CCEI083W Essay Example | Topics and Well Written Essays - 500 words

CCEI083W - Essay Example I additionally keep up great correspondence with my preschooler’s guardians so as to ensure their prosperity. At last, I guarantee that I am in a decent situation to examine tricky practices of my preschoolers with their folks in a positive, supportive way. So as to support family association in homeroom exercises, I urge guardians to be customers of the program. This awards them an opportunity to state what they like or don't care for about the program. They likewise offer splendid thoughts by going about as customers to the program. Additionally, I demand the guardians of my preschoolers to volunteers to a portion of the school programs. For example, I solicit some from the guardians to help in serving snacks for understudies or contribute toys that they think may enable their youngsters to learn. At last, I have remembered myself for the instructor parent relationship so as to add to the nearby governmental issues that guardians raise concerning their children’s learning. Through this, I share with the guardians the significance of their children’s learning. I bolster the connections of my preschoolers and their families by fusing both study hall exercises and home exercises that incorporate both the understudy and their folks. Such exercises guarantee that they kids and their folks have cooperated to finish the task. For example, during sports day, I approach the parent to run for an assigned separation while conveying their newborn children. I give my understudies assignments concerning their folks, whom they need to ask so as to finish it. Such assignments incorporate quickly portraying what your mom or father accomplishes at work or how their parents’ adolescence was. I additionally give a journal to guardians to sign to guarantee that their youngster has finished his/her schoolwork given. This will guarantee that the parent has checked to guarantee that the schoolwork was handled effectively. At whatever point guardians to my preschoolers’ guardians are in school, I

Public Bank Berhad Free Essays

Open Bank Berhad The Public Bank Malaysia was established in the year 1966. The logo, in present day geometric structure, is considered from two interlocking octagons meaning the local and worldwide associations of the Group. The interlocking of the two octagons additionally recommends security, quality and soundness. We will compose a custom exposition test on Open Bank Berhad or on the other hand any comparative subject just for you Request Now According to the most recent reports Public Bank Malaysia is the biggest residential bank in Malaysia after Malayan Banking Berhad. The Public Bank Malaysia, as far as its market capitalization, is the biggest partnership in Malaysia that isn't connected with the Government. The extension and progress of the Group are represented by the edges of the octagons pointing outwards at different bearings. Furthermore, the realistic arrangement of the two interlocking octagons likewise makes a â€Å"eye† of prescience of the association. Industry Of Public Bank Berhad Public Bank Berhad is an industry head in enlist buy financing, home loan financing and business loaning to SMEs in Malaysia. The bank has a solid circulation organize containing 248 full help branches in Malaysia and 109 abroad in Hong Kong, China, Vietnam, Cambodia, Laos and Sri Lanka. Open Bank Item Range Of Public Bank Berhad Public Bank Berhad in one of the main suppliers of incorporated money related administrations in Malaysia. It basically centers around giving banking and budgetary administrations. The bank is occupied with offering different money related items and administrations, which incorporates venture banking, business banking, riches the executives items, and Islamic financial administrations. Target Market Of Public Bank Berhad The entire Malaysian, Hong Kong, China, Vietnam, Cambodia, Laos and Sri Lanka. Planned for giving modified financial administrations and items to singular clients notwithstanding independent venture concerns. Shopper Groups The center business territories of the Public Bank Group are buyer and retail business credits. People and families can discover a scope of loaning answers for purchase private unit, vehicle or a buyer decent. The bank offers home advance, vehicle advance, traveler vehicle employ buy financing and individual credit at simple terms and conditions. The little and medium measured ventures, as well, can discover streamlined system here to apply for a business advance. Position of The Company In Relation To Other Competitors Public Bank Berhad works in the Commercial banks area. This examination contrasts Public Bank Berhad and three different organizations: Malayan Banking Berhad (2011 deals of 18. 28 billion Malaysian Ringgits [US$5. 85 billion] of which 25% was Consumer Banking), Cimb Group Holdings Berhad (2010 deals: 16. 06 billion Malaysian Ringgits [US$5. 14 billion] of which 19% was Foreign Banking Ope), and AMMB Holdings Berhad (2011 deals of 5. 83 billion Malaysian Ringgits [US$1. 87 billion] of which 46% was Retail Banking). Company| Sales(blns)| P/E| P/B| Mkt Cap(RMm)| Revenue(RM’000,000)| Public Bank Berhad| 10. 345| 13. 1| 3. 10| 45,067. 8| 10,523| Malayan Banking Berhad| 18. 278| 13. 0| 1. 90| 62,592. 67| 18,397| Cimb Group Holdings Berhad| 16. 059| 13. 5| 2. 07| 55,597. 16| 16,635| AMMB Holdings Berhad| 5. 831| 12. 2| 1. 69| 17,904. 26| 6,343| Market Capital Revenue Ratio For Public Bank | 2008| 2009| 2010| Current ratio| 120,700,000,000/34,789,000,000=3. 47| 137,600,000,000/41,835,000,000=3. 29| 156,500,000,000/45,911,000,000=3. 41| Q uick ratio| 60,656,000,000/34,789,000,000=1. 97| 67,986,000,000/41,835,000,000=1. 63| 59,269,000,000/45,911,000,000=1. 29| Average time of stock | Impossible since PBB isn't engaged with exchanging. No inventories| Impossible since PBB isn't engaged with exchanging. No inventories| Impossible since PBB isn't associated with exchanging. No inventories| Average Collection Period| Impossible since PBB isn't engaged with exchanging. No deals consequently no receivables| Impossible since PBB isn't engaged with exchanging. No deals thus no receivables| Impossible since PBB isn't associated with exchanging. No deals thus no receivables| Average installment period| Impossible since PBB isn't associated with exchanging. No purchases| Impossible since PBB isn't associated with exchanging. No purchases| Impossible since PBB isn't associated with exchanging. No purchases| Total resource turnover| 10,500,307,000/196,163,106,000=0. 054| 9,715,568,000/271,136,154,000=0. 045| 11,035,597,000/226,328,976,000=0. 049| Debt ratio| (185,934,374,000/196,163,106,000)x100=94. 79%| (205,420,830,000/217,136,154,000)x100=94. 60%| (212,643,888,000/226,328,976,000)x100=93. 96%| Time premium earned| 18,790,015,000/4,562,396,000=4. 12x| 17,068,609,000/3,316,609,000=5. 15x| 19,149,128,000/3,516,111,000=5. 45x| Gross benefit margin| (3,948,155,000/10,500,307,000)x100=37. 60%| (4,015,055,000/9,715,568,000)x100=41. 33%| (4,738,265,000/11,035,597,000)x100=42. 4%| Net benefit margin| (2,622,660,000/10,500,307,000)x100=24. 98%| (2,551,540,000/9,715,568,000)x100=26. 26%| (3,099,077,000/11,035,597,000)x100=28. 08%| ROA| (2,622,660,000/196,163,106,000)x100=1. 34%| (2,551,540,000/217,136,154,000)x100=1. 18%| (3,099,077,000/226,328,976,000)x100=1. 37%| ROE| (2,622,660,000/10,228,732,000)x100=25. 64%| (2,551,540,000/11,715,324,000)x100=21. 78%| (3,099,077,000/13,685,088 ,000)x100=22. 65%| Analysis Of Public Bank Performance Liquidity Ratio Current Ratio = Current resources/current liabilities 2008| 2009| 2010| 120,700,000,000/34,789,000,000 =3. 7| 137,600,000,000/41,835,000,000 =3. 29| 156,500,000,000/45,911,000,000 =3. 41| The proportion is for the most part used to gauge the company’s capacity to pay backâ its transient liabilities with its momentary resources. As we seen the organization current proportion for these 3 years, there are diminishes from year 2008 to year 2009 yet they increment back when come to year 2010. These 3 years current proportion is noteworthy higher than the satisfactory proportion. The adequate proportion is 2:1 however for the open bank, the present proportion are (2008 1 : 3. 47, 2009 1 : 3. 29, 2010 1 : 3. 41). These shows that the Public Bank isn't utilizing its assets as proficiently as it could be. Open Bank ought to decrease its present resources so there are no exorbitant current resources. Speedy Ratio = (current resources inventories)/current liabilities 2008| 2009| 2010| 60,656,000,000/34,789,000,000 =1. 97| 67,986,000,000/41,835,000,000 =1. 63| 59,269,000,000/45,911,000,000 =1. 29| Quick ratioâ measuresâ a company’s capacity to meetâ its momentary commitments withâ its most fluid resources. The higher the fast ratio,â theâ better the situation of theâ company. From the organization 3 years speedy proportion, the brisk proportion are (2008 1 : 1. 7, 2009 1 : 1. 63, 2010 1 : 1. 29) These shows that the organization brisk proportion is marginally higher than the satisfactory proportion that are 1:1. In any case, the snappy proportion for the organization are showing signs of improvement year to year. The organization ought to diminish its present record to arrive at the attractive proportion that are 1:1. Action Ratio Average period of stock =(Average inventories/Cost of sales)x365 2008| 2009| 2010| N/A| N/A| N/A| Impossible to register since Public Bank Berhad isn't associated with exchanging. No physical inventories are included. Normal assortment period = (receivables/deals) x365 2008| 2009| 2010| N/A| N/A| N/A| Impossible to register since Public Bank Berhad isn't associated with exchanging. No physical inventories are included. Normal installment period =(Payable/Cost of sales)x365 2008| 2009| 2010| N/A| N/A| N/A| Impossible to register since Public Bank Berhad isn't engaged with exchanging. No physical buys are included. Complete resources turn over= Operating income/absolute resources 2008| 2009| 2010| 10,500,307,000/196,163,106,000 =0. 054| 9,715,568,000/271,136,154,000 =0. 045| 11,035,597,000/226,328,976,000 =0. 049| Asset turnoverâ measuresâ a firm’s productivity at utilizing its advantages in creating deals. The absolute resources turnover over for the 3 years, there are decline in year 2009 however increments in year 2010. For each RM1 of advantages for the year 2008, Public Bank just figure out how to create RM0. 054 of deals. For the year 2009 and 2010, for each RM1 of the advantages, Public Bank just creates RM0. 045 and RM0. 049 of deals. The sum are exacerbate yet there are increments for year 2010. This is on the grounds that the organization have higher overall revenue, so they would have lower resources turnover. Monetary Ratio Debt ratio=(Total liabilities/Total asset)x100% 2008| 2009| 2010| (185,934,374,000/196,163,106,000)x100=94. 9%| (205,420,830,000/217,136,154,000)x100=94. 60%| (212,643,888,000/226,328,976,000)x100=93. 96%| A proportion that shows what extent of obligation an organization has comparative with its advantages. The measure gives a plan to the influence of the organization alongside the potential dangers the organization faces regarding its obligation load. Ti me Interest Earned Ratio=EBIT/Interest 2008| 2009| 2010| 18,790,015,000/4,562,396,000=4. 12x| 17,068,609,000/3,316,609,000=5. 15x| 19,149,128,000/3,516,111,000=5. 45x| Ensuring premium installments to obligation holders and forestalling insolvency relies principally upon a company’s capacity to continue profit. Be that as it may, a high proportion can demonstrate that an organization has an unwanted absence of obligation or is squaring away an excess of obligation with profit that could be utilized for different undertakings. The method of reasoning is that an organization would yield more prominent returns by putting its profit into different ventures and acquiring at a lower cost of capital than what it is at present paying to meet its obligation commitments. Investigation : The organization make some high memories premium earned proportion in this couple of year and the proportion keep increment. This proposes this organization is less troubled by obligation cost and the organization has no issue to settling its advantage costs later on. Gainfulness Ratio Gross Profit Margin=Gross net revenue/Net deals 2008| 2009| 2010| (3,948,155,000/10,500,307,000)x100=37. 60%| (4,015,055,000/9,715,568,000)x100=41. 33%| (4,738,265,000/11,035,597,000)x100=42. 94%| The gross edge isn't an

Columbia University to open Center for Veteran Transition and Integration COLUMBIA UNIVERSITY - SIPA Admissions Blog

Columbia University to open Center for Veteran Transition and Integration COLUMBIA UNIVERSITY - SIPA Admissions Blog Earlier this month, Columbia University announced the creation of a new Center for Veteran Transition and Integration that will provide innovative educational programming and support for veterans making the transition to two- and four-year colleges, graduate and professional schools, civilian life, and the workforce. Major Michael Abrams, a veteran of the war in Afghanistan and a current Marine Corps Reservist, as well as the founder of FourBlock, a program to prepare veterans for business careers, will lead the center as its executive director. Beth Morgan, former executive director of Service to School and director of higher education initiatives for the Marine Corps, joins the center as director of higher education transition and partnerships. The Center for Veterans will open in the fall of 2017. Columbia’s long-standing commitment to veterans can be traced back to 1947, when the School of General Studies was founded to integrate into the University community thousands of returning military veterans seeking education after World War II through the first GI Bill. Today more than 650 veterans are enrolled at Columbia, most of them supported by the Post-9/11 GI Bill and the Yellow Ribbon Program. The University has enrolled more student-veterans than all other Ivy League schools combined, while maintaining a graduation rate above 90 percent and a record of job and graduate school placement that equals Columbia’s non-veteran graduates. Highlighting this success, this year’s valedictorian at the School of General Studies is Colin Valentini, a Marine Corps veteran who came to Columbia to study applied mathematics. Columbia’s successful efforts in helping military service members make the transition to a rigorous academic environment has prompted interest from other universities, employers, government agencies, and veteran-support organizations across the country that would like to replicate its veteran support model. The new veterans center will draw on Columbia’s expertise in curriculum development, instructional technology, and support services in facilitating veterans’ success in an academic setting. In collaboration with a network of public and private partners, the center will provide access to world-class technology and technical support. It will serve military service members at all levels, enlisted and officers, as well as active-duty military personnel preparing for transition, veterans already in higher education, and veterans in the workforce, providing them with the best-in-class resources that they need to ensure their continued academic and professional development. The experience and expertise that Abrams and Morgan bring to this endeavor will be integral in achieving the Center’s vision. Read more about the Center at Columbia News.

Julius Caesar Dbq Essay - 1024 Words

There have been many famous leaders in Roman history but none could match Julius Caesar[See Figure 1]. Julius Caesar was born on July 13, 100 BC in Rome and died March 15, 44 BC in Rome. Julius Caesar is best known for his military mind and how he laid the framework for the Roman Republic. One of the quotes he is famous for is I came, I saw, I conquered. Caesar has not just influenced Rome, he also influenced the world too. The Roman Calendar was rigged to help political purposes. Caesar devised a new Calendar called the Julian Calendar to combat that manipulation[See Figure 2]. The Calendar still has an influence in Eastern Orthodox Christian countries such as Russia, Ukraine, Greece and much more. That is only one out of many†¦show more content†¦He then campaigned for consulship and was successful. Caesar then devoted most of his time in Gaul. He then became governor of Cisalpine and then Transalpine Gaul. He divorced Pompeia in 62 BC and married Calpurnia. In 58 BC, the Helvetii attempted to migrate to Central Gaul. Caesar proclaimed them as potential threats and drove them out to their homeland. The Chieftains of Gaul who now trusted Julius Caesar were afraid of Germany being a threat to them, so in the summer of 58, after defeating the Helvetians, Caesar marched against the Germans and drove them out of Gaul.(www.history.com). After a few years, he sought to conquer Gaul and was successful and made it a Roman Province. In 54 BC, he invaded England because the prince harrassed the Romans living in Gaul. This invasion was one of his finest accomplishments yet because of the strong opposing force. Early 49 BC, his rule over Gaul was slowly coming to an end and he also began a civil war with Pompey[See Figure 3], his old associate who allied himself with a Roman senator. Caesar successfully invaded Italy and drove Pompey s forces into Macedonia in less than seventy days(www.history.com). In 48 BC, Caesar then sailed Macedonia to deal the final blow b ut was unsuccessful which caused him to retreat to Greece where he defeated Pompey in the Battle of Pharsalus. In 47 BC, Caesar’s forces marched to Asia Minor and defeated the Pharnaces in the battle of Zela, but his glory did not stop increasingShow MoreRelatedDBQ essay1481 Words   |  6 Pages Silk Road DBQ    The Silk Road in World History (Suggested writing time – 40 minutes) You should spend at least 10 minutes reading, analyzing, and grouping the sources.    Directions:  The following question is based on the accompanying Documents 1-6. (The documents have been edited for the purpose of this exercise.) Write your answer on the lined pages of the Section II free-response booklet. This question is designed to test your ability to work with and understand historical documents. Write an

Some Like It Hot by Billy Wilder - 516 Words

Some Like It Hot, Billy Wilders 1959 musical comedy is filled with double meanings and sexual overtones that also includes certain aspects such as cross-dressing and homosexuality. In 1959, the topic of homosexuality was taboo. If homosexuality was at all brought up, it was in a comical manner. Viewing Some Like It Hot fifty-five years later, one can not help but wonder if the films last line spoken by Osgood, Well, nobodys perfect, is meant to be satirical or solely for the purpose of a laugh. In the gender bending comedy, Some Like It Hot, directed by Billy Wilder, the affirmation of heteronormativity is established through narrative, thematic, and iconographic conventions. The narrative conventions that help to claim that Some Like It Hot is a heteronormativity are historical settings. The historical setting in Some Like It Hot is the 1920s, and that alone draws narrative parallels between gender transgression and the Prohibition. The criminalisation of alcohol acts as a reminder to how easily an activity of pleasure and personal choice can be included under institutionalized morality. The setting of the 1920s also provides a crucial reassurance to the viewer that could potentially be transphobic, by creating a safe distance between the sites of transgression. To tease with this type of viewer, Wilder added Osgoods line at the end for satirical comedic purposes. The thematic conventions aid to reassure heteronormativity of Some Like It Hot. Themes such asShow MoreRelatedBilly Wilder Essay977 Words   |  4 Pages4/13/12 Paper #3: â€Å"Library Research† â€Å"Billy Wilder† Billy Wilder’s work today remains masterful and memorable. From his skilled screenwriting to his directing, Wilder holds a key position in cinema history. Wilder’s stylistic and thematic elements are recognizable and give off a complex reflection of his American and European cultural influences. I think that Billy Wilder should be considered an â€Å"auteur† even if he is not already considered one, for his personal film style and the mere factRead MoreThe Contradictory Spectatorial Address of Some Like It Hot1700 Words   |  7 PagesThe Contradictory Spectatorial Address of Some Like It Hot A film of the fifties, Some Like It Hot (Billy Wilder, USA, 1959) provides insight into the state of the film industry, recently wracked by legislation and censorship, the implementation of pre-existing technology in part to combat the new limitations, the importance of the star system, and the two-sided response to the social norms, both contradicting and reinforcing the status quo. Billy Wilder seemingly celebrates disregard for moral valuesRead MoreEssay on Some Like It Hot622 Words   |  3 PagesSome Like It Hot is an American screwball comedy film directed by Billy Wilder and featuring Marilyn Monroe as Sugar, Tony Curtis as Joe, and Jack Lemon as Jerry. Joe and Jerry are struggling musicians who accidentally witness a mob hit and become targets. To hide from the mob, they flee the state as members of a traveling women’s band, where further complications set in. They quickly become besotted with the lead singer, Sugar, who in unable to recognize that her band mates are really men masqueradingRead More The Cross-Dresser and Transsexual Essay example4692 Words   |  19 Pagesand fluidity of modern masculinity and femininity. The roots of these explorations can be seen as far back as 1959’s Some Like it Hot, but only in the 1990’s were directors able to use these sliding identities to their fullest extent. By examining Billy Wilder’s, Neil Jordan’s and Kimberley Peirce’s use of external gender signs, gender roles, sex and sexuality in Some Like it Hot, The Crying Game and Boys Don’t Cry, respectively, we may see the progression of gender blending from comedic device towardsRead MoreEssay on Jazz3014 Words   |  13 Pageseasily available jazz recordings are from the 1920s and early 1930s. Trumpet player and vocalist Louis Armstrong (quot;Popsquot;, quot;Satchmoquot;) was by far the most important figure of this period. He played with groups called the Hot Five and the Hot Seven; any recordings you can fin d of these groups are recommended. The style of these groups, and many others of the period, is often referred to as New Orleans jazz or Dixieland. It is characterized by collective improvisation, in which all

The Universal Declaration of Human Rights Free Essays

The Universal Declaration of Human Rights was drafted in 1948 and one of the articles, article XXVI deals with protection of the fundamental rights, right to education: (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. We will write a custom essay sample on The Universal Declaration of Human Rights or any similar topic only for you Order Now Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. The right to education is a universal right and is recognized as a human right. It includes the right to free, non biased and non political primary education for everyone, to make secondary education at least accessible to everyone and make access to higher education. The right to education also provides the obligation to avoid discrimination at all educational levels and to improve quality of education. Furthermore, the European Court of Human Rights defined „education as teaching or instructions in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavor to transmit their beliefs, culture and other values to the young. â€Å" The rights to educations have been separated into three levels. Primary also known as elemental or fundamental education must be compulsory and free for any young person. It must not be discriminatory on nationality, gender, sexuality, etc. All countries ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. Secondary education must be available and accessible to anyone regardless of nationality, gender, or sexuality. It can be free or not, and it can be compulsory, but it does not have to be. In some countries, even though minority, secondary education is compulsory, for example in Denmark, Croatia, Finland, etc. Higher education at the University level must be accessible to persons who meet necessary education standards to be able to go to universities. Higher education does not falls under the provision of free education. The Universal Declaration of Human Rights (UDHR) proclaims that: „Everyone has the right to educationâ€Å", the question is to what kind of education or who should provide it? The fact is that UDHR was drawn up in 1948 when only a minority of young people in the world had access to any type of education, however, today we can say that situation is much better, showing that four out of five adults worldwide have some literacy skills. The purpose of the UDHR’s article XXVI is not just having quantative aspect, but also qualitative. The UDHR’s article XXVI has certain provisions that must be fulfilled in order to have qualitative education, such provisions are: „Education shall be free, at least in the elementary and fundamental stagesâ€Å"and „Elementary education shall be compulsoryâ€Å". Today educational opportunities have significantly changed in most parts of the world especially in Europe, North America, and Asia, nevertheless Africa remains the main problem regarding the number of educated people. Another interesting point has been made over the years, whether educational institutions are ready to provide qualitive education to young people, and prepare them for social, economical, and political aspects of human life. The commitment of the international community to implement the rights set out in the UDHR, mainly to adopt certain measures to ensure effective recognition, has taken different forms from international treaties to internationally agreed programmers. The UDHR’s rights and standards do not have force of law, however, the UDHR’s rights have been transformed into treaty provisions making legal obligation on the states that ratified the treaty to provide citizens with free and qualitative education on at least primary level. The right to education is dealt with in Articles XIII and XIV of the International Covenant on Economic, Social and Cultural Rights, and is also mentioned in Article XVIII(4) of the International Covenant on Civil and Political Rights. As I previously mentioned almost all countries in the world have adopted and ratified treaties concerning right to education, but only some of them left doors open to individual citizens in their countries to challenge their own country for not complying with the provisions that they set in the treaties if that is the case. In all Western Europe countries which have highly developed legal system, now exists a body of case law in regard to the right to education. Besides international treaties, countries worldwide have adopted other instruments for implementation of the right to education, from Recommendations of international conferences of States, to Declarations and Programmes or Frameworks for Action adopted by intergovernmental conferences, or by ‘mixed’ conferences composed of representatives of governments, international organizations and civil society such as the World Conference on Education for All. The recommendations agreed by international conferences of states do not have the legally binding force as treaties, thus, they are normally adopted by consensus on the understanding that country will make everything in its power to implement provisions. In the world’s perception of the right to education changes has been made in the few past decades. the changes occurred in three phases or stages. In the first phase, lasting from the late 1940s up until the early 1960s, international concern over the provision of ‘fundamental education’ came to focus particularly on literacy and expansion of elementary of primary education in developing countries. The second phase started in the mid 1960s until the late 1970s when focus passed on functional illiteracy and expansion of elementary education continued. In the last phase, from 1980s until the present functional literacy was regarded as an aspect of learning needs. Two general points for educational policy can be made. The first is national efforts to reach out to those illiterate adults especially in Africa and the second to expand access to elementary education for the younger generation again mainly in Africa. These two points are the grounds for fulfillment of the UDHR article XXVI – right to education. Other provisions can be only partially fulfilled such as free education, but two provisions I mentioned can be fulfilled entirely in the whole world. The assessment of the fulfillment of the right to education is done by using so called 4As framework, which means that education must be available, adaptable, acceptable, and accessible. This 4A framework was developed by Mrs. Katarina Tomasevski, the former UN Special Rapporteur on the right to education. This 4A framework is intended to be applied on the governments, parents, and teachers. I will briefly explain these 4 As. Availability means that education must be funded mainly by the governments, education must be universal, free, and compulsory. The governments must ensure necessary infrastructure and educational materials for students and professors. Facilities intended to be schools must satisfy all safety standards, and all each school must have enough professional educators. Adaptability means that educational programs should be flexible and schools must respect all religious holiday. Adequate care must be given to student and professors with disabilities. Accessibility means all children must have access to school regardless of race, religion, gender, nationality or social status. School must be within a reasonable distance for children, and if necessary transportation must be provided. Children must be supplied with all necessary textbooks and uniforms without additional costs. Acceptability means that education that will be provided to students must be culturally appropriate and without if discrimination. Professors and methods of teaching must be objective, and all textbooks must not be bias or forcing single idea or belief. Professors must be at highest possible level of professionalism. UNESCO has several instruments for monitoring the implementation of the UDHR right of education with the support of Member States, various international organizations, the intellectual community, etc. Thus, UNESCO’s constitution requires that member states must submit periodic reports on the implementation and development of the right to education. The articles VI and VIII of the UNESCO constitutions provides: „Each Member State shall submit to the Organization, at such time and in such manner as shall be determined by the General Conference, reports on laws, regulations and statistics relating to its educational, scientific and cultural institutions and activities, and on the action taken upon the recommendations and conventionsâ€Å". United Nation bodies which deal with human rights periodically receive reports from Member States, governmental and non-governmental organizations on implementation and violations of human rights including the right to education. The Committee on the Rights of the Child and the Committee on the Elimination of All Forms of Discrimination against Women are just two treaty bodies out of several which monitor the implementation of the right to education. Thus, it is important that two treaty bodies I mentioned above closely cooperate with UNESCO in order to protect human rights. It is important to mention five international treaties which relate to education and protection of such right: International Covenant on Economic, Social and Cultural Rights, Convention against Discrimination in Education, Protocol Instituting a Conciliation and Good Offices Commission to be Responsible for Seeking the Settlement of any Disputes which may arise between States Parties to the Convention Against Discrimination in Education, Convention on the Rights of the Child, and Convention on Technical and Vocational Education. Besides to all the efforts of the United Nation, UNESCO, various international agencies and organization to implement UDHR’s provisions mainly article XXVI, many governments still give too little attention to protection of human rights. Hugh amount of money are being injected in military development and maintenance, while education as the important pillar of the modern society still stays on the margins of the governments budgets. Mrs. Katarina Tomasevski, the former UN Special Rapporteur on the right to education wrote interesting comparison stating that there are 150 soldiers for every 100 teachers in the world. She additionally stated that only 2% of educational funds come from international aid. Thus, in many African countries even primary education is not free and education simply becomes too expensive for the poor families in those countries. Education cannot survive without money, and implementation and protection of the right to education depends upon the funds that governments and international organizations are willing to provide. We can conclude that only Europe and North America managed to satisfy all the requirements stated in the United Declaration of Human Rights article XXVI. There is still a lot of work to be done to copy this example to the rest of the world, especially in Africa, where education is only one problem among many others. References: The United Nations Right to education organization United Nations Educational, Scientific and Cultural Organization The State of the Right to Education Worldwide: Free or Fee World education report. 2000. Unesco Publishing. How to cite The Universal Declaration of Human Rights, Papers

Understanding Behavior Essays - Mundo Moy Akin,

Understanding Behavior The behavior of a person can usually be explained by that person's state of mind. The external conduct is almost always directly linked to internal emotions. Knowing this fact is very beneficial to someone like a guidance counsellor because it lets him or her almost "read" the physchlogical state of a student based entirely on their behavior. In Darlene's case her behavior has been very well documented making the task of phsycological assesment a much easier job. There are many facets to Dralene's behavior, each revealing a different part of her state of mind. Judging from the way she dresses and is groomed it appears as if she comes from a family less wealthy than most of the other children at her school. This has probably been a factor in her sullen behavior. Because she can't afford more expensive clothes, she has been put into a different social class than most of her peers. It is known that all humans have an emotional need to be "accepted" by their peers but unfortunat for Darlene, being accepted is a need that she has not satisfied due to her lack of wealth. Darlene also expressed that this form "classism" against her was apparent at sunday school. It was so great in fact that she actually quit the classes to get away from the sunday school "snobs". It should come as no surprise that Darlene has also expressed a desire to quit highschool as well. This may also explain her reluctance to join any clubs and the way she anticipates unfriendly reactions from people she meets. Darlene's teachers agree that although Darlene has an above average intellect, she still only aquires average marks. I believe this problem can be traced to her parents. It si known that Darlene's parents keep Darlene in 6 days of the week, and when they do let her out she must be home at ten. It is also known that Darlene must do alot of housework on the weekends if she wants to get her weekly allowance and that her parents do not approve of her friends. Darlene's poor pe nce in school may very well be Darlene's way of "getting back" at her parents. By getting average marks she is trying to tell her parents that keeping her in and being so restrictive of her social activities won't help her school work, it will only make it worst. I will assume that Darlene also feels like her parents don't pay enough attention to her. Both her parents probably work, explaining why Darlene has so many responsibilities at home, and neither of them likely have much time to spend with their daughter. Darlene would also like more freedom to do go out and choose friends. The physological needs Darlene lacks are social acceptance, attention from her parents and freedom. If I were to advise Darlene on a course of action it would be to discuss the problem with her parents and not to try and hurt them by doing poorly in school because that is not hurting her parents, it is only hurting her. I would tell her that the only person in the world Darlene can change is herself. I would also tell Darlene that any peer that does not like her based solely on how much money she has is not worth having as a friend. I would tell her to ignore people who treat her badly becuase of her lack of wealth and eventually they will stop annoying her because they will not get any reaction from her. Darlene will have to work on her attitude though, so she can be more sociable and more accepted.