Marketing Plan: Maybelline’s New Perfume

Promoting Plan: Maybelline’s new aroma The University of Sheffield Marketing Management (MTG 2410) Blagoy Savov (BS11124) 21 August 2012 Abstract L'Oreal’s Maybelline, a worldwide, mass market restorative maker, has chosen to create and showcase another scent for ladies. This report incorporates exploration, investigation and assessment of the market condition for female aromas. Besides, it traces a promoting technique for the new item which portrays the showcasing blend to be utilized by Maybelline so as to offer its new item expansion to the objective market.Introduction The aroma advertise is an extremely serious one with huge organizations having a worldwide nearness and settled pictures and brands. This market is likewise truly productive and ever developing with indications of extraordinary potential. Maybelline is one of L'Oreal’s marks and is notable worldwide for its worth based beauty care products products.Now Maybelline is entering the aroma advertise with another female fragrance and this report depicts how it will take on this test. The initial segment of the report presents L'Oreal, which is Maybelline’s mother organization, its vision and friends profile including its monetary achievement. Maybelline falls under L'Oreal’s Consumer Products Division, which offers mass-advertise items. The report proceeds by introducing an ecological examination of the market just as a serious investigation. There are three primary players in the business, which speak to 24. 5% of the worldwide market notwithstanding Coty Inc. Maybelline’s mother organization L'Oreal, and Procter and Gamble. The initial segment of the report closes with a SWOT investigation of the Maybelline, which shows that the qualities and openings exceed the shortcomings and dangers. In light of the market examination, the second piece of the report proposes an objective market for the new female scent item and a particular showcasing blend so as to e ffectively arrive at its clients. The organization L'Oreal L’Oreal is probably the biggest restorative organizations on the planet, creating and promoting a scope of make-up, scent, hair and healthy skin items in more than 130 countries.The organization is headquartered in Clichy, France and utilizes around 68,900 individuals worldwide in a sum of 41 industrial facilities. With 613 enlisted licenses in 2011 the organization earned 20. 3 billion EURO of deals in that year and as of now has a brand arrangement of 27 global brands (L'Oreal 2011). For in excess of a 100 years L'Oreal has committed its endeavors in the matter of excellence. Its strategic to empower all people to communicate their characters, increase self-assurance and open up to others by offering the best beauty care products development as far as quality, viability and safety.The organization pushes the limits of advancement by intensely putting resources into research so as to investigate new regions and imagi ne new items (L'Oreal 2012). Wrapping up one more year of money related development, in 2011 Company Responsibility (2005 †2011) †Reduced ozone depleting substance discharges by 29. 8% †Reduced waste produced by 24. 2% †Reduced water utilization by 22. 6% †95. 7% of waste is reused, reused or utilized for vitality creation †Reduced absolute vitality utilization by 6. % for 2010/2011 Company Profile †An era of mastery in beauty care products †₠¬20,3 billion deals in 2011 †27 worldwide brands †130 nations †68 900 representatives †613 licenses documented in 2011. L'Oreal became quicker than the overall beautifying agents showcase and affirmed its situation as the world chief in excellence. The organization likewise intensely puts resources into being socially, morally and naturally mindful to guarantee a reasonable development in the long haul. Contrasted with 2005 the association fundamentally decreased its gas outflows, produced waste and water utilization and put resources into research so as to encourage maintainable innovation.Maybelline As portrayed in the diary by Aaker and Joachimsthaler (2000) brand engineering is a structure that sorts out the company’s brand portfolio and indicates the brand jobs and the connection between them. Reasonable brand engineering gives apparatuses to: ? ? ? license brands to extend across items and markets, resolve clashing brand technique needs, safeguard brand-building assets by utilizing existing brand value, shield brands from being weakened by over-extending, and sign another and diverse offeringAs sketched out in the diary by Harish (2008), L'Oreal’s brand engineering is composed around 27 global brands, which are bunched in independent business divisions, every one of which centers around a particular objective market. As represented in Table 1, L'Oreal’s business is organized under three divisions (Consumer Products Division, Luxury Products Division and Professional Products Division), one office (Active Cosmetics Department) and a moral makeup brand (The Body Shop). L'Oreal’s brand engineering, demonstrating brands, situating and deals channels. Shopper Products Luxury Products Profess.Products Active Cosmetics The Body ShopMajor global umbrella brands: L'Oreal Paris Garnier Maybeline New York SoftSheen Carson Le Club des Createurs de Beute (LCCB) Lancome Biotherm Helena Rubinstein Kiehl’s Shu Uemure Perfumes: Giorgio Armani Ralph Lauren Cacharel Victor and Rolf Diesel Positioning: Quality items at moderate costs for the majority Up-showcase extravagance items for recognizing customers Specialist items for use by proficient beauticians and salon experts Sales Channels: Mass market retail outlets on account of L'Oreal Paris, Garnier, Maybelline and SoftSheen CarsonDirect promoting for LCCB High-end worldwide retail chains, travel retail outlets, brands’ own boutiques and perfumeries Hair beauticians and salon experts Pharmacies and master retailers Predominantly through body Shop’s selective retail chain Cosmeceuticals with demonstrated security and viability; supported by drug specialists and dermatologists Ethical beautifying agents for socially and ecologically cognizant buyers L'Oreal Professionnel Kerastase RedKen fifth Avenue NYC Matrix Mizani Vichy La Roche †Possay Inneov SkinCeuticals Sanoflore The Body Shop Table 1 Within the Consumer Products Division, L'Oreal Paris is the excellent brand while Garnier and Maybelline New York are the neighboring optimistic brands. The organization offers these particular brands so as to fulfill distinctive objective gatherings and abstain from losing clients to a contender (Harish, 2008). L'Oreal’s objective is to make Maybelline a main worldwide mass-advertise brand. This brand is sold in around 127 nations and makes up over 45% of the absolute revenues.Maybelline is situated to be the pioneer of massma rket beauty care products focused at ladies between the age of 15 and 49 at a sensible cost and it effectively advances the â€Å"urban American chic† picture over the globe. Maybelline incorporates five scopes of items †face, eyes, lips, nails and instruments. Each range incorporates a few lines and there are singular items with exceptional brands under each line. According to Harish (2008) the results of the Maybelline bunch are for the most part advanced through TV promoting and brand envoys like the supermodels Christy Turlington and Adriana Lima. Since 1915, the brand has been enabling ladies wherever with the significant trademark â€Å"Maybe she is brought into the world with it. Perhaps it’s Maybelline. Today Maybelline New York is the main cosmetics brand around the world, which consolidates innovatively propelled makeup with in vogue mastery to make available items with a lively style that enable ladies to say something by investigating new apparatuses, testing without chance, and displaying their own aestheticness (L'Oreal, 2012). L'Oreal has an authorizing concurrence with five diverse scent brands, which supplement the firm’s wide range of item contributions. As depicted in Table 1 these brands fall under the Luxury Products Division, target perceiving purchasers and are sold in top of the line retail chains, travel outlets and boutiques. L'Oreal is presently building up a totally new scent under its own Maybelline product offering. Ecological Analysis Market AnalysisThe scent showcase encountered a consistent development in deals in the period somewhere in the range of 2006 and 2011. Moreover the general market development is relied upon to quicken in the following multi year time span. In 2010 the worldwide aroma advertise created complete incomes of $36. 3 billion bringing about a compound yearly development pace of 4. 2% for the period spreading over 2006 †2010 appeared in Figure 1 (Datamonitor Global, 2011). Wo rldwide scents advertise volume: million units 40000 35000 30000 25000 20000 4. 2 3. 1 5. 6 7 6 5 3. 9 4 3 2 $ million % development 15000 10000 5000 0 2006 2007 2008 Figure 1 0 2009 2010 Consumption volume in the aroma showcase expanded with a compound yearly development of 4. % somewhere in the range of 2006 and 2010 bringing about 1. 3 billion units in 2010. Before the finish of 2015 the utilization volume is relied upon to ascend to 1. 6 billion units. As appeared in Figure 2 female scents indicated the most elevated deals numbers producing $23. 1 billion of incomes in 2010, comparable to 63. 8% of the market’s in general worth (Datamonitor Global, 2011). Worldwide scents showcase division by type: % share 5% 64% Female aroma Male aroma Unisex aroma 31% Figure 2 The scent advertise division is circulated between the three significant continents.As appeared in Figure 3 Europe drives the utilization of aromas by 45. 1% followed by the Americas with 38. %, Asia-Pacific by 10 . 5% and Africa and the Middle East by 6. 4% (Datamonitor Global, 2011). Worldwide scent advertise division by district: % share 6% 11% Europe Americas Asia-Pacific Affrica and Middle East 45% 38% Figure 3 Overall the present aroma economic situation and particularly the sub-classification of female aromas demonstrates to be positiv

Essay response Example | Topics and Well Written Essays - 500 words - 1

Reaction - Essay Example e blacks were deceived as a network however there were different gatherings of individuals that endured on account of such a very separating framework also. The free dark network additionally endured on account of the white experts in a roundabout way. The free woodworker kid who cherished the slave young lady couldn't wed her since she was somebody else’s property. Likewise, the spouses of the white experts were additionally misled by their husband’s sexual relations with the slave ladies. They had to acknowledge the disrespectful sexual conduct of their spouses. It more likely than not been extremely difficult for them to deliberately ignore the slave youngsters their spouses held on for the slave ladies. In this way, ladies either dark or white got the most ruthless blows of bondage. The free individuals of the North that speak to a quiet network are viewed with extraordinary expectation by the slave young lady. She asks why they were quiet; as she accepts that they have the ability to change the framework. The quiet of the free individuals of the North really speaks to the detached demeanor typically embraced by those individuals who live in their own little air pocket of life. This isn't only an individual account of a slave young lady however an extraordinary encounter to find out about her experience. This account propels the psyches of the perusers to consider what it resembles to be a captive to another individual. This empowers us to think past our quick lives and to connect with other people who are in a tough situation. It likewise pinpoints to the way that individuals in a difficult situation admire the individuals who are in a solid situation to change the course of their lives and predeterminations; and in the event that their calls for help stay unanswered, at that point whatever trust they have transforms into misery and gloom. â€Å"If God has gave excellence to her, it will demonstrate her most noteworthy curse.† (47) This account is likewise about force, quality, expectation, ethicalness and assurance of human spirit. The slave young lady is an embodiment of boldness and fearlessness as she attempts to retaliate and to stand up to.

42 Recipes for Surviving Freshman Year (Part 1)

42 Recipes for Surviving Freshman Year (Part 1) Today in Boston it was 41 degrees Fahrenheit and rainy. Random Hall had a massive potluck Thanksgiving dinner with our housemaster Nina and her family, and several smaller Thanksgivings branching off of it (because one wasn’t enough). I wasn’t there. I was sitting at a picnic table on the edge of a quiet, salty lake, watching my little brother feed geese and seagulls from the bank. I spent Thanksgiving in Myrtle Beach, northern South Carolina, sweater weather. Like geese, my family migrates when it gets cold every year, to Miami for New Year’s and a Green Christmas and to Myrtle Beach for Thanksgiving and Hanukkah. My parents drove down with my brother from Pennsylvania a week ago and I joined them on Thursday morning (Penn State gets a much longer Thanksgiving break than us). Thanksgiving for me is the beach, yoga classes twice a day, and almost absolutely no work, which is something I was bad at freshman and sophomore year but I’ve gotten better. I think what we eat at Thanksgiving captures a wonderful picture of our cross-cultural family identity. Thanksgiving dinner this year was borscht with garlic and rye bread, turkey with homemade plum sauce, because I’m allergic to cranberries, and farina cake after a walk on the beach and Catching Fire at the movie theater by the yoga studio. I miss this kind of food when I’m away from my family. Over the past semester I asked my family to teach me how to cook the foods I love, and I’ve been trying to make most of them during actual work weeks. I was surprised that they are almost all very easy to make, and that it’s possible to have a real dinner without taking real time away from studying. Four years ago when I was a senior in high school I tried to learn how to cook from a cookbook but I ended up mostly baking, and everything else was all very hard. Most of what I ate freshman year was cereal and skim milk. I didn’t end up learning the more interesting fast dishes until now. In celebration of my new steps toward real adulthood, and in belated celebration of Thanksgiving, here are the 42 (plus or minus a few; I kind of cheated) recipes that encompass most of the foods I love. Some are from family, some are from family friends, and a few are from friends at MIT. This blog post is mostly for me but it is also for you, in case you live in a non-dining dorm or you’re not on a meal plan and you want to learn some fast, diverse recipes to get you through the semester. 42. Varieties of oatmeal Starting with the basics: breakfast, lunch, and snacks on hell weeks. Effort: 1 Ingredients: Quick 1-minute oats Milk Salt and sugar (or stevia), optional Bananas, chopped walnuts, raisins, cinnamon, and allspice; frozen blueberries; or fresh berries Steps: Put in a bowl about half as much oatmeal as you think you want to eat. Add a tiny amount of salt and sweetener and a little more milk than oatmeal. Put a plate under the bowl and microwave on high for a minute and a half, because quick 1-minute is a lie. Add cold milk until the oatmeal is whatever consistency you want it to be. Chop up a banana, mix it, some chopped walnuts, and some raisins into the oatmeal, and sprinkle cinnamon and a small amount of allspice on top. If you have time, microwave some frozen blueberries for a minute and add them instead. Or, if they’re on sale, add fresh raspberries, chopped strawberries, or blueberries. 41.  Hard boiled eggs For when you’re kind of hungry and it’s 4 am on Thursday (well, Friday, but you tell yourself it’s still Thursday) and your 5.111 p-set is due in seven hours. At least you almost finished 7.012, 18.02, and 8.01, right? Effort: 1 Ingredients: Two to four eggs, depending on how hungry you are Salt (optional) Steps: Put the eggs in a pot, fill the pot halfway with cold water, and add about a teaspoon of salt. Add the eggs and put them on the stove on high heat. After the water boils, turn the heat down to medium and keep the eggs on the stove for an additional six to eight minutes if you like your eggs not fully cooked, or ten to twelve minutes if you like your eggs cooked. Pour out most of the hot water and add cold water, and repeat until your eggs are covered in water that is actually cold. Leave them alone for ten minutes while you think about doing part a of problem 3. Peel the eggs, rinse them in cold water, and, if you’re feeling ambitious, cut them into slices. If you’re feeling really ambitious, peel and chop a cucumber, too. Eat them off a paper towel. No dishes to wash! You should really work on your time management skills while you’re still on P/NR. 40.  Corn Like hard boiled eggs, and for similar situations, but far less satisfying. Effort: 1 Ingredients: Fresh corn Salt (optional) Steps: Remove the green stuff from the corn and put it in a casserole dish. Add a small amount of salt if you want. Cover. Cook on high for five minutes per corncob. Unfortunately you now have to wash the casserole dish. 39.  Yogurt with chocolate Effort: 1 Ingredients: Half a quart of plain, fat-free yogurt Semi-sweet chocolate chips, canned pineapple chunks (in 100% pineapple juice, not in heavy syrup), or some other yummy sweet stuff Steps: Put the yogurt in a bowl and stir until smooth. Add some chocolate chips. Alternatively, add half a can of pineapple chunks, with or without chocolate chips. Mmm. 38.  Wraps My friend Masha K. ‘13 from WILG taught me how to do this. It’s a great way to get meat and vegetables when you don’t feel like putting in effort or eating hot dogs beef franks for the third day in a row. Effort: 2 Ingredients: Spinach (or not spinach) tortilla Meat slices, like turkey or beef or whatever is on sale at the deli Cheese, like muenster cheese, which is amazing, or whatever else is on sale at the deli Tomatoes (if you like tomatoes) Steps: Preheat the oven to 425 or 450 degrees Fahrenheit. Place the tortilla on a slightly larger square of aluminum foil. Arrange some meat on one half of the tortilla and arrange some cheese on top of it. Add an extra layer of cheese under the meat if you really like cheese. Fold the tortilla over the meat and the cheese and fold the aluminum foil over the tortilla. Fold the edges of the aluminum foil so that the tortilla and anything that might melt off of it is trapped inside. Put the tortilla in the oven for 15 to 20 minutes. Take it out, remove the aluminum foil, and eat. Chop the tomatoes and eat them while you eat the wrap. You can also be adventurous and add the tomatoes to the wrap itself before you cook it, but this will make the wrap slightly soggy. Alternatively, avoid tomatoes like the plague and make weird faces when other people offer them to you, like almost all of the guys I’ve dated at MIT. (I don’t get it either.) Masha makes wraps in WILG’s tiny electric grill, and not in the oven, and hers end up much better than mine. I will eventually get around to buying a tiny electric grill; if you have one, you should definitely use it. 37.  Couscous and beef franks Because you’re hungry and desperate and real food is too hard. When Cory ‘14 and I first started dating he was convinced that I only ate couscous and beef franks, because at the time I only ate couscous and beef franks. Effort: 2 Ingredients: 97% reduced fat kosher beef franks (or, I dunno, some other kind of hot dogs) Box of couscous with pine nuts or pearled couscous without pine nuts Olive oil Steps: This is a picture of couscous and breaded tilapia, not couscous and beef franks, because I actually have not had couscous and beef franks since summer (which is, I think, an accomplishment).    1.    Follow the directions on the box of couscous. Prepare the entire box in a casserole dish. Alternatively, cook spaghetti on the stove.    2.    Follow the directions on the bag of beef franks. Prepare three or four beef franks on the stove. 3.    Chop up the beef franks, add them to the couscous, and eat directly out of the casserole dish. Dinner for two in under ten minutes, minimal dishes, and you can get back to your p-set. 36.a. Eggs with vegetables Effort: 2 Ingredients: Two or three eggs Broccoli, cabbage, or a more creative vegetable Olive oil Salt Steps: Wash and chop the broccoli or cabbage. Put it in a pan with olive oil and cook on high for a few minutes while the pan heats up. Add the eggs and a small amount of salt over the broccoli. Throw the eggs and the broccoli around in the pan with a spatula until they are cooked. This goes well with fried potatoes. 36.b. Omelet This is a little more difficult. Effort: 2 Ingredients: Two eggs Milk Broccoli, cabbage, or beef franks (optional) Olive oil Salt Steps: If you want them in your omelet, chop broccoli, cabbage, or beef franks, put them in a pan with olive oil, and cook on high while the pan heats up. In a small food processor, mix the eggs, about one eighth a cup of milk, and a small amount of salt. Don’t add salt if you are including beef franks. Pour the mixture over the vegetables or beef franks, decrease the heat to medium or low, and cover. Check every now and then that the underside isn’t burning. When it is solid enough, flip the omelet  with a spatula (or cut it in half and flip each half individually). When  the omelet is done, you can use the empty hot pan to make toast. 35.  Cauliflower This and omelets has been my breakfast lately. Effort: 2 Ingredients: Cauliflower Olive oil Salt Steps: Rinse and chop as much cauliflower as you want to eat, which is probably less than you think it is. Pour a few tablespoons of olive oil onto a pan. Add the cauliflower. Fry on medium to high heat, uncovered, until the cauliflower is browned. 34.  Stuffed shells This is sometimes a staple for me. You buy them at the grocery store, in the frozen section. Effort: 2 Ingredients: Frozen stuffed shells from the grocery store Pasta sauce Steps: Put the shells on some aluminum foil on a baking sheet and cover them in pasta sauce. Put them in the oven for 45 minutes as prescribed by the box they came in. 33.  Coleslaw Effort: 2 Ingredients: Cabbage Carrots Mayonnaise Steps: Peel one or two carrots. Chop the carrots and about twice as much cabbage so that they can fit in the tiny food processor. Combine the carrots, cabbage, and a tablespoon or two of mayonnaise in the food processor. 32. Shrimp (grey; not pre-cooked) Effort: 2 Ingredients: Frozen grey shrimp (not pre-cooked) Bay leaves and whole black peppercorns (or other spices) Pasta sauce (optional) Horseradish (optional) Steps: Boil water in a pot with whatever spices you have. My family uses bay leaves and whole black peppercorns. About five minutes after the water boils, it should be a darker color. Add the frozen shrimp. Separately, mix about equal parts horseradish and pasta sauce to make a sauce to dip the shrimp in. Remove the shrimp as soon as the water starts to boil again. 31. Fried shrimp (red; pre-cooked) with vegetables This is my maternal grandmother’s recipe. Effort: 2 Ingredients: Frozen red shrimp (pre-cooked) Whole garlic cloves Olive oil Curry and black pepper (or other spices) Steps: Leave the shrimp on the table for about two hours to thaw, allowing the water to drain from the shrimp. Chop the garlic cloves a little, so that their insides are exposed, and put them in a pan with olive oil on high heat. Add spices, such as curry and black pepper. Add the thawed shrimp. Cook the shrimp for three to five minutes on the stove, stirring occasionally. Don’t worry if water appears. 30.  Bubble tea If you don’t know what bubble tea is, you will when you get to campus. It is sweetened milk tea with tapioca bubbles. It is addicting. It is sold at the Student Center for $3 a serving. Effort: 2 Ingredients: Tapioca bubbles Honey or fruit preserves Tea Milk Bubble tea straws Steps: Buy tapioca bubbles. After some research I bought these. I store them in a zip-lock bag in the freezer so they don’t dry out. You can buy the fat straws on Amazon as well. Boil water in an electric tea kettle or on the stove, as much as you can imagine you and your friends drinking in one sitting. Add several (three to six) bags of whatever tea you want to drink. When the tea is done steeping, move the pot or the tea kettle to the fridge to cool. Boil water in a pot. Once the water is boiled, add a very small handful of tapioca bubbles for every two people. They will expand in the water. After five minutes, remove the tapioca bubbles from the water and put them in a cup. Cover them in honey or fruit preserves. I think fruit preserves work better than honey, but other people (sample size two) disagree. After a while the tapioca bubbles should have soaked up some of the honey or fruit preserves. Distribute the tea, add milk, and add the tapioca bubbles. Drink with a bubble tea straw. Real bubble tea is prepared with some powder instead of just tea and milk. I haven’t figured this out yet and I’m probably not going to, because I’m happy with tea and milk, but you might want to. 29.  ????? (crepes)   Crepes seem to be a fundamental part of womanhood in Russia, and I am horrible at them. There’s some intuitive awareness of the texture and thickness of batter, the technique, the art, the ????????, that I never absorbed, despite hours of education from my grandmother on my dad’s side. One day when I was homesick I tried the first crepe recipe that came up on Google and it worked, ???????? or not, though of course it’s nowhere near as good as my mom’s or either of my grandmothers’. Here it is, more or lessâ€" Effort: 3 Ingredients: Eggs Milk Flour Olive oil Salt Sugar, honey, jam, or caviar Steps: Blend two eggs in a small food processor. Add a cup of milk and blend again. Add 1/4 teaspoon of salt and one cup of flour. If you want to be healthy, you can use gluten-free flour, which ends up tasting about the same. Blend again. Heat a few tablespoons of olive oil on high heat. Pour one fourth a cup of batter onto the pan and spread it evenly by tilting the pan in a circular motion. The first crepe will take a while to cook. Once the edges of the crepe are well defined and slightly raised, lift the crepe from the edges with a spatula and flip it. At this point you can turn the heat down to medium or medium-high. Periodically check the underside of the crepe; when it is slightly browned, take it off the pan. The first crepe will probably not be as good as the rest of them, since it picks up a lot of the olive oil. Immediately after removing the first crepe, pour another one fourth cup of batter onto the pan. Again spread the batter evenly over the pan by tilting it in a circular motion; this will be more difficult now because the pan is hot and the crepe is cooking as you shape it. Repeat until you have run out of batter. From here on out, the crepes will be ready to flip almost immediately, though the second side will take a bit longer to cook. It might be a good idea to stir the batter sometimes; otherwise the flour settles and you have to add more milk to make the last few crepes. Spread a thin layer of sugar, honey, jam, or caviar onto one surface of each crepe and roll them up into tubes. Keep in mind that you will have layers and layers of filling in each bite, so the layers should be very thin, especially if the filling is sweet. The last crepe is always the tiniest, and when I was little that one was always mine because I was tiny, too. :) 28.  Latkes (potato pancakes) Effort: 3 Ingredients: Eggs Potatoes Salt Olive oil Applesauce, sour cream, or plain yogurt (optional) Steps: Break two eggs on a plate. Peel three or four potatoes. Using a cheese grater, grate the potatoes over the eggs. Add about half a teaspoon of salt and mix the potatoes, eggs, and salt with a fork. If there is any egg that isn’t covered by the potatoes you can add another potato. Pour some olive oil out onto a pan and turn the heat up to high. Add the potato mixture in separated, one-tablespoon-large, flat circles. They should sizzle once the pan is hot; turn the heat down to medium or medium high if that bothers you. When the latkes are browned on one side (only the potato pieces that were touching the pan will brown), flip them over with a spatula. When the other side is brown, remove them and add more potato mixture to the pan. Add more olive oil if there isn’t any. Keep doing this until you have run out of potato mixture. Dip the latkes into applesauce, sour cream, or plain yogurt as you eat them. 27.  Baked salmon Effort: 3 Ingredients: Individually wrapped frozen salmon, one or two per person Mustard Honey Ranch dressing (optional) Olive oil Lemon juice Salt Steps: Leave the salmon on the table in its plastic wrapping for four hours or so to defrost. Alternatively, soak it (again still in its plastic wrapping) in warm water until it is bendy. Preheat your oven or toaster oven to 450 degrees Fahrenheit. Cover a baking sheet with enough aluminum foil for the fish to be in one layer, leaving enough overhang to cover the fish. Unwrap the fish and put it on the foil. Lightly salt and add some lemon juice. Mix one tablespoon each of mustard, honey, and ranch dressing and two tablespoons of olive oil until the color is uniform. Spread the mixture over the fish. Cover the fish with the aluminum foil overhang and put it in the oven for about half an hour. Salmon goes well with rice or salad. 26.  Salad Effort: 3 Use any combination of the following: One or two handfuls of spinach or lettuce (but why would you eat lettuce?), rinsed in cold water and chopped Cucumbers, peeled and chopped Carrots, peeled and grated Bell peppers, washed and finely chopped Tomatoes, washed and chopped Apples, peeled and grated Pickles, finely chopped Celery, finely chopped Craisins Strawberries, washed and chopped Sesame seeds Chopped walnuts Chopped almonds Olive oil Mustard Italian dressing Salt   My grandmother on my mom’s side advises that when you’re mixing salad you should lift it, not push down on it. 25.  Hamburgers on rye bread Effort: 3 Ingredients: Frozen hamburgers Spinach or lettuce Tomato (optional) Rye bread (or whole wheat hamburger buns) Steps: Leave the frozen hamburgers on a plate for a few hours to thaw. Fry the hamburgers with a little bit of olive oil on medium heat (or low heat if you forgot to thaw them). Flip them over and fry them some more until you are satisfied with how much they are cooked. Wrap the burger in spinach or lettuce and put it between two slices of bread. Tomatoes are optional. 24.  Stir-fry Effort: 3 Ingredients: Linguine fini pasta, or some other spaghetti Asparagus Spinach Two eggs Stir-fry sauce Olive oil Sesame seeds Garlic Steps: Cook the pasta al dente according to the instructions on the box, probably six minutes in boiling water. You don’t need to add salt. While the pasta is cooking, chop the asparagus into one- to two-inch-long pieces, throwing away the lighter edges opposite the tips, and fry it in olive oil, uncovered, on medium to high heat. Drain the pasta and add it to the asparagus. Stir about one fourth cup stir-fry sauce into the pasta with a spatula. Move the pasta over to one side of the pan and cook an egg on medium heat on the other half, stirring it often. Stir the egg into the pasta once it is at least slightly cooked. Turn the heat down to low or medium-low. Rinse a handful of spinach and add it to the pasta. Fold the pasta over the spinach so that the spinach is covered. Cover the pan with a lid. When almost all of the liquid has boiled off the pasta, chop and add some garlic. Add some sesame seeds. Remove from heat. 23.  Mashed potatoes Effort: 3 Ingredients: Potatoes Salt Whole milk Butter (optional) Steps: Boil water in an electric tea kettle or on the stove. Meanwhile, fill a pot halfway with water. Peel however many potatoes you think you’ll eat, chopping larger ones in half if they are of variable size. Leave them in the water while you peel the others. Drain the cold water and cover the potatoes completely with boiling water. Add a tablespoon of salt. Cook on the stove until the potatoes slide off when you stab them with a fork. The Internet says you can prevent the water boiling over by balancing a wooden spoon on top of the pan; you should let me know if that works and, if so, how. Microwave half a cup of milk on high for one minute. Drain the water completely. Add the milk and mash the potatoes with a potato masher (or a fork, because come on, you’re a college student). Add butter if you want. 22.a. High-maintenance fried potatoes This is how my dad cooks potatoes and how his dad cooked potatoes. They come out perfectly, evenly cookedâ€"edible masterpieces of potato. Effort: 3 Ingredients: Potatoes Salt Olive oil Steps: Peel two or three potatoes and chop them into five-millimeter-thick circles or half-circles. Coat the pan in olive oil and lay the potatoes on the pan in one layer and salt them lightly. Cook uncovered on high. When the potato slices are brown on one side, flip each slice individually and cook until the other side is brown as well. Remove the potato slices and repeat with the next batch, until you have cooked all of your potatoes. 22.b. Low-maintenance fried potatoes This is how I cook potatoes because I am lazy and unskilled. They come out crunchy-raw in some places and almost burnt in others but I’m usually too hungry to care. Effort: 3 Ingredients: Potatoes Salt Olive oil Steps: Peel two or three potatoes and chop them into two- to five-millimeter-thick circles or half-circles. Coat the pan in olive oil, put all the potato slices on the pan, and salt them lightly. Cook uncovered on high, flipping them often. Remove the potato slices when they are brown in some places, not yet charred, and not unbearably crunchy. 21.  Potatoes in the microwave This is how my grandmother on my mom’s side cooks potatoes. It is simple and fantastically fast. Effort: 3 Ingredients: Potatoes Fresh dill Garlic Olive oil Salt Steps: Peel the potatoes and chop them into large but bite-sized pieces. Put them in a casserole dish. Finely chop some dill and about one clove of garlic for every three medium-sized potatoes and add them to the potatoes. Add half a teaspoon of salt and one tablespoon of olive oil for every three potatoes.  Mix thoroughly. Cover firmly and microwave on high for about ten minutes for three potatoes, or fifteen minutes for six potatoes. 20.a. Tilapia in the microwave This recipe is from my mom. It is impressively fast. Effort: 3 Ingredients: Individually wrapped frozen tilapia, one or two per person Mayonnaise Pickles Lemon Salt Steps: Leave the tilapia out on the table in one layer (still in its plastic wrapping) for an hour to thaw. (Alternatively, rinse it under cold water, again still in its plastic wrapping.) Put the thawed tilapia in one layer in a casserole dish. Add a small amount of salt. Chop the pickles into small pieces and put them over the fish. Wash a lemon well, with soap, chop it in half, and squeeze it over the fish, being careful to remove any seeds. Chop the rest of the lemon into small pieces, including the skin, and put it over the fish. Spread two tablespoons of mayonnaise over the fish and lemon. Cover the casserole dish and put it in the microwave for ten minutes for five fish, or five to seven minutes for two. The fish is done when you can easily cut it with a fork and it is white all the way through. 20.b. More tilapia in the microwave This recipe is from my grandmother on my mom’s side. Effort: 3 Ingredients: Individually wrapped frozen tilapia, one or two per person Bell peppers Tomatoes Fresh dill Fresh basil Olive oil Salt Steps: Leave the tilapia out on the table in its plastic wrapping in one layer for an hour (or rinse it under cold water) to thaw. Cut the tilapia in half (to create two fat halves rather than two long halves). Rinse and chop the bell peppers, tomatoes, basil, and dill and place some of it in the casserole dish. Place the tilapia in one layer on top of the vegetables. Lightly salt the fish and vegetables. Add a second layer of chopped bell peppers, tomatoes, basil, and dill on top of the tilapia. If you need to, add another layer of tilapia and another layer of vegetables, or more, lightly salting each layer of tilapia. Add three or four tablespoons of olive oil on top of the tilapia and vegetables. Cover the tilapia and microwave it on high for twelve to fifteen minutes, depending on the quantity. I tried to fit all of the recipes in one blog post but the web site wouldn’t let me. Part 2 contains another 19 recipes, most of them a little more hardcore. There are also some places to buy food around MIT and some non-food things that are useful to have.

Speech Is Money Speech - 919 Words

Is Money Speech? The funding of political campaigns and lobbying is one area where the freedom of â€Å"speech† should defiantly be restricted. In the 2000s, a series of court cases that culminated in Citizens United v. FEC have destroyed the ability of the American people to properly regulate election spending. As a result of this, the government has become massively corrupt, the government is now even less accountable to the American people, and the country has been greatly destabilized. Of course, these problems all can be fixed in order to create a better America. When ruling in Citizens United, Anthony Kennedy stated that, â€Å"independent expenditures do not lead to, or create the appearance of, quid pro quo corruption.† this has since been debunked (Appearance of Corruption). The appearance of corruption is everywhere within our current system. When politicians privately visit the home of billionaire industrialists in order to secure campaign funding it becomes obvious that corr uption exists (Parker). In the state of Kansas, 76% of influential legislative positions are held by members of the American Legislative Exchange Council (ALEC) (Mainstream Coalition). This group largely funded by major corporations allows corporations to exert considerable influence over the American legislative process. ALEC’s practice of providing lawmakers with talking points, and creating model bills for its members to later vote on, transforms our lawmakers from the representatives of theShow MoreRelatedFree Money Persuasive Speech1056 Words   |  5 PagesFree Money What would you say if I told you there is a way you can save as much or more than 14,000 in ten years? You wouldn’t have to invest any money out of pocket. Your only investment would be 15 to twenty minutes a week. How many of you could use extra money to pay bills? Are there any purchases you’ve put off because you can’t afford it? Coupon clipping is not a secret to anyone. So why do so many people pass up the opportunity to save money? I don’t believe many people are awareRead MoreHigh School Speech Materialism and Money903 Words   |  4 Pagescompanionship of people your own age. You see, I think those toddlers are onto a good thing. I believe that we as the young people of New Zealand place far to much emphasis on the importance of money. If you think about it, all that money causes is bad things; Debt, relationship problems, and inter-class prejudice. Money has such a strong influence over our lives, so much so that it often causes relationship problems. Many couples have put relationship problems down to financial problems. 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A Brief Look at Niccolo Machiavelli - 1698 Words

Niccolo Machiavelli was born on Florence and died in Florence (1459-1527). He was a man of many talents and diversity. He was a historian, diplomat, politician, humanist, writer and philosopher. In many people’s eyes he was the founding father of modern political science and of political ethics. His influence even today in the world of politics and power cannot be over-estimated even in today’s world. His most important book The Prince was published in 1517 after Machiavelli had lost his power base of influence and power with the return to power of the Medici. It is today regarded by many as a masterpiece in terms of a philosophy of power and politics. His name is in today’s world as meaning a scheming, powerful and decisive advisor/ruler. In some way this is true but in other ways it is not entirely accurate as Machiavelli had very firm and straight-forward views on the concept of power and politics. 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A Review of Cadburys Supply Chain Free Essays

A Review of Cadbury’s Supply Chain: Literature Review: ‘Man of Dairy Milk and Money’. Elaine Watson Article Summary: * This article begins by highlighting how Cadbury’s have had their fair share of problems: * Salmonella outbreak in 2006 * Decision to close Somerdale factory and switch production to Poland. * Factory issues in Sheffield: river quite literally flowing through the factory. We will write a custom essay sample on A Review of Cadburys Supply Chain or any similar topic only for you Order Now * But as the article highlights, the firm has a strong and strategically placed supply chain. Areas of Competitive Advantage: * Factory Network: They recently built a new factory in Poland. They have an established network with two other factories there, and a gum plant. * Cost effective Supply Chain: By strategically placing the factories in Poland they were able to achieved cost savings in two key areas: * Cheaper wages (despite the fact that they are increasing). * A reduction in labour by 15%, which resulted in boosting operating margins from 10% to the mid-teens. * Alignment of Supply Chain: Cadbury’s treat the supply chain as a whole; â€Å"It is very easy to think in terms of manufacturing, logistics, sales, purchasing and so on. But their objective must all be aligned†. They ensure that work groups are formed compiling of resources from across the different functional teams. This ensures that every project/group is focused on achieving their main goal of customer satisfaction, and are able to consider this from every part of the manufacturing process. * Global Benchmarking: â€Å"We’ve got lots of key performance indicators in terms of quality, safety, service level, and the environment, but for manufacturing we use OEE†. Cadbury’s highlight the importance of waste management owing to the fact that raw materials have dramatically increased in prices over recent years (Cocoa for example has increased from ? ,000/t to ? 1,600/t. * Environmental responsibilities: Cadbury’s aim to reduce their carbon footprint by 50% by 2020. * Manufacturing Ownership: Manufacturing is a core competency for Cadbury’s. There are arguments in favour of keeping this in house in terms of economic and intellectual ones. Bournville is the co re plant; here they have 1,000-1,200 staff as well as sophisticated machinery producing 100,000t of chocolate products a year. This factory further produces 1m creme eggs a day. * Outsourcing: Cadbury’s outsource two of their products: * Snaps: this involves unusual technology. * Green amp; Blacks. Literature Review: ‘Ethical Supply Chains – ‘The New Black’? ’ Lisa Brown. Article Summary: * This article highlights the importance of sustainable supply chain management, and likens the rate of take up to ‘The New Black’. Therefore this article is centered around how Cadbury’s manage a sustainable supply chain in order to gain a competitive advantage. * Cadbury’s are an example of a firm who have successfully implemented such ethical considerations into their supply chain. In 2009 they announced that the cocoa drinks and dairy milk chocolate would be fair-trade certified in British and Irish markets. This mark ensures that the farmers are paid a fair price, and that crops are farmed under sustainable conditions (putting a halt to child labour). * Advantages of Sustainable Supply Chain Management (SSCM): * Changing consumer attitudes: The article paints a picture of a consumer who is no longer concerned by product quality and other tangible aspects, but rather is concerned with the integrity of supply chains (and will often spend more money on those products that appeal to their moral code). This view is personified through Brown’s comment that â€Å"†¦pressure to donate, volunteer, buy green†¦ by organic, recycle, reduce carbon emissions†. Brown further states, â€Å"Customers often feel a sense of intrinsic commitment and emotional attachment to the products they purchase * The price of not acting sustainably: the article compares Cadbury’s success to a clothing retailer who has received criticism for their use of sweatshops in Asia. * Competitive Advantage: â€Å"Supply chains have become the new black, a trendy way of connecting with the consciousness of consumers (particularly generation Y) and achieving differentiation from those companies/products not willing or able to keep up†. * How is this hanging consumer attitude affecting the industry? * Competitive Advantage: Transparency of supply chains: in a society where publicly accessible information is just a click away and a good reputation is priceless, ensuring integrity of supply chains is on way to create a competitive advantage. * Product differentiation: Products are no longer differentiated by rudimentary characteristics such as colour and pr ice. Values are a key part of the customer decision. * Declaration of interests: Companies must ensure that companies they are partnering with are also keeping within the guidelines. Ethics ahead of profits: Customers nowadays will pay more money for items that appeal to their moral consciousness. Thus, firms need to walk the walk rather than just talking the walk. Literature Review: ‘Reconfiguring Three Companies Under one Umbrella’. Alan Robinson. Article Summary: * This article identifies how the Cadbury’s supply chain ensures that network benefits are realized and capitals costs are reduced. In essence it portrays how Cadbury’s creates a competitive advantage through three of their products: Schweppes, Motts and Snapple. Competitive Advantages: Integrated Supply Chain: The three companies have an integrated supply chain, which provides the following benefits: * Continual realignment and readjustment of products means that they never duplicate efforts. * Owing to constant changes in product lines (with them acquiring other lines and products), they continually review their locations and distribution channels. They ensure that they are always maximizing efficiency (hence their move from Somerdale to join their other factories in Poland). * Synergies between brands: Brands work together. For example a group with a mature manufacturing knowledge, Motts, was paired with a new manufacturing company, Snapple. Mott’s ran the Snapple manufacturing activities. * Analytical Tools: They use advanced supply chain analytical tools such as VA-basis Insight and its SAILS. This is supply chain network modeling software (similar to those shown in the picture below). Source: Ernst amp; Young Power and utilities Network Modeling Overview. This provides them with the following benefits: * Ability to strategically set up plants and locations (network modeling). They are able to constantly reevaluate their market in order to reduce duplication and reduce carbon emissions (which saves costs and promotes their sustainable supply chain management image). * Ability to analyse demand seasonality to ensure that their brans have the capacity to meet customer demand throughout the year (their products are highly seasonal – e. g. Cadbury’s creme eggs). * Mature stock and inv entory level management systems gives an idea as to where they should invest additional capabilities. * Reduces capital costs Products are sold to market at varying stages in supply chain: * Motts and Snapple sell ready to go products that can be sold to the end customer. * Whilst Dr. pepper and Carbonated drinks just sell the ingredients. * Range of outlets: Cadbury’ sell their products in a range of outlets in order to meet their customer base. For example, Convenience stores, supermarkets and drug chains etc. * Variety of Production Methods: * Outsourcing: Cadbury’s Schweppes brand is outsourced to Hershey’s in America. * Franchise: Cadbury’s franchise Dr Pepper and 7Up. Those who buy the franchise get rights to the product, the concentration and the packaging. * Use of distributors: Snapples Beverages use distributors to reach their market. Synthesis: The assimilation of each of the articles that I have researched demonstrate that Cadbury’s see their Supply Chain as being a key area in which they can create a competitive advantage. Their main advantages are achieved in the following areas: * Make-buy/Outsourcing Decision: Cadbury’s assess the market and their areas of strength to ensure that what they are producing satisfies the customers needs. This is both cost effective and logical in terms of fulfilling the customer requirements. * Factory/Distribution Outlets Networking: Intelligent network software is used to ensure the network that supports their supply chain is cost efficient and reduces duplication. This can be seen from their move to Poland, thus creating synergies. This also increased their operating margin. * Integrated Supply Chain: Owing to the number of product lines that Cadbury’s own (often through Mamp;S activities), the Cadbury’s supply chain is configured to enhance brand cooperation and coordination. This can be seen through a number of examples listed in the examples above: * E. g. 1. For example a group with a mature manufacturing knowledge, Motts, was paired with a new manufacturing company, Snapple. Mott’s ran the Snapple manufacturing activities. * E. g. 2. Different departments are bought together a matrix manner in order to ensure that projects and work takes into account the view of the whole manufacturing process. This ensures that their objective is always in the forefront of projects and is accounted for through all different functions views. Sustainable Supply Chain Management (SSCM): They are able to differ from competitors in a number of ways. The benefits achieved through their morally appealing supply chain activities are: * Competitive Advantage * Product differentiation * Declaration of interests * Ethics ahead of profits * Manufacturing Ownership: Manufacturing is a core competency for Cadbury’s. There are arguments in favour of keeping this in ho use in terms of economic and intellectual ones. Bournville is the core plant; here they have 1,000-1,200 staff as well as sophisticated machinery producing 100,000t of chocolate products a year. This factory further produces 1m creme eggs a day. * Global Benchmarking: â€Å"We’ve got lots of key performance indicators in terms of quality, safety, service level, and the environment, but for manufacturing we use OEE†. Cadbury’s highlight the importance of waste management owing to the fact that raw materials have dramatically increased in prices over recent years (Cocoa for example has increased from ? 1,000/t to ? 1,600/t. How to cite A Review of Cadburys Supply Chain, Papers

Underoaths 777 free essay sample

Underoath’s 777 The time of 777 is from 2004- 2005. 777 has a great entertainment value. If you like shows like â€Å"The Real World†, then you’ll like this dvd because it is a look in their lives. You meet their friends and you get a good feel for who Underoath is. This movie has a great music value and a lot of energy. It makes you feel like you are at their concerts. Everyone in the band gives an interview of themselves. The purpose of 777 is to show you their life on tour. This movie is a great documentary for all ages I would give this movie 3.5 stars out of 5 stars. The stars of Underoath are Dallas TaliaFerro Taylor(Vocals), Octavio Lafayette Fernandez (Guitars), Timothy Francis Mctague (Guitars), Christopher Allen Dudley (Keyboards), William Edwin Nottke (Bass) and Aaron Roderick Gillespie (Drums Bvg’s). 777 features the Hot Topic signing at Countryside Mall, the Myspace secret show â€Å"Behind The Scenes† footage, The European Tour, shows in France, Paris, New Zealand and Australia, London, Japan, MTV, NYC, Bamboozle, The U. We will write a custom essay sample on Underoaths 777 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S tour with Poison The Well, and Cities Burn, Somewhere in Canada, Allentown, Pa and Sweden. The Myspace tour has the songs: I Don’t Feel Very Respective Today, It’s Dangerous Business Walking Out Your Door, In Regards To Myself, To Whom It May Concern, Writing On The Walls, and Everyone Looks So Good From Here. The Music Videos include: Writing On The Walls, In Regards To Myself, and You’re Ever So Inviting. Gabriel Wiede

Free Essays on The Right To Be Free

The Right to be Free Freedom. Webster’s dictionary defines freedom as the absence of necessity, coercion, or constraint in choice or action as well as liberation from slavery or restraint or from the power of another. American history has been, in essence, a huge struggle for those very principles. Ralph Waldo Emerson wrote, â€Å"Nothing is at last sacred but the integrity of your own mind† (Qtd. In Sime and McCambridge, 225). The integrity of your own mind is the purpose for which nearly every social battle in this country, as well as abroad, has been fought. America has made a history of fighting for the right to have every principle of freedom a part of each person’s daily life, in fact, it was the idea of freedom that resulted in the founding of the nation. From the day that the religiously persecuted set sail for the new world from the â€Å"old† to escape religious oppression to the day of the passing of the Civil Rights Act, America’s past abounds with st ories of freedom both won and lost as people of every race and sex fought and continue to fight to obtain the right to act and think as individuals. It was King Henry VIII of England that inadvertently ignited the separatist-flame that would eventually lead to the population of America. He did this through his public and official break from Catholicism in the 1530s, which had previously been the religion most widely practiced in his kingdom. His marital problems however brought him to realize that the catholic religion was not the proper religious niche for him, and along with him came many who believed separation was the correct path. This separation however would have left Henry and his followers religion-less had he not elected to replace Catholicism with his own Church of England. His action powerfully stimulated some English reformers to undertake a total purification of English Christianity (qtd. In Bailey, Kennedy, and Cohen, 43). These reformers came... Free Essays on The Right To Be Free Free Essays on The Right To Be Free The Right to be Free Freedom. Webster’s dictionary defines freedom as the absence of necessity, coercion, or constraint in choice or action as well as liberation from slavery or restraint or from the power of another. American history has been, in essence, a huge struggle for those very principles. Ralph Waldo Emerson wrote, â€Å"Nothing is at last sacred but the integrity of your own mind† (Qtd. In Sime and McCambridge, 225). The integrity of your own mind is the purpose for which nearly every social battle in this country, as well as abroad, has been fought. America has made a history of fighting for the right to have every principle of freedom a part of each person’s daily life, in fact, it was the idea of freedom that resulted in the founding of the nation. From the day that the religiously persecuted set sail for the new world from the â€Å"old† to escape religious oppression to the day of the passing of the Civil Rights Act, America’s past abounds with st ories of freedom both won and lost as people of every race and sex fought and continue to fight to obtain the right to act and think as individuals. It was King Henry VIII of England that inadvertently ignited the separatist-flame that would eventually lead to the population of America. He did this through his public and official break from Catholicism in the 1530s, which had previously been the religion most widely practiced in his kingdom. His marital problems however brought him to realize that the catholic religion was not the proper religious niche for him, and along with him came many who believed separation was the correct path. This separation however would have left Henry and his followers religion-less had he not elected to replace Catholicism with his own Church of England. His action powerfully stimulated some English reformers to undertake a total purification of English Christianity (qtd. In Bailey, Kennedy, and Cohen, 43). These reformers came...

History and Background of the Kashmir Conflict

History and Background of the Kashmir Conflict Kashmir, officially referred to as Jammu and Kashmir, is an 86,000-square-mile region (about the size of Idaho) in northwest India and northeast Pakistan so breathtaking in physical beauty that Mugal ​(or Moghul) emperors in the 16th and 17th century considered it an earthly paradise. The region has been violently disputed by India and Pakistan since their 1947 partition, which created Pakistan as the Muslim counterpart to Hindu-majority India. History of Kashmir After centuries of Hindu and Buddhist rule, Muslim Moghul emperors took control of Kashmir in the 15th century, converted the population to Islam and incorporated it into the Moghul empire. Islamic Moghul rule should not be confused with modern forms of authoritarian Islamic regimes. The Moghul empire, characterized by the likes of Akbar the Great (1542-1605) embodied Enlightenment ideals of tolerance and pluralism a century before the rise of the European Enlightenment. (Moghuls left their mark on the subsequent Sufi-inspired form of Islam that dominated the subcontinent in India and Pakistan, before the rise of more jihadist-inspired Islamist mullahs.) Afghan invaders followed the Moghuls in the 18th century, who were themselves driven out by Sikhs from Punjab. Britain invaded in the 19th century and sold the entire Kashmir Valley for half a million rupees (or three rupees per Kashmiri) to the brutal repressive ruler of Jammu, the Hindu Gulab Singh. It was under Singh that the Kashmir Valley became part of the state of Jammu and Kashmir. The 1947 India-Pakistan Partition and Kashmir India and Pakistan were partitioned in 1947. Kashmir was split as well, with two-thirds going to India and a third going to Pakistan, even though Indias share was predominantly Muslim, like Pakistan. Muslims rebelled. India repressed them. War broke out. It wasnt settled until a 1949 cease-fire brokered by the United Nations and a resolution calling for a referendum, or plebiscite, allowing Kashmiris to decide their future for themselves. India has never implemented the resolution. Instead, India has maintained what amounts to an occupying army in Kashmir, cultivating more resentment from the locals than fertile agricultural products. Modern Indias founders- Jawaharlal Nehru and Mahatma Gandhi- both had Kashmiri roots, which partially explains Indias attachment to the region. To India, Kashmir for the Kashmiris means nothing. Indian leaders standard line is that Kashmir is an integral part of India. In 1965, India and Pakistan fought their second of three major wars since 1947 over Kashmir. The United States was largely to blame for setting the stage for war. The cease-fire three weeks later was not substantial beyond a demand that both sides put down their arms and a pledge to send international observers to Kashmir. Pakistan renewed its call for a referendum by Kashmirs mostly Muslim population of 5 million to decide the regions future, in accordance with a 1949 UN resolution. India continued to resist conducting such a plebiscite. The 1965 war, in sum, settled nothing and merely put off future conflicts. (Read more about the Second Kashmir War.) The Kashmir-Taliban Connection With the rise to power of Muhammad Zia ul Haq (the dictator was president of Pakistan from 1977 to 1988), Pakistan began its slump toward Islamism. Zia saw in Islamists a mean of consolidating and maintaining his power. By patronizing the cause of anti-Soviet Mujahideens in Afghanistan beginning in 1979, Zia curried and won Washingtons favorand tapped into massive quantities of cash and weaponry the United States channeled through Zia to feed the Afghan insurgency. Zia had insisted that he be the conduit of arms and weaponry. Washington conceded. Zia diverted large amounts of cash and weaponry to two pet projects: Pakistans nuclear-weapons program, and developing an Islamist fighting force that would subcontract the fight against India in Kashmir. Zia largely succeeded at both. He financed and protected armed camps in Afghanistan that trained militants whod be used in Kashmir. And he supported the rise of a hard-core Islamist corps in Pakistani Madrassas and in Pakistans tribal areas that would exert Pakistans influence in Afghanistan and Kashmir. The corps name: The Taliban. Thus, the political and militant ramifications of recent Kashmiri history are  intimately connected with the rise of Islamism in northern and western Pakistan, and in Afghanistan. Kashmir Today According to a Congressional Research Service report, Relations between Pakistan and India remain deadlocked on the issue of Kashmiri sovereignty, and a separatist rebellion has been underway in the region since 1989. Tensions were extremely high in the wake of the Kargil conflict of 1999 when an incursion by Pakistani soldiers led to a bloody six-week-long battle. Tensions over Kashmir rose dangerously in fall 2001, forcing then-Secretary of State Colin Powell to de-escalate tensions in person. When a bomb exploded in the Indian Jammu and Kashmir state assembly and an armed band assaulted the Indian Parliament in New Delhi later that year, India mobilized 700,000 troops, threatened war, and provoked Pakistan into mobilizing its forces. American intervention compelled then-Pakistani President Pervez Musharraf, who had been particularly instrumental in further militarizing Kashmir, provoking the Kargil war there in 1999, and facilitating Islamist terrorism subsequently, in January 2002 vowed to end the presence of terrorist entities on Pakistani soil. He promised to ban and eliminate terrorist organizations, including Jemaah Islamiyah, Lashkar-e-Taiba, and Jaish-e-Mohammed. Musharrafs pledges, as always, proved empty. Violence in Kashmir continued. In May 2002, an attack on an Indian army base at Kaluchak killed 34, most of them women and children. The attack again brought Pakistan and India to the brink of war. Like the Arab-Israeli conflict, the conflict over Kashmir remains unresolved. And like the Arab-Israeli conflict, it is the source, and perhaps the key, to peace in regions far greater than the territory in dispute.

Loophole in the Legal System Essay Example | Topics and Well Written Essays - 500 words

Loophole in the Legal System - Essay Example More specific questions regarding the influence of race on jury decision-making have also emerged from this spate of well-publicised cases: How does a defendant's race influence juror's perception and judgement How does the racial composition of a jury affect its deliberations and final decision Is the influence of race on jurors the same in all trails What difference, if any, would it make if more of the lawyers representing criminal defendants were racial minorities Studies show that Justices of the courts who served from 1789-1962 were socially atypical of the average American background: they came from upper-class families, attended the best law schools, were white male and generally protestant (Abraham, 1962; Ulmer, 1973). This unrepresentative nature of the courts can challenge the legitimacy of an institution. A judicial system of white men can be seen as producing only white man's justice. Another reason one can posit for the desirability of minorities in the judiciary is assimilation. America's heterogeneous population is clustered in groups that thrive along racial, religious, and national-background harmonization (Gordon, 1964). With the Hispanic population growing at a rapid rate, with blacks, Native American Indians, Asians, Jews, and White Anglo-Saxons, America, as a nation, faces the problem of how these groups can exist alongside one another. The United States is a pluralistic society.

Interface Between Theory And Practice In Reflecting On Creative Essay

Interface Between Theory And Practice In Reflecting On Creative Teaching And Learning - Essay Example 12). Even so, there has been a call for a relaxation of the dominant prescriptive and policy saturated teaching and learning agenda (Jeffrey 2006, p. 399). Theory and experience both demonstrate that creativity in teaching and learning is becoming more significant for progress and congruence in the knowledge society of the 21st century (Ferrari, Cachia and Punie 2009, p. iii). Be that as it may, the interface between the theory and practice relative to creative teaching and learning covet an uneasy co-existence. Sawyer (2011) informs that although creativity or improvisation is a necessary criteria for effective teaching and learning, prescriptive teaching as dictated by a statutory directed curriculum and the focus on public testing outcomes has given way to a culture of â€Å"less creative teaching and learning† (p. 2). This essay examines the theoretical basis of creativity in teaching and learning and demonstrates how these theories can be put to practice. The first part of this essay critically analyses theories of creative teaching and learning and the second part will reflect on the experiences and observations of the author during creative week. Theoretical Perspectives on Creative Teaching and Learning Definition of Creative Teaching and Learning . ... 30). In this regard, creativity in teaching and learning is characterized by four factors. First it involves â€Å"thinking or behaving imaginatively† (NACCCE 1999, p. 30). Secondly, the imaginative thinking and behaving must have a purpose in that it must be directed at achieving goals or objectives. Thirdly, in thinking, acting and achieving, there must be some originality involved. Finally, the results must have some value to the goals or objectives (NACCCE 1999, p. 30). Creative teaching is thus defined as: Teachers using imaginative approaches to make learning more interesting, exciting and effective (NACCE 1990 p. 6). The emphasis appears to be on engagement in terms of making learning more interesting. Perceptions are that students who are engaged are more likely to retain what they are being taught (Willms 2003, p. 3). It is therefore possible to argue, that by definition, creativity in teaching and learning is method for engaging students and therefore improving outco mes for individual learners. Theories of Creative Teaching and Learning Theories of creative teaching and learning embrace the twin concepts of teaching for creativity and teaching creatively. Teaching for creativity focuses on the â€Å"learner orientation† of teaching and teaching creatively focuses on the â€Å"teacher orientation† of creativity teaching (Cremin 2009, p. 36). Cremin (2009) explains that creative teaching thus makes â€Å"learning more interesting and effective† (p. 36). Teachers also identify â€Å"children’s creative strengths† and foster â€Å"their creativity† (Cremin 2009, p. 36). Creative teaching practices are more effective when students find purpose in the lesson through practical exercises or through mental or personal

About The Social Work Career

About The Social Work Career The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work. COMMENTARY Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice. Values Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the professions national and international codes of ethics. Theory Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour and social systems to analyse complex situations and to facilitate individual, organisational, social and cultural changes. Practice Social work addresses the barriers, inequities and injustices that exist in society. It responds to crises and emergencies as well as to everyday personal and social problems. Social work utilises a variety of skills, techniques, and activities consistent with its holistic focus on persons and their environments. Social work interventions range from primarily person-focused psychosocial processes to involvement in social policy, planning and development. These include counselling, clinical social work, group work, social pedagogical work, and family treatment and therapy as well as efforts to help people obtain services and resources in the community. Interventions also include agency administration, community organisation and engaging in social and political action to impact social policy and economic development. The holistic focus of social work is universal, but the priorities of social work practice will vary from country to country and from time to time depending on cultural, h istorical, and socio-economic conditions. This international definition of the social work profession replaces the IFSW definition adopted in 1982. It is understood that social work in the 21st century is dynamic and evolving, and therefore no definition should be regarded as exhaustive. Adopted by the IFSW General Meeting in Montrà ©al, Canada, July 2000 http://www.ifsw.org/f38000138.html ///////////////////////////////////////////////////////////////////////////////////////////////////////// The Nature of Social Work: A Critical Overview as well as social work values, ethics, and skills of social work practice. In addition, the role of a social worker in society will also be examined, and an understanding of social work will be critically evaluated. Knowledge, skills and values are three different things and should be treated as so. You can learn all the knowledge you need from a book, but this does not mean that you will have the skills to put that knowledge into practice. Once you acquire the skill and knowledge, if you have no value of them and they mean nothing to you, are then in danger of misusing that skill and knowledge. Values of social work have to be put into two categories: social work values, and social workers values. Clark (2004) puts this into classification of â€Å"Institutional and Individual†.The British Association of Social Work (BASW) code of ethics states that social work is committed to five basic values: Human dignity and worth, social justice, service to humanity, integrity and competence. â€Å"Social work practice should both promote respect for human dignity and pursue social justice through integrity and competence† (BASW 2002). These values are requirements that social workers are expected to adhere to. They promote the rights to privacy, confidentiality, and protection, the right of choice, to help against discrimination and meet the diversity of service users. Social work has been descried as being â€Å"value based† (Clark 2004). conflicts of values cannot be ruled out. Putting the values of social work into practice can sometimes cause a conflict of values. As well as looking after people who are vulnerable, social workers also deal with people who are seen as a threat to society. When dealing with a service user with mental health problems the social worker will be working with the interest of the service user in mind, making sure that their human dignity and worth are respected, that social justice is seen to be up held, and to do their job with integrity and competence. All these values, and at the same time, apply to people living within the community. If the service user was deemed to be a danger to the public then the social worker must see that social justice is done to protect the community, the service user may disagree with this and feel that their value of social justice has been compromised, and as their freedom has been taken away, and they have lost their human dignity and worth. Clark (2004 p44) concludes that â€Å"It is tempting t o say that there is no such thing as social work values.† And that â€Å"The values of social work remain a powerful rallying cry†. Whereas Beckett (2007 p189) states â€Å"Almost all of the important decisions that are made by social workers have a value component.† Having knowledge of a subject does not mean that someone as the skills or values that may accompany that knowledge. You can read all the books and have the knowledge on how to fly a plane, and know all the components, but to make it fly you need the skill to make all the parts work together. In most occupations what separates the professional from non- professionals is a specialised knowledge beyond the commonplace knowledge of ordinary members of the public. In social work this is not always the case, since much of the knowledge of social workers is common place, an example would be that it is common knowledge that bringing up children can be demanding, but social workers interact with parents whose understanding of this knowledge is so poor, that they are in danger of harming their children. This is not to say that all knowledge of social work is common knowledge, sometimes professional specialised knowledge is called upon. If a service user has mental health issues, then they may need to be sectioned under the Mental Health Act. This would need the knowledge of a professional Approved Social Worker. This may include the intervention of a social worker to place a child into foster care, requiring specialised knowledge. Social work expertise is regulated by government and law, and therefore requires an understanding and a good knowledge of the relevant areas of law and of government policies and acts. A collection of different skills is required for social workers to do their job with competence. These include being able to develop trusting relationships with service users and carers, without becoming emotionally involved; communication skills, including listening, speaking and writing; to be resilient and able to handle pressure from service users who feel vulnerable and may not understand what is going on; being aware of peoples different needs and respect diversity; have patience and maturity, and be able to negotiate for their clients. There is also the need to develop office based skills, as well as skills needed for personal interaction. These will include, being able to work well in a team with colleagues and professionals from other agencies; the ability to manage a complex workload, sometimes working over caseweight; being computer literate with good keyboard, database and word processing skills; and have good management, time keeping and organisational skills. Most of th ese skills cannot be learnt from a text book and will take time and life experience to develop, mistakes can happen and inevitability will, but by being able to reflect, process and learn from our mistakes, then these skills can improve and get stronger. They are sometimes called upon to enforce sensitive aspects of the law, for example in obtaining court orders to remove children from their current families, or in detaining people under the Mental Health Act. All duties performed and carried out by social workers, are done so in the best interests of those involved. Social work also promotes social justice, giving fair access to public services and benefits, equal treatment and protection under the law and to help meet basic human needs. Social work helps people to meet their personal needs and to reach their potential and to contribute to the creation of a fairer society. ‘The difficult position of social work is not only due to the perhaps depressing character of the problems it deals with. Crucially, social work sits directly on top of the fault lines of controversy of social values (Clark 2000 p2). The communities that we live in and the world around us is in perpetual change, which makes social work even more challenging. The ethics, values, cultures, diversities, and minorities that contribute in making up societies differ greatly from one to the other, whether in the suburbs, rural areas, or the close proximity of life in the city, changes in all the above can be noticeable within different communities. Looking at generalised views of what society should be would differ vastly if we took a cross-cultural view of what society values are to that community in question. The values that our society holds are changing; many men now stay at home whilst the woman goes out to work. The Civil Partnership Act 2004(General Register office 2005) came into effect on 5 December 2005 allowing same sex marriages, and many people now live alone, without stigma, some by choice and some from necessity, this change within society covers such a large range of values that universal agreement is a near impossibility. This means that social work is not an exact science and never will be. There will always be an opinion th at differs, personal values and ethics that dont fit the norm, which is why when people access social services, they will not always be fully satisfied with the outcome, as there are always variables. Beckett (2006) suggests that the role of a social worker can be put into three groups: Advocacy, Direct Change Agent and Executive. The advocacy role can be either direct or indirect. Direct change agent being counsellor or therapist, mediator, educator and catalyst, with executive role as almoner, care manager, responsibility holder, co-ordinator and service developer (Beckett 2006 p8). The aims of social workers are to identify social pressures and needs in the community, to employ existing resources or to establish those that might be lacking. Communities may, for example, be in need of housing, improvement and development of the environment, day care for preschool children, after school clubs, facilities for disabled people, anti social problems and rehabilitation centres, amongst other needs. As with all professions, social workers are involved in research and administration. This is to help identify the problems and needs of the service user and to explore the most effective way of preventing and resolving whatever problems there may be, and to address that need. In addition to interviewing service users at the social workers place of work or their homes, and contacting other significant persons in their social environments, social workers are also responsible for a large amount of office work. This includes the preparation of reports involving the service user for internal or external agencies, which could include court reports. The nature of social work within this essay has been critically discussed in depth. The role of social work and of social workers in society is a demanding one, the pressure and stress of dealing with so many aspects of society and differentiating cultures means that the challenges social workers face, on a day to day basis, will be hard but also very rewarding. With the correct training and education, social work skills, values and knowledge can help to improve peoples lives. The role of the social worker is one that will always be ever changing, how these changes happen is a matter for debate. Some changes in social work are welcomed and some are not. Hilary Searing (2000-08) states that â€Å"social workers are now little more than care managers who simply mediate between the client and organisation†. Others would argue that this is not the case, and that social workers do more than just mediate. Whatever the future holds for social work and social workers, one thing is cer tain, with the huge diversity in social work and the ever changing roles social workers play in society, there will always be a place for social workers ensuring that social justice is delivered ethically and without prejudice.

Education System In The Middle East

The public instruction system in Egypt consists of three degrees: the basic instruction phase for 4-14 old ages old: kindergarten for two old ages followed by primary school for six old ages and preparative school for three old ages. Then, the secondary school phase is for three old ages, for ages 15 to 17, followed by the third degree. Education is made compulsory for 9 academic old ages between the ages of 6 and 14. Furthermore, all degrees of instruction are free in any authorities tally schools. Harmonizing to the World Bank, there are great differences in educational attainment of the rich and the hapless, besides known as the â€Å" wealth spread. † Although the average old ages of school completed by the rich and the hapless is merely one or two old ages but the wealth spread reaches every bit high as nine or ten old ages. In the instance of Egypt, the wealth spread was a modest 3 old ages in the mid1990s [ Overall, the composite instruction Index in the MENA Flagship R eport: The Road Not Traveled showed promising consequences of Egypt ‘s comparative educational accomplishments. Of the 14 MENA states analyzed, Egypt achieved the cosmopolitan primary instruction and has besides reduced the gender spread at all degrees of direction, but there is still a demand to better the quality of instruction. Promotional scrutinies are held at all degrees except in classs 3, 6 and 9 at the basic instruction degree and the classs 11 and 12 in the secondary phase, which apply standardised regional or national tests. The Ministry of Education is responsible for doing determinations about the instruction system with the support of three Centers: the National Center of Curricula Development, the National Center for Education Research, and the National Center for Examinations and Educational Evaluation. Each centre has its ain focal point in explicating instruction policies with other province degree committees.On the other manus, the Ministry of Higher Education supervises the higher instruction system. There is besides a formal instructor ‘s making path in topographic point for basic and secondary instruction degrees. The instructors are required to finish four old ages of pre-service classs at university to come in the instruction profession. Specifically with regard to teacher ‘s professional development to raise mathematics, scientific discipline and engineering instruction criterions, the Professional Academy for Teachers offer several plans. Local instructors besides take portion in the international professional preparation plans. Get downing in 2007, the Ministries of Education, Finance, and Local Development ( and others ) started informal treatments to experiment with the decentalisation of instruction. Working groups were established to do more formal proposals. Proposals included thoughts for get downing with recurrent outgos, utilizing a simple and crystalline expression for transporting out financial transportations, and doing certain that transportations would make the school itself. During 2008 design was carried out, three pilot governorates ( Faiyum, Ismailia, and Luxor ) were chosen, and monitoring and capacity edifice procedures and manuals were agreed upon. The expression is rather simple, and includes registration, poorness, and phase of instruction as drivers. During 2009 support was decentralized all the manner to the school degree, and schools began to have support. As of late 2009, the pilot showed few if any jobs, and the expected consequences were happening rather good, in footings of exciting community engagement, leting schools to pass more expeditiously and measure their ain precedences, and increasing the earnestness of school-based planning by making a agency to finance such programs, among other expected consequences. An informal appraisal of the pilot revealed that the support expression money precipitated an addition in community contributions. The study consequences show that the ratio of the average values of community contributions of the pilot twelvemonth to the old twelvemonth was 2.20. Parallel to these attempts in the instruction sector, other sectors ( for illustration, certain facets of lodging and municipal services ) in Egypt are be aftering to deconcentrate decision-making and disbursement, now nation-wide ( withou t a pilot phase in limited governorates ) , in a phased attack. Education programs to be one of the lead sectors in this procedure. In add-on to administrative and fiscal decentalisation, there is an increasing accent on affecting elected local popular councils ( which exist at governorate and territory degree ) in the horizontal inadvertence of outgo and planning across the decentralizing sectors, and as they come on watercourse in the decentalisation procedure. Within the instruction sector, as of late 2009 programs are being made to deconcentrate certain lines of support and planning for capital equipment and substructure, in all governorates, all the manner to school degree in the instance of smaller units of capital equipment, or degrees higher than the school for points such as new substructure. The instruction sector does anticipate to go on to utilize the original 3 pilot governorates as a particular observatory to measure and understand how good the procedure is continui Government SchoolsBy and large talking, there are two types of authorities schools: Arabic Schools and Experimental Language Schools.Arabic Schools, provide the governmental national course of study in the Arabic Language. A governmental English linguistic communication course of study is taught get downing at first Primary twelvemonth and French is added as a 2nd foreign linguistic communication in Secondary Education. Experimental Language Schools, teach most of the authorities course of study ( Science, Mathematics and Computer ) in English, and adds Gallic as a 2nd foreign linguistic communication in Preparatory Education. An Advanced English linguistic communication course of study is provided in all Educational phases. Social Studies are taught in Arabic. Students are admitted into first class at age seven ; a twelvemonth older than Arabic schools. Private Schools By and large talking, there are four types of private schools: Ordinary schools, their course of study is rather similar to that of the authorities schools, but the private schools pay more attending to the pupils ‘ personal demands and to the school installations. Language schools, teach most of the authorities course of study in English, and add Gallic or German as a 2nd foreign linguistic communication. They are expected to be better than the other schools, because of the installations available, but their fees are much higher. Some of these schools use Gallic or German as their chief linguistic communication of direction, but it may be hard for the pupil to analyze in governmental universities in Arabic or English subsequently. Religious Schools, are sacredly oriented schools as Azhar schools or Catholic schools. International Schools, are private schools that follow another state ‘s course of study, like a British, American, or Gallic system, and the grades earned from them acquire official enfranchisement from the Ministry of Education, to be eligible to inscribe in Egyptian universities, such schools offer even better installations & A ; activities than regular private schools with higher fees, but are criticized to be supplying a much easier instruction degree compared to the general course of study, and some Egyptian universities require higher classs than those of regular schools pupils as a lower limit for registration, or an excess high school certification like SAT Many of the private schools were built by missionaries, are presently affiliated with churches and provide quality instruction. Many private schools offer extra educational plans, along with the national course of study, such as the American High School Diploma, the British IGCSE system, the Gallic baccalaureat, the German Abitur and the International Baccalaureate. These are the types of private schools in Egypt. Basic Education The basic instruction consists of pre-primary, primary and preparative degrees of instruction. In Egypt, the Ministry of Education coordinates the preschool instruction. In 1999-2000 the entire registration rate of pre-primary pupils was 16 per centum and that increased to 24 per centum in 2009. Irrespective of private or province tally, all preschool establishments come under Ministry of Education. It is the Ministry ‘s responsibility to choose and administer text editions. Harmonizing to the Ministry ‘s guidelines, the maximal size of a preschool should non transcend more than 45 pupils. Ministry of Education is besides acquiring support from the international bureaus, such as the World Bank to heighten the early childhood instruction system by increasing entree to schools, bettering quality of instruction and edifice capacity of instructors At the primary degree pupils could go to private, spiritual or authorities schools. Presently, there are 7.8 per centum of pupils enrolled at primary degree in private schools as of 2007.The entire registration of pupils at primary degree is 105 per centum in 2007. The scrutinies at class 3 are on territory ( edara ) level The 2nd grade of basic compulsory instruction is the preparative phase or lower secondary which is three old ages long. Completion of this grade grants pupils the Basic Education Completion Certificate. The importance of completion of this degree of instruction is to safeguard pupils against illiteracy as early bead outs at this phase easy recede into illiteracy and finally poorness. Secondary instruction consists of three paths: general, vocational/technical and the dualsystem vocational instruction which represented I Mubarak Kohl schools. The general secondary phase includes 3 old ages of instruction, whereas the secondary vocational path could be for 3-5 years.And 3 old ages for the double system vocational education.To enter the secondary degree, the pupils must go through a national te st which is given at terminal of the secondary phase. As of twelvemonth 2004 the 77.3 per centum of pupils finishing preparatory phase are estimated to be enrolled in secondary education.At this degree, pupils have formative and summational appraisals during the first twelvemonth and the norm of the terminal of twelvemonth national standardised tests for twelvemonth two and three qualifies the pupils to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the demands for admittance into the universities. So far attempts are afoot with the support of many-sided organisations to do the general and vocational secondary system less stiff and supply equal chances to pupils of assorted wealth quin tiles in the two paths to choose for higher instruction. This is besides being implemented by the World Bank led secondary sweetening undertaking in Egypt. A Secondary Education Secondary instruction consists of three paths: general, vocational/technical and the dualsystem vocational instruction which represented I Mubarak Kohl schools. The general secondary phase includes 3 old ages of instruction, whereas the secondary vocational path could be for 3-5 years.And 3 old ages for the double system vocational education.To enter the secondary degree, the pupils must go through a national test which is given at terminal of the secondary phase. As of twelvemonth 2004 the 77.3 per centum of pupils finishing preparatory phase are estimated to be enrolled in secondary instruction.At this degree, pupils have formative and summational appraisals during the first twelvemonth and the norm of the terminal of twelvemonth national standardised tests for twelvemonth two and three qualifies the pupils to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the demands for admittance into the universities. So far attempts are afoot with the suppo rt of many-sided organisations to do the general and vocational secondary system less stiff and supply equal chances to pupils of assorted wealth quintiles in the two paths to choose for higher instruction. This is besides being implemented by the World Bank led secondary sweetening undertaking in Egypt. Secondary instruction consists of three different types: general, proficient or vocational. Technical/Vocational Secondary Education Technical instruction, which is provided in three-year and five-year plans, includes schools in three different Fieldss: industrial, commercial and agricultural. The UN and other many-sided organisations are working towards bettering the proficient and vocational preparation system in Egypt. It is recommended to the Ministry of Education to present wide vocational accomplishments in the course of study of general secondary schools. In this manner pupils will be able to derive enfranchisement in practical accomplishments needed in the occupation market The Ministry of Education ( MoE ) controls pre-tertiary, school-based plans that can get down after grade 6 and that enroll the largest figure of pupils in TVET-over 2 million pupils. The Ministry of Higher Education ( MoHE ) controls the in-between proficient institutes ( MTIs ) . These draw their registrations from MoE ‘s general secondary schools or proficient schools and have much small er registration Numberss. Graduates o f the MoE ‘s vocational plans can come in vocational preparation centres ( VTCs ) From the 2004 information, it is estimated that 30 per centum of the secondary pupils have opted for the vocational track Government of Egypt has undertaken some assuring enterprises to beef up the direction and reform of the TVET system.In 2006 the Industrial Training Council ( ITC ) was created through a ministerial edict with a authorization to better coordination and way of all preparation related entities, undertakings and policies in the Ministry.This will decide the issue faced by most houses to use skilled work force.According to the Enterprise Surveys in 2007, 31 per centum of the houses in Egypt place labour skill level as the major restraint of making concern in the state. Al Azhar Education System Another system that runs in analogue with the public educational system is known as the Al-Azhar system. It consists of six old ages of primary phase, a three twelvemonth preparatory phase and eventually three old ages of secondary phase. The Ministry of instruction reduced the figure of secondary school old ages from four to three old ages in 1998, so as to aline the Al Azhar system with the general secondary instruction system. In this system every bit good, there are separate schools for misss and male childs. Al Azhar instruction system is supervised by the Supreme Council of the Al-Azhar Institution. The Azhar Institution itself is nominally independent from the Ministry of Education, but is finally under supervising by the Egyptian Prime Minister.Al Azhar schools are named â€Å" Institutes † and include primary, preparatory, and secondary phases.All schools in all phases teach spiritual topics and non-religious topics, to a certain degree- non every bit intensively as t he province schools. The majority of the course of study, nevertheless, consists of spiritual topics as described below. All the pupils are Muslims, and males and females are separated in all phases. Al-Azhar schools are all over the state, particularly in rural countries. The alumnuss of Al-Azhar secondary schools are eligible to go on their surveies merely at the Al-Azhar University. As of 2007 and 2008, there are 8272 Al-Azhar schools in Egypt. In the early 2000s, Al-Azhar schools accounted for less than 4 % of the entire enrollment.The alumnuss of this system are so automatically accepted into Al-Azhar University.In 2007, the Pre-University registration in Al- Azhar institutes is about 1,906,290 pupils. Higher Education System Egypt has a really extended higher instruction system. About 30 % of all Egyptians in the relevant age group go to university. However, merely half of them alumnus. Harmonizing to The Economist, criterions of instruction at Egyptian public universities are â€Å" abysmal † . The Ministry of Higher Education supervises the third degree of instruction. There are a figure of universities providing to pupils in diverse Fieldss. In the current instruction system, there are 17 public universities, 51 public non-university establishments, 16 private universities and 89 private higher establishments. Out of the 51 non -university establishments, 47 are biennial in-between proficient institutes ( MTIs ) and four are 4-5 old ages higher proficient institutes ‘ . The higher instruction cohort is expected to increase by close to 6 per centum ( 60,000 ) pupils per annum through 2009 In 1990, a statute law was passed to supply greater liberty to the universities17. But still the instruction substructure, equipment and human resources are non in topographic point to provide to the lifting higher instruction pupils. Gross registration in third instruction increased from 27 per centum in 2003 to 31 per centum in 2005.But there has non been a similar addition in passing on bettering the higher instruction system in footings of debut of new plans and technologies.Both at national degree ( inspection systems, scrutinies ) and at local degree ( school degree pupil appraisals ) steps of the success of instruction schemes and the public presentation of the system are weak. The inspectorate system does non supply either solid proficient support to school staff, nor an effectual monitoring mechanism for neglecting schools. The scrutiny system at the terminal of preparatory and secondary levels-Thanawiya Awwa, does non mensurate higher-order thought accomplishments, but conc entrates instead on rote memorisation. Tonss can therefore be raised significantly by test specific tutoring, hence, pupils with more resources can afford private tutoring which helps them to hit higher on the national standardised tests and hence are accepted in top universities in Egypt. Hence, this competitory procedure of choice restricts pupils ‘ grade options and consequences, therefore doing pupils choose for plans and callings which are of small involvement to them The Egyptian third instruction is steered by a centralised system with establishments holding small control on the determinations of the course of study, plan development and deployment of staff and module. Bettering system administration and efficiency is an imperative that takes on added urgency given that a important population bump has reached the higher instruction system.The existent figure of pupils come ining higher instruction grew by 17 per centum per twelvemonth between 1992/93 and 1997/98. The effect was a crisp diminution in per pupil disbursement of around 40 per centum in existent footings over that period. The higher instruction cohort is projected to go on to increase by close to 6 per centum ( 60,000 pupils ) per annum through 2009. This means that important efficiencies will necessitate to be introduced into the system merely to keep quality at its current unequal degree. The public presentation and quality of higher instruction is presently badly compromised by ex cessively centralized order to better the already out-of-date system, stiff course of study and instruction patterns. Bettering system administration and efficiency is an imperative that takes on added urgency given that a important population bump has reached the higher instruction system.The existent figure of pupils come ining higher instruction grew by 17 per centum per twelvemonth between 1992/93 and 1997/98. The effect was a crisp diminution in per pupil disbursement of around 40 per centum in existent footings over that period. The higher instruction cohort is projected to go on to increase by close to 6 per centum ( 60,000 pupils ) per annum through 2009. This means that important efficiencies will necessitate to be introduced into the system merely to keep quality at its current unequal degree [ The Government of Egypt recognizes that there are existent challenges to be faced in the sector, foremost amongst which are the demand to significantly better sector administration and efficiency, increase institutional liberty, significantly better the quality and relevancy of higher instruction plans, and maintain coverage at bing degrees. Recent Government actions to construct political consensus on issues critical to reform hold created a clime that is mature for alteration. The Ministry of Higher Education ( MOHE ) acts as a title-holder for reform. The Minister, appointed in 1997, rapidly established a commission for the reform of higher instruction ( known as the HEEP Committee ) which drew in a broad scope of stakeholders including industrialists and Parliamentarians. A National Conference on higher instruction reform was held in February 2000, and a Declaration for action emanating from the Conference was endorsed by the President and the Prime Minister. The Declaration identified 25 specific reform enterprises. The Bank agrees with, and supports, the Declaration. A scope of many-sided and bilateral bureaus, including the World Bank, besides concur wi th the Declaration ‘s proposals, and are committed to back uping assorted facets of the reform procedure, The Government ‘s Higher Education Reform Strategy Egyptian higher instruction reform scheme included 25 undertakings turn toing all the reform domains, is implemented over three stages until 2017, and corresponds to the authorities ‘s five twelvemonth programs as follows: First stage from 2002 to 2007 Second stage from 2007 to 2012 Third stage from 2012 to 2017 Precedence has been given to 12 undertakings in the first stage of execution ( 2002-2007 ) and were integrated into the undermentioned six undertakings: HEEP Six Priority Projects ( 2002-2007 ) Higher Education Enhancement Project Fund ( HEEPF ) , Information and Communications Technology Project ( ICTP ) , Egyptian Technical Colleges Project ( ETCP ) , Faculty of Education Project ( FOEP ) , Faculty Leaders Development Project ( FLDP ) , Quality Assurance and Accreditation Project ( QAAP ) . In August 2004, HEEP strategic precedences were adjusted to go antiphonal to the demands of quality and accreditation and to match to the authorities ‘s attack to bettering scientific research. The accommodation added two more dimensions: foremost, developing station alumnus surveies and scientific research and second, turn toing pupils ‘ extra-curricular activities in add-on to the continued execution of the six prioritized plans during the first stage. Due to the dynamic nature of the reform scheme, which entails reconsidering precedences for each period, a Strategic Planning Unit ( SPU ) was established for the MOHE to guarantee the sustainability of planning and undertaking monitoring during the three stages and for future 1s. A Students ‘ Activity Project ( SAP ) was besides initiated as portion of plan accreditation similar to scientific research and station alumnus surveies. There are both private and public establishments of higher instruction in Egypt. Publ ic higher instruction is free in Egypt, and Egyptian pupils merely pay enrollment fees. Private instruction is much more expensive. A Education and the Community There were a few efforts for positive impact and reform from the civil community in Egypt but those attempts remained really limited on their impact on the educational procedure. Education crisis in Egypt is really complicated, public instruction is non capable of supplying quality instruction are barely any instruction with the deficit in installations, deficiency of trained pedagogues and rising prices in categories. Private ( including International ) is still incapable of reform for the deficiency of involvement, deficit in trained pedagogues, faulty course of study, commercialisation of instruction and eventually a customized accreditation system that involves the irrevokable licensure of International schools based on campaigning for accreditation while campaigning for accreditation is originally based on the initial efficiency of the school in supplying the educational services including its position as a legal instruction supplier that it does n't acquire to acquire unless it s a campaigner school, which is puting the cart before the Equus caballus. No community attempts have been done to turn to the crisis of instruction in Egypt until 2008, when the [ International-Curricula Educators Association O ¬U†¦O?USO © U†¦O?U„U†¦US O §U„U†¦U† O §U†¡O ¬ O §U„O?U?U„USO © ( ICEA ) ] . was established with modest fiscal resources but great outlooks. The Community addressed itself to lending to work outing the educational jobs in Egypt including the deficit in research, statistics and entrepreneurship in the field of instruction. On 2009 it ‘s started affecting voluntaries through the UNV plan and has successfully began to develop its scope of not-for-profit services to turn to several demands of the educational community in Egypt get downing from low-cost certified instructor preparation and traveling doing its manner through all the needed pupil activities exciting citizenship whether on the local or the planetary degree. Challenges Although important advancement has been made to increase human capital base through improved instruction system, still the quality of instruction experience is low and unevenly distributed. Due to miss of good quality instruction at the basic and secondary degrees, there has been a mushrooming market for private tutoring. Now to take private tuition has become more of an duty than a remedial activity. Harmonizing to the Egypt Human Development Report ( 2005 ) , 58 per centum of surveyed households stated that their kids take private tutoring. The CAPMAS ( 2004 ) study showed that families spend on norm about 61 per centum of entire instruction outgo on private tutoring. In add-on, per family outgo of the richest quintile on private tutoring is more than seven times that of the poorest. Among the issues is the deficiency of sufficient instruction in public schools and the demand for private tuition. As of 2005, 61-70 % of Egyptian pupils attend private tuitionOther common issues inclu de: larceny of public educational financess and escape of exams.. Egypt besides has a deficit of skilled and semi-skilled workforce.But there has been an copiousness of low-skilled labourers. Even if there are any high-skilled workers available, their quality of preparation is rather hapless. This is largely a job in small-medium companies and big public industries that work in â€Å" protected † domestic markets. The mean gross production per worker is lower than other North African states: Maroc and Tunisia. Youth unemployment is besides really high, chiefly due to deficiency of instruction system in supplying necessary preparation under TVET plans. A survey conducted by UNESCO on educational equity in universe ‘s 16 most thickly settled states placed Egypt in the in-between scope in footings of equity of primary and secondary registrations across governorates in Egypt But when the wealth constituent is added to education attainment, the consequences are non really encouraging. There are significantly higher registration rates in wealthier parts at both the primary and secondary degrees. This confirms that more attempts are needed to cut down the wealth spread in educational attainment