Corporate Accounting

Question: Talk about the issues of duty impact bookkeeping tended to in the above explanation with regards to the present AASB/IASB gauges and the calculated structure utilizing your chose yearly report to give models. Answer: Presentation The organization accepted in this situation is the A-CAP RESOURCE LIMITED Company, is one of the organization of Australian stock trades. For responding to the inquiries gave in the announcement, the yearly report of 2015 of A-top Resource Limited Company is estimated for the examination of the inquiry. Henceforth, the reports will primary worry for this investigation. Bookkeeping is one of the most significant elements which is likewise exceptionally basic for A-CAP RESOURCE LIMITED Company (Anil Kumar, Kumar, Mariyappa, 2010). It most likely goes about as a crucial job to safeguard the general procedures of this unmistakable affiliation that helps the organization at the hour of dealing with the entire procedures and the exercises which happen inside the association at the hour of running the exchanges. The movement of bookkeeping is additionally determined by A-top Resource Limited Company, which is a conspicuous association in the entire world, and these absolute scientific syste ms will be executed based on this A-CAP RESOURCE LIMITED Company (Chung, 2013). A-CAP RESOURCE LIMITED Company is an endeavor organization which is arranged in Australia. It is additionally a recorded load of trades in Australia. The worldwide monetary standard gives a thought regarding the structure for the arrangement of the fiscal summaries of that specific organization and furthermore sets the norms of the representing introducing the reasonable estimation of the items which are available in the budget report of the A-CAP RESOURCE LIMITED Company (GKOUGKOUSI, 2013). Depiction The report pronounces that the idea of the benefits are the principle subject which seems to screens like the left over from the information exchange activity and furthermore in the promoted the legitimate duties since there establishes some perfect and exact fictions, for example, charge liabilities and the allegation of the arrangements for accumulate commitments. The assessment bookkeeping technique thinks about expenses before the fiscal summaries of the company (Izzo, 2013). The lawful obligation of the promoted emerges by the exclusive requirement of collection process rely upon the incomes that put generally dependent on the time. Also, the legitimate duty of the conceded charge framework is the principle resource of this expense impact framework. The risk which should be acknowledged consistently, and it likewise makes the varied kinds of record. The condition for the commitment speaks to the state of the records along with the unexpected resources and furthermore restrictive liabilities. A-top Resource Limited is an Australia-based notable assets organization that implies it additionally a mineral investigation association (Kumar Mariyappa, 2010). The association is a solid help and furthermore very much financed from the investors. It likewise ponders propelling its significance and essentialness the uranium metal possibilities. This additionally has Greenfield base metals and the coal assets investigation apartments. The undertaking of the association incorporates Letlhakane Uranium Project, Blau Coal Project, Mega Coal Project, and Foley Project. The association accepted in this situation is the A-top Resource Limited that is an ASX, or the Australian Stock Exchange recorded organization. The yearly articulation in the time of 2015 of A-top Resource Limited is estimated to the portrayal of the situation. The principle compensation components bundles and furthermore approaches of the compensation need to separate a group with in and the chiefs and th e officials of the association like A-top Resource Limited. The principle segments are the measure of compensation and nature (Leventis, Dimitropoulos, Owusu-Ansah, 2013). Nature generally made out of the structure of the regulatory staff which aids the reason for augmentation of the exercises to the concession to the standpoint viewpoints. It additionally encourages in the pay bundles that consolidates the expansion of the essential compensation, the repetition, the period, and furthermore notice. The fundamental installment is USD $320,000 which is turn after at regular intervals. No administrators and the chiefs are qualified for the reason for the deduct installments. The associations chiefs and the officials are paid USD $400,000 that is additionally pivoted after a significant stretch of a year. On the other hand, the compensation bundles are accommodated the officials and the executives of the association like A-top Resource Limited. Based on the totality amount of the capita ls, the reward is given to the administrators, chiefs, and the workers, of this notable organization all through their compensation. In any case, the inspiration is carefully given to the representatives and it likewise estimated as a prize and acknowledgment (Lim, 2010). The individuals who are the Non-official executive of this association are compensated out of certain pay rates that are recognized by the investors. After at that point, the investors are set up to investigate about extra advantage, pay and the pay plans. Nonetheless, the enterprise is expected to repay the installment to the investors that are genuine to the benefit in the reward. These sorts of bundles supplies impetuses to the Directors and the officials of the association like A-top Resource Limited (Miller, 2010). To the points that are clarified by the associations significant methods, the company gives such gainful enhancements to the chiefs and the administrators in the motivators type of a specific period and furthermore it gives a fixed measure of compensation components that are referenced in this situation. This additionally encourages in remunerating the selling with the terms and the states of the partnership, and it encourage to give the benchmark exchange offices to the chiefs and the officials in the motivations structures. In addition, the instigations which are should have been given to the Corporation are the other related work benefits showing up by the advantages of the associations program built up by the technique of the association. The thought of the advantages is increasingly critical for the company however as the approaches and the standards of the organization, the administrators and, the executives, who appreciated it productively. On the other hand, the association is attempting to alter the yearly board exercises that are disclosing to be boundless for the administrators and the executives of the association A-top Resource Limited Company. Conversation As per the investigation, the announcements of the case shows that the conceded charge liabilities, the underwrite liabilities and furthermore the arrangements which show the obligations and duties which are emerges because of the tax assessment framework in bookkeeping and furthermore different effects. Because of the prudence of gathering framework, the promoted liabilities are emerges relying upon the incomes which are gathered by the time more enthusiastically than the receipt. There lies different advantages that are made for the best possible foundation of the liabilities of the organization which helps in the correct continuation of the heading of the costs made by the administrators and the chiefs (Palpacuer, 2010). The various offices are given by the organization which helps in the best possible foundation of the targets for the organization and thus the various offices are secured for the officials and the non-administrators of the organization. These staffs of the organiz ation are given different offices that give them to use the forces and the assets of the organization up to the edge. The perceived incomes are accommodated the misrepresentation of the different pulverization of the advantages that especially essential for the development and the improvement of the organization A-CAP RESOURCE LIMITED. The different VATs and the TAX frameworks are applied for the best possible decrease of the materials that are utilized for the improvement of the framework. These all the working expense likewise involve the expense of their assets which the association needs to endure for it and in this manner the organization lies in an area of additional obligation (Parker, 2010). The portions of the association A-CAP RESOURCE LIMITED likewise is by all accounts declining in the commercial center as planned for these the business can't hold its offers in the commercial center. Because of the goodness of the impact of tax assessment framework the conceded charge li abilities emerges relying upon the arrangement of their obligations and duties which show them the normal obligations which they required in a critical position sheet of the organization. In the given articulation the issues or issues which are identified with the impact of the tax collection framework are portrayed extravagantly. The A-CAP RESOURCE LIMITED Company will undoubtedly pay all duties on everything which created or emerges because of the reasons which are depicted previously. The issues which are emerges because of the impacts of the assessment framework are depicted appropriately through this announcement. The financial sums which are gathered through the conceded liabilities, promoted liabilities and the arrangements for the obligations and duties are increments because of the impact of the tax assessment framework (Rajasekaran Lalitha, 2011). In this manner, the accounting report of the A-CAP RESOURCE LIMITED Company shows that measure of the conceded liabilities, pro moted liabilities and the arrangements for the obligations and duties. Remarks The announcements state about the issues which are connected alongside the expense which influences the bookkeeping arrangement of the organization. The components of the remuneration correspondence and the pay arrangements are at difference a combination with in the officials and the executives of A-CAP RESOURCE LIMITED Company (Rana, 2010). The components that are utilized for the correct improvement of the measures of the pay means the idea of the structure for the best possible advancement of the administrative work force that are incorporated for the best possible production of the poli

Hamlet: Literary

In the play of Hamlet, Shakespeare sets up three plots of vengeance which include three characters, each resolved to retaliate for their perished friends and family. Vengeance is basically a repetitive component in the play and can be noted as a significant subject. Retribution is regularly lead by uncontrolled feelings, influencing an individual’s considerations and sentiments diversely and inciting the person to act without an explanation. The play causes us question the reasonability and advantages of vengeance through the story’s individual characters.King Hamlet shows up as a phantom and advises Hamlet that he was killed in his rest by Claudius. He tells his child that while he was resting, Claudius emptied poison into his ear. Hamlet is stunned by the phantoms words. The apparition asks Hamlet to â€Å"Revenge his foul and most unnatural homicide. † (I. 5. 25) Prince Hamlet vow’s to vindicate his father’s demise, and guarantees not hurt his mo m despite the fact that he blame’s her for re-wedding to his uncle directly after his father’s death.Since the retribution was mentioned, and not Prince Hamlet’s own choice, we could address if Hamlet would consider avenging his dad, regardless of whether he wasn’t advised to. We know that Hamlet is discouraged about his father’s passing, his mom re-wedding, and the absence of grieving the realm is accomplishing for the demise of the King, yet he doesn't end it all despite the fact that he thinks about it at a certain point. Hamlet’s forlornness, sentiments of outrage, and distress would positively force him to vindicate his father’s demise by killing Claudius. A reprobate executes my dad, and for that, I, his sole child, do this equivalent scoundrel send to paradise. † (III. 3. 77)Hamlet doesn’t quickly retaliate for his father’s passing, he experiences a stage where he thinks about and postpones when he ought to submit the demonstration of slaughtering Claudius. Fortinbras is another character in the play who wants to vindicate his father’s demise by recovering the land his dad lost to King Hamlet. Both Prince Hamlet and Prince Fortinbras have uncles who have taken their expired dads legitimate spot at King while the Princes plot an approach to retaliate for their fathers.Fortinbras fabricates a military to reclaim the domains they lost while likewise assaulting Denmark, making him an issue for Denmark. â€Å"†¦ Now, sir, youthful Fortinbras, of unchanged backbone hot and full, hath in the skirts of Norway to a great extent sharked up a rundown of untamed resolutes, for food and diet, to some venture that hath a stomach in't; which is no different as it doth well show up unto our state yet to recoup of us, by solid hand and terms compulsatory, those foresaid lands so by his dad lost; and this, I take it, is the fundamental thought process of our preparations†¦ (I. 1. 95) T his specific statement encourages us see how quick Fortinbras acts towards avenging his dad. He makes a move immediately, as juxtaposed to Hamlet who suspends his chances. While talking about with his mom, Hamlet presumes that there is a covert agent in the room. â€Å"How now? A rodent? Dead, for a ducat, dead! † (III. 4. 23) Assuming that it is Claudius, Hamlet draws his blade and strikes at the drapery where inquisitive Polonius is overhang dropping. Accepting the updates on his father’s demise, Laertes is vow’s to retaliate for his dad. How came he dead? I'll not be shuffled with: to heck, faithfulness! promises, to the blackest fallen angel! Soul and effortlessness, to the profoundest pit! I dare condemnation. To this point I stand, that both the universes I provide for carelessness, let come what comes; just I'll be vindicated most completely for my dad. † Laertes reacts quickly, his words loaded with venom. Much the same as Fortinbras, Laertes acts promptly; flooding into the manor, arranged to rebuff the individual liable for his father’s demise. (IV. 5. 35) Claudius can control Laertes and Hamlet in a duel, guaranteeing that â€Å"Revenge ought to have no bounds† (IV. 7. 128) and promising that Hamlet would be harmed to death. Now of the play, every one of the three children are focused on avenging their father’s passings. Laertes is likewise told that Ophelia has suffocated, further upsetting him, and intensifying the present circumstance. The three huge characters: Hamlet, Fortinbras, and Laertes each have their own specific manners of looking for retaliation, for their father’s passings and getting their desires.Fortinbras blames retribution so as to send in his military to reclaim the domains his dad lost to King Hamlet, which legitimizes that he needs a control. Hamlet and Laertes realize that their father’s have been wronged. Hamlet experiences melancholy, and the realm doesn't have t he foggiest idea about the genuine purpose for his father’s demise, so he is resolved to uncover truth and topple his uncle. Laertes is irritated about his dad and sister’s superfluous demise, censuring Hamlet for the reason for it. The play can be seen as a deplorable story with numerous passings basically incited by individuals from their own family and kingdom.They are compelled to duel, and battle to the demise to respect their father’s soul, fairly then to determine the circumstance in an acculturated manner. The theme: retribution is repeating on the grounds that the characters of the play feel the need retaliate for their dads, they are made frantic by it, as it assumes responsibility for their brain. Their eyes are loaded up with contempt, doubt and sadness as they who were once companions, fight until the very end. What they accomplish toward the end is a useless exertion, since it brought about extra pointless passings, that are not reasonable.

The Top 7 Reasons Not to Mind Map - Focus

The Top 7 Reasons Not to Mind Map - Focus Over the years weve talked to quite a large number of people about mind mapping, and based on what they told us, weve put together a list of the top 7 reasons not to mind map. If youre thinking about giving mind mapping a try, be sure to take a look at this list first: 1. “I can’t draw.” While some people are surely more talented than others, saying that you can’t draw is â€" in most cases â€" simply not true. If you can hold a pen and use it to write, you can also use it to draw. Your drawings might not look as good as you’d like them to, but the point of drawing in a mind map is not to create an art piece for a gallery opening. The point is to personalize your map with images and recognizable symbols and thus make it easier for your brain to remember the map’s content. If you still can’t get used to the drawing part, there’s always digital mind mapping, where you can choose your icons and images from a library. 2. “This is kids stuff.” / “Mind maps are unprofessional.” The statement “This is kids stuff” is partially true, seeing as mind maps are indeed a technique even preschoolers can use. But to conclude that they are not suitable for grown-ups or that they are unprofessional would be a mistake. Mind maps are being used by a steadily growing number of businesses and entrepreneurs who appreciate the value of this powerful presentation, collaboration and project planning tool. Digital and online mind mapping solutions usually offer a user interface perfectly suitable for businesses and their maps look as professional as it gets. 3. “Mind maps can hold very little  information.” While this is partly  true for paper mind maps, which are usually limited to the space of an A4 sheet, digital and online mind maps are a completely different story. Since you can add links, images, notes, comments and even upload entire files to each topic, digital maps can actually be used as data pools or knowledge maps, and hold a technically unlimited amount of information (depending on the software used and the way the information is stored). With the right system, even paper maps can hold huge amounts of information while still being clearer than linear notes. More about this under point 6. 4. “Mind mapping takes longer than regular note taking.” A lot of people  think that, because there is drawing involved in a mind map, they take more time to create than your standard linear notes. The truth is, you can spend hours perfecting your mind map to turn it into a piece of art, if that’s what you want to do. But in most cases, note taking with mind maps will actually help you save time. Instead of writing whole sentences and filling page after page in your notebook, a mind map forces you to consciously decide which information is important enough to become its own topic. Sticking to keywords and images eliminates all the unnecessary fluff and thus saves you valuable time, especially when you review your notes later on. 5. “I’m a linear thinker.” Some people  are so accustomed to processing information stored in a linear manner that they’ve really become quite good at it. But that doesn’t necessarily make them linear thinkers, at least not exclusively. Even if you feel comfortable with your old thinking method, why wouldn’t you want to utilize other techniques that can improve your creativity, memory and problem solving abilities? Why would you limit yourself, when expanding your range of tools and techniques might give you a competitive advantage? Linear thinking, radiant thinking, visual, lateral or parallel thinking â€" why not try to combine them all to make use of your brain’s full potential? 6. “Mind maps aren’t practical.” Many people who are used to storing their information in notebooks or Word documents think that mind maps just aren’t practical as an everyday solution. Most of the time, they are worried about 3 things: 1. Running out of space when dealing with big, complex topics As mentioned earlier, digital maps can hold vast amounts of information. Even so, some topics are so large and complex that mind maps can become too cluttered, thus losing the great overview they usually provide. The solution to this problem is to create a network of mind maps that are linked with each other, as you can do with MindMeister and other mind mapping software. Instead of trying to squeeze thousands of topics into map, simply create an index map with the main categories of your topic or project, and create a sub map for each of those categories. Each sub map can be filled with information, or link to even more sub maps. Using MindMeister, you can easily  link your maps  to jump back and forth between them. 2. Not being able to store their maps properly You can store paper maps in a binder or folder, just like you would with any other piece of paper. Alternatively, you can scan them and put them into a digital filing system such as Evernote. Online mind mapping software lets you store all your mind maps in the cloud and access them from any computer as well as your  mobile device. You can also create a practical folder structure to stay organized and retrieve your maps quickly when needed. 3. Not being able to share their maps with others Well, you can share paper maps like you would share any other piece of paper, that is, make a paper copy or scan them in to  share via email, for instance. The various mind mapping software solutions use different formats for their maps, but they usually offer import options for a number of formats other than their own. Online solutions such as MindMeister even allow you to share your maps with entire groups of users and collaborate with them in real-time. 7. “I’ve gone through my entire life without this. Why should I start now?” Well, this is a really bad reason not to try something new. Heres why we think you  should: Mind maps are easy to create. They are a professional business tool. They can hold large  amounts of information. They help you save time. They improve creativity, memory and problem solving abilities. They are extremely practical ?? Can you think of another reason not to mind map? Let us know in the comments below so we can discuss your argument! The Top 7 Reasons Not to Mind Map - Focus Over the years weve talked to quite a large number of people about mind mapping, and based on what they told us, weve put together a list of the top 7 reasons not to mind map. If youre thinking about giving mind mapping a try, be sure to take a look at this list first: 1. “I can’t draw.” While some people are surely more talented than others, saying that you can’t draw is â€" in most cases â€" simply not true. If you can hold a pen and use it to write, you can also use it to draw. Your drawings might not look as good as you’d like them to, but the point of drawing in a mind map is not to create an art piece for a gallery opening. The point is to personalize your map with images and recognizable symbols and thus make it easier for your brain to remember the map’s content. If you still can’t get used to the drawing part, there’s always digital mind mapping, where you can choose your icons and images from a library. 2. “This is kids stuff.” / “Mind maps are unprofessional.” The statement “This is kids stuff” is partially true, seeing as mind maps are indeed a technique even preschoolers can use. But to conclude that they are not suitable for grown-ups or that they are unprofessional would be a mistake. Mind maps are being used by a steadily growing number of businesses and entrepreneurs who appreciate the value of this powerful presentation, collaboration and project planning tool. Digital and online mind mapping solutions usually offer a user interface perfectly suitable for businesses and their maps look as professional as it gets. 3. “Mind maps can hold very little  information.” While this is partly  true for paper mind maps, which are usually limited to the space of an A4 sheet, digital and online mind maps are a completely different story. Since you can add links, images, notes, comments and even upload entire files to each topic, digital maps can actually be used as data pools or knowledge maps, and hold a technically unlimited amount of information (depending on the software used and the way the information is stored). With the right system, even paper maps can hold huge amounts of information while still being clearer than linear notes. More about this under point 6. 4. “Mind mapping takes longer than regular note taking.” A lot of people  think that, because there is drawing involved in a mind map, they take more time to create than your standard linear notes. The truth is, you can spend hours perfecting your mind map to turn it into a piece of art, if that’s what you want to do. But in most cases, note taking with mind maps will actually help you save time. Instead of writing whole sentences and filling page after page in your notebook, a mind map forces you to consciously decide which information is important enough to become its own topic. Sticking to keywords and images eliminates all the unnecessary fluff and thus saves you valuable time, especially when you review your notes later on. 5. “I’m a linear thinker.” Some people  are so accustomed to processing information stored in a linear manner that they’ve really become quite good at it. But that doesn’t necessarily make them linear thinkers, at least not exclusively. Even if you feel comfortable with your old thinking method, why wouldn’t you want to utilize other techniques that can improve your creativity, memory and problem solving abilities? Why would you limit yourself, when expanding your range of tools and techniques might give you a competitive advantage? Linear thinking, radiant thinking, visual, lateral or parallel thinking â€" why not try to combine them all to make use of your brain’s full potential? 6. “Mind maps aren’t practical.” Many people who are used to storing their information in notebooks or Word documents think that mind maps just aren’t practical as an everyday solution. Most of the time, they are worried about 3 things: 1. Running out of space when dealing with big, complex topics As mentioned earlier, digital maps can hold vast amounts of information. Even so, some topics are so large and complex that mind maps can become too cluttered, thus losing the great overview they usually provide. The solution to this problem is to create a network of mind maps that are linked with each other, as you can do with MindMeister and other mind mapping software. Instead of trying to squeeze thousands of topics into map, simply create an index map with the main categories of your topic or project, and create a sub map for each of those categories. Each sub map can be filled with information, or link to even more sub maps. Using MindMeister, you can easily  link your maps  to jump back and forth between them. 2. Not being able to store their maps properly You can store paper maps in a binder or folder, just like you would with any other piece of paper. Alternatively, you can scan them and put them into a digital filing system such as Evernote. Online mind mapping software lets you store all your mind maps in the cloud and access them from any computer as well as your  mobile device. You can also create a practical folder structure to stay organized and retrieve your maps quickly when needed. 3. Not being able to share their maps with others Well, you can share paper maps like you would share any other piece of paper, that is, make a paper copy or scan them in to  share via email, for instance. The various mind mapping software solutions use different formats for their maps, but they usually offer import options for a number of formats other than their own. Online solutions such as MindMeister even allow you to share your maps with entire groups of users and collaborate with them in real-time. 7. “I’ve gone through my entire life without this. Why should I start now?” Well, this is a really bad reason not to try something new. Heres why we think you  should: Mind maps are easy to create. They are a professional business tool. They can hold large  amounts of information. They help you save time. They improve creativity, memory and problem solving abilities. They are extremely practical ?? Can you think of another reason not to mind map? Let us know in the comments below so we can discuss your argument!

Heart of Darkness by Joseph Conrad vs. Things Fall Apart...

Heart of Darkness by Joseph Conrad and Things Fall Apart by Chinua Achebe are two novellas written to make a statement about the struggles of early societies. Both stories stir up moments of hope, anger, disappointment, despair, and enlightenment in an attempt to inform the reader of the injustices and societal differences during the 1800’s. Heart of Darkness tells the story from a European Colonist perspective while Things Fall Apart illustrates the outlook of the African tribe member being colonized. Throughout this piece I will investigate these unique texts in hopes of revealing the symbolism behind the trying stories. I will compare and contrast the narratives and decipher the outlooks so that the reader can learn to appreciate and†¦show more content†¦Some clan members, however, do rebel and burn some of the preachers’ shelters. This results in a big meeting, both European and African. At the gathering the tribe members are told to decease from any futur e acts of destruction or rebellion. Expecting his fellow people to support him, Okonkwo kills their leader with his machete. However, when the crowd allows the other Europeans to escape, Okonkwo realizes that his clan is not willing to go to war. Soon after the murder, Okonkwo prideful character, and inability to accept defeat, results in his suicide. Heart of Darkness and Things Fall Apart exemplify two different perspectives of African Literature. In Heart of Darkness, Joseph Conrad shows the African Culture through the eyes of the ‘white man’ or colonizing Europeans. In this story the native Africans are depicted as vicious savages. â€Å"In response to Conrads stereotypical depiction of Africans, Chinua Achebe wrote Things Fall Apart through the point of view of the natives to show Africans, not as primitives, but as members of a thriving society. Things Fall Apart follows Okonkwos life as he strives for prestige in his community. When European missionaries come to Umuofia, Okonkwos clan, Okonkwo tries to protect the culture that the missionaries would destroy in the name of civilizing the natives. However his rigid mentality and violent behavior has the opposite of its intended effect, perpetuating the stereotype of the wild African in the eyes of theShow MoreRelatedHeart Of Darkness, By Joseph Conrad Essay2290 Words   |  10 PagesThe author of Heart of Darkness, Joseph Conrad, and the author of Things Fall Apart, Chinua Achebe, both present two stories written in completely different perspectives on the way whites and African’s view each other. These two men also lived in completely different time eras than each other, along with opposite life styles which affected their view on their writings, for Joseph Conrad lived in the late 1800’s, born in Ukraine, and Chinua Achebe in the early 1900’s, born in Nigeria. Man’s fallenRead MoreThings Fall Apart vs. Heart of Darkness Essay1617 Words   |  7 PagesAfrican Colonization through Literature: Things Fall Apart Vs. Heart of Darkness History is an extraordinary mix of truth and fiction. The dichotomy that is bred from different historic al perspectives opens the eyes of those who study history to the semi-fabricated nature of much of humanities past. For most of recorded history, events have been recorded and retold through the eyes of the victors. Only recently have people had the opportunity to view both sides of issues. The Western practiceRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesglobalization, both of which can be seen as hallmarks of the opening decades of the twentieth century. This intermingling of the forces and processes that were arguably essential components 2 †¢ INTRODUCTION of two epochs we routinely set apart as centuries suggests the need for flexibility in demarcating phases of world history, and for determining beginnings and endings that accord with major shifts in political and socioeconomic circumstances and dynamics rather than standard but arbitrary

Western Expansion 1860-1890

Western Expansion 1860-1890 The narrative of America has always been associated with Western Expansion using bounds and leaps starting from the East Coast until the Pacific. The acquisition of Alaska and Hawaii, though not included in the historical literature, signified the expansion of Americans westward maintaining the ideology of the Manifest Destiny. The Western expansion during the 19th century was aided by various factors such as purchases, treaties, and wars with the native. This essay develops the chronological events associated with the Western expansion that took place between 1860 and 1890. According to Kinnahan (407), the 19th century in America was marked by the continuous and tremendous expansion of agriculture and industry as well as settlement throughout the continent. The country’s population more than doubled by the 1890 census. Most of the financial progress was concentrated in the plains, Midwest, and Northwest states. Particularly, the northwest became the industrial periphery of the nation controlling more than 85 percent of the United States’ processing and manufacturing of raw materials in the West and Midwest. The South thrived as an agricultural state with minimal industrial activities. For many years prior to the Civil War, the Northern states were forced to conform to the wayward policies instituted by the South. The South held most of the Senate but as soon as their power began to dwindle, their unscrupulous laws were reformed. Some of the policies that allowed national and state development include the Homestead and the Morrill Land Grant Act. The Senate also decided to fund three continental railroads in accordance with the Transcontinental Railroad regulation. The Civil War proceeded to devastate the Southern states. Most of the fighting took place in the South destroying the essential infrastructure in the cities (Kinnahan, 410). The confederate currency and bonds became useless depriving the South of a considerable portion of their money. The emancipation of the bonded men and women also took away the South’s human resource and capital introducing the need to formulate a new labor system. The South did not have adequate funds to facilitate the reconstruction of its states. The sharecrop framework that took the place of slavery had minimal incentives for creativity and innovation. The Southern cities thus remained financially poor and experienced slow population growth (Kinnahan, 411). The South did not attract many individuals particularly the immigrants because of the lack of opportunities. Also, because of the low population growth, there were no incentives expand industrial growth and infrastructure. Hence, the South did not obtain rapid expansion like the former confederate states. The Southern cities continued to rely on agriculture with the exception of the establishment of the steel and iron factory in Birmingham. The Northern States controlled congress after the Civil War all through to the 20th century resulting in higher tariffs and rates that promote industrial growth and agriculture (Kinnahan, 417). The Midwest and North cities’ population grew at a faster rate than the South. However, the states in the United States remained interconnected by the road and railway systems. Most of the economic growth in the region arose due to innovation and natural resources. The number of business patents recorded by the Patent Office increased from 1815 until 1897. America also contained large reserves of copper, iron ore, coal as well as water energy, timber, metals, petroleum, and tracts of fertile land for farming. All the required raw materials were abundant in the United States propelling industrial progress (Kinnahan, 417). With an expanding economy came the need for more workers. Many immigrants moved to America to fill in the vacancies in the factories and other viable job opportunities. In the years between 1860 and 1890, a modern industrial economy sprouted in the United States. The country rose as one of the major economies in the globe. Its stable political structure, vast natural resources, and growth rate positioned it appropriately for continuous development. The rise of the modern economy affected the native tribes that lived in the West. The US government launched projects of industrialization and modernization that affected the native Indian communities (Reedy-Maschner and Maschner, 710). The land policies instituted by the leaders disrupted the non-Indians and Indians. They faced irreversible environmental deterioration and the deprivation of natural resources. The natives resorted to violent reactions, protests, sharecropper rebellions, and land invasions to counteract the territorial aggression. Furthermore, the natives were dehumanized using stereotypes and disparagement to conform to the socialization patterns and the dominant culture in the United States. Slowly, the land they once owned became national land sold to the highest bidder and the native communities were assimilated into the Western culture (Reedy-Maschner and Maschner, 721). Much of the land claimed by settlers in the Western region belonged Native American communities that had utilized it for centuries. The indigenous people were not only forced out of their land, but they also lost their traditions. Between 1868 and 1877, over 200 battles were fought between the Indians and the US Army in a bid to preserve their land. By the end of the 18th century, the American farmers were enriching themselves and feeding the planet. The ethos enacted by the European ancestry justified the motives of the US leadership to confiscate the Indian terrorist for economic development (Reedy-Maschner and Maschner, 740). True to that, the United States experienced tremendous progress at the expense of the loss of land and culture of the Native Americans. The traditional analogy of the Wild West captures the alienation of the Native Americans and the events that took place.

Pediatric Recommended Core Measures Health And Social Care Essay Free Essays

string(193) " A Eligible Hospitals and CAHs Complete 15 out of 15 Complete 16 out of 29 aˆ\?Choose at least 1 step in 3 NQS spheres A For 2014, CMS is non necessitating the entry of a nucleus set of CQMs\." After run intoing Stage 1 for the two old ages, Fletcher Allen Partners will necessitate to run into meaningful usage Phase 2 standards get downing in 2014 ( Figure 1 ) . With this following phase, EHRs will farther salvage Fletcher Allen Partners money, save clip for physicians and infirmaries, and salvage lives.The Stage 2 standards includes new aims to better patient attention through better clinical determination support, attention coordination and patient battle ( cms. We will write a custom essay sample on Pediatric Recommended Core Measures Health And Social Care Essay or any similar topic only for you Order Now com ) . The phase 2 ends would spread out the Phase 1 standards and concentrate on the meaningful usage of electronic wellness records ( EHRs ) to back up the purposes and precedences of the National Quality Strategy ( NQS ) . The Phase 2 standards encourages the usage of wellness IT for uninterrupted attention and information quality betterment. The proposed Phase 2 meaningful usage demands include strict outlooks for wellness information exchange and include: more demanding demands for eprescribing ; integrating structured laboratory consequences ; and the outlook that suppliers will electronically convey patient attention sum-ups with each other and with the patient to back up passages in attention. Phase 2 focal points on existent usage instances of electronic information exchange and requires that a supplier direct a sum-up of attention record for more than 50 % of passages of attention and referrals. The regulation besides requires that a supplier electronically transmit a sum-up of attention for more than 10 % of passages of attention and referrals. Increasingly robust outlooks for wellness information exchange in Stage 2 and Stage 3 would back up the end that information follows the patient ( Federal Register, 2012 ) . To let suppliers clip to follow 2014 certified EHR engineering and fix for Stage 2, all participants will hold a three-month coverage period in 2014. Figure 1: Phases of Meaningful Use Beginning: NeHC University ( 2012 ) REQUIREMENTS FOR STAGE 2 IMPLEMENTATION Core Aims and Menu Aims Fletcher Allen Partners must run into certain demands for a successful Phase 2 execution. The figure of Stage 1 and Stage 2 entire aims remains the same, EPs are must run into the the step of 20 entire aims and CAHs must run into the step of 19 entire aims. However, the combination of aims has changed. Under Phase 2, eligible professionals ( EPs ) must run into the step or measure up for an exclusion to 17 nucleus aims and 3 of 6 bill of fare aims and eligible infirmaries ( EHs ) and CAHs must run into the step or measure up for an exclusion to 16 nucleus aims and 3 of 6 bill of fare aims ( Figure 2 ) . This is a alteration from EP ‘s holding to run into 15 nucleus aims and EHs holding 14 nucleus aims and 5 bill of fare aims severally. About all of the Stage 1 nucleus and bill of fare aims are retained for Stage 2. Figure 2: Changes from Phase 1 to Stage 2 Phase 1 Phase 2 Eligible Professionals 15 nucleus aims 17 nucleus aims 5 of 10 bill of fare aims 3 of 6 bill of fare aims 20 entire aims 20 entire aims Eligible Hospitals A ; CAHs 14 nucleus aims 16 nucleus aims 5 of 10 bill of fare aims 3 of 6 bill of fare aims 19 entire aims 19 entire aims Clinical Quality Measures needed to be captured by FAP In add-on to run intoing the nucleus and bill of fare aims, eligible professionals, eligible infirmaries and CAHs are besides required to describe clinical quality measures.The clinical quality steps ( CQMs ) are tools used to mensurate and track the quality of health care services by eligible professionals ( EPs ) , eligible infirmaries ( EHs ) and critical entree infirmaries ( CAHs ) within the health care system. The CQMs step many facets of patient attention to include wellness results, clinical procedures, patient safety, efficient usage of healthcare resources, attention coordination, patient battles, population and public wellness, and clinical guidelines.The measuring and coverage of the CQMs guarantee that Fletcher Allen Partners deliver efficient, patient-centered, and safe quality care.A Eligible professionals must describe on 6 entire clinical quality steps: 3 required nucleus steps ( or 3 surrogate nucleus steps ) and 3 extra steps ( selected from a set of 38 clinical qu ality steps ) . Eligible infirmaries and CAHs must describe on all 15 of their clinical quality steps ( CQMS, cms.gov ) . Centers for Medicare A ; Medicaid Services ( CMS ) selected the recommended nucleus set of CQMs for EPs based on analysis of several factors: Conditionss that contribute to the morbidity and mortality of the most Medicare and Medicaid donees Conditionss that represent national public wellness precedences Conditionss that are common to wellness disparities Conditionss that disproportionately drive health care costs and could better with better quality measuring Measures that would enable CMS, States, and the supplier community to mensurate quality of attention in new dimensions, with a stronger focal point on penurious measuring Measures that include patient and/or health professional battle Get downing in 2014, all Medicare-eligible suppliers in their 2nd twelvemonth and beyond of showing meaningful usage must electronically describe their CQM information to CMS. Medicaid suppliers will electronically describe their CQM information to their province. As Figure 3 shows, EPs must describe on 9 of the 64 approved CQMs. Selected CQMs must cover at least 3 of the National Quality Strategy domains Eligible Hospitals and CAHs must describe on 16 of 29 approved CQMs Selected CQMs must cover at least 3 of the National Quality Strategy domains. Get downing in 2014, all Medicare-eligible suppliers beyond their first twelvemonth of showing meaningful usage must electronically describe their CQM information to CMS informations to CMS. Figure 3: Clinical Quality Measures ( CQMs ) Supplier Prior to 2014 2014 and Beyond* EPs Complete 6 out of 44 Complete 9 out of 64 aˆ?3 nucleus or 3 elevation. nucleus Choose at least 1 step in 3 NQS spheres aˆ?3 bill of fare Recommended nucleus CQMs include: A aˆ?9 CQMs for the grownup population aˆ?9 CQMs for the paediatric population aˆ?Prioritize NQS spheres A Eligible Hospitals and CAHs Complete 15 out of 15 Complete 16 out of 29 aˆ?Choose at least 1 step in 3 NQS spheres A For 2014, CMS is non necessitating the entry of a nucleus set of CQMs. A Alternatively we identify two recommended nucleus sets of CQMs, one for grownups and one for kids. A We encourage eligible professionals to describe from the recommended nucleus set to the extent those CQMs are applicable to your range of pattern and patient population. Figure 4 shows the recommended nucleus steps: Figure 4: Recommended Core Measures Adult Recommended Core Measures Pediatric Recommended Core Measures Controling High Blood Pressure Appropriate Testing for Children with Pharyngitis Use of High-Risk Medications in the Aged Weight Assessment and Counseling for Nutrition and Physical Activity for Children and Adolescents Preventive Care and Screening: A Tobacco Use: A Screening and Cessation Intervention Chlamydia Screening for Women Use of Imaging Studies for Low Back Pain Use of Appropriate Medications for Asthma Preventive Care and Screening: A Screening for Clinical Depression and Follow-Up Plan Childhood Immunization Status Documentation of Current Medications in the Medical Record Appropriate Treatment for Children with Upper Respiratory Infection ( URI ) Preventive Care and Screening: A Body Mass Index ( BMI ) Screening and Follow-Up Attention deficit disorder: A Follow-Up Care for Children Prescribed Attention-Deficit/Hyperactivity Disorder ( ADHD ) Medicine Closing the referral cringle: reception of specialist study Preventive Care and Screening: A Screening for Clinical Depression and Follow-Up PlanA A Childs who have dental decay or pits Patient Care Improvements Patient entree to their wellness information is an of import facet of patient attention and battle, and the capablenesss of CEHRT in 2014 and beyond will enable suppliers to do this information available online in a manner that does non enforce a important load on suppliers. Patient engagement – battle is an of import focal point of Stage 2. There are 26 Requirements for Patient Action: More than 5 % of patients must direct secure messages to their EP. More than 5 % of patients must entree their wellness information online. Loss of future gross through authorities inducements Changes to Medicare EHR Incentive Programs The Medicare and Medicaid EHR Incentive Programs provide incentive payments to eligible professionals, eligible infirmaries and critical entree infirmaries ( CAHs ) as they adopt, implement, upgrade or show meaningful usage of certified EHR engineering. Eligible professionals can have up to $ 44,000 through the Medicare EHR Incentive Program and up to $ 63,750 through the Medicaid EHR Incentive Program. The Medicare and Medicaid EHR Incentive Programs provide fiscal inducements for the â€Å" meaningful usage † of certified EHR engineering to better patient attention. To have an EHR incentive payment, suppliers have to demo that they are â€Å" meaningfully utilizing † their EHRs by run intoing thresholds for a figure of aims. CMS has established the aims for â€Å" meaningful usage † that eligible professionals, eligible infirmaries, and critical entree infirmaries ( CAHs ) must run into in order to have an incentive payment. A The Medicare and Medicaid EHR Ince ntive Programs are staged in three stairss with increasing demands for engagement. All suppliers begin take parting by run intoing the Phase 1 demands for a 90-day period in their first twelvemonth of meaningful usage and a full twelvemonth in their 2nd twelvemonth of meaningful usage. After run intoing the Phase 1 demands, suppliers will so hold to run into Stage 2 demands for two full old ages. Eligible professionals participate in the plan on the calendar old ages, while eligible infirmaries and CAHs take part harmonizing to the federal financial twelvemonth beginnning on October 1st. ( EHR Incentive Program, cms.gov ) In order to successfully take part in the plan, EPs, EHs, and CAHs are required to subject CQMs to in order to have an incentive payment in the EHR Incentive Program.Beginning in 2014, the coverage of clinical quality steps ( CQMs ) will alter for all suppliers. EHR engineering that has been certified to the 2014 Edition criterions and enfranchisement standards will hold been tested for enhanced CQM-related capabilities.ELECTRONIC Coverage: In order to let participants to successfully describe CQMs electronically for 2014, CMS is supplying a set of electronic specifications for clinical quality steps ( eCQMs ) for eligible professionals and eligible infirmaries for usage in the EHR Incentive plan for electronic coverage. A These electronic specifications contain multiple parts which allow certified EHR engineering systems to be plan to accurately capture, calculate, and describe clinical quality steps electronically for the 2014 CQMs. A Each eCQM can be described in 3 different ways depending on the intended usage: HTML A – A This is a human clear format so that the user can understand both how the elements are defined and the implicit in logic used to cipher the step. XML – This is a computing machine clear format which enables the machine-controlled creative activity of questions against an EHR or other operational informations shop for quality coverage. Value Sets – Value sets are the specific codifications used by developers to plan the system to accurately capture patient informations in the EHR system. A A To have the maximal EHR inducement payment, Medicare eligible professionals must get down engagement by 2012. Eligible professionals who demonstrate meaningful usage of certified EHR engineering can have up to $ 44,000 over 5 uninterrupted old ages under the Medicare EHR Incentive Program Incentive payments for eligible professionals are higher under the Medicaid EHR Incentive Payments- up to $ 63,750 over 6 old ages under the Medicaid EHR inducement plan Get downing in 2015, Medicare eligible professionals who do non successfully show meaningful usage will be capable to a payment accommodation. The payment decrease starts at 1 % and increases each twelvemonth that a Medicare eligible professional does non show meaningful usage, to a upper limit of 5 % . The eligibility for the EHR inducement plan is determined by the HITECH Act. The lone eligibility alterations under Phase 2 are under the Medicaid EHR incentive plan. The Phase 2 eligibility. Meaningful usage way for Medicare eligible doctors ( EPs ) : Meaningful usage way for Medicare infirmaries: *Payments will diminish for infirmaries that start having payments in 2014 and subsequently. The alterations from Phase 1 to Stage 2 are as follow: Reporting Period Reduced to Three Months – to let suppliers clip to follow 2014 certified EHR engineering and fix for Stage 2, all participants will hold a three-month coverage period in 2014. â€Å" Phase 2 ends, consistent with other commissariats of Medicare and Medicaid jurisprudence, would spread out upon the Phase 1 standards with a focal point on guaranting that the meaningful usage of EHRs supports the purposes and precedences of the National Quality Strategy. Specifically, Stage 2 meaningful usage standards would promote the usage of wellness IT for uninterrupted quality betterment at the point of attention and the exchange of information in the most structured format possible. Our proposed Phase 2 meaningful usage demands included strict outlooks for wellness information exchange including: more demanding demands for eprescribing ; integrating structured laboratory consequences ; and the outlook that suppliers will electronically convey patient attention sum-ups with each other and with the patient to back up passages in attention. Increasingly robust outlooks for wellness information exchange in Stage 2 and Stage 3 would back up the end that information follows the patient. † Hospitals- FY14 ) Providers-Jan 2014 How to cite Pediatric Recommended Core Measures Health And Social Care Essay, Essay examples

Women Empowerment free essay sample

Women Empowerment Women are no less than men in India in any sector. Women are not what they really were. Some decades ago, women were limited to the kitchen. Today, Indian women have made their strong presence in each every field. Women have ultimately come out of their sareeand ‘parda’ image and really demonstrating their talent. Let’s take the example of our office only. If you will rush to our office you will found many elegant women doing great job.Moreover who is reading this write up; she herself is an example of women empowerment. Women are no less than to the men, be it in business, politics, entertainment, sports or whatever. Let’s talk about some bold women; it’s a woman who is leading Indian National Congress as its president, Smt Sonia Gandhi who has got the supreme leadership qualities. Smt. Mamta Banerjee, Mayawati, pratibha patil, Meera kumar is some of the most influential name in the Indian Politics. Now, it is time to forget that men are the only holders of power. In India, women are still facing deferent obstacles in male-dominated cultures.The things are related to womens status and their future. I believe that Indian women are slowly getting empowerment In the sectors like education, politics, the work force and even more power within their own households. The worth of civilization can be arbitrated by the place given to women in the society. We have come across a more image of gender differences. Each year, we notice that the headline as Girls outshine boys in CBS, ICES and State Board results as well. It arrests us showing that girls are now more confident of getting better-paid professional jobs than their drooping male counterparts.This achievement of girls is an absolute reversal of what would have been expected a generation ago. This is likely to guide to higher-income jobs. When a woman can plan her family, she can plan the rest of her life. When she Is healthy, she can be more productive. And when her reproductive rights -? Including the right to decide the number, timing and spacing of her children, and to make decisions grading reproduction free of discrimination, coercion and violence -? are promoted and protected, she has freedom to participate more fully and equally In society. Gender equality implies a society In which women and men enjoy the same opportunities, outcomes, rights and duties in all spheres of life But, an upsetting place still remains for Indian women is the negative sexual attention that women Women. Nearly 10 million baby girls have been killed in the last twenty years alone. Clearly, safety is an obsolete word in todays India. It is the duty of law enforcement agencies to prevent crimes against women but they fail to solve this scourge alone.People must come forward to help in rooting out such social evils. Law enforcing agencies cannot work alone. When the people are dynamic in their drive against crimes, the police cannot remain a mute spectator though they are supposed to be the protectors of citizens. Youth should be motivated to be socially responsible and protect women. This is the need of the hour. Everyone must think of changing society. If we all stay by the rules, women in our cities will assuredly be safer. I do hind that women should also be in place of man in todays society.

Peter And The Lost City Essays - Fishers, Saint Peter, Peter Pan

Peter And The Lost City Peter and The Lost City BY ANGEL MENDOZA email me at [emailprotected] pleasee Last year, Peter looked for a lost city. It was in the Amazon jungle. He didn't fly. The plane was too expensive. He took a bus to Spain and a ferry to Africa. He crossed the dessert by camel. He did not find the lost city. He looked at his map and saw a mistake. The Amazon wasn't in Africa. It was in South America. So he decided to take a boat to Brazil. The boat was old, but it did not sink. The weather was bad. It was very windy and Peter was sick for two weeks ,but he was able to arrive to Brazil. Peter's vacation was almost over, but he decided to find the lost city. He took the hovercraft up the Amazon. The hovercraft stopped. ''The river is shallow,'' said the captain. Peter stepped off the hovercraft. The river was deep and he almost drowned. He walked through the jungle for two weeks and crossed rivers. He also climbed mountains, but he was not able to find the lost city. Then he got lost and didn't know were he was. Suddenly, Peter saw some Indians. They were very fierce. But he was not afraid. ''I am not afraid of anything,'' said Peter. ''Where is the Lost City? Peter asked. ''Go straight ahead,''said the Indian. He was very friendly. ''Take the second path on the left. The lost city is on the right.'' Peter traveled through the jungle for three days. He did not find the lost city. He came to the sea and looked at his map. He saw his mistake and took the second path on the left. He had lunch at a hotel and swam in the pool. Then he bought some provisions, and went back into the jungle. He met the friendly Indian again. ''Straight ahead,'' he said,''second path on the left.'' Peter finally found the lost city. It was night, and the moon was shining. The lost city was beautiful in the moonlight. He camped for the nigh and put up his tent. He cooked dinner. ''I'll be famous,'' he thought. ''People will remember Peter Robert's- the man who found the lost city.'' The next morning, he woke up at five thirty. He wanted to explore the lost city and found treasures. Peter came out of his tent . The lost city was full of people and he met a tourist from California, whose name was Sam Thomas. They started to talk about the life in the Amazon River and its people. Sam's opinion about this subject was that the Amazanian's were not friendly, but Peter totally disagreed. Peter claimed that he had had very good experiences with the Indians. He said ''When I was traveling throughout the Amazon, looking for the Lost City, I got lost a couple of times, and the Indians were very friendly and gave me some directions to get there. They told me that if I ever needed their help to count with them all the time. This wasn't enough for Sam's opinion to change. Suddenly Sam grabbed Peter's suitcase and ran away with it. Peter was shocked and became very worry, because he had in the suitcase his medication for diabetes. Time passed, Peter kept walking for hours, but he became very sick. He stopped and laid down under a tree. Peter rubbed his eyes and wondered where he was. After a couple of hours Peter saw the friendly Indian passed by, Peter told the Indian what had happened and agreed to help him right away. The Indian called out his tribe and they decided to take Peter to the house and take care of him, while the other half left looking for Sam. As time passed, Peter was becoming very weak. The Indians came back the next morning, they were very upset, because they didn't find Sam. After one week, one of the Indians came with good news, because he had found Sam. He was 200 miles away from the Lost City and at the beginning , when the Indian tried to talk to him, Sam thought that he was going to be assaulted. However, the Indian was able to explain to him the health problems that Peter suffered. This changed Sam's opinion about the behavior of the Indians, since they were trying to help Peter

Lesson Plan Topics for any Content Area, Grades 7-12

Lesson Plan Topics for any Content Area, Grades 7-12 While every school may have  different requirements for the writing of lesson plans or how often they are to be submitted, there are common enough topics that can be organized on a template or guide for teachers for any content area. A template such as this could be used in conjunction with the explanation  How to Write Lesson Plans. Regardless of the form used, teachers should be sure to keep these two most important questions in mind as they craft a lesson plan: What do I want my students to know? (objective)How will I know students learned from this lesson? (assessment) The topics covered here in bold are those  topics usually required in lesson plan regardless of subject area. Class: the name of the  class or classes for which this lesson is intended.    Duration: Teachers should note the approximate time that this lesson will take to complete. There should be an explanation if this lesson will be extended over the course  of several days. Materials Required: Teachers should list any handouts and technology equipment that is required. Use of a template like this may be helpful in planning to reserve any media equipment in advance that might be needed for the lesson. An alternative non-digital plan may be needed. Some schools may require a copy of handouts or worksheets to be attached the lesson plan template. Key Vocabulary: Teachers should develop a list of any new and unique terms that students need to understand for this lesson.   The title of Lesson/Description:  One sentence is usually enough, but a well- crafted title on a lesson plan can explain a lesson well enough so that even a brief description is unnecessary.   Objectives: The first of a the lessons two most important topics is the lessons objective: What is the reason or purpose for this lesson? What will  students know or be able to do at the conclusion of this lesson(s)? These questions drive a  lessons objective(s). Some schools focus on a teacher writing and placing the objective in view so that the students also understand what the purpose of the lesson will be. The objective(s) of a lesson defines the expectations for learning, and they give a hint on how that learning will be assessed. Standards: Here teachers should list any state and/or national standards that the lesson addresses. Some school districts require teachers to prioritize the standards. In other words, placing a focus on those standards which are directly addressed in the lesson as opposed to those standards which are supported by the lesson.   EL Modifications/Strategies: Here a teacher  may list any EL (English learners) or other student modifications as required. These modifications can be designed as specific to needs of students in a class. Because many of the strategies used with EL students or other special needs students are strategies that are good for all students, this may be a place to list all instructional strategies used to improve  student understanding for all learners (Tier 1 instruction). For example, there may be a presentation of new material in  multiple formats (visual, audio, physical)   or there may be multiple opportunities for increased student interaction through turn and talks or think, pair, shares. Lesson Introduction/Opening set: This portion of the lesson should give a rationale how this introduction will help  students make connections with the rest of the lesson or unit that is being taught. An opening set should not be busy work, but rather be a planned activity that sets the tone for the lesson that follows. Step-by-Step Procedure: As the name implies, teachers should write down the steps in the sequence necessary to teach the lesson. This is a chance to think through each action necessary as a form of mental practice to better organize for the lesson. Teachers  should also note down any materials they will need for each step in order to be prepared.   Review/Possible Areas of Misconception:  Teachers can highlight terms and/or ideas they  anticipate may cause confusion, words they will want to revisit with the students at the end of the lesson.   Homework:  Note any homework that will be assigned  to students to go with the lesson. This is only one method to assess student learning which can unreliable as a measurement Assessment:  Despite being the lone of the last topics on this template,  this is the most important part of planning any  lesson.   In the past, informal homework was one measure; high stakes testing was another.   Authors and educators  Grant Wiggins and Jay McTigue   posed this  in their seminal work Backward Design:   What will we [teachers] accept as evidence of student understanding and proficiency? They encouraged teachers to begin designing a lesson by starting at the end. Every lesson should include a means to answer the question How will I know students understand what was taught in a lesson? What will my students be able to do?   In order to determine the answer to these questions, it is important to plan in detail how you plan to measure or evaluate student learning both formally and informally.   For example, will the evidence of understanding be an informal exit slip with student short responses to a question or prompt at the end of a lesson? Researchers (Fisher Frey, 2004) suggested that exit slips can be generated for different purposes using differently worded prompts: Use an exit slip  with a prompt that records what was learned (Ex. Write one thing you learned today);Use an  exit slip  with a prompt  that allows for future learning (Ex. Write one question you have about todays lesson);Use an  exit slip  with a prompt  that helps to rate any the instructional strategies used strategies (EX: Was small group work helpful for  this lesson?) Similarly, teachers may choose to use a response poll or vote. A quick quiz may also provide important feedback. The traditional review of homework can also provide needed information to inform instruction.   Unfortunately, too many secondary teachers do not use assessment or evaluation on a lesson plan to its best use. They may rely on more formal methods of assessing student understanding, such as a test or paper. These methods may come too late in providing the immediate feedback to improve daily instruction. However, because  assessing student learning may happen at a later time, such as an end-of-the-unit exam, a lesson plan may provide a teacher the opportunity to create assessment questions for use later. Teachers can test a question in order to see how well students may do answering that question at a later date. This will ensure that you have covered all required material and given your students the best chance at success. Reflection/Evaluation: This is where a teacher may record the success of a lesson or make notes for future use.  If this is a lesson that will be given repeatedly during the day, reflection may be an area where a teacher may explain or note any adaptations on a lesson that has been given several times over the course of a day. What strategies were more successful than other? What  plans may be needed to adapt the lesson? This is the topic in a template where teachers could record any recommended changes in time, in materials, or in the methods used to assess student understanding. Recording this information can also be used as part of a schools evaluation process that asks teachers to be reflective in their practice.

Chinese traditional landscape painting technology to draw the visual Assignment

Chinese traditional landscape painting technology to draw the visual art picture - Assignment Example The essay "Chinese traditional landscape painting technology to draw the visual art picture" explores traditional landscape painting in China. The first thing to paint a picture is to have an idea what to paint. This involves a little bit of thought process to have a clear picture in mind what you want to put down on the canvas. To paint the sunset is not only difficult but also a challenging task for which you have to make sure in mind what you are actually trying to pain. The sunset of the Sydney Opera House is a definite choice for artists. The best would be to visit the place and see it with your own eyes during the exotic sunset. Our eyes are one of the best creations of God, which absorb the beautiful scenery and stores in our mind this makes it easier to put it on canvas. If however, you cannot visit the Sydney house Opera, you must see the pictures of other authentic artists, of the sunset. This would give you a clear idea of how you should start. Traditional Chinese Painting techniques are definitely easy to learn for the children of this era but difficult to be skilled at. Since every stroke in Chinese methods of painting requires full concentration and focus, it is a better approach to make the children learn how to focus on an object in painting. Many Chinese artists suggest that these kinds of painting techniques give you a sense of satisfaction and pleasure and stabilize your moods. By Painting the Sydney opera with Chinese painting techniques, the children will get sensitive to colors.... Preparing the Canvas The size of the canvas is really important if you are painting the sunset at Sydney Opera house. Once you have selected your canvas, you need to select the medium you want to use for your paining, be it acrylic colors or water colors or only Chinese ink, you can use any medium to transfer your ideas on the canvas (Fong, 2001). The first thing is to wet your canvas starting with larger strokes. It will not only absorb the colors but will also amalgamate them really well. Use a larger Chinese brush preferably 1.5’’ wide. To wet your canvas you can use water, liquid white or oils. Layers should be applied to the canvas until it is completely wet. You can also use rice paper as your canvas which is widely used in Chinese paintings (Silbergeld, 1985). Starting up with the picture To start with the Sydney Opera picture, you need to first figure out the objects of primary and secondary importance. For example, the Sydney Opera house, the sun and the bridge are of primary importance whereas the trees in the sides, the far away buildings and water are of secondary importance in the picture. Once decided, you need to outline the entire picture with gentle pencil strokes starting with the primary objects like the Sydney opera house, a brief outline in pencil is required, and the lines must be crisp and concise. Next, start outlining the bridge and the sun. Emphasize on minute detailing of the pillars of the bridge and pay attention to the architecture (Hamm, 1988). You can optionally outline in pencil or a nude paint color to outline the objects of your picture. Next, start with the secondary objects of the picture like the buildings, the trees and the water. It is suggested to use the Chinese

Referencing Essay Example | Topics and Well Written Essays - 250 words

Referencing - Essay Example 2015]. Kinsella, P., 2013, Manchester – Britain’s ‘Second City’ Reports Bumper Tourist Numbers, [online] Knight Knox International, Available at: http://www.knightknox.com/news/article/manchester-britains-second-city-reports-bumper-tourist-numbers [Accessed 4 Mar. 2015]. Manchester City Council, 2014, A1 Manchester Factsheet-November 2014, [online] Available at: http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCcQFjAB&url=http%3A%2F%2Fwww.manchester.gov.uk%2Fdownload%2Fdownloads%2Fid%2F22534%2Fa01_manchester_factsheet_updated_november_2014&ei=8n_zVKejMo3JPa3AgJgG&usg=AFQjCNGtnHYf_83aFaM15b5gchWiKMEP0g&bvm=bv.87269000,d.ZWU this is Manchester factsheet 2013 [Accessed 4 Mar. 2015]. Manchester City Council, 2015, Introduction | Whitworth Street Conservation Area | Manchester City Council, [online] Available at: http://www.manchester.gov.uk/info/511/conservation_areas/970/whitworth_street_conservation_area [Accessed 4 Mar. 2015]. Manchester Evening News, 2010, Citys new vision in angled glass, [online] Available at: http://www.manchestereveningnews.co.uk/business/business-news/citys-new-vision-in-angled-glass-1000706 [Accessed 4 Mar. 2015]. Marketing Manchester, 2014, Hotel Occupancy in Greater Manchester, [online] Available at: http://www.marketingmanchester.com/media/80938/hotel%20occupancy%20dec%202014%20final.pdf [Accessed 4 Mar. 2015]. Marketing Manchester, 2014, Conference Value & Volume, [online] Available at: http://www.marketingmanchester.com/media/76001/conference%20value%20and%20volume%202014%20-%20reporting%20summary.pdf [Accessed 4 Mar. 2015]. Marketing Manchester, n.d., The Greater Manchester Destination Management Plan 2014-2017, [online] Available at: http://www.marketingmanchester.com/media/72887/dmp%20final%20version%20-%20july%202014.pdf [Accessed 4 Mar. 2015]. Marketing Manchester, n.d., The Greater

Disabled Childrens Access to Childcare Programme

Disabled Childrens Access to Childcare Programme The Services Available to Disabled Children Introduction Disability is all too often seen as a social problem i.e. it is seen either in terms of personal tragedy or of blame. Disability has been theorised in a number of different ways, most of which locate the problem in the individual rather than the broader social, political, and economic influences. This has implications not only for the location of the blame for social problems but also for the ways in which services for certain groups are delivered and accessed. All too often access to services is hindered for children with disabilities and the burden of care is left to the family (Moore, 2002). In many cases it would seem that if a child has a disability then this is seen as a matter of private concern for families. The present Government advocates a mixed economy of welfare where welfare is provided in part by the state and partly by private companies operating for profit. The shift from public to private has received much publicity and contributed to social problems and to social e xclusion (Giddens, 2001).The mixed economy of care (largely as a result of the 1990 NHS and Community Care Act) has meant that access to care for children with disabilities has become problematic. Thus families who are already stretched both financially and emotionally face further stress as the result of being unable to access appropriate care and services for their child. This tends to support the view that having a child with a disability results in the family as a whole being disabled by the unjust society in which it is situated (Fazil et al, 2002).. Within the human services great emphasis is placed on the rights of the service user, and this discourse is also evident in Government debates on social support and caring for people with disabilities. All too often however, this remains at the level of discourse and is not followed through when it comes to policy making. This assignment will therefore undertake a critical review of research into the services available to disabled children to assess whether the problem is as broad as some theorists would have us believe, and what might be done to alleviate the problems faced by families who have a child with a disability. Research Question What services are available to children with disabilities and what are the difficulties associated with accessing them. Protocol The area of interest is children with disabilities. The outcomes are what services are available and what if any difficulties might be associated with accessing those services. Objectives To carry out a critical review of literature to discover what services are available to children with disabilities. To ascertain whether it might be argued that perceptions of disability might affect what services are on offer and how these might be accessed. To assess whether parents receive accurate information from professionals To make recommendations Search Strategy A broad search was undertaken of the following: Disability and Society Community Care British journal of social work – Child: Care, health and development www.doh.gov.uk/research www.socresonline.org.uk www.jrf.org.uk www.leeds.ac.uk/disability-studies/archiveuk/archframe A broad search of Taylor Francis journals and Google Scholar was also undertaken. Key word and key word phrases were, disability, family, service users, disabled children, disabled children and their access to services, access to services for disabled children, effects of disability on family life. Part of the problem for disabled children and their families has been an over-reliance on the medical model of disability which locates the problem within the person. Inclusion discourses and debates about discrimination tend to suggest that this pathologising of children with disabilities is further extended to their families for example Bowler and Lister Brook (1997) when speaking of children with Downes Syndrome say that: The identification of a genetic basis for Downes Syndrome led many researchers to explore the possibility that there might be behavioural phenotypes in addition to physical phenotypes that result from specific genetic abnormalities (Lister and Brook, 1997 p.13). Clearly this is locating the problem within the child and does nothing to improve perceptions of either the disabled child or his/her family thus discriminating against the family as a unit. Most of the studies looked at in the following review, and the ones concentrated on in the analysis, report distorted perceptions of disabled children and their families. They also report that services for disabled children are not consistent nor easily accessible. The key concepts that were present in the literature were an assumption that people have plenty of extended family support, use of formal and informal care arrangements, any difficulties in securing access to appropriate services, and the effects that having a child with disabilities has on families. Most of the research indicated that across the board service provision for children with disabilities was at best patchy and at worst lamentable and that it was this, along with perceptions of disabled children and their families that affected access to appropriate services. The review begins with an indepth assessment of three studies in particular and then reviews the concepts generally. Families and Children with Disabilities Fazil et al (2002) undertook a triangulated study (i.e. one that uses both qualitative and quantitative research methods) into the circumstances of twenty Pakistani and Bangladeshi families in the West Midlands who had at least one disabled child. The aim of the research was to try and understand whether and in what ways the discrimination that these families might face was compounded due to the fact that they had a child or children with disabilities. The researchers used a combination of structured questionnaires and semi-structured interviews to obtain their results. The research focused on parents’ experiences, their use of formal services, their material circumstances, and the ways in which having a child/children with disabilities affected their lives. A significant finding of this research was that while Government discourses centre on the integration of service provision in Birmingham (where these families live) there was: The absence of systematic services which came across most strikingly (Fazil et al, 2002,p.251) This view is supported by research undertaken by the Audit Commission (2003) whose findings suggested that across the country, rather than the integrated and joined up services that are promised, service provision was a lottery. How much service and what kind of services offered to disabled children and their families depended very much on which part of the country they lived in. Clearly the move to make partnership working the norm does not always succeed. Molyneux (2001)[1] maintains that this only works when certain guidelines are established at the outset. His research into successful inter-professional working established three areas that contributed to the success of such partnerships. Staff needed to be fully committed to what they were doing and personal qualities of adaptability, flexibility and a willingness to share with others were high on the agenda. Regular and positive communication between professionals was seen as endemic to good working relationships and service delivery. This communication was enhanced (in the study) by the instigation of weekly case conferences which allowed professionals to share knowledge and experiences (2001, p.3). Dowling and Dolan (2001) undertook secondary analysis of a qualitative study using the social model of disability as an analytical frame. Disability is usually defined too ways, as a medical model where the problem is located in the person and the social model where the problem is located in society i.e. as a social problem. The researchers found that having a disabled child in a family could marginalize the whole family who then suffered from unequal opportunities and outcomes. Through their use of the social model of disability as an analytical framework the researchers found that these families often suffered financial hardship along with stress created by social barriers, prejudice and poor service provision. Some studies tend to suggest that much of the care that is on offer is discriminatory – that is to say it takes the view that disabled children and their parents have a tendency to be over reliant on services. This article was a summary of the work undertaken in Leicester and it did not therefore, contain the views of parents and their children. Bush (2005) is a senior manager in children’s services and in his summary of what are called ‘inclusive’ services for disabled children he points out that the services are only on offer for a short while so as to discourage over-dependence on the service. This is not to say that some of the tasks undertaken by this partnership group are not beneficial, but there is no guarantee that any of the services would be ongoing. Fazil et al (2002) focused on the problems faced by members of two specific ethnic groups, the study was included because it was felt that the problems and feelings expressed within the study were quite representative of the feelings and experiences of many parents who have a child or children with disabilities. Although the study was very small, consisting of only twenty people, the use of both qualitative and quantitative data gave the study a breadth that it might not otherwise have had. Certainly the implications of the study were that services are difficult to access and all too often professionals make assumptions about the level of care and support that parents are able to give – these assumptions were also made in relation family support systems that the respondents may have had. The research also found that lack of support and the continuing struggle to access services and make ends meet affected parents’ views of themselves and their abilities to cope. Bryman (2004) has this to say about the use of both quantitative and qualitative methods It implies that the results of an investigation employing a method associated with one research strategy are cross-checked against the results of using a method associated with the other research strategy (Bryman, 2004, p.454). All in all the study was fairly well balanced, and did not for example, appear to exaggerate parent’s fears. The use of data triangulation tends to add weight to the findings of this particular study. Dowling and Dolan’s (2001) study tends to support the findings of Fazil et al. There appears to be a common feeling that when families have a disabled child or children then they, along with their child, are marginalised. Such marginalisation leads to stress in families and problems in accessing care. In many cases professional assumptions about these families increase the stress involved in obtaining appropriate services and care. This in turn supports the findings of Gregory (1991) that perceptions of disability and the assumption of parental responsibility has a huge impact on family relationships and on respondents’ own views of themselves as parents. Bush’s (2005) summary of a particular project in Leicester supports the idea that parent’s of disabled children are in some way responsible. The services in Leicester operate to help parents cope with their disabled child in the short term and then the onus is placed back on parents in the long term. The project aims to prevent what it terms as an over dependence on service provision. It seems to be the case that the feelings that the parents of disabled children have expressed in other studies are generated by the kind of services that treat parents as though they are trying to shirk their responsibilities to their children. This was a very short article that briefly described the services on offer, some of which would need to be continued even though they were only provided on a short term basis, for example physiotherapy. As the author of the article states: Each intervention is administered with the intention of ensuring that the services are short-term and discourage dependency (Bush, 2005, p.128). This may seem overly critical of the project because until its inception two years ago many of the services that it offers were not available at all in Leicester. The fact that even now they are only available in the short term tends to support the notion that access to services for disabled children is often problematic. Access and Attitudes in Service Provision Case (2001) found that parents of children with learning disabilities were often dissatisfied with the professionals with whom they came into contact and when services were provided they tended to be reactive to the problem rather than proactive in solving it. Perceptions of children with disabilities, and particularly learning disabilities are often devalued by society and this devaluation is evident in poor service provision (Chappell, 1997). King et al (1997) maintain that service provision often reflects how children with disabilities are perceived by medical and social work professionals rather than the needs of an individual child. This follows the view among many researchers that the medical model of disability is still at the forefront of most professionals’ minds. The problem is that medical people tend to see all difficulties solely from the perspective of proposed treatments for a patient, without recognising that the individual has to weigh up whether this treatment fits into the overall economy of their life. In the past especially, doctors have been too willing to suggest medical treatment and hospitalisation, even when this would not necessarily improve the quality of life for the person concerned. Indeed, questions about the quality of life have sometimes been portrayed as something of an intrusion upon the purely medical equation. (Brisenden, 1986:176). The medical model leads to the treatment people with disabilities as passive objects of medical attention. This view is oppressive of people with disabilities and spreads to other social relationships, it sees disability as pathological i.e. rooted in a person’s biology, and thus unchanging. Contained within this model is the perception of people with disabilities as problematic. As an adjunct to this model, disability has been theorized as a personal tragedy, which means that individuals with a disability are seen as victims. Treating children with disabilities as victims arguably leads to their becoming almost invisible in service provision. Goble (1999 cited in Case 2001)) maintains that the needs of disabled children and their families are often not addressed because issues that are important to service users, rather than service providers, are not really considered and are under researched. Hornby (1994 cited in Case 2001) has argued that professionals often neglect to provide parents with all the information that they should have when it comes to the needs of their child. If children with disabilities are to get the correct treatment and have access to appropriate services then the parents should be fully informed. Clearly disabled children’s access to services is hampered by social perceptions and by the perceptions that professionals have. This has resulted not only in problems accessing services, but when services are accessed they are not always appropriate to a particular service user’s needs. Research tends to focus on perceptions of disability and the disadvantage that it brings but as yet there is little evidence of what disabled children and their families actually want from service providers. Conclusion and Possible Policy Implications The prevalence of the medical model of health and the ways in which families are kept under-informed regarding the disability of a family member, particularly a child, affects family relationships. It also affects the attitude that professionals may take to disabled children and their families. Gregory (1991) maintains that when a person is diagnosed as ‘disabled’ this affects the ways in which society and the family respond to and deal with that person. Families themselves can tend to see the disabled family member as ‘sick’ and different. Gregory (1991) found that having a disabled family member also affected the way in which mother’s viewed themselves because ideological images of motherhood focus on having an able child. Thus a woman may feel that she is somehow not a mother because of the ways in which society defines motherhood. While doctors may diagnose a physical or learning disability families are often left to cope without either sufficient information or professional help. In a number of cases families have reported that hospitals have refused to admit non-emergency cases unless a parent or carer remains on site to provide additional support (http://www.cafamily.org.uk/rda-uk.html). A shortage of nursing staff and the increasing tendency to perform surgery on a day care basis means that many families are left with extra caring responsibilities once they take the disabled child or adult home. (http://www.cafamily.org.uk/rda-uk.html). In conclusion it would appear from the literature that service provision is sporadic and often not appropriate to the individual needs of disabled children and their families. It might be recommended that more research is needed into what users actually want from service providers and that perhaps as one study suggested users fare much better if they are assigned a single key worker who will liase with all service providers. Bibliography Bowler, D and Lister Brook S. 1997 â€Å">From general impairment to behavioural phenotypes: psychological approaches to learning difficulties† in Fawcus, M ed Children with Learning Difficulties: A Collaborative Approach to their Education and Management London, Whurr Bryman, A 2004 Social Research Methods Oxford, Oxford University Press Bush, C. 2005 â€Å"Inclusive services for disabled children† Practice Vol 17 (2) pp 127-130 Routledge Case, S. 2001 â€Å"Learning to partner, disabling conflict:†Disability and Society Vol 16 (6) pp 837-854 Coffey, A and Atkinson, P (1996) Making sense of qualitative data, Sage, London Dalley, G. 1988 Ideologies of caring: Rethinking Community and Collectivism London, Macmillan Dowling, M and Dolan L. 2001 â€Å"Families with children with disabilities: Inequalities and the social model† Disability and Society Vol 16 (1) Jan 1st 2001 pp. 21-35 Fazil, Q. Bywaters, P. and Ali, Z. 2002 â€Å"Disadvantage and discrimination compounded: The experience of Pakistani and Bangladeshi parents with a disabled child in the UK† Disability and Society Vol 17 (3) May 1st 2002 pp. 237-253 Gough, D and Elkbourne, D 2002 â€Å"Systematic research synthesis to inform policy, practice and democratic debate† Social Policy and Society 1 (3) pp. 225-36 Gregory, S. 1991 â€Å"Challenging Motherhood: Mothers and their deaf children† in Phoenix, A and Lloyd E, eds. 1991 Motherhood: Meaning Practices and Ideology London, Sage Macdonald, G 2003 Using Systematic Reviews to Improve Social Care London, Social Care Institute for Excellence Millar, J 2000 Keeping Track of Welfare Reform York, York Publishing Services for the Joseph Rowntree foundation Molyneux, J 2001 â€Å"Interprofessional team working: What makes teams work well?† Journal of Inter-professional Care 15 (1) 2001 p.1-7 Moore, S. 2002 Social Welfare Alive 3rd ed. Cheltenham, Nelson Thornes Morris, J 2003 â€Å"Including all children: Finding out about the experiences of children with communication and/or cognitive impairments† Children and Society Vol 17 (5) Oliver, P. 1990 The Politics of Disablement Basingstoke, Macmillan Oliver, M 1996 Social Work with Disabled People Basingstoke Macmillan. Such, E. and Walker, R. 2004 â€Å"Being responsible and responsible beings: childrens understanding of responsibility† Children and Society 18 (3) Jun 2004, pp.231-242 Swain, J. Heyman, B and Gilmour, M 1998 â€Å"Public Research, private concerns: Ethical issues in the use of open-ended interviews with people who have learning disabilities† in Disability and Society 13 (1) pp. 21-36 Walsh, M. Stephens, P. and Moore, S. 2000 Social Policy and Welfare. Cheltenham http://216.239.59.104/search?q=cache:7JMuRPBUQgMJ:www.audit-commission.gov.uk/Products/NATIONAL-REPORT/EE944EBA-B414-4d76-903E-A4CA0E304989/Disabled-report.pdf+access+to+services+for+disabled+childrenhl=enct=clnkcd=6gl=uklr=lang_enclient=firefox-a www.doh.gov.uk/research www.socresonline.org.uk www.jrf.org.uk www.leeds.ac.uk/disability-studies/archiveuk/archframe 1 Footnotes [1] Molyneux is a social worker who was part of the inter-professional team on which the study was based.

Political Maharashtra

Politics of Maharashtra After India's independence, most of Maharashtra's political history was dominated by the Indian National Congress party. Maharashtra became a bastion of the Congress party producing stalwarts such as Yashwantrao Chavan, Vasantdada Patil, Shankarrao Chavan, Vasantrao Naik, Vilasrao Deshmukh and Sharad Pawar. The party enjoyed near unchallenged dominance of the political landscape until 1995 when the Shiv Sena and the Bharatiya Janata Party (BJP) secured an overwhelming majority in the state to form a coalition.After a split in the Congress party, former chief minister Sharad Pawar formed the Nationalist Congress Party (NCP), but formed a coalition with the Congress to keep out the BJP-SS combine. Prithviraj Chavan of Congress party is the current Chief Minister of Maharashtra. Maharashtra, 1960-1971 Establishment of the State : In 1956 the Bombay State ceded Kannada-speaking territory to Mysore, but gained Marathwada (Aurangabad Division) from Hyderabad State a nd Vidarbha (Amravati and Nagpur Divisions) from Madhya Pradesh & Berar.In 1960, Bombay State was split into the States of Gujarat and Maharashtra. Administration : From 1962 to 1979 Maharashtra was administrated by an Indian National Congress (INC) led government Annals : 1960 : Bombay State split into Gujarat and Maharashtra; Bombay capital of Maharashtra, Marathi provincial language 1960 : Nagpur Pact; Nagpur (Vidarbha) elevated to second capital of Maharashtra; legislative assembly meets here for two weeks in December every year 1961 : communal violence in Nagpur (BBoY 1962) 962 : state election; INC formed government 1966 : communal incidents in Maharashtra (BBoY 1967) 1966 : Shiv Sena (SHS), Maharashtra Hindu party, founded 1967 : state election; INC formed government 1968 : Hindu-Muslim riots in Aurangabad and Nagpur (BBoY 1969) 1969 : India's first nuclear power station at Tarapur became operational (BBoY 1970) Social History : In 1961 the population of Maharashtra was 39. 9 million, in 1971 50. 3 million. The Statesman's Yearbook, based on the census of 1971, gives the literacy rate for Maharashtra in 1971 as 39. %; in 1961 80. 2 % of the population were Hindus, 7. 6 % Muslims, 7 % Buddhists. Government, Politics and Judiciary Maharashtra is one of the most advanced states in India, the second most populated state and the third largest state in India. The government, politics and judiciary of Maharashtra is quite similar to those of the other states. The state of Maharashtra is governed by the Governor and the Chief Minister. The Governor is the nominal head of the state and the Chief Minister is the Head of the government.He is the head of the political party which has the maximum number of seats in the State Legislative Assembly. The State Legislative Assembly is also known as the Vidhan Sabha and it is situated in the capital city of Maharashtra, Mumbai. The Chief Minister has all the executive powers which he can execute taking the advice of his c ouncil of ministers. The government of Maharashtra is aided by a bicameral parliament, the lower house and the upper house – the Vidhan Sabha and the Vidhan Parishad.At present the Chief Minister of Maharashtra is Vilasrao Deshmukh from the Congress Party. The political party which holds the maximum number of seats in the Vidhan Sabha at present is the NCP which had formed the government with a coalition with the Congress. The state of Maharashtra has been nominated 19 seats in the Rajya Sabha and 48 in the Lok Sabha. Commissions : The four commissions of the government of Maharashtra are the State Election Commission, Maharashtra Public Service Commission, Union Public Service Commission, and Staff Selection Commission.These commissions have been formed to fulfill certain special responsibilities such as conducting exams which are related to government jobs. The State Election Commission: has the responsibility of taking care of the election chores in the state. There is a s tate election commissioner who is appointed on the basis of certain qualifications. Maharashtra Public Service Commission: the MPSC consists of examinations which are scheduled for the posts of Judges of the Co – Operative courts, Assistant Director, Special District Social Welfare Officer, Medical Officer.This commission fixes the dates of the examinations, the syllabus for the examination, the schedule for the interview and other details in connection with the examinations. Union Public Service Commission: the most important function of the Union Public Service Commission is the recruitment of services through written examinations and interviews, advising the state government on the recruitment of personnel, disciplinary functions, other miscellaneous functions regarding pensions and reimbursements of legal expenses. Staff Selection Commission: he function of the Staff Selection Commission of the Maharashtra government is to select staff of the Group B and technical staff o f the Group C in the Ministries or Departments, Government of India offices, Election Commission and the Central Vigilance Commission. The Commission is responsible for formulation of policies which might assist in conducting the examination smoothly. Government Departments : Maharashtra government is dedicated towards serving the citizens and for that purpose it has delegated the responsibility to the various departments of the government.Each department takes care of the different needs of the inhabitants. Apart from the government departments, the government of Maharashtra is assisted by the Boards and Corporations in the fulfillment of its duty. The Government Departments and their functions are: Agriculture Department Co-operation Department Directorate of Medical Education and Research (DMER) Directorate of Technical Education, Maharashtra Directorate of Vocational Education and Training (DVET) Employment and Self Employment Department, Maharashtra Finance Department, Maharash traFood, Civil Supplies and Consumer Protection Department Forest Department Home Department Irrigation Department Public Works Department (PWD) Vidhan Sabha : The Vidhan Sabha of Maharashtra is the lower house or the House of the People. The total strength of the House is 289 members and the term of office for the members is five years. Under unusual conditions the House may be dissolved. It consists of members who are directly elected by the people of Maharashtra. There are certain qualifications required to be the member of the Vidhan Sabha which are: To be a citizen of IndiaTo be not less than 25 years of age To be mentally sound and not bankrupt To have an affidavit of not having any criminal procedures against him. Mumbai High Court : The highest body of the Maharashtra judiciary is the Bombay High Court under which there are the Subordinate Courts which serve the districts and the City Civil Courts. The Bombay High Court can exercise original jurisdiction over the state of Ma harashtra, Goa, Daman and Diu. It has benches in the cities of Bombay, Aurangabad, Nagpur and Panaji in Goa. The Bombay High Court can exercise both original and appellate jurisdiction in Bombay.The Bombay High Court can have maximum of 64 judges. The judiciary of the state of Maharashtra offers legal aid services in all its benches. The Lokayuktas and the Upa – Lokayuktas form the subordinate courts of Maharashtra. the benches of the Bombay High Court in the cities also serve as the subordinate courts in the state. Other than that there is the Maharashtra State Legal Services and Authority department which provides all the necessary information about the important names and contact numbers related to the judiciary services. Maharashtra Politics : Current ScenarioIndia is the biggest democratic country in the world. Indian democracy provides the right of vote to its citizens to elect the government of their choice after every period of five years. However, some times unfortun ately the situation rises when the ruling government looses majority in the house and vote of non-confidence is passed by the opponent party, and if the ruling party is not able to win the vote of non-confidence the house has to under go the mid-term elections. This situation may rise at the Lok Sabha in centre or at Vidhan Sabha or State Assembly in state.The major political parties dominating Indian Politics from the last few decades have been Indian National Congress and Bhartiya Janta Party besides them there are various regional parties at state level which play an influencing role in the political scenario. These parties however do not have their threshold in whole country but they have their impact on the politics at state level. These parties are the ruling parties in some of the states and in some states they act as an alliance of the party in rule. The politics of Maharashtra is not an exception to it where apart from the two major political parties i. e. , Indian