How does Henry Jekll’s full statement of the case resolve the questions raised earlier on in the novella? Essay

In the late Victorian society (1886) new scientific theories have be developed and disputed because the traditional scientists believe that god created man and that nature should not be tampered with. These new theories might have influenced the author R.L Stevenson to write the â€Å"the strange case of dr. Jekll and Mr. Hyde†. One person that might have influenced him is Charles Darwin who wrote â€Å"the origin of the species†. The novella is about the â€Å"duality of man† because in the story it mentions † that man is not truly one but truly two†. This idea is explained throughout the story and so is the idea good and evil. It explores human nature through the good Dr. Jekll who shows the respectable side of humanity and MR. Hyde is the â€Å"pure evil† side of man. At the start of the chapter, Dr. Henry Jekll is projected into the readers mid as a well-dressed and groomed, professional and respected man. He liked to work, which is shown in the section, which says, â€Å"I was inclined to industry†. And also knew that he would have a good future, for instance Jekll says â€Å"with every guarantee or an honourable and distinguished future â€Å". Jekll thought that to keep his high status in society he would have to lead a double life, this is shown in the paragraph, which says, â€Å"I concealed my pleasures†. This means that because he felt ashamed by â€Å"his pleasures† he had to create a second lifestyle in which he could do the things he wanted to that would have been seen as unacceptable in the eyes of others. Jekll started to dwell on the â€Å"duality of man† which means â€Å"that man is not truly one but truly two†. If you still don’t know what this means. Basically Jekll is saying that there are two sides to man, good and evil. Eventually dr. Jekll â€Å"managed to compound a drug† which would separate the â€Å"polar twins† (two sides of man). You know Jekll thought about it a lot because he says himself between lines 20-22 † I had learned ton dwell with pleasure, as a beloved daydream at the thought of the separation of these elements† The writer is basically saying that dr. Jekll daydreamed about a way to separate the two sides of men. However even after he concocted the potion it took him a long while before he got the courage to take it. We know this in Jekll’s statement; he wrote, â€Å"I hesitated long before I put this theory to the test of practice â€Å". He feared the drug because as he says in the text â€Å"I knew well that I risked death†. This means he doesn’t want to risk his life by taking the drug. Eventually â€Å"with a strong glow of courage, drank off the potion†. After Jekll took the drug he felt â€Å"the most pangs succeeded: a grinding in the bones, deadly nausea.† this quote describes the pains that Jekll feels when he transforms into Hyde. The very first time Jekll turns into Hyde he feels â€Å"younger, lighter, happier in body† the quote explains how much he likes being Hyde at first, because he gets to feel new and indecent sensations whilst he is Hyde. The first thing Jekll notices when he turns into Hyde is that he â€Å"was less robust and less than the good â€Å". What Jekll means by this because he can’t talk normally is that Hyde is a lot shorter and weaker. Dr. Jekll also noted â€Å"Hyde alone in the ranks of mankind, was pure evil†. This means that although everyone else in the world has a little bit of evil in them Mr. Hyde is pure evil. Dr. Henry Jekll mentions â€Å"an act of cruelty to a child â€Å". This is not at all described in detail in this chapter but is in heavy detail earlier in the novella. Later on Jekll tells of how he feels about his mental state with Hyde. â€Å"I was slowly losing hold of my original and better self and becoming incorporated with my second and worse†. This means that Jekll feels like he is losing himself and is turning into Hyde in his mind. After a while Jekll ignores his cravings for the drug but he does say in his state of mind â€Å"that I began to be tortured with throes and longings, as of the Hyde struggling after freedom†. Ounce he does take the drug he refers to Hyde as a â€Å"devil† that â€Å"had been long caged, he came out roaring†. Later while he was Hyde he kills sir Danvas Carew and he says â€Å"with a transport of glee, I mauled the unresisting body, tasting delight from every blow†. After Dr. Jekll realised that† Hyde was hence forth impossible†. Which means Hyde was impossible to control In this chapter there are not that many comparisons between Dr. Henry Jekll and Mr. Edward Hyde. There is however differences between their actions and reactions. For example the first time Dr. Jekll and Mr. Hyde he noticed that Hyde was shorter than Jekll but later on he notices that Hyde starts to grow as he becomes more and more evil. In conclusion I think that this chapter basically explains, in small detail what happened in the rest of the novella and most importantly it is in Dr. Jekll’s perspective which means that we the readers get the full picture because the others E.g. Mr. Utterson , sir Danvas Carew (pre-deceased) and others don’t know what the connection is between the well respected Dr. Jekll and the low life Mr. Hyde

Comparison of Religions: Judaism versus Christianity Essay

There are several differences between Judaism and Christianity and some of these are the following: First of all, when it comes to what is technically referred to as their corresponding â€Å"religious texts†, followers of Judaism utilize â€Å"Tanakh† or the â€Å"Jewish Bible† while devotees of Christianity make use of the â€Å"Old Testament†, as well as, the â€Å"New Testament† (The Differences between Judaism and Christianity n. p. ). Second, in terms of other written forms which are considered â€Å"authority†, followers of Judaism believe in the â€Å"Talmud†, as well as, â€Å"halakhah† (The Differences between Judaism and Christianity n. p. ). On the other hand, devotees of Christianity pay respect to documents authored by â€Å"priests, church councils, ecumenical creeds, papal decrees, as well as, the canon law† (Comparison of Christianity and Judaism n. a. ). Third, followers of Judaism consider God’s nature as â€Å"one substance, one person† (Comparison of Christianity and Judaism n. a. ). Comparing this to what the devotees of Christianity which sees the nature of God as having only â€Å"one substance but three persons† (Comparison of Christianity and Judaism n. a. ). Fourth, Judaism’ followers see Jesus as a â€Å"false prophet† while Christian devotees consider him as the â€Å"only Son of God who saved the whole world† (Comparison of Christianity and Judaism n.a. ). Last but not least, followers of Judaism never believed in the â€Å"resurrection of Jesus† as well as, â€Å"his second coming† while devotees of Christianity believe otherwise (Comparison of Christianity and Judaism n. a. ). Works Cited Comparison of Christianity and Judaism. 2008. n. a. 15 April 2008. http://www. religionfacts. com/christianity/charts/christianity_judaism. htm The Differences between Judaism and Christianity. n. d. n. a. 15 April 2008. http://www. convert. org/differ. htm

Equilibrium Experiments

Aim: To investigate the theory of equilibrium via the completion of two experiments which rely on the use of equations TPLcos? +TPMcos?, which can be rewritten as (Mass Ag) cos?+(Mass Bg) cos?. For the second part of the investigation I will try to prove the equation (W*x)/d +weight of a ruler. Introduction In this investigation I will carry out two experiments, which in each case will prove a different aspect of the theory of equilibrium. There are two theories' I wish to prove. The first is † tension (Tpl) in the string Pl is equal to the weight of A and tension in the string pm (Tpm) is equal to the weight of B. For equilibrium the sum of the vertical components of these two tensions must be equal to the weight of c. Which means that: Tpl cos? + Tpmcos? = MassCg which can be written as (MassAg) cos ? +(MassBg) cos ? = MassCg (equ 1) Also: the moment of a force about a point is equal to the magnitude of the force x its perpendicular distance from the pivot. For equilibrium, the moment of the weight about the pivot will be equal to the moment in the opposite direction due to the weight of the ruler. Therefore (W*x)= weight of the ruler times distance d Weight of ruler = (W*x)/d. (equ 2) Diagram Method for experiment a 1. Set up the arrangement shown in figure 1, check that the point p is in equilibrium. 2. Note the value of masses A, B, and C and measure the angles LPO ? and MPO ?. 3. Keep masses A and B constant and note the new value of angles ? and ? for different values of mass C 4. Record results in tabular from. Method for experiment b 1. Set up apparatus as in fig 2. 2. Find point of equilibrium. 3. Note value for the mass used and the distances x and d. 4. Repeat last two stages for several sets of masses and record results in tabular form Calculation These where done on paper by hand for ease of presentation Error Analysis I have generated my errors on the fact that I thought that I could only read the I choose the error of. The way in which I got the final answer out was to run through the calculation twice, once with the answer I got – the error and then again this time with the answer I got + the error. I think that in the first experiment I was a little over the top with the error. I said that I could read the angle to about 5. But when I did the calculation again with the new values. I found that the gap was quite large. And that I was quite close to the true value and that although the value did fall in the gap, the gap could have been a lot smaller. This say to me that the error need not have been so large, and that I read the angle quite well. For exp B Conclusion In conclusion I have found out that equ 1 stand true. In the aim I set out to see if I could prove it I have put in all the results. The answers I get out are generally good. They are the same as the mass or in the cases were they are not they are close and fall well in the range of the errors. Problems with this experiment: the main problem I had with this experiment is the way I was told to find the angle. This way was not that accurate. It left a large margin for error. This is some of the anomalies may have crept in. For the second of the two experiments I found that the mass of the ruler was 0.128g. This was obtained by weighting the ruler on a set of scales. After putting the numbers through the formula for weight of ruler, and then dividing the output by g, which was 10, I managed to get a value for the mass of the ruler. On average this value was 0.119g, which is only about 7% away form the real mass of 0.128g.on farther analysis and after calculating the upper and lower bounds by changing the results by adding or subtracting the errors I found that the outcome from adding the errors to the results and the outcome from subtracting the errors was the same, 0.119g. This meant that the error was not a large enough value to affect the results a significant way. Therefore finally I found that the mass on the ruler to 0.119g this is 7% out for the value, which I recorded as the mass for the ruler. The reason for this is unknown. I can only guess to the reason. One possibility is the mass I recorded for the ruler was out. And as my results are so consistent this is a large possibility.

Cranach the Eders Alter Piece at Wellenburg Essay

Cranach the Eders Alter Piece at Wellenburg - Essay Example There was a strong belief at the time that man was connected to God in many ways. Catholics believed that Godliness was separate and their paintings and art clearly showed that. The Protestants had a little different way of seeing that issue though and Crach the Eder's Alter piece at Wellenburg shows that. The main part of the movement is shown well here, as the Protestants wanted to show that the worshipers were well in connection with the Devine. What better way to do that then to place those that were formulating and moving the Reformation forward at the table of the Last Supper. In this picture, the people sitting all around the table are the Reformers. They clearly do not look like Godly creatures or at least not in the sense that we often think of them. Instead they look like the average person of the day. The Protestant group's artistic bent was toward showing common people as part of the divine as they performed their everyday activities. (Fiero, 2006). After all, God created man in his own image so man was perfect. Right (Fiero, 2006). So, why not show man as part of Gods world. That is what their art did. Devine grace was what they hoped to portray, sometimes they showed sinners that were accepted by Christ. This was supposed to depict that only the grace of God could give anyone Salvation. Even today, there is a great deal of disagreement about these things between Catholics and Protestants.

Place in Our Secular and Scientific World for Religion Term Paper

Place in Our Secular and Scientific World for Religion - Term Paper Example Religion is the ultimate truth and will be followed until science is able to explain absolutely everything in the universe. Philosophers have also had some religious views when it came to science. In their time, Socrates, Plato, and Aristotle were highly regarded for their wisdom and philosophies. Neither of them as followers of the prevalent pagan mythologies of the time. All of them felt the existence of a greater being, an absolute being, which is above human eccentricities and the weaknesses of Greek gods and goddesses. Of course, they had heated arguments about the nature of this Supreme Being and his creations. These Greek philosophers have left behind teachings that are similar to those of Jesus Christ. (Lindsey). Aristotle’s Unmoved Mover has been a part of his explanations of many physics and metaphysics phenomena.   Of this Unmoved Mover, he says, â€Å"God  has no matter, which means that there can only be one God since it is a matter that differentiates one fo rm or definition into many manifestations of that one form or definition.  His work in physics led to a worldview bringing his followers back to God, pronouncing him as the designer of our clockwork world. His study of the celestial mechanics convinced of the presence of a God as the ultimate creator of science.   Since God has no matter, then God is one not only formally or by definition but also numerically.   In addition, there can be only one unmoved mover, because there is only one heaven:   continuous motion is one motion since such motion is a system of moving parts.† It was Aristotle’s belief that anything that has an absolute pattern or design has to be created; it cannot happen accidentally and needs a reason or case for creation. The Unmoved Mover is the first cause. ("University of North Carolina at Chapel Hill ")

Ban Ki-Moon's Leadership Style Research Paper Example | Topics and Well Written Essays - 1000 words

Ban Ki-Moon's Leadership Style - Research Paper Example However, Ban seems to be silent on these issues. He is not at all asking United States or Israel to stop their massacres at different parts of the world. Critics of Ban believe that he is keeping a pro-American stand in his functioning. Ian William (2010) pointed out that in a speech delivered at 22nd Summit Conference of the League of Arab States held in Sirte, Libya on March 27, 2010, â€Å"Ban commented on issues related to the situation in Gaza and stated his support for the establishment of an independent Palestinian state† (Ban Ki-moon's Soft-Spoken Approach Belies His Straightforward Words, p.20). Even though Ban criticized some of the actions of Israel in this speech, he was keen to use only soft words to criticize Israel. In fact many people believe that he had no other way to avoid criticizing Israel in this meeting since the meeting was organized by Arab states. On the other hand, scholars such as Ian Williams believe that Ban is successfully handling some of the ma tters involved by Israel. He has pointed out that â€Å"Ban Ki-Moon's persuasion forced Israel to accept an international fact-finding inquiry into the Gaza flotilla assault†(Ban Ki-moon Engages Israeli Politicians, as Israel Remains Mum on Kosovo Precedent, p.19). Earlier, Israel was adamant in their approaches and they never accepted the offers to allow any international agencies to interfere in their matters. They never allowed any international agencies to enter Israel’s territories to conduct any enquiries. However, Ban was successful in persuading Israel to allow a neutral enquiry by an international body about Gaza flotilla assault. Schlesinger (2010) mentioned that America sidelined United Nations while dealing... This paper deals with the major criticism labeled against Ban Ki-moon’s leadership is that â€Å"he appointed his own people and stamped his own priorities on the organization†. In other words, Ban was keen in appointing those people who are supporters of his policies. While appointing UN officials at various parts of the world or while posting UN peace keeping forces at different parts of the world, Ban gave more emphasize to preserve his interests. â€Å"He tries to cement his position a little wonkily through issues, with the world financial crisis sharing the top of the priority list with global warming†. Many people believe that Ban like to have one more term in UN secretary’s office and for that purpose he deliberately trying to gain support from all major powers. Even though Ban is commanding respect from all the major powers in the world, he failed to command respect from some of the problematic countries. For example, it is reported that â€Å"Syrian President Bashar al-Assad, who is facing international pressure to end a crackdown on anti-government protestors, is not taking the U.N. chief's phone calls†.

Homework Assignment Example | Topics and Well Written Essays - 250 words - 16

Homework - Assignment Example 5.Go to Earth-Sun in the "to scale" mode. Click to show the masses of each object. At this point the Earths period should be 365 days (if it is not, just hit the reset button). Double the Sun’s mass. What is approximately the new period? Dont forget your units! 8. According to Newtons theory of gravity, if I double the mass of the Sun, by how much should the velocity of the Earth change? How much should the period change?. Does this agree with what you found in question 5? If not, why not? Now imagine that instead of orbiting around an object you are orbiting inside of an object of uniform density (this is possible if you are orbting inside of a thin gas with no drag for example). We will assume the orbit is circular. Newton showed that the only mass that matter for your orbiting motion is the mass inside of the radius you are orbiting as the figure below shows. where V is the volume which goes like the radius cube. The mass inside of a radius r increases as the volume increases. As I move the satellite further away from the center, there is more and more mass inside the orbit. The figure below shows the measured speed of stars (in km/s) orbiting a neighbor galaxy as a function of distance from the center of that galaxy. Kpc stands for kilo parsec and it is an astronomical unit to measure distance. On the figure, we added the image of the galaxy. Amost all the visible matter ends at 4 kilo parsec. Can you explain the graph between 1 kpc and 4 kpc? What do you think is going on between 4 kpc and 6 kpc? Between 4KPC and 6 KPc – Despite an increase in the radius increases the the velocity is increasing. The increase in velocity can be attributed to the fact that the masses of the of the bodies beween 4kpc and 6kpc are

Multiple Intelligences and its relationship to curriculum development Research Paper

Multiple Intelligences and its relationship to curriculum development - Research Paper Example Similar to machines, MI theory improves learners’ cognitive skills. It motivates learners to ponder about content outside usual limits, and from various points of view. Parents, educators, and community supporters are attracted to the discipline. As learners embark on the course of physical activity and health management, they begin to think about their ties to specific socio-cultural ideals and objectives, government rules and agendas, and community programs (Sternberg & Williams, 1998). Diverse and new cultural, political, and social theories contribute to the scope and importance of health education. This essay has two objectives: (1) to recommend a structure for health education, (2) to provide a brief overview of the theory of multiple intelligences (MI) theory, and (3) to show how MI theory develops teaching practices, curriculum development, and student performance related to the behaviors, competencies, and knowledge related to health management. ... eories of intelligence can offer a neutral basis between the perspective that there is an exclusive mechanism in which minds function and the idea that every mind is distinct (Armstrong, 2000). Obviously, theories are just assumptions; but in trying to understand the workings of the mind and, in particular, the intelligences in classroom, a relevant theory can assist teachers in understanding the unexpected behaviors and attitudes that students show. Practically every facet of classroom life, one way or another, created around what educators would like children to gain knowledge of and become skilled at, and how they perceive they are most likely to achieve it. In traditional classroom settings, desks or armchairs are organized in a row and students sit obediently and silently much of the day. In alternative classroom settings, there are work areas or stations, each assigned for individual forms of activity. From the actual structure of the room, to the contents of homework, to the i ssues raised in class discussions, to the materials given, each step a teacher takes shows, to a certain extent, a thought about learning and intelligence. The Implication of Multiple Intelligence (MI) Theory for Teaching and Curriculum Development The theory of multiple intelligences poses numerous issues for curriculum development and classroom practice. Should educators make an effort to cultivate all forms of intelligences evenly or should they concentrate on determining and enhancing the strengths of children? Should education institutions provide a broader range of courses or should they continue a fixed curriculum and give more diverse means of involving learners in the traditional subjects? It is essential to bear in mind that MI is not a goal as such. If a teacher claims, â€Å"I

Bangladesh Essay Example | Topics and Well Written Essays - 1500 words

Bangladesh - Essay Example (Bangladesh Development Research Centre) The country has witnessed some stability on the political front from the start of the 21st century as compared to the 1990s when political turmoil and military interventions were the order of the day. Corruption and nepotism is widespread in the entire sub-continent. So the only way to make perceptible all-round progress happen is political will to discipline the bureaucracy. The only silver lining to the general average or below average economic and social performance is the micro-credit scheme introduced and managed by Nobel prize winner, Muhammed Yunus. Also, women in Bangladesh appear more enthusiastic about participation and progress whether it is economy or population control drive. The tolerance and compatibility shown by Bangladesh National Party (BNP) and Awami League, the two main political parties, towards each other in the past decade is one of the key factors in contributing to whatever growth has been perceptibly witnessed during this time. Bitter political rivalry between these two parties and their exploitation by the military since independence in 1975, have been the main causes of the country's woes. The presence ofThe presence of the United Nations and countries like Japan in Bangladesh serves to ensure accountability and order. It also provides the advantage of technological know-how and the scope for its application in the environs of Bangladesh. Poverty alleviation and reduction in infant mortality rates as of now are inextricably linked to projects undertaken with the help of the World Bank, Asian Development Bank, international agencies like the United Nations Development Program and donor nations like Japan, the United Kingdom, Canada, etc. (Masudul Hoq Chowdhury) Japan has played major role not only as a donor nation but also as nodal agency for other donor nations and NGOs in the efforts to mitigate Bangladesh's domestic obstacles in the areas of agricultural development, basic human needs, human resource development, infrastructure for investment and export promotion, and disaster management. Another factor playing a major contributory role in the country's progress is its increasing participation in world affairs. Bangladesh has been participating in UN-sponsored peace keeping operations in various disturbed regions in the world by pro-actively contributing its military personnel in these efforts. Bangladesh has also been making efforts to strengthen bilateral relations with its neighboring countries and other nations all over the world. It is also a source for good, cheap labor. (Japan's Country Assistance Program) 3. Traditional and new/novel remedies to promote development for Bangladesh. Traditionally, the country's major source of income used to be the jute industry, rice cultivation and fish farming. However,

Learning and Good Manager Essay Example for Free

Learning and Good Manager Essay Good managers are born, not made. Discuss this idea whilst exploring key characteristics of an effective manager. For a long time, many people have questioned whether a good manager is born naturally, or they can learn and train to become a good manager. For people who think that a good manager is born, they believe that an effective manager is born with some specific skills and characteristics that ordinary people do not have. â€Å"Charisma and trait are qualities which are generated from inside a person† (Junaid 2010). However, a stronger believes in nobody born with perfect competence. In fact, it is rarely to find people who just naturally good at anything. Achievement in life requires hard work, experience, and skills (Lash, J. 2007). Everyone can develop by learning and training to become better. They can change their attitude and acquire appropriate capability and attribute that required for a good manager. It is ambiguous in the aspect of good managers are born, not made, because there are many evidences and researches that explain how ordinary people can become a good manager. First and foremost, people who support the first reason that nature select a specific group of people to be a good manager by giving charisma and trait. According to Weber (1947) as cited by Raktabutr (2007), supernatural and particular forces grant charisma which is a precise quality of a personality to extraordinary person. Charisma and trait are the main factors that can make anyone become a well manager. For example, motivation is one of the key characteristic of an effective manager which is generate from inside, this type of characteristic is difficult to learn and understand. In such circumstance a proficient manager can considered as a leader, they have to know how to motivate other people in workplace. As Edward Deci (n. d. ) as cited by Llewellyn and Holt (n. d. ) write in why we do what we do: Understanding self-motivation. A place that feels connected, independent, and authorized is lead people to be self-motivated. Failure is a part of process that managers have to concede, because they have to encourage risk-taking and creativity. Effective managers have to build up the dynamic atmosphere in workplace to ensure that his co-worker and subordinate have passion to complete their task, and then it will make the outcome of their task effective and efficiency. Whereas, people who do not have this key distinctive, they can get in trouble when they have to motivate other people, because it is inconsistent to motivate to different people. Another key determinant that essential is self-confidence. Manager has to show his confidence to make his underling believe and respect to him, because manager cannot do everything they can only manage and assign task to his subordinate. While people who do not born with this ability, they can face the problem about how to act to other people to gain their trust and respect. These key characteristics are come from aptitude that manager can know immediately how to deal with problem. It could be said that other people who do not have charisma and trait cannot be a good manager, because these attributes ingrained with special people since they were born. There was an early psychological research, which were studied inborn characteristics or traits from successful leaders. The ascription is people can be a good manager if they could be found with these traits. Stogdill (1974) determine the following traits and skills as needful to manager, which consist of intelligence, conceptually skilled, imaginative, sagacious, management ability , convincing , interpersonal relations, adjustable to situations ,active to social environment ,commitment and achievement-orientated ,assertive ,cooperative , decided , trustworthy ,dominant, ardent, relentless, self-confident ,and repressive of stress. In the other hand, there are some evidences that explain how normal people who do not born with inherited specialties can learn and practice to become a good manager. Every person has to learn to acquire skills and cognition. â€Å"The most important skill for everyone is the ability to manipulate their learning† (Mcnamara, C. n. d. ). Everyone can gain a lot of benefit from learning, if they have high level of stimulus and self-directed reader. People can be a good manager by using Management development program, which is include both informal and formal method. For informal method, it can help everyone improve some key characteristics that requisite for a good manager by reading some articles, and discussing management with other people. Taking a course, seminar or workshop is another good opportunity for regular people to develop themselves to be a capable manager. There is an executive education program for manager has been provided by Harvard business school, the length of this course is around three months. This course accepts managers from all over the world. This full time course at Harvard business school offer precise learning experiences that allow managers to learn how to use vision to create effective management decision, and how to see organization as a whole picture. It is also cover all areas of management from accounting, finance, technology, operations, strategy, and marketing, international economy and organizational change. This program offers opportunity to participants to understand the key characteristics of a good manager. Almost 12,000 managers who have gone on to top leadership positions in some of the most well known companies in the world, after they graduated from this course. Therefore, it is clear that good manager can be made by training and learning, since there are plenty of ways to develop skills and characteristics by both formal and informal method. In conclusion, although, the people who born with unique skills and knowledge take advantage more than other people, normal people who want to be a good manager can expand their capability to acquire these requirements, if they have high commitment on their goal and work hard enough. Since nowadays, there are many courses and programs that provide for people to improve their abilities such as training class, which can determine and supply special skills that manager needs, and these type of programs are accepted by most organizations in the world. Thus, in my opinion, it is irrational that good manager is born. Every people can make themselves to become an effective manager, because everyone can define their own destiny.

Personality And Self Care Of Nurses Nursing Essay

Personality And Self Care Of Nurses Nursing Essay It seems that quite often in life, especially in the last few years, people have noted a tendency I have to take on roles involving the motivation of others to grow and learn. This seems to be supported by the personality classification determined by my taking of the Myers-Briggs personality test. In other words, I have an ENFJ personality type, also known as The Teacher. In reviewing my personality type, it is clear that it has profound impact on the way I view and interact with the world, practice as a nurse, handle stress and take care of myself. The Dimensions of Personality and the Practice of Nursing The letters ENFJ refer to preferences within four different dimensions of personality. Specifically the E, which stands for extroversion, describes my outward direction of energy flow. This means that in general I am focused on the environment and people around me rather than reflecting upon the world within me. This is manifested by a general excitement when I am involved in activities with others. Such experiences give me energy. As a nurse in training, this quality gives me the motivation and courage to meet new people and boldly discover ways to involve myself in their lives in a positive manner. For example, one day while doing a clinical in the oncology unit at UCLA I learned of a 21 year old patient who brought in his guitars and amplifiers. With the permission of my clinical instructor and the nursing staff, I eagerly visited his room to talk about guitars. We ended up jamming together with his mom and some fellow student nurses in attendance. This gave us an opportunity to speak of his music as well as health and hope for the future. He, his mom and, as I learned later, the nursing staff, were very appreciative. The next dimension in the Myers-Briggs sequence pertains to my preference in the method I use to acquire new information. N represents an intuitive preference, which means I have an affinity for finding insights beyond just the facts. I have a tendency to look for abstract meanings and consider possibilities for the future based upon trends I see today. In the nursing role, this quality can help me to see the big picture beyond the raw data about a patient. For example, in the Emergency Room at a recent clinical, a disturbed mental health patient kept complaining of a squeezing feeling in her calves and asking for medication. I sensed there was more to the situation and I asked her if anything stressful happened prior to these symptoms. She then expounded on a specific verbal conflict the previous day and unleashed a slew of emotional comments about her life. Soon her legs were no longer an issue and she requested transfer to the mental health unit. How I make decisions is indicated by the third dimension with my preference being an F for feeling. This means that I prefer to consider people and special circumstances as a priority above how general principles can be consistently and logically applied. In this regard I am inclined to consider the greatest good for all people involved in the situation over and against a strict cost-benefit analysis that does not incorporate the value of harmonious relationships. An affinity to rely on feelings also leads me to search for inspiration and motivation in meanings that are not readily quantifiable but are nevertheless very real. My focus on feelings leads me to make sure everyone is happy with a decision that involves them. This can benefit me as a team member on a nursing staff. Last quarter a nurse requested I do something with a patient that was technically outside the hospital protocol and different than the way we learned it in school. Though I knew her approach was common and accepted, I was not willing to perform it below the standard I had learned. However, the pressing concern on my mind was not declaring the rules, but maintaining our relationship. With this in mind I refrained from bluntly asserted the protocol, though this would have been quicker and easier in the moment. Instead I found ways to gently ask her about the protocol and the reasons for it. Then, rather than stating what I would do, I asked her how she would feel if I did it according to protocol. This made her feel as if she were a partner in the decision. At this point she heartily agreed and supported me. In this way I managed to p roceed according to the strict hospital rules without hindering my relationship with the nurse. The last dimension describes how I prefer to relate to the outside world. The J stands for judging, which means I place a high value on the accomplishment of tasks in order to create a sense of order and control. In this regard I may prefer to forgo flexibility and spontaneity in order to bring stability and predictability to life. This trait drives me to organize and track tasks in a concrete manner which can be very important as a nurse. During a clinical day last quarter I soon realized that many things could impact when and if meds were given (e.g. a med is out of stock, the patient refused, vitals or labs not within range,à ¢Ã¢â€š ¬Ã‚ ¦.) It is important for the nurse to track this as it will impact future decisions. In view of this I developed a unique chart, utilizing special symbols and notations, that I used to keep record the status of the giving of meds. This chart freed my mind to consider new tasks without forgetting why and when the situation with a previous medication needed to be revisited. The chart also served as a useful tool my clinical instructor and precepting nurse could view as well. Personality Under Fire When under stress my desire to avoid conflict sometimes leads me to forego what may be fair for myself. Recently in a clinical situation I was working with patients that required a large amount of unexpected care I naively agreed to take on. As the stress took its toll, rather than seeking help and take a much needed break, I opted to solve the problems myself by drawing upon every ounce of energy my extrovert attitude could supply. While it would have been reasonable to rely on others, the stress caused me to imagine doing so would create disharmony. As an ENFJ I do tend to focus on the opinions of others about me to gauge my value. Recently I was performing a sterile procedure under the supervision of a nurse who I felt was rushing me. In my effort to gain her approval, I went quicker than I was ready, rather than assert to her that I was already going as fast as I could. This resulted in making a mistake that required me to start over with a new set of supplies. Personality People Various aspects of the ENFJ type help me relate to people. My desire to support others helps make me sensitive to the needs of colleagues. Recently when working with an ER nurse, as she explained and showed me different procedures, I was always asking her for ways I could assist in an ancillary way, which she appreciated. I seemed to relieve some of her stress. With patients I am very comfortable walking into situations that I am unfamiliar with as I am confident my extrovert attitude with carry me. At a recent therapeutic activity group in the Geriatric Psychiatric Unit I was able to quickly interact with most patients and involve them in conversations. One woman felt comfortable sharing some great memories with me about a song she loved. Also my desire to bring out the best in people causes me to look for ways to inspire hope. With a cancer patient who was despondent over his prognosis, I encouraged him with all the good things he had in his life such as his family and community activities. This brightened his outlook and seemed to give him courage for the future. The value I place on clarity, order and the approval of others leads me to be very inquisitive with supervisors. I generally desire confirmation that I am headed in the right direction. In this way I make sure that what I am doing is appropriate. This is evidenced by the numerous questions posed to my Mental Health instructor and an overseeing hospital staff person about an upcoming therapeutic activity group. I carry this attitude into my interactions with physicians as well, which I find to be constructive. Recently I was able to interact with a surgeon in OR. He could see my desire to get involved as much as possible and began to engage me in conversation about the patients condition. My general outgoing and inquisitive attitude encouraged him to involve me more, even allowing me to palpate various organs exposed by the incision. This turned out to be a very education experience for me. With groups, I think people view me as someone who will help smooth the edges of relationships. In addition, while in group gatherings I tend to avoid attracting negative attention to anyone, even if it takes the form of good-natured ribbing, as I am sensitive to the effect of having an audience. In the previous semester, a member of my student clinical group called me to discuss some issues she had with the comments of another student in the group. After talking a bit I was able to help her see these comments in a less antagonistic way and offer her some suggestions on how to respond in the future to avoid friction. Personality and Self-Care Knowing my personality type helps me understand how I need to take care of myself. As an ENFJ I am excited about supporting others and bringing out their potential. However, this can lead me to sacrifice my own needs. Because I greatly value interaction with others, I may tend to dismiss the value solitary time that would help me gather my thoughts. Therefore, in the future I need to consciously allow myself time to be alone and reflect on life without feeling as if I am missing out on something. This is important to preserve balance in my life. Because of my disdain for conflict, I often fail to maintain proper personal boundaries, which unscrupulous people sometimes take advantage of. In view of this, if I conclude that someone has overstepped their bounds, I need to assert myself to prevent this and understand that doing so is important for a healthy relationship. It is really in the best interest of all concerned. Because I greatly desire affirmation from others, I tend to be ove rly hard on myself if I make a mistake or fall short. Therefore, just as I understand how important it is to forgive others and ask them to forgive me, I need to be able to forgive myself. To do any less would be to compromise my emotional and mental well-being and effectiveness. Conclusion As I read the general descriptions of each of the dimensions of the ENFJ personality type it is uncanny how realistically they described me in ways that were not explicitly asked about on the test. When we put all of these preference dimensions together we see the portrait of a Teacher: someone who is outgoing, looks for abstract ways to connect ideas and inspire people, understands the value of relationships, and finds satisfaction in setting goals and accomplishing a task. Knowing the basics of my personality type, along with the strengths and weaknesses, will help me understand my past and prepare for the future. References Butt, J. (2005, February 23). Extraverted iNtuitive Feeling Judging. Retrieved January 2011, 13, from http://typelogic.com/enfj.html Idealist Portrait of the Teacher (ENFJ). (n.d.). Retrieved January 12, 2011, from http://www.keirsey.com/4temps/teacher.asp Jung Typology Test. (n.d.). Retrieved January 12, 2011, from http://humanmetrics.com/cgi-win/jtypes2.asp Portrait of an ENFJ. (2010). Retrieved January 15, 2011, from http://www.personalitypage.com/html/ENFJ.html The Myers Briggs Foundation. (n.d.). MBTI Basics. Retrieved January 28, 2011, from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

A View Of Adultery And Its Lasting Effects Philosophy Essay

A View Of Adultery And Its Lasting Effects Philosophy Essay This essay is about adultery and some of the things that happens to people who are the victims of it. By victims, I not only mean the spouse(s) who was being cheated on, but I am also referring to the children who are in the family unit as well. I am focusing on the fact that adultery is a selfish and very horrible act that can literally destroy a family. Along with the family being destroyed, the lives of each individual person involved are destroyed as well. The victims of adultery will face many challenges, emotionally and mentally, that could result in some very long term effects. My argument is that adultery does so much damage to a persons emotional and mental well being, that it should be treated as an abusive crime. Adultery Is Abuse Adultery, to some, may not be that big of a deal, especially if they are the ones committing it. But what happens when a spouse or a partners whole entire world falls down around them after they learn their partner has committed adultery? Adultery is a selfish and very cruel act that happens every day. It not only ruins marriages, but it can literally destroy the lives of everyone around the adulterer. Someone who is a victim of adultery can be presented to large amounts of downfalls in their life. Emotional and mental abuses are two of the major things they will go through. If the case is bad enough, and the person cant take mentally and emotionally dealing with what their spouse has done, adultery can even lead to death. Its mind boggling that such a selfish act can bring so much pain to so many lives, but it does to thousands of people every day. Even more disturbing, the adulterer is rarely punished or held accountable for all the pain their actions inflicted on so many other liv es. Adultery is nothing less than abuse, and should be treated as such in a court of law. Maybe you have seen it happen, or perhaps you have even been a victim of adultery. It is nothing no one person should take lightly. It creeps into the marriage and eats away at the very core of the once blessed union. It can effect even the strongest of couples and literally tear families apart at the seams. David M. Buss and Todd K. Shackelford (1997) showed that despite its destructive impact, infidelities are estimated conservatively to occur in about half of all marriages. (Buss D.M. Shackelford T.K.,1997 p.216). It can definitely be shocking and scary to hear that adultery can occur in almost half of all marriages. This can lead one to believe that marriages, as well as issues pertaining to adultery, are not being taken very seriously in America anymore. With this being said, its sad to see exactly how many peoples lives are ruined over the blatant lack of respect the general population has for marriages and staying true to their partner. Adultery in itself can affect every single person that is exposed to it or around it, especially the children. The effects of adultery can even ripple to the non-immediate family and friends. Out of everyone adultery effects, the spouse or spouses who are having adultery committed against them as well as the children who are involved with the families will sadly take the brunt of the pain adultery has to offer. Ruth K. Westheimer and Pierre A Lehu (2007) proclaimed adultery is probably the single-most cited grounds for divorce. (Westheimer, R.K. Lehu, P.A., 2007 p. 332s) Not only will the family have to deal with the tragic act of adultery once it is brought to the light, but they will also have to deal with the horrible divorce they may face if they choose to go through it. Divorce in itself, for whatever reason, can cause enormous amounts of negative impact on the whole entire family, including the children. Alison Clarke-Stewart and Cornelia Brentano (2006) suggested that compared with children in intact families, children from divorced families are more likely to have conduct problems and show signs of psychological maladjustment; they have lower academic achievement, more social difficulties, and poorer self-esteem.(Clarke-Stewart Brentano2006 p.107) This can also stay with the children far beyond the point of reaching adulthood. Clarke-Stewart Brentano (2006) pointed out: In one study of college students, researchers found that those who had experienced their parents divorce reported distressing feelings, beliefs, and experiences. These were resilient young people and the divorce had occurred years earlier, but still they harbored painful feelings. (p.108) If children live with one parent full time, they also have a chance of having less and less contact with the other parent as time goes by. This can also cause a great deal of strain on a child, as well as feelings of abandonment and possibly hate. As mentioned earlier, children will only have to deal with these issues if their parents decide to get a divorce after the adultery is found out. Unfortunately, the effects of divorce on children are only part of the problem when adultery is involved. Adultery can cause some very serious effects to children without divorce even being present. Children of all ages, even adult children, can be affected by adultery. Children, for the most part, look to their parents for guidance and as role models. Children also tend to put most of their trust into their parents, trust adultery can easily break. Watching their parents go through the strains of adultery will most likely affect them and cause enormous amounts of strain on their own life. They will be in the front row seat watching the tension, stress, arguments, grief, sadness, loss and despair. The parents could try and get the children to take sides, making them feel torn inside and also making their lives seem completely out of control. Some parents who commit adultery can even tell the secret of their actions to their children, making them promise not to tell the other spouse, causing the children to be filled with even more pain and despair as they dont know which direction to turn. The spouse isnt the only person to feel betrayed, as the children will feel it too once they find out about the adultery. Children who are a product of adultery will, without a doubt, be negatively affected as well. In the worst circumstances, pregnancy due to adultery can even result in neonaticide. Nicky A. Jackson (2007) describes neonaticide as the killing of a newborn within twenty-four hours of birth. (Jackson, N.A., 2007 p. 568) Jackson also states the most common reason for neonaticide among married women Is extramarital paternity. (Jackson, N.A., 2007 p. 568) If these children are carried to term, they still have a chance of being born surrounded by controversy. They may immediately be given up for adoption or have their mother deny them information about their real father. The worst of these scenarios is having another man raise them, only to find out years later the man they knew their whole life as their father was never their real father. This can lead to emotional problems for the child, depression, feeling of rejection and difficulty having healthy relationships in their life, among many other things. Emotional abuse is definitely presented to the family, whether intentionally or not, from adultery. Unfortunately, there are still many other things that adultery negatively impacts families with. Physical health is something else adultery affects. People who are in a marriage trust their spouse enough to have unprotected sex with them. The natural thought for married couples is the fact they dont have to worry about catching any kind of sexually transmitted diseases from them. Even if the adulterer is careful in using protection, it is still not 100% effective. Every day, an unsuspecting spouse takes a trip to the doctors office because they havent been feeling very well, or have a sudden rash appear on them. And every day, there is an unsuspecting spouse who receives the news that they have a disease. Some even get told that the disease they have is incurable. Jennifer S. Hirsch et al.(2009) even stated for most women in the world, their biggest risk of HIV infection comes from having sex with their husbands. (Hirsch, J.S. et al., 2009 p. vii) Married men, who are the victims of adultery, are no doubt unknowingly catching these diseases as well. To find out you have a disease that you caught from the only person you have had sexual contact with, and to realize they had to catch it from most likely having sexual contact with someone else can be described as nothing less than devastating. Fortunately, a lot of people dont find out about adultery from being diagnosed with a disease. Even with no disease present, the mental and emotional anguish people go through as a result of finding out their spouse has committed adultery is still the same. Someone finding out their spouse has been cheating on them will go through a plethora of negative emotions and feelings. Paul R Peluso (2007) says finding out that your spouse had an affair can be a devastating experience for the noninvolved partner. The revelation of an affair ushers in a host of emotions including rage, sorrow, shock, and shame. (Peulso, P.R.,2007 p.63) Post Traumatic Stress Disorder (PTSD) is unfortunately something else the victim of a cheating spouse can go through. Mark A. Whisman and Tina P. Wagers(2005) found that major depressive episodes and post- traumatic stress disorder are the most common diagnoses found in noninvolved partners.(Whisman, M.A. Wagers, T.P.,2005 p.61) It is horrific to think that people are going through so much trauma because of adultery, that they are actually catching a horrible psychological illness in return. PTSDs symptoms include flashbacks, depression, anger, nightmares, and anxiety. This condition is strong enough to disrupt everyday life for someone, and can also last for years. The onset of PTSD can also cause people to turn to drugs and/or alcohol. Even if PTSD is not present, people who are the victims of adultery will most likely deal with severe emotional and psychological stress. Michael Clanchy and Chris Trotter (1999) stated: In many instances, betrayal through infidelity can be very close to what we term domestic violence. Unfaithful parties are often insensitive to the pain they inflict, as are perpetrators of physical and psychological violence. Often the faithful party is as vulnerable and dependent as the victim of repeated bashing. Furthermore, the [behavior] patterns of ongoing infidelity often parallel the well-documented stages in the cycle of domestic abuse. (Clanchy, M., Trotter, C., 1999 para. 4) Unfortunately, adultery can go even further than just the dilapidation of lives. The most horrid outcome from adultery is death. Adultery can, without a doubt, hurt people enough to take other peoples lives. There is not one life that should be taken or lost over adultery; sadly enough, innocent lives are lost due to adultery every day. Death can occur by suicide, murder, or even murder/suicide cases. There are even instances were murder will involve the children of the family as well. Two of the more disturbing instances that involve the children are spousal revenge filicide and paternal filicide. Spousal filicide, according to Jackson (2007) is parents who murder their offspring in a deliberate attempt to make their spouses suffer. Infidelity, either proved or suspected, is a common precipitant for spousal-revenge filicide. (Jackson, N.A., 2007 p569) The second is paternal filicide which Jackson (2007) explains as [husbands] killing the childs mother as well as the child, often followed by the [husbands] suicide. (Jackson, N.A., 2007 p569) It is clear that a heartbreaking act, such as adultery, will push people over the edge and do things they normally would never do. As a matter of fact, Richard Worth and John L. French (2008) claimed among the oldest motives for murder are passion and jealousy. (Worth, R French, J. L., 2008 p34) Even though a spouse may commit murder against their spouse, their spouses lover, or perhaps both, they still have a chance of only getting charged with voluntary manslaughter. This is by no means justifiable to take other peoples lives; however, it only goes to show exactly how much adultery can damage someones emotions, as well as their mental state. According to Jim Silver (2008) if a killing that would otherwise be murder is committed in response to sufficient provocation, it is voluntary manslaughter and is usually punished less severely than murder. (Silver,J., 2008 p30) Silver (2008) also adds: Over time, most jurisdictions developed rules about what is sufficiently provocative to cause a reasonable person to lose control of his passions. The standard ones included things like a serious physical attack or a husband finding his wife committing adultery.(Silver,J., 2008 p31) As you can see, adultery is as sufficiently provocative as a serious physical attack, thus allowing someone to act in such a way that they can take lives away from other people. Crimes of passion cases like these are heard in court every single day in the United States. One of the most popular cases like this is with Eric McLean from Tennessee. According to Yvette Martinez (2008), McLean shot and murdered his wifes boyfriend, but only received a conviction of reckless homicide, which is only punishable by up to 4 years in prison. McLean only served 47 days in prison and was allowed to serve the rest of his sentence on parole. (Martinez, Y., 2009) The victims in this case were both Mclean, who was having adultery committed against him as well as the boyfriend of the spouse who was shot at close range and murdered by McLean. The lives of both of these men, as well as the two children McLean and his wife shared and the family of the teenage boyfriend, were severely disrupted by McLeans wifes selfish choice of committing adultery. The young boyfriend did not have to lose his life nor did his family have to lose their son, while McLean should not have to live the rest of his life with a death of another person on his shoulders. Sadly enough, the one person who brought all of the pain and sorrow to both of these families (McLeans wife), did not get punished at all. In conclusion, given all the emotional and mental anguish as well as the severe disruption of lives adultery causes, it should be treated as nothing less than abuse. Laws pertaining to adultery do exist in some states, but are rarely enforced. You probably never even heard of anyone going to jail simply because they committed adultery, but you do hear people of going to jail over abuse. It is my argument, that people who make a conscience decision to step outside their marriage and commit this selfish act, should be punished. There are laws pertaining to the lover of the spouse committing adultery, specifically alienation of affection, that allows the victimized spouse to sue the lover; however, sometimes too much damage is done, and no amount of money can possibly fix it. Sadly enough, peoples lives can be lost over this situation. If bloodshed is cast, and people die over this type of situation, it should be the adulterer who is charged with the murderer(s) as well. The lives of people, especially family, should never be treated with such disrespect. Clanchy and Trotter (1999) claimed infidelity can be as devastating as a violent attack. (Clanchy, M., Trotter, C., 1999 para. 8) There is nothing truer than that statement. Adultery is a crime against people and their emotions as well as their mental well being, and should be treated as violence. It is time this crime is taken seriously; the people who commit it are thoroughly punished, and lives are no longer ripped to shreds by adultery.

Trepanation, Spirituality and Loneliness :: Biology Essays Research Papers

The search for a "higher level of consciousness" is one that seems to be as old as consciousness itself. Practices such as the ritualistic or religious consumption of peyote, ayahuasca, psilocybe mushrooms or other such naturally-occuring hallucinogenic drugs, self-deprivation and transcendental meditation are just a few of the countless ways in which mankind has sought to expand the limits of human experience; these practices are still a mainstay in many modern countercultures. They are also very well-known and documented practices. There exists, however, a radical surgical procedure, as old as the aforementioned practices but far less notorious in the general public, which purports to result in the same sort of enlightenment: trepanation, also known as trephination. (Be prepared: likely, the primary reason that trepanation has not received so much attention from popular culture is that it is far more extreme than the other methods mentioned above.) What is trepanation? Strictly speaking, it is the practice of drilling, scraping or in any other way creating a small hole in the skull down to, but not through, the dura mater, or the thick, tough membrane that contains the brain. Archeological evidence tells us that it was performed by ancient cultures on every continent; the oldest trepanned skulls that have currently been found date as far back as 3000 B.C (approximately). In almost all cases, the evidence points to the trepanation having been performed with skill and a great deal of precision - it was clearly a procedure that had ritualistic import. (1) What purpose could this operation possibly serve? In early documented incarnations, trepanation existed as a cure for mental illness - it was believed that mental illnesses were the result of demons living within the skull, and thus a hole was made in the skull through which these demons could escape. The more modern perspective on trepanation as a means of expanding consciousness was started in by Bart Hughes when his text "The Mechanism of Brainbloodvolume ('BBV')" was published in 1962. (1) Bart Hughes' theory can be summed up as follows: "...as we mature and age our skulls harden, restricting blood flow to the capillaries of the brain....children, especially babies with their "soft spot", had a clearer outlook on the world because their brains were free to receive more cerebral blood volume than...our adult brains with hermetically-sealed skulls." (1) There are many ways to increase brainbloodvolume (the self-explanatory term coined by Hughes, hereafter referred to as BBV) tempor arily, such as standing on one's head, quickly moving from a hot to a cold bath, or the consumption of psychedelic drugs; however, according to Hughes trepanation is the only way to increase BBV permanently.

Descartes Proof of God Essay -- essays research papers

Rene Descartes’ arguments in â€Å"Meditations on First Philosophy† are questionable to exactly how valid and sound they really are. His proof for the existence of God in the fifth meditation is an example of one of his invalid and therefore unsound arguments.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the meditations Descartes refers to clear and distinct ideas. Descartes first introduces doubt to the reader by saying that one cannot trust these clear and distinct ideas. â€Å"I have noticed that the senses are sometimes deceptive; as it is a mark of prudence never to place our complete trust in those that have deceived us even once.† (Descartes, 60) He introduces doubt through the senses, dreams, and through the possibility of an evil genius at work. For instance he states that â€Å"There is no sure sign that I can tell that I am awake. If there are no sure signs that I can tell that I am awake then there is reason to doubt I am awake. Therefore there is reason to doubt I am awake.† (Descartes 60)This is how Descartes shows that we may be dreaming even though during these dreams we can experience authentic truths. He also he goes on to state that, â€Å"If there is reason to doubt that I am awake then there is reason to doubt that I am sitting by the fire. So then there is reason to doubt that I am sitting by a fire even though I see and feel a fire.† (Descartes 60)This Descartes believes could be true because there may be an evil genius at work, whose sole purpose is to put his entire effort...

Renal System Study Guide

Renal System Study Guide Med/Surg I Major Functions of Kidney: Regulation of Homeostasis -Filters blood & regulates contents (water content & blood volume) -Maintain acid-base balance -Control fluid & electrolytes -Excrete metabolic waste products -Control BP (renin-angiotensin-aldosterone) Urinary System Structure: Kidneys (produce urine), Ureters (transport urine to bladder), Bladder (stores urine), Urethra (conduct urine outside body) *Nephron- working unit of kidney *Kidneys receive 25% of cardiac output= approx. 1 Liter GRF= 125ml/min & increases at night Renal Hormones: ADH- works in DISTAL CONVOLUTED TUBULE Aldosterone- made in ADRENAL CORTEX ANP- inhibits secretion of renin-angiotensin-aldosterone & water absorption by kidney tubules Erythropoietin- stimulates marrow to make more RBC's Renin- made & released in JUXTAGLOMERULAR APPARATUS RENIN-ANGIOTENSIN-ALDOSTERONE decreased renal perfusion= low BP ;JGA releases renin ;Liver releases angiotensin I ;Lungs convert angio I to a ngiotensin II ; Increase in BP due to VASOCONSTRICTION, myocardial contractility, VOLUME INCREASE becase ALDOSTERONE is released by ADRENAL CORTEX ;Aldosterone causes sodium & water to be REABSORPTION & potassium excretion **** This stops once BP is normal because it is a NEGATIVE feedback system Lab Tests/Diagnostics: Creatnine- 0. 6-1. 2 End product of muscle & protein metabolism -reflects GFR, renal disease is the only condition to increase creatnine level (not effected by hydration status) BUN- 8-16 measures amount of urea (byproduct of protein metabolism in liver) -factors affecting BUN: hydration/ urine flow, hypoperfusion, metabolic rate, drugs, diet Elevated BUN with normal creatnine= DEHYDRATION/Volume depletion/low perfusion -Elevated BUN & Creatnine= RENAL FAILURE/Dysfunction Specific Gravity- 1. 003-1. 030 measures ability of kidneys to concentrate urine -increased spec. grav = (more concentrated urine) dehydration, low perfusion, too much ADH -decreased sep. grav = (les s concentrated urine) too much fluid, diabetes insipidus, or inability of kidneys to concentrate urine Creatnine Clearance- evaluates how well kidneys remove creatnine from blood -best estimate for GFR renal threshold of glucose = blood glucose level of at least 180 before it spills over in urine *bacturia- males 10,00 colonies, females 100,00 colonies of bacteria Renal Calculi/stones: Causes: dehydration, infection, change in urine pH, obstruction, diet, immobilization, metabolic factors S/S: CVA (Costal-vertebral angle) pain, N, abdominal distention, fever, chills, hematuria, pyruria DX: KUB, US, Urine cx, stone analysis, serum calcium & phosphorus to detect hormonal problems TX: hydration/push fluids, abx, toradol (relaxes ureters), diuretics NSG: strain urine, stone analysis, push fluids 3-4L/day, teach diet & s/s of obstructionAcute Poststreptococcal Glomerulonephritis – bil. inflammation of glomeruli Causes: Strep infection, impetigo S/S: edema, azotemia, hematuria, oli guria, fatigue, HTN, na retention DX: elevated ASO (antistreptolysin-O titer), elevated electrolyte, BUN,& Creatnine, KUB-bil kidney enlargement TX: relief of symptoms, bedrest, fluid & sodium restrictions, abx, daily BUN & creatnine, diet- high calories, low protein sodium potassium & fluids. Acute Pyelonephritis sudden bacterial inflammation of kidney risk factors: urinary stasis, inablility to empty bladder (BPH/enlarged prostate), obstruction, sex, pregnancy, DM S/S: urinary freq. & urgency, dysuria, hematuria, elevated temp, chills, flank pain, anorexia, malaise UA: show pyuria, hematuria, low spec. gravity, alkaline pH, proteinuria, gycosuria, kentonuria TX: abx, analgesic, reculture urine 1 week after abx complete NSG: antipyretics, increase fluids, monitor for feverNephrotic syndrome -clinical manifestations caused by protein wasting secondary to diffuse glomerular damage usually after stress to immune system s/s: proteinuria, low albumin, edema, hyperlipidemia, hypovolemia nsg: low protein high calorie diet, i/o's, sodium & fluid restriction, weights, treat underlying cause Renal Failure Prerenal- obstructs flow to kidneys ex: CV disease, hypovolemia, peripheral vasodilation, severe vasoconstriction Intrarenal- poisions kidney tissue x: acute glomerular nephritis, pyelonephritis, sickle cells, lupus Postrenal- bladder obstruction, treteral obstruction S/S of Acute Renal Failure: anorexia, uremic breath, oliguria, n/v/d -elevated BUN/creatnine & K+ -low pH, Bicarb, Hgb & Hct Tx: reestablish effective renal function, high calorie diet, diet low in protein sodium & potassium, restrict fluid, vitamin supplements, MONITOR FOR HYPERKALEMIA NSG: i/o's, monitor electrolytes, h, & vitals, check for pericarditis, small frequent meals BPH (Benign Prostatic Hyperplasia) prostatic growth that may block urethra -blockage can cause UTI's, delayed urinary emptying detrusor muscles weakends results in urinary retention– pt unable to urinate can cause uremia, b ladder rupture & peritonitis TURP (Transurethral Resection of Prostate) -surgery that uses a resectoscope to go in urethra & clip out portions of prostate -continous bladder irrigation to prevent clots nsg: keep penis clean. never remove foley, Kegel exercises

Educational Disparity in India

CHAPTER 1 INTRODUCTION â€Å"I have a heart full of dreams To emulate Lakshmi, my neighbour, Who merrily goes to school; To wear skirts in gorgeous colours; To become a Collector and travel in a car; But, alas, trapped in a heap of matchsticks I am still far from free! † Etymologically, the word education is derived from the Latin term educatio (â€Å"a breeding, a bringing up, a rearing), from educo (â€Å"I educate, I train†) which is related to the homonym educo (â€Å"I lead forth, I take out; I raise up, I erect†), from e-  (â€Å"from, out of†) and  duco  (â€Å"I lead, I conduct†).Education  in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any  experience  that has a formative effect on the way one thinks, feels, or acts. In its narrow, technical sense, education is the formal process by which society deliberat ely transmits accumulated knowledge, skills, customs and values from one generation to another, e. g. , instruction in schools. It means the development of character or mental powers by means of giving intellectual, moral and social instruction especially as a prolonged process.Indian society is characterized by its diversity be it in terms of religion, caste, region or language. This kind of diversity gives rise to people with very different kind of family backgrounds and demographic characteristics. Though diversity in any state is considered a healthy phenomenon but only when people of different caste, religion or region are provided with same kind of opportunities and growth prospects in terms of access to education, employment and other fundamental services. There should not be any kind of discrimination between individuals based on their caste, religion, region or sex.In this light, if we observe Indian society we find that, based on caste and ethnicity, it suffers from substa ntial inequalities in education, employment and income. If the inequalities are arising due to differences in level of efforts made by individuals of different backgrounds then it is morally acceptable but if inequalities are due to circumstances beyond the control of an individual such as caste, religion, region of birth, sex, ethnicity and so on, then it is deemed unethical and unacceptable and also calls for compensation in some form or other, from the society, to those who have suffered due to inferior circumstances.In the case of India this problem becomes much more relevant since historically the Indian society is severely divided into different caste, religion and other social group structures with several groups enjoying privileges more than other groups just because of their superior social status.So, as far as India is concerned, it is very important from the point of view of both academic interest as well as policy implication, to estimate the extent of inequality due to different circumstances of people as it will help in going to the root cause of prevailing income or wealth inequality, evaluating the age old government programs aimed at bringing equality in society, developing policies for bridging gaps between different sections of society and thus leading towards a state which is more just and equal. 1. 1 A BRIEF HISTORY OF EDUCATION IN INDIAMonastic orders of education under the supervision of a guru were a favoured form of education for the nobility in ancient India. The knowledge in these orders was often related to the tasks a section of the society had to perform. The priest class, the Brahmins, was imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, was trained in the various aspects of warfare. The business class, the Vaishya, was taught their trade and the working class of the Shudras was generally deprived of educational advantages.Secular Buddhist institutions cropped up alo ng with monasteries. These institutions imparted practical education, e. g. , medicine. A number of urban learning centers became increasingly visible from the period between 200 BCE to 400 CE. The important urban centers of learning were Taxila (in modern day Pakistan) and Nalanda, among others. These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as Buddhist literature, logic, grammar, etc.By the time of the visit of the Islamic scholar Alberuni (973–1048 CE), India already had a sophisticated system of mathematics. With the arrival of the British Raj in India the modern European education came to India. British Raj was reluctant to introduce mass education system as it was not their interest. The colonial educational policy was deliberately one of reducing indigenous culture and religion, an approach which became known as Macaulayism.With this, the whole education as well as government system went through chan ges. Educated people failed to get job because the language in which they got education had become redundant. The system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era. Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0. 6% of the population in 1867 to over 3. % of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%. Following independence in 1947, Maulana Azad, India's first education minister envisaged strong central government control over education throughout the country, with a uniform educational system.However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. Hence the disparity existed and deepened. The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986.The government initiated several measures like the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan, India's Initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. India's NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product.While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure. CHAPTER 2 EDUCATION AND THE CONSTITUTION: SHAPING EACH OTHER Thinking about the interaction between the Constitution and education reveals that they are deeply interconnected, at profound levels of interdependence and complexity. Those connections are often strikingly visible, but are sometimes quite subtle. A fundamental interdependence was formed with the decision to formulate our governmental structure as a democratic republic.The Constitution created the necessity for adequate public education to prepare the citizenry to exercise the role of self-government. An educated voting public underpins a successful democratic structure, the importance of education to our democratic society. I t is required in the performance of our most basic public responsibilities. It is the very foundation of a responsible citizenship. Today it is the principal instrument for awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment.But it is not only our political system that is dependent upon a viable and successful educational system. Our economic system also proclaims its reliance upon well-trained and educated workers. And our social system rests on two largely accepted goals that each requires access to education – the â€Å"melting pot† which requires the successful absorption of diverse immigrant populations into a pluralistic social and cultural structure, and â€Å"upward mobility† which requires the permeability of class/caste barriers.Both goals are achieved substantially through the education system. 2. 1 LEGISLATIVE FRAMEWORK Article 45, of the Constitution of In dia originally stated: â€Å"The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. † This article was a directive principle of state policy within India, effectively meaning that t was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed. However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit.Following initiatives by the Supreme Court of India during the 1990s the Ninety-third Amendment Bill suggested three separate amendments to the Indian Constitution: * The constitution of India was amended to include a new article, 21A, which read: â€Å"The Stat e shall provide free and compulsory education to all children of the age of six to fourteen years in such a manner as the State may, by law, determine. * Article 45 was proposed to be substituted by the article which read: â€Å"Provision for early childhood care and education to children below the age of six years: The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years. † * Another article, 51A, was to additionally have the clause: â€Å"†¦ a parent or guardian [shall] provide opportunities for education to his child or, as the case may be, [a] ward between the age of six to fourteen years. The bill was passed unanimously in the Lok Sabha, the lower house of the Indian Parliament, on November 28, 2001. It was later passed by the upper house, the Rajya Sabha, on May 14, 2002. After being signed by the President of India the Indian Constitution was amended formally for the eighty sixth time an d the bill came into effect. Since then those between the age of 6–14 have a fundamental right to education. * Article 46 of the Constitution of India holds that: The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation. † Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335 and 338–342. Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes. CHAPTER 3 VIDYA, VEDA, AND VARNA The 1990s were good years for education in India.According to the 2001 Census, the literacy rate for men, over the entire decade, increased by 11. 8 (percentage) points and that for women by 15 points with the consequence that in 2000, 57% of India's (over 15) popula tion was literate, with a literacy rate of 68% among men and 45% among women. Many of the issues relating to literacy are reflected in school participation, defined as the initial enrolment of a child at school. The net enrolment rate of children, aged 6-14, at school varies across the states of India ranging from 99% for boys and 98% for girls in Kerala, to 91% and 84% in Tamil Nadu, to 69% and 56% in Madhya Pradesh.All-India school enrolment rates, for boys and for girls, vary considerably between the Hindu, Muslim and the Scheduled Caste/Scheduled Tribe (hereafter collectively referred to as Dalits) communities: the enrolment rates for Hindu boys and girls are, respectively, 84% and 68% while for Muslim boys and girls they are 68% and 57% and for Dalit boys and girls they are 70% and 55%. In keeping more generally with recent research interest into issues of ethnicity and educational attainment in other societies the key question of inter-group differences in school enrolment rat e in India also needs further investigation.The raison d'etre is to examine whether, and to what extent, the enrolment of children at school in India are influenced by the norms, or other socio-economic characteristics, of the communities (Hindus, Muslims and Dalits) to which they belonged. There are two issues embedded in this study. The first is that inter-community differences between communities, in the school enrolment rates of their children, could be due to the fact that the communities differed in terms of their endowment of ‘enrolment-friendly' attributes. Call this the ‘attribute effect'.On the other hand, inter-community differences in enrolment rates could exist, even in the absence of inter-community differences in attribute endowments, simply because different communities, by virtue of differences in their norms, translated a given attribute endowment into different enrolment rates. Call this the ‘community effect'. The overall enrolment rate is, of c ourse, the outcome of both effects. The average probability of school enrolment is the sum of two (mutually exclusive and collectively exhaustive) parts: one that is engendered by the ‘community’ effect and another whose antecedents are in the ‘attribute’ effect.The equation for the likelihood of being enrolled at school is separate for boys and for girls and, in each of the case, the variables differ as to whether the children are Hindu, Muslim or Dalit. Thus, the econometric estimates take cognisance of differences between the children both with respect to their gender and their religion or caste. The econometric estimates are based on unit record data from a survey of 33,000 rural households – encompassing 195,000 individuals – which were spread over 1,765 villages, in 195 districts, in 16 states of India.In many communities there is no tradition of sending children to school; more importantly, these traditions co-exist with well recognised and established social norms that condone child labour and accept out of-school children. Given that ‘the child is the father of the man’, children who do (or do not) go to school will, with a high degree of probability, grow up to be literate (or illiterate) adults. In turn, the life chances of an adult, and his or her children, will be greatly affected by whether or not he or she is literate.Consequently, if one is concerned with inter-community differences in economic and social outcomes, one should, as a corollary, be concerned with inter-community differences in rates of school enrolment. The determining variables used to specify the equations for the likelihood of boys and of girls being enrolled at school, were grouped as follows: 1. The communities to which the children belonged: Hindu, Muslim or Dalit. The respondents to the Survey were distinguished along caste lines as: Dalits (Scheduled Caste/Tribe) and non-Dalits. They were separately distinguished by reli gion as: Hindu, Muslim, Christian, etc.Consequently, membership of the two categories, caste and religion, could overlap: Dalits could be Hindu, Muslim or Christian and, say, Hindus could either be Dalits or non-Dalits. In this study, the two categories of caste and religion were rendered mutually exclusive by defining Hindus, Muslims, Christians (and persons of ‘other’ religions) as persons professing the relevant faith but who were not Dalits. No distinction was made by religion within Dalits though, parenthetically, it might be noted that over 90% of them gave their religion as Hindu.Because of the small number of Christians and persons of ‘other’ religions in the Survey, the analysis reported in this paper was confined to Hindus, Muslims and Dalits. 2. The regions in which the children lived: North; South; Centre; East; West. The Central region comprised Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh; the South comprised Andhra Pradesh, Karnataka, K erala and Tamil Nadu; the West comprised Maharashtra and Gujarat; the East comprised Assam, Bengal and Orissa; and the North comprised Haryana, Himachal Pradesh and Punjab. 3. The educational levels of the mothers and fathers of the children.These were classified as: illiterate; low, if the person was literate but had not completed primary school; medium, if the person was educated to primary level or above but had not passed the school-leaving examination (the matriculation examination, abbreviated, in India, to matric) administered at the end of ten years of schooling; high, if the person was educated to matric level or above. 4. The occupations of the fathers and the mothers. The mutually exclusive and collectively exhaustive occupational categories were: cultivator, labourer, non-manual workers, and ‘unoccupied'. . Personal and household variables such as an index of the value of productive assets. 6. Village level variables relating to the general level of development of the village and, in particular, the provision of schools within the village. In terms of educational infrastructure, only 11% of the children in the sample lived in villages which did not have a primary school, though 50% lived in villages without anganwadi schools, and 30% lived in villages without a middle school within a distance of 2 kilometres.Of the children in the sample, 77% of boys and 64% of girls were enrolled at school. However, underlying the aggregate figures, there was considerable variation in enrolment rates by: region; community; parental occupation; and parental literacy status. In terms of region, enrolment rates were lowest in the Central region and highest in the South, the West and the North. However, in every region, except the South, enrolment rates for Hindu boys and girls were considerably higher than those for their Muslim and Dalit counterparts.In terms, of parental literacy, enrolment rates for children (both boys and girls) were substantially higher fo r children with literate parents relative to children whose parents were illiterate. When both parents were illiterate the gap between the enrolment rate of Hindu children, on the one hand, and Muslim and Dalit children, on the other, was considerable; however, when both parents were literate, the intercommunity gap in enrolment rates was almost non-existent. Lastly, in terms of ccupation, children whose fathers were labourers had the lowest rate of enrolment and children with fathers in non-manual occupations had the highest enrolment rate. These show that, with a handful of exceptions, the means of the factors were significantly different between the groups. In particular, a significantly larger proportion of Hindu children had parents who were both literate – and a significantly smaller proportion of Hindu children had parents who were both illiterate – compared to Muslim and Dalit children.In addition, a significantly higher proportion of Hindu children had fathers who were cultivators and a significantly higher proportion of Dalit children had fathers who were labourers: over half the Hindu children, in the relevant age-group, had fathers who were cultivators while, in contrast, well over one-third of Dalit children had fathers who were labourers. One reason that enrolment rates differed by community is that the distribution of the ‘enrolment-determining factors’ – region, parental occupation and literacy, availability of educational facilities – were unequally distributed between the communities.The other is that there were significant inter-community differences in ‘attitudes’ to education, both with respect to children in their entirety and with respect to boys and girls separately. 3. 1 The ‘Community Effect’: Religion and Caste as Influences on School Participation The NCAER Survey provides qualitative information on the reasons that parents gave for not enrolling their children at sc hool. Factors like ‘school too far’ or ‘school dysfunctional’ (‘demand-side’) did not play an significant role in non-enrolment; nor did their incidence vary across the communities.The incidence of demand-side factors – whereby family financial constraints or the fact that a child was engaged in non-school activity involving work either within or outside the home – was particularly marked for Dalit children: 34% of Dalit parents, compared with 29% of Hindu and 22% of Muslim parents, gave this as their reason for non-enrolment. These inter-group differences in the mean values of the ‘demand-side' reasons were significantly different between the communities.Another significant difference between Hindus and Dalits on the one hand and Muslims on the other, was in terms of the percentage of children who were not enrolled at school because their parents did not think education was important. This was 16% for Hindus and 17% for Dal its, but, at 23%, significantly higher for Muslims. The fact that some proportion of religious and caste groups consider education ‘unimportant’ suggests that Muslim religious and Dalit caste norms might matter for school participation.But, there are also several other explanations that might account for the lower enrolment figures for Muslims and Dalits which need to be located within the historical context of educational policy in India towards minorities. 3. 1. 1. Muslim Education in India In recent times the question of Muslims educational backwardness has been an important element of political and social rhetoric in India. Although Muslims are not alone in reflecting educational backwardness yet recent statistic shows they are one of the most backward communities in the field of education and literacy in the country.This fact is, no doubt, astonishing for those who know that the very first declaration of the Qur’an- ‘IQRA’ (to read) is about â⠂¬Ëœeducation’. And the Prophet of Islam, Mohammad (pbuh) termed education as basic obligation for every individual – male and female, the very first time in the history of mankind, in 610 (AD). However, this write-up endeavours to locate the educational problems of the post colonial Muslims in India and invites sincere review by the present academia to help practical enforcement of all educational plans to get Sarva Shiksha Abhiyan (SSA) mission a success story by 2010.An important cause that may well affect Muslim education is the role of religious institutions and, in particular, the local clergy. It is conventionally argued that the status of women in Islam implies that Muslim parents may invest less in the human capital of their daughters than of their sons. Muslim parents may also be reluctant to send their children to government funded schools owing to the existence of alternatives in community based schooling (in the form of madrasas) and most particularly on a ccount of the lack of Urdu and Arabic language teaching in the formal system.Islam first came to India as early as 650 AD with the Arab traders, but it was only under Mughal rule, between the 12th and 17th centuries, that education was encouraged. The very first madrasa in India was established in 1781 by Warren Hastings and was called the ‘Calcutta Madrasah College for Muhammedans’. Madrasas were greatly encouraged under colonial rule in the 18th century and, in the second half of the 19th century, they were set up all over India by the Deobandis – a group of Muslims who were trained in the most orthodox madrasa in India, Darul-uloom in Deoband, founded in 1866.It was in this phase of their expansion that madrasas were funded primarily by individual contributions rather than by princely patronage and when they developed a formal institutional structure similar to western educational institutions, including their own presses for publishing in Urdu. In post-indepe ndence India, madrasas were allowed to be set up in India under Articles 30(1) and 30(2), which allows all minorities to establish educational institutions, and which also protects the property of minority educational institutions.In the 1990s, many madrasas have been set up, largely through funds from the Middle East, on the western coast of India and in the border regions of north-eastern India. Today, madrasas mainly teach the principles of the Islamic religion, including an elementary level of the reading of the Qur’an. The Indian government has tried at various times to encourage some madrasas to combine religious education with ‘modern’ subjects such as mathematics.For example, a programme was launched to modernise education in the madrasas in 1993, and some prominent madrasas such as the Darul-uloom in Deoband introduced reforms into their curriculum as a consequence. The Jamia Mohammadia Mansura in Malegaon, Maharashtra is reputed for its teaching of medi cal science, and the Darul-uloom Nadwar-ul-ulema in Lucknow, Uttar Pradesh even teaches the English language and English literature as core subjects. However, although in some states such as Karnataka and Kerala, madrasas are a useful complement to the formal schooling sector, such efforts have not, in general, been successful.Urdu (which is spoken in only 3 countries of the world – India, Pakistan and Mauritius) is widely regarded by Muslims in India as ‘their' language. However, in post-independence India, Urdu was not given the status of a ‘modern Indian language’, despite the fact that a substantial proportion of Muslims and non-Muslims particularly in northern India use it as their primary language of communication; in schools Sanskrit was taught as the preferred alternative in the three-language (Hindi-English-Sanskrit) formula.This has had important implications for Muslim education in India particularly as it has tied the issue of education-provisio n with considerations of religious and political identity, and cultural autonomy. 3. 1. 2. Dalit Education in India In their analysis of school enrolment, Dreze and Kingdon found that Dalit children had what they term an ‘intrinsic disadvantage’ – they had a lower probability of going to school, even after controlling for other non-caste factors such as household wealth, parents’ education etc. Dalits – who, generally speaking, constitute the ‘untouchables’ of India comprise, approximately, 17. % of India’s population. Although, the practice of ‘untouchability’ is illegal in India, the reality of life is very different. Often, Dalits live in segregated colonies on the outskirts of villages, usually in the southern fringes because that is where the Hindu god of death, Yama, is supposed to dwell. Dalits are not allowed to use common crematoria. Sharecropping, a dominant form of agriculture in most parts of India is not common among Dalit households due to the concepts of ‘ritual purity’ observed by those within the caste system.More significantly, the practice of untouchability cuts right across religious boundaries, and is observed in day to day interactions not only by Hindus, but by Muslims, Christians, and other religious groups in India as well. Studies of education and caste in India show that the Dalits are less likely to send children to school. Acharya and Acharya [1995] report that the differences between Dalits and non-Dalits in dropout rates are very large: the dropout rates for Dalits are 17% higher than for others in Classes I-V, and 13% greater for those in Class I-VIII.The historical origins of inequality in the access to education by caste lie in colonial policy towards education. After 1835, education policy in the sub-continent was altered considerably by Macaulay’s Minute on Education which changed the dominant language of the curriculum to English, giving rise to what Nehru cynically termed an ‘education for clerks’. Western education both resulted in greater social prestige for the upper castes and greater inequality between castes.The success of the non-Brahmin movement in southern India meant that this inequality was addressed there by positive discrimination in favour of the non- Brahmins, in education and in jobs; however, this was not the case in other parts of India. The influence of religion and caste on school enrolment encompasses both sociological factors such as the role of cultural norms, and historical influences such as colonial and post-colonial policy towards education in India. Collectively, these non-economic factors might exert an important role on current schooling decisions, even after controlling for the economic factors that affect them.CHAPTER 4 THE RURAL AND URBAN DIVIDE India is a vast country with a large population of about 121 crores. About 70 per cent of the people live in villages. They ar e engaged in agriculture or small cottage industries. Though there has been rapid expansion of facilities for education in the urban areas, the rural areas have remained neglected to a great extent. The main reason for such lopsided expansion has been the attitude of our rulers. As in other matters, the urban vocal population has in this matter as well been able to get the lion’s share.Many Universities, Colleges and institutions of higher learning have been established in big urban centres and cosmopolitan cities. The villages and small towns have had to be contented with primary, middle and high schools, with certain exceptions of Intermediate Colleges and a few degree Colleges. The villages have not got their due share in the facilities for education. Education has been a state subject, i. e. , a responsibility of the state governments in their respective jurisdictions. Expansion of education required huge sums of money.The State governments with their limited resources ha ve not been  able to allocate as much funds to education as they should have done. Rich agriculturists could afford to send their wards to cities for education. The rest of the poor and non-vocal motions of the population suffered. The nature of agriculture is ill loch that all the members of a farmer’s family have to work in the fields. Thus the children of farmers start helping their parents in agricultural operations. This is a great hindrance to the expansion of education in the rural areas.If an analysis is attempted, it will show that the illiterates in the rural areas far outnumber their counterparts in the cities. Further break-up would show that not only adults but even children in the age-group 5—15 in the villages do not avail themselves of the facilities for education, available in their neighbourhood. It is not that there are no schools in the villages. Schools are there, but they are not in adequate numbers. Children have to go a long distance to attend schools. These schools are not as well equipped as the schools in urban localities. There are very few school buildings.Classes are generally held either under a shed a tree or in the open. The low-paid teachers of these schools do not pay enough attention to their students. The illiterate parents are not very enthusiastic about the education of their children. Many children in the villages do not go to school at all. The parents of even such children, as are enrolled in the school, pay little attention to their education. They appear to be convinced of the futility of the schooling of their children. They rather engage their children as helpers in the agricultural operations, which they consider better utilisation of their time and energy.Not only children, but a majority of adult men and women in the rural areas are illiterate. This is one reason of their being negligent towards their children’s education. To them there appears no better future for their children even if t hey take education. The large scale unemployment is another factor responsible for their indifference to their children’s education. Lack of enthusiasm in the village people for the education of their children is due to several other reasons. First of all most of them are themselves uneducated.Secondly, the gains of education have not reached the villages. Villagers are conservative in outlook. They do not like sending daughters to schools abridging their practices. So far as their sons are concerned,  they do not find any direct correlation between their education and future progress. Very little attention is being paid to the education of adults in villages. There is no doubt that a little education or even literacy will generate much confidence among the rural adults, who would find it useful in their occupation as well as in general life.It would be interesting to note that the objective of providing free and compulsory education to all children up to the age of 14 coul d not be achieved because of inadequate resources for school buildings and teachers, non-realisation by parents of the beneficial value of education, and poverty. The pool of illiterates and drop-outs grows wider each year, even as governmental efforts are being reinforced. Two-thirds of the non-enrolled children consist of girls. A vast majority of non-enrolled children are again from weaker sections of the community, like Scheduled Castes, Schedules Tribes, Muslims and landless agricultural labourers.Such children constitute the hard core of the problem. They do not attend school, and even if they do, they drop out soon after joining school. | RURAL-URBAN disparities, particularly in post-colonial India, have for long been one of the causes of concern for the policymakers. The disparities are seen in all spheres of human life – economic and non-economic. The extent of disparities, however, differ from region to region. The long colonial rule in India had created an urban-ru ral divide.What causes great concern now-a-days is the sharp increase in the level of disparities after a few decades of planning, especially because planning was conceived as an instrument to narrow down rural-urban disparities. Rural India encompasses a little less than three-fourths of the country's population and is characterised by low income levels, poor quality of life and a weak base of human development. Nearly one-third of the national income comes from villages, but there is a significant rural-urban divide especially when it comes to education.Agriculture is the mainstay of most post-colonial countries. It supports roughly two-thirds of the workforce. But the lion's share of India's national resources is directed to the non-agricultural sector. This is the primary reason why a vast Indian rural population has been left uneducated or with lowest levels of education. The inability of the government to address issues such as gender bias is also an important factor which has brought about educational disparity The agricultural sector has been growing at less than half the pace of the other sectors.During the Seventh Plan, agriculture and allied sectors grew at a rate of 3. 4 per cent, while the national economy grew at 6 per cent. In 1997-98, there was a negative growth of 2 per cent in the agricultural sector, although the national economy grew by 5 per cent. The slower rate of growth of agriculture has serious implications for the rural-urban relationship. In an article in  Alternative Economic Survey, Kripa Shankar has shown that it results in the further widening of the divide, as the following data relating to agricultural and non-agricultural gross domestic product (GDP) at 1980-81 prices indicate.The GDP per agricultural worker was Rs. 2,442. 49 in 1950-51, followed by Rs. 3,196 in 1970-71 and Rs. 3,627 in 1995-96. The GDP per non-agricultural worker rose sharply from Rs. 4, 469. 63 in 1950-51 to Rs. 9,179 in 1970-71 and to Rs. 16,715. 08 in 1 995-96. There has been a further steep rise after the Central government accepted the Structural Adjustment Programme. While the GDP per agricultural worker rose from Rs. 3,544. 98 in 1990-91 to Rs. 3,627 in 1995-96, the per non-agricultural worker rise was from Rs. 14,660 to Rs. 16,715. 08 during the same period.The data tend to show that the ratio between the agricultural output per farm worker and the average output per non-farm worker, which was 1:1. 83 in 1950-51, rose to 1:4. 6 in 1995-96. The introduction of the policy of liberalisation has affected non-farm employment in rural areas. In 1997-98, the annual increase in non-farm employment in rural areas was 4. 06 per cent. In 1983-84 it was 3. 28 per cent. During 1999-2000 it came down to 2. 14 per cent. The consequence has been a very slow reduction in rural poverty. In 1993-94 it was 39. 6 per cent, in 1999-2000 the figure came down marginally to 36. 35 per cent. According to one estimate, the average income of an urban dwe ller is four times higher than that of a rural dweller. Rural deprivation becomes crystal clear if we look at the data on rural India's contribution to the GDP and what the rural areas get back. Rural contribution is 27 per cent but the return is 5 per cent. As a result of the decrease in the actual value of the income from agriculture, inflation being one governing factor, the rural population is unable to afford and finance the education of their family members.Besides, the large family demands have to be met by curtailing expenses on some front. In this kind of a case most of the expenses are curtailed in the educational front. The Human Development Report of India (1999) attempted to divide the rural and urban house-hold on the basis of their incomes as shown in the table. The income status is reflected in the per capita consumption expenditure. In 1999-2000 the per capita per month consumption expenditure on the rural areas was Rs. 486. 08 and in the case of urban areas it was Rs. 854. 96, according to HDR 2002.If we look at the poverty data, a similar situation is noticed. India, a developing economy of over a billion people, recorded a relatively high economic growth during 1980-2000, especially during the 1990s, a decade known for noteworthy structural economic reforms. This period also recorded a decline in the incidence of poverty and improvement in parameters of human development such as levels of literacy, health and nutrition conditions. Development policies focussed on enhanced and targeted public investments in programmes that facilitated improvements in the quality of life of the masses, but the isparity remains. The disparities in the social development sector are mind-boggling. Rural adult illiteracy is a matter of alarming concern. In 2001, the urban literacy rate was 80. 06 per cent but the rural literacy rate was 59. 21 per cent. Thus, the difference in rural – urban areas in terms of percentage points is 20. 85. Data released by th e Planning Commission show that among illiterate people aged 60 years and above, 78. 2 per cent live in rural areas. In urban areas the figure is 48. 2 per cent. Of the illiterate people who are 15 years and above but not beyond 60 years, rural areas have 55. per cent and the urban areas 25. 1 per cent. Of the school-going children in the age group of 5-14 years, 82. 4 per cent live in urban areas. The rural figure is 63. 3 per cent. Kerala has been able to bring this disparity down quite considerably – 93. 2 per cent in villages and 94. 3 per cent in urban areas. Policymakers are of late talking about the introduction of technology to improve the quality of life of the people by enhancing education. The bias of the state in favour of urban areas is evident from the per capita expenditure on basic services.According to the estimate of the Eleventh Finance Commission, per capita expenditure on basic services in rural areas during 1997-98 was Rs. 24, but in urban areas it was R s. 49. Rural India contributes 27 per cent to the GDP, but gets back only 5 per cent, which is less than one-fifth of its contribution. While the share of expenditure on urban poverty alleviation programmes in the total budgetary allocation by the Central government declined from 1 per cent to 0. 8 per cent during the period between 1990-91 and 2000-01, the per capita expenditure for urban poor increased from Rs. 11 to Rs. 8 during the same period. But for the rural poor, the per capita expenditure it is just one-eighth of this. In a post-colonial capitalist country like India, uneven rural-urban development or rural-urban disparity is not unusual. While it is almost impossible to bring it to an end, it is possible to reduce the disparity to a tolerable level. It may be recalled that Gandhi emphasised on rural growth and pleaded for village swaraj. He wanted the engine of India's development to start rolling down from the villages. But it became clear from the discussions in the Con stituent Assembly that it would not happen. Dr. B.R. Ambedkar characterised villages as â€Å"a sink of localism, ignorance and communalism†. Nehru felt that villages were culturally backward and no progress could be made from such places. Urban bias was clearly reflected in the attitude of the policymakers. This seems to be continuing unabated. Apart from taking steps to increase human development facilities in the villages, such as health and appropriate infrastructure such as roads and marketing facilities, there is the need for generating employment, which can better the living conditions of villagers and thereby enable them to finance education seeking process.We need to adopt a long-term policy, keeping in mind the requirements of the rural and urban areas. A close look at the development plan exercises tends to demonstrate that ad hocism permeates the policy processes. CHAPTER 5 GENDER DISPARITY IN EDUCATION There is little denying the fact that investing in human capi tal is one of the most effective means of reducing poverty and encouraging sustainable development. Yet, women in developing countries usually receive less education than men. More so, women in general enjoy far less employment opportunities than men.Any claims and efforts then, to remove poverty and make women independent, can show results only if they address the issue of gender inequality in education. In recent decades, there have been large gains, no doubt on comparable levels, in basic rights and opportunities, in life expectancy and enrolment ratios for women. But despite these gains, the stark reality has not changed. There still are large gender disparities in basic human rights, resources, and economic opportunity, and in political rights. So until India is able to address this issue of gender inequality and resolve it, the vicious cycle of poverty will continue to pervade.This is because poverty leads to and aggravates gender discrimination – it is in the poorer se ctions and nations that instances of gender biases and inequality are more evident. Women and girls are at the bottom of the social, economic and political ladder. Access to the means to influence the development process is a rare and a difficult possibility. And yet, by the same logic, gender discrimination hinders development. So while denial of basic rights (be it education, employment or health care for women) is detrimental to women, this denial, ultimately also harms the society, the nation at large too, by hampering development.Clearly, the gender gap in education that are widespread, is an impediment to development. The only solution to this is gender equality, which strengthens a country’s ability to grow, to reduce poverty and provide its people – men, women and children – a better life. Just because gender inequality is inextricably linked to societal norms, religion or cultural traditions, it should not be either a deterrent or an excuse to gender se nsitive development planning. India represents a picture of contrasts when it comes to education and employment opportunities for girls.Cultural, social and economic factors still prevent girls from getting education opportunities so the question of equality is still a mirage. However, the rural and the urban areas present a contrast. In the rural areas the girl child is made to perform household and agricultural chores. This is one of the many factors limiting girls’ education. Cleaning the house, preparing the food, looking after their siblings, the elderly and the sick, grazing the cattle and collecting firewood are some of the key tasks they have to perform.Households are therefore reluctant to spare them for schooling. Physical safety of the girls, especially when they have to travel a long distance to school and fear of sexual harassment are other reasons that impede girls' education. In the urban areas, however, there is a discernible difference in the opportunities th at girls get for education and employment. Though the figures for girls would still be low as compared to boys, what is heartening to see is that whenever given the opportunity, girls have excelled more than boys.For instance, in the Central Board of Secondary Examinations for grades 10 and 12, which are at an All India level, girls have for over a decade now, bagged all the top positions and secured a higher over all percentage compared to boys. In employment opportunities too, women in India today have stormed all male bastions. Be it piloting aircraft, heading multi-national corporations, holding top bureaucratic positions, leading industrial houses, making a mark as photographers, filmmakers, chefs, engineers and even as train and lorry drivers, women have made it to all hitherto considered male bastions in India.However, this is not reason enough for cheer. For the number of girls and women who have been left out of education and employment opportunities, still far outweighs th ose who have got them. And what needs to change this scenario, is not just governmental efforts but a change in societal norms, in cultural and traditional biases and in general mindsets of people. And in this the media, the civil society, and the youth, the women and girls have a lot to contribute. CHAPTER 6 GOVERNMENT SCHEMES FOR PROMOTING EDUCATION . 1 The Growth of Centrally Directed Projects The national policies of 1968 and 1986 were developed through processes led by the Government’s Ministry of Education and subsequently its Ministry of Human Resource Development and involving widespread consultation at the state level. While the centre always contributed funding to the states through the planning commission process and annual incremental plan allocations, implementation responsibility lay squarely with the state authorities until 1976.From 1977, implementation responsibility lay jointly de jure with the state and the centre and through the 1980s and the 1990s central government became gradually to play a much more directive role in programmes for primary, through the modality of projects. Up to the 1980s there had been little or no foreign involvement in the planning and funding of programmes in basic education. But from the 1980s, and some years before the production of the 1986 national policy on education, a small number of foreign funded projects, designed to improve access to and the quality of primary education, were initiated in various states.These would become the forerunners of the more expansive District Primary Education Programme (DPEP) of the 1990s and the country-wide Sarva Shiksha Abhiyan (SSA) programme of the 2000s. 6. 1. 1 The Andhra Pradesh Primary Education Project One of the first projects was the Andhra Pradesh Primary Education Project (APPEP) started in 1984 through a programme funded jointly by the Government of India, the UK government and the State Government of Andhra Pradesh. Starting in eleven districts and 328 pr imary schools the project was planned to reach all 48,000 schools in the state.A large scale construction programme designed to increase access to schooling was accompanied by a comprehensive human resource development programme for teachers, teacher educators and education administrators, the provision of materials to support activity-based learning and professional support for teachers on a continuous basis through teacher centres. 6. 1. 2 The Shiksha Karmi Project In the state of Rajasthan, the Shiksha Karmi Project (SKP) commenced in 1987 through a collaboration between the Governments of India and Sweden and the Government of Rajasthan.Literacy rates were lower than in Andhra Pradesh, especially among girls and women, and the SKP sought to counter teacher absenteeism in remote schools, increase enrolment, especially among girls, and reduce dropout. An innovative strategy was the substitution of frequently absent primary school teachers by a two resident Shiksha Karmis (educatio nal workers). This approach was inspired by a small scale project run and funded locally during the 1970s by an NGO, the Social Work and Research Centre (SWRC), in which three experimental primary schools were run by village youth trained as they worked as teachers.Between 1978 and 1986 the experimental programme was expanded gradually to new sites with support from SWRC and other NGOs and the government of Rajasthan. The success of the small scale projects prompted the desire to expand the Shiksha Karmi idea on a larger scale. In 1987 foreign involvement and funding was formalised through an agreement for a ‘six-year’ joint venture between the governments of India and Sweden. 6. 1. 3 The Lok Jumbish Project Shortly afterwards, in 1988, the first draft of an even more ambitious project in the same state – the Lok Jumbish (People’s Movement) Project – was drafted.With three core components – the quality of learning, community involvement and t he management of education – it sought to transform the mainstream system in Rajasthan by building from it and interacting with it. Involving a politically radical strategy and complex design, the leaders of LJ saw it as ‘developer, demonstrator, catalyst and transformer of the mainstream education system from the outside’ (Lok Jumbish Joint Assessment, 1993). Many of its ideas were drawn from SKP and its predecessors, and, like SKP, it attracted financial support from the Government of Sweden, but on a much larger scale.Like the large scale Andhra Pradesh Primary Education Project before it LJ was another example of a three way relationship between the central government, the state government and a foreign agency. LJ gave substance to the 1992 National Policy of Education’s declaration that the Government of India: will, in addition to undertaking programmes in the Central sector, assist the State Governments for the development of programmes of national importance where coordinated action on the part of the States and the Centre is called for.LJ also gave substance to the framework evolved in 1991 by the Central Advisory Board of Education for the availing of external assistance for basic education projects (Lok Jumbish Joint Assessment, 1993:74-76). In the case of LJ however, the partnership involved a fourth agency – the Lok Jumbish Parishad (LJP) – a non-governmental agency based in Jaipur, Rajasthan that worked alongside the state government. Indeed, were it not for the work and drive of those who established LJP, the Lok Jumbish project would probably never have materialised, nor would some radical elements of the programme have emerged.LJ had three major components – community involvement, the quality of learning and the management of education. The component envisaged for improvements in the quality of learning was not especially radical, even if it posed implementation challenges. It involved the traini ng of teachers and teacher educators, a curriculum and pedagogy reform led by the framework of minimum learning levels (MLL), and a system for professional support.The Programme for Community Mobilisation was more radical and involved the mobilisation of the community through public debate, the sharing of information and knowledge to create informed decisions and village household surveys to establish the numbers of children not attending schools and the reasons for non-attendance. Mobilisation involved the establishment in the village of a core group who became an activating agency for the village, the involvement of women’s groups in education decision-making and the involvement of male and female adults in the design of school buildings, construction and maintenance. . 1. 4 The District Primary Education Programme Already by the early 1990s the government had decided to launch the District Primary Education Programme (DPEP) across seven states with support from a range of foreign donors. From an educational planning perspective DPEP represented a shift from removing supply side constraints to a greater focus on quality improvement. In 1994 DPEP was launched in the 42 mostly educationally disadvantaged districts in seven states.The DPEP strategy was drawn in tune with the national objectives of universal access, retention and achievement of minimum levels of educational attainment with a focus on girls and children belonging to socially deprived and economically backward sections of the society. Besides the achievement of the quantitative and qualitative targets within the stipulated period, the major thrust of the DPEP is to promote the decentralised management with active involvement of stakeholders that will have a considerable impact on the sustainability of the project beyond its life cycle.A senior administrator recalled the growing political will for basic education around this time. In contrast to some other sectors, education, and in particul ar universal elementary education (UEE) enjoyed consensus with respect to its value and to its need for financial investment. Since the early 1990s there has been a sustained approach from parties of all political hues in their support for UEE and the states themselves ‘have been trying to outdo each other’ (interview with the author). Barring some issues of governance in one or two states there has been a clear shift in the level of support for UEE.Political relations between the centre and the state are generally good, reinforcing an underlying push for reforms in UEE. Rarely are there any discordant views about how to move forward on the ‘easy’ elements of provisioning e. g. infrastructure. Discord revolves around how fast or slow state governments proceed (interview with the author). Evaluations of the impact of DPEP on a range of education performance indicators suggest that disparities in enrolment and retention were reduced the most in those district s with the lowest female literacy levels. In all 42 districts the percentage increase in female enrolment was 12. %. In the districts with very low female literacy rates the gain was 13. 2% and in districts with low female literacy rates it was 16. 2%. Positive change in the share of scheduled caste and scheduled tribe enrolment to total enrolment was also highest in those districts with the lowest female literacy rates. These enrolment gains were accompanied by reductions in the pupil:teacher ratio, in the pupil:classroom ratio and in repetition rates. While the centre promoted the DPEP programme, states also continued to innovate and to launch major programmes designed to support improvements in access to education.One example was the Midday Meal Programme for children in the lower primary grades introduced in Karnataka in 1995. The programme involved a dry ration of three kilograms of rice per month for each child enrolled in the school. The idea grew out of a huge grain surplus that was going to waste. Although the surplus did not continue, the scheme, once introduced, would continue. Inspired in part by a popular midday meal programme in the state of Tamil Nadu some 25 years earlier, the Karnataka scheme would become a central government initiative in 2004. Dry rations were replaced by a cooked meal and central government funding of 1. rupees per child per day were matched by 0. 5 rupees by the states. In principle the fund covered cooking costs, fuel, pulses and vegetables, salt and masala. In 2008 the programme was extended to the upper primary grades country-wide. Some 120 million children were fed on a daily basis in one million schools. Analysis of evidence generated from the PROBE survey conducted in the Northern states of Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh in the late 1990s indicated the positive impact of midday meal programmes on school participation in rural areas, especially among girls (Dreze and Kingdon, 2001). 6. 1. 5 Sarva S hiksha AbhiyanThe generally positive perception among many stakeholders of the results of DPEP across seven states led on to an even larger nationwide programme, Sarva Shiksha Abhiyan (SSA). Translated from Hindi as ‘education for all movement’, SSA describes itself on its official website as: An effort to universalise elementary education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode.In terms of the international discourse, SSA is the Government of India’s main programme for the delivery of Millennium Development Goal 2, the achievement of universal primary education by 2015. In terms of the national discourse it gives substance to the 2002 constitutional amendment on elementary education as a fundame ntal right. Its aim is to universalise by 2010 an improved quality of education for all children in India aged between the ages of 6 and 14 (Ward, forthcoming). Interestingly SSA’s self-description on the web employs the concept of ‘political will’.It describes itself as ‘an expression of political will for universal elementary education across the country’. SSA has certainly enjoyed ‘will’ and push from the centre. A senior bureaucrat commented that since SSA was a centrally sponsored scheme, the centre was pushing it very strongly. But political will and ownership at the level of the state is also important. The source of funding is key to will and ownership at state level. During the time of earlier DPEP the centre funded 85% of expenditure and the states 15%. SSA has introduced a tapering formula such that by the end of 2011/12 the ratio should be 50-50.SSA is further described as: * A programme with a clear time frame for universal elementary education. * A response to the demand for quality basic education all over the country. * An opportunity for promoting social justice through basic education. * An effort at effectively involving the Panchayati Raj Institutions, School Management Committees, Village and Urban Slum level Education Committees, Parents' Teachers' Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools. A partnership between the Central, state and the local government. * An opportunity for states to develop their own vision of elementary education. In 2001 its performance targets (on the website described as objectives) were defined ambitiously as: * All children in school, Education Guarantee Centre, Alternate School, ‘Back-to- * School' camp by 2003; All children complete five years of primary schooling by 2007 * All children complete eight years of elementary schooling by 2010 Focus on element ary education of satisfactory quality with emphasis on education for life * Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010 * Universal retention by 2010 The Education Guarantee Scheme (EGS) referred to in the first target was introduced originally in 1977 under the title of the Non Formal Education Scheme. That scheme enjoyed only limited success and was re-launched in 2000 (GoI, 2002:29).Its aim was to provide further coverage in small habitations with no schools within a one kilometre radius. The current scheme targets out-of-school children in the 6-14 age group and uses strategies such as bridge courses, back-to-school camps, seasonal hostels, summer camps, mobile teachers and remedial coaching. For the last several years, many of these EGS centres have been upgraded to the full status of primary schools, but concerns remain about the quality of education which they offer as well as their long-term sustainability. 6. 1. 6 The Right to Education BillThe most significant change in national policy on access to elementary education in recent years was the Right to Education Bill. Although a number of states have had compulsory education acts on their statues for many years, some from before independence, these acts had not been formulated in a way that rendered them ‘justiciable’ i. e. no-one could be prosecuted if those rights were not met. In 1992, the Indian government signed the International Convention of the Rights of the Child. An important legislative spur came in 1993 when the Supreme Court ruled in the Unnikrishnan vs.State of Andhra Pradesh [1993 (1) SCC 645]. The Supreme Court ruled that Article 45 of the Constitution which asserted the obligation of the state to provide free and compulsory education up to age of 14 sh