Adr: Village Panchayat in India

INTRODUCTION The present village Panchayat is a kind of local self-Government. The system has three objects. One is to make the villagers better habituated with the exercise of franchise. The second is to relieve the Government from the details of the local affairs. The third is to let the people manage their own affairs. The Panchayat system has been integral part of the Indian village system through ages. A village is self contained microcosm, a composite peasant society representing different communities and cultural hues.It does not have irritant elements but represent an integrated culture, free to a greater extent from the penetrations of urban cultural patterns into the village life. The importance of village with its head man, called Gramani, could be traced to Rig Vedic times and this head man figures in later Vedic literature as one of the jewels or Ratnas of the administration. The Decimal system of classifications of village into units of 10, 20 or 100 or 1000 is well kno wn. According to Vinaya, heads of the villages (Gramikas) are stated to be meeting in an assembly of their own.Narada supervised the appointment of five officials in each village. The state took full responsibility of rural development, particularly by constructing roads, setting up of markets etc. There were also references to village elders — Gamma- vriddhas and Grama mahattaras – the prominent persons in the village being associated with village administration. An account of the Panchayat system comparing five persons (official and non official) in districts as well as in sub divisions is afforded by the inscriptions of the Gupta period.At the districtlevels, the Vishayapati or its head had a non official advisory council representing different interest in the locality. These included the Nagara- sresthin- the chief banker representing the commercial interests; the Sarthavaha or carvan – the chief of the leader of the trading community; the Prathama kulika â €“ the chief of the head of the families or the community head; and the Prathama kayastha – the chief scribe or the official administrator. The assistance of the council was sought in matters of alienation of lands and other allied matters of the community interest.At the subdivision (Vithi) and village level, there was a council of non officials consisting of the Vithi- mahaattaras and the kutumbins, representing the elders and agricultural house holds, respectively. The kulikas represented the non official elements in an advisory capacity. At the village level, the Gramika or the head man and his council settled land disputes by fixing boundaries and they also mentioned law and order. His advisory council constitutes the mahattaras – the village elders and the Astha – kuladhikarans – the eight head of the families and other leading men of experience and status.The village elders in southern India were known as Mahajans and they regulated the socio-e conomic life of the village and assisted equally in administration. The Panchayat system was prevalent in the urban context as well. The local body was called Uttarasabha, Goshthi, Panchakula and a board of Sauvayika. The Panchakula signified a body of five persons who were appointed by provincial head. They deliberated in the town hall called Mandapika. The committee looked after proper realization of grant and rent from the endowed property.On May 15, 1989, Prime Minister Rajiv Gandhi introduced a constitutional amendment bill in Lok Sabha. This was introduced to make Panchayat Raj in India a truly representative and effective system. The bill could not become law as it was not passed by Rajya Sabha. The bill was again introduced in the new parliament by Narasimha Rao government. This bill, the seventy third amendment act, 1992, passed by parliament, was bought into effect on April 24, 1993. Madhya Pradesh was the first state in the country to comply with the spirit and letter of the act. Presently, there are 2. 0 lakhs village Panchayats, 5500 Samities and 375 zila parishads. These institutions have been granted statutory authority in many states for raising funds through taxation, cess, land and fairs. The 11th Five Year Plan has ambitious plans for Panchayati system reforms. These bodies will take into account local aspirations, resources and would recommend programmes and methodologies to match them. The concept of Panchayati Raj is nothing new. It was the dream of Gandhi, the father of the nation, its need was stressed by Pandit Nehru, and it was repeatedly and forcefully advocated by Late Shri Jai Prakash Narayan.But, unfortunately, for various reasons, not much headway could be made for the realization of this ideal. Ever since Late Shri Rajiv Gandhi came to the helm of affairs in the country he repeatedly stressed the importance of Panchayati Raj. He formed his views on the subject by under-taking whirlwind tours of rural India to familiarize himself with the realities of rural life, by holding frequent workshops of District magistrates all over the country, and thus assessing their views and understanding their difficulties.As a result of this interaction with the people and the administrators, his views on Panchayati Raj gradually evolved, his thoughts ware clarified and he could from his own plan of Panchayati Raj and place it before the parliament with perfect self-confidence and case. He also sought to give it constitutional sanction by proposing to add a fresh chapter to the Indian constitution in the form of the 64thamendment, through the Bill which he moved in the parliament on the 15th of May, 1989.As a result of his clarity of thought and powerful advocacy, the bill was passed with near unanimity, with only five M. P. ’s voting against it. Late Shri Gandhi forcefully and clearly unfolded the concept of Panchayati Raj, the urgent need of constitutional sanction for it, and the salient features of his scheme for making it a reality. He pointed out that Panchayati Raj means taking democracy to the gross roots, it means transfer of power, in the real sense of the word, to the people living even in remote villages and bringing even the weakest sections of society into the national mainstream.He told the honorable members of parliament that, â€Å"Democracy was the greatest gift of our freedom struggle to the people of India. Independence made the nation free. Democracy made our people free. A free people are a people who are governed by their will and ruled with their consent. A free people are a people who participate in decisions affecting their lives and their destinies†. Gandhiji believed that democratic freedoms have to be founded in institutions of self-government in every village of India. He drew his inspiration and his vision from the Panchayats, the traditional ‘village republics’ of India.Panditji established the institution of Panchayati Raj as the primary instr ument for bringing development to the doorstep of rural India. Indiraji stressed the need for the people’s participation in the processes of economic and social transformation. † Yet, there can be no denying the fact that in most parts of the country, elections to the Panchayats have been irregular. The Bill seeks to put an end to such delays and difficulties. The essence of democracy is elections. But elections to Panchayati Raj institutions have been most irregular and uncertain.A mandatory provision in the constitution is therefore necessary. A statutory provision in the state law does not quite have the same sanctity. The Bill provides for regular periodic elections of Panchayati Raj institutions. In the absence of any compelling provision to reconstitute Panchayats within a reasonable period of time, by democratic elections, suspended Panchayats have remained suspended for years and dissolved Panchayats have remained dissolved for up to a decade or even more. Their existence has depended less on the mandate of the people then on the whim of state Governments.The bill leaves it to the state to determine the grounds and conditions on which Panchayats may be suspended or dissolved. The state Legislatures are to specify the grounds on which the Governor may suspend or dissolve a Panchayat. That is a matter for the Governor, acting in accordance with the constitution on the advice of the state Government. But dissolved Panchayats must be reconstituted within a reasonable period of time. It is the people who will determine, within a matter of months, the shape of the reconstituted Panchayat.The Bill will ensure that Panchayati Raj has a democratic character similar to the Lok Sabha and the state Assemblies and Constitutional protection for their functioning as representative institutions of the people. â€Å"The single greatest event in the evolution of democracy in India was the enactment of the Constitution which established democracy in Parliam ent and in the state Legislature. The historic, revolutionary Panchayati Raj Bill takes the place alongside that great event as the enshrinement in the constitution of democracy at the grassroots†.Once democracy is accorded to the Panchayats the same sanctity as is enjoyed by parliament and the state Legislature, the doors will be opened for the participation in democratic institution to about seven lakh elected representatives. In this way the power-broker, the middlemen, the vested interests will be eliminated. For the minutest municipal function the people have to run around finding persons with the right connections who would intercede for them with the distant source of power.The system has been captured by the power-brokers who have established their vice-like grip on it, only because democracy has not functioned at the grass-roots. Once the people have their own elected representatives from electorates as small as a hundred persons, the source of power will lie only as far away as the Panchayat Ghar, not in some distant state capital or even the more distant capital of the country. There will be direct elections to Panchayats at all levels. Every voter will have his own representative in the Gram Panchayat, the mid-level Panchayat. The representative will be responsible to small and recognized electorate. It hey fulfill the mandate of the people the re-elected; otherwise the people will throw them out of office, power of the vote. In establishing the institutions of democracy in Parliament and in the state Legislature, our founding fathers gave particular recognition to the disabilities suffered by the Scheduled Castes and tribes. Provision was made for the reservation of seats for the total electorate. This is a principle which has not been incorporated in most of the Panchayati Raj legislations enacted by the state Legislatures. The democratic rights of the Scheduled Castes and Scheduled Tribes cannot be secured by good intentions alone.It has t o be secured in the first instance, by reservation in Panchayati Raj Institutions on the same basis as reservations are given in the Lok Sabha and the state Assemblies. The Bill makes it mandatory for the state legislatures to ensure reservation for the Scheduled Castes and the Scheduled Tribes in proportion to their population in the relevant Panchayat area. Also, there will be reservations in Panchayats at all levels of 30% of the seats for women. The presence of women in large numbers in the Panchayats will not only make the Panchayats more representative but will also make them more efficient, honest, disciplined and responsible.It is the strength of moral character which women will bring to the Panchayats. The Panchayats will have the power and authority to draw of plans within the framework of guidelines and conditions to be laid draw by the state Government. These plans will constitute the basic inputs for the planning process of higher levels. This will ensure that the voice of the people, their needs, their aspirations, their priorities become the building blocks of the edifice of planning. The second major responsibility of the Panchayats will be the implementation of development schemes assigned to them by the state Governments.These schemes should cover the major economic concerns of rural India, commencing with agriculture and land improvement and going on to irrigation. They must comprise the diversification of the rural economy into animal husbandry, dairying, poultry and fisheries. They must incorporate industrial activity in rural India. They must look to the day-to-day concerns of rural India, housing, drinking water, fuel and fodder. The panchayats will also have the major responsibility for the administration of poverty-alleviation programmes.They would have to look to the education and culture, to health and family welfare, and to women and child development. Social welfare programmes for the weaker and handicapped sections would be the re sponsibility of the Panchayats. It is also proposed to give to the Panchayats the responsibility for the public distribution system which is so crucial to the survival of the weakest and the poorest, as also to the general health of the rural economy. In this way development will be taken to the grassroots in rural India.The same concern must be extended to the growing urban and semi-urban population of the country. To this end, a new chapter has been added to the constitution. Urban Municipalities and corporations have been brought within the two major questions have been raised repeatedly. Most reservations become a parliament feature of the Indian economic, educational and political scene? Must social disability, with the attached stigma of being a Harijan and hence being disallowed to enter the places of worship etc. continue for all times, privileges as their counterpart in the rural areas?Efforts have also been made to recast revamp and rejuvenate the cooperative movement, whi ch Pundit Nehru always regarded as the essential compliment to Panchayati Raj. Our democracy has reached the stage where the full participation of the people brooks no further delay. Those who decry Panchayati Raj as an election stunt are only those whose feudal interest will be overthrown by the power reaching the people. The late Prime Minister Rajiv Gandhi said, â€Å"We trust the people. We have faith in the people. It is the people who must determine their own destinies and the destiny of the nation.To the people of India let us ensure maximum democracy and maximum devolution of power. Let there be an end to the power-brokers. Let us give power to the people. Salient features enumerated were: 1. Panchayats shall be constituted in every state at the village, intermediate and districtslevels. At intermediate level population should exceed 20 lakhs. 2. All the seats in a Panchayat shall be filled by persons chosen directly through the elections from the territorial constituencies in the Panchayat area. 3.The legislature of state may, by law, provide for the representation of chairpersons of the Panchayats at various levels – district, intermediate and village. The chairpersons may or may not be chosen directly from election from territorial constituencies. They shall haveright to vote in Panchayat meetings. 4. There shall be proportionate representation according to the total population of Panchayat area reserved for scheduled castes and scheduled tribes. One- third of the total number of seats shall be preserved for women. The office of the chairperson shall also be likewise be reserved. . Term of each Panchayat shall be 5 years unless it is dissolved earlier. This will apply to Panchayats constituted before the 73rd amendment act. 6. The legislature of a state may, by law, endow the Panchayats with the power to prepare plans for economic development and authorize them to levy, collect appropriate taxes, duties, tolls and fees and the power to provi de for grants-in-aid from the consolidated fund of the state. 7. The governor of a state, after every 5 years, will constitute a finance commission to review and audit the financial position of the Panchayats.He will also determine the principles for the distribution of the net proceeds of the taxes and tolls between the state and the Panchayats and will measure for the improvements of the financial positions of the Panchayats. 8. The governor shall appoint a state election commissioner whose tenure and service conditions will be decided by the state legislature. The state election commissioner will be responsible for the preparation of the electoral rolls and for the conduct of all elections. 9. The provisions mentioned above shall apply to union territories as well.The administrators shall be empowered in the same manner as the governors of the state. 10. None of the afore-mentioned provisions would be applicable to scheduled and tribal areas, to the hills area of Manipur, to the states of Nagaland, Meghalaya and Mizoram, to the district of Darjeeling in west Bengal to the Darjeeling Gorkha hill council. 11. Finally, the 73rd Amendment Act provides for the addition of Eleventh schedule – Article 243 G. This includes 29 areas like agriculture, land improvement, minor irrigation, animal husbandry, women and child development etc. OLD SYSTEM OF THE VILLAGE PANCHAYAT AND ITS DECAYIn the pretty old time there were village Panchayats in India. They were very powerful organizations. They were virtually ruling over the village according to the customary laws. During the Mughal period the village Panchayats remained unaffected. Because the Mughal Emperors and the Mughal Chiefs were satisfied with the collection of revenue and taxes. They did not trouble about the local administration. But during the British period the Indian village Panchayats were completely inactive and runied. Because the British administration was very strong and was penetrating into every nook and corner of the country.The British Government founded the system of union-president to know the view of the public. But the union presidents played into the hands of the thana officers. Hence the old panchayat system was completely ruined. Panchayati Raj in Pre British Period. The word panchayat is derived from the word pancha panchasvanusthitah, has references in to the existence of Grama Sanghas or rural communities. The institution of Panchayati Raj is as old as Indian civilization itself. It was in existence since ancient periods, having an effective control over civil and judicial matters in the village community.The Rigveda, Manusamhita, Dharmashastras, Upanishads, Jatakas and others, refer extensively to local administration, i. e. the panchayat system of administration. In the Manusmriti and Shantiparva of Mahabharata, there are many references to the existence of Grama Sanghas or village councils. The earliest reference to panchayat is derived from the word Pancha, that refers to an institution of the five (pancha panchasvanusthitah) is found in the Shanti-Parva of Mahabaratha, pancha and panchavanustitah are semantically close to panchayat.A description of these village councils are also found in Arthashastra of Kautilya who lived in 400 B. C. Arthashstra gives a comprehensive account of the system of village administration prevailing in his time. During this period, the village administration was carried under the supervision and control of Adyaksha or headman. There were other officials such as Samkhyaka [accountant], Anikitsaka [veterinary doctor], Jamgh karmika [village couriers], Chikitsaka [physitian]. The village headman was responsible for ensuring the collection of state dues and controlling the activities of the offenders.In Ramayana of Valmiki, there are references to the Ganapada (village federation) which was perhaps a kind of federation of village republics. Self-governing village communities characterized by agrarian economies existed in India from the earliest times. It is mentioned in Rigveda that dates from approximately 200 B. C. The village was the basic unit of administration in the Vedic period. The most remarkable feature of the early Vedic polity consisted in the institution of popular assemblies of which two namely ‘Sabha’, and the ‘Samiti’ deserve special mention. A Samiti was the Vedic Folk Assembly that in some cases njoyed the right of electing a king while the Sabha exercised some judicial functions. Both the Samiti and Sabha enjoyed the rights to debate, a privilege unknown to the popular assemblies of other ancient people. The office of the village head man (Gramani) indicates the emergence of the village as a unit of administration. In the later Vedic period, the Samiti disappeared as a popular assembly while the Sabha sank into a narrow body corresponding to the kings Privy Council. In the course of time, village bodies took the form of panchayats that looked into the affairs of the village.They had the powers to enforce law and order. Customs and religion elevated them to the sacred position of authority. Besides this there was also the existence of caste panchayats. This was the pattern in Indo Gangetic plains. In the south, the village panchayats generally had a village assembly whose executive body consisted of representatives of various groups and castes. These village bodies, both in the north and south India, had been the pivot of administration, the centre of social life and above all a focus of social solidarity. In the Mouryan period, the village was the basic unit of administration.Villagers used to organize works of public utility and recreation, settle disputes, and act as trustees for the property of minors. But, they had not yet evolved regular councils. The village council appeared to have evolved into regular bodies in the Gupta period. They were known as Panchamandalas in central India and Gramajanapadas in Bihar. These bodies negotiated with the government for concessions and settlement of disputes. The inscription of Chola dynasty shows the construction and functions of the village assembly and their executive committees.The village administrations were performed by the elected representatives forming village council. During the medieval and Moghal periods, village bodies were the pivot of administration. In the Moghal period, particularly in the regime of Sher Shah, the villages were governed by their own panchyats. Each panchayat comprised of village elders who looked after the interest of the people and administered justice and imposed punishment on defaulters. The head man of the village, a semi government official, acted as a coordinator between the village panchayat and the higher administrative hierarchy.Akbar accepted this system and made it an indispensable part of civil administration. In this period, each village had its own panchayat of elders. It was autonomous in its own sphere and exercised powers of local taxation, administrative control, justice and punishment. The Moghals introduced elaborate administrative machinery with a hierarchy of officials, particularly in the field of revenue. The Moghal local administrative system lasted over centuries. It was with the collapse of the Moghal strong hold, the British established their hegemony in India. British PeriodThe British came to India as traders, and before long established an inroad into the cultural nexuses of the land. The primary focus of the British Raj was much to do with trade and little to do with governance and development. The local governments were hardly their first priority. In fact till the advent of the British rule in India, the rural republic had flourished and thrived. With the emergence of the British Raj in India, panchayats ceased to play a role that it once played. But, local self government as a representative institution was the creation of the British.In the initial days, the inter est of the British was limited to the creation of local bodies with nominated members. These bodies were built around trading centers. Thus in the year 1687, a municipal corporation came to be formed in Madras. Set up on the British model of town council, this body was empowered to levy taxes for building guild halls and schools. As time passed, similar bodies were set up in other major towns and this model became prevalent, helping the British widen their taxation power. This model continued to comprise nominated members with no elected elements what so ever.It was Lord Mayo, the then viceroy of India (1869 to 1872), who felt the need to decentralize powers in order to bring about administrative efficiency and in the year 1870 introduced the concept of elected representatives in the urban municipalities. The revolt of 1857 that had put the imperial finances under considerable strain and it was found necessary to finance local service out of local taxation. Therefore it was out of f iscal compulsion that Lord Mayo’s resolution on decentralization came to be adopted. The Bengal Chowkidar Act of 1870The Bengal Chowkidar Act of 1870 marked the beginning of the revival of the traditional village panchayati system in Bengal. The Chowkidar Act empowered district magistrates to set up panchayats of nominated members in the villages to collect taxes to pay the chowkidars or watchmen engaged by them. Ripon Resolution (1882) Lord Ripon made remarkable contribution to the development of Local Government. In 1882, he abandoned the existing system of local government by the officially nominated people. According to his local self government plan, the local boards were split into smaller units to achieve greater efficiency.In order to ensure popular participation, he introduced an election system for the local boards. The government resolution of 18th May, 1882, stands as a landmark in the structural evolution of local governments. It provided for local boards consist ing of a large majority of elected non-official members and presided over by a non-official chairperson. This is considered to be the Magna Carta of local democracy in India. This resolution proposed the establishment of rural local boards where 2/3rd of whose membership was composed of elected representatives.He brought in the concept of self-government in urban municipalities. He is treated as the founding father of urban local government. Ripon’s resolutions followed a series of Committees, Commissions and Acts in this line. The Royal Commission on Decentralization in 1909 elaborated further the principles of Ripon resolution. But this remained merely on paper. Ripon’s scheme did not make much progress in the development of local self government institutions. Montagu-Chelmsford Reforms of 1919 In this backdrop, Montagu Chelmsford reforms were passed in the year 1919.This reform transferred the subject of local government to the domain of provinces. The reform also r ecommended that as far as possible there should be a complete popular control in local bodies and the largest possible independence for them, of outside control. By 1925, eight provinces had passed village panchayat acts. However, these panchayats covered only a limited number of villages with limited functions. But this reform could not get much result as far as democratization of panchayats was concerned and lead to a lot of organizational and fiscal constraints. Government of India Act (1935)This is considered as another important stage in the evolution of panchayats in British India. With popularly elected government in the provinces, almost all provincial administrations felt duty bound to enact legislations for further democratization of local self government institutions, including village panchayats. Although the popular government in the provinces governed by the Congress vacated office following the declaration of Second World War in 1939, the position as regards local gov ernment institutions remained unchanged till August 1947, when the country attained independence.Even though the British government did not have interest in the village autonomy, they were forced to do so, in order to continue their rule in India and moreover to meet financial necessities. The Indian rural republic had flourished till the advent of British. It received a set back during the British rule. Self contained village communities and their panchayats ceased to get substance. They were replaced by formally constituted institutions of village administration. In the highly centralized system of British rule, village autonomy seems to have lost.PANCHAYATI RAJ IN INDEPENDENT INDIA The task of strengthening panchayati raj system fell on the Indian government formed after independence. It was clear that India a country of villages had to strengthen village panchayats to strengthen democracy. Mahatma Gandhi who strongly believed in Ggrama Swaraj pleaded for the transfer of power to the rural masses. According to him the villages should govern themselves through elected panchayats to become self sufficient. But surprisingly, the draft Constitution prepared in 1948 had no place for Panchayati Raj Institutions.Gandhi severely criticized this and called for immediate attention. It is thus, that panchayat finds a place in the Directive Principles of the State Policy. Article 40 of the Directive Principles of the State Policy states that ‘the states shall take steps to organize village panchayats and endow them with such powers and authority as may be necessary to enable them function as units of self governments’. The most important aspect to strengthen grass root democracy was neglected by the Constitution makers as Directive Principle of State Policy is not legally binding on the governments.The first organized effort to tackle the problem of rural India was made through Community Development Programme in 1952 and National Extension Service in 1953. The programme was based on an integrated approach to the various aspects of rural development. The objectives were to promote self help and self reliance among the rural people, to generate a process of integrated social, economic and cultural change with the aim of transforming social and political life of the villagers. Community Development Programme was launched in 55 selected blocks.The programme was based on an integrated approach to the various aspects of rural development. The programme made provisions for appointing Block Development Officers [BDO] and Village Level Workers [V. L. W]. This programme was intended to bring socio economic development of the rural masses on democratic lines, but failed to take off along the expected lines due to the absence of an effective instrument for people’s participation. Balwantrai Mehta Committee Balwantrai Mehta Committee was the first Committee set up in 1957 to look into the problems of democratic decentralization in independ ent India.The Committee was asked to report on community development projects. The Committee made far reaching recommendations in the direction of democratic decentralization and rural reconstruction. It pointed out that the community development program was not successful because it failed to evoke local initiative and that in the absence of local initiative and local interest, development would not be possible. The committee laid down five fundamental principles. 1. There should be three tier structures of local self government bodies from village to the district level and these bodies should be linked together. . There should be genuine transfer of power and responsibility to these bodies to enable them to discharge their responsibility. 3. Adequate resources should be transferred to these bodies to enable them to discharge their responsibilities. 4. All welfare and developmental schemes and programmes at all three levels should be channeled through these bodies, and 5. The three tier system should facilitate further devolution and disposal of power and responsibility in future.The committee envisaged three tire system of panchayats known as Zilla Parishad, Panchayat Samiti and Gram Panchayat and recommended encouragement of peoples’ participation in community work, promotion of agriculture and animal husbandry, promoting the welfare of the weaker sections and women through the panchayats. For the first, time the Committee made recommendations for co-opting of two women who are interested to work for women and children. However, like the rest of the male members, women were not to be elected but were to be co-opted.The recommendations of the Balwantrai Mehta Committee came into effect on 1st April 1958. Rajasthan was the first state to implement it on 2nd October 1959. By mid 1960s, panchayat had reached all parts of the country. More than 2,17,300 village panchayats covering over 96% of the 5,79,000 inhabited villages and 92% of rural population had been established. There was enthusiasm in rural India and people felt that they had a say in the affairs affecting their daily life. These were considered as the promising days of Panchayati Raj Institutions in India.The report of the Ministry of Community Development had stated in 1964-65 that younger and better leadership was emerging through Panchayati Raj Institutions and there was a fairly high degree of satisfaction among the people with the working of the panchayats. The recommendations of Balwantrai Mehta Committee were implemented by many states in the country. Till the mid sixties, Panchayati Raj system flourished in India. But there was decline in Panchayati Raj Institutions after the mid sixties mainly because of centralized tendencies of functioning all over the country.The elections were not held regularly and the participation of people weakened in these bodies. Inefficiency, corruption, favoritism, uncertainty and irregularity led to their decline. Most of the devel opment programmes were kept out of their preview. Centrally sponsored schemes were initiated; parallel administrative bodies were created and government reduced funds considerably. During the period of national emergency, bureaucracy got the upper hand and these institutions lost their significance. The village panchayats were made subordinate units of government to implement its programmes.Ashok Mehta Committee (1977) In this backdrop in 1977, the Janata government appointed a Committee with Ashok Mehta as chairman and was entrusted with the task of enquiring into the causes responsible for the poor performance of Panchayati Raj Institutions. It was also asked to suggest measures to strengthen Panchayati Raj Institutions. The committee suggested two tire system of Panchayati Raj consisting of Zilla Parishads at the district level and Mandal Panchayats at the grass root level as against three tier system suggested by the Balwantrai Mehta Committee.The committee recommended constitut ional protection to the Panchayati Raj Institutions and further decentralization of power at all levels. THE PRESENT SYSTEM OF VILLAGE PANCHAYAT The present system of village Panchayat has been introduced by the Government of India. It is according to the Directory Principles of the Indian Constitution. Accordingly, a Panchayat organized for every group of villages. This Panchayat consists of a President or Sarpanch, Vice-President or Naib-Sarpanch and some members. The Sarpanch is directly elected by the voters. The Government has assigned certain local taxes to Panchayat for its maintenance.The Government bears the deficit. The Government does many of its welfare schemes through the village Panchayats. The Government is encouraging the Panchayats to work better. The best Panchayat is awarded a rich cash-prize to found an industry in the Panchayat area. These village Panchayat elect some Panchayat Committee. They are connected with adalat Panch and the Zilla Parishad. The Village P anchayats are elected once in every three years. DUTIES The Panchayat is to look after the village and its welfare. It works out the Government welfare schemes. It collects taxes from the villagers.The village Panchayat has a Secretary to help the Panchayat in its work. The Secretary is a Government servant. The Panchayat manages some village institution. THREE TIER SYSTEM It envisages Panchayat at the village level, Panchayat Samitis at the block level & Zila Parishad at the district level. a. Village Panchayat †¢Consists of elected representatives of the people. †¢Membership varies from 5 – 31. †¢Seats reserved for SC, ST, women, etc. †¢Chairman is elected from among its members, known as ‘Sarpanch’. †¢The Panchayat is accountable for all its actions to the Gram Sabha, the general body of villagers. Gram Sabha consists of all the adults residing within the jurisdiction of the Panchayat. †¢It exercises general supervision over the w orking of the Panchayat & lays down necessary guidelines for its working. b. Block & Panchayat Samiti †¢The block, consisting of 20 – 60 villagers is administered through a Panchayat Samiti, consisting of indirectly elected members of village panchayat. †¢The chairman of Panchayat Samiti is called ‘Pradhan’. c. Zila Parishad †¢It is the top level of the 3 – tier structure. †¢Elect its chairman from amongst its members who is known as the District Collector CONCLUSION The system of Village Panchayat is a good thing.It is an elected body. The villagers can vote out the Panchayat office-bearers if they do not work satisfactorily. But the villagers should co-operate with the Panchayat in working out all their welfare programmes. BIBLIOGRAPHY WEBSITES: www. greenwood. com www. wikipedia. com www. legalserviceindia. com www. westlaw. com BOOKS: †¢Law Relating to ARBITRATION and CONCILLITATION IN INDIA, by Dr. N. V. Paranjape †¢Law R elating to ARBITRATION and CONCILLITATION IN INDIA, Lexis Nexis †¢Law Relating to ARBITRATION and CONCILLITATION IN INDIA, by C. K Takwani †¢Law Relating to ARBITRATION and CONCILLITATION IN INDIA, by Avtar Singh

Finance and Term Sheet Essay

1) What are the most important terms for Laracey? Founders’ termination term is very important for Laracey because it increases the possibility that the unvested equity of the founders could be accelerated when the incoming CEO terminates them. It directly protects the benefits of the founders. 2) What are the most important issues for Guerster? Mergers, redemption, reorganization of the company, or transfers of control of edocs are the most important issues for Guerster. These issues will directly influence his proportionate ownership of edocs. 3) What is ‘liquidation preference/participation?’ Both in general, and specifically in the proposed term sheet. Compare the term sheet to M-Y: what type of security (CP, RP, PCP) is this? A liquidation preference tells an investor where she stands in the capital structure hierarchy. When there have been multiple rounds of investment, it is common for the latest-round investors to get their money back first. So the Series A preferred is getting the first dollar from any liquidation first. In this case, the investor owns the Series A preferred stocks, so in case of merger, reorganization or transfer of control of edocs, Guerster first get paid. The security is Participating Convertible Preferred (PCP) because in the liquidation term, it is mentioned that Participating goes away on valuation that corresponds to 50 million. In addition, there is conversion term in the term sheet. 4) Why is CRV so concerned about board representation? Because CRV would like to ensure that the board members could represent its right, and the company develops in the direction it expects and doesn’t spend the money it invests in other business concepts. 1) Critique Steve Papa’s fundraising strategy for the â€Å"C† financing round? What steps did he take that were sensible? What mistakes did he make? When Steve Papa realized he had to raise money, the Enterprise IT spending was slowdown. The behavior of both venture capitalists and technology market was hard to forecast. So Papa chose a wrong time for the â€Å"C† financing round. The uncertainty of the spending on technology made the investors not willing to pay as much as Papa asked. So Papa had to revaluate and lower the price for several times. However, it is sensible that Papa realized that he should go back to the market and look for the investment. 2) What are the key differences in the term sheets offered by the insider group and Ampersand? What explains the key differences? The Venrock/BVP offer an inside round at 98.5 ¢ per share. The pre-money was roughly $25 million. They would share the $10 million, with Venrock taking more to increase its ownership, and leave the round open for another $5 million, getting the deal done at $15 million with an option to close as high as $18 million. Ampersand offered at $1.25 per share, and full ratchet protection for the Series B investors. The effective pre-money, with ratchets, was $32.9 million. The key difference is the offering price. Papa told Ampersand that they could only make room for them if, Ampersand gave Endeca a term sheet that offered to lead an alternate deal at a significantly higher price by the day of the board meeting. Otherwise, it would be unfair to the insiders who had been extremely supportive throughout the entire process. And the insiders had really supported when Endeca needed it. If the insiders have worked very well and shares a common vision, it also is likely to involve a very important potential customer. So Ampersand had to offer a higher price to become attractive. 3) Analyze the impact of renegotiating the anti-dilution provisions. Was Bessemer’s request to adjust these terms reasonable? Renegotiating the anti-dilution provisions will make the investors more beneficial. Bessemer’s request to adjust these terms was reasonable. Bessemer wanted to change the anti-dilution on the B round to full ratchet. Full-ratchet anti-dilution protection allows an investor to remain his ownership in the company as same as the initial investment. Since the price of BVP’s participation was going to be important to the stock price, Bessemer’s request to adjust these terms was reasonable.

The Detrimental Effects of Illegal File Sharing Essay

The Detrimental Effects of Illegal File Sharing - Essay Example The thesis is not that clear, because it does not name all affected stakeholders. Original artists are not the only stakeholders affected. The essay mentioned other people who are also affected by piracy at the body, such as those involved in producing and distributing original music, but this is not part of the thesis. The thesis is arguable, because it can be contested. For instance, opponents of intellectual property rights can argue that file sharing can actually increase sales by expanding the distribution of music and enticing people to buy original copies. Each paragraph does not cover one idea, because it lacks topic sentences. The thesis has several points that would have been the topic sentences that could have guided the content or ideas of each paragraph. The paragraph on the motive of illegal file sharing should be removed, because it is not a detrimental impact of illegal file sharing. Each paragraph does not have a topic sentence and so its ideas are scattered, but they can still be connected to the thesis. For instance, one of the paragraphs started with: â€Å"Richard Waterman...logged the number of times Limewire users sought to download each of the files in a sample of one thousand eight hundred.†

Buddist Materiality and How it compares to Vimalakirti Essay

Buddist Materiality and How it compares to Vimalakirti - Essay Example The paper provides an analysis of the Vimalakirti Sutra, and the social material lifestyles in Dunhuang during the fifth through to the fourteenth century. This paper argues that during the fifteenth to the nineteenth century, the Buddhists used social, material lifestyles to describe their social lifestyle. Vimalakirti is an ordinary individual and not a learned scholar. One realizes that his spiritual level is high and his knowledge is profound as he debates with a number of disciples of Buddha and bodhisattvas. His spiritual level is supposed to be at par with Buddha. So, the issue is defined in clear terms in the sutra that enlightenment does not depend on initiation. Vimalakirti belonged to Licchavi, one of the ruling clans of ancient India, and he commanded high respect from all. The second chapter makes a reference to his illness. There is passing reference to his feigning illness but the fact is he probably has taken the illness of one of his devotees upon himself. People come to enquire about his welfare and Vimalakirti takes that opportunity to preach the finer aspects of dharma and many of them are blessed with enlightenment. In the ensuing chapters Lord Buddha advises his disciples and bodhisattvas to visit Vimalakirti as well. But they are disinclined to go and make pretexts, because in the past they had all been overwhelmed by Vimalakirtis loftier understanding of the ultimate spiritual truth. Vimalakriti owns extraordinary spiritual talent. Evan Manjusri, bodhisattva of wisdom, is no match for him. When he agrees to visit Vimalakriti, a galaxy of Buddha’s disciples, bodhisattvas, gods and goddesses decide to follow him to avail the opportunity to watch the two great spiritual giants conversing with each other. All of them know that it would be an astounding and illuminating experience. Soon the room where Vimalakirti is convalescing becomes the spiritual dispensation center. A large number of people

HISTORY AND THEORY OF NEW MEDIA Essay Example | Topics and Well Written Essays - 250 words

HISTORY AND THEORY OF NEW MEDIA - Essay Example orking at this famous Paris erotic club which was established in 1951 go repeatedly through an ordeal of agony when they get to wear so little and work so hard. The very graceful and artistic movement of their bodies is well explored and choreographed in this documentary in order to show the public how artistic ambitions relate with practicality and how much tension and agony is involved in such association. The beautiful women at Crazy Horse work so hard to present the best artistic talent possible to the public visiting the club but in the process of exhibiting the typical â€Å"French blend of vulgarity and sophistication† (Scott), they suffer a lot themselves. Focusing on physicality and movement, it is shown in the documentary that the naked women dancing at this French club work exceptionally hard with the result that their performances appear to be more aesthetic than erotic. The practice sessions these women go through before finally appearing before the public are als o â€Å"painstakingly detailed affairs† (Turan). Scott, A.O. â€Å"The Agony Behind an Erotic Club’s Ecstasy.† The New York Times. 17 Jan. 2012. Web. 25 Sep. 2012.

PR Research Paper Example | Topics and Well Written Essays - 1000 words

PR - Research Paper Example The non-profit generating aspect implies that such organizations do not make profit or gain financial benefit from their operations. The structures of such organization are simple enough to include only the donor and the benefactors. Such organizations therefore act as the link between the willing donors and the needy members of the society (Grunig, 1992). The key mandates of such organizations are to identify the sector of the society that requires aid, fairly identify their beneficiaries without bias and to solicit funding to run the projects they seek to operate in. charity organizations survive mainly on donations from well wishers, this therefore implies that the organizations must uphold credible reputation in the society. The reputation built by such organizations must border on credibility and effective financial management and transparency. Exploratory studies simply espouses on the structure of the organization as it is and further tries to analyze how both internal and ext ernal factors affect the organizations service delivery. In collecting data, the research uses a number of data collection methods key among which include the use of questionnaire. Questionnaires are lists of structured questions answered by the respondents and later analyzed by the researcher. Questionnaires are more advantageous in this study since they are convenient. Most of the respondents in the study are employees of the firm and are therefore busy in most of the occasions, they thus can never afford time, the researcher therefore simply mails theme the questionnaires, which they answer at their convenience and mail back the completed questionnaires to the researcher for further analysis (Clow & Baack, 2010). Additionally, the research employed the use of interview as a means of data collection. This was largely used on the available respondents. Interviews unlike the questionnaires are more comprehensive. The researcher through the follow up questions asks for clarifications , which constitute a greater source of information. Furthermore gives the interviewee an opportunity to observe the body language of a respondent, the body movements are never concrete source of information as one would be compelled to allude to the possible conclusion but such are of essence in this study especially being an exploratory research. The body language is further analyzed and from them the interviewer asks the follow up questions. Observations are an additional method of data collection that the research intensively employs. The structure and the operations of the organization form a great part of the research process. An integral observation of the daily operations of the organization and the effects of both the internal and external factors are keenly observed to help come up with the conclusion part of the research. Observations gets subjective at times but with the complement of the other methods of data collection, the shortfalls of any one data collection method a re overcome and the research ends up with an exhaustive data that if effectively analyzed gives the internal operations and the role of public relations in charity organization (Guild & Saxton, 2011). Result analysis The research findings were varied, government emerged as the greatest source of funding for Sight Savers with an annual allocation of three million pounds. The second greatest source o

W.E.B. Du Bois - Returning Soldiers The Crisis (1919) Essay - 1

W.E.B. Du Bois - Returning Soldiers The Crisis (1919) - Essay Example Du Bois, did not attempt to take any particular side but his primary focus was on engaging in internationalism across boundaries between nations which he terms as ‘inter- nation’ (Du Bois) ‘Returning Soldiers’ by Du Bois, in ‘The Crisis’ (1919) was an outcry of all the struggles suffered by the thousands of black men who fought bravely in bitter resignation unto their last drop of blood for America, with a hope of a better tomorrow. In Du Bois’s words –‘We fought gladly†¦for America and her highest ideals, we fought in the far – off hope, for the dominant southern oligarchy entrenched in Washington.’ (Du Bois) However, they were disillusioned because unfortunately the circumstances did not change and the struggle continued relentlessly with the war claiming destruction to both life and property. Du Bois, accuses America of being vindictive in their approach which forced the blacks to retaliate and fight. In a backlash, Du Bois expresses his views in ‘The Crisis’ which came in for heavy criticism from all quarters, because he accused, the America they fought for, of gloating in lynching, disfranchising its own citizens, encouraging ignorance, stealing from them and insulting them. In argument about lynching that Du Bois speaks of, we understand that lynching was very much present then and it ceaselessly continues even today. He describes lynching in the following words – ‘Barbarism of a degree of contemptible nastiness unparalleled in human history.’ (Du Bois) Some examples of people who were victims of lynching are Rodney King, African Americans, Mexican and Asian immigrants, Oscar Grant and many others. The lynching that Du Bois speaks of, continues even today by punishing, torturing and killing vulnerable individuals who dare to raise their voice against them. Disfranchisement of its own citizens

Expanding the methodology in the lit. review Essay

Expanding the methodology in the lit. review - Essay Example Many children suffered with defective communication because of Autism Spectrum Disorder (ASD). In this literature review researcher put forward some teaching methods and special strategies that are in favor of the teachers who worked in the field of educating children with special education needs. Qualitative research approaches help the learner to keep reliability and authenticity. As Deborah Padgett rightly comments; â€Å"For all their demands, qualitative methods can provide the most rewarding experience a researcher will have† (Padgett, 1998, p.1). The research makes use of secondary data which include various strategies and approaches on teaching autistic children with the help of diagrams, study reports tables, survey reports, and so on the qualitative approach for the reason for the study as it best ensembles for the aims and objectives of the research. 4.1 Literature Review Beginning session of the research (2, 3, 3.1, and 3.2) includes information on autism and an ov erview about the current education status which practiced in Saudi Arabia. Then it discuss about available interventions and form of inclusive education for children with autism. Dr. Julie A. Buckley made notable researches in the field of autism spectrum disorder and its treatments. According to her autism spectrum disorder is strictly psychological disease and it needs appropriate medical treatments and behaviorally based therapies. In their joint venture entitled; Healing Our Autistic Children: A Medical Plan for Restoring Your Child's Health, Julie A. Buckley and Jenny McCarthy remark; â€Å"As your child progresses through his treatment plan, make sure not to underestimate the skills he may will be acquiring and becoming able to use† (Buckley & McCarthy, 2010, p. 192). The study provides plenty of information about various behaviorally based therapies for autistic children to ensure structured development in learning. Researchers and social activists often identify the p roblem of misunderstanding in diagnosing and healing of children with autism. Social interactive approaches prove its effectiveness in promoting better education for children with special needs. Martyn Long et al have conducted the UK based study entitled The Psychology of Education: The Evidence Base for Teaching and Learning and the study gives variety of teaching methods and strategies for children with autism and other kinds of developmental disorders. The problem of lacking teaching methods and strategies creates obstacles in the way which providing better education facilities both Britain and Saudi Arabia. Studies prove that Britain current education system in Britain keeps better improvements in providing education for children with autism. Owners of the study remarks; â€Å"Another approach to teaching children with autism, particularly those with severe and profound learning difficulties has been through social interactive approaches† (Long, Wood, Littleton, Passenge r and Sheehy, 2010, p.306). Elaine Fletcher-Janzen’s study suggests variety of teaching strategies and techniques for autistic children to achieve knowledge acquisition. The study reveals that the absence of a well planned

Summary of Inturnship Experience Essay Example for Free

Summary of Inturnship Experience Essay There are many approaches, strategies, techniques, methods, or styles floating in the internship atmosphere but there is no such thing as perfect approach, perfect strategy, perfect method, perfect technique, or perfect style because at the end of the day it is all about how the intern delivers his skills and how they cater pressure. In my 31 days of internship I have learned that everything should start on a plan, I started with the visualization on how I will make my task easier yet efficient without jeopardizing the quality of service our Hotel renders. In my experience while I am doing my plan, I was so puzzled with what I should do first, my mentor made me realize that the guest’s needs must come first because they are the most important factor in the hotel and restaurant management. I was able to gain experience at a job that I potentially had interest in. I learned about the hospitality field and if it was right for me. Along with the work experience, I also had to write an essay about my experience and keep a daily log. This experience helped shaped who I am now at the end of my college career as I feel more comfortable with working with people in different settings. For my internship experience I worked at Casablanca Hotel and Condominium in Freeport Subic. It was a long couple weeks before I finally found the right hotel to perform my internship at. The mangers and other employees at Casablanca were welcoming and helpful while I worked with them. I learned all major front desk duties of working at a hotel as well as other various aspects such as walking around the hotel and making sure everything was running smoothly. I never realized how everything done in a hotel actually goes through the front desk and because of this I was always busy doing something to help improve the hotel into a better experience for future guests. I thoroughly enjoyed my experience helping guests make reservations, check in, and check out of the hotel. My job was to be welcoming and helpful toward each guest in any way possible. During my 31 days I was able to gain practical experience under professional supervision while implementing classroom experiences and theories that i have acquire during my early years in college. I also develop the ability to work with people, both individually and as part of a group while comparing our theories and concepts learned in the classroom and related real life experiences. I also tested my own personal skills and competencies to be able to become familiar with routine procedures and responsibilities of the agency. I seek for experience opportunities to learn, observe, and practice a variety of administrative experiences for me to evaluate myself in relation to the field, and in relation to my professional preparation in addition to this I have establish realistic goals for professional growth and development moreover establish career goals and objectives upon conclusion of the Internship experience. This experience will help me finish my degree in many aspects by working at the hotel I learned the major keys in running a hotel. I also worked with many guests and customers and in doing so I was able to work on my communication skills. Being a business major and wanting to get into sales or other customer service jobs after I graduate I know I am going to need great communication skills as I will be interacting with people whether in meetings or helping out guests. After my internship was over I feel more relaxed in interacting with others and feel more ready to finish my degree and more engaged to working in the business world.

Social Learning Theory Essay Example for Free

Social Learning Theory Essay Albert Bandura proposed the theory of social learning. There are three core concepts. First is the idea that people can learn through observation. Next is the idea that internal mental states are an essential part of this process. Finally, this theory recognizes that just because something has been learned, it does not mean that it will result in a change in behavior. Badura demonstrated observational learning in his Bobo doll experiment. In the experiment, children observed an adult acting violent toward a Bobo doll. Later when the children were allowed to play with the Bobo doll they imitated the previous aggressive actions. From this experiment, Bandura noted the concept of intrinsic reinforcement. Intrinsic reinforcement is a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. Bandua also learned from the experiment that learning does not necessarily change behavior. By the children learning observationally from the adult, they demonstrated that people can learn new information without demonstrating new behaviors. Once you understand social learning you are able to understand how we learn in social environments. Bandura’s idea of intrinsic reinforcement, introduced the idea of internal reward as another influence to learning. This idea on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. He also changed behaviorists’ previous ideas that learning led to a permanent change in behavior. Finally Bandua helped us to understand how to successfully learn; through attention, retention, reproduction, and finally motivation. Understanding social learning has changed my view of the world. Understanding the way we learn socially has made me recognize the importance of modeling appropriate behaviors to children or anyone who is following your example. Furthermore, I have learned that importance of encouragement to build self-efficacy, in order, to fully learn in a social setting.

Kolb learning cycle

Kolb learning cycle KOLB LEARNING CYCLE Abstract: In this assignment, we discuss about learning, Kolbs learning cycle and different learning styles. And we get lot of knowledge how to become a good learner. Learning: In that environment that we are usually not going there before, or not have any idea about their rule and regularities, in that point we need to learn about the basic information for our survival. That is called learning. To prepare ourselves for the new challenges of life, no doubt, it is little bite hard, but we have to follow the rule and regularities about the specific needs. Learning is the first step for doing anything in life, because without learning in life we are not be able to do anything in life. Kolb: Kolb is one of the most potent investigators in the field because he gives a complete theoretical picture. According to kolb, learning is the way where we can gain lot of knowledge through different experiences. The theory describes a way of making and placing the syllabus and points in very beautiful way and tell us how the syllabus will be teach and how student can learn lot of knowledge. It indicates that learning is cyclical, takes four stages, sometimes related to as detection, watching, thinking and doing. An important characteristic of the theory is that the different stages are linked with clear-cut learning styles. Wherever, they feel comfortable that is the first stage for them learning. In the case of student there are different tasks where student can pass one by one, and become more wiser with practice and knowledge. Teachers also have different styles of teaching to the students with different new ideas. So everyone have different stages of learning. Kolbs experiential learning theory is one of the master piece of educational theories in higher education, and it has is own place in the literature on geography in higher education in the UK. However, estimating from published literature and the result of this theory is not really good impacting or less well geographers in north America. This is fairly surprising given that Kolb is an American organisational psychologist, whose work has targeted lot of care in north America, specially in the education management and psychology literature. Kolbs cycle have had very good impact on the work of teachers and students and new learners. Kolbs learning cycle: According to kolbs there are four elements which complete the learning cycle and they are very important, because these elements work one by one and very smoothly, they will take place each other. 1- Activist: Pretending, homework, analysis. What is new, i am part of anything, problem solving, small groups give and take equal feedback, trainer should be a icon of a professional, in this case we should give the new learner to chance to learn his own way with some criteria for relevance of stuffs. 2- Reflector: Diaries, logs, thinking. I like the way to think about this training thought. In this case lectures are play very important role to know the really personality of the person by Jude performance. 3- Theorist: Papers, inferences. How this thing is part of other thing. Training thought, case studies, theory readings and work with your own ideas will give you lot of help. Including talking with experts, is not encourage. 4- Pragmatist: Same work, laboratories, notices. How can i get the real advantage of this work? Training thought, equal feedback is helpful. In this case whatever you want to do, you must have proper qualification of the relevant field and complete knowledge. Help from the perfection will be better and boost your career. Different stages in the cycle: Not doubt, Kolbs learning cycle have four elements and they have individual importance. But the main important thing is that they also have appropriate at different stages in the cycle. In 1988 Gibbs take a full advantage and research on Kolbs learning cycle in the field of educational practice. He gets the result that all the elements have very close relationship with each other on different stages. In setting out logical significances of Kolbs theory Gibbs indicates. It is not complete just to do, and not is it complete just to think. Nor is it enough simply to do and think. Learning from excises necessary demand the doing and the thinking. in an opening public talk: Stage 1 (CE): Students one by one read complete takes out from three or four books that represent factors of living in necessary. At giving them a substitute building material. Stage 2 (RO): IN groups of 5-6, students take interest in key questions, like does it look that these experiences were change made by gender. In this stage student need to look back on their reading and also try to focus for the next stage. stage 3 (AC): In that stage 30 minute lecture on the relevant topic give them the idea what is basic need for specific topic and it will be solve. Stage 4 (AE): At this stage student know how to be going forward and present their own ideas. Which is revenant to the all previous stages. In the next class session: Stage 5 (CE): In this stage, students show their ideas and compare with other idea as well. (experience) Stage 6 (RO): In this stage, students discuss questions that help them to improve their ideas. In this stage teacher play very important role to give the student proper guideline. Which really help them a lot in future. (reflection) Stage 7 (AC): This stage is very important because in this stage teach show the students or give them their result and according to the requirement. (conceptualisation) Stage 8 (AE): In this stage, students are able to write their views correctly and according to the point. (experimentation) At this position the work or lesson move to another topic, where Kolbs theory may be used again to base learning experience. At this time students will look back and use the way of analysis (AE), Second time, they move (CE). Hopefully they tell the people (RO), and might give view that if they read this theory (AC), they get the result at the end differently and their experience might be automatically changed by that learning. http://www2.glos.ac.uk/GDN/discuss/kolb1.htm Personal Review of learning: In my opinion, everyone has different learning styles. Some people are mostly visual, auditory or kinaesthetic learner. Actually, everyone learns by variety of elements or styles. But there is always one style is more predominant in each person. In that a person may can increase his learning power, with the help of his predominant style, and become a successful person in his field. Different people choose different ways of learning. But I always choose that way, which, I can fully understand before doing. It means I usually take the from the checklists and quizzes etc. And main important thing is that currently, I am student, so usually learn a lot of knowledge from books, internet, novels, newspapers, different articles and main important thing, I get lot of knowledge my teachers. If I want to choose or develop my best learning way, i will prefer quizzes or checklist. Like I will put some multiple choice questions to know the opinion of people, which help us a lot to create a learning style. For example: Q1: I like to study A: with other people like play games and learn B: In 5-6 people groups where I can listen other people views C: OR alone in a peace full place Q2: I recall thing best if I A: make lists and write them in a page or diary B: record the knowledge and listen C: write down and read them back Q3: I like to learn using A: Rimes and tones that I make up B: pictures and diagrams C: labs and presentation Q4: sometimes when no one is near me I will A: perform out information B: do something else which give me boost to do C: make a photo In my homework, which help me in my work. Q5: I recall things most when I A: read them B: hear them C: say them Q6: I Have problem to recalling thing if I A: cant take about in class B: just read it dont discuss in class C: cant take or write in notebook Q7: I recall A: looks B: names C: both names and faces Q8: when I study for a exam I like to A: I like to draw a picture, charts in my work B: read thoroughly C: make a scheme Well, I thought so I Can create that type of learning style in the future, which help us a lot to know the personality of the person. Then we can give the same task which he / she can easily solve. And become a good learn or successful person, in their fields. Conclusion: In this assignment ,we learn a lot of information about who we can become a good learn, in different ways. And become a successful in future. Plus point is that all the ways are linked with each other, in very beautiful manner. So it every useful source of become a good learner, and get lot of advantages. References: http://www2.glos.ac.uk/GDN/discuss/kolb1.htm http://www.sos.net/~donclark/history/kolb.html http://homeworktips.about.com Cottrell, s. (2003) The Study Skills handbook, Palgrave study Guides

The portrayal of women in The Great Gatsby Essays -- English Literatur

The portrayal of women in The Great Gatsby Since the concept of society exists, women have been classified differently from men. Women have always been the "weak sex", which is meant to obey and please men. This has changed and now there is a relative equality between sexes, but surprisingly, the image of women only started to change significantly in the last 100 years, and even in this century discrimination still takes place. In the 1930's society had still a very primitive view of women, even if they had acquired rights such as the right to vote, this had just occurred in the 1920's. Most men still had the thought that women should only stay home and raise children, that they should not be involved in politics, and their ideas were not valuable. From the start of the book we can see that women in the book are portrayed, as naà ¯ve, brainless and that they can be easily manipulated. We first notice this with Daisy's description, and then Myrtle's, Jordan is kind of an exception, but she doesn't have much of a significant part in the story. Daisy is described as sensitive, materialistic, and she believes in everything she hears. I think that the fact that she is blonde is because of the popular saying that "blondes are stupid". Throughout the book we can see that as a matter of fact daisy is the image of what is supposed to be a high class women, she is not too bright, aware of her prettiness, and style "sophisticated god I'm sophisticated" daisy, pg 18 and thinks that the world revolves around her, and she hardly does anything by herself, Daisy isn't totally in control of her own life, as she hasn't got the courage to change What she is unhappy with, in fear of the public opinion, With Daisy the autho... ... or emotions. By giving such superficial information about them the reader gets the idea that they are foolish, and not too bright. Neither of them has a really important role in the plot, or is fundamental in crucial times of the story. They don't participate with ideas. Daisy is Gatsby's dream, for all he lives and she is portrayed as an "unreachable jewel" almost as an object, something that does not exist, and will never be reached. Definitely women have a secondary role in the book, the narrator is a man, important phrases are said by a man, and It's men who are described deeply, the whole story spins around them. In the 1930's it was a common idea to think women had a secondary l role in life, maybe F. Scott Fitzgerald had this ideology, or he was trying to reflect society as accurately as possible, and for this reason he put women on a second plan.

The Beginning of Victory :: Example Personal Narratives

The Beginning of Victory    As the music seeps through the air of the dark basement theater, my fingers begin to slide up the neck of my guitar. Instinct starts to take over. The notes flow through my veins, swim up the cables, and are flung into the sphere of energy that has formed around the small theater. The spotlight falls onto the closed eyelids of the audience as their steps coincide with the rhythmic beat of the improvisation. My mind slips away from the scene.    The freshly fallen snow clings to the limbs of the evergreen trees, forming a canopy over the path that winds its way up the mountainside behind my home. This is where I go when I need to think. As I hike up the narrow trail, I find solitude in nature. There are no houses to fill my view. There are no super-highways cutting through the middle of the path. Most of all, there are no people. A family of deer freezes to look at me in search of a place where the snow has not covered the grass. Further up the trail I stop to watch as two black squirrels chase each other up and around the skeleton of an aspen tree. Through a hole in the canopy the sun glistens off the snow and warms me. As I break out of the trees, I look up and see the sun perched alone in the sky with not one cloud to hide behind.    The band begins to slow the music and the rambunctious dancing turns to hypnotic swaying. A calm, almost mesmerizing jazz progression takes form, and with a slower, more sensuous feeling my body takes command of my instrument once more. I start to drift away again, but this time a different scene surfaces.    I take my usual seat on the rock outcropping that overlooks all of Eastern Colorado and take a very deep breath. As I look upon the city, I see the tops of the skyscrapers poking through the brown cloud of pollution. The entire valley is enveloped in this smog. To the South, where the clouds begin to dissipate, highways and houses flow over the land that animals and vegetation once inhabited. Urban sprawl is replacing nature. Even from this point high above the city, the sounds of cars roaring along the highway are intertwined with the magpie's call and blue-jay's song.

The Ethical Dilemma Faced by Lemessurier

Saving Citicorp Tower The city group center was a unique example that shows what engineers can accomplish. The location where the group of engineers was trying to locate the building already had a church at that location. Instead of demolishing the church, they built around it. In the beginning they decided that the building will be built on columns that will raise the building above the level of the church. Normally a raise building would have large columns on the four corners. Unfortunately, one of the corners would be directly through the church.Engineers define ways to move the column to the middle of the side of the building while still maintaining the structural integrity of the building. LeMessurier later found out that if the wind blows quarterly the building is not going to be protected, by the time the large wind blows. The additional loads will be brought down an imaginatively designed trussed frame, which incorporated wind braces on the outside of the tower. By the time w hen LeMessurier discovered the problem had to act quickly. He decided to step up and face the mistake, even though the price to deal with the problem could be outrageous.The ethical dilemma faced by LeMessurier was between the responsibility of the building and the safety of the public. The conflict between his duties to various financial entities verses ensuring the safety of that building would come into play. LesMessurier avoided the nightmare of death by simply changing a structures design, even though the changes could affect his professional reputation. He still decided to step up and make a change to save thousands of people, like engineering codes dictate. Read also â€Å"Glengarry Glen Ross†Ã‚   by David MametLeMessurier is courage serves as a great example of engineering excellence in that he dealt with his error and he was not afraid of risking getting fired by the industry. For me, I don’t think I would have the ability and faith to step up to make a change, since this mistake would make me responsible for so much and could lead to future difficulty , so I believe that would not be the thing I would do. But looking at it on LeMessurier’s side, he was an experienced expert in this field and I believe the way how he steps up to make people actually listen to him and follow his direction is admirable.

Motivation and Behavior Essay

Motivation refers to the process that drives an organism to behave the way it does. Simply put motivation causes an organism to eat, sleep, and drink and individuals to participate in the activities they find satisfying. Motivation can separate people into two categories optimist and pessimist. Optimists are those looking for the good in situations and pessimists finding the bad. Motivational sources can be described as extrinsic and intrinsic. Extrinsic is the motivation that comes from outside of the individual. Intrinsic is the motivation of an individual that comes from within. Motivation affects an organism’s behavior. Dr. Whitbourne describes six theories in here article from psychology today; instinct, drive reduction, arousal, incentive, cognitive and self-determination. Motivation As defined by psychology.about.com, motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is the psychological process that tells humans what to do. A motivation causes humans and other species to drink, eat, play, sleep and reproduce. Without motivation there would be no reason for accomplishing anything. Within the motivation process there are different factors with each individual. Motivation can come in the form of positive motivation and negative motivation. These motivating factors eventually lead to an emotional state within the individual. Generally motivation creates to type of individuals that society recognizes and relates with; optimist and pessimist. Optimistic is disposed to take a favorable view of events or conditions and to expect the most favorable outcome, (â€Å"Optimistic,†2012). These are the individuals who tend to have a positive outlook on life. In most cases these individuals are look for the good in every situation. From dictionary.com, pessimistic is pertaining to or characterized as the tendency to expect the worst and see the worst in all things. Pessimists are those individuals who see the worst in everything. Sources of Motivation Extrinsic/Intrinsic Extrinsic is defined by dictionary.com as, not essential or inherent; being outside a thing; outward or external; operating or coming from without, (Extrinsic, 2012). Extrinsic motivation is simply that, things that motivate from the external. When looking at individuals who have extrinsic motivation, they tend to not enjoy certain activities, (Huitt, 2011). They tend to be a reward based group and need affirmation from an outside source. Throughout society many people can be found to fit this category of motivation. As shown a person who only writes poems to be submitted to poetry contests as well as a person who does not like sales but accepts a sales position for the amount of money he/she will make, (Psychology, n.d.). Intrinsic is defined by dictionary.com as, belonging to a thing by its very nature; of or relating to the essential nature of a thing; inherent, (Intrinsic, 2012). If extrinsic is from the external, the intrinsic is from within the individual. These individuals to things because it please them and they find the activity enjoyable, (Psychology, n.d.). These people are not concerned as much with what the outside world or society thinks. They are motivated from within. An example shows, playing chess because the individual enjoys effortful thinking, and a person reading a non-fiction book because they are curious about the topic, (Psychology, n.d.). Motivation and Behavior From an article written by Susan Drauss Whitbourne, Ph.D. motivation as the cause of behavior is examined. In her article Dr. Whitbourne discuss insights to explain the complexity of behavior. The instinct theory as Dr. Whitbourne refers to it as the biological set instincts that organisms have, (â€Å"Motivation: the why’s of behavior,† 2011). These factors are what tell organisms to do in order to survive, such as the lion hunting the antelope or a flock of geese migrating south for the winter. The second she describes is the drive reduction theory, (â€Å"Motivation: the why’s of behavior,† 2011). This theory talks about organisms and how they will try to just ensure that their needs are met and not look for anything else, (â€Å"Motivation: the why’s of behavior,† 2011). The article goes on to discuss how critics argue that if this theory were true no one would do thinks that were considered risky, (â€Å"Motivation: the why’s of behavior,† 2011). Third Dr. Whitbourne discusses the arousal theory, (â€Å"Motivation: the why’s of behavior,† 2011). Arousal theory is the opposite of drive reduction, (â€Å"Motivation: the why’s of behavior,† 2011). Arousal theory is the motivation which drives individuals to increase their stimulation and seek out things that are exciting and outside just what the individual needs, (â€Å"Motivation: the why’s of behavior,† 2011). Dr. Whitbourne goes on to discuss 3 more theories such as the incentive theory, cognitive theory, and the self-determination theory, (â€Å"Motivation: the why’s of behavior,† 2011).. Summary Motivation is the process that drives individuals to behave the way they do. Individuals are categorized into two, optimist and pessimist. There are multiple sources of motivations that can be describe as either extrinsic or intrinsic. Whatever the source, individuals are either motivated from within or the world around them. In an article written by Dr. Whitbourne, six theories are described which examine the â€Å"why of behavior.† References Extrinsic. (2012). In Dictionary.com Retrieved from http://dictionary.reference.com/browse/intrinsic Huitt, W. (2011). Motivation to learn: An overview.Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/motivation/motivate.html Intrinsic. (2012). In Dictionary.com. Retrived from http://dictionary.reference.com/browse/intrinsic Motivation: the why’s of behavior. (2011, October). Fullfillment at Any Age, (), Retrieved from http://www.psychologytoday.com/blog/fulfillment-any-age/201110/motivation-the-why-s-behavior Optimistic. (2012). In Dictionary.com. Retrieved from http://dictionary.reference.com/browse/optimistic Psychology and society. (n.d.). Retrieved from http://www.psychologyandsociety.com/motivation.html

Coursework The Great Experiment

Feynman leaned back in his expensive vintage leather chair brought over from his home in Huston Texas. He knew it had been an indulgence even mildly pompous but he was about to solve the question of life and he figured he could afford some indulgence. He looked over his left shoulder out through a huge custom built glass screen along the whole left wall of his office at his magnificent baby. This was no ordinary baby. His baby had taken 20 years and 4. 5 billion dollars to come into life and yesterday it had. It had been with great pride that he had finally thrown the switch that had started its working life. A lot of critics and flat earthers had expressed deep set opposition to the world's greatest and most expensive experiment. But Feynman himself had no doubts whatsoever; he had won a Nobel Prize for the theory behind the experiment and had managed its construction from the start. If there was a problem he would have known and he had every confidence in not only his own work but also the combined intellect of thousands of scientists, engineers, and mathematicians. The project had attracted the crime de la crime of the world's best. He looked again through his panoramic glass wall at the machine itself, In fact he was only looking at one critical part of the machine. Alice was the name given to the huge Atlas detector that was the heart of the machine and the project. Its purpose was nothing less than to answer the question why do we have mass? It would finally prove there was no God. The only God Feynman believed in was Physics and higher maths. His 46 meter seven thousand ton Alice was to him a beautiful construction. The collider itself of which Alice was merely only a part stretched out over 26 kilometres running in a circle underneath the border between Switzerland and France at a depth of 100 meters. Like a giant hidden crop circle the machine was the biggest of its kind anywhere in the world. The complexity of the machine was incredible, millions of wires each vital stretched into the distance, thousands of components melded together in this creation of all creations. But it was mans creation, Feynman's creation. His very own version of intelligent design. The concept that the creationists had for so long held onto. Feynman looked down at the first data reserved for his eyes only. He was the only man that knew , he would have to tell them. His heart rate quickened, he began to sweat, he began to feel a rising bile, he began to realise what he had done, what they had done. There had always been a theoretical possibility of course but it always had seemed so ridiculous. The maths just didn't work. Feynman and his team had laughed about it over the years but it was no laughing matter now. The popular press had called their search, the search for the God particle. They had found that sure enough. But it was no loving God, this god wasn't going to solve our problems, answer our questions offer an everlasting afterlife. Feynman knew the tiny subatomic black hole would grow from something so small, so infinitesimally tiny it couldn't be seen with a microscope to something that, in time would devour everything. Every forest, every house, every school, man woman and child would all go. Every particle that made this world this existence, this life would go. Not now, not tomorrow but in time and it was starting now. He had to tell them.

How Is Romeo Presented in the First Two Acts of Romeo and Juliet

In the first two acts of Romeo and Juliet, Romeo is presented as a young, love struck man. He is a dreamer and a fantasist. The audience feels sympathetic towards him because love is taking him nowhere. In Act 1, we first meet Romeo as he is sobbing about his love for a young lady, who we later find out to be Rosaline. The first line he speaks, â€Å"Is the day so young?†, suggests that he is bored and waiting for something to happen as he is so shocked about how early it is in the day. To emphasise this, he goes on to say, â€Å"Ay me, sad hours seem so long†. Benvolio asks Romeo why he is sad and he explains that he is sad because he has no love and his line, â€Å"Out of here favour where I am in loves† shows that the person he loves does not love him. This is how the audience first learns of Romeo’s love struck ness. To show even more how love struck and sad Romeo is, he admits it to himself when he says, â€Å"This is not Romeo, he is some other where.† Benvolio asks him to â€Å"examine other beauties† to cure his love sickness. But Romeo says that if his eyes see anything more beautiful than Rosaline, then â€Å"turn tears to fires†. This shows that Romeo is very single-minded on Rosaline and believes that no one could be more beautiful than her. On the way to the Capulet’s party, Romeo is presented as upset and a spoil sport. He explains that he has a â€Å"soul of lead† which â€Å"stakes [him] to the ground [he] cannot move†. This shows that he is very serious about his love for Rosaline and feels his sadness as a heavy weight on him, not allowing him to have fun, but to grieve. Reluctantly, Romeo agrees to go to the party in the hope that he will find Rosaline. At the Capulet’s party, Romeo finds another girl, Juliet, and is entranced by her beauty. He asks himself, â€Å"Did my heart love till now?†. This line suggests that he completely falls in love with Juliet and asks himself whether he did love Rosaline or whether he had just got it into his head. This shows that Romeo was very single-minded and a sudden link is made between him and Juliet. However, as Romeo is so absorbed by Juliet he looses his disguise. When Tybalt, a keen Capulet, finds out about this and becomes very angry, describing Romeo as a â€Å"villain Montague† because he has gate crashed the Capulet’s party. This shows that Tybalt is an enthusiastic Capulet and believes Romeo is of the opposite being. But Capulet himself is in a very jolly mood and he describes Romeo as a â€Å"portly gentlemen† and a â€Å"well-governed youth†, showing that Capulet’s beliefs of Romeo is that he is a dignified and well behaved young man. Romeo is also described as a handsome and gentle young man. This is shown in Act 2, as the Nurse described Romeo as â€Å"his face be better than any man’s† and â€Å"gentle as a lamb†. This shows that there are different views of Romeo from different characters but, in general, Romeo is presented as a young, handsome and brave young man who is a distant part of his feud-orientated family. As soon as Romeo falls in love with Juliet a sudden link is made between them. The way they speak is very poetic and in verse, as if they know exactly what to say next. Also, Romeo is presented as religious when he compares his lips to â€Å"two blushing pilgrims†. Romeo is presented as a quite sensible young man and, unlike Benvolio and Mercutio, he doesn’t joke about and mess around. He also doesn’t seem to be part of the dispute between the Capulet’s and Montague’s, showing how keen his is on love. On the other hand, as soon as Romeo and Juliet fall in love they become trapped in their own world and don’t mention much about their families being enemies. Romeo sometimes risks his life and many consequences in order to see Juliet, showing how much he truly loves her. Romeo is also presented as a risky and completely taken in man. At the end of Act 2, Romeo agrees to marry Juliet, but neither the Capulet’s nor Montague’s no about it. This is very risky for Romeo and Juliet and Romeo seems to dismiss the consequences because he is so taken in by Juliet. To make things even more secretive, Romeo arranges for a rope ladder to be sent to the excited Nurse, so that Romeo can climb into Juliet’s room to get married. In conclusion, Acts 1 and 2 of Romeo and Juliet presents Romeo as, at first, a fantasists and love struck man. By the end of Act 2, he is seen as a very entranced and risky man, showing his devotion of love towards Juliet.

Apa Format Cheat Sheet

Space once after periods on the reference list | Title Page Format   p. 229Example: p. 41Exception: You do NOT need to include an Author Note| The title page should include the following five items:   1. Header flush left:Running head: ABBREVIATED TITLE (maximum 50 characters)   2. Page number flush righttitle page is page 1  Ã‚   3. Centered and in the upper half of the page (double spaced): Title of PaperStudent NameAmerican Sentinel University| Body of Paper| 1. Header flush left:ABBREVIATED TITLE   2. Page number flush right   3. Center title on first line of first page  | Headingsp. 62| 4. Use at least one level of heading (Level 1), though depending on paper length, two levels of headings (Levels 1 2) may enhance readability Level 1Centered with bold font, upper and lower case lettersLevel 2Flush left, bold font, upper and lower case letters(See the APA manual for three additional levels of headings used for longer papers). | Introduction/Conclusion  pp. 27; 63| The first paragraph of all papers should introduce the reader to what the paper will be about, and include a purpose statement. It is assumed that the first paragraph is the introduction; therefore, do not use â€Å"Introduction† as a heading. Close the paper with a conclusion or summary that summarizes the key points of the paper. You do not need to say â€Å"In conclusion† because the heading says that. For the â€Å"how-to’s† of writing a great intro and conclusion, see: http://www. princeton. edu/writing/center/resources/introconcl. pdf| Writing Style  p. 69; also see: http://blog. apastyle. org/apastyle/2009/09/use-of-first-person-in-apa-style. html| Writing in the third person is standard at American Sentinel, though there are exceptions (check with your instructor); avoid use of person all together when possible. Chapter 3 of the APA manual has some great writing tips! Here are a few additional resources students have found helpful in writing papers:    1. Principles of Composition 2. Correct use of Punctuation 3. How to do a Final Polish/Edit of your Assignment 4. Mission Critical—Critical Thinking Interactive Tutorial| Quotation 40 Words or More   pp. 92; 171-173|   Use block quotationno quotation marks, page number preceded by the period at the end of the last sentence. Note: Limit use of direct quotations! Better to paraphrase and cite. | Writing in a Series (Seriation) pp. 63-65| Use numbers to indicate an ordered position (e. . , of importance): 1. 2. Can use bullet points if there is no order of importance or chronology: * * As part of a sentence: Options for writing a list in APA format includes (a) numbers, (b) bullet points, and (c) lower case letters in parenthesis, depending on how the list is used. | Writing Numbers pp. 111-113| Numbers expressed in numerals: * 10 and above * Precede a measurement (e. g. , 5 mg)Numbers exp ressed in words: * Below 10 * Beginning a sentence or heading| Citing In Text (Preferred citation format listed)   Note the period follows the parenthesis. There must be a citation on the reference page for each in text citation. | Paraphrasing   p. 170| †¦(Young, 2010). | Direct Quotationp. 170-172| †¦(Young, 2010, p. 3). Note: Limit use of direct quotations! Better to paraphrase and cite. | Secondary source p. 178| †¦ (York, as cited in Johnson, 2009). Note: Only Johnson goes on the reference page. | No Page Numbers p. 171-172|   Give paragraph: (Brown, 2010, para. 3) ORGive section: (Davis, 2010, Abstract section). | No Date   Ã‚  p. 185| †¦(Smith, n. d. ). | Personal Communication   p. 178|   (J. Jones, personal communication, July 12, 2010). Note: Do not include on the reference page | Citing Multiple Authors   No need to memorize, just keep this list handy. pp. 175| Author Number| In Text Citation | Reference List Citation| 2| List both authors every time†¦(Author Author, year)  |   Ã‚  Ã‚  List all authors| 3-5| Cite all authors the first time: †¦(Author, Author, Author, year)Subsequently, cite only the first author followed by et al. †¦(Author et al. , year)  |   Ã‚  Ã‚  List all authors  | 6 or more| First time and every time, cite only the first author followed by et al. Author et al. , year)  Ã‚  Ã‚  |   Ã‚  List all authors| 8 or more| | Include the first seven authors’ names, then insert three ellipses, and add the last author’s name, like this:Author, I. , Author, I. , Author, I. , Author, I. , Author, I. , Author, I. , Author, I. ,†¦Author, I. (year). | Reference Citations Always compare to an example as you build and proofread your references. Every reference needs an in text citation. pp. 180-183; examples: pp. 198-224| General| 1. Reference list begins on a new page, with the word Reference centered at the top of the page 2. There should be a hanging indent on every reference. In MS Word, create a hanging indent by going to â€Å"Format† gt; â€Å"Paragraph† gt; â€Å"Special† gt; select Hanging from the drop down menu. 3. Place references in alphabetical order 4. Reference page should be double-spaced like the rest of the paperno extra spaces| Journal article with a doi (Digital Object Identifier):| Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71-87. doi: 10. 1080/01587910802004852  | Journal article from a secure database (like our library) with no doi:| Tang, F. , Chou, S. Chiang, H. (2005). Students’ perceptions of effective and ineffective clinical instructors. Journal of Nursing Education, 44(4), 187-192. Retrieved from ProQuest database. | Journal article from the Internet with no doi:| Vesely, P. , Bloom, L. , Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Retrieved from http://jolt. merlot. org/vol3no3/vesely. pdf  | Book| Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass. Chapter in a book with multiple authors| Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage handbook of qualitative research (3rd ed. , pp. 443-466). Thousand Oaks, CA: Sage. | Website with an author| Berwick, D. (n. d. ). Don Berwicks challenge: Eliminate restrictions on visiting hours in the intensive care unit. Retrieved from http://www. ihi. org/knowledge/Pages/ImprovementStories /DonBerwicksChallengeEliminateRestrictionsonVisitingHoursinthe IntensiveCareUnit. px | Website without an author| Carnegie Foundation for the Advancement of Teaching. (2009). Assessment for improvement: Tracking student engagement over time. Retrieved from http://nsse. iub. edu/NSSE_2009_Results/pdf/NSSE_AR_2009. pdf  |   Ã‚  Note: In an APA paper all references would be double-spaced Warning: Indicates a common error. Regarding references: Use only scholarly sources for your assignments. What are scholarly sources? * Peer reviewed journals—examples: Journal of Nursing Education, American Journal of Nursing, Journal of Holistic Nursing. Use only articles available in full text (not just an abstract). * Ideally the articles will have been published in the last 5-10 years. * Text books * Reputable websites—examples: http://nursingworld. org/, http://www. cdc. gov/, http://www. ihi. org/Pages/default. aspx * Wiki’s such as Wikipedia are NOT scholarly sources—do not use. File Name: At American Sentinel University, always name your document (what you save as) using this format: YourName_CourseNumber_Assignment This guide is provided as a convenient reference, but always refer to the APA