Secondary data exercise Case Study Example | Topics and Well Written Essays - 1750 words

Auxiliary information work out - Case Study Example In ongoing corporate history, if there is one organization which had exhibited commendable authority and honorable flexibility, to pull back itself from an approaching breakdown, it could be as a matter of fact Marks and Spencer, the Retail Stores legend of the UK. The principle board on which it marked its whole expectation was its convincing and persuading commercial procedure. At the point when the decrease was affirmed and couldn't be overlooked any more, the organization under the direction of Sir Stuart Rose as its new administrator chose to take the bull by the horn. How it supported up its flank and stressed each nerve to effectively hold over a great many emergencies, is a fascinating corporate story. 2. Investigation for the causes, and drafting the therapeutic measures: A target examination drew out the accompanying genuine abnormalities gazing at the essence of M&S, (the later shorter logo rendition of Marks &Spencer): deals were consistently waning (the most noticeably terrible was during 2004-2006), clients were gradually moving ceaselessly since their inclinations and what M&S offered didn't coordinate frequently, client assistance offered by M&S was worse than average and contender pressure was mounting. Presently the organization had next to no alternative. They needed to attempt harm control gauges rapidly to reestablish the drooping certainty of even their most steadfast clients. Vital arranging and strong promotion crusade acted the hero, and once they balanced out their standing, at that point there was no glancing back by any means. They focused more on Communication Strategy to charm the clients back to their showrooms. The commercial crusades involve d the prime spot in the promoting correspondence exercises. 3. What is promoting and its noteworthiness: What it can do and what it can't do : Advertising is the center component of any showcasing correspondence which expects to interface the business with its clients. Publicizing can be characterized as any paid type of non-individual introduction and correspondence through broad communications. The fundamental point of publicizing is to offer to a wide blend of customers and furthermore to initiate rehash buys. Again the principle goals of promoting are making mindfulness about an item or store, make a craving to need an item, to convey the store's strategy on different issues, to help in repositioning of the store in the psyche of the customer and to build the deals of explicit classifications or to produce momentary income by method of a deal, deal offers or bargain basement deals. Promotion can likewise help in strengthening the retailer's corporate identity.1 (Swapna Pradhan, 2007) This part of reproducing the retailer's corporate char acter and repositioning the store in the brains of the purchasers weighed vigorously with M&S the board who chose to dispatch a powerful crash into the shoppers private inclinations in a successful way. In any case, they were additionally mindful of the constraints of a negligible notice crusade alone . Essentially correspondence is utilized to educate the clients about the retailer, the product and the administrations. Past that it could accomplish quite little of any value. It is accepted that each brand contact conveys a feeling that can reinforce or debilitate the shopper's perspective on the company.2 ( Philip Kotler). So they chose to satisfactorily back it up with a ton of picture promoter just as

The Brutal Facts That Universities Must Face Today Term Paper

The Brutal Facts That Universities Must Face Today Term Paper The Brutal Facts That Universities Must Face Today †Term Paper Example The Brutal Facts Universities Must Face Today Whatever it is that colleges seem as though today is far very different from how they used to look like fifty years prior. So also, by 2030, the colleges will look very surprising once more. In any case, how has our colleges changed and what has made them change thusly? is the fundamental inquiry that ought to be unwound. The present state of our colleges presents fierce realities that we need to manage, in any case, disagreeable they may look. Such realities present college and advanced education everywhere, in America, at junction (Ricardo 1).Some of the realities that we need to manage in our colleges are certain while others are negative. One such reality is on the college financing that has since been diminished. Open subsidizing to help instruction has been enormously diminished leaving the understudies with colossal education costs to pay to help their training. This is a reality that leaves the understudies with tremendous obligat ions that they owe to the advances foundations that finance training through contribution credits to understudies. This has not contemplated different expenses that every college charges to its understudies, for example, high stopping charges at the Valparaiso University. The understudies need to leave behind $140 per semester just to make sure about stopping in the school. Therefore, college instruction stays over the top expensive in todays world, and we need to manage it. Besides, colleges are additionally confronted with the difficulties achieved by the quick segment changes. Such have seen an expanding higher number of understudies look for college training. Colleges have restricted assets and spaces for understudies. Be that as it may, they are required to concede a significant gigantic number of understudies. This expands the pace of global understudies looking for training in different nations with more colleges with sufficient assets. Such understudies may likewise confront separation in some occurrence where the host nation understudies, as here in Valparaiso, may not treat them in a neighborly way. The colleges are therefore expected to perceive such realities and manage them at the administration level.Thirdly, the current mechanical progression has acted the hero of our colleges by prodding advancement as it makes college training increasingly reasonable and reachable. Nonetheless, this reality has likewise been confronted with the difficulties of the financial imbalances where just rich and progressively refined understudies can bear the cost of such sort of instruction in an all the more improving way. Innovation likewise renders some showing strategies outdated and causes the college to modify with the mechanical changes to stay compelling and effective. Basically, current colleges are confronted with exceptionally ruthless realities give the colleges trouble to manage. The majority of these realities will in general be a direct result of the c hanges that the colleges need to go through. On the off chance that this pattern proceeds, future colleges will be confronted with considerably progressively merciless realities, that what we face today, that they will be required to bargain with.Work CitedRicardo, Azziz. American Higher Education Crisis?- A Fact-filled and Thought-Provoking Must Read. The Blog (2015): 1. Web. .

Im Poor!!!

I’m Poor!!! As of right now you may or may not have a job. I got my first job the summer between junior and senior year of high school as a carousel operator. I worked through the summer, kept my job for weekends during the school year, and then worked the summer between high school and college. I also worked a full time internship during the summer, in addition to working at the carousel, meaning I was at work 6 of the 7 days of the week. This turned out to be a good thing because it made the summer pass by quite quickly. Unfortunately, when I got to MIT, the work continued but the money stopped. I was working on psets, studying, figuring out my way around MIT, and all sorts of other exciting things, but I wasnt actually making money. I had money saved up from over the summer but it quickly began disappearing. I needed a job. I needed something to do at MIT that would prevent me from going broke, but what? I was already so busy, how would I have time to go out, find jobs, apply, and work them? Well, the cool thing about MIT is that they understand this and that there are all sorts of neat money-making things you can do that dont necessarily take up a lot of your time. Here are my top ten ways to earn money at MIT! 1) UROP You all may be sick of hearing about UROPs (or maybe not) but the Undergraduate Research Opportunity Program is an awesome way to earn money. They pay around $9.00 (thats minimum UROP pay) and let you earn money while researching something that interests you. By the end of the year youre smarter, have money, and have a new addition to your resume. 2) Brain and Cognitive Sciences Guinea Pig MIT has a ton of researchers in the brain and cognitive sciences department that are constantly in need of test subjects. No, they wont pick through your brain or lobotomize you. Most of the time theyll just have you interpret different things that they show you or ask you to listen to something and follow a set of instructions. Every once in a while youll get lucky and theyll give you an MRI! These experiments are open to almost anybody (some have restrictions but theyre usually pretty specific and specialized) and pay quite well. They can range from $10 or $13 for a half hour session to $100 for spending your Saturday there. Many people arent aware this opportunity is even available, but its a quick way to earn some extra cash without having to actually work. 3) Desk Worker Each dorm has a front desk. This is where mail comes, oftentimes you can get movies here, and they also serve as one of the dorms defense systems (they can open the door for people who dont have ID cards and then check them in). Students typically will operate the desk so if you want a job that lets you sit, sort mail, and chill behind a desk for a couple of hours, you could be a desk worker! 4) Admissions Blogger I think its pretty safe to say that we would blog just as much as we do now even if we werent paid. MIT was a bit concerned when they first thought about paying bloggers because it would seem like we work for admissions and are brainwashing you guys with pro-MIT propaganda. Fortunately, nobody seemed to mind a whole ton (and I think through various rants and raves weve proven that we dont just spew MIT propaganda), so blogging is a way to earn some extra money. 5) The MIT Museum The MIT Museum is located just down Mass Ave. in Cambridge and is an awesome place to explore some of MITs history. They hire students, so if you have an interest in MIT or like dealing with the public, consider working at the MIT Museum. 6) Tech Caller Tech Callers are students who call alumni and solicit donations to the institute. A third of the money earned from alumni is earned through calls from Tech Callers. There are fliers all over campus encouraging you to sign up to be a Tech Caller. They make $11/hour with a chance at a 50 cent raise at the end of each semester. 7) Library Helper MIT has a bunch of libraries and all are in need of help cataloging and checking out books, among other tasks. 8) Grader Starting sophomore year you are eligible to help grade papers for classes. You collect psets from the turn-in boxes, take them back to your dorm, grade them, and then give them to the TAs. Its another quick, relatively low time commitment (depending on the class) way to earn some cash. 9) MIT Blackjack Team Member Hey, if you can find them, Im sure with enough convincing and bribery theyd let you join. 10) Win Bets by Proving People Wrong Oftentimes people will underestimate you. Take their money by showing them how talented you really are! I currently have a UROP and am an admissions blogger, which lets me say that not only am I taking a full schedule but that I am also working two jobs (and doing a varsity sport). I maintain my sanity and so can you, its all about time management and getting your priorities in line. I hope this helped ease some financial worries you may have about life at MIT. Ill see you all at CPW!

Im Poor!!!

I’m Poor!!! As of right now you may or may not have a job. I got my first job the summer between junior and senior year of high school as a carousel operator. I worked through the summer, kept my job for weekends during the school year, and then worked the summer between high school and college. I also worked a full time internship during the summer, in addition to working at the carousel, meaning I was at work 6 of the 7 days of the week. This turned out to be a good thing because it made the summer pass by quite quickly. Unfortunately, when I got to MIT, the work continued but the money stopped. I was working on psets, studying, figuring out my way around MIT, and all sorts of other exciting things, but I wasnt actually making money. I had money saved up from over the summer but it quickly began disappearing. I needed a job. I needed something to do at MIT that would prevent me from going broke, but what? I was already so busy, how would I have time to go out, find jobs, apply, and work them? Well, the cool thing about MIT is that they understand this and that there are all sorts of neat money-making things you can do that dont necessarily take up a lot of your time. Here are my top ten ways to earn money at MIT! 1) UROP You all may be sick of hearing about UROPs (or maybe not) but the Undergraduate Research Opportunity Program is an awesome way to earn money. They pay around $9.00 (thats minimum UROP pay) and let you earn money while researching something that interests you. By the end of the year youre smarter, have money, and have a new addition to your resume. 2) Brain and Cognitive Sciences Guinea Pig MIT has a ton of researchers in the brain and cognitive sciences department that are constantly in need of test subjects. No, they wont pick through your brain or lobotomize you. Most of the time theyll just have you interpret different things that they show you or ask you to listen to something and follow a set of instructions. Every once in a while youll get lucky and theyll give you an MRI! These experiments are open to almost anybody (some have restrictions but theyre usually pretty specific and specialized) and pay quite well. They can range from $10 or $13 for a half hour session to $100 for spending your Saturday there. Many people arent aware this opportunity is even available, but its a quick way to earn some extra cash without having to actually work. 3) Desk Worker Each dorm has a front desk. This is where mail comes, oftentimes you can get movies here, and they also serve as one of the dorms defense systems (they can open the door for people who dont have ID cards and then check them in). Students typically will operate the desk so if you want a job that lets you sit, sort mail, and chill behind a desk for a couple of hours, you could be a desk worker! 4) Admissions Blogger I think its pretty safe to say that we would blog just as much as we do now even if we werent paid. MIT was a bit concerned when they first thought about paying bloggers because it would seem like we work for admissions and are brainwashing you guys with pro-MIT propaganda. Fortunately, nobody seemed to mind a whole ton (and I think through various rants and raves weve proven that we dont just spew MIT propaganda), so blogging is a way to earn some extra money. 5) The MIT Museum The MIT Museum is located just down Mass Ave. in Cambridge and is an awesome place to explore some of MITs history. They hire students, so if you have an interest in MIT or like dealing with the public, consider working at the MIT Museum. 6) Tech Caller Tech Callers are students who call alumni and solicit donations to the institute. A third of the money earned from alumni is earned through calls from Tech Callers. There are fliers all over campus encouraging you to sign up to be a Tech Caller. They make $11/hour with a chance at a 50 cent raise at the end of each semester. 7) Library Helper MIT has a bunch of libraries and all are in need of help cataloging and checking out books, among other tasks. 8) Grader Starting sophomore year you are eligible to help grade papers for classes. You collect psets from the turn-in boxes, take them back to your dorm, grade them, and then give them to the TAs. Its another quick, relatively low time commitment (depending on the class) way to earn some cash. 9) MIT Blackjack Team Member Hey, if you can find them, Im sure with enough convincing and bribery theyd let you join. 10) Win Bets by Proving People Wrong Oftentimes people will underestimate you. Take their money by showing them how talented you really are! I currently have a UROP and am an admissions blogger, which lets me say that not only am I taking a full schedule but that I am also working two jobs (and doing a varsity sport). I maintain my sanity and so can you, its all about time management and getting your priorities in line. I hope this helped ease some financial worries you may have about life at MIT. Ill see you all at CPW!

India s Mid-Day Meal Scheme - Free Essay Example

Sample details Pages: 8 Words: 2445 Downloads: 7 Date added: 2019/08/16 Category History Essay Level High school Topics: D-Day (Operation Neptune) Essay Did you like this example? Introduction: With a view to enhancing enrolment, retention and attendance and simultaneously improving nutritional levels among children, the National Programme of Nutritional Support to Primary Education (NP-NSPE) was launched as a Centrally Sponsored Scheme on 15th August 1995 (MHRD website). It became mandatory in 2001, every child enrolled in a government and government aided primary school was to be served a prepared mid-day meal with a minimum content of 300 calories of energy and 8 to 12 gms protein per day for a minimum of 200 days. Over the years, the scheme was seen various revisions and extensions. Don’t waste time! Our writers will create an original "India s Mid-Day Meal Scheme" essay for you Create order Although this scheme is centrally sponsored, the Mid-day Meal Scheme (MDMS) is a highly coordinated scheme with several actors at various levels that are essential for its functioning at the state, district, block, Gram Panchayat , local government and school level. India’s government mid-day meal program is the largest in the world, feeding 120 million students per day (Newton, 2016). The History of the MDMS: Certain states in India had their own mid-day meal schemes prior to it being introduced by the Central government in 1995. As far back in 1925, in pre-independence India, a mid-day meal program was introduced for poor children living in the Madras Corporation area in Tamil Nadu (GoI 1995:2 as cited in Swaminathan, add year). The next year, the Madras government introduced a compulsory elementary education scheme, which included the Madras Corporation. This program continued till 1982-83, when a new scheme was introduced, replacing it. The new scheme called the Puratchi Thalaivar MGR Nutritious Meal Programme (PTMGR NMP) was introduced in rural areas for pre-school and primary school children i.e. children aged from 2 to 9 years. The scheme was later extended to urban areas (Sept 1982), to old age pensioners (Jan 1983), to school students aged from 10 to 15 years (Sept 1984) and pregnant women (Dec 1995). Other parts of India too had their mid-day meal scheme before the government ini tiative in 1995 such as some parts of Kerala (1941), Bombay (1942), Bangalore city (1946), Uttar Pradesh (1953) and Gujarat (1984). By 1990-1991, twelve states had implemented the mid-day meal program using their own resources. In 1995, the NP-NSPE was launched in certain blocks. Central assistance provided free food grains (100 gram/ child/ school day) and transport subsidies capped at Rs. 50/ 100 kg. By 1997-1998, the program was extended to all regions of the country. In 2001, the Supreme court mandated the mid-day meal be implemented by all states. In the states or Union Territories where dry rations instead of cooked meals were provided, the Supreme Court ordered that cooked meals must be provided within three months in all government and government-aided primary schools (classes I to V) in all half of the Districts of the State (in order of poverty) and must extended the provision of cooked meals to the rest of the state. In October 2002 the program was extended to children in Education Guarantee Scheme (EGS) and Alternative and Innovative Education centers. In 2004, the NP-NSPE was revised to include, in a ddition to the free food grain provision (100 gm/ child/ school day), central assistance for cooking costs (Rs. 1/ child/ school day), transport subsidies (capped at Rs. 100/ quintal for special category states and Rs. 75/ quintal for other states), a management, monitoring and evaluation cost and the provision of meals in drought affected areas during the summer vacation. Two years later, the NP-NSPE was further revised to increase the food intake from 300 kcal to 450 kcal as well as established food standard norms.   Central assistance too was increased in the following ways – doubling the assistance towards cooking costs to Rs. 2/ child/ school day; assistance to construct a kitchen or store room; assistance to provision or replace kitchen devices and changes in the management, monitoring and evaluation cost. A year later in 2007, the scheme was extended to children in class VI to VII in Educationally Backward Blocks and all children in these classes from 2008-09. Every child in these classes was to be served a prepared mid-day meal with a minimum content of 750 kcal and 20 gms of protein per day. The central assistance was also higher with free food grains of 150 gm/ child/ school day; increased cooking costs (Rs. 2.50/ child/ school day); provision of meals in drought-affected areas in the summer vacation as well as infrastructural assistance and increased transport subsidy to special category states. In 2008, this was extended to students in Muslim religious schools supported under the Sarva Shiksha Abhiyan was covered. In 2009, after The Right of Children to Free and Compulsory Education was introduced, the scheme was revised frequently, almost once a year where the focus was largely on revision of food standards, legal standards for usage of double fortified salt, guidelines on food safety and hygiene and guidelines and a model MoU for engagin with NGOs or other civil society organizations. Table 1: Mid-day meal food norms effective from Dec 1, 2009 Items Quantity per day/Child   Primary Upper Primary Foodgrains 100 gms 150 gms Pulses 20 gms 30 gms Vegetables (leafy also) 50 gms 75 gms Oil fat 5 gms 7.5 gms Salt condiments As per need As per need Source: Mid-day meal scheme website, MHRD (accessed Dec 23, 2018) Table 2: Revised Cooking cost (Rs.) per child per school day 2011 to 2016 Stage Effective Total Cost Central-State Sharing  Ã‚  Ã‚   Non-NER States (60:40) NER-States (90:10) 3 Himalayan States All UTs (100%)  Ã‚  Ã‚   Central State Central State Central Primary (Class I to V) April 1, 2011 2.89 2.17 0.75 2.60 0.29    July 1, 2012 3.11 2.33 0.78 2.80 0.31    July 1, 2013 3.34 2.51 0.83 3.01 0.33    July 1, 2014 3.59 2.69 0.90 3.23 0.36    July 1, 2015 3.86 2.32 1.54 3.47 0.39 3.86   July 1, 2016 4.13 2.48 1.65 3.72 0.41 4.13  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Upper Primary (Class VI to VIII) April 1, 2011 4.33 3.25 1.08 3.90 0.43    July 1, 2012 4.65 3.49 1.16 4.19 0.47    July 1, 2013 5.00 3.75 1.25 4.50 0.50    July 1, 2014 5.38 4.04 1.34 4.84 0.54    July 1, 2015 5.78 3.47 2.31 5.20 0.58 5.78   July 1, 2016 6.18 3.71 2.47 5.56 0.62 6.18 Source: Compiled from Mid-day meal scheme website, MHRD (accessed Dec 23, 2018) Figure 1: Year Wise Outlay under Mid-Day Meal Scheme (Rs. in Crore) Source: Mid-day meal scheme website, MHRD (accessed Dec 23, 2018) The operationalization of the MDMS: Food grains are provided by the local depots of the Food Corporation of India (FCI). While earlier the FCI supplied the food grains to the states and a centralized payment was made by the central government without confirmation by the states. Realizing that this was taking too long, the government decentralized the process in 2010 through a government order (F.1-15/ 2009). Under the new procedure, food grains are allocated biannually by the Department of School Education and Literacy in conjunction with the Department of Food and Public Distribution separately for the primary and upper primary levels. The first six monthly allocation is made in the first week of Feb of the previous financial year based on the number of children and number of school days approved by the Programme Approval Board of the Mid Day Meal Scheme for the previous year. T he second and final allocation is made in the first week of August, accounting for the unspent balance available with the states during the previous year and the first allocation. The states send a utilization certificate of food grains supplied to the Government of India (GoI), where they indicate the quantity consumed. This is done at the Block and District level. Once the states receive an allocation from the GoI, they make district-wise allocation of food grains, separately for primary and upper primary classes. A buffer stock of food grains for a month is maintained at the district level. The FCI is responsible for continuous availability of adequate quantity of good quality food grains. The District collector (or the CEO of the Zila Panchayat) are expected to ensure the food grains are of fair and adequate quality and three samples are drawn in the presence of state government representatives and those of the FCI. These samples are retained for three months and use to ascertain the veracity of complaints, if any. The FCI is expected to raise bills by the 10th day of the next month after provision of food grains and the district administration is expected to pay within 20 days. The states are expected to make adequate provisions in their budget for this and are expected to release this amount in advance to the districts. The GoI is also expected to release these funds to the state governments as soon as the budget is passed. If no budget is available at the district level, the state should authorize the districts to use the relevant treasury rules to make payments and then adjust the amounts as and when the budget is received by the states. States are also expected to monitor the lifting, payment and quantity of food grains sent to the school or cooking agency. There are several committees at different levels – at the national level the Empowered Committee, Steering-cum-Monitoring Committee (NSMC) and the Programme Approval Board (PAB), who monitor and suggest implementation measures. Other committees include – a state-level Steering–cum-Monitoring Committee, a District Level Committee and at the village level – members of Village Education Committees (VECs), Parent-Teacher Associations (PTAs) and the School Management Committees (SMCs). The committees at the village level are involved in the more day-to-day implementation of the scheme. Evaluation: According to the State of Food Security and Nutrition in the World 2017 report, India is home to 190.7 million undernourished people in the world, constituting 14.8% of its total population in 2015-17, a reduction from 2004-06 where it was 22.2%. 38.4% of children in 2017 under five are stunted, implying that their mental development, school performance and intellectual capabilities may be affected by the long-term nutritional deprivation. This is a reduction from 2012, where the corresponding figure is 47.9%. One in five children suffers from wasting, implying that their weight is low compared to their height. Furthermore, India ranks at 100 out of 119 countries on the Global Hunger Index. Nakao et al. (2018) mention that there is no national health survey after the implementation of the MDMS to evaluate the improvement nutritional outcomes for children served a mid-day meal. One would expect that the program dovetailing school attendance with meals, would improve nutritional outcom es, school attendance and enrollments. However certain researchers conducting their independent research have found mixed results as well as problems with the implementation of MDMS. A CAG report finds declining trends in enrolments during 2009-10 to 2013-14 observed in several states: Haryana, Himachal Pradesh, Jammu and Kashmir, Jharkhand, Karnataka, Kerala, Maharashtra, Uttarakhand, Lakshadweep and Puducherry. Dreze at al. (2003) who conducted a survey of 81 randomly selected villages, divided equally in the states of Chhattisgarh, Karnataka and Rajasthan, found both positive and negative aspects of the MDMS in their interviews with parents, teachers, cooks and other individuals. Of the positive findings, they report – improved school enrollment, particularly for girls; improved school attendance and retention; socialization among other castes (in a limited way); non-income support to poor families and good management of food logistics. Their negative findings include – poor infrastructure for cooking (in cluding water supply and utensils); repetitive menus; overt or covert caste discrimination and prejudices towards lower caste children or cooks; serious health hazards; disruption of classroom activity as teachers had to oversee the cooking and very low allocation of funds per meal. Another study conducted by Afridi (2005) in early 2004 in 41 randomly sampled villages in a non-tribal block of the Chindwara district on Madhya Pradesh, where information was collected on 615 households, 74 primary schools and 35 village panchayats. Afridi finds delays in the implementation of the program, 47% of panchayats spending less than mandated amounts, lack of adequate infrastructure, no separate kitchen and even the most basic adequate plates. Afridi reports a better program implementation in Karnataka with more nutritious meals (pulses and vegetables) and tablets (iron, folic and de-worming). The program was also extended till class VIII. A study in 2004 by the Pratichi research team comparin g 15 randomly chosen schools implementing the program to those who didn’t, found a 10% increase in attendance where the program was run, with a higher impact among the Scheduled Caste, Scheduled Tribe and Muslim population. They also found increased teacher attendance; over four-fifths of parents were in favor of the program; 82% of parents were willing to contribute in any way and 88% of children wanting the program to continue. It is also important to note the importance of this meal as almost three-fourths of children did not have food before coming to school. In addition to the issues mentioned earlier, their study found inadequate salaries paid to cooks and limited opportunities for parental participation. Blue (2005) found in a study of 8 schools in rural Rajasthan that the children and teachers spent long hours cooking or getting firewood and in the case of teachers, supervising the meal preparation and keeping records. Additionally, since schools were paid were three to three months, the teachers took loans of food ingredients. A study in the Municipal Corporation of Delhi by De et al. (2005) found that even after selecting NGOs and caterers to cook the food, the quantity and quality of food wer e less than the minimum requirements. Criticisms: The food served under the MDMS has been criticized on various fronts such as the menu, the food quality, the preparation and even down to who prepared or served the food. The food has been criticized as low quality and the menu being repetitive. It has been argued that the government is so focused on covering as many schools and students as possible, that food quality is often relegated to a lower priority. During the food preparation, it is possible that hygiene, cleanliness and food preparation standards may not have been met. There have been multiple news reports, where children have either fallen sick after eating the mid-day meal and in some cases, tragically died. Many of these children come from extremely poor families and the mid-day meal is the only meal they might eat in a day. Many incidents go unreported as well. The parents of these children, thereby, fearing the safety of their children have declined to eat the mid-day meals. With so many intermediaries, it is inevitabl e that some of the food or raw material is siphoned away or never reaches the schools. A report by the Comptroller and Auditor General of India (2015) found financial mismanagement by the Human Resource and Development ministry as well as states diverting funds of Rs. 123.29 crore meant for the scheme. The CAG report also found the following: the MDMS was not implemented in 32 government-aided schools of Amritsar and Ludhiana, depriving 50,417 students of benefits; the usage of 1.04 lakh kg less rice than prescribed norms in Belur, Karnataka and excess payments made to NGOs. Chauhan (add year) evaluates the use of schools to implement social policies by conducting 26 structured interviews, 8 focus groups and 5 teacher key-informant interviews in an Indian village in the state of xx. He found that the community does not trust the government, regards the state-run schools to be of poor quality and finds that the community no longer perceives the school as an institution that imparts e ducation but one that provides free meals. He cautions that the change in perception would perhaps mean that the mid-day meal may not meet its goal of promoting education. Bibliography: https://mdm.nic.in/Files/Initiatives%20%20Case%20Studies/NUTRITION_%20FOUNDATION_%20OF_%20INDIA.pdf

Police Brutality On The American Public - 2006 Words

Abdarahmane Toure English II Dr. Hollins Ph.D Solution Problem Thesis Police Brutality It is never a bad time to discuss matters of police brutality since at any given time some American gets pulled over or chased down the streets. When the police get hold of him, they probably will use excessive force in getting him to the ground and cuffing him, they might beat him a little bit in the process, just at the scene or maybe later at the station, or they just might kill him. This is the brutal truth of the reality in the American streets. One can never understand clearly the brutality of the police through mere reading of statistics. A search in the YouTube and the videos uploaded would make you want to treat the police differently. The past few months has seen the police in the news for all the wrong reasons. It is for this reason that this paper sets out to explore the subject of police brutality on the American public. Two decades ago, riots broke out in Los Angeles riots made news across the whole nation bringing the issue of excessive use of force by the police to th e court of the public. Since then the issue has remained issue of discussion although little has changed. The police continue to beat up suspects, they continue to knock them off in public for a mere show of might, people have even been killed, but very little has been done. The year 2014 was a dark year to human rights activists. Police killed andShow MoreRelatedPolice Brutality Of African Americans1405 Words   |  6 PagesIn recent years police brutality towards African Americans has increased. This violence has resulted in riots across the United States. The August 2014 death of Michael Brown in Ferguson, Missouri many Americans, some who are former Civil Rights activists, have spoken out against police brutality. Black Lives Matter states that the movement’s goal is to bring justice to the present unjust police killings of African Americans. Looking at prior cases of brutality and its connection to racial profilingRead MoreFree Argumentative Essays : Police Brutality738 Words   |  3 Pages J Free Argumentative Essays: Police Brutality 777 Words 4 Pages Police Brutality Police work is dangerous. Sometimes police put in situations that excessive force is needed. But, because some officers use these extreme measures in situations when it is not, police brutality should be addressed. The use of excessive force may or may not be large problem, but it should be looked into by both the police and the public. For those people who feel racismRead MorePolice Brutality Essay747 Words   |  3 PagesPolice Brutality James Regas December 15, 1996 Outline Thesis: But, because some officers use these extreme measures when it is not needed, police brutality should be addressed. I. Police Brutality A. Racism as a cause II. Police Brutality is not a problem A. Quotes from authorities B. Statistics of Declining Brutality III. Stopping Police Brutality A. Police Stopping themselves Read MorePolice Brutality And The United States1479 Words   |  6 Pages Police Brutality in the United States University of Nebraska Kearney Colton Blankenship Abstract This research paper is an overview of police brutality in the United States. The paper covers what police brutality is and the definition. The information about police brutality is expanded about what is reasonable and excessive use of force an officer can use. Information is included about the thoughts of what the citizens feel about police brutality. Among the white andRead MorePolice Brutality Argument Paper1056 Words   |  5 PagesPolice work is a dangerous job, and police are more than likely to be put into situations when excessive force is needed.  But, sometimes police use excessive force for their own personal reasons, such as, racism. 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What Are the Main Characteristics of ‘Emerging Markets’...

What are the main characteristics of ‘emerging markets’? Introduction During the changing of world economy, it is increasingly common to hear the term ‘emerging markets’ and from news and report. In the mid-1980s, the term ‘emerging markets’ was created by the World Bank, and has significant influence on the global business world nowadays (Gwynne, Klak and Shaw 2003). To raise investor’s attention to those developing countries, there are numerous characteristics springing up which are given by researches and economists. However, some of those characteristics are contradictory and it is difficult to give a real definition. This essay discusses the main characteristics of ‘emerging markets’ as defined by the World Bank and economists.†¦show more content†¦Kvint (2008) indicates that some statistics of reports on emerging market are contradictory, and this inconsistent situation even can be seen from IMF’s reports. For instance, some emerging countries like China and India are classified as eme rging markets and are included in the category of developing countries. On the other hand, many of the sub-Saharan countries as emerging markets are definitely still undeveloped. Kvint (2008) suggests that the main and most important characteristic of all emerging market countries is that they are at some stage during the processes of economic maturation and development of free markets. An attractive environment for foreign investors and global trading has been created based on this characteristic. He suggests the main characteristics in his study: an emerging market country can be defined as a society transitioning from a dictatorship to a free market-oriented economy, with increasing economic freedom, gradual integration within the global marketplace, an expanding middle class, improving standards of living and social stability and tolerance, as well as an increase in cooperation with multilateral institutions (Kvint 2008, online). Results of his study revealed that 81 countries were selected from the 192 country-members of the U.N. and categorized as emerging markets. Those emerging countries ‘account for nearly half of the gross world product, and attracted about $600 billion of foreignShow MoreRelatedThe Main Characteristics Of Emerging Markets1417 Words   |  6 PagesThe main characteristics of ‘emerging markets’ Introduction In recent years,there has been a growing concern about the emerging markets,and it is kind of new economic markets in developing countries which likes mature markets but does not meet a criterion of it,and emerging markets is a relevant concept when it comes to the developed countries.While a variety of definitions of the term of emerging markets have been suggested,this essay will use the definition suggested by Arnold and Quelch(1998)whoRead MoreHow to Win Emerging Market (Harvard Business Review)1122 Words   |  5 PagesIntroduction Japan has succeeded to enter the market in developed countries such as the United State and European countries. Nevertheless, Japan existence is not happening in emerging markets. Shigeki Ichii, Susumu Hatori, and David Michael in accordance to that reality, wrote an article â€Å"How to Win in Emerging Market: Lessons from Japan† in Harvard Business Review volume 90 issue 5 on page 126-130, that was published in May 2012. The main aim of this article is depicting the challenges that shouldRead MoreThe Policy Rate Difference Between Emerging Economy And The United States709 Words   |  3 Pagesincrease by 37%. These results are consistent with Ahmed and Zlate (2014) findings who find that the policy rate differential between emerging market economies and the U.S. is a significant driver of capital flows to emerging markets. Theory suggests that large-scale asset purchases by the Federal Reserve are likely to increase capital flows to the emerging market economies. My results are aligned with this theory, but are statistically insignificant with standard deviation of almost non-existentRead MoreEmerging markets and hedge funds – background An emerging market can be broadly defined as nations1600 Words   |  7 PagesEmerging markets and hedge funds – background An emerging market can be broadly defined as nations in the process of rapid growth and industrialization. Emerging markets include countries such as Brazil, China, India and Russia and are linked to high growth prospects (with a greater risk profile) compared to many developed countries (Figure 1). Many of these countries also exhibit recent economic development and reform programs and have therefore ‘emerged’ into global markets. The idea thatRead MoreThe Growth Of Emerging Markets1415 Words   |  6 Pages 1. Introduction The last decade has seen an increase in internationalisation from emerging market multinationals (EMNCs), through outward foreign direct investment (OFDI). This internationalisation phenomenon, has led to increase interest from researchers in the international business discipline (Cavusgil, 1980; Hoskisson, Eden, Lau, Wright, 2000; Jormanainen Koveshnikov, 2012). In 2013, emerging economies invested $553 billion, representing 39% of global OFDI, compared with only 12%Read MoreThe Bottom Of The Pyramid1284 Words   |  6 Pagessocio-economic groups. According to Global Issues , this is the 3 billion people who live on less than $2.50 per day. There were a lot of debates around the BoP markets – whether they are fast-growing markets or should global companies not waste their time and money on serving them. But today most organizations realize that targeting low-income markets can be profitable. Global companies, such as Siemens, GE, Nestle, and Procter Gamble continue to pursue profits at the bottom of the pyramid. The biggestRead MoreCharacteristics Of Emerging Industries1738 Words   |  7 PagesExecutive Summary Firstly, a brief and broad definition and description of emerging industries. There will then be a summary of the characteristics of emerging industries. Introduction An emerging industry can be described as an industry in the foundational part. It can also be explained as the instituting of a completely innovative new industrial value chain or the drastic transformation of one in existence and it is usually pushed by ideas that could be considered disruptive and could lead toRead MoreIndi An Emerging Economy Country1723 Words   |  7 PagesINDIA: AS AN EMERGING ECONOMY COUNTRY India, whose name is derived from the River Indus, is moving forward and away from its traditional agricultural economy which has been undertaken for decades, and with an approximate population of 1.2 billion people, the second-most populated country in the world, is categorized as an emerging economy. The term emerging markets was first put down by economists at the International Finance Corporation in the year 1981, when the group was endorsing their firstRead MoreAn Analysis of Anheuser-Buschs Marketing Strategy626 Words   |  3 PagesAnheuser-Busch can be regarded a market leader in its industry. This is more so the case taking into consideration the companys market share as well as market capitalization. This text analyzes Anheuser-Buschs marketing strategy and type of competition. An analysis of Anheuser-Buschs Marketing Strategy Taking into consideration the significant chunk of the U.S. market the company controls in regard to beers sold to retailers, Anheuser-Busch remains a clear market leader in the Beverages-BrewersRead MoreRater Quiz1002 Words   |  5 PagesWhat’s New? What’s Not? 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