Gmat Statement of Purpose

STATEMENT OF PURPOSE Finance, as a field, had always fascinated me right from my undergraduate college days. I believe my preference for this field stems from the fact that Finance runs in my family. My grandfather was an accountant, my mother is a postgraduate in economics and my father has a keen lodge in in keeping up-to-date with the markets. During my days at Engineering College I officed to admirer my father to manage his portfolio of equities and other financial instruments. This was the snip I learnt the first lesson of finance from my father i. e. risks and returns are proportionate.In 2001 the Indian mental strain market crashed. But fortunately, my father had a puff up-diversified portfolio because of which our returns were protected from the downside risk. This was when I learnt the flake principle of finance from my father i. e. diversification reduces risk. While I tacit these two principles intuitively, it produced in me a blind drunk urge to learn and take in the complex hypothesis behind the working of Finance. This, I believe, was a good turn point in my career. I made up my mind to postdate a career in Finance and hence decided to do a Masters class in Commerce.Good academic performance in my school and college, active participation in academic as well as extra curricular activities have helped to bugger off strong numeric and analytical abilities and good leadership and communication skills. These have prepared me to overcompensate complex problems and have given me the confidence to pursue graduate studies. To get to my career goals, I need to learn about current developments and techniques in finance, financial markets and financial applications and acquire hands-on experience of financial analysis.A Masters point in time will provide me with theoretical understanding, an in depth idea of accreditedistic approaches in aiding managerial decision-making and research skills to enable me to develop an expertise in the cor e areas of financial strategies and global corporate financial operations. In India with the assault of liberalization since 1991 and deregulation of the interest rates, the Indian corporations and financial institutions are open to various kinds of risks. The Government and the Reserve Bank of India have initiated appropriate reforms to develop derivatives markets and financial markets on the whole.This has suddenly increased the demand for captains who can non only understand but also develop new financial instruments to evaluate and hedge the risk. I believe that in methodicalness to use financial engineering pro-actively and dynamically for optimum hedging, a finance professional should be well versed with the mathematics that underlies the financial theory. In the upcoming I see myself, as a Finance professional, designing incorporated financial products by incorporating cutting edge methodologies and sophisticated tools in order to cater to the above mentioned requireme nts.To achieve this I would like to gain delineation to the latest practices adopted in the field of Finance and Risk Management. To this barricade I would want to work with a leading investment border or in the treasury of a commercial bank, which would enable me to help corporations manage their risks. I believe that my disciplineal background has instilled in me the qualities take to meet the rigor of this demanding profession. Graduation in Engineering (Computer Science) has provided a strong foundation in Mathematics and Computer Programming.Mathematics was one subject in which I had always excelled right from my school days. During the course of my Engineering education I took up a project with WIPRO Technologies. This project, which I was offered, required encompassing use of C schedule language. This project, for the first time gave me a real world experience of programming. This association helped a lot in consolidating my programming skills, especially in C-language . Thus, it inculcated in me problem solving and analytical abilities.I powerfully feel that the MCom program specializing in Finance at The Universityis a exceedingly structured program because it provides the right balance between theory and practice. I bring along a strong grasp of fundamentals in Engineering and Mathematics, a penchant for teamwork and leadership and a zest for challenges. I would like to take with me in addition to the knowledge of the latest theory and practices in the field of Engineering, a network of strong and lasting relationships with my teachers and fellow-students. I hope my background and qualifications are found suitable for admission to the MCom program at The University.

Developments in reproductive technology Essay

With reference to relevant ethical theories, explain the arguments utilize to support developments in reproductive engine room. 35Reproductive technologies such as in vitro fertilisation, pre-implantation genetic diagnosis and intra-cytoplasmic sperm injection moderate undoubtedly brought much exult to many people, and at that placefore many ethical systems support its development. A good place to start when considering the benefits of these technologies is the utilitarian view.Utilitarians believe that man has a essential desire to be sick based in human biology. Patrick Steptoe is quoted as stating that It is a fact that there is a biological desire to reproduce. Likewise, Peter Singer, famous utilitarian writer, in his defence of IVF refers to the desire for a child as universe a very basic desire. If there is such a desire then there does seem to be a strong argument in favour of developing techniques to outmatch infertility. Such an argument might be based on the util itarian principle of maximising triumph. This scheme claims that where there is a righteous choice to make the right thing to do is the run which is plausibly to produce the greatest happiness for the greatest number of people. This theory starts with the happiness involved in a situation, takes into account the wider happiness of anyone else involved and takes the action that lead produce this result of happiness. This theory odors at the consequences and takes the action that will bring about the want results.The Utilitarian wishes to maximise happiness and play ware the pain of infertility. When considering issues such as infertility we must not look at it in impersonal, philosophical terms. It is a problem that hobo besides be truly understood at human level. Those that have neer suffered infertility will not know the true pain of being unable to conceive. Since successful IVF treatment will bring an enormous enumerate of happiness these theorists are in agreement with such treatments. In the moorage of an sterilised couple the utilitarian will look at the options uncommitted and strive towards to goal of conception. To quote Laura Bush, For those who deeply want children and are denied them, those deficient babies hover like silent ephemeral shadows over their lives.Moving on to situation ethics, this theory is in favour of reproductive technology if it is the al to the highest degree lovable course of action in the particular situation. It is not absolutist. This theory says that individual situations are different. This theory believes that there is only one inherent principle you do whatever is the most loving thing to do in a situation. Ethical rules are secondary. In the circumstances of an infertile couple you take the line of action which will be the most loving thing for a couple in their unique circumstances. at that place are many circumstances in which the use of reproductive technology would be the most loving course of act ion, such as when a same sex couple wish to experience parenthood. Techniques such as IVF using donor sperm/eggs sewer bring the joy of a child when they cannot conceive one natively. Another more disputed scenario when a couple may benefit from reproductive technology would be when they desire a certain sex of child. Reproductive technology can accommodate consumerist type choices such as this. Using technologies to determine a childs g prohibiter before it is born could be considered loving because in certain countries, such as India and China, boys are more desired and therefore the child and family will have a higher property of life overall.Personal liberty and choice is key to this debate. Personal autonomy is the capacity to decide for oneself and pursue a course of action in ones life, often regardless of any particular virtuous content. Whether or not reproductive technologies are moral should be down to the couple to decide, not the government, because it is a highly personal choice.Finally, raw(a) virtue is an ethical theory that is typically opposed to reproductive technology, because it is interfering with lifelike conception. However, there are some Christians who believe that natural law can be reconciled with reproductive technologies. If God has said that the final end of sex is procreation, then the use of technology is instrumental to the pursuit of the natural ends, which have already been stipulated in doctrine. Thus, for example, IVF treatment allows us to pursue the natural end of reproduction through technological processes. After all, the Bible never directly mentions reproductive technologies. Nonetheless, this is still a minority view amongst proponents of natural law.Protestant churches tend to take a more lenient view. For example, the unaffixed Presbyterian Church accepts IVF provided that the couple are married, spare embryos are not created and no donors are used. Both the Methodist Church and the Church of England are kind of positive about all forms of IVF and even permit research on spare embryos up to 14 days old because it can be of great help to doctors researching genetic diseases, although embryos should not be created solely for this purpose.Ultimately, reproductive technology causes us to rethink our views on family, marriage, sex and what makes a mother. disregarding of our views, we should be compassionate towards those suffering from the effects of infertility. You cannot understand their situation unless you have experienced it personally.

Sexual Harrasment

versed Harassment Topic Human imagery Management/intimate Harassment Char be activeers Paula, Management trainee in the Production segment of a medium-sized club Steve, Vice President of Production and Paulas omnibus Richard, Paulas co croper and a Manager in Production Paula, a new-fangled college graduate, is a fresh hired manager in the Production plane section of a medium-sized US Company. The first woman selected for this production training position, Paula claims her forge very seriously. She has been with the transcription for three months.For the first two months, she performed her duties very head, besides during the decision month, Steve, her boss, has sight a change in Paula. She seems more try and uneasy and is to not concentrating on her work as conscientiously as she previously did During the last month, Paula has been continually harassed by Richard, a coworker. At first she move ignoring his jokes and knowledgeable banter. However, his persistence h as caused Paula ease up very uneasy touchings while she is at work and at home as surface up.Paula looked into the employees handbook concerning inner molestation policies and found none. She really did not screw what to do. Finally, after noticing her continually declining work, Steve asked her what was b otherwiseing her. She told him the problem and showed him information concerning the EEOC laws dopeing with internal anguish in the employment she had found in a human resources schoolbook from college. She besides give tongue to that she was considering taking action against Richard if his actions keep.Steve told her he was totally unaw be of the problem only agreed something should be make. He asked her to investigate what the establishment needed to do to stop this from occurring now and also to anyone else in the future. He also thanked Paula for her attention and honesty and also promised her that something would be done. What Are the honest Issues? 1. Wha t is versed worrying, and why is it prohibited? 2. What arrangements does a follow have to recognise with informal torment issues?Does an organization have an obligation to establish write policies on sexual curse? 3. What obligations does a manager have to deal with accusations or open up incidents of sexual worrying among his subordinates? How should such incidents be handled? 4. What should be done with respective(prenominal)s who are accused of sexual anguish? What would be take away penalties for mortals found to have been involved in sexual harassment of others? 5. What obligation does a company and its managers have towards the victims of sexual harassment?What Actions Should Be taken? 1. What actions should Paula take? 2. Should Steve trade this current problem before he asks Paula to plan a harassment policy for the organization? 3. Is Paula the best choice to fall in this document? 4. Should Richard be fired? Punished? 5. What are the choices Steve can take, and which would you remove? Why? 6. What good theories make the most sense (utilitarian, rights, justice) concerning this shimmy? 7. What actions should Steve take?Sexual HarrasmentSexual harassment is a two word show which hopes to never be brought up in a fire subdivision, law in full or just in conversation. It is a despicable practice that is wide acceptable around the nation in fire departments and in business. However, it is not tolerated on the legal front, nor should it ever be condoned in a master copy environs. Discrimination on the basis of sexual orientation or sexual activity is absolutely intolerable and is a plague on todays fire service. Claims on sexual harassment arise all the measure and are never short of horrendous and disgrace acts, as well as crude remarks against the plaintiff.Many legal issues arise when it comes to sexual harassment as so many aspects play into a claim of sexual harassment. The border sexual harassment is defined as Unwe lcomed sexual advances, requests for sexual favors, and communicatory or physical conduct of a sexual nature, when submission to or rejection of this conduct affects an individuals employment, immoderately interferes with an individuals work performance, or creates an intimidate, contradictory or offensive work environment By J. Curtis Varone, intelligent Considerations for Fire and emergency services, 2nd edition, page 421.Accordingly sexual harassment claims tend to include almost all the above elements as well as many more elements, be they physical or verbal. It is also broken down into two main categories. The two categories of sexual harassment are quid pro quo (this for that) and bitter work environment. flock Pro Quo sexual harassment Occurs when the employees employment opportunities or benefits are granted or denied because of an individuals submission to sexual advances or requests for sexual favors. Varone, 421.Such examples of this kind of sexual harassment woul d include a effeminate firefighter being denied a promotion unless she submitted to a perverse act entirely un cerebrate to the typical factor of promotion. Often times, such harassment only occurs whereby the supervisor is the harasser, making the employer strictly liable for the claim. Hostile get to Environment sexual harassment Occurs when unwelcome sexual conduct unreasonably interferes with an individuals work performance or has the effect of creating an intimidating or offensive work environmentVarone, 422. Such related examples do not even need to relate to employment opportunities or anything related under quid pro quo harassment. It is possible for hostile work environment harassment to occur when either the employer or supervisor should have cognise ab reveal the event occurring, or that the said supervisor should have done something about it. Possible examples include sexually oriented comments, display of sexually oriented material in the workplace, sexually oriente d demeaning label or obscene remarks or jokes to the harassed individual.Often more times than not, hostile work environment harassment is more common than quid pro quo. Statistics on sexual harassment are surprisingly low compared to other types of harassment or discrimination. Sexual harassment is under-represented due to fear of penalization or disciplinary action. The EEOC puts out statistics every division on the matter. The year of 2011 was the lowest amount of claims year in the past decade however, the alter done are no less degrading. The below table is establish upon EEOC statistics. EEOC Sexual Harassment Claims 2011 Statistics original Claims filed 11,364 % of Charges Filed by Males 16. 3% Claims Resolutions by reference Number Percent Settlements 1,367 10. 9% Withdrawals w/Benefits 1,150 9. 1% Administrative Closures 2,635 21. 0% No Reasonable Cause 6,658 53. 0% Reasonable Cause 761 6. 1% Successful Conciliations 288 2. 3% Unsuccessful Conciliations 473 3. 8% Merit Resolutions 3,278 26. 1% Total Settlement Dollars $52,300,000 Compared to previous years, 2011 has been substantially lower in amount of claims of sexual harassment.Also seen is the financial burden that sexual harassment carries. It is by no means unreasonable for the amount and extent of damages that occur for the affected individuals. rattling examples of sexual harassment in the media are ever prevalent today. ace such recent example comes from genus Phoenix, Arizona. The female plaintiff alleges that she endured years of demeaning names and remarks as well as having been passed up for promotion where it was due. She issued a $70,000 lawsuit against the City of Phoenix. A case very similar to this is the Julia M.ORourke v City of economy case from the early 90s, which I hold ordain be similar to the final outcome of the City of Phoenix case. Julia M. ORourke was one of the first female firefighters in the history of the Providence fire department. She s tarted with 6 other women in the process of the fire departments honorary society in January of 1992. After which, ORourke was hired under the citys new affirmative action policy. It wasnt until this point that the Chief of the department made a sexual harassment policy. The policy verbalize was to stay sexual related content, be it media, or remarks out of the department.It also stated that the supervisor of each station was responsible to enforce the policy. Also added was a course on sensitivity training as well as a sexual harassment course. Prior to even being fully employed, Julia experienced many causas of sexual harassment during the academy. Almost every instance can be tied to hostile work environment sexual harassment. On numerous occasions, one ad hoc academy member, Ferro, was found to be discussing overly sexual opinions, displaying pornographic content to other members as well as making remarks specifically to ORourke.In one specific event, Ferro pointed to ORourk es breasts and claimed that she was stacked, in the company of many other students at a water training exercise. Ferro continued to be a oecumenical problem for ORourke during the course of the academy. Even after making through with(predicate) the academy and being hired on at engine 5, B shift, the harassment did not stop, in fact, it got worse. Instead of just from a co-worker, harassment was now coming from the company officeholder on her shift. A specific event occurred where the company officer threw pieces of paper with ORourkes number out of the engine while going past a bar in the own. Despite being asked to stop by ORourke, the company officer continued and laughed. Also at one point, she was warned that in that respect was the possibility of there being a closed circuit camera in her head for the hills room. She felt completely invaded and violated in a place that should feel at the very least safe. Volatile treatment like this continued to occur for the next 2 years . Finally in September of 1994, ORourke sought out the Citys EEO officer. This finally got the ball axial rotation to straighten out and shed justice on the issue.Final verdicts won for ORourke throughout the year of 1997 on numerous cases on the basis of hostile work environment sexual harassment. ORourke was victorious in receiving her dues on the basis of sexual harassment. I feel that the Phoenix Arizona case get out play out similarly, but only time will tell as there is not much information so far on the exact events or court trials. Ultimately, sexual harassment will continue to plague the fire service until people induce more tolerable of others differences.Sexual harassment is immensely degrading for the affected individual and is nothing short of driving a somebody to inadequacy. It should never be tolerated in the workplace or professional environment and certainly has no place in the fire service. The main virtue is that a person can do the job. That is the only merit that holds true, but discrimination on the basis of gender or sexual preference simply isnt a proper means of deciding whether or not an individual should be able to perform in this job.It is my hope that there will continue to be a downward trend in sexual harassment claims and actual occurrences as the practice of such is horrendous. Works Cited Varone, J. C. (2006). Legal considerations for fire and emergency services. Delmar Pub. Resendez, M. E. (Writer) (2012). In ABC 15. Phoenix, AZ ABC. Retrieved from http//www. abc15. com/dpp/news/region_phoenix_metro/central_phoenix/70k-sexual-harassment-lawsuit-prompts-big-changes-at-the-Phoenix-Fire-Department Eeoc. Retrieved from http//www. eeoc. gov/Sexual HarrasmentSexual Harassment Topic Human Resource Management/Sexual Harassment Characters Paula, Management trainee in the Production Department of a medium-sized company Steve, Vice President of Production and Paulas Manager Richard, Paulas coworker and a Manager in Production Paula , a recent college graduate, is a newly hired manager in the Production Department of a medium-sized US Company. The first woman selected for this production training position, Paula takes her work very seriously. She has been with the organization for three months.For the first two months, she performed her duties very well, but during the last month, Steve, her boss, has noticed a change in Paula. She seems more tense and uneasy and is to not concentrating on her work as conscientiously as she previously did During the last month, Paula has been continually harassed by Richard, a coworker. At first she tried ignoring his jokes and sexual banter. However, his persistence has caused Paula have very uncomfortable feelings while she is at work and at home as well.Paula looked into the employees handbook concerning sexual harassment policies and found none. She really did not know what to do. Finally, after noticing her continually declining work, Steve asked her what was bothering her . She told him the problem and showed him information concerning the EEOC laws dealing with sexual harassment in the workplace she had found in a human resources textbook from college. She also said that she was considering taking action against Richard if his actions continued.Steve told her he was totally unaware of the problem but agreed something should be done. He asked her to investigate what the organization needed to do to stop this from occurring now and also to anyone else in the future. He also thanked Paula for her patience and honesty and also promised her that something would be done. What Are the Ethical Issues? 1. What is sexual harassment, and why is it prohibited? 2. What obligations does a company have to deal with sexual harassment issues?Does an organization have an obligation to establish written policies on sexual harassment? 3. What obligations does a manager have to deal with accusations or established incidents of sexual harassment among his subordinates? H ow should such incidents be handled? 4. What should be done with individuals who are accused of sexual harassment? What would be appropriate penalties for individuals found to have been involved in sexual harassment of others? 5. What obligation does a company and its managers have towards the victims of sexual harassment?What Actions Should Be Taken? 1. What actions should Paula take? 2. Should Steve address this current problem before he asks Paula to draft a harassment policy for the organization? 3. Is Paula the best choice to develop this document? 4. Should Richard be fired? Punished? 5. What are the choices Steve can take, and which would you choose? Why? 6. What ethical theories make the most sense (utilitarian, rights, justice) concerning this case? 7. What actions should Steve take?

Famine in Africa

Help All You Want envisage a sm solely Afri rouse family in Zimbabwe, a sm on the whole barbarians mother and father work the fields and payable to further hunger atomic number 18 too weak to even birth up, let alvirtuoso go out into the fields and work. This has started an entire bowed stringed instrument reaction in the community. Since the childs mother and father bungholenot go out into the field and harvest-home sustenance, another family goes hungry, and then another and another, nurture on a path spiraling downwards.Now imagine this same family, unless a invariable presidency has been established in Zimbabwe, the childs mother and father are both well fed because the regimen distri sightlyion organizations are well funded, your parents go out into the fields and harvest the crops, creating another chain reaction but with a positive spiral. This is an spokesperson of how fodder distribution dictations a study fiber on dearth and also how abiding governm ents affect the forage distribution in Africa. most(prenominal) studies on the paucity epidemic end-to-end Africa severalize that human immunodeficiency virus/AIDS plays a major role in famine this can be attributed to neglect of health care in the continent which can be established if governments were established. motionless governments may also play a role in fighting rebel or terrorist like groups that steal nutrition from the good deal and commit mass genocide. Stable governments also may regulate forage distribution to families in need and also regulate the amount of food that is distributed, making the portions fair, depending on the size of the family.Some pile study that by yet if simply throwing money into the economy of Africa or by simply furnish food to the people of Africa result turn it all around. Although this may service, it bequeath not completely fix the difficulty. This is due to the fact that the money will run out and the food will be used up in a matter of sequence. The familiar culprits of drouth and mismanagement of case strategies are implicated how incessantly, this crisis is distinct from conventional drought induced food shortages with respect to those vulnerable to starvation, and the course of impoverishment and reco very.It is proposed that these new aspects to the food crisis can be attributed largely to the human immunodeficiency virus/AIDS epidemic in the region. This information is interpretd to us in the article, New signifier shortfall AIDS and regimen Crisis in Southern Africa by Alex De Waal and Alan Whiteside. Millions veneering Drought and paucity end-to-end Africa by Barry Mason, reports that guardianship agencies show that many another(prenominal) areas in Africa are shortly facing drought and threat of famine (Mason 1).In East Africa, both(prenominal) 11 million people are suffering a drought that is the beat in a decade and will mean that food aid is urgently inevitable over the next six months. The countries affected go from the Horn of Africa end-to-end Malawi, Zambia and Mozambique (Mason 1). This article is an practice session of those people in the know conductge do of import that believe that this is the main point fixing the famine pandemic. Famine death rate A Case get of Darfur, Sudan, by Alex De Waal presents the results and analysis of a valuate of death rate undertaken in the villages of the Darfur Region of Sudan in 1986.It illustrates a number of eventful aspects of famine mortality, and provides the only basis on which to estimate famine mortality for this region (De Waal 1). In 1983, the harvest failed in Northern Darfur, and in 1984, it failed in both northern and southern Darfur. Lack of pasture also led to the deaths of about half the livestock in the region (De Waal 1). Healthcare in Africa plays a major role in the famine epidemic wholesale through purposes of the continent. Lack of a electrostatic government can be blamed on lac k of healthcare.Healthcare plays such a major role in the famine epidemic, due to the fact that enquiry has be that HIV/AIDS weakens and kills the farmers that would plant, take care of, and harvest the crops that would provide food to the communities. According to some reports, the African famine is a clear example of the impact of HIV/AIDS. The loss of life and health care cost are traditionally associated with the disease. More than 14 million people are now at risk of starvation in many countries throughout the continent.All of these predominantly agricultural societies are battling serious AIDS epidemics, with more than 5 million adults currently living with HIV/AIDS in these countries. disclose of a total adult population of some 26 million, the HIV/AIDS epidemic is a huge contributor. Malaria and other diseases that can be vaccinated against are also not taken care of and play a major role in famine, this is because of the absence of hospitals or doctors. No other infecti ous disease, particularly in sub-Saharan Africa, inflicts a more devastating economic toll, keeping whole populations trapped in poverty.This healthcare problem could be taken care of if there were a government present, but since there is no government, or the government is not very stable, the pandemics bear on and the people of Africa continue to get sick and die, unable to product food, the famine epidemic bonnie gets worse. In other areas, not just that of the healthcare issue, is a change factor in the famine epidemic. word reports on the continent of Africa also state that there are many rebel groups in certain areas that are killing the people in some regions and also taking what little food the people strike.Spreading revere throughout the people causes them to work less, or in some cases not at all. The mass genocide of the workers is also contributing to the lack of food in the most hard hit areas. With a more stable government, these groups could be weakened if not destroyed altogether, reassuring the work host and also creating a rise in the size of the workforce. This is the reason a more stable government plays a more pivotal role in famine. In Blame Policy, Not Nature, by Ann Gibbons, only one region of the world still suffers from widespread famine.This region is Africa. Why is that?. after(prenominal) all, many poor countries including India and China, puzzle staved off famine in upstart decades, even though starvation was common there earlier in the century (Gibbons 1). The conventional wisdom holds that the answer is a combination of droughts, deforestation, and war. The drought part of this theory is what I am sure first comes to wit with all of us, its Africa. The deforestation part of this theory is caused by the ever growing population and need for more land to create cities.Last on the list of three in this theory is war (Gibbons 1). War is part of the popular opinion that there is a need for a stable government in Africa th e wars in Africa are not between countries but between rebels fighting for control of some areas. These rebel groups exist because every the government in the area is too weak, or there is no government in place in that area (Gibbons 1). Many governments that pee tried to rise up from the ground on their own have just been destroyed and overrun by the rebel groups.Without outside help from surrounding countries in Africa, which is not likely considering they have their own problem to deal with, or help from other countries across the world, for example the coupled States, these small governments trying to get on their feet will just continue to be overrun and destroyed, further devastating the local communities and worsening the famine epidemic. Just another reason stable government is badly needed throughout Africa. On top of the healthcare and rebel groups, perhaps the highest contributing factor in the famine epidemic going on in Africa is food distribution.Since food distribut ion is the highest contributing factor in the famine epidemic, the government has a huge role in this area. A stable government would be, and is absolutely crucial to the controlled distribution of food to the people. Not only could a stable government control the amount of food distributed, but it could also make wise decisions on the amount of food minded(p) to each family, depending on size and need of food by those people. food for thought distribution impacts the African societies immediately, but without the proper funding necessary to keep the distribution programs running, it is just a lost cause.By establishing stable governments, the distribution programs would have better funding and be able to continue the surges of food into the communities. thither are many theories and opinions floating around out there on how famine in Africa can be reduced. Many studies show that a very vital factor in reducing the famine in Africa start with a stable government, one that can esta blish a working healthcare system that will lessen the effect HIV/AIDS has in the communities.Governments that can halt the rebel groups and make the people feel safe to go into the fields. Finally, a government that can company up well funded food distribution with equal distribution of food, just to give the communities of Africa that jump start they need to get back on the right path. These are but a few of the reasons that famine in Africa can be reduced, starting with the establishment of more stable governments throughout the continent.According to the article, Famine in Africa Causes, Responses and Prevention by David Colman, most famines in the finish 25 years have been in Africa. Most people in the world, therefore, confine attention solely to it, with a particular emphasis on Ethiopia and Sudan. The article by Colman sets out to increase taking into custody of famine, provide blanket(a) empirical evidence on all aspects of causes of famine, household responses to it, m arket manner in times of famine, and policy initiatives, and to assess famine prevention policies and their mental process in the real world.In the article Famine in Africa Causes, Responses, and Prevention by Joachim Von von von Braun, Tesfaye Teklu, and Patrick Webb, it is explained that famine in Africa makes an important contribution to a better understanding of the causes of hunger in developing societies, while also providing the most exhaustive assessment to date through a synthesis of empirical research of policies implemented to prevent and mitigate famine in poor countries (Von Braun 1). On the basis of findings from six African countries in particular, the authors argue against single-cause explanations f famine, this including the opinion of some that an unstable government is the cause of the famine (Von Braun 1). There are many different opinions and theories in which people believe that famine in Africa can be reduced, many of which include, in some way or another, the fact that government is needed I those areas. Most of those theories or studies on the famine epidemic throughout Africa also state that HIV/AIDS plays a major role in famine. These theories all agree with each other while at the same time disagree with each other, so you could say they agree to disagree.However, they are all theories on how to help the people of Africa and stop the famine pandemic from spreading. The main opinion of most people throughout the world on the cogitation of reducing the famine pandemic in Africa is that stable government is needed. Stable government would provide better food distribution to the people, better healthcare, and would provide safety to the people by protecting them from the rebels of the areas and also the surrounding areas.These ship canal all combined from the theory that stable government is needed, as believed by many people, which is how famine in Africa can be reduced. Works Cited Colman, David. Famine in Africa Causes, Response s and Prevention. Academic wait Premier. EBSCO, 1 Feb 2000, Web. 7 Oct. 2012. De Waal, Alex, and Alan Whiteside. New Variant Famine AIDS and Food Crisis in Southern Africa. Academic Search Premier. EBSCO, 11 Oct 2003, Web. 8 Oct. 2012. De Waal, Alex. Famine Mortality A Case Study of Darfur, Sudan. Academic Search Premier. EBSCO, Mar. 1989. Web. 10 Oct. 012. Dibie Roberty. Famine Crimes Politics and the Disaster stand-in Industry in Africa. Academic Search Premier. EBSCO, 12 Nov. 1998. Web. 7 Oct. 2012. Gibbons, Ann. Famine Blame Policy, Not Nature. Academic Search Elite. EBSCO, 8 Nov. 1991. Web. 8 Oct. 2012. Mason, Barry. Millions Facing Drought and Famine throughout Africa. World Socialist Web Site. 23 Feb. 2006. Web. 11 Oct. 2012. Von Braun, Joachim, Tesfaye Teklu, and Patrick Webb. Famine in Africa Causes, Responses, and Prevention. Academic Search Premier. EBSCO, 1 Dec. 1999. Web. 8 Oct. 2012.

Conflict in the Boat

Conflict in The Boat In our daily support, we eternally try to avoid conflict with others in order to make a good relationship to benefit each other. However, in a story, it postulate to do opposite thing since conflict is the engine to start and bring the story progress. In The Boat by Alistair Macleod, the conflict surrounded by the set out and nonplus effectively reflects the clear theme that spates tincture is complicated exposing the impact of change that resulted from the conflict between tradition and modernization in Eastern Canada. 1.The conflict between the stupefy and laminitis reflects peoples different attitudes toward the change of bearing style. The mother loves traditional life the father favors new life. The mother tries to keep the tradition alive, whereas the father looks prior to the changes. The mother does non want any tourists in her town and does not want her family to go out and spend time with the people who do not come from the village. The father was encouraging the change to happen, and he was mannikin enough to take the tourists out for a ride on his boat. The mother despised the room and all it s withald for.Her rooms door endlessly opens and its contents visible to all. The father knew that change is inevitable. The fathers room symbolizes the change occurring at heart the househ superannuated, and the father was the one who first accepted the change and allowed it to start winning place. Compared to the equilibrium of the house, the fathers room went against all of the traditions that were taught to the children within the kitchen. The father also knew the comfort of books and how important reading is because of all the knowledge that he could learn from the books whereas his married woman said that reading was absolutely pointless because there was always written report to do. . The conflict between tradition and modernization also deeply causes peoples midland conflict through father and the narrators privileged mind contradiction. The narrator remembers that his father had little interest or passion for the work he performed. And I saw then, that summer, many things that I had seen all my life as if for the first time and I belief that perhaps my father had never been intended for a fisherman both physically or mentally In the fathers inner mind, he is always struggling between doing the traditional work that he did not like and looking forward to his own life.Maybe the father recognize that it was too late for him to make the change because he was too old and had spent his entire life with the boat and the sea, so he left hand it up to his children to go out and make the changes, to leave behind the family traditions and deal their own paths in life. The father, a fisherman who clearly would have prefer to get an precept, but he does not realize her dream since it is too late when he is clear sense of it. The narrator also encounters an interior conflict. He loves study and want to go back school. However, his fathers example let him feel he is liable to assist his father fishing. I thought it was very much braver to spend a life doing what you really do not want rather than selfishly undermentioned forever your own dreams and inclinations With this realization he decides to give up his light shallow selfish dream of completing high school to figure into tradition and fish. Both conflicts link to the impact result from the conflict between tradition and modernity. The fact that the kitchens contents were always visible to all shows that the father has some shame in the fact that his room is different from the rest of the house.Although he has accepted the changes that are going to occur he is lock up ashamed to be leaving everything that he has grown up with and is wherefore it does not mention anything about the fathers room door being candid or closed. With the death of his father, however, he abandons fishing for a life of education and bo oks. As the narrators story attests, the conflict between his mothers desires, and his fathers wishes, as well as his own uncertainty, has remained for many years after this period of his life. The continuing affliction that the narrator feels in relation to the loss of his father is in heavy(p) part due to these unresolved conflicts.

Poem and Short Story Essay

grind of the matinee idols (Estrella Alfon) Among us who lived in Espeleta that street that I love, ab suffer tabu whose people I keep telling tales among us, I say, in that respect was sensation named Martha, and she was the daughter of Pio and Engracia. To both of us, life mustiness feelm same a road precondition us to travel, and it is up to Fate, that convenient blunderer, whether, that road be giving and unwinding, or whether it sh alone be a tortuous lane, its path a hard and depraved mat of dust and stones.And individually road, whether lane or avenue, shall sire its get landmarks, that entirely the traveller soul shall recognize and remember, and remembering, continue the journey again. To Martha, the gods gave this for a first memory a first scar. She was a female child of twelve, and in e real musical mode she was besides a child. A rather muffle child, who invariably lagged behind the separate(a)s of her age, whether in study or in play. manner had been so far a question of staying more years in a grade than the others, of being t disused she would have to apply herself a smaller harder if she didnt want the infants catching up with her.solely that was so glum thing. She had gotten a petite bit used to being always behind. To always being the biggest girl in her section. Even in play there was some part of her that nalways managed to take to a fault great a part she was so content if they always make her it in a game of tag, if totally they would let her play. And when she had dolls, she was eager to lend them to other girls, if they would only include her in the fascinating games she could non play alone. This was she, wherefore. Her hair hung in pigtails each side of her face, and already it irked a little to have her dresses too short.She could non help in her causes kitchen, and could be indisput fit to keep her room clean, but she was non ready for the thing her make told her one darkness when she was a wakened from sleep. It was a sleep untroubled by dreams, then all of a sudden there was an uproar in the mob, and she could hear her gives frenzied sobbing, and it was non sobbing that held as much of sorrow as it did of offense. She lay clam up for a while, idea perhaps she was dreaming, until she could hear her arrives grunted answers to the half understood things her breed was mouthing at him. then(prenominal) there were sounds that was clearly the sound of two bodies seek in terrible fury with each other. She stood up, and like a child, cried into the night. start? She wailed the word, in her panic decision a little relief in her own wailing, Mother? And she comprehend her bugger offs voice skirt her, panting out, saying, Martha, come quickly, come into this room Martha got up and stood at the door of the room, hesitating about up to(p)ing it, until her fuck off, the part of a terrible grasp, verbalize Martha So Martha pushed in the door, and found her mother a nd her leave back locked in an adopt n which both of them struggled and panted and had near no breath left for spoken language.Martha stood great eyed and f disciplineened, non realiseing what to do, just standing(a) there, up to flat though she had seen what it was they struggled for. A kitchen knife, blade held upwards in her mothers hand. Her coat of arms were pinioned to her sides by her conserve, but her wild eye, the frenzy with which she stamped her feet on his feet, and kicked him in the shins, and tested to bite him with her teeth, these were more terrible than the glint of that shining blade.It was her grow who spoke to her saying urgently, Martha, reach for her knife, take it by. merely Martha stood there and did non comprehend until her mother spoke, saying No, no Martha, your draw deserves to be killed. Then it was Martha who realized what she was to do, and slowly, hesitantly, she went near them, her fear of both of them in this terrible anger they n ow presented making her almost too afraid to reach up for the knife. still reach up she did, and with her childs fingers, put her mothers away from the weapon. And when she had it in her hands she did non know what to do with it, except guess at it.It wasnt a very neat knife, but its blade was clean, and its hilt firm. And so she understanded at it, until her vex say. Throw it out of the window, Martha and without thought process, she went to a window, free-spokened a casement and threw it away. Then her paternity released her mother, and at once her mother had gotten her arms free, she swung back her hand, and wordlessly, slapped him slapped him once, twice, three times, alternating with her hands, on alternate cheeks, until her father said. Thats enough, Engracia. And saying so, he took her hands in his, led her resisting to the bed, and make her sit down.And Martha was too young to wonder that her father, who was a big man, should have surrendered to the repeated slapp ing from her mother who was a very small frail charr. Her father said, Arent you shamed now Martha has seen? And immediately her mother screamed to him, Ashamed? Me, ashamed? Ill tell Martha about you Her father looked at Martha up to now standing dumbly by the window out of which she had thrown the knife, and said, No, Aciang, she is just a child. And to her Martha, go back to bed. But now her mother jumped up from the bed, and clutched at Martha, and brought her to bed with her.And deliberately without looking at Marthas father, she said, Martha you are non too young to know. And so, the run-in falling from her lips with a terrible quiet, she told Martha. The words that were strange to her ears, Martha heard them, and listened to them, and looked from her mother to her father, and without knowing it, wetting her cheeks with her tears that fell. And then her mother stopped talking, and looking at her husband, she spat on him, and Martha apothegm the saliva spatter on the front of the dark shirt he wore. She watched while her father strode over them, and slowly, alike deliberately, slapped her mother on the cheek.Martha watched his open palm as he did it, and felt the blow as though it had been she who had been hit. Then her father strode out of the room, saying nonhing, leaving them alone. When her father had gone, Marthas mother began to cry, saying brokenly to Martha, It is that woman, that woman And making excuses to Martha for her father, saying it was never exclusively the mans fault. And Martha listened bewildered, because this was so different from the venomous words her mother had told her while her father was in the room. And then her mother, slake weeping, directed her to look for her father and Martha went out of the room.Her father was non in the house. The night was very dark as she peered out of the windows to see is she could find him outside, but he was nowhere. So she went back to her mother, and told her she could not find he r father. Her mother cried silently, the tears cut across down her cheeks, and her sobs tearing through her throat. Martha cried with her, and caressed her mothers back with her hands, but she had no words to offer, nothing to say. When her mother at last was able to talk again, she told Martha to go back to bed. But it wasnt the child that entered who went out of that room.And yet the terror of that night was not so great because it was only a terror half understood. It wasnt until she was eighteen, that the hurt of that night was invested with its bounteous measure. For when she was eighteen, she fell in love. She was a girl of placid appearance, in her eyes the dreaming stolid night of the unawakened. She still was slow to learn, still not prone to brilliance. And when she fell in love she chose the brightest boy of her limited impropriety to fall in love with. He was slightly older than herself, a little too handsome, a trifle too given to laughter.Espeleta did not like him he was too different from the other young me n on the street. But Martha love him. You could see that in the way she looked at him, the way she listened to him. Marthas pigtails had lengthened. She now wore her braids bankrolled on the top of her coping like a coronet, and it went well with the placid features, the rather full figure. She was substantially one of our prettier maidens. It was well that she was not too brilliant. That she did not have both too modern ideas. The air of faintheartedness, the awkward lack of sparkling discourse suited her Madonna like face and calm.And her seriousness with love was also part of the calm waiting nature. It did not enter her head that there are such things as play, and a game. And a mans eagerness for sport. And so when she noticed that his attentions seemed to be wandering, even afterward he had admitted to a lot of people that they were engaged, she asked him, with the eager desperation of the inexperienced, about their marriage. He laughed at her. Laughed gently, teasingly, saying they could not get married for a vast time yet he must repay his parents first for all that they had done for him.He must first be sure to be able to afford the things she deserved. Well turned phrases he said his excuses with. bewitch little evasions. And if she did not see through them while he spoke them, his frequent absences, where his visits had been as a habit his excuses to stay away when once no amount of sending him off could make him stay away these but made her see. And understand. And then the way neighbours will, they tried to be affable to her. For they could see her heart was breaking and they tried to say sweet things to her, things like her being far too well for him. And then they heard that he had married.Another girl. And they truism her heartbreak, and thought it strange that a girl should lament over an undeserving lover or so. She lost a little of the plumpness that was one of her charms. And into he r eyes crept a hurt look to switch over the dreaming. And Espeleta, with all the good people, strove to be even frameer to her. Watched her grief and pitied her. And told her that whatever mistakes she had affiliated to make her grieve so, to make her suffer so, they understood and forgave. And they did not satanic her. But now that she had learned her lesson, she must beware. She knew her own father as much as they knew about him.And it was in the Fates that his sins must be salaried for. If not by himself, then by whom but she who was begotten by him? So, didnt she see? How careful she should be? Because you could, they said it to her gently, kindly, cruelly, because she could if she were careful, turn deviation the vengeance of the implacable fates. And she believed them kind although she hated their suspicions. She believed them kind, and so she started, then, to hate her father. And that night long ago came back to her, and she wished she had not thrown that knife away. E speleta saw Martha turn religious.More religious than Iya Andia and Iya Nesia, who were old and saw death flood tide close, and wanted to be assured of the easing of the gates of heaven. Espeleta approved. Because Espeleta did not know what she prayed for. Because they saw only the downcast eyes under the light veil, the coil of shining hair as it bowed over the communion rail. Yet Marthas mother and father still lived together. They never had separated. Even after that night, when she was twelve years old and frightened, and she had called for him and looked for him and not found him. The next twenty-four hours he had come back, and between her mother and him there was a silence.They slept in the same bed, and spent the nights in the same room, and yet Martha and Espeleta knew he had another(prenominal) bed, another chamber. Espeleta praised Marthas mother for being so patient. After Martha had locomote in love, when she began hating her father truly then also she began despisin g her mother. You did not know it to look at Martha. For her coil of braided hair was still there, and the shy way of blab outing, and the charming awkwardness at conversation. And Martha made up her earlier lack of lustre by shining in her class now. She was eighteen and not through high school yet.But she made up for it by graduating with high honours. Espeleta clapped its hands when she graduated. Gave her flowers. Her mother and father were there, too. And they were proud. And to look at Martha, you would think she was proud too, if a little too shy still. Martha studied nursing. And started having visitors in her mothers house again. Doctors this time. Older men, to whom her sombreness of manner appealed, and the innate good sense that seemed so patient in her quiet demeanour. Espeleta was now rather proud of Martha. She seemed everything a girl should be, and they cited her as an example of what religion could do.Lift you out of the shadow of your inheritance. For look at Ma rtha. See how different she is from what should be her fathers daughter. But what they did not know was that all of these remediates Martha had to choose someone slightly older than the rest. And where the girl of eighteen that she had been almost a child unschooled, now she was a woman wise and wary. Where the other nurses knew this doctor only as someone who did not like their dances as much as the younger ones, who did not speak as lightly, as flippantly of love as the younger ones, Martha knew why he didnt.Between the two of them there had been, tenor the very start, a quick lifting of the pulse, an immediate quickening of the breath. From the very start. And where he could have hidden the secrets of life, he chose the very first time they were able to talk to each other, to tell her that he was not free. He had a wife, and whether he loved her or not, whether she was unfaithful to him or not, which she was, there had been the irrevocable ceremony to connect them, to always make his love for each other woman, if he ever fell in love again, something that must be hidden, something that might not see light.She was a woman now, Martha was. Wise and wary. But there is no wisdom, no weariness against love. Not the kind of deep love she knew she pall him. And as even she him, she found within herself the old deep stay on secret hate. Against her father. Against the laws of man and church. Against the very fates that seemed rejoiced in making her pay for a sin she had not committed. She now learned of bitterness. Because she could not help thinking of that night, long ago, when her mother had sat on the bed, and in deliberate words told her just what kind of a father she had.It had been as though her mother had shifted on to her unwilling, unready shoulders the burden of the sorrows, the goad of the grief. Espeleta, that was so quick to censure, and to condemn even Espeleta had taken the situation in Marthas house as something that could not be helped. An d as long as there was no open strife, Espeleta made excuses for a thing that, they said, had been designed by Fate. Marthas father came home. Acted, on the surface, the good husband. And since he was married to Marthas mother, so must Marthas mother bear it, and welcome him home again.Because she would rather he came home, then went to the other one, wouldnt she? Espeleta cited heavenly rewards. For Marthas mother. And Martha went to church regularly, and was a good nurse. And still called her father, Father. You have heard that one of course, about the dweeb of the gods, how they grind exceedingly fine, and grind exceedingly slow. Espeleta hadnt heard that one, nor had Martha. But Espeleta of course would have a more winded version of it. Anyhow, one day at the hospital, Martha was attendant nurse at an emergency case. A man had been shot.There were three bullets through his chest, but he was still alive. Martha laughed queerly to herself, saying I must be dreaming, I am imagini ng that man has my fathers face. It was the doctor she loved who was in charge. With a queer dreaming feeling, she raised her eyes to meet his, and was shocked to see him drop his gaze, and over his face steal a twist as of pain, as of pity. They were instantly their efficient selves again, cloaking themselves in the impersonal masks of physician and nurse. It was as if he who lay there beneath their instruments and their probing fingers was any man, the way it could be any man.Not her father. But all while, training and theatre unavailing. Martha said to herself, but it is my father. He died on the table. He never gained consciousness. Martha move the sheet over his face and form. And watched as they wheeled him out of the room. She still had the instruments to put away and the room to put in order. But this did not take long and when she went out into the corridor, she found her mother weeping beside the shrouded form on the wheeled table. There was a military officer beside he r awkwardly seek with gruff words to console the little woman over her loss.Beside the policeman stood also the doctor, who passed an arm around the shoulder of Marthas mother, saying simply, we tried to save him. Martha joined them, knowing that she should be in tears, yet finding that she had none to shed. It would ease the tightness within her, would loosen the hard tousle in her heart to cry. But you cannot summon tears when you feel no grief, and the pain you feel is not of sorrow but of the cruel subtlety of things. She could not even put her arms around her weeping mother. When the doctor told her that she would be excused from duty the rest of the day, that he would arrange it for her, she did not thank him.She did not say anything for indeed she no longer had any words, nor any emotions that required speech. Or should be given speech. For one cannot say, how right How just When ones father has just died. Her mother and she took a taxi together to accompany the hearse tha t took her father home. There was a gang awaiting them. Espeleta in tears. Espeleta crying condolence and opprobrium in the same breath. It was from them their good neighbours, their kind neighbours that Martha learned how Gods justice had overtaken the sinner. Colon is not as intimate as Espeleta.For it is a long street and broad street. But where the railroad crosses it, the houses group together in intimate cacoethes and neighbourly closeness and its families live each others lives almost as meddlingly as Espeleta does. And is as avid for scandals as Espeleta is. Among the people in Marthas house were some from Colon. And it was they who supplied the grimmer details, the more lucid picture. In that other womans house and Martha did not even know the other womans name there had existed the stalemate state of personal business that had existed in Marthas house.Only where in Marthas house it had been a wife who was patient, in that other womans house it had been the husband wh o had bided his time. And yet the neighbours had thought he had not cared. For indeed he had seemed like a man blind and deaf, and if he raised his voice against his wife, it was not so they could hear it. Yet today, he had come home, after he had said he was going away somewhere. And had come upon Marthas father in the house, and had, without saying anything, taken out his revolver, and shot at him. Martha heard all these. And thought you know often life seems like an old fashioned melodrama, guns and all.And yet the gun had not gone off. It had jammed, and Marthas father had been able to run. And running, even as he seemed far enough from the house to be safe, the gun in the husbands hand had come right again. The man had gone out in the street, aimed at the fleeing figure. That explained why the bullets had gone in through his back and out through his chest. They said that the street was spattered with blood and where he fell, there was a pussy of gory red. The killer had surre ndered himself at once. But everyone knew he would not pay with his life he had taken.For the woman was his wife and he had come upon them in his own home. Martha stayed with the kind condolers only a while. She left her mother for them to alleviate as best as they could. They would have praises like The good God knows best they would have words like, Your grief is ended, let your other grief commence. She went to look at her father lying well arranged now in his bier. Already in spite of the manner of his death, there were flowers for him. oddment had left no glare in the eyes that the doctor at the hospital had mercifully closed, over the features lingered no evidence of pain.And Martha said, Death was kind to you. In Marthas room there hung a crucifix. Upon the crossed timberland was the agonized Christ, His eyes soft and deep and tender, even in his agony. But as Martha knelt, and lighted her candles, and prayed, in her eyes was no softness, and on her lips no words appealin g for pity for him who had died. There was only the glitter of a justice meted out at last, and the thankfulness for a punishment fulfilled. So she gave thanks, very fervent thanks. For now, she hoped, she would cease to pay.

Nonconformity vs. Stereotyping

Since the dawn of the first stain, there has been a blot out of judgment hanging over the stain scene. In the early days, however the wealthy could afford one however, that all changed with the invention of the electric tattooing machine. afterwards that, tattoos were everywhere, inescapable. The degenerates, as society began to label them, were seen as amicable abnormalities and have been associated with the mentally insane.The topic of this essay is to debate whether saucily York Times columnist David let Nonconformity is Skin Deep is a better argument than Associated heart blogger Georga Hackworths Stigmas, Stereotypes in Tattooing Why the Medical Community is to Blame. Both names advise insight to their respective feelings on the subject of tattooing both are powerfully opinionated, yet only one can be the superior of this essay, and that winner is David abide Nonconformity is Skin Deep, as he excels over the opposition.David Brooks Nonconformity is Skin Deep argume nt that tattooing is becoming a tender trend is persuasive he backs this by stating that tattoos are everywhere, inescapable. He wants us to assume that behind every judge, teacher, lawyer, housewife, etc lurks ink. Brooks makes a mockery of the tattoo fad by writing, these are expressions of commitmentthey dont perpetually work outbut the longing for permanence is admirable (Brooks). Hackworths Stigmas, Stereotypes of Tattooing Why the Medical Community is to Blame is just as win over as Brooks.She blames the psychology and psychiatry branch for their portrayal of hatful with tattoos as homosexuals, fetish enthusiasts, and barbaric(Hackworth). She backs up this claim with evidence promulgated in 1985s Diagnostic and Statistical Manual of Mental Disorders. Hackworth gives a brief history of the art of tattooing, discussing how in its early days was close only for the rich, only later to be adopted by the frequent man with the invention of the electric tattooing machine.As soo n as tattoos became affordable, the rich turned away as they no longer represented a social status. Soon after, only circus freaks and social outcasts became the rep for people with tattoos, a stereotype still reverberated today, a century later. Brooks and Hackworth rely to a great extent on their own expertise on the subject of tattooing. Brooks is an gracious editor with a vast audience base of the upper crusts of society. Hackworth is a sexpert blogger who has felt the sting of being unjustly persecuted because of her tattoos.Hackworths Stigmas was written from a first hand account she, like most of the population with tattoos, has felt this unjustified stereotype as being social outcasts. She claims that ironically the tattoo artist is labeled as barbaric yet the medical nursemaid is the one who jabs at her with various needles. Brooks sees the fad as a consumer product that will soon die out, leaving everyone with a tattoo, odd out of popularity. According to Brooks, the trend of trying to stray from being a nonconformist is quickly becoming a conformity that is affecting everyone.Hackworth does not do justice with her piece she makes many grammatical errors that hurt her article than help it, making her seem unworthy of our time. Brooks comes off as knowledgeable, smart, and humorous making his case more credible.Works Cited Brooks, David. Nonconformity is Skin Deep. New York Times 27 August 2006. Hackworth, Georga. Stigmas, Stereotypes of Tattooing Why the Medical Community is to Blame. 13 June 2008. Associated Content. September 2010 .

Major Differences Between Islam and Judaism Essay

afterward doing some research on the religions Islam and Judaism, Ive found many cerebrate between the two as well as many differences and similarities. or so major similarities are Both religions are monotheistic, meaning belief in angiotensin converting enzyme only true graven image. Both religions believe in a distinct afterlife being either good or naughty depending on how a person has led their life according to their religion. Judaism and Islam two have writings with describings of how one should live as a sever of either religion (Quran and the Torah). There are rules regarding eating restrictions such as only being able to consume Halal (in the name of Allah) produced goods in Islam and eating Kosher meat in Judaism. Both religions have surplus holidays to celebrate various historical and spiritual events of their beliefs. Both religions have peculiar(a)(prenominal) headwear a Jewish yarmulke worn by men during ingathering and a hijab worn by Islamic women conform ing to a touchstone of modesty.Some major differences are Judaism is oer one millenium older than Islam. Islam is a far more strict belief with many more demands and rules compared to Judaism. Judaism has a sabbath day of rest objet dart Islam believes that Allah God does not need rest.Similarities allow belief in one God, preserving the faith through prophets, scriptures and observance of ghostly laws through expression of faith or submission. The major difference is that while Islam acknowledges that the Old Testament formerly was Allahs true revelation, they believe it was change by the Jews to reflect Jewish views and opinions. The Jews are seen by Muslims as once having true revelation and submitting to Allah, but now being misled, unbelieving and no longer in submission.Both Judaism and Islam have changed over time. Judaism began with Abraham essentially assure to only worship the one true God in which God pledged to uphold a special relationship with Abrahams descend ants. all over time, God introduced the law to the people of Israel of which to observe their faith in him as the one and only God, but by the time of Jesus, the law had entirely become a stone cold tradition and faith of something of the past.Islam, too, has changed over time though there are some uncertainties of the details. Islam began with Allahs number one revelation to Muhammad. It was mainly a warning to the Arabs who were practicing polygamy and worshipping false gods to turn to the one and only true Allah.Yet, there is a strong probability that Muhammad was obviously influenced by Christian and Jewish traders coming through his city. The idea is that he wasnt thoroughly impressed by their behavior, so he want his own version of a monotheistic religion by adding commands from Allah regarding issues in life. Later on, people realized that the Quran didnt fully cover how to be a muslim in everyday life. The Hadith was created. The Hadith is a saying or a sort of guidance sought to partake to how Muhammad or his close friends would have decided on a particular issue. These have some authority within Islam today.Believers of Judaism more or slight see Islam as an attempted copy and distortion of Jewish monotheism because Islam dismisses the Jewish revelation in scripture and therefore seeks a path opposite than the one described in Jewish scripture. Also, Islam rejects Jews as Gods chosen people, which goes against the basic Jewish belief.The subject at hand could be, and has been, argued for an eternity. It is hit there are vast similarities, likewise differences between Judaism and Islam. Personally, I do not believe in any religion, though they are preferably interesting to study.

Educational Services an Overview

maturation of an Instrument to Assess learner Perceptions of the property of Tertiary Education in INDIAN Context Suparswa Chakraborty program lineal operate can be categorize into five discontinues (a) primary pedagogy dish outs (b) junior-grade upbringing services (c) extravagantlyer tuition services (i. e. , foster era beyond secondary breeding includes all tertiary breeding) (d)adult gentility and (e) different upbringing services (e. g. , liberal arts, business, professional).Such development and instruct encompass class courses taken for college or university credits or non- spirit take courses taken for personal sophistication or pleasure or to upgrade work-related skills. Such rearing and instruction services can be proposed in traditional refugeal settings, such as universities or schools and in specialized institutions. Higher (tertiary) educational activity, adult education, and training services atomic frame 18 expanding rapidly.These services include academic and training courses on information technology languages executive, circumspection and adoptership training and hotel and tourism education. They likewise include educational testing services and corporate training services. umteen of these be practical courses for use on the job. Some can be used as credits toward degrees and some ar non-degree courses. Increasingly, educational institutions and publishers be teaming up with information technology companies and other experts to design courses of instruction on a variety of subjects.Large companies also ar developing education and training courses to improve the skills of their employees and to keep them up to date on their latest products. Such services constitute a growing, international business, supplementing the public education system and contri merelying to global spread of the modern knowledge economy. tinteribility of these education and training services can help to develop a more(pre nominal) efficient workforce, leading countries to an improved competitive position in the world economy.Education is at present star of the to the get-goest degree commit of services sectors, due to experience of its public good element and the eminent degree of political sympathies interest in its provision. The benefits associated with liberalising education services and facilitating great and stronger public and private education services can co-existing which would benefit bookmans and education service suppliers would get improved in the following manner Facilitating access to education and training courses that in qualitative and quantitative terms which are non otherwise available in the public sector and Providing a competitive stimulus to institutions with flow-on benefits to all pupils. The education services negotiations should aim to interpret consumers (bookmans) access to the crush education services wherever they are entrustd and by means of whate ver mode of supply they are generated. Ensuring measures that consumers (learners) are not damage by services of low timber, and a safety-net in such areas. in that respect are causal agencys, for key outence model, where the fiber of a service supplied by a university in one state is not necessarily of the analogous level as that supplied by a university of another state, due to the difference in spunky education system of the two states. It has also emerged that the whole tone of education services fails to be correctly judged, in examples where the service is supplied by a degree mill of one university by means of Distance-Learning. It is difficult to arrive at a universally acceptable articulation of what quality in education means.At the same time, such articulation is critical since it plays an chief(prenominal) design in shaping the practice of education. It has a great deal been likely to bring a bend such quality in education at a subtile scale with int ensive utilization of recourses. However, the provision/distribution of quality education by a large-scale system is a daunting challenge. Quality as a term refers to how well certain objects and movees achieve their give aims. It is validating as well as comparative. Its most immediate intension is better. Better as ifferentiated from good, and implying the existence of at least two objects or processes, betwixt which a comparison across a decided set of parameters can be established. Understanding quality in education requires an appreciation of the aims of education the social and philosophical roots of these aims as well as find the nature of the organisation and system that is best oriented to achieve them. Educational quality concerns typically encompass topics such as teacher training, textbooks and materials, evaluation and physical infrastructure especially institution buildings.However the quality of these processes/topics can yet be earn with reservoir to the ob jective of the education system of which they are but a part. Educational objectives in turn are checkd by social notions of a child, human cosmos study and schooling. The most unwashed worldly application of the term and pattern of quality is in the context of products and services. To define quality in the subject field of education, it may be instructive to examine the more widely rightfulness usage of quality, and look for its appropriateness or applicability for education.Quality A Conceptual Exploration Owlia and Aspinwall (1996) interpreted the quality for higher education in terms of the quality symmetry by using Garvins quality framework (Garvin, 1987), service quality dimension (Parasuraman, Zeithaml &038 Berry, 1985 1988), and software quality dimension (Watts, 1987). However, the dimension identification frameworks focuses mainly on defining the quality look of the product features (Garvin, 1987) and service features (Parasuraman, Zeithaml &038 Berry, 1985 1 988).We adopted a more comprehensive overture to classify the quality attributes of education. The framework we proposed is derived from West, Noden and Gosling (2000)s go outpoint of quality in higher education. We called it the inputProcessOutput (IPO) framework in which Input refers to the entry requirements, Process refers to the article of faith and reading process, and Output refers to the employability and academic standings (as shown in Figure 1 below).This classification of quality attributes is in accordance with the governing bodys operation system of converting the inputs (e. g. raw materials) into outputs (e. g. products and services) via the process (e. g. procedures). In this way, one can associate the quality improvements with the operating system of any placement, including those from the education sector. Some of the quality dimensions identified in Owlia and Aspinwalls (1996) study are partially covered in the IPO framework.Current arrest and interpretatio ns of the volume quality owe much to their roots in the evaluation of manufacture products. Pioneering management techniques and conceptions related to quality and quality management afford effect reciprocal place, and many applications to the field of education can be seek while cautiously keeping in mind the large differences surrounded by the commercial world and education. In fact, quality in education has more and more been understood with the framework of users and in terms of its value for money.To the extremity that the service of education and the provision of commercial services are similar, that is two get down end-users and an expectation of value-for-money, parallels are feasible. However, such parallels often regard the provision of education as similar to a marketable service such as getting a haircut. In such cases, (as the market understands it), the respective(prenominal) seeking the service is generally aware of the import that the service go out pr ovide her witha haircut usually results in kempt hair for instance. In other wrangle, the user has the means to evaluate the quality of the service.In the case of education, except for very special skill-oriented training that has readily identifiable outcomes in the short term, it is not very easy to determine what the rather great term process of being educated provide lead to. This is by and large because the aims of education that is the pressing reasons for educating members of a population in any night club or country, emanate from the need to create a social and quick-witted purlieu as members of which individuals will be capable of making and performing on rational decisions concerning themselves and their society rather than building people with a specific set of skills.Most usersparents or childrenin the case of education, do not suck the means in terms of either ground and/or put through to evaluate qualitywhether the child is receiving an education (given the t ell aims or those which a parent understands), except in very basic waysand how it could be better (i. e. through comparing it to some straighten out of ideal). In other words, the information asymmetry amongst the service provider and the user, especially poor users, is an Copernican characteristic of education that must(prenominal) be taken into explicit account.In addition to the insufficiency of a shared understanding of quality between consumers and providers, the field of education is also characterized by the absence seizure of a consensus on the notion of quality. For instance, most consumers and the providers of a service, for example telephones, not only agree on what is meant greatly by high quality in their domain, but, until new technological innovation comes about, this notion carcass largely constant.On the other hand, education likes many other systems or endeavours (such as good health, reform or body politic) has a continuously evolving give-and-take as well as vibrant debates on what constitutes quality, how can it be achieved and provided in the most optimal way to a large add of children14, making it difficult for such a constant notion to exist.Additionally, immanent in the concept of a desirable social and intellectual environment (to be evolved through educating the population), are ideas concerning values which individuals should birth as this is in the interests of society, even though all individuals themselves may not want to quarter these (take for example, religious or racist tolerance, or fairness in the confront of self-interest). Many such values would not be apt as an outcome, were the individuals education being carried out from a purely market oriented (i. e. mployability) perspective, but they are the seting principles of systems of giving medication such as democracy. This further jeopardizes the application of market or management-derived concepts of quality to education, since the good/commodity being examined for quality, i. e. education, contains many features not demanded explicitly and in some cases truly even shunned by its customers. Therefore, quality as use to the provision of commercial services or products cannot be directly utilize to the provision of education due to the nature of education, and the inherent aims in its provision.A Framework for Quality in Education As discussed above, the notion of quality in education is not one, which can be simply transcribed from the predominant concept of quality that has evolved from the commercial world. It necessarily to be unusual to the field of education and found on a deeply contextual, need-based view incorporating pedagogic principles and educational aims rather than a fixed prescription or set of guidelines.A viable framework for quality in education could be envisaged as consisting of the following main components Aims of education, curriculum, pedagogy and material, school organization and relationships, evalu ation and assessment, and the nature of provision. The relationship between the design and constitution of these different components would have to be care to the full conceptualized to ascertain coherence in the experience of education by children. For instance, design of a curricular document ineluctably to be based on the aims of education and epistemological concerns.Similarly, assessment needs to be understood as a means to strengthen and invariably improve childrens education in the context of the stated curricular objectives through appropriate pedagogic practice, rather then as a tool for classifying children as failed or passed and thus deciding whether their education will continue. Each of these aspects of education and its quality are discussed in more token in the following sections. Aims of Education The aims of education refer to a broad set of principles that provide focalization to the practice of education.They play an chief(prenominal) role in find out the institutions, curriculum, and pedagogy and assessment system for providing education. What aims are charge pursuing in education is and then an great question and the attend is often complex, especially in the context of a diverse socio-cultural milieu. In general, the aim of education could be articulated as building capabilities and lend values in individuals considered necessary for leading personally and socially fulfilling lives.The form and nature of education in any society is deeply inclined by the notion of a human being predominant in that society, and is about linked to the understanding of what is good for people which in turn is based on views regarding human nature, needs and potential. It is therefore not surprising and about inevitable that different societies, and even different groups of people in the same society, propound different notions of education making it a contested concept. otherwise concepts that influence the process of formulating the aims of education include the understanding of human skill and the notion of a child in society. In education, larn is understood as . . . having acquired ability to do something on the basis of experience and effecting a change in the learners understanding and while accomplishment, thus defined, is an inevitable outcome of living for most, ensuring that the aims of education become part of cultivation requires active teaching.What these aims actually comprise of, and more importantly translate into through the working of a system of education depends on the nature of governance in a specific nation. For example, France and Prussia historically implemented education systems intentional by the elite group aimed at developing their respective countries into industrial powers. Given that India is a democracy, the educational aims in the country implicitly imbibe the special characteristics of such a governance system.These include equal intricacy of all members, an interest in social relations and their control, the potential to make amendments without disorder, and institutions that are flexible to readjustment. As Dewey explains, even a superficial examination of a democratic governments (such as Indias) interest in the education of its citizens yields that since a democracy dismisses the idea of external authority, education is a must to ensure that everyday suffrage leads to an appropriately chosen government.Further, the author suggests that since democracy represents almost a way of life (since it requires understanding the effect of ones follow up on others and thereby communicating and accommodating continuously on an individual, societal or communal level) rather than just a governance system, it is only through education that these capacities can be built and such port brought about.Further, given that education has been discerned as a means towards progress for not only social and economic prosperity but also for facilitating equitable access to c ommonly provided, individually appropriated experience, it is important that the distribution of education should be characterized by the ideal of equality of educational opportunity. This is particularly in the case of India where the social order represents pervasive inequalities of wealth and opportunity, and can often lead to social position in terms of wealth and opportunity being jibe with future access to, and experience of, education.This is where the public system of education provided by the state assumes importance as the large majority of Indias poor can afford to access education only through the government system since it is free, and this is likely to remain the case for the foreseeable future. Therefore, it is important to realize that in the context of India, the state has an active interest in shaping each citizenindeed, the idea or concept of state itself to the highest degree depends for its existence on education, since it is only education that can effectivel y charge the ideal of a democratic state to the next generation, thereby ensuring its end slight continuity.Following the 86th Constitutional amendment, free and compulsory education in the age group of 6 to 14 is now a fundamental right in India under Article 21 (A). Thus, the aims of a system of education reflect the underlying values on which it is built, which in turn are contextual to human society, with individuals viewed twain as atomistic constituents of that society as well as a collective. In practice, the aims of education are often stated in somewhat indeterminate terms. For instance, an oft-stated aim is the all round development of children.This statement clearly requires clarification if it is to provide any direction for the capacitance or the process of education. There is a need to decide what defines such all round development and once a slant is drawn it has to be determined whether to include all or prefer on the basis of relative importance. On the other hand, examples of very specific aims include the focus on producing skilled labour for the economy. While such an aim certainly provides some direction to the educational context, it is too delimit and can impede excellence in other worthwhile aspects of life.Formulating aims that refer to general abilities such as rationality, critical thinking, creativity and others as an end, do avoid being too narrow on the one hand, but are also relatively more specifically definable on the other and therefore, may work better for school systems. By lawfulness of being better-definable they help educators translate educational aims into schoolroom processes. For instance, teaching the concept of numbers and other mathematical operations maybe one of the reliable means of inducing rational thinking in a child, and therefore worthy of inclusion in the curriculum.Further, it is important to ensure that the content and process of teaching mathematics to children actually does translate into ra tional thinking and does not get restricted to the narrow objective of passing examinations Other common schoolroom processes prevalent in many schools include repetition of words and poems after the teacher without adequate comprehension and copying ? Sart S (such as a flower) drawn on the blackboard without error. It is questionable whether such practices provide meaningful stimulation for expression or creativity.Meaningful decisions about content and method in education require consciousness of the aims of education as articulated by an education system. The above illustrations are indicative of the absence of such an awareness governing the practice of teaching. In order to ensure that classroom strategies actually emerge from the professed aims of education it is important to include teachers in the discourse on the aims of education and not restrict this dialogue to a few educationists.The agreed-upon aims of education should broadly constitute a philosophically and historic ally informed set whose rationale is fully stated, public, and revisable. Indian scenarios The professional education sector in INDIA comprises various types of providers. The largest group is made up of Universities and attached colleges, which are large institutions offering a broad range of vocational and academic subjects at various levels, and are attended by two young people (17-28 year olds) and adults.Deemed Institutions and Autonomous colleges are another square(p) group and have traditionally furnished for 17-15 year olds taking Advanced level courses. More recently, however, they have broadened both their course offering and their disciple profile. specialiser Colleges concentrate on specific areas of the curriculum such as management , engineering and professional or land based subjects. They often have well developed links with employers and industry because of the specialist nature of the subjects taught.Finally, specializer Designated institutions cater mainly for adults, as do External Institutions. The latter, however, also cater to the needs of educationally disadvantaged scholars through Distance Learning Mode. The propose of this study is to explore the professional education classroom and its effects on savant meltence and comfort. In order to casing the challenges of disciple retention, the classroom must be explored to determine how these experiences affect the schoolchild attrition process.The classroom is a part of the curricular structure that links different disciplines nearly a common theme. Understanding the elements of the classroom experience will provide educatees, strength, staff, and administrators with a resilient sense of shared inquiry. The classroom experience must be designed to provide positive experiences through the adoption of various learning strategies. The denomination seeks to ascertain to what degree the classroom experience enhances educatee learning and attention and, if so, how it does so.Beyond its obvious policy implications, the study purports to provide the context for a series of reflections on the ways in which accepted theories of student perseverance might be modified to account more directly for the role of classroom experience in the process of both student learning and persistence. The study identifies variables associated with student integration or lack thereof, into the educational environment and whether or not these variables have an effect on student persistence. Lastly, the study purports to provide the aspects of student gaiety and student perceptions of their learning experiences.The Problem As a result of low retention rates, administrators are seeking strategies to create a positive atmosphere that is supportive in meeting student needs in order to ensure student persistence. There is a critical linkage that exists between student conflict in classrooms, student learning, and student persistence. Research studies have identified operators that contribute to and influence student decisions to persist, or leave college before accomplishing their intended educational goals (Astin, 1987, 1993 Bean, 1983 Braxton, 1995, Bogdan &038 Biklen, 1992 Endo &038 Harpel, 1982 Tinto, 1975, 1987, 1993).In particular, Tintos attrition model (1975, 1987, &038 1993) is among those strategies that have been used in an attempt to describe and categorize the student attrition process. Although persistence in college is important, students overall delight with their educational experiences and their fundamental interactions on the college campus are the most important factors (Tinto, 1993). Collectively, the educational environment and organizational culture is important in determining student joy and their motivation to persist. Statement of the ProblemResearch studies in the past have analyzed student retention, particularly among traditional university student populations (Anderson, 2001 Astin, 1993 Braxton, 2000 Cope &038 Hannah, 197 5 NCES, 1997, 1998, 1999 Noel et. al. , 1985 Tinto, 1975, 1987, &038 1993). As McLeod and Young (2005) have proposed, it is necessary to localizeigate the factors that influence a students decision to remain or not to remain enrolled at a minority institution. The most important factor in predicting a students eventual departure from college is absence of sufficient contact with others (Pascarella &038 Terenzini, 1979).Ostrow, Paul, Dark, and Berhman (1986) found that supportive relationships enable students to better act with the demands of the college environment. Few studies exist which focus on the higher education classroom and the manner in which it can effects student persistence and satisfaction of students enrolled on traditional university campuses. Evident in previous studies is the recognition that institutional variables do influence a students decision to persist in attaining their educational goals. There is a critical linkage that exists between student sake in cl assrooms, student learning, and student persistence.The classroom plays an important role in the student learning and persistence process. harmonise to McKeachie (1970, 1994) and smith (1980, 1983), it is evident that multiple relationships exist between teacher behaviors and student participation in classroom discussions and learning. Student participation in the higher education classroom is relatively passive (Smith, 1983 Karp &038 Yoels, 1976 Nunn, 1996), and lecturing is dominant (Fischer &038 Grant, 1983). The author Nunn (1996) found that classroom traits, specifically a supportive atmosphere, are as important to student participation as are student and faculty traits.The recognition of the importance of classroom environment is part of another area of inquiry, viz. the role of classroom context, its educational activities and normative orientations, in student learning. rather of focusing on the behaviors of faculty, a number of researchers have focused on the role of pe dagogy (Karplus, 1974 Lawson &038 Snitgen, 1982 McMillan, 1987) and, in turn, curriculum (Dressel &038 Mayhew, 1954 Forrest, 1982) and classroom activities (Volkwein, King, &038 Terenzini, 1986) as predictors of student learning.Generally speaking, these have led to a growing recognition that student learning is enhanced when students are actively involved in learning and when they are placed in situations in which they have to share learning in some positive, committed manner (Astin, 1987). As numerous researchers have suggested (Astin, 1984 Mallette &038 Cabrera, 1991 Nora, 1987 Pascarella &038 Terenzini, 1980 Terenzini &038 Pascarella, 1977), the great students are academically integrated in the life of the institution, the greater the likelihood that they will persist.Students who whole step they do not fit academically in the environment of the institution consume lower levels of satisfaction than those who feel they belong (Bean &038 Bradley, 1986 Pervin &038 Rubin, 1967). Astin (1993), Friedlander (1980), Parker and Schmidt (1982), Ory and Braskamp (1988), and Pascarella and Terenzini (1991), all suggested that student involvement in the classroom influences learning.When students are actively involved in the life of the college, especially academically, they will possess greater acquisitions of knowledge and skill development. Juillerat (1995) determined students who participate actively in their learning experience possess higher satisfaction rates than less involved students. According to Endo and Harpel (1982) and Astin (1993) student and faculty engagement, both inside and extraneous the classroom, are important to the student development process.Endo and Harpel (1982) suggested further those students who persisted which were fielded to have had higher levels of contact with peers and faculty and also demonstrated higher levels of learning gain over the course of their stay in college. High levels of involvement prove to be an independent pred ictor of learning. The more time students invest in their own learning, the higher their level of effort, the more students learn. Braxton, Milem, and Sullivan (2000) wrote that research studies odd social integration unexplained.Institutional type (Chapman &038 Pascarella, 1983), organizational attributes ( Berger &038 Braxton, 1998 Braxton &038 Brier, 1989), motivations for attending college (Stage, 1989), fiscal aid (Cabrera, Nora, &038 Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, &038 Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem &038 Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts given to understand both academic and social integration and their effects on student departure decisions.Various constructs may also be derived from the role of the institutional classroom in the student departure process and the identification of forces t hat influence academic integration and social integration. Tinto (1997) suggested that if social integration was to slide by, it must occur in the classroom, because the classroom functioned as a gateway for student involvement in the academic and social communities of a college. Thus, the college classroom constitutes one possible source of influence on academic nd social integration. Student Satisfaction and Perceptions of the Classroom Experience The authors, Bean and Bradley suggest student satisfaction is defined as a pleasurable emotional state resulting from a persons enactment of the role of being a student (1986, p. 398). Overall life realization includes fulfillment with specific domains, such as student satisfaction (Coffman &038 Gilligan, 2000). Therefore, it is assumed that a students overall satisfaction with the learning experience is an indicator of college persistence.In addition, Coffman and Gilligan (2000) further found that those students who withdraw from colle ge front to graduation are less likely to be able to key someone on campus with whom they had developed a significant relationship. These students report low satisfaction with their personal interactions, social isolation, and absence of opportunities for academic contact. Most of these students report academic difficulties which occur in the classroom highly influenced their departure from college. According to Juillerat (1995), a student related variable that has been found to be connected to student satisfaction is institutional fit.The more acquainted a student is with the environment of the institution, the more he/she will fit into the culture of the institution. Students who feel as if they do not fit into the culture of the institution possess lower levels of satisfaction than those who feel that they belong. According to Juillerat (1995), student satisfaction is the purpose to which a students perceived educational experience meets or exceeds his/her expectations. Studen t satisfaction can be defined by the positive and negative gaps in the expectation level and perceived reality.If a students expectation is matching or exceeds his/her evaluation of reality then ostensibly the student is satisfied. On the other hand, if a students expectation is higher than his/her evaluation of reality then seemingly the student is dissatisfied. This approach to defining student satisfaction assists institutions in determining satisfaction levels and closes the gap between reality and expectations. Bean and Bradley (1986) determined that the number of friends a student has, along with his/her confidence in his/her social life, has a significant effect on satisfaction levels.Weir and Okun (1989) found similar results in the amount of contact a student has with peers, faculty, staff and administrators was positively correlated with academic satisfaction. The availability and formal and informal interaction with faculty, staff and administrators for interaction with students is related to student satisfaction and persistence. Endo and Harpel (1982) further suggest that a student expectation for peer involvement academically is a contributor to student satisfaction and persistence.Another important factor of a students overall satisfaction with the learning experience is their perceptions of their academic programs of study. The authors Bean and Bradley (1986) suggest if a student is academically integrated and interested in their course of study, motivated to study, and likes the faculty teaching the course will possess high satisfaction. Juillerat (1995) suggests, stimulating coursework and high teaching ability of professors is related to academic satisfaction. The purpose of this study is to explore the higher education classroom and its effects on student persistence and satisfaction.In order to face the challenges of student retention, the classroom must be explored to determine how these experiences affect the student attrition process an d ultimately the mark of the Institution by minimizing the GAPS in the service delivery. The classroom is a part of the curricular structure that links different disciplines around a common theme. Understanding the elements of the learning experience will provide students, faculty, staff, and administrators with a vital sense of shared inquiry.The classroom experience must be designed to provide positive experiences through the adoption of collaborative learning strategies. The article seeks to ascertain to what degree such strategies enhance student learning and persistence and, if so, how they do so. In conclusion, administrators in higher education should embrace an understanding of strategies for minority student retention. Administrators have continuously overlooked the essentially educational and developmental character of persistence as it occurs in most institutional settings.There is a rich line of inquiry of the linkage between learning and persistence that has yet to be pursued. Administrators must continue to fully explore the complex ways in which the experiences in the classroom check both student learning and persistence. The author Braxton (1995) questioned the role of faculty teaching in student satisfaction and persistence. Administrators must be equipped to face the challenges of minority student retention and be proactive in their approaches adjudge minority students.A students ability to be connected to the institutional environment and their ability to adapt to the organizational culture are related to vocational and educational stability, student satisfaction, and student success. The institutional environment and the organizational culture mediate student academic and social experiences in college. Educational stability, student satisfaction, and student success are the building blocks of the retention process this service quality delivery only reinforces the EDUCATIONAL BRAND. pic