Thesis Statement Writing Tips and Guides

Thesis Statement Writing Tips and Guides Useful Tips on Writing a Good Thesis Statement for an Essay What is a thesis statement? How should it look like? Newbies are sick and tired of answering those questions. A thesis statement is actually a movie trailer for your major work. It highlights the key ideas and aspects of the topic. Although it may seem easy to write, a thesis statement becomes a major challenge for 100% of students no matter how good they are at essay writing. Our tips will make the process simpler and less time-consuming. We do hope you will find them handy. The importance of thesis statement Here are the key points that describe the importance of the thesis statement: It showcases your ideas; It organizes the argument; It contains guidelines for the reader; It establishes claims for a dispute. Types of thesis statements All thesis statements can be divided into two main types: debatable and non-debatable. Make sure you clearly understand the difference before you use any of those types: The debatable thesis is a statement that considers opinion readers may agree or disagree; The non-debatable thesis is a statement that does not reserve any place for readers to debate. What is a proper length of a thesis statement? Avoid writing too long thesis statements. Most students get into a trap when writing huge papers. They think that the length of the thesis statement depends on the volume of a general paper. Well, it does not. The shorter and narrower your thesis, the better. Two or three sentences are more than enough to get your readers intrigued. The thesis should have a claim for a future dispute. Types of thesis statement claims Each claim refers to a particular type and category. They are as follows: Definition or common fact; Event and Result (cause and effect); Value of the category described; Policies and solutions. Include the claim depending on your readers’ type. The audience always matters when it comes to choosing the right claim for your thesis statement. Tips to build a thesis statement Follow our easy tips to construct a solid thesis statement that will grab readers’ attention: Explore and research the sources – you need to analyze all the information you generate from different sources. Compare and contrast all facts to establish your own opinion on the topic; Always make notes – write down everything that comes up to your head. Make sure you always hold a pen or pencil; Include your thesis in the introduction – a thesis statement should be the last part of the introductory paragraph; Provide counterarguments – a thesis statement should encourage your readers on further debates and discussions. Anticipating counterarguments will be a good idea. To know if your thesis is good, try to answer some of the following questions: Does it contain answers to the essay questions? Is the thesis statement specific? Does the major work support your thesis? If the answers are â€Å"Yes†, you have done a great job!

Step-by-Step Guide to Getting a Job as a Recent Grad

Step-by-Step Guide to Getting a Job as a Recent Grad So you’ve just graduated, or you’re about to. Congratulations! All of your hard work and long hours are paying off in the form of that hard-won piece of paper. But victorious as this moment is, it’s a transitional one- celebration gives way to the realities of your new professional life. Namely, that you need a professional life. Now that you’ve achieved your goal of graduating, the next steps can seem a little murky, so we’d like to help guide you through your next steps on the way to your new (or new and improved) career. Step 1: Figure out your plan.If you’re one of those amazing people who has had a detailed, spreadsheet-ed life plan since seventh grade, this step is probably not for you. (Go directly to step 2!) If you’re like many of us, and have mostly vague/idealistic thoughts about what you want to do next, then now is the time to buckle down on that. Presumably you have some idea, having chosen a specific school, program, or major with your eventual career in mind. That’s your starting point.Think about what you want to do. If you have a specific job in mind, research current job opportunities, and ask yourself these questions:Is this an entry-level job, or does it require stepping-stone jobs first?Do I have the baseline skills necessary to perform this job?Once I get this job, what are the next two or three levels? What do I need to prepare for leveling up?If you have an industry in mind rather than a particular job, try these questions:Is there a particular industry niche I’m interested in?What are the top companies in the field, and what kinds of job openings do they have?Do I have the baseline skills that the job listings are seeking?Once I get a job in this field, what are the next two or three levels? What do I need to prepare for leveling up?The goal here is to come up with a five-year plan. It doesn’t have to be plotted down to the day, but should at least have general outli nes of what you hope to achieve in the first job or two of your new career. And realism is key here: going from junior employee to CEO in five years is not going to happen (sorry).Step 2: Start packaging yourself.Ideally, you’ve already got the bare bones of your resume in order from part-time or summer jobs, internships, or just general preparedness. If you haven’t been as on top of that as you’d like (for example, if you’ve been busy with exams and a goodbye tour of the campus watering holes), no worries. The best bet here is actually to start from scratch. If you have old resumes for reference and reminders about your experience, that’s great†¦but a surgical find-and-replace update of dates and responsibilities isn’t the best starting point for your new career.And don’t worry too much about the catch-22 that plagues many job seekers just out of college: how do you get job experience to get a job? The lack of direct experience is going to be unavoidable at some point, but the good news is that you do have experience, whether it’s in the form of internships, jobs that built skills like administrative work or customer service, or volunteer work. The most important part of your new resume is harnessing the best professional qualities you have in a format that works.Step 3: Build up (or clean up) your social media brand.The Facebook comments posted on your timeline by friends goofing off? The public Instagram account that features the party highlights of Spring Break? The Twitter feed where you try to provoke celebrities into RTing you? Those have no place in your job hunt. For personal accounts, make them private, or scrub them of stuff you really wouldn’t want a potential employer to see. (Rule of thumb: would you be okay with your grandmother seeing this?)After you’ve cleaned up your profiles, or made them private, start new accounts for your professional self. Pick a @handle that†™s based on your name. Instead of tweeting at celebrities, follow industry leaders or that guy who gave an awesome TED talk about productivity. Share articles about your field that you find interesting or informative. And always (ALWAYS) keep the tone professional. You can be witty or serious, and give opinions, but always be aware that anyone could be reading your posts. Don’t post anything you wouldn’t feel comfortable defending in a job interview.Your social media presence is crucial because more than ever, employers are using social media as their preferred methods for recruiting potential employees, or at least screening them.Courtesy of: onlinedegrees.comStep 4: Build your real world network.Social media is essential, but don’t neglect the web of people you know IRL who can help your career. Coming out of college, you have a crazy number of networking options. Your school or program likely has some kind of career development office that can link you up w ith mentors or current people in your target field. Your school also has alumni networks for you to tap into as well. And don’t forget professors and instructors- you have access real, live experts in your field, who may have valuable insight into what it’s like to work in the field, or connections of their own that they can refer to you.Right now, it’s important that you start taking advantage of those before you leave, get busy with real life, and lose touch with people. (That struggle is very real, trust me.) Put at least as much care into your fledgling professional network as you put into staying in touch with classmates and friends. Make those connections now, so that you’ll have them later. It’s a lot easier to maintain relationships than to try to go back after they’ve lapsed. It’ll be awkward if you pop back into someone’s life five years later, only to ask them for a LinkedIn recommendation. If you connect on LinkedIn or other networking sites now, you’re at least somewhat on each other’s radar in the future. You don’t have to have coffee with them every week, but staying connected online keeps your options open.Step 5: Get out and start looking.You can do this while you’re working on other things (like building your network), but if you start finding job opportunities, you’ll want your resume and professional social media presence to be in order first. From your research during your five-year-planning stage, you probably have a good idea of where to start searching for jobs. Online job sites are a great place to start, but if your industry has online hubs or job-matching sites, start haunting those too.Step 6: Practice your interview game.Even if you don’t have an interview lined up just yet, that’s no reason to slack on practicing for it. Things you can do in the meantime:If you have friends who are also on the job hunt, set up some time to grab coffee and practice asking each other interview questions.Work on your handshake grip: strong, but not Hulk-ish.When you brush your teeth in the morning and at night, practice your most winning â€Å"hire me† smile.Fix that hem on your interview suit, and make sure your interview outfit is dry-cleaned and ready to go in case you get an interview on short notice.Come up with real-life examples for each skill and bullet point on your resume.Don’t get discouraged if you feel like things aren’t happening quickly enough. The hard work you’re putting now is making you a better candidate, so when the right opportunity comes along, you’ll be ready to seize it. Congrats on all the great things you’ve achieved so far, and good luck on the journey that come next!

Public and User Involvement in Health Care Essay

Public and User Involvement in Health Care - Essay Example Some recently published official reports admit that the government could not effectively convince people to give up bad health behaviours like consumption of unhealthy food and alcoholic beverages. Evidently this health trend would negatively contribute to the overall wellbeing of the UK population, and the government would lose millions of pounds for nothing. This paper will describe why educating people on the health risks of certain behaviours may not necessarily help reduce such risks. To make the points clear, this paper will give particular attention to certain behaviours like alcohol addiction, smoking, substance abuse, fast food consumption, premarital sex, and sexual promiscuity. The UK government spends a notable percent of its revenues on health awareness programmes with intent to eliminate future healthcare costs. The government tries to promote positive health messages mainly through television Ads because majority of the UK citizens spend a considerable amount of their time on TV programmes. The UK government jointly operates with many social interest organisations to control unhealthy behaviours like alcohol consumption and smoking in the society. As part of these health campaigns, health authorities and other volunteer groups organise road shows and other major promotional events to influence people. While analysing the UK government’s health spending over the last few decades, it seems that the government spent largely on the promotion of healthy food patterns. Since 1997, the UK government has been introducing a series of high-profile health campaigns to improve food pattern, â€Å"including Health Action Zones in poor food areas, the five-a -day fruit and vegetables campaign, the school fruit programme, and the change4life campaign on obesity† (Hickman, . 2010). However reports indicate that spending of millions of pounds of public money on these health campaigns has had little effect on the overall public

Equity and Trusts Law Essay Example | Topics and Well Written Essays - 1250 words

Equity and Trusts Law - Essay Example A fixed trust will be automatically void unless each beneficiary could be identified. Whereas with a discretionary trust a House of Lords decision held that the test was different: can it be said with any certainty that a particular person is or is not a member of the class of beneficiary It is therefore of concern that the financial advisors at Rigby, Jolly and Pinnar (RJP) are mixing fixed and discretionary trusts into a single instrument. Beneficiaries in fixed trusts are allocated a specified share or interest in the instrument. This leads to a situation whereby a fixed trust cannot be administered unless the precise number and identity of the beneficiaries is known, since each beneficiary 'owns' a specified share of the trust. It is important that there should be neither conceptual nor evidential uncertainty. There have been indications that the courts will relax this requirement to some extent provided it is possible on a balance of probabilities to compile a list of the beneficiaries in order to determine the maximum amount of shares- even if the exact identity and whereabouts of a beneficiary is unknown. Hence in Gold v Hill [1999]4 an oral direction to a beneficiary to 'look after Carol and the kids' was deemed sufficiently certain to uphold the trust, despite the fact that the exhortation is open to interpretation. Discretionary trusts however, are treated quite differently by the courts since they invariably allow the trustees discretion in selecting the beneficiaries. Provided the trustees can distribute the proceeds there is no particular need to identify each and every possible beneficiary: McPhail v Doulton [1971]5. The court will look at all the circumstances to determine a suitable distribution of the proceeds - be that appointing new trustees or a representative from the class of beneficiaries or even the original trustees. The decision in Re Baden's Deed Trusts (No 2) [1973]6 required a distinction to be made between conceptual (or semantic) uncertainty and evidential difficulty. The court applied the McPhail test to the wording "dependants" and "relatives": "Can it be said with certainty that any given individual is or is not a member of the class" For example the phrase "my children" may create evidential difficulty - which will not defeat the court, but "all those who owe me favours" is conceptually uncertain because the description in the latter is not conceptually clear. How do we define 'favours' in that phrase The class of "dependants" and "relatives" is conceptually certain. Once that had been established then it is a straightforward matter to determine whether as a matter of fact a particular individual is a relative or a dependant. Let's run the Head of Legal Services clauses past the McPhail test: My friends Assiduous lawyers working I the EU all or any of the good looking girls I dated in my youth 1. Is the phrase conceptually certain No - too ambiguous. No objective test for what a 'friend' meant to the benefactor No - the word 'assiduous' is too vague. How would the benefactor define 'assiduous' No - the phrase 'good

Essay --

The world is ending: prophecy, weaponry, and ecology. Amanda Finn South University 1/16/2014 Did you know that â€Å"globally 15 million children under the age of five die each year because of diseases caused by polluted drinking water†. (http://likes.com/facts/gross-facts-pollution, 2012). â€Å"There are today more than 17,000 nuclear warheads, some fear a nuclear war between India and Pakistan, involving 100 Hiroshima-size bombs -- less than 0.5% of the world's nuclear arsenal.† (Ira Helfand updated 1:21 AM EST, Tue December 10, 2013http://www.cnn.com/2013/12/09/opinion/helfand-nuclear-disarmament). The human race is going to kill this planet whether it is from massive amounts of different types of pollution or nuclear destruction. With the increase of pollution humans are speeding up the process called global warming or the â€Å"greenhouse effect† which is â€Å"an increase in the earth's average atmospheric temperature that causes corresponding changes in climate† (Dictionary.com. (n.d.). Retrieved from http://dictionary.reference.com/browse/Global Warming?s=t ). Global warming is causing extreme changes in our weather patterns, from the massive string of tornados that ripped through the Midwest in 2011 to the surge of tsunamis in the Philippines just this past year. Carbon pollution is the main reason our planet is getting hotter, upping the chances for extreme weather disasters, drought and floods (NRDC. (n.d.). Retrieved from http://www.nrdc.org/globalwarming/climate-change-impacts/). Just last year the worst drought in 50 years claimed our breadbasket region, it was declared a drought disaster area. What is it going to take or how bad does it have to get before we finally do somet... ...and-security/safety-of-plants/fukushima-accident/. (2013, 01 14). Retrieved from http://www.world-nuclear.org/info/Safety-and-Security/Safety-of-Plants/Fukushima-Accident/). The Fukushima nuclear disaster showed us once again that nuclear reactors are dangerous. Not only do they cause damage to our planet but to the health of populations and to national economies. None of the world’s 436 nuclear reactors are safe from human errors or natural disasters.(n.d.). Retrieved from http://www.greenpeace.org/international/en/campaigns/nuclear/safety/accidents/Fukushima-nuclear-disaster/) Another form of nuclear destruction is nuclear warheads. A nuclear bomb is a â€Å"bomb whose force is due to uncontrolled nuclear fusion or nuclear fission.† (Dictionary.com. (n.d.). Retrieved from http://dictionary.reference.com/browse/nuclear+bomb?s=t).

Project Report on Education Society

GURUKUL EDUCATION SOCIETY DETAILED PROJECT REPORT FOR ESTABLISHING AN EDUCATION SOCIETY SCHOOL & COMMERCE INSTITUTE IN INDIA CONTENTS Page No. PREAMBLE CHAPTER I : BRIEF DETAILS OF COLLABORATING PARTNERS. 1. 1. Introduction : 1. 2. Background of the Consultants 1. 3. Technical Education & Industry Scenario CHAPTER II : THE PROMOTING BODY 2. 1. Introduction to its Genesis including its Registration Status 2. 2. Details of its Promoters including their Background 2. 3.Activities of the Promoting Body including a listing of major educational promotional activities undertaken till now. 2. 4. Mission of the Promoting Body 2. 5. Vision of the Promoting Body CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 2 General and Commerce Education Scenario in the State 3. 3 Status at Entry Level 3. 4. Status of Commerce Level manpower 3. 5 Industrial Scenario of the State 3. 6 Scope of the College vis-a-vis the Industrial Scenario and Educational Facilities already av ailable in the State and in this Institute.CHAPTER IV :ACADEMIC PROGRAMMES 4. 1 Basic Academic Philosophy of the Institution 4. 2 Types of Programmes 4. 3. Identified Programmes 4. 4. Phase-wise Introduction of Programmes & Intake 4. 5 Target Date for Start of Academic Programmes 4. 6 Central Computing facility 4. 7 Central Library 4. 8 Affiliating Body 4. 11 Scholarships CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1 Classification of Academic Divisions i. e. Departments,Centres, Schools, Central Academic Facilities. 5. 2. (i) Commerce (120 seats) 5. 2. (i) 1 Academic Objectives 5. 2. (i) 2. : Areas of Focus . 2. (i) 3. : Academic Programme 5. 2. 4 : Faculty Requirement & Phase-wise Recruitment 5. 2. 5 : Requirement of Laboratories, Space and Equipment (cost) 5. 2. 6 : Requirement of other Space like Class Rooms,Faculty Rooms, Departmental Office. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction 6. 2. : Linkages with Industry 6. 3. : Linkages with the Commu nity 6. 4. : Linkages with Institutions of excellence such as the IIMs and ICAI. 6. 5. : Linkages Abroad CHAPTER VII : GOVERNANCE 7. 1. : Philosophy of Governance 7. 2. : State & Central GovernanceCHAPTER VIII : ACADEMIC & ADMINISTRATIVE MANAGEMENT 8. 1. : Organizational Structure & Chart for day-to-day Operations & Management 8. 2. : Role and Responsibilities of Key Senior Positions 8. 3. : Methods/Style of Administration/Management CHAPTER I : BRIEF DETAILS OF COLLABORATING PARTNERS. A. Gurukul Education Society In the following pages brief details of collaborating parteners 1) ——— and 2) ——- are given B. INTRODUCTION To meet the increasing demand of qualified manpower in the field of emerging areas of commerce and Industry.And to provide the Primary education facilities to common man in village, Gurukul Education society, pune is formed with the approval of All India council for Education, Govt of india. It is affiliated to Pune University and P une Board. In todays World of 21 century, our country is on the road map of Globalization, hence more and more industries are attracting towards India and specially towards Rural Area. As they are considering there rural area as beneficial investment. Hence Gurukul Education society is planning to open a Primary School and Commerce college in Pune District at Yavat.C. Backround of the Counsultants. Solution Provider pvt. Ltd. are appointed as consultants to regularize & assist for project completion. The Solution Provider are serving various clients for last 25 years. They have very good goodwill in market & commitment complier. CHAPTER II : THE PROMOTING BODY 2. 1 Introduction to its Genesis including its Registration Status Gurukul Education Society, registered in 1998 in pune has established Gurukul Institute of commerce in Pune. Whose members include well-known Industrialists, Businessmen, Professionals and Educationists.The people associated with the Society are engaged in rend ering social services in Pune and Mumbai. The members of the society are committed to provide the investment needed for the education with global competitiveness. No compromise is made in ensuring the high quality of education in the Institute. 2. 2. Details of its Promoters including their Background The promoters consist of Industrialists, Businessmen, Professionals Educationists. The list is given on the following pages. In there are a large number of members in the following categories: (i) Founder Members : 44 ii) Members : 39 (iii) Aajiwan Sahyogi : 156 (iv) Donors : 21 2. 3 Activities of the Promoting Body including a listing of major educational promotional activities undertake till now. The promoters of the society have been involved in various activities related to basic and professional education, health care and have established a number of educational institutions consisting of Engineering College, Polytechnic, ITI and are also managing Five Public Schools at various lo cations in Maharashtra. 2. 4 Mission of the Promoting Body The missions are mentioned below: 1.To arrange, establish, run and manage Nursery, Primary Higher Secondary and Higher Education in Commerce Institutions. Colleges for all types of higher education; preparation for various competitive examinations and civil services and to provide education to the General Public, poor and needy children, SC, ST Community and other sections of the society and to provide education as per the Policy of the Govt. of India. 2. To arrange, establish run, manage, control, lookafter, and super-vise Commerce Educational Institutions, Colleges, Lecture halls, part time Coaching Education Centre n Charitable basis and other establishments or Institution for advancement of education and knowledge in arts, science, social science, knowledge of public hygine, literature and humanities, etc. 3. To establish environment preservation and pollution control centres to restrain the spread of pollution and to co nduct such programmes which aim at preservation of environment, improvement and control of pollution. 2. 5 Vision of the Promoting Body †¢ To provide for excellence in Commerce Education and Research. To provide computers as: an aid to study, an object of study, a professional tool, an intellectual tool, an instrument of social change. †¢ To develop strong communication skills in the students †¢ To create awareness for social, historical, ethical, cultural and human values. †¢ To create a culture for self and life long learning. †¢ To create an intellectual spirit and capability for critical judgement. †¢ To establish a symbiotic relationship with industries. †¢ To develop entrepreneurship programmes and promote student entrepreneurs. †¢ To develop continuing education programmes. To create an awareness for development with equity and environmental values. †¢ To undertake resource generation and provide consultancy services. CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 1-i GURUKUL SCHOOL. * To promote preliminary education * To open Marathi medium & English medium school * To promote extra circular activities such as, sports, social activities, art etc. * Enhancement of quality of education to students 3. 1-ii GURUKUL COMMERCE COLLEGE. * Access to modern course material of international level. Enhancement of quality of education to students. * Enhancement in avenues for jobs to the student. * Enhancement in value addition to the existing programme. * Initiation of post graduation education. 3. 2 General and Commerce Education Scenario in the State Pune can be rightly called an Educational city. There is One Central Universities, and a number of Deemed Universities. 3. 3 Status at Entry Level Gurukul School Child completed 3 years of age can start Pre preliminary house followed by Preliminary & secondary school life. Gurukul Commerce College 0+2 students in Commerce stream opt for C ommerce Courses. The number of seats available in Pune per thousand students compared to other states is very low. This imbalance needs to be corrected. CHAPTER IV: ACADEMIC PROGRAMMES 4. 1 Classification of Academic Division The following major divisions/departments exist in the school & college. * Pre preliminary * Preliminary (Std. 1st to 4th ) * Secondary ( Std. 5th to 10th ) * Higher Secondary ( Std. 11th & 12th ) * Graduation in Commerce ( B. com) * Post Graduation in Commerce (M. com) 4. 2 Entrepreneurship:Entrepreneurship is the greatest service to the society. The fruit of Commerce is harvested by the entrepreneur and served to the society in different baskets and packages. The prosperity of the society is directly linked to the successful entrepreneurs. 4. 3 Liberalization and Globalization: If a society is compelled to single out one determinant of competitiveness, in the era of globalisation based economy, one has no option but to choose commerce education since in the e nd people are the ultimate assets in global competition. This Institute imparts education for global competitiveness. . 4 Computerization of Learning Process : As already mentioned, Computer is the central medium for the learning process viz, (i) Visualization of concepts and processes through graphics and multimedia in multidimensional continuum, (ii) Analytical details under changing parameters and environment, (iii) Tutorial software for deeper understanding of the subject, (iv) Self paced learning, which normally can not be created without computers. The Institute provides seamless opportunities for innovative learning. CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1. :Academic ObjectivesThrough this course of School & college students are well versed in Commerce & being made aware of the endless opportunities opened by the application of academic knowledge & information technology for a total integration of system spanning and global scenario. There is a great demand for such manpower as the industries are moving for a higher level of globalisation. 5. 2. : Areas of Focus Globalisation & finance transferency. 5. 3:Faculty Requirement & Phase-wise Recruitment For the collaborative programme with the University all faculty members will must have Ph. D. degrees.For the collaborative programme with the University the following key faculty members have already been identified to be appointed. (i) Professor Yogesh Mathur Accounts (ii) Professor V. P. Srivastava Financial Management (iii) Professor M. M. Bhutani Corporate Law (iv) Professor Suresh Chandra Computer (v) Dr. C. R. Roy Humanities (vi) Dr. Krishan Kumar Costing Others will be appointed in consultation with key faculty members through proper advertisements. 5. 4: Requirement of Laboratories, Space and Equipment For school we require to have laboratories & no need to have laboratories for commerce college.Space requirement for such laboratory will be substantial. All equipments required are of h igh quality & will be ordered from reputed suppliers. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction School & commerce college education is based on societal needs of today and tomorrow. Society is seamlessly becoming dependent of Information Technology, All aspects of human endeavour is taking new shapes and directions for a higher level of productivity, efficiency for over all development. 6. 2. : Linkages with Industry The Institute promotes the activities in co-operation with the Industries.Students and Faculty members are sent to visit Industries. With M/s. Laxmi Iyer, a more compact relationship has been undertaken as specified by them. 6. 3. : Linkages with the Community : The requirements of the Community have been well studied and crystallized. Accordingly, educational programs have been designed. Pune is becoming metropolitan city. Hence, the needs of the community here are different from the rural community. The education at the Institution provides dee p knowledge & computer skills. 6. 4. : Linkages with other Institutions in the region :There is initiative to linkage with all the Commerce Institutes in India like ICAI, ICSI. This will help students to per sue professional education while taking formal education with Institute. 6. 5. : Linkages Abroad Efforts are made to have linkage with abroad universities/Institutes, as the infrastructures and faculty are no less than any foreign institutes. Therefore, this collaboration will bridge this gap and help students to be globalise in every aspect be it education or job. CHAPTER VII: FINANCIAL ASPECT 7. 1: Organisational structure and chart for day to day operation and management.President/secretary (chairman) HEAD OFADMINISTRATIVEEXAMINATIONLIBRARIAN DEPARTMENTOFFICERBRANCH/INCHARGE FACULTYSUPERINTENDENT ATTENDANCESTAFFDEPARTMENT OF STAFF HOUSE KEEPING DATA ENTRYATTENDANT TELEPHONE OPERATOR OPERATOR STORE INCHARGE CLERKS ELECTRICIAN CANTEEN 7. 2: SCHOLARSHIPS. Institutes believes, it has responsibility towards society in which functioning and also provides help to students of weaker section of society especially SC/ST/NT. * State government provides scholarship to weaker students whose income is below average. Arrange for education loan to needy students from banks. * Issue free books to meritorious students. * Also help meritorious but poor, physically challenge and orphan students. * Grants provides by university grant commission. 7. 3: PHASEWISE FINANCIAL REQUIRMENT. Financial requirement for building, furniture, library, labs and workshops, teaching and non-teaching staff is on the following lines. The cost analysis is based on the current rates. 7. 4: Salary: – teaching and non-teaching staff is as follows. particulars| Amount(in rupees p. m)| Principal| 75,000| Professor| 50,000| Assistant professor | 35,000|Lecturers | 25,000| Lab assistant| 15,000| Maintenance staff| 13,000| Office assistant| 13,000| Librarian| 10,000| TOTAL| 2,30,000| 7. 5: Land , Building & Infrastructure Facility Land| 130,00,000| Building| 100,00,000| Lab & workshop| 40,00,000| Computer Lab| 25,00,000| Furniture| 20,00,000| Library| 15,00,000| TOTAL| 330,00,000| 7. 6: Strategies for Financial Mobilization * Some promoters are businessmen and have their own commercial institutes & construction Institute. * Any shortage, the financial mobilization will be through unsecured loan from non-financial institutes. * Interest free loan from promoters. After completion of eligibility and all documents, Central Government and State Government will provide grants for continuing such project. * Donations will be accepted from public. CHAPTER VIII: GOVERNANCE AND ACADEMIC & ADMINISTRATIVE MANAGEMENT: 8. 1: Philosophy of Governance It is said the best governance is that which does not govern. But the underlying Meaning of this is not chaos by but order. This concept of governance bestows Autonomy in decision making with responsibility and Co-ordination. There is a Tota l freedom for innovative measures and a total Co-ordination from top to Bottom.The decisions are taken at the top but with inputs from the lower rungs So, the governance ensures total participation across the various hierarchies. Head of the Department. Is helped by the faculty members. The Dean is helped by the HODs and faculty members both Director is helped by the Dean, HOD and Faculty members. The Chairman/General Secretary are helped by the Directors And Dean. 8. 2: Methods/Style of Administration/Management The administration is participative. Every faculty member has certain responsibility Delegated to him. 20 students are attached to one faculty member who is designated Group Counselors for that set of students.Group Counselors meet their respective Groups once in a month to know the problems being faced by students Group Counselor Provide the briefs of the meetings to the Director, Director (E) and Dean on matters Related to education, administration and emotional support t hat the students need. Thus, the problem identification is done at the grass-root level and administrative remedial steps are taken of the appropriate lands. Similarly, grievances of Faculty and Staff are also resolved in a transparent manner. 8. 3: RULES AND REGULATION OF GOVERMEND IN INDIA REGARDING OPENING OF SCHOOLS AND COLLEGES. FIRST STEP:Schools and college cannot be set up by private entities. They have to be run by a society formed under the Societies Act of 1860, or a trust under Public Trust Act as existent in different states, or by forming a Company under Section 25 of the Companies Act 1956. In other words, a school and college have to be set up strictly as a non-profit business. At least that is the theory. Setting up a school and college is not just about constructing physical infrastructure in the form of building classrooms and setting up libraries and laboratories. It does involve obtaining permissions and licenses from concerned authorities at various stages.It s tarts with the setting up of a trust or a society, with a Governing board of five or six members, with a president, chairperson, and a secretary duly identified, as specified under the law. This article will focus primarily on identifying the various steps involved in Opening a school, providing facility for the study for students. SECOND STEP: Once the governing entity, whether a company, trust, or society, comes into existence, it will have to Look for land. There are two possibilities—one, if the society or trust has a land of its own, or, second, When the governing entity decides to buy a land for the proposed school.Buying land from the Government requires permission in the form of a no-objection certificate from the Department of Education of the concerned state. The no-objection certificate, called Essentiality Certificate (EC), Certifies the requirement of a school and college in a particular area. The logic behind the practice is to make Sure No two schools and colle ge compete with each other and one becomes redundant. The EC comes with a Rider that construction must commence within three years, failing which the society will have to reapply for the same.One can apply to the concerned municipal corporation for land for the school and college with the EC. Land is supposed to be allotted to the governing entity at subsidized rates is usually allotted through auction. LAW APPLICABLE Originally, education was a state subject under the Constitution. In 1976, by a constitutional Amendment, education came in the concurrent list, the joint responsibility of the central and state governments. â€Å"It is almost impossible for a new entrant to get land. Land is normally granted to established players with a chain of schools and colleges.Even if a member on the board of a governing entity has land that the entity wants to use for setting up a school and colleges, a no-objection from the Department of Education stating the requirement of a school and coll eges in that area is required. The major education boards of the country, namely, the Central Board of Secondary Education (CBSE), the Council for the Indian School Certificate examinations (CISCE), UGC and state government boards, have clearly laid down norms for land requirements for schools and colleges. This, in most cases, is 2 acres, except for hilly regions and metropolitan cities, where the requirement is less.Construction can take place only on a part of the land, and a playground has to be created in the rest. While conceiving the idea of a school and college, one has to assess the potentials of a location, kind of competition possible, and the target group—the lower middle class, upper middle class or the rich class—the school and colleges will cater to. From the time of forming a governing entity to a school and colleges actually starting up, one normally requires about a year, though taking more than two years is also not unheard of.Normally the infrastruc ture required to start up can be constructed within a period of six to seven months. Once the construction is over, school and college authorities need to apply for recognition. Up to Class 5 recognition from municipality is all that is required. For Classes 6 to 8 recognition comes from the Department of Education. Recognition for anything above this also comes from the Education Department, but after a minimum gap of two years. School authorities are free to seek affiliation to CBSE or CISCE or ugc. In that case, the school will have to follow the guidelines of the board it is seeking affiliation to.The school will need to follow the syllabus, books prescribed by the affiliating board, and pay specified salaries to the teachers. If it is not a government school, affiliation for schools normally comes in stages. Initially, for Classes 1 to 6 a temporary affiliation is given and guidelines are laid down for schools by the concerned education board. Once things are in place according to the guidelines, an inspection is conducted. If things are to the satisfaction of the board authorities, permanent affiliation is bestowed on the school. ays inspections are not so rigorous after permanent affiliation is granted, but a school has to be run according to the rules of the board. LICENSES AND DOCUMENTS Setting up a school involves a lot of legal processes from the very beginning. While forming a society, trust, or company, one has to have a Memorandum of Association, a document needed almost at every stage later. Like for any other business, a detailed project report for the school is also needed. In addition, details of land and building, auditor’s statement, bank statements of the governing entity and their members and auditor’s statements are needed at some point or the other.Once the school and college building is ready for initial use, a certificate of recognition has to come from the state government, issued by the municipality for the junior clas ses, and by the Department of Education for middle school. If high school is to be added subsequently, certificate of up gradation is required which is again issued by the Education Department. Affiliation from either the CBSE or CISCE or UGC is also done through a set process. Things do not stop here, as schools and college need Certificates for hygiene, water, and completion of the building from the municipality.

Use of Symbols and Symbolism in John Steinbecks The...

Use of Symbols and Symbolism in John Steinbecks The Chrysanthemums John Steinbecks short story The Chrysanthemums is about a proud, strong woman named Elisa Allen who feels frustrated with her present life. Her frustration stems from not having a child and from her husbands failure to admire her romantically as a woman. The only outlet for her frustration is her flower garden where she cultivates beautiful chrysanthemums. Steinbeck uses chrysanthemums as symbols of the inner-self of Elisa and of every woman. First, the chrysanthemums symbolize Elisas children. She tends her garden and handles the chrysanthemums with love and care, just as she would handle her own children. Elisa is very protective of her flowers†¦show more content†¦These pests represent natural harm to the flowers, and, just as any good mother, she removes them before they can harm her children. The chrysanthemums are symbolic of her children, and she is very proud of them. When Elisas husband compliments her on her flowers, she is proud, and on her face there [is] a little smugness(240). She is happy and pleased by her ability to nurture these beautiful flowers. Elisas pride in her ability to grow such beautiful flowers reinforces the fact that the flowers are a replacement for her children. In the second part of the story, the chrysanthemums come to symbolize Elisas femininity and sexuality. The portrait of Elisa caring for the flowers as though they are her children is clearly a feminine image, but her masculine image is also observed in her hard-swept and hard-polished home (240). This image is carried over into her relationship with her husband. Elisa feels that Henry doesnt recognize or appreciate her femininity, and this feeling causes her to be antagonistic towards him. There is an undercurrent of resentment towards her husband. Henry fails to see his short-comings, but Elisa fails to point them out to him. There is a distinct lack of harmony between them, which causes Elisa to become discontented with Henry. On observing her prize flowers, all Henry can say is, I wish youd work out in the orchard and raise some apples that big (240). Henrys inability to understandShow MoreRelatedEssay about Symbolism in The Chrysanthemums by John Steinbeck700 Words   |  3 Pa gesSymbolism in The Chrysanthemums by John Steinbeck At first glance John Steinbecks The Chrysanthemums seems to be a story of a woman whose niche is in the garden. Upon deeper inspection, the story reveals strong symbolisms of children, vulnerability, and connection--being the most important, of the main character. Elisa Allen is the main character who is at her strongest and most proud in the garden and weakened when she becomes vulnerable and loses her connection to the outer worldRead MoreComparing John Steinbeck s Mice And Men And The Grapes Of Wrath1126 Words   |  5 PagesComparing and Contrasting Steinbeck John Steinbeck is a famous author known for many of his short stories, as well as the books Of Mice and Men and The Grapes of Wrath. His works have been studied and analyzed often because of his unique ability to create symbolism from small amounts of text. â€Å"The Chrysanthemums† is a short story written by John Steinbeck, and was first published in 1939. It tells the story of a woman who feels she is capable of completing any task a man can, but is set back byRead MoreJohn Steinbecks Use of Symbolism in His Book The Chrysanthemums611 Words   |  2 PagesChrysanthemums John Steinbeck is remembered as one of the classic American writers, and his book Chrysanthemums is no exception. 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BothRead MoreEssay on Symbolism in The Chrysanthemums by John Steinbeck1179 Words   |  5 PagesSymbolism in The Chrysanthemums by John Steinbeck A symbol is an act, person, thing, or spectacle that stands for something else, by association a usually broader idea in addition to its own literal meaning (Cassill Bausch, 1728). John Steinbecks The Chrysanthemums may seem as a story describing a simple day with the Allen couple. It begins with Elisa Allen working in her garden and her husband, Henry Allen, negotiating with two suited business men that want to purchase steers. TheyRead MoreThe Use of Symbols in John Steinbecks The Chrysanthemums720 Words   |  3 PagesIn John Steinbecks short story, The Chrysanthemums, he uses the flower to symbolize his main characters thoughts and ideas. There are many examples of such symbolism in this work. Elisa Allen is a lonely woman who enjoys growing and nourishing her chrysanthemums. Since her husband is always working the cattle in their farm, she never has enough attention or any kind of affection. The result of this dispassionate marriage leads Steinbeck to describe his main character as follows, Her faceRead MoreThe Chrysanthemums By John Steinbeck982 Words   |  4 Pagesâ€Å"The Chrysanthemums† is a short story written by John Steinbeck. The story was originally published in 1937 before later being released as a part of his The Long Valley collection. This is an important story as it expresses women in a way that is more realistic, showing their true boredom, ambition, and capabilities. Some scholars interpreted this story differently, but C. Kenneth Pellow interprets it as â€Å"radically feministic.† The Great Depression was finally ending and women’s rights were risingRead MoreAlice Munros Boys and Girls and John Steinbecks The Chrysanthemums1455 Words   |  6 Pagesstereotype does not exist as much in the 21st century, it was very prevalent in the 1900s. 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Elisa uses her beloved chrysanthemums to express her inner feelings about what it’s like to truly care for something.Read More The Depiction of Women in The Yellow Wallpaper and The Chrysanthemums2254 Words   |  10 PagesThe Depiction of Women in The Yellow Wallpaper, by Charlotte Perkins Gilman and The Chrysanthemum s, by John Steinbeck Identical twins have the same genes that make both of them look, think, and feel the same. Their likes and dislikes are the same; for instance, when one likes yellow, the other will like yellow. However, their fortunes are different; for instance, when one dies, the other will not die. Similarly, in literature, different authors have created a twin character in different eras