TECHNICAL, VOCATIONAL AND TRAINING IN SOMALIA

TECHNICAL, VOCATIONAL AND TRAINING IN SOMALIA TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET) IN SOMALIA EXECUTIVE SUMMARY Somalia is one of the poorest countries in the world, a situation aggravated by the civil war and the absence of a functioning national government for over a decade. The impact of state failure on human development in Somalia has been profound, resulting in the collapse of political institutions, the destruction of social and economic infrastructure, and massive internal and external migrations. This is more pronounced in Central South Somalia where intermittent conflicts continue to destroy what has been left. In the more peaceful semi-autonomous regions of Puntland and Somaliland, notable progress has been registered in public sector growth, albeit slowly. Even in these regions, the public sector has very limited capacity to create employment opportunities for its own citizens. Providing employable skills is one of the alternatives assessed to have potential to create employment opportunities for the youth. The level of economic development notwithstanding, partner governments in Puntland, Somaliland and Central South Somalia need to formulate and execute appropriate systems and policies that can effectively guide and facilitate the growth of the private sector within agreed national development priorities. Still, in spite of the efforts of the international community, weak coordination and fragmented implementation of actions has not supported the effective growth of the TVET sector. The choice of skills training is not always guided by the needs of the market but by need to ‘address all needs by projects whose scope is too small to warrant such undertakings. Puntland, Somaliland and Central south Somalia do not have standardized curriculum or syllabi for TVET. There is also no standardized system for TVET assessment, examination and certification. The only standardized curriculum available but not being used in most of the TVET centres is the UNESCO PEER developed curriculum[1]. It is imperative that this is considered in any future intervention. Implementation of education programs in Somalia is coordinated through the Education Sector Committee (ESC), yet there are many partners with sub-programs falling under this sector but subsumed under a different thematic area. In such situations, the TVET does not receive appropriate technical direction for its success. The survey involved conducting a skills training market and opportunities study in respect of the vocational training leading to livelihoods opportunities of the unemployed youths in Somalia. The survey was expected to provide a situational analysis on skills development by focusing on opportunities and institutional arrangements for skills development taking cognizance of the specific characteristics of the three different zones of Somaliland, Puntland and South Central Somalia. The study would come up with recommendations on appropriate skills development to provide the target and guidelines on implementation framework of the skills development strategy. Data was gathered using secondary sources, key informant interviews, semi-structured interviews, focus group discussions, and direct observation. Excerpts of interviews with stakeholders by the first consultant were reviewed and relevant inferences made. The survey found that skills market in Puntland, Somaliland and some regions of South Somalia has potential owing to private sector growth, the high demand for specific skills, among other factors. The skills in high demand include electrical works, tailoring/dressmaking, solar PVC technology, plumbing, shampoo/soap making, masonry, metal work, shoe making, fabric design (tie/dye, printing, batik, and embroidery), secretarial, management and ICT. Poverty, insecurity, low expectations and an overall environment characterized by market imperfections limit skills development and will be critical challenges during project implementation. Based on the findings, the survey recommends the following: 1. Financial support to partners and institutions implementing vocational training activities should demand a proportionate financial contribution from the partner government or institutions. This could take either or all of the following forms: cost recovery through charging user fees; government part funding to the VTCs or public-private-partnership. 2. Capacity strengthening of MOEs structures to execute a policy framework which will guide the quality implementation of vocational training by public and private institutions. 3. Given the nascent/formation level of the management structures of respective vocational training centers, it is critically important to train and build the functional capacity of these institutions on the vocational skills training concept and Employment Promotion so that they can be stronger in their role of designing and implementation of literacy and vocational training in skills with economic and social relevance to the community. 4. Orientation of the vocational training teachers on adult education pedagogy/methodologies. Even if they have been found qualified during recruitment, orientation is critically important for consensus and solidifying their understanding on vocational and livelihoods skills training objectives and expectations as well as the different stages in the learning process. 5. UNESCO needs to re/design modular training process entailing the following three areas: (i) Basic functional literacy and numeracy skills. (ii) Vocational and Livelihoods skills in identified trade areas. Cross cutting issues such as HIV and FGM needs to be gradually worked into this module. (iii) Simple business management or entrepreneurship skills on identifying and evaluating a viable business idea, market effect on skills demand, getting started and basic management and book keeping, and customer care principles. Continuous efforts should be made to bear in mind that livelihood and skill training is a process and not an episodic event. 6. Given the landscape of insecurity and the concomitantly heavy investment in security, it is advisable to link vocational training with peace and reconstruction efforts. The example of Kosovo Enterprise Programme (KEP) in the collapsed USSR can be a learning model. The model is simple and workable in any society under reconstruction. 7. In order to enhance the marketability and relevance of the skills, it is critical to support a research and marketing development unit that regularly undertakes local Economic Development and Skills Market survey for consideration by VTCs in reviewing vocational skills curriculum. The training approach adopted should be one that links center-based vocational training and apprenticeships in which those being trained can undertake practical work with the local business/merchant community for purposes of applying the knowledge acquired and getting exposed in starting their own enterprises. The capacity of the master craftsmen to whom the trainees will be attached will have to be improved through training and induction on areas of practical emphasis. 8. Address the poverty barrier that hinder access to vocational skills training by implementing competency/performance based bursary schemes for the trainees. Existing schemes pay the cost of training based on duration required to complete the training. It is a fact that not all are competent enough to produce quality products after completing. A high premium needs to be pegged on performance for both the trainee and the master trainer. 9. Within a wider consultation under the principle of Sector Wide Approach, rethink the incentive structure for trainers at vocational training centers so as to attract and retain qualified trainers. 10. Creating synergy with other vocational training programs implemented or being implemented by other donors (STEO, VETAPE etc) in the same regions will strengthen the sector growth by avoiding wasteful duplication of efforts. This should be greatly achieved through the organisational platform of Somali Support Secretariat/Education Sector Committee and other coordination mechanisms in Puntland, Somaliland and Central South Somalia. 1 INTRODUCTION Susceptibility of Communities to adverse effects of poverty is largely contributed by lack of appropriate skills to engage in efficient and diversified income generation production systems. In Somalia, unemployment creation is slow and inadequate to absorb the high number of youth looking for employment opportunities. Livelihood skills that include technical and vocational abilities impart the community with capabilities, resources and opportunities for pursuing individual and household economic goals. Where this is lacking, poverty and insecurity rise by almost equal proportion. Weak institutional structures limit the provision of skills causing individuals ability to deal effectively with the demands and challenges of everyday life to be adversely affected. The political and social turmoil in Somalia provides many challenges for young people, which could be potentially alleviated by providing them with opportunities to acquire appropriate employable skills. Consequently, UNESCO is supporting the development of a systematic, coordinated, needs-based and institutionalised provision of vocational, technical and livelihoods skills approach in Somalia. By working with the local administrations, partners and institutions to set systems and standards for skills development, UNESCO aims at strengthening vocational, technical and livelihoods skills for development and participation of young people. One of the major problems UNESCO will be addressing is the need to increase opportunities for employment and participation in income generation activities for the youth. As verified from different studies and reports, the youths are deficient in employable skills and have limited opportunities to develop themselves in the current situation. In the last 7 years, there has been increased attention by the international community to the revitalisation of the TVET sector. Unfortunately, the capacity of the Ministry of Education to coordinate and monitor the implementation of the TVET is weak raising serious questions on quality and sustainability. The result has been training that is neither linked to the market nor designed with adequate consideration of the capacity of the trainees to uptake and practice the skills effectively. 1.1 BACKGROUND With a population of 7.7 million in 2006[2], and an income per capita estimated in 2002 to be $226 (compared to $515 in Sub-Saharan Africa), Somalia is one of the poorest countries in the world. The UNDPs Human Development Index ranked Somalia 161 out of 163 countries in 2001. Extreme poverty (less than $1 PPP) is estimated at 43 percent. It is 10 percentage points higher for rural and nomadic populations. General poverty (less than $2 PPP) afflicts 73 percent of households, but reaches 80 percent in rural and nomadic populations. Income inequality is significant with the poorest 10 percent of the population receiving only 1.5 percent of total income. The civil conflict, continuing insecurity in many parts of the country, and poor access to services and infrastructure have made conditions worse than they were before the civil war. Absent or weak administrative structures provide minimal interference with trade or private sector activities. As a consequence, the private sector has flourished, trading with neighbouring and Asian countries, processing agricultural products and manufacturing on a small scale, and providing services previously monopolized or dominated by the public sector. There has been significant (but unmeasured) private investment in commercial ventures, including in trade and marketing, money transfer services, transport, communications, airlines, telecommunications, construction and hotels, education and health, and fishery equipment, largely funded by the large remittances from the Diaspora. The World Bank Country brief for Somalia (2009) assesses that remittances, amounting to about $1 billion per year, have partially offset a larger drop in per capita output for Somalia. However, persistent insecurity threatens further growth of the private sector and the absence of provision of key public goods is hurting both rural and urban households and the private sector. The macro-economic situation offers opportunities as well as challenges in the promotion of vocational and livelihoods skills. The thriving private sector, offers varied opportunities for skills to drive the growth of the different enterprises. Some of the skills are not readily available in Somalia and are frequently sourced from Diaspora or neighbouring countries, the main reason being that there are not adequate Vocational Training Institutions that offer quality trainings to meet the skills demand of the local market. On the other hand, the weak administrations have resulted to growth of the private sector, including the vocational training under a policy vacuum. Even where it exists in Somaliland, enforcement is weak leading to major challenges on quality control. In an environment where the private sector is far ahead of the regulatory functions of the government, it would be more prudent to pursue the dual track of strengthening the governments capacity to implement policy guidelines alongside capacity development of the private vocational training institutions and organisations to implement demand driven quality skills training and self regulate. Male and female Gross Enrolment Rates was estimated by UNICEF to be 37 percent and 25 percent respectively in 2006/2007 school year[3]. Since 2000, the number of children enrolled in grades 1-8 has increased roughly by 300%, from an estimated 150,000 to over 467,780[4]. There is a very high disparity between male and female learners, administrative regions, and various social and economic groups. Secondary enrolment rates are even lower, estimated by UNESCO[5] to stand at only 6%. Those joining Institutional Based Vocational Training are even lower as the facilities only exist in major cities of Puntland, Somaliland and Central South Somalia. Even where they exist, their capacity to absorb the growing number of school dropouts and those who complete grade 8 and form 4 for vocational training is limited. It is estimated that about 65.5% of the urban youth are unemployed. The figure is lower among the rural and nomadic communities where it is estimated to be 40.7%[6]. This is expected, bearing in mind that in rural areas, over 75% of the communities is estimated to be employed within the agricultural and livestock sector- their main source of livelihoods. Overreliance on traditional farming systems coupled with extreme weather conditions have been highlighted as major causes of poverty in the rural areas. A feasibility study conducted by the EC in June 2004 in Puntland and Somaliland revealed that there was a very high rate of unemployment among young adults, and in turn resulted to vulnerable livelihoods and widespread poverty of the target groups. The situation is worse in Central-South Somalia where the civil war destroyed the entire economic and social infrastructure resulting in missed opportunities, disruption of the social order, poverty and vulnerability. Based on available policy papers, strategies and study reports available in the three different regions major problems identified on access to TVET include: threat to traditional livelihoods sources, Structural constraints on job creation, limited availability of people with employable skills and basic education and, high population of disadvantaged people. Among the strategies suggested to address these problems include: provision of financial resources to strengthen TVET framework; Institutional and organisational development for sustainability of TVET, raising quality levels and relevance of skills to increase employability; policy dialogue with partners; Increase and optimise capacity through better management and utilisation of facilities; increased provision and retention of qualified trainers and the implementation of employment promotion to improve rural livelihoods. Financial support towards development of TVET sector by EC, Italian Cooperation, UNDP and other international development partners have resulted to enhanced institutional framework for implementation of vocational training. In particular, capacity has been developed in the ministries of Education in Puntland and Somaliland resulting to the establishment of TVET units, administered under the NFE department headed by a Director. TVET policy developed under the EC funded PETT project has already been approved and adopted by MOE, Somaliland. In Puntland, the draft policy developed under the same project has not been finalised for adoption by the council of ministers and parliament. However, attributes of it are well captured in the Puntland Education Policy Paper (PEPP), 2007. Personnel working in Vocational Training Institutions have benefited from capacity building programs implemented under the PETT and STEO projects funded by EC and UNESCO support. The vocational training centers in Kismayo, Mogadisho, Berbera, Burao, Hargeisa, Galkaio, Garowe and Bosaso have received support in the form of equipment. The Kuwait government contributed equipment towards Garowe Technical and Vocational Training center. However, due to low pay, the institutions have not been able to retain all the trained personnel. However, as captured by End of Project evaluation[7] report of PETT (Promotion of Employment Through Training) project, there are many gaps that the current grants are not able to completely address owing to the large number of people who need the skills. The vocational training manuals developed by UNESCO for 11 crafts and trade skills covering levels 3 2 are the only coherent manuals that exist. The manuals have been good references materials for vocational training programs implemented from different funding sources in Somalia. Several studies undertaken by international development partners indicate that the vast majority of the 14-20 year age group is out of school and with very limited access to education and skills training. Among the urban, rural and pastoral families, lack of employment and poverty are consistently ranked the most common problems and potentially the most common causes of other social problems. The institutional framework for implementing TVET in all the three zones (Puntland, Somaliland and South Central Somalia) is weak and currently not able to offer technical support that would guarantee quality control, registration and certification of all the institutions providing vocational training. The situation in south central Somalia is different; Coverage of Ministry of Education as an implementing partner is limited to small pockets of Mogadisho; No recognizable central authority for liaison purposes; Widespread destruction of facilities which could create demand for more capital especially for institutional based intervention (IBTVET); fluid security situation pitting the armed groups against the Transitional Federal Government and threatening to result to full blown conflict. The Technical, vocational and livelihood skills development envisaged by UNESCO is in tandem with the Rehabilitation and Development priorities for Somalia that can partly be pursued through supporting sustainable livelihoods improvement via provision of employable skills to the youth. Currently the majority of the youth have limited knowledge and skills to enhance their employability (self or paid) and productivity. It is recognized that chances of gainful employment are enhanced by acquisition of employable skills. The Technical and Vocational Education and Training (TVET) in Somalia is very limited due to lack of adequate infrastructure and systems to implement the activities falling under the sector. Trainings are provided by private vocational training centers and the few public training centers funded by the international community. As institutionalised training is limited, most trainees acquire their skills through apprentice training. In effect the quality of skills acquired is dependent on the capacity of the trainee and the quality of the trainers/craftsmen to provide training. TVET needs to be expanded in order to produce skilled artisans and middle level technicians who will eventually strengthen the Somali economy, which can then increasingly rely on their own domestic workforce. Consequently, the MoEs need support in order to expand their capacities by strengthening the TVET framework. The increased efforts by the international community to provide improved technology (eg motorised water pumps, grain milling machines, tractor hire, and improved livestock management systems) are intended to raise productivity and value addition to cushion peoples livelihood activities from the effects of extreme weather patterns. Due to limited technical skills, the uptake and sustainability of this technology has been discouraging. The low unemployment in the rural areas by itself is deceiving as there is plenty of disguised unemployment. Many implementing partners (IPs) have activities under the broad category of livelihoods development. These entail beekeeping, tailoring and dressmaking, soap making, sesame oil extraction and flour milling. By funding livelihood activities, Implementing partners plan to graduate the communities from emergency to development status. But despite the increased programming around the livelihoods development activities, beneficiaries are not being lin ked to vocational training institutions to acquire the relevant skills; in other regions, skills training opportunities are completely lacking. Evaluation reports of many of these interventions present a very grim picture of the sustainability of provided technologies. The primary objective in providing the technologies was to increase productivity that was to result to increased income and employment opportunities for the many unemployed youth in the urban and rural areas. As poverty and unemployment are the major drivers of conflict in Somalia, employment creation for the youth is not only a social and economic necessity but also a political imperative. The study is based on the information needs by UNESCO to guide in planning interventions in TVET and livelihoods Skills Development in Somalia. The study aims at analysing the status of Technical Vocational Education and livelihood skills Development (TVELSD) in Somalia to map out current interventions and gaps in the sector. It also aims to assess the policy and resource capacity of the respective MOEs to implement a sustainable TVET. The survey is reviewed against the existing policies by the government in the respective regions. The broad national development study in Somalia is well documented in the Joint Needs Assessment (JNA) report and the Reconstruction and Development Programme (RDP) report. A previous survey undertaken by UNESCO PEER[8] in 2002 revealed that a number of the institutions providing TVET lacked proper management structures, standardised curriculum and assessment system. Additionally, they lacked adequate equipment, teaching and learning materials, and qualified and motivated personnel. A countrywide market feasibility study conducted by European Commission[9] in 2004 re-confirmed this state of affairs by citing the following constraints in the TVET sub-sector. * Weaknesses in the management of TVET activities; * Difficulties of quality assurance for TVET, especially limited availability of course syllabi and lack of qualified technical trainers; * Limited number of standardized TVET courses; * Lack of standardized assessment and certification services; * Urban bias of TVET opportunities and limited benefits to rural communities; * Difficulties of sustaining TVET interventions; * Lack of strategic planning for TVET by local authorities; * Limited capacity of local authorities to manage TVET Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Kismayu, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. Youth joined these institutions to acquire specialized skills that in turn enabled them to join the employment sector, either as employees or self employed persons. Most of these institutions were however destroyed or run down during the long period of civil. Consequently, these events resulted to high drop out of youth from schools to add to the number of unskilled youth that existed even before the civil war. With limited skills and no functioning education system, the youth had limited livelihood options. In apparent response to the demand for education and vocational skills training, the international community through UN, INGOs, LNGOs have supported the rehabilitation and or construction of vocational training centers in major towns of Somaliland (Hargeisa, Berbera and Burao), Puntland (Bosaso, Garowe, Gardo and Galkaio) and Central South Somalia (Mogadishu, Merka, Baidoa). Most of the functioning institutions are owned by local Institutions and governments through the support of the International Community. Several skills provided in these institutions include: garment making, soap making, tie and dye, carpentry, computer technology, masonry, electrical installation, plumbing and metal fabrication. UNESCO PEER through Technical and Vocational Education projects funded by the Italian Government initiated several interventions to revitalize technical and vocational education in Somalia at the grassroots level. Some of those interventions include: development of curricula/syllabi in selected marketable and demand driven trade areas, training of instructors and center managers, provision of course materials and textbooks to vocational training centres and initiation of standardized assessment and certification. This study commissioned by UNESCO PEER draws lessons from past and current activities on TVET in Somalia. 1.2 OBJECTIVE OF THE STUDY According to the TOR, the study will identify dimensions of technical and vocational education training (TVET): Skills Development and issues of economic relevance, social relevance, and management models effectiveness. Based on this; make recommendations for increased and improved TVET delivery in Somalia. The anticipated results of the study will be as follows: 1 Analysis of the organization and structure of TVET, public and private, formal and non-formal, by levels and management structures, including objectives, strategies and results, as well as the regulatory framework for private TVET 2 Identification of the main issues and problems in TVET delivery in terms of relevance to economic and market requirements, access to training, quality of training, and efficiency in the delivery processes. 3 Analysis of government TVET management and delivery. 4 Recommendations on improving the relevance, equity, quality, efficiency and management of TVET 1.3 SCOPE OF WORK The study was planned to cover the whole of Somalia but due to insecurity in the Central South Somalia, the Consultant limited his visits to Puntland and Somaliland- the two semi-autonomous regions of Somalia. The survey covered the Non Formal, technical and vocational Education sub-sector targeting the Internally Displaced Persons (IDPS), Refugees, Returnees, pastoral communities and ex militia as study groups. The study involved undertaking socio-economic and prefeasibility investigation of vocational and livelihoods skills training in Somaliland, Puntland and Central South Somalia. Unfortunately, field visits to south central was not undertaken due to insecurity. 1.4 JUSTIFICATION FOR THE STUDY i. Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development of target communities. It has been assessed that acquisition of livelihood skills results in enhancing communities ability in battling poverty and social exclusion in favour of self-employment. By spreading know-how, it inspires innovation and works to curb unemployment, especially among marginalized population in conflict and post-conflict countries. ii. It will act as a catalyst for streamlining the TVET sector in Somalia by providing information which will better inform policy makers and service providers and facilitate TVET programme development. iii. It will contribute to better coordination and implementation among stakeholders. 1.5 APPROACH AND METHODOLOGY Following initial meetings with the Head of UNESCO PEER in Somalia, it was agreed that the study would review the initial study report, assess information gaps not addressed by the submitted report and use a combination of methods to collect information necessary in re-drafting the report. The study thus reviewed available information on TVET projects that included the PETT and STEO, relevant TVET-related surveys, project evaluations reports and best practices undertaken elsewhere in the world. There was a feasibility Survey done by EC[10] in June 2008 covering Puntland and Somaliland and the report was extensively used as a key source of information for this study especially in the general overview of livelihoods and vocational training situation in Somaliland and Puntland. However, from the gaps identified from the direct interviews with stakeholders in Somaliland and Puntland and to validate some of the information contained in the report and documents reviewed, questionnaires were designed to elicit information from the some of the VTC where much of the information gaps existed. The data collection was undertaken by consultant assisted by field based UNESCO staff. The methodologies adopted in redrafting the report included: i. collection of data from the submitted report, ii. stakeholders consultations and interviews, iii. Review of literature available, and iv. internet research, The methodology and approach used in generating data for the first report included: i. Discussions with different TVET stakeholders, NGOs, UN agencies, institutional managers and trainees to understand implementation of TVET; ii. Focused group discussions with the Somali Ministries of Education officials at various levels and other stakeholders to establish policy aspects of Non Formal and Technical and Vocational Education; iii. Site visits to observe institutional facilities; iv. Document review of UNESCO PEER reports and syllabuses and reports of other agencies hard copies and online including UNESCO Website to gain insight into technical and vocational education; v. Structured questionnaire used to access baseline data on institutions offering technical and vocational training; vi. An assessment of the job market to find out the livelihood skills and skill gaps. The consultant was not able to visit some central south Somalia but was able to interview MOE officials in Puntland, Somaliland and other implementing partners in both locations. Much of the information in compiling this report is derived from the initial field interviews undertaken by the first consultant and enriched by additional literat

Egans Law :: essays papers

Egans Law The purpose of Megans Law is to let the public know when a convicted sex offender is released into their community. Mr. Michael Chertoff, a former U.S. attorney has a curious question for our states corrections department. â€Å"How can members of the public be informed when dangerous predators have been released into their community, if the prosecutors, who are supposed to notify the public, have not been told either?† Mr. Chertoff did investigate this and found out that this isn’t just a small problem anymore. Take the Alves case for example. Raymond Alves, a convicted rapist was in jail for twenty-three years and was let out unannounced. Prosecutors were told days after the fact and were not ale to find him because he gave out false information about where he was living. Megans Law requires prosecutors to be notified thirty days or more ahead of time so they have sufficient time to file a challenge, or to see if he’s a threat to society. At a senate hearing, Jack Terhune, a corrections commissioner said he has not found any other case besides the Alves case where the prosecutors were not properly notified ahead of time. Meanwhile, they were getting a whole different story from Mr. Chertoff, who asked twenty one county prosecutors if they have been getting their proper Megans Law notifications on time. The prosecutors answer was between January 1, 1999 and March 1, 2000, they have received one hundred and fifty Megans Law notifications less than thirty days prior to an inmate being let out. More than ninety of those came less than seven days before the release or after. Chris Carden, a spokesperson for the corrections department made a comment that the numbers did not match up and said â€Å" that’s a far cry from saying there have been no other cases of improper notification. In the stir of the Alves mess, Mr. Terhune did take action and fired eight of his employees for errors, including two psychologists. Terhune is also making new rules like better training for all employees that come in so that this problem will not happen again. They also have a new web page up for the prosecutors to find out when any sex offenders are released in the area so that there is no question in anyone’s mind. In my opinion I believe in Megans Law 100%.

Brain Development in Victims of Child Abuse Essay -- Neurobiology of C

Child abuse is a widespread problem in America and beyond. Every year more than 3 million reports of child abuse are made in the United States involving more than 6 million children(1a). For many years, experts believed that the negative effects of child abuse, such as emotional problems, flashbacks to traumatic events, and even learning problems, were psychological phenomena only, able to be cured with therapy. Now, however, beliefs are being changed with the help of tools such as MRI imaging, able to detect actual changes in brain anatomy, and it appears that what doesn't kill you may still permanently weaken you, at least when it comes to child abuse. The chief danger to the brain in child abuse, besides direct injury by the abuser, is the stress placed on fragile, developing tissue. Traumatic stress placed on the brain, such as that caused by abuse, will activate the locus ceruleus, which through a release of the neurotransmitter norepinephrine will cause the release of neurotransmitters such as epinephrine, dopamine, and more norepinephrine (2). These neurotransmitters are called catecholamines and are complemented by glucocorticoid stress hormones such as cortisol (2). Stress hormones and neurotransmitters are necessary to the normal function of the brain, and are to some point beneficial, but unusually high levels of these chemicals caused by abuse, especially over an extended period of time, can be very harmful (3). When levels of glucocorticoid hormones are elevated for an extent of several days due to stress, the neurons receiving these hormones begin to be damaged (4). Neurons begin to atrophy and the growth of new neurons is halted (4). If the stress continues for too long, neurons will die (4). This problem is ex... ...II, an article from the Journal of the American Academy of Child and Adolescent Psychiatry, about the damaging effects of stress hormones on the developing brain http://info.med.yale.edu/chldstdy/plomdevelop/development/January99.html 5)Developmental traumatology part II: brain development, an article detailing a study of the effect of post-traumatic stress disorder upon the brains of abused children http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T4S-3WK3RV4-4&_user=400777&_coverDate=05%2F15%2F1999&_rdoc=1&_fmt=full&_orig=browse&_srch=%23toc%234982%231999%23999549989%2399771!%20AND%20(%23UOI%23B6T4S-3WK3RV4%204)%20&_cdi=4982&_sort=d&_acct=C000018819&_version=1&_urlVersion=0&_userid=400777&md5=4e6b134b5ccc9a8bd44fd1a8d05a5eab 6) Teicher, Martin H. "Scars That Won't Heal: The Neurobiology of Child Abuse." Scientific American 286.3 (2002): 68-75

Icet Essay

As the access to information continues to grow rapidly, schools cannot be contented with the limited knowledge to be transmitted in a fixed period of time. They have to become compatible to the ever expanding knowledge and also be equipped with the technology to deal with this knowledge. Information and communication technologies (ICTs) — which include radio and television, as well as newer digital technologies such as computers and the Internet — have been proven as potentially powerful tools for educational change and reform. Information technology is a systemic study of artifacts that can be used to give form to facts inorder to provide meaning for decision making, and artifacts that can be used for organization, processing, communication and application of information. (- Darnton and Giacoletto) All these definitions combine Communication technology and Information technology that have thin line between them but cannot do away without each other. When these technologies are applied in the field of education, it is termed as ICT in education. The term too can be used as the connotation to the term Educational; technology because it also uses any hardware and software approaches that can enhance yield better learning outcomes. In the era of Computer Technology the term ICT mainly focuses on the infrastructure, devices and sources of computer technology and thus it is imperative to discuss about the use of ICT in education by focusing mainly on Computer based technology. ICT in education is any hardware and software technology hat contribute in the educational information processing. In the context of present era, ICT mainly comprises of Computer technology with its hardware, like, Personal computer machine, infrastructure required for setting up Internet facility and also software like, CD ROM including various programme packages, Elearning strategies etc. 2. ICT in education is any Information Technology that focuses on the acquisition, storage, manipulation, management, transmission or reception of data required for the educational purpose. For example, the information about students’ records, their admissions, updates of their auricular and co-curricular activities. 3. ICT in education is any technology that deals with the exchange of information or in other ‘words’ communication in the teaching learning process. Uses of Electronic learning technology like, Teleconferencing, power point presentations, CD ROM are Communication Technology which is the part of ICT. 4. ICT in education is any educational technology that is applied in the educational process. Crowded class rooms have always been a challenge for the teacher to consider the needs of every student in the class. †¢ Wider range of communication media: With the advent of ICT, different means of communication are being introduced in the teaching learning process. Offline learning, on line learning, blended learning are some of the resources that can be used in educational institutions. Collaborative learning, individualized learning strategies can enhance the quality group as well as individual learning. with the real society. This can ensure the applicability of knowledge. Wider learning opportunities for pupils : Application of latest ICT in education has provided many options to the learners to opt for the course of their choices. Many Online courses are available for them to select any as per their aptitude and interest. Students can evaluate their own progress through different quizzes, ready to use Online tests. This can ensure fulfillment of the employment required i n the job market thus minimizing the problem of unemployment. It can also provide more efficient and effective citizens to the society as per the changing needs.

History of Management Theory

Running Head: HISTORY OF MANAGEMENT THEORY History of Management Theory Troy Thompson 5409 Foxglove Drive, Bossier City, LA 71112 318-918-7413 [email  protected] com MSM 500 May 21, 2010 Class Instructor: Dr. David Bouvin Ellis University Introduction People and processes are the main elements under management purview, and it is interesting to learn how managerial philosophy pertaining to these two elements has evolved from the Industrial Revolution throughout the Progression Era and into the modern workplace. The purpose of this paper will focus on Frederick Taylor’s Scientific Management, also known as the Taylor System, and Elton Mayo’s Human Relations business models and how they relate to this managerial evolution. Both Taylor and Mayo were iconic masterminds who lit the torch of innovative management for America to progress out from days of uncontrolled process variation and unethical human treatment towards a new beginning of quality management and human respect in the workplace. The primary sources examined are Chapter 1 of Frederick Taylor’s The Principles of Scientific Management, and The Encylopedia of the History of American Management, Elton Mayo. Both sources will guide this paper in the direction of modern day relevancy. The Taylor System Before the Taylor System, factories during the Industrial Revolution concentrated on meeting the demand agriculture commerce from both home and abroad (Montagna, 1981). The focus was not necessarily on quality or the treatment of human labor (Montagna, 1981). Instead, the environment reflected heavy-and-go forms of process flow combined with poorly supervised labor. With his engineering mind and passion for efficiency, Taylor responded to these inadequacies and began his efforts of applying mathematics and engineering principles to eliminate unnecessary effort in operations. The Taylor System gave birth to the following management practices: Incentive-Driven work performances, Time-Motion Studies, Centralized Management, Task Specialization, and Quality Control (Taylor, 1911). All these adoptions gave rise to a new management school of thought centered around a more productive work place, which Taylor considered to be â€Å"maximum prosperity† (Taylor, 1911). Taylor firmly believed in developing â€Å"captains of industry† rather than waiting on natural-born leaders to come along (Taylor, 1911). He also recognized a need for more involvement from the supervisors in the workplace to help eliminate what he referred to as soldiering, or, laxed employee output. He said, â€Å"The 30 percent to 100 percent increase in wages which the workmen are able to earn beyond what they receive under the old type of management, coupled with the daily intimate shoulder to shoulder contact with the management, entirely removes all cause for soldiering† (Taylor, 1911). As the turn of the twentieth century neared, the progressive landscape begged for more efficient business practices (The Eleanor Roosevelt Papers, line 16). This was the optimal time for the principles by which operational capacity could be measured, analyzed, streamlined, and controlled to take hold. This system then became a cornerstone on beset of the Great Depression and followed by future management theorists from then on after. One criticism of Scientific Management is that it demanded top-performance in every worker and near perfect throughput on the production line, developing into a quasi authoritarian-style form of bureaucracy. Workers were afraid to out-produce one another on the basis of peer pressure (Taylor, 1911). Taylor’s system was based on good intention, but just lacked understanding of the human side to the workplace. This left room for the work of Elton Mayo to yield fruition. Elton Mayo (Human Relations) Elton Mayo became famous through the Western Electric Company research project. The initial purpose of the project was to find ways to improve worker productivity. He and his team looked at how lighting, rest breaks, room temperature, etc. ffected worker productivity (Mayo, 2006). Through his research, he found a distinct discovery knows as the â€Å"Hawthorne Effect†, which described an increase in output by workers who perceived that they are being watched and studied somehow (Mayo, 2006). Mayo viewed the Hawthorne Effect as a symptom of a bigger issue. He then diverted from his original hypothesis of physical factors to the examination the socio-political factors. What he found was that employees valued acceptance by their peers more than anything else (Mayo, 2006). Also unique about Mayo’s observations was the paradigm-burst that employees were not motivated primarily due to compensation, but were motivated primarily due to job satisfaction; this, of course, was a stark difference in Taylor’s theory that men were motivated best when they were given wages that were commensurate with their skill level. In support of Mayoism, as his principles later became known for, I applaud his principles of human relations that captured the essence of the Progressive Era in that they advanced employee respect in the workplace. Due to his influence, business leaders began to ask the question, what can be done to make our employees happier? New policies were adopted such as exit interviews, participative problem solving, and most novel of all – human relations (Mayo, 2006). Conclusion The essence of Taylor and Mayo’s legacies are of human ingenuity applied to enhance work settings, in terms of both people and processes. The best form of both elements can be seen in today’s business strategy of continuous process improvement, which is a group effort to optimize key processes in an organization. From Six Sigma, to Gantt Charts, to Brainstorming, to Exit Interviews, it is hard to imagine a work setting without the production techniques these two management gurus inspired. For example, the Air Force has embraced a culture of innovation called Air Force Smart Operations for the 21st Century (AFSO21). Through AFSO21, Airmen are encouraged to look at the way they do business and think of ways to make their areas more efficient, more safe, energy-saving, and effective. Many Fortune 500 companies have also incorporated continuous process improvement into their business mantra as a result of business management education guided by the wisdom of Taylor and Mayo. References American Society of Quality. < http://www. asq. org/learn-about-quality/history-of-quality/overview/industrial-revolution. html> Mayo, G. (2006). In Encyclopedia of the History of American Management. Montagna, J. (1981). The Industrial Revolution. Taylor, F. (1911). The Principles of Scientific Management. New York: Harper Bros. , 1911: 5- 29. The Eleanor Roosevelt Papers. â€Å"The Progressive Era. † Teaching Eleanor Roosevelt, ed. by Allida Black, June Hopkins, et. al. (Hyde Park, New York: Eleanor Roosevelt National Historic Site, 2003).

Health Law and Regulations Essay

Health care is high on the list of the most regulated entities. Regulated by the government, the health care sector is also regulated by different private bodies. The Joint Commission on Accreditation of Health Care Organizations (JCAHO) together with the National Committee on Quality Assurance (NCQA) and different medical specialties form part of the private health care regulatory entities that collaborate with the government. Health care regulation is focused on three main roles; cost control, quality control, and access expansion and control. These three functions are subdivided into objectives covering each aspect pertaining to the health care area. While the regulatory program exists to accomplish the three above-mentioned objectives, the implementation of each objective affects one another. Example, quality control causes a reduction of access, and increases the cost because of an increase in demand. Despite the interdependence of these objectives, health care regulation does not indulge competition amongst the regulatory bodies. Important in the regulatory industry are those who engage each other with the same goal towards improving the health care. A majority of the health care regulatory federal agencies in America are comprised within the Federal Department of Health and Human Services (DHHS). The American constitution directs all health care regulators to obey the set legal process as their activities contain the potential to limit or breach the rights of health care. Health care is a high level of bureaucracy and extensive legal procedures. Regulators are provided a notice for their proposed regulation with findings to support it, after which the sector under regulation is allowed to contest or appeal the proposal. The legal process is appealed in every health care procedure, whether if it’s to test a new drug, suspend a practitioner’s license, or a regulation on  environmental standards. The Affordable Care Act (ACA) is a health care regulation signed into law on the 23rd of March, 2010. The law’s main focus had been to increase the affordability and quality of American health insurance. Its policies were focused on lowering the rates imposed on the uninsured through the expansion of both the private and public insurance covers. It had also aimed to reduce the health care costs incurred by the government along with citizens. Barely seven days after its enforcement had a new health care law come into effect with amendments to the ACA. On March 30, 2010, the president of the United States signed into law the Healthcare and Education Reconciliation Act of 2010. The law had been enacted by the 111th US congress (Blackman, 2013). The ACA has advantages as disadvantages, and has been at the forefront of political criticism since its enactment. Its strongest opponents have cited it to be punitive of the high-end earners to cushion the middle and lower classes. It has also been reported to weigh heavily on the nation’s wage bill. In a nutshell, the ACA is designed to cover the majority of American’s health care insurance. However, the regulation’s cost factor has proven unsustainable without economically hurting the high earning entities. The effect of ACA’s implementation has caused an overall negative economic realignment as various entities strive to remain afloat; working hours have been significantly downsized by various corporations in anticipation of unsustainable insurance compliance. The ACA regulation is seen as an economically crippling element in America’s overall economic composite. The enormous tax burden shouldered by high earning entities is evidenced to trickle down to the middle and low income earners which resultantly deduces the benefits intended for these groups in an even more severe way. To begin with, although the ACA provides affordable or free health care insurance to tens of millions of American populations, funding is raised through taxes. With a hike in taxes for health care funding, earning populations are left with less to spend. The American middle and low income groups are even more affected by the adverse effects as inflation sets in to recover the growing deficit induced by the regulation’s implementation. The ACA had been endorsed as an affordability initiative but the repercussive costs have indicated the regulation as a costly affair across the board. Insurance players report certain clauses in the regulation as detrimental to the process. An example is the regulations directive for insurance to extend their coverage even to sick uninsured people at no extra cost. The resultant effect has been the rise in insurance premium costs which further complicates the insurer’s role in the initiative. Nearly all the beneficial aspects within the regulation are countered with contradictory challenges that undermine its purpose. While Medicaid is expanded by the regulation to cover an estimate 15.9 million citizens below 138% of the property level, the cost is met by state and federal funding which further imposes an immense measure of tax escalation. The regulation however features more benefits than limitations with regard to women initiatives. The ACA grants up to 47 million women access to health care services comprising wellness and preventative care. Additionally, the law prohibits women paying more than men for health care services as had been the case prior to enactment (Blackman, 2013). The ACA regulation started 157 new agencies, boards and programs to oversee the efficient implementation of the law alongside regulating health care spending. Although there are negative cost implications associated with the huge oversight entities provisioned in the regulation, proponents argue these costs to be necessary in controlling the unaccounted health care expenditure (Blackman, 2013). Employment in America is currently readjusting to comply with the regulation’s 2015 implementation phase requiring all employers to provide an insurance cover on their employees. The resultant effect to this change has been two faced; small business have been employing part time employees full time to comply with the 2015 mandate while large businesses have been reducing part time working hours to avoid paying the employees insurance when the phase is implemented. The ACA is illustrated as a complex employment factor with many jobs feared to be lost as many new ones are created. Notably, the regulation projects an  outcome where employees will freely leave their respective jobs without fear for losing retirement benefits affiliated to health care. Accordingly, the regulation aims to decrease employees working hours while maintaining and creating new employment opportunities. Despite the employment benefits highlighted within the ACA, many citizens remain skeptical of the upcoming 2015 employer-insurance phase. Dissenting political sentiments are pitching the impending reforms as a negative aspect of the ACA enactment set to diminish numerous job opportunities. Federal and private health care regulation remains as an important component in the broader sense of the health industry covering every single aspect entailed in human health. The quality, cost and access control objectives are characteristic to every health related industry. With regard to personal experience, I have on several occasions observed medical licenses revoked for certain practitioners following a legal process to dispute the quality displayed by the practitioners in context. The two mentioned above 2010 health care regulations contain a complex and mostly long term agenda aimed at bettering the quality of health care services in America. The current challenges are largely short-term and should not be invoked to undermine long-term benefits. A healthy debate is however essential to ensure minimized negations throughout the implementation process. References Top of Form Blackman, J. (2013). Unprecedented: The constitutional challenge to Obamacare. Bottom of Form

Manual - Google Street (Google map 3D) Coursework

Manual - Google Street (Google map 3D) - Coursework Example In essence, the 3D maps provide the user with the ability to see the buildings, street details and roads that make up a particular area. It acts as the basis to ensuring that users can efficiently navigate from one point to another. This is to aid them in travelling through most of densely populated cities (Peterson 32). It is vital to note that there is a significant set of well-designed functions contained in the Google 3D maps. These crucial functional features act as the building to ascertaining that there is efficient delivery of the targeted services to users. These functions include the global positioning system module, which allows users to experience real-time definition of different areas contained in a map. In each of the displayed 3D map, a user is provided with the function of changing between list views, street view. Another one is the search function where a user is allows searching for a particular company, street or any other geographical feature. The Google 3D map also provides users with a get direction function. This helps users to get access to the right path towards a particular destination. There is also a zoom function for users to zoom a location in or out. Lastly but certainly not the least, this feature contains a function, which allows users to save a favorite map towards a particular destination. This is important in that users can simply open a saved map and get the right directions to a preferred destination (Peterson