Education in India Free Essays

string(126) " contains the National System of Education, which ensures some uniformity while taking into account regional education needs\." Education in India has a history stretching back to the ancient urban centres of learning at Taxila and Nalanda. Western education became ingrained into Indian society with the establishment of the British Raj. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. We will write a custom essay sample on Education in India or any similar topic only for you Order Now The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are Union or State Government controlled. India has made a huge progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population. [2] India’s improved education system is often cited as one of the main contributors to the economic rise of India. [3] Much of the progress in education has been credited to various private institutions. [4] The private education market in India is estimated to be worth $40 billion in 2008 and will increase to $68 billion by 2012. [4] However, India continues to face challenges. Despite growing investment in education, 35% of the population is illiterate and only 15% of the students reach high school. [5] As of 2008, India’s post-secondary high schools offer only enough seats for 7% of India’s college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master’s or PhD degree. [6] As of 2007, there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000,[7] plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education. [8] Three Indian universities were listed in the Times Higher Education list of the world’s top 200 universities — Indian Institutes of Technology, Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006. [9] Six Indian Institutes of Technology and the Birla Institute of Technology and Science – Pilani were listed among the top 20 science and technology schools in Asia by Asiaweek. 10] The Indian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the Financial Times of London in 2010[11] while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment. [12]Contents [hide] 1 History 2 Overview 2. 1 Primary education 2. 2 Secondary education 2. 3 Tertiary education 2. 4 Technical education 3 Literacy 4 Attainment 5 Private education 6 Women’s Education 7 Rural education 8 Issues 9 Initiatives 10 Central government involvement 10. 1 Budget 10. Public Expenditure on Education in India 10. 3 Legislative framework 11 Notes 12 References 13 External links [edit] History Monastic orders of education under the supervision of a guru was a favored form of education for the nobility in ancient India. [13] The knowledge in these orders was often related to the tasks a section of the society had to perform. [14] The priest class, the Brahmins, were imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, were trained in the various aspects of warfare. 14] The business class, the Vaishya, were taught their trade and the lowest class of the Shudras was generally deprived of educational advantages. [14] The book of laws, the Manusmriti, and the treatise on statecraft the Arthashastra were among the influential works of this era which reflect the outlook and underst anding of the world at the time. [14] Apart from the monastic orders, institutions of higher learning and universities flourished in India well before the common era, and continued to deliver education into the common era. 15] Secular Buddhist institutions cropped up along with monasteries. [14] These institutions imparted practical education, e. g. medicine. [14] A number of urban learning centres became increasingly visible from the period between 200 BCE to 400 CE. [16] The important urban centres of learning were Taxila and Nalanda, among others. [16] These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as logic, grammar, medicine, metaphysics, arts and crafts. [16] By the time of the visit of the Islamic scholar Alberuni (973-1048 CE), India already had a sophisticated system of mathematics and science in place, and had made a number of inventions and discoveries. [17] With the arrival of the British Raj in India a class of Westernized elite was versed in the Western system of education which the British had introduced. [18] This system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era. 18] Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0. 6% of the population in 1867 to over 3. 5% of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. [19] Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%. [20] Following independence in 1947, Maulana Azad, India’s first education minister envisaged strong central government control over education throughout the country, with a uniform educational system. [21] However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. [21] The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. 22] The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986. [23] The government initiated several measures the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan,[24] India’s initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. India’s NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. You read "Education in India" in category "Papers" The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product. [23] While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure. [edit] Overview The National Council of Educational Research and Training (NCERT) is the apex body for curriculum related matters for school education in India. 25] The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. [26] In India, the various curriculum bodies governing school education system are: The state government boards, in which the majority of Indian children are enrolled. Th e Central Board of Secondary Education (CBSE) board. The Council for the Indian School Certificate Examinations (CISCE) board. The National Institute of Open Schooling (NIOS) board. International schools affiliated to the International Baccalaureate Programme and/or the Cambridge International Examinations. Islamic Madrasah schools, whose boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband. Autonomous schools like Woodstock School, Auroville, Patha Bhavan and Ananda Marga Gurukula. In addition, NUEPA (National University of Educational Planning and Administration)[27] and NCTE (National Council for Teacher Education) are responsible for the management of the education system and teacher accreditation. 28] [edit] Primary education The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India. [29]) The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. [29] However, both free education and the ban on child labor are difficult to enforce due to economic disparity and so cial conditions. [29] 80% of all recognized schools at the Elementary Stage are government run or supported, making it the largest provider of education in the Country. 30] However, due to shortage of resources and lack of political will, this system suffers from massive gaps including high pupil teacher ratios, shortage of infrastructure and poor level of teacher training. Education has also been made free[29] for children for six to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. [31] There have been several efforts to enhance quality made by the government. The District Primary Education Programme (DPEP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. 32] 85% of the DPEP was funded by the central government and the remaining 15 percent was funded by the states. [32] The DPEP, which had opened 160000 new schools including 84000 a lternative education schools delivering alternative education to approximately 3. 5 million children, was also supported by UNICEF and other international programmes. [32] This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states. [32] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. 32] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low. [edit] Secondary education The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system. [33] Secondary education covers children 14-18 which covers 88. 5 million children according to the Census, 2001. However, enrolment figures show that only 31 million of these children were attending schools in 2001-02, which means that two-third of the population remained out of school. [34] A significant feature of India’s secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. 35] A significant new feature has been the extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan[36] A special Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education. [25] but which was converted into Inclusive Education at Secondary Stage[37] Another notable special programme, the Kendriya Vidyalaya proj ect, was started for the employees of the central government of India, who are distributed throughout the country. The government started the Kendriya Vidyalaya project in 1965 to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee’s family has been transferred. [25] [edit] Tertiary education Our university system is, in many parts, in a state of disrepair†¦ In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 per cent of our colleges are rated as below average on quality parameters†¦ I am concerned that in many states university appointments, including that of vice-chancellors, have been politicised and have become subject to caste and communal considerations, there are complaints of favouritism and corruption. – Prime Minister Manmohan Singh in 2007[38] Indian Institute of Management, Ahmedabad. India’s higher education system is the third largest in the world, after China and the United States. [39] The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. 40] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. [41] As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 13 institutes which are of national importance. [40] Other i nstitutions include 16000 colleges, including 1800 exclusive women’s colleges, functioning under these universities and institutions. 40] The emphasis in the tertiary level of education lies on science and technology. [42] Indian educational institutions by 2004 consisted of a large number of technology institutes. [43] Distance learning is also a feature of the Indian higher education system. [43] Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education. [43] The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India. 44] Besides top rated universities which provide highly competitive world class education to their pupil, India is also home to many universities which have been founded with the sole objective of making easy money. Regulatory authorities like UGC and AICTE have been trying very hard to ex tirpate the menace of private universities which are running courses without any affiliation or recognition. Students from rural and semi urban background often fall prey to these institutes and colleges. [45][dead link] [edit] Technical education From the first Five Year Plan onwards India’s emphasis was to develop a pool of scientifically inclined manpower. [46] India’s National Policy on Education (NPE) provisioned for an apex body for regulation and development of higher technical education, which came into being as the All India Council for Technical Education (AICTE) in 1987 through an act of the Indian parliament. [47] At the level of the centre the Indian Institutes of Technology and the Indian Institutes of Information Technology are deemed of national importance. 47] The Indian Institutes of Management are also among the nation’s premier education facilities. [47] Several Regional Engineering Colleges (REC) have been converted into National Institutes of Technology. [47] The UGC has inter-university centres at a number of locations throughout India to promote common research, e. g. the Nuclear Science Centre at the Jawaharlal Nehru University, New Delhi. [48] [edit] Literacy Main article: Literac y in India According to the Census of 2001, â€Å"every person above the age of 7 years who can read and write in any language is said to be literate†. According to this criterion, the 2001 survey holds the National Literacy Rate to be around 64. 84%. [49] Government statistics of 2001 also hold that the rate of increase in literacy is more in rural areas than in urban areas. [49] Female literacy was at a national average of 53. 63% whereas the male literacy was 75. 26%. [49] Within the Indian states, Kerala has shown the highest literacy rates of 90. 02% whereas Bihar averaged lower than 50% literacy, the lowest in India. [49] The 2001 statistics also indicated that the total number of ‘absolute non-literates’ in the country was 304 million. 49] [edit] Attainment World Bank statistics found that fewer than 40 percent of adolescents in India attend secondary schools. [2] The Economist reports that half of 10-year-old rural children could not read at a basic level, over 60% were unable to do division, and half dropped out by the age 14. [50] Only one in ten young people have access to tertiary education. [2] Out of those who receive higher education, Mercer Consulting estimates that only a quarter of graduates are â€Å"employable†. [51] An optimistic estimate is that only one in five job-seekers in India has ever had any sort of vocational training. [52] [edit] Private education According to current estimates, 80% of all schools are government schools[30] making the government the major provider of education. However, because of poor quality of public education, 27% of Indian children are privately educated. [53] According to some research, private schools often provide superior results at a fraction of the unit cost of government schools. 50][54][55] However, others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders for their regulation[56] In their favour, it has been pointed out that private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and drama. [53] The pupil teacher ratios are much better in private schoo ls (1:31 to 1:37 for government schools and more teachers in private schools are female. 57] There is some disgreement over which system has better educated teachers. According to the latest DISE survey, the percentage of untrained teachers (paratechers) is 54. 91% in private, compared to 44. 88% in government schools and only 2. 32% teachers in unaided schools receive inservice training compared to 43. 44% for government schools. The competition in the school market is intense, yet most schools make profit. [53] Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% of schoolchildren in Hyderabad’s slums attend private schools. 55] Private schools are often operating illegally. A 2001 study found that it takes 14 different licenses from four different authorities to open a private school in New Delhi and could take years if done legally. [55] However, operation of unrecognized schools has been made illegal under the Right to Children to Free and Compulsory Education Act[31] which has also significantly simplified the process of obtaining recognition. [edit] Women’s Education Girls in school near Baroda, Gujarat. See also: Women in India Women have much lower literacy rate than men. Far fewer girls are enrolled in the schools, and many of them drop out. [58] According to a 1998 report by U. S. Department of Commerce, the chief barrier to female education in India are inadequate school facilities (such as sanitary facilities), shortage of female teachers and gender bias in curriculum (majority of the female characters being depicted as weak and helpless)[59] The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947. [60] Concerted efforts led to improvement from 15. 3% in 1961 to 28. % in 1981. [60] By 2001 literacy for women had exceeded 50% of the overall female population, though these statistics were still very low compared to world standards and even male literacy within India. [61] Recently the Indian government has launched Saakshar Bharat Mission for Female Literacy. This mission aims to bring down female illiteracy by half of its present level. Sita An antha Raman outlines the progress of women’s education in India:Since 1947 the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms. This welfare thrust raised primary enrollment between 1951 and 1981. In 1986 the National Policy on Education decided to restructure education in tune with the social framework of each state, and with larger national goals. It emphasized that education was necessary for democracy, and central to the improvement of women’s condition. The new policy aimed at social change through revised texts, curricula, increased funding for schools, expansion in the numbers of schools, and policy improvements. Emphasis was placed on expanding girls’ occupational centers and primary education; secondary and higher education; and rural and urban institutions. The report tried to connect problems like low school attendance with poverty, and the dependence on girls for housework and sibling day care. The National Literacy Mission also worked through female tutors in villages. Although the minimum marriage age is now eighteen for girls, many continue to be married much earlier. Therefore, at the secondary level, female dropout rates are high. [62] Sita Anantha Raman also maintains that while the educated Indian women workforce maintains professionalism, the men outnumber them in most fields and, in some cases, receive higher income for the same positions. 62] [edit] Rural education A primary school in a village in Madhya Pradesh. Following independence, India viewed education as an effective tool for bringing social change through community development. [63] The administrative control was effectively initiated in the 1950s, when, in 1952, the government grouped villages under a Community Development Block—an authority under national p rogramme which could control education in up to 100 villages. [63] A Block Development Officer oversaw a geographical area of 150 square miles which could contain a population of as many as 70000 people. [63] Setty and Ross elaborate on the role of such programmes, themselves divided further into individual-based, community based, or the Individual-cum-community-based, in which microscopic levels of development are overseen at village level by an appointed worker:The community development programmes comprise agriculture, animal husbandry, cooperation, rural industries, rural engineering (consisting of minor irrigation, roads, buildings), health and sanitation including family welfare, family planning, women welfare, child care and nutrition, education including adult education, social education and literacy, youth welfare and community organisation. In each of these areas of development there are several programmes, schemes and activities which are additive, expanding and tapering off covering the total community, some segments, or specific target populations such as small and marginal farmers, artisans, women and in general people below the poverty line. [63] Despite some setbacks the rural education programmes continued throughout the 1950s, with support from private institutions. [64] A sizable network of rural education had been established by the time the Gandhigram Rural Institute was established and 5, 200 Community Development Blocks were established in India. [65] Nursery schools, elementary schools, secondary school, and schools for adult education for women were set up. [65] The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation. 65] However, in some cases lack of financing balanced the gains made by rural education institutes of Ind ia. [66] Some ideas failed to find acceptability among India’s poor and investments made by the government sometimes yielded little results. [66] Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small. [edit] Issues One study found out that 25% of public sector teachers and 40% of public sector medical workers were absent during the survey. Among teachers who were paid to teach, absence rates ranged from 15% in Maharashtra to 71% in Bihar. Only 1 in nearly 3000 public school head teachers had ever dismissed a teacher for repeated absence. [67] A study on teachers by Kremer etc. found that ‘only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India. ‘. [67] Modern education in India is often criticized for being based on rote learning rather than problem solving. BusinessWeek denigrates the Indian curriculum saying it revolves around rote learning. [68] and ExpressIndia suggests that students are focused on cramming. [69] A study of 188 government-run primary schools found that 59% of the schools had no drinking water and 89% had no toilets. 70] 2003-04 data by National Institute of Educational Planning and Administration revealed that only 3. 5% of primary schools in Bihar and Chhattisgarh had toilets for girls. In Madhya Pradesh, Maharashtra, Andhra Pradesh, Gujarat, Rajasthan and Himachal Pradesh, rates were 12-16%. [71] Fake degre es are a problem. One raid in Bihar found 0. 1 million fake certificates. [72] In February 2009, the University Grant Commission found 19 fake institutions operating in India. [73] Only 16% of manufacturers in India offer in-service training to their employees, compared with over 90% in China. [74] [edit] Initiatives Boys seated in school near Baroda, Gujarat. The madrasah of Jamia Masjid mosque in Srirangapatna. Following India’s independence a number of rules were formulated for the backward Scheduled Castes and the Scheduled Tribes of India, and in 1960 a list identifying 405 Scheduled Castes and 225 Scheduled Tribes was published by the central government. [75] An amendment was made to the list in 1975, which identified 841 Scheduled Castes and 510 Scheduled Tribes. [75] The total percentage of Scheduled Castes and Scheduled Tribes combined was found to be 22. 5 percent with the Scheduled Castes accounting for 17 percent and the Scheduled Tribes accounting for the remaining 7. 5 percent. [75] Following the report many Scheduled Castes and Scheduled Tribes increasingly referred to themselves as Dalit, a Marathi language terminology used by B. R. Ambedkar which literally means â€Å"oppressed†. [75] The Scheduled Castes and Scheduled Tribes are provided for in many of India’s educational programmes. [76] Special reservations are also provided for the Scheduled Castes and Scheduled Tribes in India, e. g. a reservation of 15% in Kendriya Vidyalaya for Scheduled Castes and another reservation of 7. 5% in Kendriya Vidyalaya for Scheduled Tribes. [76] Similar reservations are held by the Scheduled Castes and Scheduled Tribes in many schemes and educational facilities in India. [76] The remote and far-flung regions of North East India are provided for under the Non Lapsible Central pool of Resources (NLCPR) since 1998-1999. [77] The NLCPR aims to provide funds for infrastructure development in these remote areas. [77] The government objective for the Sarva Shiksha Abhiyan (SSA), started in 2001, is to provide education to children between 6–14 years by 2010. [78] The programme focuses specially on girls and children with challenged social or financial backgrounds. [78] The SSA also aims to provide practical infrastructure and relevant source material in form of free textbooks to children in remote areas. [78] The SSA also aims at widening computer education in rural areas. [78] SSA is currently working with Agastya International Foundation – an educational NGO – to augment its efforts in making science curriculum current and exciting. However, some objectives of the SSA, e. g. enrollment of all children under the scheme in schools by 2005 remain unfulfilled. 78] Education Guarantee Scheme and Alternative and Innovative Education are components of the SSA. [78] Women from remote, underdeveloped areas or from weaker social groups in Andra Pradesh, Assam, Bihar, Jharkhand, Karnat aka, Kerala, Gujarat, Uttar Pradesh, and Uttarakhand, fall under the Mahila Samakhya Scheme, initiated in 1989. [79] Apart from provisions for education this programme also aims to raise awareness by holding meetings and seminars at rural levels. [79] The government allowed 340 million rupees during 2007–08 to carry out this scheme over 83 districts including more than 21, 000 villages. [79] Currently there are 68 Bal Bhavans and 10 Bal Kendra affiliated to the National Bal Bhavan. 80] The scheme involves educational and social activities and recognising children with a marked talent for a particular educational stream. [80] A number of programmes and activities are held under this scheme, which also involves cultural exchanges and participation in several international forums. [80] India’s minorities, especially the ones considered ‘educationally backward’ by the government, are provided for in the 1992 amendment of the Indian National Policy on Education (NPE). [81] The government initiated the Scheme of Area Intensive Programme for Educationally Backward Minorities and Scheme of Financial Assistance or Modernisation of Madarsa Education as part of its revised Programme of Action (1992). 81] Both these schemes were started nationwide by 1994. [81] In 2004 the Indian parliament allowed an act which enabled minority education establishments to seek university affiliations if they passed the required norms. [81] [edit] Central government involvement [edit] Budget As a part of the tenth Five year Plan (2002–2007), the central government of India outlined an expenditure of 65. 6% of its total education budget of Rs. 438250 million, or (Rs. 287500 million) on elementary education; 9. 9% (Rs. 43250 million) on secondary education; 2. 9% (Rs. 12500 million) on adult education; 9. 5% (Rs. 41765 million) on higher education; 10. 7% (Rs. 7000 million) on technical education; and the remaining 1. 4% (Rs. 6235 million) on miscellaneous e ducation schemes. [82] According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), India has the lowest public expenditure on higher education per student in the world. [83] See also: Education in India Five Year Plan Expenditure [edit] Public Expenditure on Education in India In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are; (a) To progressively increase expenditure on education to around 6 percent of GDP. (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes. (c) To ensure that no one is denied of education due to economic backwardness and poverty. (d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal. However, even after five years of implementation of NCMP, not much progress has been done on these promises or announcements. The public expenditure on education has actually declined from around 3. 23 percent of GDP in 2000-2001 to 2. 88 percent in the recent times. As a proportion of total government expenditure, it has declined from around 11. 1 percent in 2000-2001 to around 9. 98 percent during UPA rule. A policy brief issued by [Network for Social Accountability (NSA)][84] titled â€Å"[NSA Response to Education Sector Interventions in Union Budget: UPA Rule and the Education Sector][85]† provides significant revelation to this fact. Due to a declining priority of education in the public policy paradigm in India, there has been an exponential growth in the private expenditure on education also. As per the available information, the private out of pocket expenditure by the working class population for the education of their children in India has increased by around 1150 percent or around 12. 5 times over the last decade]. [86] [edit] Legislative framework Article 45, of the Constitution of India originally stated:â€Å"The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. [21]† This article was a directive principle of state policy within India, effectively meaning that it was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed. 87] However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit. [87] Following initiatives by the Supreme Court of India during the 1990s the Ninety-third amendment bill suggested three separate amendments to the Indian constitution:[88] The constitution of India was amended to include a new article, 21A, which read:â⠂¬Å"The State shall provide free and compulsory education to all children of the age of six to fourteen years in a such manner as the State may, by law, determine. [89]† Article 45 was proposed to be substituted by the article which read:â€Å"Provision for early childhood care and education to children below the age of six years: The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years. [89]† Another article, 51A, was to additionally have the clause:â€Å"†¦ a parent or guardian [shall] provide opportunities for education to his child or, as the case may be, [a] ward between the age of six to fourteen years. [89]† The bill was passed unanimously in the Lok Sabha, the lower house of the Indian parliament, on November 28, 2001. [90] It was later passed by the upper house—the Rajya Sabha—on May 14, 2002. [90] After being signed by the President of India the Indian constitution was amended formally for the eighty sixth time and the bill came into effect. 90] Since then those between the age of 6–14 have a fundamental right to education. [ 91] Article 46 of the Constitution of India holds that:â€Å"The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation’. [49]† Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335, 338–342. [49] Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes. [49 How to cite Education in India, Papers

Nursing Case Study Blood Vessels and Inflammatory

Question: Discuss about the Nursing Case Study for Blood Vessels and Inflammatory. Answer: 1. Physical and chemical action on the endothelial barrier of the arteries are mainly responsible for atheroma formation in an individual. Free radicals generated from smoking environmental pollution, high level of low density lipoproteins (LDL) glucose and trauma to blood vessels can cause injury to the endothelia barrier. Leukocytes or white blood cells (WBCs) are dormant in normal state, however, in case of injury to the blood vessels, WBCs get triggered in the wall of blood vessels and produces inflammatory response by releasing inflammatory mediators. In the inflammatory state, endothelium of the blood vessels generates adhesion molecules such as vascular cell adhesion molecule 1 (VCAM-1) and secretes monocyte chemoattractant protein (MPC-1). Increased level of LDL stimulates VCAM-1 and MPC-1 to attract monocytes and T-lymphocytes at the site on injury under due to chemokines. These monocytes get converted into the macrophases. Macrophases express scavenger receptors on their surface and bind to the modified LDL and as a result, form of the macrophages changed to foamy and which is called as macrophage foam cells. In cases of atheroma formation, there is low level of high density lipoprotein (HDL). High level of HDL prevent atherosclerosis by eliminating cholesterol and inflammatory cells from foam cells (Hao and Friedman, 2014; Libby, 2002). 2. Neurovascular assessment of wrist injury can be evaluated by assessing pain, swelling sensation, temperature, and motor function. If the existing pain in an individual is not proportionate to the injury of the person, it indicates neurovascular problem of the person. Pain in case Mr Marconi is occurred as a result of passive extension and flexion movement of wrist. This pain designate neurovascular problem in Mr Marconi. One of the prominent complications of neurovascular problem is swelling. It has been observed that there is swelling on the left wrist of Mr Marconi. Vascular complications like inadequate arterial supply and to inadequate venous return are responsible for hollow or prune like swelling and distended or tense swelling respectively. In case of injury, there are the possibilities of nerve obstruction and injury to the peripheral nerve. Due to this nerve obstruction and injury to the peripheral nerve, there is reduced or loss of sensation, deadness, dysaesthesia and burning sensation. Due to injury, detected neurovascular problem is reduced venous return. Due to the reduced venous return, there is the increase temperature in the affected area and in case of Mr Marconi temperature is increased. In neurovascular disease, there is the disturbance in the motor function. It is observed that, there is the difficulty in movement of wrist in Mr Marconi due to injury radial nerve and median Nerve. (Nuber, et al., 1998). 3. a. Request/consent form should be there with information containing Mr Marconi name, date of birth, age, full address, clinical history and medications. Following are the vital signs recorded at 06:30 List the vital sign Respiratory Rate 21-30 O2 Saturation 93 % O2 Flow Rate 5 (L / min) Systolic BP 120 Heart Rate 90 Temperature 38.6C 4 Hour Urine Output 450 mL Consciousness Alert Following are the abnormal signs observed: (Barfod, et al., 2012) List the vital sign O2 Saturation 93 Slightly hypoxemia O2 Flow Rate 5 Hypo Systolic BP 120 Prehypertension Temperature 38.6C Hyper ADDS Score for Mr. Marconi : ADDS Score Respiratory Rate 1 O2 Saturation 0 O2 Flow Rate 2 Systolic BP 0 Heart Rate 0 Temperature 2 4 Hour Urine Output 0 Consciousness 0 Total ADDS 5 Nurse should accompany Mr Marconi when he leaves the ward to go to the X-ray department. 4. One of the major reasons for fall in elderly patients is polypharmacy. Mr Marconi is consuming medicines like atenolol, ramipril, lantus and lipitor. Most of these medicines are for the cardiovascular and related indications and it is reported that medicines for these indications can cause fall in the elderly patients. Mr Marconi is suffering from diabetes mellitus and cardiovascular disease. Moreover, his vital signs like pulse rate (105) and respiratory rate (28 bpm) are deviating from normal range. As , Mr Marconi is not taking proper meals, he is going through malnutrition and it is responsible for rise in temperature of Mr Marconi. In case of Mr Marconi, fall occurs when he was using bathroom. It is well established that fall in the bathroom is one of the main reasons for fall in the elderly patients. These were the reasons for fall of Mr Marconi. (Chester and Rudolph, 2011; Fialova et al., 2005). 5. Major Changes observed in pneumonia patients are accumulation of fluid and edema formation in the alveoli. Due to the edema formation in the alveoli results in the blocking of air flow in the alveoli and reduced external respiration. In external respiration, air from the environment is inhaled into the body to provide oxygen to the lungs and air is expelled from the body to the outside to eliminate carbon dioxide from the body. In usual gas transport there is diffusion of oxygen from lung alveoli to the blood in the blood vessels and removal of carbon dioxide from the blood in blood vessels to the alveoli. In case of pneumonia there is the reduced external respiration and impaired gas exchange. This impaired gas exchange in Mr Marconi leads to the alteration in the O2:CO2 and reduced level of oxygen in the blood. As a final consequence, there is the decreased carbon dioxide level in the blood. (Lahiri et al., 1978; Brunner, et al., 1982). 6. a. O2 and CO2 are the two gases detected in the blood. O2 and CO2 gases are detected at peripheral chemoreceptors through innervation of glossopharyngeal (IX) nerve b in the carotid arteries and vagus (X) nerve in the aortic arch. O2 and CO2 gases are also detected at baroreceptors at the walls of blood vessel. Control centre for these receptors is respiratory rhythmicity centre and it is located in the medulla oblongata which comprises a dorsal respiratory group (DRG) and a ventral respiratory group (VRG). In Mr Marconi SaPO2 is 91%, which is less than normal range. This reduced SaPO2 leads to the altered O2:CO2 ratio. In this case of Mr Marconi, it exhibits decreased level of O2 and increased level of CO2 in the blood. It is well established that fever raises the level of CO2 as compared to the O2 in the body. To neutralize the increased level of CO2 in the blood, person needs to breathe at faster rate. CO2 is exchanged in the form of bicarbonate ion between alveoli and blood. Increased level of CO2 results in anaerobic respiration which leads to increased rate of respiration. Chemical control of breathing is specially depends on the carbon dioxideintheblood. This respiratory rate in a person can can be measured using spirometer (Lahiri and Forster, 2003; Brendan, et al., 2000). 7. First step in the analysis of sputum sample is to identify type of gram stain such as gram positive and gram negative stain. This is called culture method in which sputum sample is incubated on the culture media and this culture media allowed the growth of bacteria. These bacteria may be either pathogenic or non-pathogenic. In this testing, if pathogenic bacteria are identified, antimicrobial susceptibility testing should be carried out. Antimicrobial susceptibility testing should be carried out to identify the antibiotic resistance to identified bacteria. Identification of the susceptibility of bacteria to antibiotic helps in the prescription of antibiotic that are susceptible to the identified bacteria. Methods available for susceptibility testing are broth micro dilution or rapid automated instrument method (Jorgensen and Ferraro., 2009). 8. a. Factors responsible for release of renin are : sympathetic nerve stimulation through 1-adrenoceptors on the juxtaglomerular (JG) cells present in kidney, reduced level of tubular NaCl and reduced afferent arteriole pressure. . Target for the action of renin is angiotensinogen in the liver. Angiotensinogen facilitates conversion of angiotensinogen into angiotensin I. Angiotensin-converting enzyme (ACE) facilitates conversion of angiotensin I to angiotensin II. ACE is found in the lung and epithelial cells of endothelial and kidney. Angiotensin II acts on the adrenal gland to secret aldosterone which aids tubular Na+ Cl- reabsorption and K+ excretion, consequently there is the increase in the blood pressure. Angiotensin II acts on the Angiotensin I (AT1) receptor which releases Ca++, this results in the reduced level of cAMP and increased blood pressure. Ramipril acts by inhibiting angiotensin-converting enzyme (ACE) and it is used for treatment of indications like hypertension and congestive heart failure. (Paul et al., 2006; Kumar et al., 2008; Frampton and Peters, 1995) 9. Insulin binds to the extracellular portion of cell membrane-bound insulin receptors. In the presence of insulin molecule, insulin and its receptor gets converted into tyrosine kinase. Tyrosine kinase phosphorylates insulin receptor substrate 1 (IRS-1) and IRS-1 bound to the activated insulin receptor. As a result, there is incorporation of glucose transporter type 4 (GLUT4) into the cell membranes of adipose tissue and skeletal muscle. GLUT4 promotes uptake of glucose in the tissues from the blood. Insulin stimulates storage of glucose in liver and skeletal muscle as glycogen as a reservoir by activating glycogen synthase enzyme. Insulin aid dephosphorylation of phosphofructokinase which facilitate glycolysis i.e. breakdown of glucose (Sonksen and Sonksen 2000; Wilcox, 2005). 10. Abnormal signs O2 Saturation 85-89 % O2 Flow Rate 5 (L / min) Systolic BP 190 Heart Rate 120 Consciousness To Voice Mr Marconi is feeling sleepy and he is refusing to eat. This indicates there is the reduced level of consciousness in Mr Marconi. This leads to the decrease alert, voice, pain, unresponsive (AVPU) scale. Also doctor diagnosed Mr Marconi with pneumonia. In pneumonia, there is the accumulation of fluid in the respiratory tract and this leads to the increased rate of breathing in Mr Marconi. This increase rate of breathing reduced AVPU scale, which is indicator of reduced consciousness in Mr Marconi. Decreased consciousness level is associated with both impaired glycaemic control. In case Mr Marconi, there is hypoglycaemic condition is evident and this hypoglycaemic condition also plays role in decreasing AVPU scale. Mr Marconi consuming four drugs and as a result there is the possibility of drug-drug interaction within these drugs. These drugs can negatively affect treatment of other drugs and can exaggerate adverse effects of other drugs. Hence consumption of atenolol, ramipril, lantu s and lipitor together is responsible for deterioration of the condition of Mr Marconi (Sprague and Arbelez, 2011; Golden et al., 1997). References: Barfod, C. (2012). Abnormal vital signs are strong predictors for intensive care unit admission and in-hospital mortality in adults triaged in the emergency department - a prospective cohort study. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 20, 28. doi: 10.1186/1757-7241-20-28. Brendan, C., Kevin, G., Cliffoed, W.Z. (2000).The control of breathing in clinical practice. Chest, 117(1), 205-225. Brunner, M.J., Sussman, M.S., Greene, A.S, Kallman, C.H., Shoukas, A.A (1982). Carotid sinus baroreceptor reflex control respiration. Circulation Research , 51(5), 624- 636. Chester, J.G., Rudolph, J.L. (2011). Vital signs in older patients: Age-related changes. Journal of the American Medical Directors Association, 12(5), 337343. Fialova, D., Topinkova, E., Gambassi, G., Finne-Soveri, H., Jonsson, P., Carpenter, I., et al. (2005). Potentially inappropriate medication use among elderly home care patients in Europe. Journal of the American Medical Association, 293, 13481358. Frampton, J.E, Peters, D.H. (1995). Ramipril. An updated review of its therapeutic use in essential hypertension and heart failure. Drugs, 49(3), 44066. Golden, F.S.C., Tipton, M.J. Scott, R.C. (1997). Immersion, near-drowning and drowning. British Journal of Anaesthesia, 79, 214-225. Hao, W., Friedman, A. (2014). The LDL-HDL profile determines the risk of atherosclerosis: a mathematical model. PLoS One, 9(3), e90497. doi: 10.1371/journal.pone.0090497. Jorgensen, J.H., and Ferraro, M.J. (2009). Antimicrobial susceptibility testing: A review of general principles and contemporary practices. Clinical Infectious Diseases, 49(11), 1749-1755. Lahiri, S., Forster, R.E. (2003). CO2/H(+) sensing: Peripheral and central chemoreception. International Journal of Biochemistry and Cell Biology , 35(10), 1413-1435. Lahiri, S., Mokashi, A., Delaney, R.G., Fishman, A.P. (1978). Arterial PO2 and PCO2 stimulus threshold for carotid chemoreceptors and breathing. Respiration Physiology, 34(3), 359-375. Libby, P. (2002). Inflammation in atherosclerosis. Nature, 420(6917), 868-74. Kumar, R., Singh, V.P., Baker, K.M. (2008). The intracellular renin-angiotensin system: implications in cardiovascular remodeling. Current opinion in nephrology and hypertension, 17 (2), 16873. Nuber, G.W., Assenmacher, J., Bowen, M.K. (1998). Neurovascular problems in the forearm, wrist, and hand. Clinics in Sports Medicine, 17(3), 585-610. Paul, M., Poyan Mehr, A., Kreutz, R. (2006). Physiology of local renin-angiotensin systems. Physiological Reviews, 86(3), 747803. Sonksen, P., Sonksen, J. (2000). Insulin: understanding its action in health and disease. British Journal of Anaesthesia. 85(1), 6979. Sprague, J.E. Arbelez, A. M. (2011). Glucose Counterregulatory Responses to Hypoglycemia. Pediatric Endocrinology Reviews, 9(1), 463475. Wilcox, G. (2005). Insulin and Insulin Resistance. Clinical Biochemist Reviews, 26(2), 1939.

Research Proposal Comparing two University †MyAssignmenthelp.com

Question: Discuss about the Research Proposal Comparing two University. Answer: Background The University selected for research is the University of Sussex, United Kingdom. The university provides Undergraduate, Masters and PhD degrees to students pursuing various courses. The selected courses for the research are BA (Hons) Journalism and BA (Hons) History and politics. The research will focus mainly on Student satisfaction, Employment and accreditation, continuation and degree results and entry information ("Unistats", 2017). As per the data provided in the website, the overall student satisfaction related to BA Honors Journalism stands at a mere 30% as compared to the 92% of BA Honors History and Politics. Only 20% students of Journalism feel that the course provides intellectual stimulation.. In terms of IT resources, provided to courses, History and Politics with 77% lags behind Journalism with 100%. According to the statistics, the overall satisfaction of students is largely lower for Journalism than it is for History and Politics. The statistics are authentic and can be relied upon to carry out the research since it has been collected from the students of the university. However, the data given in the website is not updated and hence the percentages might vary. Issue The problem to be addressed in the research is the dissatisfaction of students in the Journalism course and insufficient IT resources available for the students of History and Politics. This course has been given the lowest percentage in the intellectual stimulation category under the teaching parameter. It is important to the students who aspire to make a mark in this field (Swain, 2017). Journalism requires in depth study not just theoretical but practical. In addition, the research also evaluates the availability and utilization of IT resources for the History and Politics course. The research is important to find out reasons as to why an interesting and opportune course like Journalism fails to stimulate the intellect of the students. The research is important for the students at first, who aspire to achieve success in the respective fields and for the university administration at second ("Course Chooser", 2017). Solution Research proposal Purpose of the research design Three types of research design are there that can be used- exploratory, descriptive and explanatory research design. Exploratory research design is used in case of long-term processes and has an association with inductive approach of research. Researchers use explanatory research design as it helps to link numerous ideas for comprehending the cause and effect of the specific research study. On the other hand, descriptive research design involves exploration as well as explanation of the research providing detailed information about the research topic. Justification of the selected research design The researcher will take the descriptive research design to conduct the research with a view to investigate and elucidate the particular research topic in a detailed manner. The selected design will not only provide a complete picture of the research topic but also a clear view by giving added information. Data collection process To carry out a research, a researcher has to obtain various types of data, as it is extremely useful and the most important factor while performing a research. Sources of data Primary and secondary sources of data are the two main types of data sources applied by researchers. The researcher will use only the primary data by arranging interviews of students and staff of the university belonging to the particular course department ("Equality and Diversity : University of Sussex", 2017). Analyzing the real cause behind the dismal performance of these courses from the inputs collected through interviews makes sure that the university looks after these issues and takes steps to improve the current situation("TEF outcomes - Higher Education Funding Council for England", 2017).. Methodology: Data analysis techniques Two types of data analysis techniques are there qualitative and quantitative data analysis technique. To conduct this particular research, the researcher will apply qualitative data analysis to analyze the responses collected from the interviews that will be arranged for the students and staffs of the department of Journalism and History and Politics of BA Honors. Sample Size To conduct the said research, 200 participants, including both teachers and students of the respective courses will be chosen for collecting data. The researcher will require bearing the cost of buying stationery items like papers and printing questionnaires to be given to the participants. Apart from that, no additional costs or expenditures are required for the research. Ethical review While carrying out the research project, certain ethical issues are to be followed in accordance with the guidelines of the University of Sussex (Exchange, 2017). The chief ethical concerns in this project are Whether the participants or interviewees are aware of the questionnaire Whether the interview questions are justified as per research requirements Whether the findings of the research are going to be used for other purposes that does not concern research project The University of Sussex has a set of Research Governance Standard Operating Procedures that helps researchers with their projects (School of Business, 2017). Anyone conducting any research that involves humans or animals is required to obtain ethics approval before going ahead with the research. Therefore, an online ethical review application from the university portal has to be obtained to go ahead with the research. Evaluation The method used for the research project is a semi-structured interview with students and professors of the two courses as participants. A semi-structured interview involves both pre-prepared list of questions and natural conversation. There are both strengths and weaknesses involved in this method. Strengths Helps understand interpretations, implications and objectives. Allows interviewees to create fraction of the agenda Gives flexibility to the interviewer who has options to filter and follow unanticipated ways. Interviewer also has the opportunity to probe further the research In depth and rich data is collected through this method as interviewees answer the pre-structured questions as well as add their own inputs. Weaknesses The conversation flow is not up to the mark as the participant is asked to answer pre-set questions. The method consumes too much time The data collected through this method has difficulties of reliability The findings from the collected data become generalized There are possibilities that many problems may arise while asking students and staff to come for the interview. First is, many students might be reluctant to give their views on the courses and the approach of the university administration. Secondly, since the interview is being taken for a research project, the participants might not give it that much attention. Thirdly, the credibility of the answers might also be questionable since the participants can give random answers (Irvine, Drew Sainsbury, 2013). The interviewees can be influenced to participate in the conversation by making it interesting and appealing. The findings of the report can help the staffs and university administration in developing methods to raise the interest of the students in the particular courses. Campus recruitment can also be encouraged with joint decision of both students and teachers. References: Course Chooser. (2017).Thecompleteuniversityguide.co.uk. Retrieved 24 October 2017, from https://www.thecompleteuniversityguide.co.uk/courses/search?i=University%20of%20Sussex Equality and Diversity : University of Sussex. (2017).Sussex.ac.uk. Retrieved 24 October 2017, from https://www.sussex.ac.uk/equalities/ Exchange, R. (2017).Research Governance and Integrity : Research : Staff : University of Sussex.Sussex.ac.uk. Retrieved 24 October 2017, from https://www.sussex.ac.uk/staff/research/governance Irvine, A., Drew, P., Sainsbury, R. (2013). Am I not answering your questions properly?Clarification, adequacy and responsiveness in semi-structured telephone and face-to-face interviews.Qualitative Research,13(1), 87-106. School of Business, M. (2017).Research ethics and governance : Research : School of Business, Management and Economics : University of Sussex.Sussex.ac.uk. Retrieved 24 October 2017, from https://www.sussex.ac.uk/bmec/internal/research/ethics Swain, H. (2017).How can universities ensure their students are satisfied?.the Guardian. Retrieved 24 October 2017, from https://www.theguardian.com/higher-education-network/2017/sep/11/how-can-universities-ensure-their-students-are-satisfied TEF outcomes - Higher Education Funding Council for England. (2017).Hefce.ac.uk. Retrieved 24 October 2017, from https://www.hefce.ac.uk/tefoutcomes/#/provider/10007806 Unistats. (2017).Unistats.org. Retrieved 24 October 2017, from https://www.unistats.org/Compare-Courses

split brain research essays

split brain research essays 1. Gazzaniga, M.S. "One Brain or Two?" Scientific American. 1967. Rpt. In Forty Studies That Changed Psychology. Ed. Roger R. Hock. Engewood Cliffs: Prentice Hall, 1995. 2-11. 2. This article dealt with experiments that showed the different functions of the right and left hemisphere of the brain. It also described the functions of the left and right hemisphere. "Your left brain is better at speaking, writing, mathematical calculations, and reading, and is the primary center for language. Your right hemisphere, posses superior capabilities for recognizing faces, solving problems involving spatial relationships, symbolic reasoning, and artistic activities"(9). The experiments were done to find how each hemisphere of the brain process information. To do this the corpus callosum was severed. This made it impossible for the two hemispheres of the brain to communicate with each other. When the corpus callosum is severed it is referred to as the split brain effect. The tests that were performed on the individuals fell into three fields: they were sight, hearing, and touch. All the tests showed that the above is true concerning the functions of each hem isphere of the brain. The problem that the author was addressing was the fact that the two hemispheres of the brain communicate with each other, and if the communication is destroyed then the functions could be handled by one hemisphere better then the two combined. These experiments proved that there was a dominance in each hemisphere of the brain to perform certain tasks. Even though a connected brain can perform the tasks of both sides. 3. I think that the experiment showed exactly what it set out to do. Show that the separate hemispheres of the brain perform different tasks. It also showed that the brain is capable of performing these tasks even when the corpus callosum has been severed. Although some tasks are performed better ...

Summary of The Merchant of Venice Act 1, Scene 3

Summary of 'The Merchant of Venice' Act 1, Scene 3 Shakespeares  The Merchant of Venice Act 1, Scene 3 opens with Bassanio and Shylock. Shylock confirms that Bassanio wants three thousand ducats for three months. Bassanio tells him that Antonio will guarantee this. Bassanio asks Shylock if he will give him the loan. Shylock asks if Antonio is an honest man. Bassanio takes umbrage at this and asks if he has heard otherwise. Shylock immediately says that he has not but understands that Antonio has a lot of his wealth and goods at sea and therefore he knows he has sufficient means but that they are vulnerable; Yet his means are in supposition. He hath an argosy bound to Tripolis, another to the Indies. I understand moreover upon the Rialto he hath a third at Mexico, a forth for England, and other ventures he hath squandered abroad. But ships are but boards, sailors but men. There be land rats and water rats, water thieves and land thieves- I mean pirates- and then there is the peril of the waters, winds and rocks. The man is, notwithstanding, sufficient.(Act 1 Scene 3) Shylock resolves to take Antonio’s bond but wants to speak to him. Bassanio invites Shylock to dine with them. Shylock says that he will walk with them, talk with them do business with them but will not eat or pray with them. Antonio enters and Bassanio introduces him to Shylock. In an aside, Shylock shows a great disdain for Antonio, especially for lending out his money for free: How like a fawning publican he looks. I hate him for he is a Christian; But more, for in that low simplicity he lends out money gratis, and brings down the rate of usance here with us in Venice.(Act 1 Scene 3, Line 39-43) Shylock tells Bassanio that he doesn’t think he has three thousand ducats to give him straight away. Antonio tells Shylock that he never lends money out in order to gain exorbitant interest and condemns him for doing so; he has publicly derided Shylock for doing so in the past but says he is willing to make an exception in dealing with Shylock in this case. Signor Antonio, many a time and oft in the Rialto you have rated me about my moneys and my usances. Still I have borne it with a patent shrug, For sufferance is the badge of all our tribe. You call me misbeliever, cut throat, dog and spit upon my Jewish gabardine†¦ Well then it now appears you need my help.(Shylock, Act 1 Scene 3, Line 105-113) Shylock defends his business of money lending but Antonio tells him that he will continue to disapprove of his methods. Antonio tells Shylock to lend the money to him as if he is an enemy and as such he can punish him heavily if the money is not paid back. Shylock pretends to forgive Antonio and tells him that he will treat him as a friend and charge no interest on the loan but that if he does forfeit he says, seemingly in jest, that he will demand a pound of his flesh from whatever part of his body pleases him. Antonio is confident that he can easily repay the loan and agrees. Bassanio urges Antonio to rethink and says that he does not want to agree to those conditions. Antonio reassures him. Shylock also reassures Bassanio by saying that he will gain nothing from a pound of human flesh. Bassanio remains suspicious, Antonio believes that Shylock has become kinder and therefore could be becoming more Christian; Hie thee gentle Jew. The Hebrew will turn Christian; he grows kind.(Act 1 Scene 3, Line 176)

HIT Terminology Table Coursework Example | Topics and Well Written Essays - 500 words

HIT Terminology Table - Coursework Example The varied clinical systems that range from patient diagnosis to surgery need a developed system that result to code compliant. Create a table listing the attributes and capabilities for the four health care terminologies you select. For each terminology, provide the following information in a table: Domain, Type of identifiers, Example of one identifier, Key interoperability issues (if applicable) LOINC -Observation Identifier Names and Codes provides a universal code system that reports laboratory and other clinical observations in electronic messages such as health level seven (HL7) observation messages (McDonald, et al. 2003). This terminology is accepted in; health maintenance organizations, hospitals, public health department, pharmaceutical manufactures, and researchers. Health Care Terminologies and Standards provides the umbrella framework that describe the comprehensive management of health care terminologies across computerized systems that provides efficiency, interoperability and reliability(Sensmeier, Halley, & Brokel 2009). A standardized terminologies is increasingly viewed as a promising tool that will improve efficiency of health delivery system especially administrative efficiency McDonald, CJ., Huff, SM., Suico, JG., Hill, G., Leavelle, D., Aller, R.,†¦ Maloney P. LOINC, a universal standard for identifying laboratory observations: A 5-Year update. Clinical Chemistry 2003; 49:624-633. Retrieved from: http://www.clinchem.org/content/49/4/624.full Sensmeier, J., & Brokel, J. M., (2009). Nurses exchanging information: Understanding electronic health record standards and interoperability. Urologic Nursing, 29(5), 305–314. Retrieved from:

Kuwait's economy before and after gulf war Assignment

Kuwait's economy before and after gulf war - Assignment Example Most of its oil was exported to Europe and the United States (International Business Publications 2012). Reliance of oil as the sole source of income led to over production of oil in Kuwait. With large deposits, approximately 94,525 billion barrels, Kuwaiti suppressed the prices of oil in the international markets (CIA World Factbook). However, overproduction angered the neighboring oil producers, such as Iraq, which was desperate to pay the funds it had borrowed for was. The act of suppressing process was viewed as an act of economic sabotage. The government of Kuwaiti maintained a low value of foreign debt that was manageable. The debt owed by Kuwaiti prior to the gulf war was $8billion. Although the country is oil rich, it has a small portion of arable land, thus preventing the country from relying on agricultural activities. However, the country engaged in other economic activities such as construction, manufacturing, and financial services. The geopolitical importance of Kuwait was increasing die to instability in neighboring nations. It was the preferred trade route that linked the west and the east. The hostilities that arose due to suppressed oil prices made Iraq invade Kuwait in 1990. The war devastated the oil wells of the country. According to Murdico (2004), the Iraqi troops burned most of the oil wells in Kuwait. The act sabotaged oil production in Kuwait for a whole year. The per capita income fell from $8967 in 1990 to $ 5508 in 1991. The war also led to an increase in international prices to over $30 per barrel, up from $20 per barrel in the oil spot market. Although the war did not last long, the effects were visible. First, most of the people ran to neighboring countries, meaning, there was no immediate resumption of production after the war. Second, the oil wells were heavily destroyed and had to be renovated. Reconstruction of Kuwait after the war cost the country an approximated $40 billion. The