Higher education Essay Example for Free

Higher education Essay 1. Introduction IT HAS BEEN A LONG FELT NECESSITY TO ALIGN HIGHER EDUCATION WITH THE EMERGING NEEDS OF THE ECONOMY SO AS TO ENSURE THAT THE GRADUATES OF HIGHER EDUCATION SYSTEM HAVE ADEQUATE KNOWLEDGE AND SKILLS FOR EMPLOYMENT AND ENTREPRENEURSHIP. THE HIGHER EDUCATION SYSTEM HAS TO INCORPORATE THE REQUIREMENTS OF VARIOUS INDUSTRIES IN ITS CURRICULUM, IN AN INNOVATIVE AND FLEXIBLE MANNER WHILE DEVELOPING A HOLISTIC AND WELL GROOMED GRADUATE. MINISTRY OF HRD, GOVERNMENT OF INDIA HAD ISSUED AN EXECUTIVE ORDER IN SEPTEMBER 2011 FOR NATIONAL VOCATIONAL EDUCATION QUALIFICATION FRAMEWORK (NVEQF). SUBSEQUENTLY, MINISTRY OF FINANCE, IN PURSUANCE OF  THE DECISION OF CABINET COMMITTEE ON SKILL DEVELOPMENT IN ITS MEETING held on 19th December, 2013, has issued a notification for National Skills QUALIFICATIONS FRAMEWORK (NSQF) WHICH SUPERSEDES NVEQF. UNDER THE NATIONAL SKILLS DEVELOPMENT CORPORATION, MANY SECTOR SKILL COUNCILS REPRESENTING RESPECTIVE INDUSTRIES HAVE/ARE BEING ESTABLISHED. ONE OF THE MANDATES OF SECTOR SKILL COUNCILS IS TO DEVELOP NATIONAL OCCUPATIONAL STANDARDS (NOSS) FOR VARIOUS JOB ROLES IN THEIR RESPECTIVE INDUSTRIES. IT IS IMPORTANT TO EMBED THE COMPETENCIES REQUIRED FOR SPECIFIC JOB ROLES IN THE HIGHER EDUCATION SYSTEM FOR CREATING EMPLOYABLE  GRADUATES. THE UNIVERSITY GRANTS COMMISSION (UGC) HAS LAUNCHED A SCHEME ON SKILLS DEVELOPMENT BASED HIGHER EDUCATION AS PART OF COLLEGE/UNIVERSITY EDUCATION, LEADING TO BACHELOR OF VOCATION (B. VOC. ) DEGREE WITH MULTIPLE EXITS SUCH AS DIPLOMA/ADVANCED DIPLOMA UNDER THE NSQF. THE B. VOC. PROGRAMME IS FOCUSED ON UNIVERSITIES AND COLLEGES PROVIDING UNDERGRADUATE STUDIES WHICH WOULD ALSO INCORPORATE SPECIFIC JOB ROLES AND THEIR NOSS ALONGWITH BROAD BASED GENERAL EDUCATION. THIS WOULD ENABLE THE GRADUATES COMPLETING B. VOC. TO MAKE A MEANINGFUL PARTICIPATION IN ACCELERATING INDIA’S ECONOMY BY GAINING APPROPRIATE  EMPLOYMENT, BECOMING ENTREPRENEURS AND CREATING APPROPRIATE KNOWLEDGE. UGC? GUIDELINES? FOR? B. Voc.? 2 2. Objectives 2. 1 To provide judicious mix of skills relating to a profession and appropriate CONTENT OF GENERAL EDUCATION. 2. 2 To ensure that the students have adequate knowledge and skills, so that THEY ARE WORK READY AT EACH EXIT POINT OF THE PROGRAMME. 2. 3 To provide flexibility to the students by means of pre-defined entry and MULTIPLE EXIT POINTS. 2. 4 To integrate NSQF within the undergraduate level of higher education in ORDER TO ENHANCE EMPLOYABILITY OF THE GRADUATES AND MEET INDUSTRY REQUIREMENTS. SUCH GRADUATES APART FROM MEETING THE NEEDS OF LOCAL AND NATIONAL INDUSTRY ARE ALSO EXPECTED TO BE EQUIPPED TO BECOME PART OF THE GLOBAL WORKFORCE. 2. 5 To provide vertical mobility to students coming out of 10+2 with VOCATIONAL SUBJECTS. 3. Levels of Awards THE CERTIFICATION LEVELS WILL LEAD TO DIPLOMA/ADVANCED DIPLOMA/B. VOC. DEGREE IN ONE OR MORE VOCATIONAL AREAS AND WILL BE OFFERED UNDER THE AEGIS OF THE UNIVERSITY. THIS IS OUT-LINED IN TABLE I. TABLE 1: AWARDS AWARD DURATION CORRESPONDING NSQF LEVEL DIPLOMA 1 YEAR 5 ADVANCED DIPLOMA 2 YEARS 6 B. VOC. DEGREE 3 YEARS 7 EACH OF THE AWARDS SHALL SPECIFY WITHIN PARENTHESIS, THE SKILL(S) SPECIALIZATION FOR EXAMPLE: ? B. Voc. (Renewably Energy Management) ? B. Voc. (Retail Management) ? B. Voc. (Retail Management and IT) ? Advanced Diploma (Food Processing) ? Advanced Diploma (Health Care) ? Advanced Diploma (Hospitality and Tourism) ? Diploma (Green House Technology) ? Diploma (BPO) ? Diploma (Jewellery Designing) UGC? GUIDELINES? FOR? B. Voc.? 3 A suggestive list of vocational sectors and related specializations is given below: Universities and colleges may like to identify additional sectors/specializations in view of the potential for employment in the local industries and meet the standards laid  down by National Occupational Standards. No. Sector Specialization 1. Automobiles 1. Engine Testing 2. Vehicle Testing 3. Vehicle Quality 4. Auto Electricals and Electronics. 5. Farm Equipment and Machinery 2. Entertainment 1. Theatre and Stage Craft 2. Contemporary Western Dance 3. Theatre studies 4. Acting 3. Information Technology 1. Software Development 4 Telecommunications 1. Mobile Communication 5. Marketing 1. Retail 6. Agriculture 1. Farm Machinery and Power Engineering 2. Green House Technology 3. Renewable Energy 4. Processing and Food Engineering 5. Soil and Water Conservation 7. Construction 1. Building Technology 8. Applied Arts 1. Fashion Technology 2. Interior Design 3. Jewellery Design 9. Tourism 1. Tourism and Service Industry 10. Printing and Publishing 1. Printing Technology UGC? GUIDELINES? FOR? B. Voc.? 4 4. ELIGIBILITY /TARGET ALL UNIVERSITIES AND COLLEGES INCLUDED UNDER SECTIONS 2(F) AND 12(B) OF THE UGC ACT, 1956 AND RECEIVING PLAN GRANT FROM THE UGC ARE ELIGIBLE FOR UGC FINANCIAL ASSISTANCE UNDER THE SCHEME. 5. ELIGIBILITY FOR ADMISSION IN B. VOC. THE ELIGIBILITY CONDITION FOR ADMISSION TO B. VOC. PROGRAMME SHALL BE 10+2 OR EQUIVALENT, IN ANY STREAM. 6. CURRICULUM 6. 1 THE CURRICULUM IN EACH OF THE YEARS OF THE PROGRAMME WOULD BE A. SUITABLE MIX OF GENERAL EDUCATION AND SKILL DEVELOPMENT COMPONENTS. CURRICULUM DETAILS SHOULD BE WORKED BEFORE INTRODUCTION OF THE COURSES. 6. 2 SKILL DEVELOPMENT COMPONENTS: (I) THE FOCUS OF SKILL DEVELOPMENT COMPONENTS SHALL BE TO EQUIP STUDENTS WITH APPROPRIATE KNOWLEDGE, PRACTICE AND ATTITUDE, SO AS TO BECOME WORK READY. THE SKILL DEVELOPMENT COMPONENTS SHOULD BE RELEVANT TO THE INDUSTRIES AS PER THEIR REQUIREMENTS. (II) THE CURRICULUM SHOULD NECESSARILY EMBED WITHIN ITSELF, NATIONAL OCCUPATIONAL STANDARDS (NOSS) OF SPECIFIC JOB ROLES WITHIN THE INDUSTRY SECTOR(S). THIS WOULD ENABLE THE STUDENTS TO MEET THE  LEARNING OUTCOMES SPECIFIED IN THE NOSS. (III) THE OVERALL DESIGN OF THE SKILL DEVELOPMENT COMPONENT ALONG WITH THE JOB ROLES SELECTED SHOULD BE SUCH THAT IT LEADS TO A COMPREHENSIVE SPECIALIZATION IN ONE OR TWO DOMAINS. (IV) IN CASE NOS IS NOT AVAILABLE FOR A SPECIFIC AREA / JOB ROLE, THE UNIVERSITY/COLLEGE SHOULD GET THE CURRICULUM FOR THIS DEVELOPED IN CONSULTATION WITH INDUSTRY EXPERTS. (V) THE CURRICULUM SHOULD ALSO FOCUS ON WORK-READINESS SKILLS IN EACH OF THE THREE YEARS. (VI) ADEQUATE ATTENTION NEEDS TO BE GIVEN IN CURRICULUM DESIGN TO PRACTICAL WORK, ON THE JOB TRAINING, DEVELOPMENT OF STUDENT  PORTFOLIOS AND PROJECT WORK. UGC? GUIDELINES? FOR? B. Voc.? 5 6. 3 GENERAL EDUCATION COMPONENT: (i) The general education component should adhere to the normal UNIVERSITY STANDARDS. IT SHOULD EMPHASISE AND OFFER COURSES WHICH PROVIDE HOLISTIC DEVELOPMENT. HOWEVER, IT SHOULD NOT EXCEED 40% OF THE TOTAL CURRICULUM. (ii) Adequate emphasis should be given to language and COMMUNICATION SKILLS. 6. 4 THE CURRICULUM SHOULD BE DESIGNED IN A MANNER THAT AT THE END OF YEAR- 1, YEAR-2 AND YEAR-3, STUDENTS ARE ABLE TO MEET BELOW MENTIONED LEVEL DESCRIPTORS FOR LEVEL 5, 6 AND 7 OF NSQF, RESPECTIVELY: Level Process required  Professional knowledge Professional skill Core skill Responsibili ty Level 5 Job that requires well developed skill, with clear choice of procedures in familiar context Knowledge of facts, principles, processes and general concepts, in a field of work or study A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools materials and information Desired mathematical skill, understandin g of social, political and some skill of collecting and organizing information, communicati on. Responsibilit y for own work and learning and some responsibility  for other’s works and learning Level 6 Demands wide range of specialized technical skill, clarity of knowledge and practice in broad range of activity involving standard / non-standard practices Factual and theoretical knowledge in broad contexts within a field of work or study A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Reasonably good in mathematical calculation, understandin g of social, political and, reasonably good in data collecting organizing information, and logical communicati on Responsibilit y for own work and learning and full  responsibility for other’s works and learning UGC? GUIDELINES? FOR? B. Voc.? 6 Level 7 Requires a command of wide ranging specialized theoretical and practical skill, involving variable routine and non-routine context Wide ranging, factual and theoretical knowledge in broad contexts within a field of work or study Wide range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Good logical and mathematical skill understandin g of social political and natural environment good in collecting and organizing information, communicati on and presentation skill  Full responsibility for output of group and development a. Professional knowledge is what a learner should know and understand WITH REFERENCE TO THE SUBJECT. b. Professional skills are what a learner should be able to do. c. Core skills refer to basic skills involving dexterity and use of methods, MATERIALS, TOOLS AND INSTRUMENTS USED TO PERFORM THE JOB INCLUDING IT SKILLS NEEDED FOR THAT JOB. d. Responsibility aspect determines the (i) nature of working relationship, (ii) LEVEL OF RESPONSIBILITY FOR SELF AND OTHERS, (III) MANAGING CHANGE AND (IV) ACCOUNTABILITY FOR ACTIONS. 6. 5 Guidelines for credit calculations. 6. 5. 1 THIS SECTION CONTAINS CREDIT FRAMEWORK GUIDELINES. THE UNIVERSITY/ COLLEGE SHOULD USE THESE GUIDELINES OR ADAPT THEM. 6. 5. 2 THE FOLLOWING FORMULA SHOULD BE USED FOR CONVERSION OF TIME INTO CREDIT HOURS. a) One Credit would mean equivalent of 15 periods of 60 minutes EACH, FOR THEORY, WORKSHOPS/LABS AND TUTORIALS; b) For internship/field work, the credit weightage for equivalent hours SHALL BE 50% OF THAT FOR LECTURES/WORKSHOPS; c) For self-learning, based on e-content or otherwise, the credit WEIGHTAGE FOR EQUIVALENT HOURS OF STUDY SHOULD BE 50% OR LESS OF THAT FOR LECTURES/WORKSHOPS. UGC? GUIDELINES? FOR? B. Voc.? 7 6. 5. 3 THE SUGGESTED CREDITS FOR EACH OF THE YEARS ARE AS FOLLOWS: TABLE 3 NSQF Level Skill Component Credits General Education Credits Normal calendar duration Exit Points / Awards Year 3 36 24 Six Semesters B. Voc. Year 2 36 24 Four semesters Advanced Diploma Year 1 36 24 Two semesters Diploma TOTAL 108 72 6. 6 THE UNIVERSITY/COLLEGE SHOULD DEVELOP THE CURRICULUM IN CONSULTATION WITH INDUSTRY. THE INDUSTRY REPRESENTATIVES SHOULD BE AN INTEGRAL PART OF THE ACADEMIC BODIES OF THE UNIVERSITY/COLLEGE. WHILE DOING SO, THEY SHOULD WORK TOWARDS ALIGNING THE SKILLS COMPONENTS OF THE CURRICULUM  WITH THE NOSS DEVELOPED BY THE RESPECTIVE SECTOR SKILL COUNCILS. 6. 7 THE PRACTICAL/HANDS-ON PORTION OF THE SKILLS DEVELOPMENT COMPONENTS OF THE CURRICULUM SHOULD BE TRANSACTED NORMALLY IN FACE TO FACE MODE, EITHER WITHIN THE INSTITUTION OR AT A SPECIFIED INDUSTRY PARTNER LOCATION. HOWEVER, IF DUE TO THE NATURE OF THE SKILL TO BE LEARNT, THE INDUSTRY PRESCRIBES ITS ACQUISITION THROUGH BLENDED OR DISTANCE MODE, THE SAME MAY BE FOLLOWED. IN NUTSHELL, THE EMPHASIS SHOULD BE ON LEARNING OUTCOME AND NOT THE INPUT AND PROCESSES. THE GENERAL EDUCATION COMPONENT OF THE CURRICULUM MAY BE TRANSACTED IN ANY MODE WITHOUT COMPROMISING ON QUALITY. 6. 8 THE SPECIALIZATION CHOSEN BY THE UNIVERSITY/COLLEGE SHOULD BE BASED ON THE EXISTING/FORECASTED SKILL GAPS IN THE INDUSTRY. 6. 9 RELEVANCE OF PROGRAMMES OFFERED, ALONG WITH THAT OF THE CURRICULUM IS IMPORTANT. THEREFORE, MONITORING, EVALUATION AND UPDATING OF THE CURRICULUM NEEDS TO BE DONE PERIODICALLY IN CONSULTATION WITH INDUSTRY, KEEPING IN VIEW THEIR REQUIREMENTS AND CHANGES IN NOSS. THE UNIVERSITY/COLLEGE SHOULD INCORPORATE THIS AS A CONTINUOUS AND DYNAMIC PROCESS IN-BUILT IN THEIR SYSTEM. 6. 10 THE UNIVERSITY/COLLEGE SHOULD APPROPRIATELY USE TECHNOLOGY TO IMPROVE THE EFFECTIVENESS OF THE DELIVERY OF COURSES. UGC? GUIDELINES? FOR? B. Voc.? 8 7. EXAMINATION AND ASSESSMENT 7. 1 THE ASSESSMENT FOR THE GENERAL EDUCATION COMPONENT SHOULD BE DONE BY THE UNIVERSITY AS PER THEIR PREVAILING STANDARDS AND PROCEDURES. 7. 2 THE ASSESSMENT FOR THE SKILL DEVELOPMENT COMPONENTS SHOULD NECESSARILY FOCUS ON PRACTICAL DEMONSTRATIONS OF THE SKILLS ACQUIRED. THE UNIVERSITY MAY LIKE TO CONSULT THE RESPECTIVE SECTOR SKILL COUNCIL FOR DESIGNING THE EXAMINATION AND ASSESSMENT PATTERN FOR THE SKILL DEVELOPMENT COMPONENTS. THE UNIVERSITY MAY ALSO CONSIDER USING THE DESIGNATED ASSESSORS OF SECTOR SKILL COUNCILS/INDUSTRY ASSOCIATIONS FOR THE CONDUCT OF PRACTICAL ASSESSMENT. 7. 3 THE UNIVERSITY HAS TO NECESSARILY ESTABLISH A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM FOR THE B. VOC. PROGRAMME. 8. INFRASTRUCTURE AND FACULTY FOR B. VOC. PROGRAMME 8. 1 UNIVERSITY/COLLEGE NEEDS TO HAVE ADEQUATE LABORATORY /WORKSHOP FACILITIES FOR FACE TO FACE DELIVERY OF SKILLS AND HANDS-ON PRACTICE EITHER OWNED OR ARRANGED THROUGH TIE-UP WITH THE PARTNER INDUSTRY OR ANY INSTITUTION RECOGNIZED BY THE CERTIFICATION AGENCY. 8. 2 THE UNIVERSITY/COLLEGE SHOULD USE ITS REGULAR FACULTY FOR THE CONDUCT OF GENERAL EDUCATION COMPONENT AND ALSO FOR THE SKILLS COMPONENTS, IF  EXISTING. ADDITIONALLY, THEY MAY HIRE FACULTY ON CONTRACTUAL BASIS AND GUEST FACULTY IN THE CORE TRADES ONLY AS PER UGC NORMS. 8. 3 THERE IS A PROVISION OF ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN PERIOD), UNDER THIS SCHEME. 9. STUDENT FEE STUDENT FEE SHOULD BE DECIDED AS PER THE PREVALENT MECHANISM FOR FEE FIXATION FOR AIDED COURSES IN THE UNIVERSITY/COLLEGE. 10. OTHER CONDITIONS 10. 1 THE UNIVERSITY HAS TO NECESSARILY ADOPT A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM IN SEMESTER MODE FOR THE B. VOC. PROGRAMME. 10. 2 THE B. VOC. PROGRAMME SHOULD BE EVALUATED AND MONITORED BY THE UNIVERSITY/COLLEGE THROUGH ITS EXISTING MECHANISM OR BY SETTING UP AN ALTERNATE MECHANISM, WITH INVOLVEMENT OF INDUSTRY REPRESENTATIVES. UGC? GUIDELINES? FOR? B. Voc.? 9 10. 3 UNIVERSITY/COLLEGE SHOULD DEVELOP BYE-LAWS FOR RUNNING THE B. VOC. DEGREE PROGRAMME. 10. 4 BYE-LAWS FOR THE COURSE SHOULD INCLUDE PROVISION OF REJOINING OR RE- ADMISSION TO THE COURSE DURING THE PERIOD AND COUNSELING/ MECHANISM FOR PROPER SELECTION OF SPECIALIZATION BY THE STUDENTS AT THE TIME OF ADMISSION. 10. 5 A COLLEGE/UNIVERSITY SHOULD OFFER A MINIMUM OF 2 SKILL SPECIALIZATIONS. UNDER THE B. VOC. PROGRAMME. 11. FINANCIAL ASSISTANCE THE FINANCIAL ALLOCATION WILL BE MADE BY UGC WITHIN OVERALL CEILING OF RS. 1. 85 CRORES FOR A PERIOD OF THREE YEARS UNDER DIFFERENT HEADS AS GIVEN BELOW: 11. 1 START-UP ASSISTANCE: A ONE-TIME START-UP ASSISTANCE OF RS. 50. 00 LAKH FOR SETTING UP OF LABORATORIES/WORKSHOPS FACILITIES, PROCUREMENT OF TEACHING AND LEARNING MATERIALS, MACHINERIES/EQUIPMENT AND RENOVATION. THIS SHALL NOT COVER ANY NEW CONSTRUCTION. 11. 2 FACULTY: ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS – RS. 75. 00 LAKH FOR THREE YEARS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN  PERIOD). RS. 25. 00 LAKHS PER ANNUM X 3 YEARS = RS. 75. 00 LAKH TO BE REIMBURSED ON ACTUAL BASIS WITHIN THE TOTAL ALLOCATION. 11. 3 INSTITUTIONS SHOULD RECRUIT FACULTY ONLY IN THE CORE TRADES BEING OFFERED UNDER THE SCHEME. 11. 4 VISITING/GUEST FACULTY: RS. 5. 00 LAKH FOR FIRST YEAR AND RS. 10. 00 LAKH FOR SECOND AND RS. 15. 00 LAKH FOR THIRD YEAR. 11. 5 THE OPERATIVE YEARLY COST: THE OPERATIVE YEARLY COST SHALL BE OF RS. 10. 00 LAKHS PER ANNUM. EXISTING FACULTY RS. 500/- PER LECTURE VISITING/GUEST FACULTY RS. 2,000/- PER LECTURE UGC? GUIDELINES? FOR? B. Voc.? 10 12. PROCEDURE FOR APPLYING UNDER THE SCHEME  12. 1 UNIVERSITY/COLLEGE SHOULD SUBMIT PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME DIRECTLY TO UGC IN THE PRESCRIBED PROFORMA ATTACHED AS ANNEXURE-I. HOWEVER, COLLEGE SHOULD ALSO SUBMIT A COPY OF â€Å"NO OBJECTION CERTIFICATE† FROM THE AFFILIATING UNIVERSITY. 13. ANNEXURES (A) PROFORMA FOR SUBMISSION OF PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME AS GIVEN IN ANNEXURE-I. (B) PROFORMA FOR SUBMISSION OF MANDATE FORM AS GIVEN IN ANNEXURE-II. (C) PROFORMA FOR UTILIZATION CERTIFICATE IS GIVEN IN ANNEXURE-III. (D) PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR INTRODUCTION OF B. VOC. COURSE IS GIVEN IN ANNEXURE-IV. (E) PROFORMA FOR SUBMISSION OF ANNUAL PROGRESS REPORT IS GIVEN IN ANNEXURE-V. UGC? GUIDELINES? FOR? B. Voc.? 11 ANNEXURE-I Proposal Form for B. Voc. Programme 1. Details of the University / College: Please ensure that the details entered below match exactly with the details registered with UGC. 1. Name of the University / College: 2. Full Postal Address: 3. Name of the Affiliating University 4. Whether covered under Section 2(f) and 12(B) of the UGC Act, 1956 (If yes, please enclose a copy of the letter) Yes / No Whether Autonomous Yes / No 5. Whether the college is aided or  self financing? 6. Name, designation and contact details (Tel/fax/mobile/email) of Head of the Institution. 7. Website URL of the College / University 8. Any other relevant information (Maximum 100 words) College / University may like to share UGC? GUIDELINES? FOR? B. Voc.? 12 2. Details of the Proposed Skills Specialisations in the B. Voc. Program ( * ) This would be mentioned within Parenthesis in the name of the Award, e. g. B. Voc. (Specialisation) Programme Name of the Specialisation (*) Job Roles proposed to be covered in each year (Along with NSQF level) Proposed intake of students (Annually) Yr-1 Yr-2. Yr-3 UGC? GUIDELINES? FOR? B. Voc.? 13 3. Proposed subjects / papers in the General Education component in each of the three years. Year-1 Credits 1. 2. 3. 4. 5. Year-2 1. 2. 3. 4. 5. Year-3 1. 2. 3. 4. 5. UGC? GUIDELINES? FOR? B. Voc.? 14 4. Basis for choosing the specialisation(s): The choice of specialisation should be based on: a) Skills Gap requirements, to ensure that the program fulfils the skills requirement of industry; b) University / College has expertise in the specialisation; and c) University / College have one or more committed industry partner(s) for design, delivery, internship and placement. Provide detailed basis for the choice of each of the specialisation(s). This would be an important factor during the approval process of this proposal. 4. 1. Skill Gaps identified: Specialisation Skill Gaps Identified(Quantitative, Qualitative, Source,†¦) 1. 2. 3. 4. 2. Existing expertise of the University / College: Specialisation Existing expertise (Which can be leveraged by the institution) 1. 2. 3. UGC? GUIDELINES? FOR? B. Voc.? 15 4. 3. Industry Partner(s) S. No. Specialis ation Details of the Industry Partnership(s) Name of Organisation and Address Nature of Partnership / Support (*) Name, Designation  and Contact details of official 1. 2. 3. 4. (*) Curriculum design, content creation, admission, conduct of courses, provision of infrastructure (in University / College, at employer location), internship, placement, etc. 4. 3. 1. Attach MOU(s), if any, signed with the industry Partner(s): UGC? GUIDELINES? FOR? B. Voc.? 16 5. Curriculum Design and Approval 5. 1. What is the proposed process and plan for curriculum design? How is the University / College ensuring that the curriculum meets the objectives of the B. Voc. Program? 5. 2. Status / Plan for curriculumapproval by the appropriate body of the University / Colleges? 6. Student placement plan: 6. 1. How would the University / College set up an effective mechanism for placement of students? UGC? GUIDELINES? FOR? B. Voc.? 17 7. Faculty: 7. 1. Availability of Faculty(For year-1) Specialisation / Area Faculty Needed Available with Institution To be Recruited Guest Faculty Guest faculty to be provided by Industry Partner 1. 2. 3. 4. 5. 6. 7. 7. 2. Training needs of Faculty(For Year-1) S. No. Specialisation / Area Details of Training Needed and duration Training Provider 1. 2. 3. 4. 5. 6. UGC? GUIDELINES? FOR? B. Voc.? 18 8. Availability of Infrastructure 8. 1. 1. Details of physical infrastructure. Name of the Specialisation Availability of physical infrastructure Infrastructure Available in the College/ University To be provided by Industry Partner 1. Classroom Laboratory Workshop Library ICT Facility Others 2. Classroom Laboratory Workshop Library ICT Facility Others 3. Classroom Laboratory Workshop Library ICT Facility Others UGC? GUIDELINES? FOR? B. Voc.? 19 9. Details of Expenditure: (It is assumed that the existing infrastructure / faculty will be used as far as possible. The expenditure to be listed here is only for any incremental requirements the University / College may need. ) S. No. Components Expenditure (amounts in Rs. ) Remarks (Provide justification for expenditure) Y-1 Y-2 Y-3 Total 1. Faculty / Staff a. Contractual b. Guest c. Lab Assistant d. 2. Equipment for Labs / Workshops / Classrooms a. b. c. 3. Raw Materials etc. for Labs / Workshops a. b. c. 4. Faculty Training a. b. 5. Admission Process, Pre-admission Student Counselling etc. 6. Office Expenses / Contingencies (including expenditure on publicity, guidance and counselling, transport, field visits, postage, stationery, electricity, water etc. ) 7. Travel 8. Others a. Assessments b. Contingencies c. Workshops / conferences / seminars e. Any other expense TOTAL UGC? GUIDELINES? FOR? B. Voc.? 20 10. Student / Learner Fee details: (All figures in Rupees) S. No. Programme(s) Annual Fee per student Proposed student intake per year Total Fees proposed to be collected Y1 Y2 Y3 Total Y1 Y2 Y3 Total 1. 2. Total 11. Key Milestones / Plans for Year-1 Key Plans / Milestones Person Responsible Expected Completion Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 12. Any other Information which the host college / university may like to provide. _________________________________________________ Signature with Seal of the Head of the Host Institution Name : Date: UGC? GUIDELINES? FOR? B. Voc.? 21 ANNEXURE – II MANDATE FORM Electronic Clearing Service (Credit Clearing)/ Real Time Gross Settlement (RTGS) facility for receiving payments. A. Details of Accounts Holders:- 1. Name of Account Holder 2. Complete Contact Address 3. Telephone Number/Fax/E-mail B. Bank Account Details:- 1. Bank Name 2. Branch Name with Complete Address, Telephone No. and E-mail 3. Whether the Branch is computerized? 4. Whether the Branch is RTGS enabled? If yes then what is the Branch’s IFSC Code 5. Is the Branch also NEFT enabled? 6. Type of Bank Account (SB/Current /Cash Credit) 7. Complete Bank Account No. (Latest). 8. MICR Code of Bank I hereby declare that the particulars given above are correct and complete. If the transaction is delayed or not effected at all for reasons of incomplete or incorrect information I would not hold the use Institution responsible. I have read the option invitation letter and agree to discharge responsibility expected of me as a participant under the Scheme. Date: SignatureofCustomer Certified that the particulars furnished above are correct as per our records. (Bank’s Stamp) Date: SignatureofCustomer 1. Please attach a photocopy of cheque along with the verification obtained from the bank. 2. In case your Bank Branch is presently not â€Å"RTGS enabled†, then upon its up gradation to â€Å"RTGS Enabled† branch, please submit the information again in the above proforma to the Department at earliest. NOTE:- Refund of Security Deposit/ Hire Charges Due to operation of E-payment w. e. f. 01/04/2012 the Mandate form may please be submitted, duly verified by the bank, to this office for claiming Refund of Security Deposit/Hire Charges along with a photocopy of blank Cheque. UGC? GUIDELINES? FOR? B. Voc.? 22 ANNEXURE – III UNIVERSITY GRANTS COMMISSION, NEW DELHI UTILIZATION CERTIFICATE IT IS CERTIFIED THAT THE TOTAL GRANT OF RS. ___________ (RUPEES .. ) SANCTIONED BY THE UGC VIDE LETTER NO. F. _______________________ DATED___________ HAS BEEN UTILIZED BY THE COLLEGE/UNIVERSITY AS PER DETAILS GIVEN IN THE ATTACHED STATEMENT (AS PER ANNEXURE D) IN ACCORDANCE WITH THE TERMS AND CONDITIONS LAID DOWN BY THE UGC VIDE ITS LETTER NO__________ DATED______________. AND THAT ALL THE TERMS AND CONDITIONS HAVE BEEN FULFILLED BY THE COLLEGE/UNIVERSITY AND THE GRANT HAS BEEN UTILIZED FOR THE PURPOSE FOR WHICH IT WAS SANCTIONED. IT IS FURTHER CERTIFIED THAT THE INVENTORIES OF PERMANENT AND SEMI-PERMANENT ASSETS. CREATED/ACQUIRED WHOLLY OR MAINLY OUT OF THE GRANTS GIVEN BY THE UGC AS INDICATED IN THE ENCLOSED STATEMENT ARE BEING MAINTAINED IN THE PRESCRIBED FORM AND ARE BEING KEPT UP-TO-DATE AND THESE ASSETS HAVE NOT BEEN DISPOSED OFF, ENCUMBERED OR UTILIZED FOR ANY OTHER PURPOSE. IF AS A RESULT OF CHECK OR AUDIT OBJECTION, SOME IRREGULARITY IS NOTICED AT A LATER STAGE, THE COLLEGE/UNIVERSITY WILL REFUND THE OBJECTED AMOUNT. ___________________________________ ______________________________ SIGNATURE OF PRINCIPAL / REGISTRAR WITH SEAL SIGNATURE OF AUDITOR WITH SEAL NOTE: THE UTILIZATION CERTIFICATE SHOULD BE ACCOMPANIED BY AUDITED STATEMENT OF ACCOUNT INDICATING EXPENDITURE ON VARIOUS ITEMS. UGC? GUIDELINES? FOR? B. Voc.? 23 ANNEXURE-IV UNIVERSITY GRANTS COMMISSION PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR THE OF B. VOC. PROGRAMMES (DIPLOMA/ ADVANCED DIPLOMA/DEGREE) 1. Name of the University/ College: 2. Name of the Vocational degree/Advance Diploma/Diploma Course: 3. No. Date of UGC’s approval No. F. _______________________________ Dated ___________________ 4. Period to which the accounts related : w. e. f. _____________________________ to ____________________________________________. 5. Details of actual expenditure incurred : Grants approved Grants released Unspent balance (i) (ii) (iii) (iv) NOTE 1. The statement of expenditure should be filled up separately for each vocational degree course. 2. List of equipment purchased should be submitted. 3. Details of periods taken, amount paid to leach teacher by name under guest faculty and internal faculty should be submitted. Signature Head of Institution / Principal/Registrar Govt. Auditor/CA UGC? GUIDELINES? FOR? B. Voc.? 24 ANNEXURE – V UNIVERSITY GRANTS COMMISSION, NEW DELHI ANNUAL PROGRESS REPORT (to be submitted annually to the UGC by each University /College) 1. Name and Address of the institution: 2. Name of the Head of the institution: 3. Period of the Progress Report: 4. Activities Taken up During the Year: 5. Utilization of Grants during the Year: 6. Specific Outcomes: 7. Difficulties encountered in implementation, if any: CERTIFICATE This is to certify that the data/ information presented in this Annual Progress Report are true and correct to the best of my knowledge and belief and the required documents will be provided to the UGC, as and when the same are called for. ____________________________________________ Signature with Seal of Head of the University /College Place: Date:

Meeting Needs of Children with Incarcerated Mothers

Meeting Needs of Children with Incarcerated Mothers RESTRICTED CHAPTER FIVE FINDINGS AND DISCUSSIONS INTRODUCTION This study was aimed to determine whether the basic needs are met or not by the children of incarcerated mothers in Welikada prison. This chapter facilitates a discussion on the testing and finding relevance to the previous chapter corresponding to the defined hypothesis. Further, facts and figures and results will be discussed and it will also analyse the cross references to the literature reviewed. DISCUSSION BASED ON THE LITREATURE REVIEW As per the World Bank definition â€Å"Early childhood is the most rapid period of development in a human life. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change. The Early Child Development (ECD) approach is based on the proven fact that young children respond best when caregivers use specific techniques designed to encourage and stimulate progress to the next level of development†. Many theorists have developed different concepts on the child development process, but once analyse all those very carefully, it seems that the idea is almost same which they have tried to prove. These theorists have discussed the development of human life in different stages of ages, here it is considered only the early childhood development up to the age of 5 years. Based on the literature review, it was analysed the international policy and trends in the care of children born behind bars. Most of the countries adopt the similar procedure that when a pregnant woman is imprisoned, she will be transferred to an outside hospital to give the child birth. This will be done to ensure the appropriate medical care and to avoid the place of birth place being as prison in the birth certificate. 5. In some countries, just after the child birth, they are separated from mother and kept in foster care or handed over to their relatives. This will negatively be affected to the children’s basic needs in their early childhood development such as breastfeeding, mother’s care and mother-child interaction and bond. However, in most states, the breastfeeding is encouraged. Many arguments indicate that child should not be separated from his mother in early stage of a child. In some of the low income countries, the baby delivery is carried out in the pris on. This will give number of health complications for both mother and child. Although some of facilities are available in the prison environment for the child living, they are not directly addressed to the children’s mental, emotional and physical development needs. In some prisons like in Cambodia and India, the mothers and children are not provided with adequate and also extra foods for children, clean water, washing and hygiene facilities, etc. Further, the children’s access to play, education, social interaction with other children and also to the outside of the prison environment are not properly addressed. Due to these reasons, the children of incarcerated mothers face many difficulties in their early childhood while living in the prison environment. Therefore, these literatures indicate that children born behind the bars are facing many development difficulties in their early childhood. However, some prisons like in Canada and Austria provide well advance facilities for mothers and child living in the prison as compared to the other prisons in the world. Although the adequate facilities are provided, the only drawback is the interaction of the children to the outside society is poor. This will affect to the children’s emotional, psychological and social development. (INTENTIONALLY LEFT BLANK) DISCUSSION BASED ON THE DATA PRESENTATION AND FINDINGS This sample survey was mainly focused to the mothers of children born behind the bars in Sri Lankan prisons. Due to the existing limitations for conduct this research, this survey was restricted only to Welikada prison. During the conduct of survey, it was found that only there were 16 children mothered to 15 incarcerated women. One woman had two children. The existing policy for care of mothers and children was thoroughly analysed during this survey. The pregnant mothers are provided maternity care from outside government hospitals same as other women and also it helps the children to avoid their birth place as prison in their birth certificate. Although the nursery facilities are not functioned as outside, it helps the children to develop their educational, language and cognitive development needs. Further, when the child comes to the age 5 years, he will be separated from the mother and handover to his relatives of kept in foster care. It seems a positive sign that child may get a opportunity to expose to the outside society. SURVIVAL AND LIFE SUSTAINING NEEDS The sample survey highlights some positive signs related to the survival and life sustaining needs for the children of incarcerated mothers in Welikada prison. Though the pure water, food, air, cloths and warmth are satisfactorily addressed, there is some shortage of cloths, variety of food items and extra foods. The provision of same types of food every day will lead the children to refuse the meals. However, these concerns are minor and probably better when consider the respondents’ socio-economic situations in outside the prison. Further, the children are provided with breastfeeding and being with mothers throughout the imprisonment until the child’s age of 5 years. These aspects are positively driven to the children’s physical, emotional developments. LIFE EMBELLESHING NEEDS The needs for the life embellishing development such as provision of toys, some fantasy and entertainment activities are not addressed satisfactorily, but they get enough opportunities to play with other children in the prison premises. However, these activities are restricted to a one particular area inside the prison wall. This restrictive environment hampered the children’s opportunities to explore as well as experience a variety of stimuli. Hence, these areas do not enhance the developmental opportunities of a child through the play. This will negatively affect to the children’s physical, social and emotional development. LIFE PROTECTING NEEDS Both the children and mothers are provided with the separate accommodation without merging with other prisoners, but it is not separated for each mother and child, everybody is living together in a single hall sharing two toilets amongst them. This affects to the child and mother’s well-being and hygienic issues and result in environmental stressors. The toilets and the accommodation areas are not always kept in very clean. The use of two toilets daily by 16 children and 15 mothers is a big issue which children face in the prison premises. Sleeping facilities for mother and child at Welikada prison is not beneficial for the development young children. It is depersonalising and depriving. It makes further worst by the situation that mothers and their children are confined to this area for longer period. The impacts of those are reflected in the mothers’ emotional state and then to the children. It seems that though the children and mothers are separated from other prisoners, the women prisoners have access to children’s living area. This will create number of negative effects on children such as expose to their bad behaviour and languages. It will obviously become a threat to the security of the children and especially for their physical development. Further, there may be some psychological effect on children as creating a unusual fear on men due to the children are always interact only with the women prisoners. On the other hand, these children are at a risk of child abuse and sexual harassment by the other prisoners. The health care facilities provided for the mothers and their children are not fully satisfied. The pregnant mothers have to go outside government hospitals for clinics and baby delivery, but it is also not a regularly happening. Once the baby delivery is done, the provision of care of Midwives for mother and baby will not be available in the prison premises. Further, if someone becomes ill during the night, there is no any medical section to deal with that and they need to call for prison authority for the arrangement to take the patient to outside government hospital. Further, the immunization vaccines are given to the children of different age categories, but the findings realized that they are not getting it at correct time. In accordance with the findings of children’s low weight, shortness and deficiency of vitamins are badly affected to the child development. These indicators show that children face many difficulties during their early childhood development. LIFE DEVELOPING NEEDS The children get enough leisure time and their mothers are also not engaging any activity other than their children. The available nursery helps children to enhance their educational measurer. The children’s access to freedom and thought and information is very low. They have been provided with one television in the hall, but it will not suffice to fulfil the requirement of the children. Above facts clearly indicate that these children have lesser possibility to expose to the outside society. Hence, this will lead to the risk of negative social and academic outcomes and unusual fear to outside people once they discharge from the prison. Further, they have opportunities to participate the religious activities inside the prison, but no cultural activities take place. All above factors discussed are directly affected to the social, emotional and cognitive development of a child. LIFE ENRICHING NEEDS In this aspect, children are benefitted up to certain extent through the prison nursery education. Though they have been tried to develop in this field, children are always exposed to prisoners and their environment. Hence, it is very difficult to get rid of them from that particular society system. Ultimately, this may be resulted to the risk of school failure and fall into conduct some criminals once they come out from the prisons. MOTHER-CHILD INTERACTION AND BOND Mother-child interaction and bond may not be happened automatically, but it may develop gradually over the time which they live together. In the Sri Lankan prison policy, mothers are allowed to keep their children up to the age of 5 years during their incarceration. It was proved during the sampling survey that the attachment existing between mothers and children is either anxious or ambivalent. Based on the literature review and findings from all the surveys, it is concluded that the best interest for the child is not to incarcerate with his mother. RELATIONSHIP WITH OTHERS It is obvious that a child who stays with his incarcerated mother will not have opportunities to form an attachment with the rest of his family (especially with father), relatives and others in the society. In this regard it can be concluded that the child who stays with his incarcerated mother is prevented and restricted in his social development. However, it can be concluded as the prison environment is not favourable to the physical, emotional, social and psychological development of a child.

Hamlets Anger and Morality in William Shakespeares Hamlet Essay

Hamlet's Anger and Morality in William Shakespeare's Hamlet In Shakespeare's Hamlet, Hamlet is faced with emotional and physical hardship. The suffering that he endures causes his character to develop certain idiosyncrasies. Morality has a significant importance to Hamlet. At the beginning of the play, Hamlet possesses a strong sense of morality. A sense that is stronger than all other characters. Hamlet's actions and feelings are controlled by his morality. His morality grows weaker as the play progresses. Hamlet's opinions toward the characters within the play are determined by his moral standpoint. As the play goes on, Hamlet's tendency of thinking too much causes him to become mad. Hamlet's focal problem is his madness. As the play progresses, Hamlet's moral perspective on life begins to alter. The first change in his morality occurred following Hamlet's first visit from the ghost. Hamlet is told by the ghost to avenge his father's murder. If Hamlet's morality was as strong as it was in the beginning of the play, he would have immediately opposed the ghost. However, he did not oppose the thought of murdering his father's murderer. Hamlet will have a continuous struggle whether to carry out the ghost's deed or to act morally throughout the play. If, throughout, Hamlet is prevented from enacting his revenge by the discomforting ratios that his literary imitations generate, he is equally prevented from repudiating his revenge by his inability to emancipate himself from his father, to be other than an imitation of what has generated him(Kastan 204). Toward the end of the play, Hamlet has abandoned the strong sense of morality that he once possessed. He no longer debated the morality of his every action. His true ... ...aertes killed him physically. Bibliography: Bloom, Harold. Hamlet. New York: Chelsea House, 1990. Elliott, G. R.. Scourge and Minister. New York, New York: AMS Press, Inc., 1965. Hazlitt, William."Character's of Shakespeare" Hamlet. Ed by Harold Bloom. New York: Chelsea House, 1990. Jones, Ernest. Hamlet and Oedipus. New York: Norton, 1949. Kastan, David Scott, ed. Critical Essays on Shakespeare's" Hamlet. New York: G.K. Hall, 1995. Chapter: "Hamlet and Our Problems" Kastan, David Scott, ed. Critical Essays on Shakespeare's Hamlet. New York: G.K. Hall, 1995. Chapter: "Hamlet and the Imitation of Revenge" Lidz, Theodore. Hamlet's Enemy. Madison, Connecticut: International Universities Press, Inc. 1975. Luyster, Robert W. Hamlet and Man's Being Lanham, MD: University Press of America, 1984.

Macbeth as the Aristotelian Tragic Hero Essay -- Macbeth essays

Macbeth as the Aristotelian Tragic Hero The first criterion that a tragic hero must comply to is that they must be above average. They must be Khrestos. Macbeth is khrestos. He is described as "valour's minion" 1-2 19. Valour's minion means bravery's favourite. Also he is spoken of as "brave" and "Bellona's bridegroom". Bellona was the goddess of war. Duncan, the king, describes Macbeth as "noble". And also uses a familiar term for Macbeth, as if he is in the kings family. "o' valiant cousin, worthy gentleman". These quotations from Duncan carry more weight as they are from the highest nobility, the monarch himself. These quotes evidence that Macbeth is khrestos. Everyone thinks highly of him and he is already Thane of Glamis, then he becomes Thane of Cawdor. The Thane of Cawdor is executed for being a traitor, so Macbeth inherits the label of a traitor, even though it is not known. Another condition of a tragic hero is that he must have a flaw in his character that will prove fatal to his life or status. This flaw is called Hamartia. Macbeth's hamartia is that he is ambitious. It is obvious that he has thought about being king before the predictions of the three witches. "if chance will have me king, why, chance may crown me without my stir". This quote evidences this fact. The best piece of evidence of Macbeth's hamartia is his line. "I have no spur to prick the sides of my intent, but only vaulting ambition which o'erleaps itself". It is also clear that he is ambitious, when he is at the castle of Duncan and Malcolm is named as the Prince of Cumberland, which is heir to the throne.... ...ies Macduff's son when he is stabbed by an assassin. We also feel fear and pity for Banquo when he is killed whilst on his innocent ride with Fleance. Both scenes before each respective murder are sweet and homely and make the reader feel doubly upset when the characters are murdered. Some people pity Macbeth during his anagnorisis, but not during his peripetiea when his relationship with his wife is falling apart, we tend to pity Lady Macbeth. "how now my lord, why do you keep alone" 3-2 l8. She sounds upset and innocent when we still really know that Lady Macbeth is pure evil and helped to corrupt her husband. I conclude, that I do believe Macbeth is a true tragic hero in the Aristotelian sense. Macbeth fits all the criteria and I do indeed experience catharsis, all the way through the play.

The Effectiveness of Weblogs in the Classroom Essay -- Education Teachi

The Effectiveness of Weblogs in the Classroom The internet has proven that it can be a very reasonable and valuable tool for research and communication within the classroom setting. Over the past decade, it has redeveloped the way students retrieve and use information, claims Richardson (2004). Richardson continues that until now it was not very clear if the internet provided students with anything more than a vast tool for research. One application that has altered this perception is the â€Å"weblog.† The introduction of weblogs within school systems has really made a profound impact on the way children learn. According to Richardson (2004), â€Å"Weblogs are redefining the way students and teachers use the internet, turning them from mere readers into writers.†(p.1) Although educators have been slow in adopting weblogs into the classroom, they seem to be quite affective alternatives to traditional education. According to Wikipedia (2005), a weblog can be defined as â€Å"a web application which contains periodic time-stamped posts on a common webpage. These posts are often but not necessarily in reverse chronological order. Such a website would typically be accessible to any internet user. ‘Weblog’ is a portmanteau of ‘web’ and ‘log† (Wikipedia, 2005). Wikipedia (2005) states that the name for this application was created in 1997 by John Barger. During the late 90's the phenomenon of weblogs just started to become ever so popular. Most people used them for personal journal writing, but by 2004 the use of weblogs became mainstream (Wikipedia, 2005). It was estimated that in the fall of 2003 that over 4 million users subscribed and created weblogs over a 6 month period of time, claims Richardson (2004). ... ..., 2005 at http://www.infotoday.com/MMSchools/jan04/richardson.shtml Richardson, W. (2005, April 10). Weblogg-ed: The Read/Write Web in the Classroom. Retrieved April 11, 2005, from http://www.weblog-ed.com/ Selingo, J. (2004, August 19). In the Classroom Weblogs are a Bulletin Board [Electronic Version]. New York Times. Retrieved April 10, 2005, from http://www.nytimes.com /2004/08/19/technology/circuits/19blog.html?ex=1250568000&en=33627811ca310596&ei=5090&partner=rssuserland Stach, Michael (2004, April 1) Introduction to Blogs and Blogging. Retrieved on April 11, 2005 from http://www.techlearning.com/story/showArticle.jhtml?articleID=18400984 Trimarco, R. (2004). Use of Blogs in online College Classes. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved April 11, 2005, from http://coe.sdsu.edu/eet/ articles/blogonlineclass/index.htm

Foreshadowing in Steinbeck’s Of Mice and Men Essay

The word foreshadow is a literary term used to describe how the author discreetly gives clues to the reader of the events later to occur. The touching realistic fiction novelette Of Mice and Men is written by John Steinbeck. George and Lennie, two men who have become close friends over time, travel together to a ranch to pursue their dream as a team. George is considered to be Lennie’s caretaker, for Lennie is mentally challenged. Throughout the novelette Of Mice and Men, foreshadowing takes a considerable role in the most important chapters of George and Lennie’s journey together. The events that develop foreshadow other events that will echo the primary event in a distinctive way. John Steinbeck uses foreshadowing and other literary elements as the structure of his many literary works of art. The three events that foreshadow the future are George telling Lennie to return to the river if trouble occurs, Candy having to kill his dog, and a heron killing a snake. In the beginning, when George and Lennie are at the river, George tells Lennie to return to that exact location to silently hide in the brush and wait for him if he gets in any trouble. Lennie has done bad things in the past, and George wants to make sure that Lennie has somewhere to go that’s out of harm’s way. â€Å" ‘Lennie – if you jus’ happen to get in trouble like you always done before, I want you to come right here an’ hide in the brush’ † (15). In the past, Lennie has gotten into trouble while working on a ranch, and both George and Lennie didn’t have anywhere to go. George knows that Lennie is bound to have history repeat itself, and make the same mistakes, so he tells Lennie to remember where the river is located. George’s action foreshadows that later on, Lennie will have to return to the river. George makes sure that he can get Lennie away from any danger that can harm him, but would also know where heà ¢â‚¬â„¢d be. As the story progresses, Candy tells George that he should have shot his dog himself instead of a stranger, because he knew the dog the best and his moment of lacking authority allowed him to regret his decision. Candy has had his dog since it was just a puppy, so he has a strong connection with his dog. Carlson thinks the dog is smelly, ancient, and becoming more and more useless everyday, so he convinces Candy to allow him to shoot his dog. â€Å" ‘I ought to of shot that dog myself, George. I shouldn’t have ought to of let no stranger shoot my dog’ † (61). When Candy confides in George, he admits that he is in the wrong when he decides to allow a complete stranger kill his dog instead of doing it himself. Candy, wanting to have shot his dog himself, foreshadows how George will feel about how Lennie will be disciplined. Although Candy didn’t have the strength to kill his own dog, George realizes that he’s strong enough to discipline Lennie i n a fair and painless way. Lastly, when Lennie is hiding in the brush at the river, a water snake is killed by a motionless heron off in the distance. The water snake was gliding on the river and is unaware of the heron that was standing still awaiting its arrival. â€Å" A water snake glided smoothly up the pool . . . and came to the legs of a motionless heron that stood in the shallows. A silent head and beak glanced down and plucked it out by the head . . .† (99). The snake was gracefully moving across the water, and swims to its death, negligent of its future. When Lennie is killed, he is looking at the scenery of the mountains and at the river imaging his and George’s dream, completely unaware of George, standing behind him with a gun. In the end, both Lennie and the snake met their fate of death. Overall, Steinbeck’s usage of foreshadow is applied to show how life’s events are clues to the future. George wants to protect Lennie, but he also wants to make sure that Lennie has a safe place to run to. Candy fails to accomplish a difficult task and helps George to identify if he’ll have the strength to do what is right or not. Death meets Lennie and the snake face to face unexpectedly. In life, has the reader ever looked at a painting and thought, â€Å"What did every brush stroke accomplish?† The creator of a work of art wants the viewer to see their artwork as a whole, but to view the specifics that created the image as desired. Each brush stroke accomplishes forcing mankind to experience various emotions, memories, inspirations, and an understanding of the meaning the piece was supposed to contain. A single brushstroke can foretell what the future may hold, although it’s not always distinct.

Why John a Macdonald Is Consider One of the Greaters Prime Minister

The greatest prime minister in Canada Introduction †¢After 143 of Canada been created by the father of confederation, it can be realize that nothing of this would have happen if it was for the persistence of Prime Minister John A. Macdonald †¢Three British colonies were formed into four Canadian provinces. The British Province of Canada was divided into the new Canadian provinces of Ontario and Quebec, and two other British colonies, New Brunswick and Nova Scotia, also became provinces of Canada. Promise to connect west with east and in today’s environment that connection is still and icon in Canadians †¢Convince one important person in Nova Scotia so that this province would not retired from the confederation †¢Server 2 term in †¢He is consider one of the father or confederation †¢Second longest prime minister in Canada history†¢Only prime minister with six majority governments †¢won praise for having helped forge a nation of sprawling geographic size, with two diverse European colonial origins, numerous Aboriginal nations, and a multiplicity of cultural backgrounds and political views Thesis Sir John A. Macdonald, Canada’s greatest Prime Minister was responsible for the founding of Canada and work hard to make this nation stable and prosperous The greatest prime minister in Canada Introduction †¢After 143 of Canada been created by the father of confederation, it can be realize that nothing of this would have happen if it was for the persistence of Prime Minister John A. Macdonald †¢Three British colonies were formed into four Canadian provinces.The British Province of Canada was divided into the new Canadian provinces of Ontario and Quebec, and two other British colonies, New Brunswick and Nova Scotia, also became provinces of Canada. †¢Promise to connect west with east and in today’s environment that connection is still and icon in Canadians †¢Convince one important person in No va Scotia so that this province would not retired from the confederation †¢Server 2 term in †¢He is consider one of the father or confederation Second longest prime minister in Canada history †¢Only prime minister with six majority governments †¢won praise for having helped forge a nation of sprawling geographic size, with two diverse European colonial origins, numerous Aboriginal nations, and a multiplicity of cultural backgrounds and political views Thesis †¢Sir John A. Macdonald, Canada’s greatest Prime Minister was responsible for the founding of Canada and work hard to make this nation stable and prosperous