American column was in the ravine, a party of Native Americans attacked early. Catching the Americans by surprise, they killed Colonel Ebenezer Cox and wounded Herkimer in the leg with their opening volleys. Refusing to be taken to the rear, Herkimer was propped up under a tree and continued to direct his men. While the main body of the militia was in the ravine, those troops at the rear had not yet entered. These came under attack from Brant and many panicked and fled, though some did fight their way forward to join their comrades. Assailed on all sides, the militia took heavy losses and the battle soon degenerated into numerous small unit actions. Slowly regaining control of his forces, Herkimer began pulling back to the edge of the ravine and American resistance began to stiffen. Concerned about this, Johnson requested reinforcements from St. Leger. As the battle became a pitched affair, a heavy thunderstorm erupted which caused a one-hour break in the fighting. Taking advantage of the lull, Herkimer tightened his lines and directed his men to fire in pairs with one firing and one loading. This was to ensure that a loaded weapon was always available should a Native American charge forward with a tomahawk or spear. As the weather cleared, Johnson resumed his attacks and, at the suggestion of Ranger leader John Butler, had some of his men reverse their jackets in an effort to make the Americans think a relief column was arriving from the fort. This bit of trickery failed as the Americans recognized their Loyalist neighbors in the ranks. Despite this, British forces were able to exert heavy pressure on Herkimers men until their Native American allies began to leave the field. This was largely due to both the unusually heavy losses sustained in their ranks as well as word arriving that American troops were looting their camp near the fort. Having received Herkimers message around 11:00 AM, Gansevoort had organized a force under Lieutenant Colonel Marinus Willett to sortie from the fort. Marching out, Willetts men attacked the Native American camps south of the fort and carried off plenty of supplies and personal belongings. They also raided Johnsons camp nearby and captured his correspondence. Abandoned at the ravine, Johnson found himself outnumbered and was forced to withdraw back to the siege lines at Fort Stanwix. Though Herkimers command was left in possession of the battlefield, it was too badly damaged to advance and retreated back to Fort Dayton. Aftermath of the Battle In the wake of the Battle of Oriskany, both sides claimed victory. In the American camp, this was justified by the British retreat and Willetts looting of the enemy camps. For the British, they claimed success as the American column failed to reach Fort Stanwix. Casualties for the Battle of Oriskany are not known with certainty, though it is estimated that American forces may have sustained as many as 500 killed, wounded, and captured. Among the American losses was Herkimer who died on August 16 after having his leg amputated. Native American losses were approximately 60-70 killed and wounded, while British casualties numbered around 7 killed and 21 wounded or captured. Though traditionally seen as a clear American defeat, the Battle of Oriskany marked a turning point in St. Legers campaign in western New York. Angered by the losses taken at Oriskany, his Native American allies became increasingly disgruntled as they had not anticipated in taking part in large, pitched battles. Sensing their unhappiness, St. Leger demanded Gansevoorts surrender and stated that he could not guarantee the garrisons safety from being massacred by the Native Americans following a defeat in battle. This demand was immediately rejected by the American commander. In the wake of Herkimers defeat, Major General Philip Schuyler, commanding the main American army on the Hudson, dispatched Major General Benedict Arnold with around 900 men to Fort Stanwix. Reaching Fort Dayton, Arnold sent forward scouts to spread misinformation regarding the size of his force. Believing that a large American army was approaching, the bulk of St. Legers Native Americans departed and began fighting a civil war with the American-allied Oneidas. Unable to maintain the siege with his depleted forces, St. Leger was forced to begin retreating towards Lake Ontario on August 22. With the western advance checked, Burgoynes main thrust down the Hudson was defeated that fall at the Battle of Saratoga. Selected Sources National Park Service: Battle of OriskanyFort Stanwix National Monument: Battle of OriskanyBattle of Oriskany

Business Information Systems Essay Example | Topics and Well Written Essays - 2250 words - 5

Business Information Systems - Essay Example Information system is the hardware and software programs that are developed and are used to assist and help in the management of different functions and operations. They can therefore be used in offices, manufacturing, producing companies and even services delivering companies in ensuring their clients and operation databases are in order. Depending on the scenario in which the information system is supposed to be used, there are different types. These are classified in order to ensure that there is not confusion or mix up when using an information system. After all they are meant and developed to ease and make work less complicated. Information systems and technological advancements are therefore inventions that greatly improve a company’s efficiency especially if there is a plan to expand and grow the company or organization. Advantages are there to encourage the use of information systems and they include, among others; they allow the central storage and access of information, hence confusion is reduced in a company (Rainer & Cegielski 2010). All information can be acquired about who has done what, what has been or has not been done and even purchases and sales; literally everything can be accessed as long as it was conducted within the system. This also ensures that there is backup in case something goes amiss. Human beings are prone to make mistakes and forget and as long as there is reference efficiency can still be achieved.

Google Assignment Example | Topics and Well Written Essays - 1750 words

Google - Assignment Example Since its formation, the primary goal of the company has been to put information across the globe in an order and make them available to the population of the world at large. With its mission, the company has been highly successfully providing the world with several products and services including web products (Google, n.d.). The current research focuses on the growth and development of the Google Company and the various changes, challenges and opportunities encountered by the company over the years. The impact of such changes would also be learnt in the process and using the business analytics tools like the SWOT analysis, BCG growth matrix, Porter’s five forces model, Nine forces model, customer segmentation, and win/loss analysis, a detailed analysis of the company in regard to the industry has been conducted followed by suggested recommendations for further improvement of the company’s prospects. ... The company obtains huge income from their ad systems and the bargaining power of the suppliers can be expected to be low if the company can sustain it dominance over the market with respect to its products and services. Google has supremacy on around 60 percent of the information searches conducted over the internet. This provides the company with a competitive advantage over its competitors like the Yahoo and the Microsoft. The buyers of the company too do not have a controlling power over the company since the different accounts of the company depending on the earnings of the company do not have a contribution to the total revenue of the company. Also, not more than 5 percent of the revenue is generated from the networking sites of the company. Since Google provides its customers with informed as well as sorted data in the present business world when large population are dependent on the internet exploration, other companies have not been found to be as effective as Google in prov iding such facilities, thus lessening the threats of substitutes (Morrow, 2008). The Google Company can thus be observed to maintain its position its position in the industry efficiently in regard to all the five forces that Porter had mentioned to be focused for the success of the company. Organization: The Organization of the company may be analyzed through a SWOT analysis and the use of BCG Matrix. The strengths of the company lie in its effective team of management that guides the company through all the decision making of the company’s actions. Moreover the company tries different measures that are followed across the world to determine its planning and procedure. The company is dominant in providing its customers

Drug and Crime Prevention Essay Example for Free

Drug and Crime Prevention Essay The purpose of the Final Project is for you to demonstrate your understanding of crime prevention programs and the role crime prevention plays in the overall criminal justice system. You may select a crime prevention program that addresses law enforcement, the courts, or corrections; or it may be a comprehensive program that addresses all three. The program may address the adult justice system, juvenile justice systems, or both. For the purposes of this assignment assume, you are preparing a proposal to a city, county, or state governmental body to recommend the implementation of a crime prevention program within their jurisdiction. You need to demonstrate the value of the crime prevention program and its effectiveness in reducing crime thus reducing the overall costs to the jurisdiction or building value that improves the effectiveness of crime prevention to the community justifying the additional expenditures. Your proposal will include: 1. A summary of the jurisdiction (i.e., city, county, or state) and the portion of the criminal justice System your proposal is designed to address. 2. An analysis of the current trends from three comparable cities in population size, utilizing the SARA Model and the Crime Analysis Triangle. (Note: Crime Analysis for Problem Solvers in 60 Small Steps , Steps 7 and 8). You will compare the data from three comparable jurisdictions and compare it to national data. 3. A determination of the appropriate crime prevention strategy for the jurisdiction based on this analysis. 4. A review of academic literature and studies on the various crime prevention programs to address the needs of the community. How does the crime prevention program address social justice issues To download this material Click this link https://bitly.com/1wyPezy There is no one to clean up after you and cook healthy meals at college. Some indulgences are okay, but still maintain a nutritious diet, get proper sleep, and take care of yourself and your possessions. Take care of yourself well, study appropriately, attend all your classes and follow a regular schedule. You can get ill from being too stressed or not eating healthy enough.

Teaching Morals and Ethics in Public Schools Essay -- Religion in Publ

Teaching Morals and Ethics in Public Schools The question of whether or not schools should teach ethics and morals is misleading, because ethics and morals are two different things. Webster's Dictionary defines ethics as "a particular system of principles and rules concerning duty, whether true or false," and morals as "motivation based on ideas of right and wrong." As I take it, ethics implies a set of basic rules to abide by, whereas morals strictly set down what to believe, and what not to. I have no objections to schools teaching ethics, however I do not think schools, or any authority for that matter, should be teaching children morals. In this country, we have an accepted system of ethics that children begin to learn in the lower levels of education. This system tells them such basic rules as "treat others as you would treat yourself," "share with others," etc. These rules help children to learn how to interact with other people. A child will not learn much if he only talks with other children exactly like himself--he must be able to get along with his teachers, and his peers who may or may not be of the same background. A shared system of basic ethics regarding living with other human beings is essential in any society, and in school. Along with this system of ethics, however, we have myriad systems of morals, and it is impossible to determine which is the "right" one to teach. Morals, like beliefs, are totally subjective, and they are, in my opinion, personal. The method of Authority, described by Charles Sanders Peirce in "The Fixation of Belief," has no place in the formation of anyone's morals, because no Authority has the ability to distinguish between right and wrong. The freedom to believe what one wishe... ...uld the public school system, and, inherently, the United States government, want to educate unethical people? I believe it is because the public schools exist to create not "good people," but what Kozol refers to as "good citizens:" "defeated, unprovacative" people that will fill the necessary jobs, pay the necessary taxes, and perform all the other duties put forth to them by the federal government, such as voting, and jury duty. The fact that this process has not changed since Kozol wrote The Night Is Dark... is a testament to how well the public schools carry out their task. The solution to the problem of education we face today lies in a revolution of ethical teaching within the public schools, not in "moralizing" children with a certain dogma. A person's morals, and beliefs are things that should not be taught, but developed over the course of their life.

Roots of the Civil War

I believe that the Civil War began with the debate over the future of slavery. That very issue led to secession, and secession caused a war where the Northern states fought for the ground of the Union, and the South for their independence as a new confederation of states under its own constitution. It seems to me that any disagreement leads to some form of resentment. We tend to not like what we don’t understand, and it was hard for the North to understand why the Southern states were itching for freedom from them. It seems from a broader point of view that the North has gone through so much just for the Southern states of America to exist. It only makes sense that Northern leaders would feel angry and betrayed by hearing that those states that they have worked so hard to establish now want their own sense of independence. At the same time however, the South had more of a need for slaves than the north did. The agricultural part of the South employed slaves to tend the large plantations and perform other duties. Slavery was a natural part of the Southern economy even though very few of the population actually owned slaves. Slaves could be rented or traded or sold to pay debts, making them very useful to ranchers. The North didn’t seem to have much use for slaves due to their poor soil; therefor they could not understand why the South was against abolishing slavery. I don’t believe that this war could be avoided due to the issue of slavery. If America didn’t stand against slavery, then the slaves themselves would have eventually done so. As said before, we don’t like what we don’t understand. Fighting with â€Å"each other† as opposed to fighting with who we then knew as â€Å"them† had more hope for success and peace in the end.

Septoplasty Research Paper

Surgical Procedure Card – Student Case Study # 9 Efren Gonzalez date 4/18/12 Procedure name and purpose/ definition: Septoplasty / bilateral tonsillectomy. ;is a corrective surgical procedure done to straighten the nasal septum. ; surgical procedure in which the tonsils are removed from either side of the throat. What is the prognosis of the procedure? to give a good breathing passage. and to stop inflammation of the tonsils Patient level : adultGender : female Additional pertinent patient/ procedure information: n/a Probable preoperative diagnosis ; Nasal septal deviation ; Tonsillitis Diagnostic intervention ; diviated nasal septal. Discuss the relevant anatomy and physiology;septum – made up primarily of cartilage and bone and covered by mucous membranes. The cartilage also gives shape and support to the outer part of the nose. The nose is the major portal of air exchange between the internal and external environment.The nose participates in the vital functions of co nditioning inspired air toward a temperature of 37 °C and 100% relative humidity, providing local defense and filtering inhaled particulate matter and gases. It also functions in olfaction, which provides both a defense and pleasure for the individual Pathophysiology (disease process). disrupted sleep patterns, headaches List the equipment that will be needed for this procedure: forced air warming device , valley lab bovie, sitting stool, fiber optic headlight,List the instrument pans/sets used: nasal procedures tray, microdrill, endoscopic. list the supplies that will be needed for the procedure. pack =sinus pack blades=#15, drains= penrose 1/4 x 18 (but did not see it on the field used) suture= 3-0 nylon suture, 4-0 vicryl basin set= single drapes=, 1/2 sheet , adhesive strip across the forehead. U drape dressings= 4Ãâ€"4, pharmaceuticals = NS for irrigation 1000cc, lidocaine 0. 5%, epinephrine 1%, lidocaine with epinephrine 1:1 miscellaneous= pens Anesthesia ; GeneralList pati ent’s position and items used for positioning ; supine with pillow under knees. arm resting to her sides. Where razors and clippers used preoperatively : no List the prep solution and perimeters of the skin prep. : Duraprep the eternal nose and face, extend the prep from the hairline to the shoulders and down to the table at the sides of the neck. list the order in which drapes will be placed: towel, 1/2 sheet , U drape incision : hemitransfixion incision, counts when performed ? before surgery, and after specimens: tonsill , and septumPostoperative patient care considerations; pain medication , no lifting , no running potential complications ; bleeding , infection , difficult breathing wound classification; clean contaminated class 2 24. The patient was placed on the operating room table in the supine position. After adequate general endotracheal anesthesia was administered, the right and left nasal septal mucosa and right and left inferior turbinates were anesthetized with 1% lidocaine with 1:100,000 epinephrine using approximately 10 mL. Afrin-soaked pledgets were placed in the nasal cavity bilaterally.The face was prepped with pHisoHex and draped in a sterile fashion. A hemitransfixion incision was performed on the left with a #15 blade and submucoperichondrial and mucoperiosteal flap was raised with the Cottle elevator. Anterior to the septal deflection, the septal cartilage was incised and an opposite-sided submucoperichondrial and mucoperiosteal flap was raised with the Cottle elevator. The deviated portion of the nasal septal cartilage and bone was removed with a Takahashi forceps, and a large inferior septal spur was removed with a V-chisel.Once the septum was reduced in the midline, the hemitransfixion incision was closed with a 4-0 Vicryl in an interrupted fashion ( note, using a heaney needle holder with tissue with teeth, and suture finished off with a metzenbuam scissor). The right and left inferior turbinates were trimmed in a submucous f ashion using straight and curved turbinate scissors under direct visualization with a 4 mm 0 degree Storz endoscope. Hemostasis was acquired by using suction electrocautery.The turbinates were then covered with bacitracin ointment after cauterizing them and bacitracin ointment soaked Doyle splints were placed in the right and left nares and secured anteriorly to the columella with a 3-0 nylon suture ( note, using a heaney needle holder with tissue with teeth, and suture finished off with a metzenbuam scissor). A butter knife was inserted and turned 360 in the nose to check if the patient has enough space to allow for breathing. The table was then turned. A shoulder roll placed under the shoulders and the face was draped in a clean fashion.A McIvor mouth gag was applied. The tongue was retracted and the McIvor was gently suspended from the Mayo stand. The left tonsil was grasped with a curved Allis forceps, retracted medially, and the anterior tonsillar pillar was incised with Bovie electrocautery. The tonsil was removed from the superior pole to inferior pole using a Bovie electrocautery in its entirety in a subcapsular fashion. The right tonsil was grasped with a curved allis, in a similar fashion, retracted medially, and the anterior tonsillar pillar was incised with Bovie electrocautery.The tonsil was removed from the superior pole to inferior pole using Bovie electrocautery in its entirety in a subcapsular fashion. The inferior, middle, and superior pole vessels were further cauterized with suction electrocautery. The extremely edematous portion of soft palate was resected using a right angle clamp and right angle scissor and was closed with 3-0 Vicryl in a figure-of-eight interrupted fashion , ( note, using a heaney needle holder with tissue with teeth, and suture finished off with a metzenbuam scissor).Copious saline irrigation of the oral cavity was then performed. There was no further identifiable bleeding at the termination of the procedure. The estim ated blood loss was less than 10 mL. The patient was extubated in the operating room, brought to the recovery room in satisfactory condition. There were no intraoperative complications. http://www. youtube. com/watch? v=kUOAhZOkgEg http://www. youtube. com/watch? v=1gnxNgP8xO4

Directors notes and stage instructions for An Inspector Calls Essay Example

Directors notes and stage instructions for An Inspector Calls Essay Example Directors notes and stage instructions for An Inspector Calls Paper Directors notes and stage instructions for An Inspector Calls Paper Firstly, we have the Stage Instructions to consider. Throughout the play, there is no mention of Inspector Gooles physical appearance except in the first set of stage instructions when he enters the Birlings house. He is said to need not be a big man but he creates at once an impression of massiveness, solidity and purposefulness. As for his age, he is a man in his fifties, dressed in a plain darkish suit of the period. There is no mention of any distinctive features to define him so already, an air of mystery has been created about this so-called inspector. For me, his massiveness, solidity and purposefulness and his name Goole build up a feeling of fear and this first set of instructions lead me to believe that he could be in the form of a ghost returning to teach the Birlings a lesson about responsibility. An additional example of this, is when Inspector Goole is talking to Mr. and Mrs. Birling (and occasionally Gerald) Priestley has added in instructions so that Goole speaks to them savagely and severely, which indicates he has less patience and is not as forgiving with them as he is with the children, Eric and Sheila. I think this shows the possibility of Inspector Goole taking on the role of Priestley himself because the point of this drama is to portray a certain message. To be able to portray this message he has to make everyone accept their responsibilities which is more difficult with the older generation, therefore Goole begins to lose his patience with them. Another important issue is the way in which Priestley has structured the play. As Inspector Goole is questioning the members of the household, Priestley has made sure it is obvious that there is a certain order in which they must questioned. When Gerald asks to see the picture the inspector says, hold on, your time will come and one line of inquiry at a time This shows he has already planned out whom he will speak to first and last and what information he will have. Due to the fact he already knows that each of them holds a key to Eva Smiths death, it is likely he could be a time traveller travelling back in time to punish the Birlings and make them realize the consequences of their actions. The dialogue from the other characters also helps us to comprehend the role of Inspector Goole in An Inspector Calls. I especially think this is achieved by Mrs. Birlings views on Eva Smith towards the end of the play, she thinks of Miss Smith a an impertinent child and apparently. was giving herself ridiculous airs that were simply absurd for a child in her position. This signifies that Mrs. Birling does not think highly of the girl and bearing in mind the social and historical context of this play, written in 1946 and set in 1912,we know that there were very definite divisions between the upper, middle and working-class so Mrs. Birling obviously sees herself as superior to Eva, hence her uncaring manner. This leads me to believe that the inspector could just be a device to portray the view that all people deserve to be treated fairly and equally, regardless as to what social background they come from. The Inspectors actions are equally as important when trying to comprehend his function in the play. Throughout the play, the inspector constantly pauses and looks at his watch or looks at the clock as if keeping a very close eye on the time, he is also able to predict when Eric will return, he checks his watch as the front doors slams shut. Furthermore, when he is showing Mr. Birling a picture of Eva Smith, the others advance to see it but the Inspector interposes himself between them and the photo. Not only are these actions unusual for a police inspector due to the abruptness and rudeness, but they are odd because of Inspector Gooles limitless knowledge as to when and where people will be, what information they will possess, and his increasing hastiness towards the end of the play to leave the house. This designates the fact that the inspector could again be either a time-traveller come to teach the Birlings a lesson on selfishness and equality or Priestley himself portraying his message to the audience. I think this because out of the possibilities, in my opinion, these are the only two that could acquire, or already know such extensive knowledge about Eva Smith. A further way in which Priestley helps us to understand the Inspectors role in the play is through the Inspectors own speech. When he first arrives at the Birlings house and throughout the rest of the play, Inspector Goole keeps referring to and describing Eva Smiths death in a distasteful manner, swallowed a lot of strong disinfectant, she was in great agony her position now is that she lies with a burnt-out inside on a slab. I think this is to create an atmosphere of guilt for the Birlings in the hope that they might seriously consider what part they could have played in this tragedy. From these quotations, we gather that it is unlikely Inspector Goole is a real police inspector due to the gruesome repetition of how Eva Smith died and so, to me, this indicates that the Inspector could be a close relation of Evas returning to seek his revenge. The questioning techniques used by Inspector Goole are also very important to help us understand his function in the play. He asks his questions very rapidly and directly, Where did you meet? What happened then? Was she drunk too? But you took her home again? These questions are pushing the story along and lead the characters into a trap so that they subconsciously confess to the Inspectors implications and confirm what he already knows. Also, when the inspector is asked how he has acquired all this information and whether he has spoken to Eva Smith, he replies, she told me nothing, I never spoke to her, and this seems very odd considering he knows so much about her life. However, earlier on in the play, he says it was from reading Evas diary but it would have to have been in intricate detail. These two points give the impression that Inspector Goole maybe omnipotent, so personally, I think this shows that he could either be a time-traveller or Priestley himself trying to convey the message that our own actions may have an effect on those around us as well.

Introductions for ESL - Advanced Level Classes

Introductions for ESL - Advanced Level Classes The beginning of a new class is a good time for a global review of the tenses and forms that you will be studying during the coming course. The idea of this exercise is not to intimidate the students, nor to have them learn everything in one go. Most students will have already studied most of these forms and the following year serves to improve and build upon the set of English skills that they have already acquired. The following conversation exercises serve the double purpose of introducing students to each other and getting them to converse from the get-go, as well as reviewing the number of more advanced structures that they will be working on during your course. This spoken exercise can also work well as a means of review. For lower-intermediate or false beginners. Aim: Introduce students to each other while introducing/reviewing a wide range of tenses Activity: Interviewing activity in pair work Level: Advanced Outline Ask students to break up into groups of three or four and write down the names of all the tenses they can remember including an example for each tense. You may want to help them as this exercise is just a way of introducing structures that they will be working on during your course.Talk quickly about the structures that are mentioned. You may also want to write the names of the tenses on the board so that students can refresh their memories.Ask students to get up and find a partner.Have the students take short one or two-word notes on the questions from the first worksheet. Students dont need to write full answer notes but should focus on replying in full sentences to the questions asked by their partners.Once students have completed the task, ask them to quietly read through the notes they have taken about their partner.Have students get up again and find another partner. Distribute the second worksheet and have them answer questions about their partners. Once again, students dont n eed to write full answer notes but should focus on replying in full sentences to the questions asked by their partners. Make sure to point out that this exercise is intended to remind them of what sort of elements go into using English (i.e. tenses in this case) and that you will be taking your time going through all the points so quickly covered in this lesson.After you have finished the exercise, have a class discussion about the differences between the first person I and a third person he, she (i.e. s on the third person singular, etc.) Getting to Know Your Classmates Questions For Your Partner What were you doing this time last year?What will you be doing this time next year?What do you hope you will have improved by the time you finish this course?What do you think will happen during this course?What do you do?How long have you been working/studying at your present job/course?Remember the last time you were interrupted at work/study. What had you been doing before you were interrupted?What would you change about your job/school if you were in charge?When did you choose your job/school? Is there any one thing that had happened to make you choose your line of work/field of study?What would you have done if you hadnt chosen your current profession/field of study?What are you currently working on/studying?How long have you been doing your favorite hobby?What did you use to do that you now miss?What must have been the reason for your stopping what you used to do? Questions About Your Partners Partner What was he/she doing this time last year?What will he/she be doing this time next year?What does he/she hope he/she will have improved by the time he/she finishes this course?What does he/she think will happen during this course?What does he/she do?How long has he/she been working/studying at his/her present job/course?Remember the last time he/she was interrupted at work/study. What had he/she been doing before he/she was interrupted?What would he/she change about his/her job/school if he/she were in charge?When did he/she choose his/her job/school? Is there any one thing that had happened to make he/she choose his/her line of work/field of study?What would he/she have done if he/she hadnt chosen his/her current profession/field of study?What is he/she currently working on/studying?How long has he/she been doing his/her favorite hobby?What did he/she use to do that he/she now misses?What must have been the reason for his/her stopping what he/she used to do?

The Evolution and transformation of the American kitchen Research Paper - 1

The Evolution and transformation of the American kitchen - Research Paper Example The preliminary commencement of American architecture dates back to the regal tradition of the United States and the practices that transpired as a result of the evacuation of European background. The American melting vessel grew and both the edifice and planning practices advanced. This in turn led to the dawn of the colonial style which became the cornerstone of the architectural progress of the United States. The outstanding consideration of these designs focus on the balance between classical and gothic ideals. Some of the common European monuments like Gloucestershire serve as benchmark for this piece of work. It therefore goes without objection that the kitchen is inextricably correlated to this discovery. The hearth remains in various historical sites helps to establish the dating of this. Instead of the fridges of the 19th century, root cellars were used to maintain the cold temperature of foods during summers and offered a conducive environment for preservation of food stuff s during winter (Smith 76). Another preservative method during the ancient kitchen era was the smoke house. It was very vital for preservation of both fish and meat. The early hearths invented were either of clay or stone origin. The hearths could either be deep or shallow, depending on the size of the homesteads. The fire places had fixed revolving spits and clips that could be used to hang meat. This had to be substituted with the wake of change though gradual. Pertaining to this urge of putting up a desired kitchen, there emerged a bottleneck.

The Free Movement of Goods Within The European Union Essay

The Free Movement of Goods Within The European Union - Essay Example The framework of the EC Treaty encompasses a free and open market among the Member States. Articles 23-31 which is headed ‘Free Movement of Goods’ is designed to promote this concept. Article 23 provides for the exemption of customs duties on all imports and exports throughout the Member States. Article 28 forbids the implementation of ‘Quantitative restrictions on imports and all measures having equivalent effect †¦between the Member States.’ Article 29 makes the same provision in respect of exports. Article 30 provides that †¦Articles 28 and 29 shall not preclude prohibitions or restrictions on imports, exports or goods in transit justified on grounds of public morality, public policy or public security; the protection of health and life of humans, animals or plants; the protection of national treasures possessing artistic; or the protection of industrial and commercial property. Such prohibitions or restrictions shall not, however, constitute a means of arbitrary discrimination or a disguised restriction on trade between the Member States. It is against this background that the Netherlands may pursue an action against the UK. The position taken by the UK authorities in relation to the lifting of the poultry ban on the Netherlands is a contravention of the spirit of free and open trade within the European Community. The European Community has set as its goal the facilitation of a free enterprise market while simultaneously protecting the consumer interest within the Member States.

Week 3 Marketing Essay Example | Topics and Well Written Essays - 250 words

Week 3 Marketing - Essay Example In the second instance, it will be important to put emphasis on purchase behaviors. Differences in purchase behavior influence the success of any business, including those in the health sector (Hemenway, 2010).Iit is therefore important to research the proposed markets to find out if the consumers within the market have certain purchasing behaviors that are in line with the organizational culture of the medical center. Lastly, the issue of psychographics is very crucial. Psychographics have been explained to encompass qualitative attributes of the market that focus on the way the people and what they want to do (Dionne and Eeckhoudt, 2005). Clearly, the mentality of the people towards the health care delivery system is very important in undertaking the market segment. Once these factors are critically considered, it can be assured that marketing mix would change in light of the segmentation utilization. But as the segmentation takes place, it will be important to measure distribution rather than concentration because distribution will give the center the opportunity to cater for the different health needs of the markets as depicted in demographic, psychographic and purchasing behavior

Education is the key to development

Education is the key to development Introduction Education is the key to development. Since independence, successive governments accorded importance to education and endeavored to improve the low indicators but progress has been slow. In recent years, governments approach towards planning and delivery of education has been guided by overall reforms of the system. The federal and provincial governments clearly see their role shifting from being sole provider of education services to also acting as facilitator and financier of the private sector including the non-profit providers. The government fully realizes that it cannot achieve the millennium development goals (MDGs) alone without the help of other providers of education. the governments recognition of the role of the private sector and civil society organizations (SCOS) is explicitly expressed through the poverty reduction strategy paper (PRSP), education sector reform (ESR) action plan, education policy, and education for all documents, and establishment of education foundatio ns at the national and provincial levels. The corporate sector is emerging as an important player in supporting social development causes, specially education and health. However, the business sector is wary of entering into partnership with government due to the absence of a clearly defined and mutually agreed framework for cooperation and partnership. Public Private Partnerships (3ps) have been expanding over time and have taken various forms. the most common 3ps programmes being delivered by CBOs, NGOs, private sector, education foundations, corporate sector and other providers that are scaling up include: (a) community schools; (b) fellowship schools; (c) adopt-a-school; (d) grant-in-aid to the private sector; (e) school management by NGOs; (f) teachers training; and (g) individuals donating in several ways to schools at local levels. It has been estimated that the private sector is contributing 0.7 % of GNP in education. This includes largely the for profit institutions. Backdrop and Rationale Of Public Private Partnerships In Education Present Scenario Of Education Sector In Pakistan Education is the prime catalyst to national development. Despite high importance attached to education by successive governments reflected through multitude of policy packages, the state of affairs is far from desirable. At the time of independence in 1947, Pakistan inherited only 8000 schools which increased to 1, 70,000 in 2003. Gross enrolment in primary schools increased 40 times (from 0.77 million in 1947 to 20 million in 2003) and literacy rate increased from 16% in 1951 to 51.6% in 2003 but a lot still needs to be done. The federal and provincial governments policies, planning and delivery of education has been under constant review and revision according to the changing needs over time, particularly in the last decade. The government fully realizes that public sector alone cannot meet the myriad challenges to provide necessary resources, services and expertise to effectively address educational issues. There has been a clear realization on part of the government of shifting i ts role from being the sole provider of resources and education delivery to also acting as a facilitator of the private sector and of civil societys efforts in Pakistan. Need For Public Private Partnerships Emergence of Corporate Sector in 3Ps: The governments recognition of the role of the private sector and civil society organizations (CSOs) has explicitly been expressed through the Poverty Reduction Strategy Paper (PRSP), Education Sector Reform (ESR) Action Plan, Education Policy, education for all documents, and establishment of Education Foundations at the Federal and Provincial level. Recent years have witnessed the Education Foundations restructuring to enhance their efficiency and impact. Public Private Partnerships (3Ps) have been expanding over time and it has been estimated that the private sector including non-profit organizations contribute about 0.7 per cent of GNP in education. There is an increasing acceptance of the Adopt-a-School Programme (ASP) and recognition of the leading role of civil society organizations such as Idara-e-Taleem-o-Aagahi (ITA), Sindh Education Foundation (SEF) and Pakistan Centre for Philanthropy (PCP) in motivating the corporate sector, which is emerging as an important player in supporting public sector institutions through private providers, especially through the ASP modality. There are several other organizations mobilizing the corporate sector to support direct education provision, total school management, professional development of teachers, scholarships etc. The corporate sector on its own initiative is also engaging with public sector such as the partnership between the Federation of Pakistan Chambers of Commerce and Industry (FPCCI) and the City/ District Government for monitoring and school improvement. Structural Forms Of Public Private Partnership There are various manifestations and forms of 3Ps in the country. The most common 3Ps programmes being delivered by Education Foundations, NGOs, CBOs, the private sector, the corporate sector and other providers. These include: Contracted management of public schools by NGOs Afternoon institutions System: Up gradation of Institutions through Community Participation Programme (CPP) in Punjab and Public-Private Collaboration (PPC) in NWFP Adopt a School / School Improvement Programme (SEF, PCP) Community Schools Capacity Building of School Management Committees (SMCs) / Parents Teachers Associations (PTAs) / School Councils Community Learning /Literacy centers (using school premises and facilities) Volunteer teachers or other individuals sharing skills, donating time etc Individuals donating funds to provide missing infrastructure and educational material In 2001, the share of private sector in education in Pakistan was 21%. In 2005, the ratio of public schools in Pakistan was 67% and in Punjab it was 58%. The share of private sector schools in Pakistan is 33% and in Punjab it is 42%. If the pattern continues, the expenditure on education in private sector will exceed the total expenditure in public sector in the next five years.The policy makers are sanguine now that only conscientious, coordinated and concerted efforts of all stakeholders in Public -private Partnership (PPP) could be a viable option. Government alone will not be able to accomplish the gigantic task of attaining the goal of sustainable quality education and meet the targets of Millennium Development Goals (MDGs) and Education for All (EFA). Pakistan like many other developing countries is facing myriad challenges for improving access, equity and quality of education. The country has a population of 160 million people more than 33% mired in abject poverty, living below the poverty line. The overall literacy rate is 55% whereas it is 36% for females. Pakistan has 6.5 million children out of school and 80% of them have never been enrolled in a school. 40% students drop-out before they reach grade IV and 77% of the total enrolled children drop out while climbing the ladder and reaching X grade. Pakistan is at serious risk of not attaining MDG and EFA targets by 2015. The Gender Parity Index (GPI) of Pakistan (0.73) is one of the lowest in the world. Keeping in view one of the lowest Human Development Index (HDI) indicators, there is an urgent need to have a system of affordable quality education, socially acceptable to all stakeholders. The Punjab Education Foundation The Punjab Education Foundation (PEF) was established through Punjab Education Foundation Act, 1991, by Punjab Assembly. Under the enactment, PEF advanced loans and grants to private entrepreneurs, for the construction of schools, for the promotion of education from 1991 to 2004. PEF was restructured through an Act by Punjab Assembly in 2004 for promotion of education, specifically encouraging and supporting the efforts of the private sector in providing education to the poor. The major difference of the two enactments in 1991 and 2004 is primarily a paradigm shift in policy formulation and implementation to encourage the private sector and involve all stakeholders for access, equity and quality in education. While PEF Act 1991 empowered the Government through the bureaucratic control over the affairs of the Foundation with Chief Minister of the province as a Chairman of PEF and a senior bureaucrat as its Managing Director, the PEF Act 2004 conferred the entire management and control of the Foundation to the Board of Directors. Under PEF Act 2004, the Board appoints Managing Director/Chief Executive and other employees of the Foundation and determines the terms and conditions of their employment. Functions Of Punjab Education Foundation Section 4 of the PEF Act, 2004 assigned the following functions to the restructured Foundation: 1. Provide financial assistance for the establishment, expansion, improvement, and management of educational institutions and allied projects; 2. Provide incentives to students, teachers, and educational institutions; 3. Promote public-private partnerships relating to education; 4. Provide technical assistance to educational institutions for testing policy interventions and innovative programs for replication; 5. Rank private educational institutions based on educational standards; 6. Raise funds through donations, grants, contributions, subscriptions etc.; 7. Assist educational institutions in capacity building, including training of teachers; 8. Undertake any other function as may be assigned to it by the Board with the approval of the Government. The Rules and Regulations Are Annexed as ‘A Strategy Of Punjab Education Foundation The Board of Directors formulated the strategy for the PEF and adopted a flexible approach. They decided to provide better quality education through private sector to low income households and provide technical assistance in the form of teacher training and professional development for privately managed schools for less affluent sections of society. It was decided to support schools in less affluent areas and preference for female education. It was decided to introduce instruments for financial assistance on per child enrolled basis and education vouchers for households in slums to enhance enrolment and impart quality education. The strategy looked at selecting institutions with good track record and results to be considered for monetary rewards and financial assistance in terms of quality education and enrolment. PEF Budget The budgetary support to PEF programs is being provided by the Government of Punjab as an integral part of Annual Development Program (ADP) as one-line budget. The budget profile is given as annexture ‘B 1 and 2. Programs Of Punjab Education Foundation The following initiatives of PEF are aimed at ensuring access, equity and quality of education, enabling the poorest of the poor and less advantaged sections of society. 1) Foundation Assisted Schools (FAS) Program 2) Continuous Professional Development Program – CPDP 3) Education Voucher Scheme – EVS 4) Teaching in Clusters by Subjects Specialists – TICSS Program Foundation Assisted Schools (FAS) Program The Foundation Assisted Schools (FAS) is the flagship program of the PEF to encourage and promote access and improve the quality of education by providing financial assistance at the rate of Rs.350 per child per month to private schools on per child enrolled basis. FAS Policy Instrument And Selection Criterion Through FAS intervention, the PEF has demonstrated: a) That whereas it is the responsibility of the Government to ensure that all school going children should get free education, that the state should fund it, it should not necessarily provide the service i.e. there is a need to separate the financing of the service from its provision; b) That through Public -private Partnerships, better quality education can be provided at a cost significantly less than incurred by the Government of Punjab to educate a child in the public schooling system. c) That the financial assistance on per child enrolled basis through FAS program is driven by considerations of equity, quality and access to all. Selection criterion is given as annex ‘C FAS Program Statistics FAS Program was launched as pilot project in 54 schools in 2005 in five districts of Punjab i.e. Chakwal, Khushab, Bahawalpur, Lahore and Sialkot. The districts were representative of all the 36 districts of Punjab in terms of levels of literacy and human development index categorized in Multiple Indicators Cluster Survey (MICS, 2004). The schools were selected on the basis of criteria mentioned in annex ‘C ‘. In 2006, the scale of pilot was increased to 184 schools, covering 10 districts. In 2007, the Program was evaluated by the Planning and Development Department and was rated as a successful intervention so far as enrolment, retention and quality learning outcomes of the students were concerned. During a presentation to Chief Minster Punjab, it was decided that FAS should concentrate the Southern Punjab districts having the lowest literacy rate and highest concentration of out-of-school children in Punjab i.e. Rajanpur, Dera Ghazi Khan, Muzaffargarh, Multan, Bahawalna gar, Bahawalpur and Lodhran. FAS program focused these seven districts since 2007. More than 90% of the total strength of students in FAS program belong to the seven districts of Punjab. Progression of schools and the number of students (Male and Female) in FAS program from 2005 to 2009 is given as annex ‘D As a result of financial and administrative empowerment and autonomous academic leadership at school level through Public -private Partnership (PPP), the following statistically significant landmarks have been achieved: PEF empowered private sector schools in providing quality education to 529210 students in 1337 schools to the less privileged and disenfranchised sections of society in Public -private Partnership. The parents have been relieved from payment of fee with increase in disposable income. The managements of private schools have been relieved from financial hardships. The school management now exclusively concentrates on quality education and are relieved from collection of fee from poor parents, which often they used to delay for months. In case of drop-out of the child, the schools were previously deprived of fee amount, before their partnership with PEF. The private sector schools have invested heavily in physical infrastructure to accommodate more students, thus enhancing their revenues because in FAS model, the money follows the child and not the school. In order to enhance quality standards, the private schools hired better and qualified teachers in addition to the existing faculty thus impacting not only the learning outcomes of the students but also the peers and associates in the partner institution. The salaries of teachers before introduction of FAS model were Rs.2500 per month approximately and enhanced to Rs. 6500 in 2008 and are now being enhanced to Rs.8500. In Pakistan, more than 40% students are dropped and are out of school by the time they reach grade IV but in FAS partnership model, drop-out rate is zero. In case of absence or truancy of a student, the private school management follows the students due to their pecuniary interests attached with the child because the payment by PEF is made on the basis of surprise physical verification of the students in the classroom by monitoring and evaluation teams and QAT by third parties engaged by PEF. Through reward mechanism by PEF and better salary structure the teachers are motivated, resilient and diligent. The schools have complete administrative, managerial and financial empowerment with impeccable academic leadership. Impact Of FAS Program On The Learning Outcomes Of Students And Capacity Of Schools The following achievements have been verified over a period of four years (2006-2009) in FAS partner schools: During a period of four years (2005-2009), the mean average of students in terms of learning outcomes in FAS partner schools was raised from 63 % to79%. The results of 200 schools in the band of 80%-90% have been analysed. They have qualified Mathematics and Science teachers. The schools falling below the threshold of 40% have another important nexus. None of the teachers of these schools has been imparted pre-service training. The girls performed very well in the QATs and excelled over boys. The high performing schools have a very high concentration of post-graduate teachers. More than 95% of teachers in these educational institutions are either graduates or post-graduates. The Continuous Professional Development Program (CPDP) discussed as PEF intervention helped the teachers of the FAS partner schools to enhance their secure understanding of the didactic resource base and improve their pedagogical skills PEF through CPDP trained 86027 teachers of FAS partner schools and non-partner low cost private schools. There is continuous improvement in the percentage of students getting more than 90% marks. In QAT 1 in 2006, 0.96% students secured more than 90% marks whereas in QAT 2 in 2007, the percentage rose to 1.26. In QAT 3 in 2008 it rose to 16.64% and in QAT 4 it jumped to 17.63%. There was a constant decrease in the percentage of students getting less than 40% marks. From 21.55% students getting less than 40% marks in 2006, it gradually decreased to 16.53% in 2007, 4.32% in 2008 and 4.26% in 2009. The students in the cohort of 80% to 90%, 70% to 80%, 60% to 70% and 50% to 60% showed respectable improvement in a period of four years. FAS Achievements In Public-Private Partnership PEF is promoting affordable quality education in 1337 schools in the province of Punjab. The numbers of students benefitting from FAS program are 529210. The number of male students is 267107 (50.47%) and female is 262103 (49.52%). Through FAS highest priority has been accorded to female education. Fortunately the drop-out rate is zero since the schools follow the students in case of absence and truancy for the pecuniary reasons since PEF funding follows the student and not the school. Continuous Professional Development Program – CPDP It is not possible to raise the standard of education without qualified, satisfied and competent teachers. The development of human didactic resource base is a very time-consuming, slow, gradual and consistent process. To ensure the quality education, there has to be a nice mix of institutional and governance arrangements both in public and private sectors dovetailed with quality mentoring in an enabling teaching-learning environment with objectively verifiable indicators. The quality education is assured primarily because of quality mentoring, quality curriculum, resilient management, conducive, congenial and enabling teaching learning environment, good governance, transparent processes, rigorous and candid monitoring and evaluation, evaluative scrutiny and integration of the lessons learnt into the system for continuous improvement The premier academic institutions in Punjab i.e. Punjab University-Institute of Education and Research (IER), Government College University (GCU), Beacon house National University (BNU), FC College University were engaged to impart training to the teachers of private schools. The lead Non Governmental Organizations (NGOs) in the field of professional development and capacity building were selected through an open and transparent competition. The mentors engaged by the NGOs were selected through a special selection board constituted by PEF. School Leadership Development Program (SLDP) More than 80% of the participants reported that the school management was not allowing them to apply the new methodologies of teaching based on comprehension. Instead, the schools were interested in rote learning, so that their students score high marks in the examinations conducted by Punjab Examination Commission and the respective Boards of Intermediate and Secondary Education in the province of Punjab. It was proposed by the participants of CBT in their feedback that the leadership of the partner schools should be sensitized about the importance of secure understanding of the content knowledge by the students instead cramming and rote learning. In this background, it was considered necessary to start a School Leadership Development Program (SLDP) for the Principals and Vice Principals of the FAS partner schools and Non-FAS schools. SLDP met a huge success since the Principals and Vice-Principals of the educational institutions allowed their teachers to apply and practices learned by them in CBT. Education Voucher Scheme – EVS Concept: To ensure educational justice and avoid educational apartheid in society, the poorest of the poor and disenfranchised sections of the society must get equal opportunity and access to quality education enabling the future generations to get out of the vicious circle of poverty and deprivation. For the people on the brink of society, education is the only conduit to develop capabilities of the less privileged people in urban and rural slums Modality: Through EVS, education voucher have been delivered to all households in the urban slums for the children in the age cohorts of 5 to 13. The slums were surveyed and it was established that all the households in the locality were living below poverty line, At a pilot stage, 1053 households were given an opportunity with freedom of choice to access the quality school of their choice for their children. The voucher is redeemable against payment of fee in the educational institutions. EVS is meant to ensure the freedom of choice, productive efficiency, equity and social cohesion. The EVS makes the schools accountable to the parents instead of government functionaries of education department. In FAS, the private school entrepreneur has the choice to admit a student or not. In EVS, the choice to select a school remains with the parents because they are carrying the education voucher issued by PEF. The partner schools are subject to periodical review dependent on the results of their student s, additional private investment and improvement in working conditions for the teachers. The data of schools and students during the years 2006-2009 is annexed as ‘G Selection Criteria of EVS Partner Schools EVS provides incentive to parents to send their children to school. The Scheme became a source of competition for private schools of the area. The following selection uniform criterion has been applied across the board: 1. The fee paid by PEF to the partner EVS school will be Rs. 300/= per child per month. The schools charging higher fee can also apply but they will not paid higher than Rs.300/= and will not be entitled to charge from the students. The enrolment should be between 100 and 500. The school should have respectable infrastructure and enabling teaching learning environment. The partner schools should lie within  ½ kilometer radius of the selected area/beneficiaries of the vouchers. However, if the parents desire to select a school at a larger distance, PEF will have no objection, provided the school fulfills the selection criteria of PEF. 2. PEF advertises in print media to solicit interest from prospective partner schools and preliminary test of selected subjects is held in short-listed schools. Physical inspection of the school is also carried out. 3. PEF Project offices display list of all partner schools at their office and parents are free to choose a school of their choice. 4. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. EVS Achievements in Public-Private Partnership Through EVS, PEF is providing free quality education to 31053 students in 167 schools. 15138 (48.74%) male students and 15915 (51.25%) female students are the beneficiaries of the program. The parity of male and female students was ensured through the policy instrument of EVS. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. Teaching In Clusters By Subjects Specialists – TICSS Program The entrepreneurs of the low cost educational institutions in rural and urban areas cannot afford quality mentors because the people of eminence and erudition with professional integrity of performance with higher academic qualifications demand higher salaries, which they cannot afford. It is almost a truism that the quality in education turns on the axle of interaction between the teacher and the student. Without quality instruction in the low cost schools, there is a remote possibility of better learning outcomes of the students. Resultantly the low cost schools in remote rural areas, peri-urban areas and slums could not improve the quality of instruction. PEF launched TICSS program, engaging people of outstanding academic excellence at the market salary, graduating from the best academic institutions in the province and deputed them to the low cost educational institutions in urban and rural areas of the province. The subject specialists engaged under the auspices of TICSS program not only impacted the learning outcomes of the students in terms of concept clarity and secure understanding of the subject knowledge but also impacted the peers and associates, engaged by the low cast schools. The Subject Specialist (SS) with high grade post-graduate degree could be hired within a salary range of Rs 30,000 —35,000 for a low cost school which pays its teachers a meagre average salary of Rs 3500—Rs 6000. TICSS demonstrated that Subject Specialist deputed to the low cost schools played a catalytic role in uplifting the educational standards and bringing innovations in a number of spheres in the schools academic and social milieu. SS is visiting 2-3 schools in a week and teaching the students in actual class room theatrics. SS impacted the learning outcomes of the students and the mean average of the students increased from 33% to 55% in a period of three years. Subject Specialist influenced the teaching and communication practices of the peers and assoc iates. TICSS model proved to be cost effective, economical and beneficial. Policy matrix is annexed as ‘F The Subject Specialists under auspices of TICSS are an extended arm of the Academic Development Unit (ADU). They teach in the cluster of three schools in core content subject knowledge i.e. Mathematics, English, Physics, Chemistry and Biology. They help ADU team to design tests for the assessment and examination of the Foundation assisted schools under FAS and carry out tours to ensure the accuracy of information in terms of enrolment in the FAS Program. They are part of assessment and examination teams constituted by PEF and liaise with the other leading experts engaged in teachers training and professional development in public and private sector and share experiences for the promotion of quality education in private sector. They are also tasked to develop a resource base for pedagogy and core content subject knowledge base for the benefit of teachers of the private educational institutions. TICSS Achievements In Public-Private Partnership TICSS program has been widely acclaimed and appreciated by all the stakeholders in education. There is incessant demand from low cost private schools for vertical and horizontal expansion of the program in the larger public interest PEF selected and deputed 180 Subject Specialists, 95 (52.77%) male and 85 females (47.22%) to 24 districts of the province of Punjab. 162000 students benefitted from the expertise of the Subject Specialists in an academic year. Way Forward For Public-Private Partnership Initiatives Of PEF The Public-private Partnership programs of PEF have the secure potential to promote quality education at affordable cost to the less-affluent and disenfranchised sections of society at a much lower cost in Public Private Partnership. The consistency and continuity of the systems according to the statutory requirements of PEF Act 2004 is the only viable, workable and sustainable solution. The enactment discourages the bureaucratization and compartmentalization of the programs and envisaged transparency, accountability through institutional and constitutional mechanism. The programs of PEF are replicable, cost effective and competitive. The partnerships work for a win win situation for both public and private sectors, ensuring outreach of the programs, to the far-off rural areas and urban slums, often neglected due to variety of reasons. The programs of PEF have already been replicated in the federal territories by the national government and four provincial governments by slightly cha nging the methodology to accommodate indigenous and local requirements. The incessant demand, affordability and social acceptability by the general public, elected representatives, district governments, civil society organizations, non-governmental organizations, print and electronic media and private educational institutions is hanging heavy on the political leadership of the province. The popularity of the PEF programs in Public-private Partnership and the extreme public pressure of the stakeholders in the form of teachers, students, parents and communities is the sure and secure hope for the continuity of the programs. The government has no option but to continue funding the PEF initiatives. How to win the lost confidence of international donors and agencies remains a myriad challenge for the leadership at PEF. Overall Outcome Analysis Of The PEF Initiatives It has been successfully demonstrated that the PEF programs in Public-private Partnership are cost effective, economical and efficient in terms of service delivery mechanism. The synergy of forging Public -private Partnership has started paying dividends, at a socially acceptable and affordable cost. The private educational institutions providing quality education in less privileged urban, suburban and remote rural areas were hard pressed for financial support. During the quality assurance tests, the students of Foundation assisted schools have shown remarkable performance. PEF has introduced performance based financial incentives by awarding cash prizes to the teachers of the best performing schools for their integrity of performance and quality service delivery. The Public-private Partnership programs are promoting affordable quality educati