Analysis of Beyonce's music video Run the World Essay

Analysis of Beyonce's music video Run the World - Essay Example From the structural lines that comprises the song, it is true that most of the women according to Beyonce are infringed and are not empowered hence the purpose of the song- to empower the woman in the society such that they are not regarded as second class citizens in the society setting. Formalist Analyses of the Song Beyonce song can be subjected to formalist analyses where there are critical approaches that are used for the purposes of analysis, interpretation, and evaluation of the features inherent to the song. Several features are thus considered in the formalist analyses of the song, which not only includes grammar and syntax but also extends to encompass the use of literal devices as tropes and meter. In the ‘Run the World’ song by Beyonce, there has been little attention given to the grammar part of English presumably because some of the words and language used are a cliche with acquired meaning from English that will make it possible for the audience to constru e that meaning of the song without making them lose connectivity with the song. There are also uses of syntaxes where there are unique language arrangements (Altman 9). The composers of the song must have based the message delivery on how the words are arranged. The song has also used quite a number of literal devices to enhance message delivery and to bring the aesthetic value into the song. In this regard, several of such literal devices such as tropes, meter, symbolism, and simile have been used in the song to enhance the development of the song’s plot. Given the title of the song, it had to use those several literal devices in order to deliver the message most appropriately given that it is about appealing and agitating for... This "Analysis of Beyonce's music video "Run the World"" essay outlines this music video from different points of view. This song can be subjected to formalist analyses where there are critical approaches that are used for the purposes of analysis, interpretation, and evaluation of the features inherent to the song. Several features are thus considered in the formalist analyses of the song, which not only includes grammar and syntax but also extends to encompass the use of literal devices as tropes and meter. In the ‘Run the World’ song by Beyonce, there has been little attention given to the grammar part of English presumably because some of the words and language used are a clichà © with acquired meaning from English that will make it possible for the audience to construe that meaning of the song without making them lose connectivity with the song. There are also uses of syntaxes where there are unique language arrangements (Altman 9). The composers of the song must h ave based the message delivery on how the words are arranged. The song has aused quite a number of literal devices to enhance message delivery and to bring the aesthetic value into the song. Several of such literal devices such as tropes, meter, symbolism, and simile have been used in the song to enhance the development of the song’s plot. Given the title of the song, it had to use those several literal devices in order to deliver the message most appropriately given that it is about appealing and agitating for empowerment of the women in the society (Zoonen 2).

The East Asian World Essay Example | Topics and Well Written Essays - 250 words

The East Asian World - Essay Example Yongzheng and Qianlong continued Kangxi’s support for the arts and culture and maintained peace and order. The first signs of internal problems began under Qianlong, however (e.g. corruption and expenses of military campaigns). The main characteristics of the Manchu rule were their ability to adapt to new environments without losing their distinct identity and their concern for equality (to some extent) between the Manchus and the Chinese. The Manchus implemented diarchy, for instance, where important administrative positions were shared among the Manchus and the Chinese. The economy and society changed during the Ming and Qing eras when China opened more to trade and Western influence, particularly during the Ming era. China also witnessed an expansion in population, trade, commerce, and territories. The population increased from 70 to 80 million in 1390 to more than 300 million at the end of the eighteenth century. China also exported tea, porcelain, and silk to England and traded with Russia and other nations. The Chinese, however, limited contact with the Europeans, who increasingly demanded access to other Chinese markets. These changes seem to be leading toward an industrial revolution on the European model to the degree that China was ripe for industrialization because of its access to people and resources, but it lacked dedication to technological developments because of its emphasis on moral principles than scientific knowledge. The society and economy of Japan changed during the Tokugawa era through trading with the West and manufacturing developments. These changes promoted rising standards of living. The Japanese culture reflected these changes by widened social class differences (i.e. social stratification of four classes: warriors, artisans, peasants, and merchants). The developments in Korea during this period reflected conditions in China and Japan to the extent that it modeled its political system after the

Role Of FDI In Higher Education Economics Essay

Role Of FDI In Higher Education Economics Essay The post-liberalization period witnessed an increasing trend of FDI inflows in India with a high growth rate. The relaxation of policies towards international trade and investment supported by a positive response from capital exporting countries is also considered as a major determinant of FDI inflows into India. Whether it is education sector or information technology or telecommunication sector there is a continuous fluctuation in FDI inflows into these sectors over the years. Thats why FDI in education sector has become a point of discussion among the researchers. India with its diversity fascinates one and all. Indian Education has recently gained world recognition. FDI inflows in the education sector during May 2012 stood at US$ 31.22 million, according to a release by the Ministry of Commerce Industry. Higher education is assuming an upward significance for developing countries, especially countries including India which is experiencing service-led growth. Higher education is all about generating knowledge, encouraging critical thinking and imparting skills relevant to this society and determined by its needs. Education general and higher education in particular, is a highly nation-specific activity, determined by national culture and priorities. The growth of Indias higher educational institutions has indeed been outstandingly rapid. The numbers of universities have doubled since 1990-91, and enrolment has become more than doubled. India is one of the most attractive education markets but historically the government has not encouraged foreign participation in this sector. It faces a massive challenge to provide education to young people, especially in remote locations. According to the National Knowledge Commission estimates, the country needs to build 1,500 universities within a period of five years to endow enough people with the skills to sustain rapid growth. Given this state of higher education in India, liberalization would be considered as the best solution. The major concern regarding such liberalization is that it can lead to commercialization of higher education which may have an effect on a large section of society adversely. The present paper aims to analyse the need of FDI in higher education in India and its implications on the Indian education system and to examine the importance of regulatory bodies in inviting the foreign universities and make recommendations for changing the present scenario in Indian higher education.The study is based on secondary data. Secondary data had been collected from various books and journals. The study covers the thoughts and writings of various authors in the stream of industry, academicia, and research. The study reveals that India must act in its self-interest. India must manage to launch a proposal and commit to areas where there are strategic opportunities to be exploited through trade. Regulation of higher education in India should be achieved through the correct approach. This will ensure that profit making is not exploitative but channeled to raise the quality of education. In short, a pro-active rather than defensive approach is required to benefit from the liberalization of higher education services. Keywords: FDI, Higher Education, liberalization, commercialization of higher education, ROLE OF FDI IN HIGHER EDUCATION: OPPORTUNITIES AND CHALLENGES INTRODUCTION Today knowledge explosion is taking place across the world. Knowledge has become the key driving force in economies to become fast moving and rich based on use of knowledge effectively. Knowledge industry is nothing but education and it is becoming a key factor in the process of development of a nation. The Higher education in context with India has become very critical success factor to sustain the economic growth it has experienced in last 20 years which is partly due to knowledge based industries such as IT/ITES. India is moving and will continue to move towards services industry led growth and higher education is the most critical input in that domain. Higher education is all about generating knowledge, encouraging critical thinking and imparting skills relevant to this society and determined by its needs. The growth of Indias higher educational institutions has indeed been outstandingly rapid. The numbers of universities have doubled since 1990-91, and enrolment has become more than doubled. But this has been at the expense of quality, increased rigidity in course design, poor absorption of knowledge, and growing lack of access to laboratory facilities, journals and opportunities for field work, etc. The average Indian graduate compares poorly with her/his counterpart in most countries, including many developing ones. All this calls for reform, administrative changes, more funding, greater flexibility, quality improvement, etc. In 2007, the Indian Government announced a nine fold increase in higher education spending over the next five years. For India to maintain its economic growth in a global market place fueled by the knowledge economy, it needs to nearly double its number of students in higher education by 2012. Fifty-one percent of Indias population is under the age of 25. According to the National Knowledge Commission estimates, the country needs to build 1,500 universities within a period of five years to endow enough people with the skills to sustain rapid growth. India is one of the most attractive education markets but historically the government has not encouraged foreign participation in this sector. Since the impact of privatization, liberalisation and globalisation is penetrating in all sectors of the Indian economy, it is bound to affect education sector as well. Education is no longer need to be viewed only as a charity or social service but should be considered as a necessary input for economic growth. In this effort towards human resource development, the private sectors including foreign players through FDI has to play a major role since it is a major beneficiary of the knowledge industry. Government has proposed 100 percent foreign direct investment in higher education and hinted at making reservation mandatory in the institutions to be set up by foreign universities in the country. Once approved by the Cabinet and passed as law, the Foreign Education Providers (Regulation) Bill will grant deemed university status to such instituti ons. OBJECTIVES The basic aim is to focus on the following aspects: To study the status of Indian higher education system. To analyze the need of FDI in higher education in India. To examine the importance of regulatory bodies in inviting the foreign universities. To find out the implications of bringing in FDI in Indian higher education sector. To study the aspects of FDI entry in different countries in higher education. METHODOLOGY OF THE STUDY The study is based on secondary data. Secondary data had been collected from various books and journals. The study covers the thoughts and writings of various authors in the stream of industry, academician, and research. The Journals and books have been referred were described in the bibliography. REVIEW OF LITERATURE The importance of FDI and human capital accumulation, education for economic growth or FDI in higher education has largely been discussed in many literatures which are given below: Feenstra and Markusen, (1994), in their studies have highlighted the importance of FDI for economic growth and human capital accumulation. Economic theory recognizes FDI and human capital as two important conduits for economic growth. They found that FDI can contribute directly to the growth of an economy by improving knowledge, technical know-how and technology spillovers, by boosting capital stock and by instigating domestic production and consumption. Stijns (2001,2006) in his study, on the role of natural resource abundance on human capital accumulation in various developing and developed countries suggests that FDI can have a lasting effect on countrys per capita income through a higher human capital stock. Sharma, Rajesh Kumar (2006) in his article FDI in higher education: official vision needs corrections, examines the issues and financial compulsions presented on the consultation paper prepared by the commerce ministry. This article raises four issues which need critical attention: the objectives of higher education, its contextual relevance, the prevailing financial situation and the viability of alternatives to FDI. The conclusion of the article is that higher education needs long term objectives and a broad vision in tune with the projected future of the country and the world. Higher education will require an investment of Rs. 20,000 to 25,000 crores over the next five or more years to expand capacity and improve access. For such a huge amount the paper argues, we can look to FDI. Buegelsdijk et al (2008) have highlighted the impact of FDIs on economic growth and found that FDIs have different impacts on human Capital accumulation and education depending on the type of FDIs. Vertical FDIs or efficiency-seeking FDIs look for cost advantages, mostly cheap low qualified labour. On the contrary, it may lead to specialization into low value added products, thus providing the local population little incentive to participate into higher education. Horizontal FDIs or market-seeking FDIs pursue increased market shares in the host countries, competing directly with one another as well as with the local firms. This is generally synonym to technology transfer, thereby contributing to the host countrys technological upgrading and human capital accumulation. Chaudaha, Rahul (2010) has also conducted a study on the primary motives of foreign universities interest in India and their influence on key Indian higher education trends, and stated that foreign universities would concentrate on metro cities and states that have high demand, pricing power, accessibility and employment opportunities for students. This means that they are not going to start campus in regions that actually require quality institutions. Sharma,Brahm (2012) has concluded in his study India a lucratve destination for fdi in higher education that Higher education in todays global environment , is neither charity nor a purely social objective. Higher education is an economic requirement for the country for growth. Government must consider seriously corporatization of higher education so as to allow corporate houses to enter higher education and deliver education of global standards. This will also facilitate several private universities, research houses, large Corporates to consider foreign direct investment in Indias higher education market. PRESENT SCENERIO OF HIGHER EDUCATION IN INDIA The system of higher education now existing in India was originally implanted by the British rulers in the mid-19th century to serve the colonial, economic, political and administrative interests, and in particular, to consolidate and maintain their dominance in the country. It was inherited by the state managers after independence (in 1947) as a colonial legacy, and has been expanded phenomenally during the last five decades. Knowledge is the driving force in the rapidly changing globalized economy and society. Quantity and quality of highly specialized human resources determine their competence in the global market. It is now well recognized that the growth of the global economy has increased opportunities for those countries with good levels of education and vice versa. The first Prime Minister of India considered foreign investment as necessary not only to supplement domestic capital but also to secure scientific, technical, and industrial knowledge and capital equipments. As par t of globalization, the economic reform packages were introduced in India in the beginning of 1991. These reform packages have imposed a heavy compression on the public budgets on education sector, and more specifically on higher education. The Indian education system starts at preschool level and goes on till Post doctoral level. It has core sector which consist of schools and higher education. The noncore sector mainly consists of vocational course such in IT/ITES and in other areas as airhostess training, sales management, and other vocational training etc. The growth of higher education providers in terms of Universities and Colleges had been spectacular since independence. There were 20 Universities and 500 Colleges at the time of independence. Now, India is the third largest higher education system in the world (after China the USA) in terms of student enrolment, with 33, 657 number of institutions (634 universities and 33023 colleges). According to 2011 statistics ,India has 43 Central universities, 297 State universities,129 deemed universities, 15 Institutes of National importance and 17 Institutes established and functioning under the State Act; 33023 colleges including 203 Autonomous colleges. Of these there are 67 unaided deemed universities with enrolments of 60,000 students and 7,650 private colleges with enrolment of 3,150,000 students. The gross enrolment ratio (GER) signifies the health of higher education in the country and indicator of the level of participation in higher education. Indias annual enrolments in higher education have grown since independence but the GER (Gross Enrollment Ratio) of 15 % as estimated for 2011 is far below the global average of 26%. After nearly six decades of Independence, higher education is not accessible to the poorest groups of the population. In US and UK, percentage of enrolment in higher education is 82.4 and 60.1 respectively. In India, regardless of recent increment due to private players, current enrolment is merely 12 %. Even South East Asian countries have higher enrolment rate like 31% in Philippines, 27% in Malaysia, 19% in Thailand and 13% in China. To maintain the positive trends and an economic growth rate of 7 percent, Indiaà ¢Ã¢â€š ¬Ã… ¸s higher education gross enrollment ratio (GER) would need to boost from 12 to 20 percent by 2014. The Indian government has set a target of achieving a GER of 30% by 2020.Even with such a huge system in place, higher ed ucation in India is still in a miserable condition. This poses a severe constraint on the supply of qualified manpower. According to United Nations Educational, Scientific and Cultural Organization (UNESCO), public spending on higher education in India has one of the lowest public expenditure on higher education per student at US 406 dollars, which compares adversely with Malaysia (US 11,790 dollars), China (2728 dollars), Brazil (3986 dollars), Indonesia (666 dollars) and the Philippines (625 dollars). This expenditure in the USA is 9629 dollars, in the UK 8502 dollars and in Japan 4830 dollars. India needs to deal with issues of both quantity and quality. In view of this shortage of public spending, parents and students are increasingly looking to private education for a solution. Every year nearly 0.4 million Indians go abroad for higher studies spending approximately $12bn. This leads to not only loss of foreign exchange, but also Brain Drain, as most of these rarely comes back to India subsequent to completing their courses. The primary reason for a large number of students seeking professional education abroad is lack of capacity in Indian Institution. There is no doubt that the state of affairs in public universities in India is not so good. Also, with increasing enrollment in higher education, it is not probable for the government to provide higher education on its own. But, the private institutions are themselves ailing. Many donà ¢Ã¢â€š ¬Ã… ¸t have experience and many are trying to just grow money without quality. ROLE OF REGULATORY BODIES AND GOVERNMENT INITIATIVES FOR PROVIDING HIGHER EDUCATION Governments of India has taken several bold initiatives and legislation to allow FDI in India. The Foreign Educational Institutions (Regulation of Entry and Operations) Bill, 2010 is such one initiative to regulate the entry and operation of foreign educational Institutions in India which is currently pending with parliamentary standing committee. At present India is allowing 100% FDI in higher education through automatic sector. But, still no university has established a campus here, due to a large no. of guidelines and regulation. Also, many rules are vague. Right now 106 institutions are running programmes in India with collaboration with foreign universities. But, only 2 out of 106 are approved by AICTE (All India Council for Technical Education). Indian government does not allow foreign universities to honor any separate degree. It could only provide dual degree with collaboration with local institutions. Currently, many degrees given by these foreign universities are not even recognized in their own countries. The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. As of 2009, India had 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 13 institutes which are of national importance. Most of these institutions are public funded. Some of these institutions have been globally applauded. However, India has failed to produce world class universities like Harvard, Stanford, Oxford, Cambridge or the Massachusetts Institute of Technology (MIT). If The Foreign Educational Institutional Bill will be passed, it will not only permit foreign universities to set-up campuses and award degrees in India, but simultaneously facilitate Indian government regulation of their operations. The purpose of the bill is to regulate entry, operation and quality of education by the foreign universities. Foreign Education Institutes will have to get a deemed university status by UGC. All Foreign education institutes operating before commencement of the Act (once the Bill is passed) will have to get themselves registered and accredited within 6 months. The programs offered in India have to be comparable to that offered in the country of origin of the Foreign Education Institutes. They will have to maintain a minimum corpus fund of INR 100 million and Foreign Education Institutes may not utilize more than 75% of the income derived for the development of their institution in India and balance 25 % as corpus of fund. FEATURES OF THE FOREIGN EDUCATIONAL INSTITUTIONS BILL PROPOSED LEGISLATION FOR FDI No foreign institution can provide degree to Indian student unless such institution is confirmed as Foreign Educational Provider by Indian Government. Have to maintain a fund of at least 500 million rupees. At least twenty years of establishment in its own country. Quality of education, curriculum, method of imparting and the faculty employed will be in accordance to guidelines of UGC. Institution has to publish prospectus writing clearly about fee structure, refund norms and amount, number of seats, condition of eligibility with min and max age, detail of faculty, process of admission, min pay payable to each category of teachers and staff, infrastructure and other facilities, syllabus, rules and regulations, etc. at least sixty day prior to date of commencement of admission. In case of violation of any guidelines a penalty of min 10 million and max 50 million rupees along with tuition fees should be refunded to the student. At max 70% of the income raised from the fund can be utilized in the development of institution in India and rest should be added to the fund. No part could be used in any other purpose other than growth and development of the institution established by it in India. Any foreign institution not confirmed by Indian government as Foreign Education Provider which is awarding any certificate to Indian students should submit a report regarding course to the commission. GENERAL AGREEMENT ON TRADE IN SERVICES (GATS) AND HIGHER EDUCATION: Beyond the establishment of foreign universities, the bill and the government must deal with the relationship between foreign direct investment and education. In 1995, the Indian government signed the WTO treaty the General Agreement on Trade in Services (GATS). The agreement aimed to give the international community access to the Indian services sector by deregulating markets. According to GATS, the private education sector qualifies as a tradable service, and therefore the Indian government is required to remove any barriers to the trade of that service. Several countries are exporting higher education and making huge profits. The United States has shown largest trade surplus in education. The trend of treating education, particularly higher education, as a tradable commodity has affected the economy and education system of many developing countries including India. India has received desires (for opening up of services) from several countries (Australia, Brazil, Japan, New Zealand, Norway, Singapore, USA) in education services in the new round of service trade negotiations launched in January 2000 (GATS 2000 round), which mostly focus on higher education, adult education, and other education services. All requests to India are for full market access and national treatment commitments. India has not made any proposal in education services in the GATS 2000 round due to sensitive public good nature. There was a general perception that from January 1, 2005, India is obliged under the WTO to open up its higher education sector to foreign providers and to end public subsidies, with adverse consequences for the quality and affordability of higher education. Its worth noting that India did not schedule education services either in the Uruguay Round or in its revised commitments under the ongoing Doha Round. Hence, India has no multilateral obligation under the WTO to open up higher education services to foreign participation. Whatever liberalization has occurred in this area, such as allowing 100% FDI on automatic route and permitting foreign participation through twinning, collaboration, franchising, and subsidiaries, has been autonomously driven. But its unlikely that India will agree to such demands of liberalization in future. The issue then is largely a domestic one. The impact of opening up higher education services is shaped not by the WTO but by domestic factors, including the domestic regulatory framework and the state of the domestic education system in terms of quantity, quality, costs, infrastructure and finances. In this context, evidence suggests that some of the concerns about opening up education services may not be so misplaced. NEED FOR IMPLEMENTATION OF FDI IN HIGHER EDUCATION SECTOR Developing and transition countries are further challenged in a highly competitive world economy, because their higher education systems are not adequately developed for the creation and use of knowledge. If we look at the problem India is facing in expansion of higher education, one may say that FDI are being acceptable just because we dont have sufficient money to spend on this area. But, the problems are others too which FDI will focus. FDI in higher education will resolve the problem of enrollment rate as we are in a situation of less supply high demand. Some new tools and techniques will be used in teaching. Indian money and talent going abroad will come in check. FDI in higher education sector will improve the Infrastructure. It might happen that India may develop one of its own world class universities. An increase in facilities, both in terms of physical magnitude and geographical spread, for inculcation of vocational skills backed by an increase in the general quality of higher education. India needs to fill the technological lag as fast as it can to compete with China. The resulting competition with local universities would also induce us to become internationally competitive through quality improvements brought about by changes in curricula and other responses to an evolving market. Further, FDI in education would generate employment. Allowing FDI in education might lead to export of Indian education abroad in which there are large potentials There will be better scope for research as foreign universities have different methodology to run and generate revenues. India may move towards practical study based learning rather than rote learning. Existing institutions need to be rebranded to overcome their poor image. NEED FOR ADDRESSING POLICY CONSTRAINTS A brief formulation of one set of policies for Indiaà ¢Ã¢â€š ¬Ã… ¸s higher education could include the following components: à ¢Ã¢â€š ¬Ã‚ ¢ Provide public funding only for those higher education activities such as RD that have public goods characteristics and which would not be privately funded to the socially optimal degree. à ¢Ã¢â€š ¬Ã‚ ¢ Eliminate all public support for those higher education activities the result of which has sufficient private returns to envelop the costs. à ¢Ã¢â€š ¬Ã‚ ¢ Ensure equality of opportunity and access to higher education in reply to expressed needs and demands of the population. à ¢Ã¢â€š ¬Ã‚ ¢ The range of disciplines must match the range of skills needed and changing opportunities available in a dynamic economy. A competitive market-liberal system must be allowed to operate instead of central planning. INTERNATIONAL EXPERIENCES IN RESPECT OF FDI Internationalization of higher education is occurring quickly through the spread of international branch campuses. Most such campuses have been established since the mid-1990s and they are concentrated in the Middle East and Southeast Asia, with growth currently occurring in India, China and Central Asia. U.S. and Australian universities have the largest number of branch campuses, with smaller numbers operated by institutions based in the United Kingdom, Malaysia and Singapore. Most are branches of universities but some are polytechnics or vocational training colleges. Singapores Ngee Ann Polytechnic, for example, is establishing a campus in Shenyang (China), primarily for Chinese students, but also for their Singaporean students to gain international experience. The Malaysian-based University College of Technology Innovation has embarked on an Indian Ocean strategy, with overseas campuses in Colombo (Sri Lanka), Karachi (Pakistan), Panipat (India) and Perth (Australia). Some Indian institutes have also set up campuses abroad, primarily imparting education in Information Technology (NIIT, Aptech). Even developed countries are continuing with reforms in higher education. Despite the fact that the USA has the finest system of higher education in the world, it has set up a commission to ensure that America remains the worlds leader in higher education and innovation. For this purpose, the USA intends to make an investment of US $134 billion in higher education over the next ten years. Faced with deteriorating standards and low accountability in its public sector higher education, UK government has now allowed the universities to compete for students and charge variable fees, bringing an end to the regulated fee regime in the UK. In many developing countries in Asia, (Japan, Philippines and South Korea) and Latin American (Chile, Brazil and the Dominican Republic) private higher education has become the main venue for increasing access to higher education. These c ountries have majority enrolment in private sector. Agarwal (2006) has discussed that two trends in higher education have been observed worldwide: (i) towards transformation from elite to 9mass (or even universal) and (ii) privatization. Countries have responded to these challenges in various ways. Some examples are: KOREA: Korea has one of the highest gross enrolment ratios in higher education in the world with more than 80 per cent of it being in the private sector. In 1995 the Government began loosening controls since the problems from serious regulation were becoming uncontrollable. The government gave small incentive grants to reward act and introduced competition among universities and colleges by making them more autonomous and more competitive. MALAYSIA: Foreign Universities can set up campuses as branches by invitation. Twinning Arrangements with Universities abroad is also possible. Five foreign Universities have set up Branch Campuses, namely Monash, Curtin and Swinburne Universities of Australia, SAE Institute of Australia and University of Nottingham, UK. There are17 public Universities, including 6 university colleges with enrollment of 300,000. In addition, there are 600 private institutions with similar levels of enrollment. Private institutions can be set up by: à ¢Ã¢â€š ¬Ã‚ ¢ Large corporations or organizations closely linked to Government (e.g. Petronas Technology University, Telekom Malaysia etc.) à ¢Ã¢â€š ¬Ã‚ ¢ Large corporations that are public listed companies à ¢Ã¢â€š ¬Ã‚ ¢ Political Parties (e.g. MICs TAFE College Seremban, MCAs Kolej Tunku Abdul Rahman, and UMNOs UNITAR etc.) à ¢Ã¢â€š ¬Ã‚ ¢ Independent Private Colleges à ¢Ã¢â€š ¬Ã‚ ¢ Local branches of Foreign Universities CHINA: China is creating new universities of different kinds to supply to different needs. The government has confirmed education, science and technology to be the strategic driving forces of sustainable economic growth. It is now working towards loosening of statutory control over their higher education systems. The most recent legislation governing FEPs in China was released in 2003. The legislation governing FEPs in China (2003) contains the following features: à ¢Ã¢â€š ¬Ã‚ ¢ Foreign institutions must partner with Chinese institutions; à ¢Ã¢â€š ¬Ã‚ ¢ Partnerships must not seek profit as their objective; à ¢Ã¢â€š ¬Ã‚ ¢ No less than half the members of the governing body of the institution must be Chinese citizens; à ¢Ã¢â€š ¬Ã‚ ¢ The post of president or the equivalent must be a Chinese citizen residing in China; à ¢Ã¢â€š ¬Ã‚ ¢ The basic language of instruction should be Chinese; à ¢Ã¢â€š ¬Ã‚ ¢ Tuition fees may not be raised without approval. However, this is not the whole story. There are a number of institutions in China (including NIIT from India), which provide education on commercial terms. Moreover, there is inadequate data on the scale of activity of FEPs in China. There are a total of 72 joint programs that are approved by the Ministry of Education (Garrett, 2004). In addition, there are a number of other non-approved programs or those programs that are approved at other levels of government (Municipal, Provincial or Local Governments). This is made amply clear by the data from the Australian Vice-Chancellors Committee (AVCC) in May 2003, which states that 27 Australian Universities offer 200 current offshore programs in China, 157 (79 percent) of which involve either Australian bachelors or masters programs. It is reasonable to assume that America, United Kingdom and other major source countries are also offering non-approved degree provision on a similar scale. Hence the level of FEPs activity is far in excess o f that reported by the Ministry of Education. It appears that the regime for FEPs is far more liberal and flexible than that indicated above. SINGAPORE: There is no regulation governing FEPs and Singapore has also not offered any

Rhetoric in Violence as Entertainment by Folisi Essay -- videogames, cr

It is shocking to believe that just because you like videogames and crime shows you are a bad person. This article is one in which talks about people being obsess with violences. What would happen if just because you went to a story and got the the latest Grand Theft Auto videogame people would run for the hill and accuse you of being crazy.In this artical we are given the idea that if a person liked violent video games, and crime shows, then the person is up to no good.In his article, Violence as Entertainment, Folisi employs a variety of rhetorical devices to divert the reader's attention away from his lack of empirical evidence. The most effective of these devices is the use of multiple tones. To a lesser degree, Folisi also uses anecdotal evidence. This works directly against the author's goals, exposing the weaknesses in his arguments.Folisi alternates between authoritative and speculative tones throughout the article. This is utilized in several different ways. First, Folisi is able to pass off many of his assumptions as fact. The topic sentences of many paragraphs start with words such as ‘we’ and ‘our’, projecting the author’s personal thoughts and experiences out onto the rest of his audience. In this way, personal observations are subtly transformed into global assumptions. Consider for example the following excerpt: The fact is, these kinds of news stories fascinate us. But why? Does life in a modern technological world breed individuals who are more criminally incited or inclined? Is it somehow more difficult for us to cope with our lives, with our basic instincts and needs, in societies which are cut off from nature? Through disconnecting and dividing us from our true instinctual inner nature, has modern technologi... ...ts and outcasts, maladjusted in schools and in society at large.† Because he is so eager to apply rhetoric from every possible angle, Folisi accidentally provides a counterargument to everything he has said. This goes unaddressed, as the author fails to recognize what he has done. As a result, the reader is left to question the article, possibly more than they would have had no argument been given at all. In all, Folisi has a strong rhetoric but his lack of practical evidence illuminates the shortcomings in his argument. Additionally, his attempt at using pathos to emotionally engage the reader ultimately flounders and in fact works against him. To make his argument stronger, Folisi desperately needs to rethink his use of pathos and develop stronger evidence. In conclusion readers will be able to expand their thinking and ideas about why people commit crimes.

Holistic Approaches to Development Essay

My focus with this assignment will be on education as a whole and to demonstrate a knowledge of key legislation in respect of curricula and initiatives within the widening children’s education work-force. I will do this through relevant reading and understanding gained from personal experience, demonstrating a comprehension of the holistic nature of learning and how it is developed through age-appropriate activities. I intend to show an understanding of the types, role and functions of play. I will relate them to theoretical and practical models of play and learning practised at my setting, where the Primary Years Programme is implemented. The Primary Year Programme (PYP) takes a holistic approach in developing the complete child. Practitioners endeavour to deliver a curriculum that is relevant and meaningful to the child. Piaget suggests the principal goal of education is to create people who are capable of original thought and of being creative and not simply repeating what previous generations have done. The PYP is a Primary Curriculum recognised world-wide and the PYP for Early Childhood synthesizes insights of educational research pioneers such as Maria Montessori and Rudolf Steiner who maintained that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child (J,1013). Play is child-centred activity that engages young children and promotes learning. Play is the means by which children make sense of the world and is an effective method of teaching young children. Play is a context for learning through which children organise and understand their social worlds as they actively engage with people, objects and representations. An holistic approach to education focuses on the whole child with care and education being of equal importance; and is known as a combined holistic approach. Montessori and Steiner are among the most important of the many education theorists who have influenced the way children are educated today. Learning through play is one of the key principles that they and other education theorists advocated. All children have the right to be in a safe and welcoming environment. Keeping children safe is of course â€Å"a non-negotiable element of any early years framework† (Tickell, 2011. ) In the United Kingdom there is a wide range of legislation enacted specifically with the aim of protecting children and their families. The safeguarding and welfare requirements are given legal force by The Early Years Foundation Stage (Welfare Requirements) Regulations. EYFS is the legal framework for the welfare and safeguarding of all young children from birth through to the end of the reception years in all types of early years education provision. Learning Outcome 1 -You will need to produce clear evidence of your knowledge and understanding of key, recent legislation ; current initiatives pertinent to your setting practice. You can demonstrate this by discussing what is encompassed within the initiatives currently informing practice and identifying the various curricula available to parents, children and settings e. g. National Curriculum, The Early Years Foundation Stage, Steiner Approach, Montessori etc. Higher grades will be awarded if you can demonstrate a critical awareness of the importance of the key legislation ; current initiatives pertinent to your chosen age range within the setting Learning Outcome 2 – You should show that you understand the nature and meaning of a holistic approach to learning and development, whilst recognising the need to provide strategies for incorporating a range of holistic age related curriculum-based learning activities, which help promote development through play and. You should also identify specific aspects of your age-related research as being of significance to holistic development and explain their importance. To improve the grade you must show that you have considered a wide and comprehensive range of strategies for incorporating holistic age related curriculum -based learning activities, which will help development through play and learning in the setting. Remember that the essay is intended to show your ability to integrate ideas and information drawn from a range of sources From early in the 20th century, a number of holistic approaches to early education have been put forward and refined (ref needed) . The most important principle of holistic education being to engender and nurture a sense of wonder in the child. Montessori, for example, spoke of â€Å"cosmic† education, which â€Å"helps the young person feel part of the wholeness of the universe, so that learning will be naturally enchanting and inviting† (Miller,2012 pg for a direct qoute). Holistic education is founded on the premise that each person finds identity, meaning, and purpose in life by connecting with the community, to the natural world and to spiritual values such as compassion and peace (J  ? author  ? , 2013). Miller date  ? describes holistic education as: â€Å"†¦Ã¢â‚¬ ¦. an attempt to return to the mysterious source of human creativity and authenticity for fresh inspiration. It seeks to enable the wholeness of the human being to emerge and develop as fully as possible. In contrast to progressive education, Holistic education sees the child as an emerging spiritual being within a larger planetary and cosmic ecology that extends beyond social and political realities. In Holistic education we must respond to the learner with an open, inquisitive mind, a loving heart and a sensitive understanding of the world he or she is growing into†¦.. † (Holistic Education, 2011). too long a qoute, break down into own words please While However, the Reggio Emilia approach to holistic education involves dealing with or rating the ‘whole’ of something or someone, and not just a part of the ‘whole’ (J  ? ,   2013). This approach also places great emphasis on artistic self-expression and engaged creativity. Miller (2006) suggests that while there is clearly no one method, after reviewing a number of different holistic teaching methodologies, he concluded that there are four key aspects of the holistic approach to teaching: Learning is organic, emergent, experimental and based on cooperation. There is a strong sense of community and engagement between children, parents and educators where those members feel strongly to care for one another There is a great respect for children’s inner life, with methods ranging from environmental spaces that facilitate time out of competitive nosier environments, to time to ask deeper questions about the meaning of life and spirituality. There are strong connections to nature, with the care and connection with the environment incorporated throughout the curriculum (Higgins, 2012) In keeping with a holistic approach, the Priamary Years Progra (PYP) curriculum is an inquiry-based transdisciplinary curriculum. Pre-planned teaching is facilitated only in so far as it initiates open-ended questioning and inquisitiveness. Children are given maximum opportunities for discovery. A child’s questions are an important part of what happens in a PYP classroom. The school aims to develop the whole child, so while developing academic knowledge and skills, we also develop a child’s social and emotional skills and understanding. Children are taught to be caring individuals and encouraged to make a positive difference in the world. The IB Learner Profile Attributes guides schools in their holistic approach to education and includes the social and emotional aspects of a child’s school life. The PYP teaches students that they can make a difference in their lives by being independent and making â€Å"good choices,† for example by turning lights off to save energy when leaving the classroom, or recycling materials to avoid unnecessary waste. Physical education too is an integral part of the PYP curriculum and provides vital opportunities for the physical, social, emotional and intellectual development of the child. In Nutbrown’s (2012 pg  ? ) review she asserts that, â€Å"high quality early education and childcare can have a positive long term impact on a child’s later learning and achievements. † Connecting with nature is important for a child’s spiritual development and should inform daily activity. Incorporating holistic activity into the early childhood classroom provides opportunities for children to connect with nature. Activities such as painting classes in a park or other open-air neighbourhood location expose children to nature, while painting on mirrors helps develop self-awareness and spirituality by encouraging creativity and the representation of ideas while having fun. These are all straightforward, uncomplicated, activities that encourage a child to be inquiring. Refs needed The extreme heat and humidity at certain times of the year in Hong Kong make it impractical to take children outside to explore and discover. When this happens, we do our best to bring the outside into the classroom. We use natural materials such as shells and leaaves to inspire and encourage creativity. We also provide tools more normally associated with adult usage, such as cameras, this to illustrate the point that children are competent and capable learners and able quickly to master relatively sophisticated technology. As our knowledge of each child increases and we become more familiar with his or her interests, we use this and festivals such as Diwali, Christmas and Thanksgiving to inform our planning This learning outcome requires you to show sound evidence of practical knowledge and understanding of theoretical and practical models of play and learning which incorporate examples of the different types, roles and functions of play in the widening children’s workforce setting. To improve you would need to demonstrate clear, concise, in depth evidence & knowledge/understanding, of the application of practical and theoretical models of play and learning. Incorporating a range of examples of the different types, roles and functions of play. Smidt (2011) argues that Play may be defined as the way children, within a context, a culture, a family or a community explore or experience something that excites and interests them and is fun. Through play, children learn to express or communicate their feelings (Smidt,2011. ) Wood (2005) further supports this viewpoint by stating that †¦Play activity entails a wide range of behaviour and may be found in different contexts and with multiple meanings for children and adults (Wood,2005. A holistic, place-based, approach to learning utilises the local community and environment to teach subjects across the curriculum, emphasising hands-on real life experiences. Ref here Blah Blah (2010) discusses how Various educational theorists have influenced the way young children are educated today. Among the most influential have been Rudolf Steiner and Maria Montessori ref. Both shared a belief in the importance of learning through their play. They believed that experimental learning through play was more effective teaching methods than ones that were directed and prescriptive ref. The Reggio Emilia approach, developed by Loris Malaguzzi,ref here emphasised the role of the child as a competent agent in his or her own learning. Within this setting, educators make informed choices about the pedagogical approaches and curriculum based on the theories and principles of Malaguzzi. There must be a reference or more within every paragraph to show where the info came from, it’s particularly important when discussing theory or viewpoints. Bruce (date) as cited in Smidt (date) clearly regards play as one of the most significant ways children learn. She refers to play as ‘an integrating mechanism. ’ When children are involved in self-chosen play, over which they have control of what they are doing, they are able to bring together many aspects of their learning, coordinating their activity in a way that brings about or creates new learning (Bruce, 1991 page ? ), enabling discovery and problem solving as the child becomes increasingly independent. There are play opportunities both inside the PYP (Primary Years Program) classroom and in the playground as the learning environment is equipped with material that provides for a range of creative learning. A PYP classroom reflects what Moyles (date) regards as one of the most significant aspects of play – that of ‘ownership,’ meaning that the child takes control over finding answers to questions that interest him or her. Wood 2005) recognizes that Play cannot always be easily defined or categorised because it is always context dependent and the contexts are varied (Wood,2005). Types of play cognitive play, involved play, passive play, pretend and socio-dramatic. She discusses this viewpoint further by stating The context of play will determine its nature and category, play is therefore ‘context-dependent (Wood, 2005). However, as the context varies, so will the nature of play in which the child engages: cognitive play, involved play, passive play, pretend play and Socio-dramatic play being the most important types. The physical development young children is also essential. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being. Early Years educators use their knowledge of developmentally appropriate practice and the interests of the child to organise activities that provide opportunities for freedom of movement and physical stimulation. Refs needed throughout this paragraph Piaget, another theorist, (date, cited in? ) believed that play and imitation were an important feature of his theory. He saw play as almost pure assimilation without any attempt to adapt to outer reality (Wood, 2005). While Erikson ref thought the world of play was very important in the early stage of a child’s development, providing, as it did, a safe place for a child to work through conflicts in its life. Piaget, Erikson and Vygotsky ref all agreed that children use play as a way of teaching themselves. A child plays through situations very much as adults might think through a problem or difficult circumstances in which they find themselves. Children, of course, can more readily and naturally engage in fantasy play, when they delve into symbolic representations of objects and ideas by acting them out as part of a game or other form of play. ref Try to widen references from Wood, and use more than one ref in a paragraph. If you use the same source within a paragraph, you can use the term (ibid) which means ‘the same’ in Latin. You can only use it with the paragraph that you’ve cited the author e. g. Wood (2005) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ blah blah blah (ibid) Its important you are using wider reading within and throughout the work There should also be a conclusion, which shows awareness of good practice and professional development through the implementation of this module. Throughout the essay, you must show the ability to integrate a range of information, drawn from a wide and varied area of sources (LO 4) Learning Outcome 4 – You will need to draw upon a range of contemporary source materials to inform your individual research into the impact of current/pending government initiatives & legislative factors on early years settings and the resultant age-related curricula delivered. Educational & researched-based journal articles afford the best opportunity of achieving this. Use of tertiary sources and of web-based material is permitted but is unlikely to attract significant additional marks. Sourcing and researching other related material may also earn additional marks.

John Smith’s Account of the Founding of Jamestown in 1607

The colony at Jamestown, the colonies at Plymouth, and the colony at Boston had different nature, goals, successes and failures. There was a cross of similarities and differences. One thing that remains obvious is each was looking for something that was lacking in their home land. There was a perception and a picture that each group had when they left their homelands. Arrival in the new would prove to be an alternate reality from that which was envisioned. The new reality still provided a challenge for each settlement. This was to be a new start.This was an opportunity to establish something new. That would be a chance to be a part of something great. The New World offered opportunities to have success on a different level. Jamestown was a joint venture. People joined their financed together to create a business organization called a stock company. Like any other business the ultimate goal was to produce a profit. The initial settlers basically worked for the benefit of the joint sto ck company. They would not be completely free to make their own rules and regulations.There were specific rules even on the voyage of the rationing of the food. The Settlement of Jamestown shows s the initial days of Jamestown from the point of view of Captain John Smith. The very first impression of the New World gave foreshadowing of some of the doom and gloom in store for the travelers. As soon as they arrived on the shore they were attacked by travelers. That night a box was opened to give orders of how they were to organize and govern themselves according to the joint stock company.John Smith goes on to give an account of internal jealousy, trust, and greed issues of the group. That was compounded with the external sickness, disease, and multiple attacks by the savages that often resulted in death. He personally was on the verge of being killed when he was saved. Even the settlement was on the verge of dying out when God intervened and changed the hearts of the savages. This re sulted in the savages helping them. Captain John Smith acknowledges God’s hand in the survival of Jamestown.The settlement at Plymouth goes a little farther in establishing that God is one of the main reasons for the colony. Pilgrims were looking for religious liberty and anew way of life for their families. They were not crusaders out to change the world or gather riches. They were â€Å"humble English farmers† (Brands et al, 2009, p 42). Their first sight of land proved to be a joyous occasion. It was important and natural for them to give God praise for a successful voyage. The Pilgrims governing structure came from the self created Mayflower Compact.It was democratic in nature. They were in agreement from the beginning of the voyage that there was to be no overseas ruler. They each had their freedom. The Pilgrims contact with the savages was less confrontational than that of Jamestown. The savages tended to run as opposed to attacking the settlers. The Pilgrims had similar results in dealing with the sickness and diseases of the New World. John Winthrop and the Puritans had very ambitious ideas when they established the Boston colony. They had visions to what amounts to a utopian society.The goals were to show what Christian society could and should be. In A Model of Christian Charity, John Winthrop writes about what he envisioned as he traveled on the Arbella on his way to the New Word. Their life was to be based on scripture. The answer to how to deal with all situations would come from the Bible. Two of their main principles would be justice and mercy. How to deal with the rich and poor, friend and enemies and forgiveness would be very important in their settlement. The law would be based on God’s laws.Success would be determined by how people lived. They did not have to deal with the same level of sickness and diseases as Jamestown and Plymouth. If you asked the Puritans they would probably tell you that it is a direct result of th eir lifestyle and God’s presence. Captain John smith’s article seemed to present a dark mood as he described what he had to go through. He did not seem to have a very favorable outlook toward his fellow man. He mentions the good, bad and very ugly side of what man is capable of.The Puritans contrastingly, focused on the potential greatness of mankind. The Pilgrims were somewhere in the middle. Each article gave praises to God. God and religion played an important role in each colony.Bibliography Bradford, William. (1650). History of Plymouth Plantation. Brands, HWA, Breen, THH, Williams, R. Hal and Gross, A. J. (2009) American Stories: A History of the United States. Upper Saddle River, New Jersey. Smith, John. (1604). The Settlement of Jamestown. Winthrop, John. (1630). A Model of Christian Charity.