The Problem of Evil in Our World Essay - 1302 Words

During World War II about 65 million people died, during the famines in British India about 27 million people died, during the fall of the Ming Dynasty about 25 million people died, during the Stalin Dictatorship about 20 million people died (White), during the Boston Marathon Bombing three people died (â€Å"Boston Marathon Terror Attack Fast Facts†), and according to the Central Intelligence Agency out of 100,000 people, 839 die per year (â€Å"The World Factbook†). Have you ever wondered how many of those 829 people are actually murdered, stripped out of their lives? 5.3 out of every 100,000 people are murdered yearly and most of them are innocent people (â€Å"Assault or Homicide†). Even though the world has always strived to enforced justice in†¦show more content†¦During times were evil arises God is placed under great scrutiny. People wonder and people question, some people even end up losing their faith all together. There is a constant doubt in God; if god is omnipotent and good, why is he not stopping evil and defending his creation? Why is he letting evil take over people who are innocent? If God is morally perfect and powerful and even still he is not stopping evil from spreading, does God really exist? It is with that line of questions that people lose their faith with. They lose their trust in God, and his existence. The Holocaust is one if not the most prominent example of the issues with theodicy. The Holocaust was a systematic persecution and murder of approximately 6 million Jews during World War II by the Nazi regime. This persecution was sponsored by Germany and leaded by Adolf Hitler. The ideology behind the attempted extermination of Jews was that Germans believed that they were the superior race and the Jews were not only inferior but they also presented a threat towards the German race. But they did not only persecute Jews, they also went after Gypsies, Poles, Russians, Communists, Socialist, Jehovahâ€℠¢s Witnesses, homosexuals, mentally and physically disabled people, among others. All the people who got incarcerated by the Nazis were brutally abused, starved,Show MoreRelatedThe Existence Of God And The Battle Between Good And Evil1386 Words   |  6 PagesGod and the battle between good and evil has been a topic of much discussion for centuries. Through the philosophical scope, there is a â€Å"Problem of Evil† that challenges the existence an all-powerful God if there is evil in the world. Gottfried Wilhelm Leibniz, was a German philosopher who argued about the topic of the problem of evil. Leibniz argued that (1) evil is not necessary; (2) that there is evil in the world because as humans we are restricted in our knowledge since we are merely made inRead MoreEvil, Moral And Natural Evil1408 Words   |  6 Pagesremove all evils but not able to? Then he must not be all powerful. The Greek philosopher Epicurus stated: is he able but not willing? Then God must not be all good. Is he able and willing? Then why is there evil? Or is God neither? In that case why is there a being called God? These particular questions lead to the problem of evil argument, which is an argument against the existence of God. Evil is all things that are bad in the world. There are two types of evil, moral and natural evil. This includesRead More God And The Problem Of Evil Essay1252 Words   |  6 PagesGod And The Problem Of Evil Everyday it is possible to read a newspaper, or turn on TV or radio news and learn about evil going on in our world. Banks are robbed, cars are stolen, violent murders and rapes are committed. Somewhere in the world the aftershock of an earthquake is being felt. Cancer is killing millions of people each year, while other debilitating conditions continue to affect many with no cure to end their suffering. President Bush said that our country is fighting a war againstRead MoreThe Problem of Evil1648 Words   |  7 PagesThe problem of evil is the notion that, how can an all-good, all-powerful, all-loving God exists when evil seems to exist also. The problem of evil also gives way to the notion that if hell exists then God must be evil for sending anyone there. I believe both of these ideas that God can exist while there is evil and God is not evil for sending anyone to hell. I believe hell exists in light of the idea that God is holy and just. The larger is how anyone can go to heaven . I will try to answer the problemRead MoreThe Problem Of Evil And Moral Evil1093 Words   |  5 Pagesare made to explain the problem of evil and why it exists in our world when God is all-knowing, all-powerful, and all-good. The subject of evil and why it exists is a difficult topic to find an exact answer to, especially when evil is presented in the form of nature. Natural evil and moral evil are two different types of evil that take form and cause suffering to humans. Natural evil is â€Å"events and maladies in nature that bring suffering upon mankind and nature.† Natural evil can be difficult to explainRead MoreEvil : Evil And Evil1300 Words   |  6 PagesIf we are living in a world that was created by a perfect being, why are there imperfect aspects? If this ultimate being or creator (I will say God for purpose of this paper) is fundamentally good and moral, and is even unable to create evil, then how did evil come to be in the life we are living? According to the problem of evil, if there is a God, there is no evil. But because there is evil in the world, the conclusion can be drawn that there is no God (Sober). At first glance, this argument isRead MoreWriting Style Used : Mla912 Words   |  4 PagesHamartiology: The Problem of Evil Hamartiology, also known as the doctrine of sin, has been debated for centuries due to the confusion about the existence of evil in the world God created. This doctrine is more than an explanation for the problem of evil, but it affects our relationship with our all-powerful, all-loving God. The problem of evil, indeed, is an issue that objects to the belief of God s existence. Being the label for a series of problems involving God and evil, evil is seen in manyRead MoreA Bible Study Session At The Emanuel African Methodist Church1408 Words   |  6 Pagesattack, all our nation could do is ask, â€Å"Why?† Why someone so full of hate, would take the lives of innocent people who only wished to gather and worship the Lord. Many Christian also began to ask God why? The victims, as far as we know, were good people. Why would God allow such evil to occur, especially in a church? Better yet, why does God allow any evil to occur? The Problem of Evil is that if an omnipotent, omniscient, and omnibenevolent god exists, then evil does not but evil exist. ThereforeRead MoreThe Problem Of Evil By Robert M. Adams1499 Words   |  6 PagesTHE PROBLEM OF EVIL IN THE WORLD Evil is in the eye of the beholder, sometimes a daily reality. To present the problem of evil you must first know that evil exists. Since God reveals himself as the all-powerful, all knowing and all good, how can the same God allow evil to exist and for bad things to happen to good people? Our suffering, as well as the suffering of others, vividly marks the presence of evil in our world. The majority of us struggle at one time or another in life with why evil happensRead More`` Logical Problem Of Evil `` By Lee Strobel1377 Words   |  6 PagesSeems like each day we turn on our televisions, open up our Internet browsers or turn on our smartphones we’re confronted with some disturbing news of people doing unimaginable acts to each other, to animals, to our planet or horrible things happening to people all across the globe. At some point, possibly even to the non-believers, the questions of a higher power and its existence comes into question as we debate on how or why if Go d is All Powerful, All Knowing, and All Good, how can He allow

A Narrative On The Captivity And Restoration Of Mrs. Mary...

In my paper, I will be writing about the historical context of Mary Rowlandson’s, â€Å"A Narrative on the Captivity and Restoration of Mrs. Mary Rowlandson.† I am going to look at the entire historical background of Rowlandson’s narrative. The way I am going to explore this is how the readers back then would have interpreted Roland’s reference to Biblical verses, and her questioning of God’s role during her captivity. I plan on using at least 2 sources for this assignment. Mary White Rowlandson was a colonial woman in America who was captured during the King Philip’s War by the Native Americans. While she was captured, she was held for eleven weeks, and then after she was released, she wrote A Narrative of the Captivity and restoration of Mrs. Mary Rowlandson, which is also known as The Sovereignty and Goodness of God. During these weeks, she experienced physical abuse, starvation, and saw many friends, and her youngest daughter Sarah killed . This story is considered to be one of America’s first bestsellers when it was first publish in 1682. Mary was born in 1637, in England and moved to present-day New England when she was a child. Growing up her father helped found the town of Lancaster, and was one of the wealthiest men there. In 1656 at the age of 19, Mary married Reverend Joseph Rowlandson. Together, the couple has four children, three of which survived infancy. When the war broke out between the Native Americans and the English settler, Mary and her kids were captured.Show MoreRelatedA Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson, by Mary Rowlandson1483 Words   |  6 Pages â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson† by Mary Rowlandson is a short history about her personal experience in captivity among the Wampanoag Indian tribe. On the one hand, Mary Rowlandson endures many hardships and derogatory encounters. However, she manages to show her superior status to everyone around her. She clearly shows how her time spent under captivity frequently correlates with the lessons taught in the Bible. Even though, the colonists possibly murderedRead More A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson944 Words   |  4 PagesThe Pressure to Assimilate in Mary Rowlandson’s A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson There are times when assimilation is not a choice but rather something is forced. In circumstances such as being taken hostage, the ability to survive must come at the price of assimilating ones own customs into another lifestyle. In February of 1675 the Native Americans who were at war with the Puritans obtained hostage Mary Rowlandson of the Plymouth colony. During this timeRead MoreThe Narrative Of The Captivity And The Restoration Of Mrs. Mary Rowlandson1422 Words   |  6 Pagesof twenty-four people. Mary Rowlandson was among these captives, and the resulting captivity narrative, titled The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson, published in 1682, is formed based on her memory. Rowlandson’s captivity narrative carried great significance in that it came to be used as a didactic Jeremiad, leading its Calvinist audience back towards God’s path and away from an allegorical wilderness. As a devout Calvinist, Rowlandson believes that her journeyRead MoreThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson1600 Words   |  7 PagesThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson reveals that the ghastly depiction of the Indian religion (or what Rowlandson perceives as a lack of religion) in the narrative is directly related to the ideologies of her Puritan upbringing. Furthermore, Rowlandsons experiences in captivity and encounter with the new, or Other religion of the Indians cause her rethink, and question her past; her experiences do not however cause her to redirect her life or change her idealsRead MoreA Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1042 Words   |  5 Pages â€Å"Incidents in the Life of a Slave Girl† and â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson† are both nonfiction narratives that describe the struggles of women in some form of captivity. The similarities between these two texts are in some ways incredibly obvious, for instance they are both written in the first person from the perspective of marginalized women struggling to merely survive. â€Å"Incidents in the Life of a Slave Girl† specifically deals with the extreme level ofRead More Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson1366 Words   |  6 PagesNarrative of the Captivity and Restoration of Mrs. Mary Rowlandson From the violent and brutal clash between Indians [1], and British colonists in Massachusetts during King Philips War (1675-6) grew a new literary genre. After their redemption, some colonists who had been prisoners of the Indians wrote autobiographical accounts of their experiences. These captivity narratives developed a large audience, and interest in the narratives continued into the nineteenth century.[2] After her captureRead MoreThe Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1031 Words   |  5 PagesMary Rowlandson Captivity and Spiritual Freedom The Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson, or also known as The Sovereignty and Goodness of God, written by Mary Rowlandson is a powerful captivity narrative. Mary Rowlandson gives a first person perspective about her experience of being held captive during King Phillip’s War. Rowlandson lost everything by an Indian attack on her town. The Indian’s over took the town of Lancaster, catching homes on fire, killing and capturingRead MoreA Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson982 Words   |  4 PagesA Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson The life one treasures and takes for granted today can be so easily erased in the blink of an eye and gone tomorrow. Therefore, not only is it important to cherish how one lives for today and now, but it’s also important to how one can overcome the misfortunes and hardships they may suffer; tragedy can make a person or break a person. Mary Rowlandson’s experience during her eleven weeks of captivity as documented in â€Å"A NarrativeRead MoreThe Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1603 Words   |  7 PagesThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson reveals that the ghastly depiction of the Indian religion (or what Rowlandson perceives as a lack of religion) in the narrative is directly related to the ideologies of her Puritan upbringing. Furthermore, Rowlandsons experiences in captivity and encounter with the new, or Other religion of the Indians cause her rethink, and question her past; her experiences do n ot however cause her to redirect her life or change her idealsRead MoreThe Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1245 Words   |  5 Pagesof a captivity narrative, Mary Rowlandson’s memoir, â€Å"The Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson†, accurately reflects the respective formatting by which a subject is taken captive, describes the treatment and conditions of their stay, and dictates their hope of being rescued by means of divine intervention. Whilst Rowlandson’s narrative follows the correct standards of a captivity narrative throughout the time given with each â€Å"remove†, â€Å"The Interesting Narrative of the

Lucozade Adverts Free Essays

Lucozade is a product which over the years has totally changed the target audience and its impact on the market. At the start of its production life it was marketed as a drink which helped aid recovery for sick children, so the obvious target market was mothers who would be encouraged by the commercial to buy the drink for their children. However, as time went by this proved unsuccessful. We will write a custom essay sample on Lucozade Adverts or any similar topic only for you Order Now It was time for change and this they did, changing not only image but target market and the different uses for the drink. The first advertisement studied was an original commercial which advertised Lucozade as a drink which aids recovery from illness; aimed to be bought by mothers, and promoted very much as a ‘happy family’ drink. However, the slogan ‘Lucozade Aids Recovery’ made consumers think it was a drink only for the sick and not intended for healthy people; because of improving social conditions and medical care, fewer people felt the need to buy Lucozade when they were ill, causing as obvious decrease in sales. Another problem was the packaging: it was a unique large glass bottle, but was only suitable for use in the home. Consumers who felt thirsty were unlikely to buy it and drink it on the street, which meant that the brand was only sold in large grocery stores and chemist so limiting its availability and reducing its market share. The drink itself was also a problem as it was then only provided in one flavour and consumers could take it or leave it, so many simply d id not like the taste and bought other soft drinks. A positive side to this advertising, however, was that everybody had heard of Lucozade and it had an excellent reputation, strongly associated with glucose and health. It was sold at a high price compared to production cost which meant that Lucozade made tremendous profit on each bottle sold. There was also no direct competition, not even from supermarkets, who often market their ‘own brand’ versions of successful products. The Daley Thompson advertisements were the ‘cure’ and saviour of the Lucozade drink in using a top sports superstar to endorse and advertise the product. Thompson was a double Olympic gold winning decathlete in the 1980s, and so was a world renowned sports star and he was British! A totally new advertising campaign was now launched to give Lucozade a new image and enhance its reputation in a modern was that consumers would feel was relevant to them. The image of the children and sickrooms was gone and in came representations of fitness and healthy living, so completely transforming the total target market, as it now promised energy for healthy athletes, not for convalescent children. In addition there would be announcements of new products for example providing new flavours that would give Lucozade a much wider appeal through its advertising. Also the first part of the campaign introduced the single-drink, quarter litre bottle. Sales improved dramatically and the newer, smaller bottle was sold in small shops as well as chemists, so widening its availability. The Daley Thompson advertisement starts with an extreme close-up of a red traffic light which draws attention immediately to the screen, as it then switches to a shot of Daley Thompson slowing down from a run, while it states: ‘8AM Daley Thompson’, stops training for a refreshment. Another picture of a red light cross fades to a shot of Daley coming to a standstill: when Daley stops, the viewers stop to focus a shimmering heat on the running track, which is red, the corporate colour of Lucozade. The effect of this dramatic opening is to show the viewer Thompson’s total exhaustion, whilst the red colours remind us of the product label. It also has an American style with the traffic lights and intense heat so suggesting what an international superstar Daley Thompson is. It also indicates that if he trains in America, he must be popular whilst it is a country associated with success – as is Thompson, and, by implication, Lucozade The traffic lights turn amber as it goes to a shot of Daley: the clothes he is wearing are grey and dull emphasising that he is exhausted from a long training session. He is depicted with a bottle of Lucozade, flipping it out of out of his bag to show it is portable and will fit into a bag which can be taken anywhere. He drinks it; am extreme close-up follows of the vivid orange Lucozade liquid and bubbles passing through it like the energy building up. There is also an extreme close-up of the bottle with a Royal Seal of Approval indicating that is a high quality product, which is good enough to be royally approved, to remind viewers of the tradition and reputation. The music speeds up and the camera moves in and goes to an extreme close-up of a green light, zooms in and out quickly and moves to a mid-shot of Daley getting ready to sprint; this is in slow-motion which indicates the energy building up and rushing through his body from the tip of his toes to the top of his head. He burst from the block and races down the track towards the camera and audience to fully involve them, stressing how quick he is and it is implied that the Lucozade has fully revitalised him. There is then a variety of shots of his legs pounding down the runway, making the advertisement more explosive and exciting so retaining audience involvement. The shots change quickly to reflect the speed of Lucozade, but it ends with a freeze frame of Daley in motion winning his race. The words ‘Lucozade’ and ‘the refreshing glucose drink’ appear in the Lucozade ‘font’ whilst the voice of Des Lynam is heard saying these words, portraying more c elebrity endorsement which gives Lucozade an even better image having been endorsed by two famous sport personalities. Sound is also used to excellent effect in the advertisement as the music is of a heavy metal style, which was popular with teenagers at the time, the band being Iron Maiden with their song ‘Phantom of the Opera’, complementing the images perfectly. The music gives the advertisement a racy and modern edge whilst also appealing to a younger audience than the mothers of the older advertisements. Therefore, the advertisement was constructed extremely well and this was reflected in a huge increase in sales, mainly because of the Daley Thompson endorsement. It helped Lucozade become what it is today, a well known and respected top sports drinks used by the worlds best professional and amateur athletes aswell as ordinary people on the street who have been convinced by a series of very powerful advertisements. How to cite Lucozade Adverts, Papers

Project Report on Education Society free essay sample

Activities of the Promoting Body including a listing of major educational promotional activities undertaken till now. 2. 4. Mission of the Promoting Body 2. 5. Vision of the Promoting Body CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 2 General and Commerce Education Scenario in the State 3. 3 Status at Entry Level 3. 4. Status of Commerce Level manpower 3. 5 Industrial Scenario of the State 3. 6 Scope of the College vis-a-vis the Industrial Scenario and Educational Facilities already available in the State and in this Institute. CHAPTER IV :ACADEMIC PROGRAMMES 4. 1 Basic Academic Philosophy of the Institution 4. 2 Types of Programmes 4. 3. Identified Programmes 4. 4. Phase-wise Introduction of Programmes amp; Intake 4. 5 Target Date for Start of Academic Programmes 4. 6 Central Computing facility 4. 7 Central Library 4. 8 Affiliating Body 4. 11 Scholarships CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1 Classification of Academic Divisions i. e. Departments,Centres, Schools, Central Academic Facilities. 5. 2. (i) Commerce (120 seats) 5. 2. (i) 1 Academic Objectives 5. 2. (i) 2. : Areas of Focus . 2. (i) 3. : Academic Programme 5. 2. 4 : Faculty Requirement amp; Phase-wise Recruitment 5. 2. 5 : Requirement of Laboratories, Space and Equipment (cost) 5. 2. 6 : Requirement of other Space like Class Rooms,Faculty Rooms, Departmental Office. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction 6. 2. : Linkages with Industry 6. 3. : Linkages with the Community 6. 4. : Linkages with Institutions of excellence such as the IIMs and ICAI. 6. 5. : Linkages Abroad CHAPTER VII : GOVERNANCE 7. 1. : Philosophy of Governance 7. 2. : State amp; Central Governance CHAPTER VIII : ACADEMIC amp; ADMINISTRATIVE MANAGEMENT 8. 1. : Organizational Structure amp; Chart for day-to-day Operations amp; Management 8. 2. : Role and Responsibilities of Key Senior Positions 8. 3. : Methods/Style of Administration/Management CHAPTER I : BRIEF DETAILS OF COLLABORATING PARTNERS. A. Gurukul Education Society In the following pages brief details of collaborating parteners 1) and 2) - are given B. INTRODUCTION To meet the increasing demand of qualified manpower in the field of emerging areas of commerce and Industry. And to provide the Primary education facilities to common man in village, Gurukul Education society, pune is formed with the approval of All India council for Education, Govt of india. It is affiliated to Pune University and Pune Board. In todays World of 21 century, our country is on the road map of Globalization, hence more and more industries are attracting towards India and specially towards Rural Area. As they are considering there rural area as beneficial investment. Hence Gurukul Education society is planning to open a Primary School and Commerce college in Pune District at Yavat. C. Backround of the Counsultants. Solution Provider pvt. Ltd. are appointed as consultants to regularize amp; assist for project completion. The Solution Provider are serving various clients for last 25 years. They have very good goodwill in market amp; commitment complier. CHAPTER II : THE PROMOTING BODY 2. 1 Introduction to its Genesis including its Registration Status Gurukul Education Society, registered in 1998 in pune has established Gurukul Institute of commerce in Pune. Whose members include well-known Industrialists, Businessmen, Professionals and Educationists. The people associated with the Society are engaged in rendering social services in Pune and Mumbai. The members of the society are committed to provide the investment needed for the education with global competitiveness. No compromise is made in ensuring the high quality of education in the Institute. 2. 2. Details of its Promoters including their Background The promoters consist of Industrialists, Businessmen, Professionals Educationists. The list is given on the following pages. In there are a large number of members in the following categories: (i) Founder Members : 44 ii) Members : 39 (iii) Aajiwan Sahyogi : 156 (iv) Donors : 21 2. 3 Activities of the Promoting Body including a listing of major educational promotional activities undertake till now. The promoters of the society have been involved in various activities related to basic and professional education, health care and have established a number of educational institutions consisting of Engineering College, Polytechnic, IT I and are also managing Five Public Schools at various locations in Maharashtra. 2. 4 Mission of the Promoting Body The missions are mentioned below: 1. To arrange, establish, run and manage Nursery, Primary Higher Secondary and Higher Education in Commerce Institutions. Colleges for all types of higher education; preparation for various competitive examinations and civil services and to provide education to the General Public, poor and needy children, SC, ST Community and other sections of the society and to provide education as per the Policy of the Govt. of India. 2. To arrange, establish run, manage, control, lookafter, and super-vise Commerce Educational Institutions, Colleges, Lecture halls, part time Coaching Education Centre n Charitable basis and other establishments or Institution for advancement of education and knowledge in arts, science, social science, knowledge of public hygine, literature and humanities, etc. 3. To establish environment preservation and pollution control centres to restrain the spread of pollution and to conduct such programmes which aim at preservation of environment, improvement and control of pollu tion. 2. 5 Vision of the Promoting Body †¢ To provide for excellence in Commerce Education and Research. To provide computers as: an aid to study, an object of study, a professional tool, an intellectual tool, an instrument of social change. †¢ To develop strong communication skills in the students †¢ To create awareness for social, historical, ethical, cultural and human values. †¢ To create a culture for self and life long learning. †¢ To create an intellectual spirit and capability for critical judgement. †¢ To establish a symbiotic relationship with industries. †¢ To develop entrepreneurship programmes and promote student entrepreneurs. †¢ To develop continuing education programmes. To create an awareness for development with equity and environmental values. †¢ To undertake resource generation and provide consultancy services. CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 1-i GURUKUL SCHOOL. * To prom ote preliminary education * To open Marathi medium amp; English medium school * To promote extra circular activities such as, sports, social activities, art etc. * Enhancement of quality of education to students 3. 1-ii GURUKUL COMMERCE COLLEGE. * Access to modern course material of international level. Enhancement of quality of education to students. * Enhancement in avenues for jobs to the student. * Enhancement in value addition to the existing programme. * Initiation of post graduation education. 3. 2 General and Commerce Education Scenario in the State Pune can be rightly called an Educational city. There is One Central Universities, and a number of Deemed Universities. 3. 3 Status at Entry Level Gurukul School Child completed 3 years of age can start Pre preliminary house followed by Preliminary amp; secondary school life. Gurukul Commerce College 0+2 students in Commerce stream opt for Commerce Courses. The number of seats available in Pune per thousand students compared to o ther states is very low. This imbalance needs to be corrected. CHAPTER IV: ACADEMIC PROGRAMMES 4. 1 Classification of Academic Division The following major divisions/departments exist in the school amp; college. * Pre preliminary * Preliminary (Std. 1st to 4th ) * Secondary ( Std. 5th to 10th ) * Higher Secondary ( Std. 11th amp; 12th ) * Graduation in Commerce ( B. com) * Post Graduation in Commerce (M. com) 4. 2 Entrepreneurship: Entrepreneurship is the greatest service to the society. The fruit of Commerce is harvested by the entrepreneur and served to the society in different baskets and packages. The prosperity of the society is directly linked to the successful entrepreneurs. 4. 3 Liberalization and Globalization: If a society is compelled to single out one determinant of competitiveness, in the era of globalisation based economy, one has no option but to choose commerce education since in the end people are the ultimate assets in global competition. This Institute imparts education for global competitiveness. . 4 Computerization of Learning Process : As already mentioned, Computer is the central medium for the learning process viz, (i) Visualization of concepts and processes through graphics and multimedia in multidimensional continuum, (ii) Analytical details under changing parameters and environment, (iii) Tutorial software for deeper understanding of the subject, (iv) Self paced learning, which normal ly can not be created without computers. The Institute provides seamless opportunities for innovative learning. CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1. :Academic Objectives Through this course of School amp; college students are well versed in Commerce amp; being made aware of the endless opportunities opened by the application of academic knowledge amp; information technology for a total integration of system spanning and global scenario. There is a great demand for such manpower as the industries are moving for a higher level of globalisation. 5. 2. : Areas of Focus Globalisation amp; finance transferency. 5. 3:Faculty Requirement amp; Phase-wise Recruitment For the collaborative programme with the University all faculty members will must have Ph. D. degrees. For the collaborative programme with the University the following key faculty members have already been identified to be appointed. (i) Professor Yogesh Mathur Accounts (ii) Professor V. P. Srivastava Financial Management (iii) Professor M. M. Bhutani Corporate Law (iv) Professor Suresh Chandra Computer (v) Dr. C. R. Roy Humanities (vi) Dr. Krishan Kumar Costing Others will be appointed in consultation with key faculty members through proper advertisements. 5. 4: Requirement of Laboratories, Space and Equipment For school we require to have laboratories amp; no need to have laboratories for commerce college. Space requirement for such laboratory will be substantial. All equipments required are of high quality amp; will be ordered from reputed suppliers. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction School amp; commerce college education is based on societal needs of today and tomorrow. Society is seamlessly becoming dependent of Information Technology, All aspects of human endeavour is taking new shapes and directions for a higher level of productivity, efficiency for over all development. 6. 2. : Linkages with Industry The Institute promotes the activities in co-operation with the Industries. Students and Faculty members are sent to visit Industries. With M/s. Laxmi Iyer, a more compact relationship has been undertaken as specified by them. 6. 3. : Linkages with the Community : The requirements of the Community have been well studied and crystallized. Accordingly, educational programs have been designed. Pune is becoming metropolitan city. Hence, the needs of the community here are different from the rural community. The education at the Institution provides deep knowledge amp; computer skills. 6. 4. : Linkages with other Institutions in the region : There is initiative to linkage with all the Commerce Institutes in India like ICAI, ICSI. This will help students to per sue professional education while taking formal education with Institute. 6. 5. : Linkages Abroad Efforts are made to have linkage with abroad universities/Institutes, as the infrastructures and faculty are no less than any foreign institutes. Therefore, this collaboration will bridge this gap and help students to be globalise in every aspect be it education or job. CHAPTER VII: FINANCIAL ASPECT 7. 1: Organisational structure and chart for day to day operation and management. President/secretary (chairman) HEAD OFADMINISTRATIVEEXAMINATIONLIBRARIAN DEPARTMENTOFFICERBRANCH/INCHARGE FACULTYSUPERINTENDENT ATTENDANCESTAFFDEPARTMENT OF STAFF HOUSE KEEPING DATA ENTRYATTENDANT TELEPHONE OPERATOR OPERATOR STORE INCHARGE CLERKS ELECTRICIAN CANTEEN 7. 2: SCHOLARSHIPS. Institutes believes, it has responsibility towards society in which functioning and also provides help to students of weaker section of society especially SC/ST/NT. * State government provides scholarship to weaker students whose income is below average. Arrange for education loan to needy students from banks. * Issue free books to meritorious students. * Also help meritorious but poor, physically challenge and orphan students. * Grants provides by university grant commission. 7. 3: PHASEWISE FINANCIAL REQUIRMENT. Financial requirement for building, furniture, library, labs and workshops, teaching and non-teaching staff is on the following lines. The cost analysis is based on the current rates. 7. 4: S alary: teaching and non-teaching staff is as follows. particulars| Amount(in rupees p. m)| Principal| 75,000| Professor| 50,000| Assistant professor | 35,000| Lecturers | 25,000| Lab assistant| 15,000| Maintenance staff| 13,000| Office assistant| 13,000| Librarian| 10,000| TOTAL| 2,30,000| 7. 5: Land, Building amp; Infrastructure Facility Land| 130,00,000| Building| 100,00,000| Lab amp; workshop| 40,00,000| Computer Lab| 25,00,000| Furniture| 20,00,000| Library| 15,00,000| TOTAL| 330,00,000| 7. 6: Strategies for Financial Mobilization * Some promoters are businessmen and have their own commercial institutes amp; construction Institute. * Any shortage, the financial mobilization will be through unsecured loan from non-financial institutes. * Interest free loan from promoters. After completion of eligibility and all documents, Central Government and State Government will provide grants for continuing such project. * Donations will be accepted from public. CHAPTER VIII: GOVERNANCE AND ACADEMIC amp; ADMINISTRATIVE MANAGEMENT: 8. 1: Philosophy of Governance It is said the best governance is that which does not govern. But the underlying Meaning of this is not chaos by but order. This concept of governance bestows Autonomy in decision making with responsibility and Co-ordination. There is a Total freedom for innovative measures and a total Co-ordination from top to Bottom. The decisions are taken at the top but with inputs from the lower rungs So, the governance ensures total participation across the various hierarchies. Head of the Department. Is helped by the faculty members. The Dean is helped by the HODs and faculty members both Director is helped by the Dean, HOD and Faculty members. The Chairman/General Secretary are helped by the Directors And Dean. 8. 2: Methods/Style of Administration/Management The administration is participative. Every faculty member has certain responsibility Delegated to him. 20 students are attached to one faculty member who is designated Group Counselors for that set of students. Group Counselors meet their respective Groups once in a month to know the problems being faced by students Group Counselor Provide the briefs of the meetings to the Director, Director (E) and Dean on matters Related to education, administration and emotional support that the students need. Thus, the problem identification is done at the grass-root level and administrative remedial steps are taken of the appropriate lands. Similarly, grievances of Faculty and Staff are also resolved in a transparent manner. 8. 3: RULES AND REGULATION OF GOVERMEND IN INDIA REGARDING OPENING OF SCHOOLS AND COLLEGES. FIRST STEP: Schools and college cannot be set up by private entities. They have to be run by a society formed under the Societies Act of 1860, or a trust under Public Trust Act as existent in different states, or by forming a Company under Section 25 of the Companies Act 1956. In other words, a school and college have to be set up strictly as a non-profit business. At least that is the theory. Setting up a school and college is not just about constructing physical infrastructure in the form of building classrooms and setting up libraries and laboratories. It does involve obtaining permissions and licenses from concerned authorities at various stages. It starts with the setting up of a trust or a society, with a Governing board of five or six members, with a president, chairperson, and a secretary duly identified, as specified under the law. This article will focus primarily on identifying the various steps involved in Opening a school, providing facility for the study for students. SECOND STEP: Once the governing entity, whether a company, trust, or society, comes into existence, it will have to Look for land. There are two possibilities—one, if the society or trust has a land of its own, or, second, When the governing entity decides to buy a land for the proposed school. Buying land from the Government requires permission in the form of a no-objection certificate from the Department of Education of the concerned state. The no-objection certificate, called Essentiality Certificate (EC), Certifies the requirement of a school and college in a particular area. The logic behind the practice is to make Sure No two schools and college compete with each other and one becomes redundant. The EC comes with a Rider that construction must commence within three years, failing which the society will have to reapply for the same. One can apply to the concerned municipal corporation for land for the school and college with the EC. Land is supposed to be allotted to the governing entity at subsidized rates is usually allotted through auction. LAW APPLICABLE Originally, education was a state subject under the Constitution. In 1976, by a constitutional Amendment, education came in the concurrent list, the joint responsibility of the central and state governments. â€Å"It is almost impossible for a new entrant to get land. Land is normally granted to established players with a chain of schools and colleges. Even if a member on the board of a governing entity has land that the entity wants to use for setting up a school and colleges, a no-objection from the Department of Education stating the requirement of a school and colleges in that area is required. The major education boards of the country, namely, the Central Board of Secondary Education (CBSE), the Council for the Indian School Certificate examinations (CISCE), UGC and state government boards, have clearly laid down norms for land requirements for schools and colleges. This, in most cases, is 2 acres, except for hilly regions and metropolitan cities, where the requirement is less. Construction can take place only on a part of the land, and a playground has to be created in the rest. While conceiving the idea of a school and college, one has to assess the potentials of a location, kind of competition possible, and the target group—the lower middle class, upper middle class or the rich class—the school and colleges will cater to. From the time of forming a governing entity to a school and colleges actually starting up, one normally requires about a year, though taking more than two years is also not unheard of. Normally the infrastructure required to start up can be constructed within a period of six to seven months. Once the construction is over, school and college authorities need to apply for recognition. Up to Class 5 recognition from municipality is all that is required. For Classes 6 to 8 recognition comes from the Department of Education. Recognition for anything above this also comes from the Education Department, but after a minimum gap of two years. School authorities are free to seek affiliation to CBSE or CISCE or ugc. In that case, the school will have to follow the guidelines of the board it is seeking affiliation to. The school will need to follow the syllabus, books prescribed by the affiliating board, and pay specified salaries to the teachers. If it is not a government school, affiliation for schools normally comes in stages. Initially, for Classes 1 to 6 a temporary affiliation is given and guidelines are laid down for schools by the concerned education board. Once things are in place according to the guidelines, an inspection is conducted. If things are to the satisfaction of the board authorities, permanent affiliation is bestowed on the school. ays inspections are not so rigorous after permanent affiliation is granted, but a school has to be run according to the rules of the board. LICENSES AND DOCUMENTS Setting up a school involves a lot of legal processes from the very beginning. While forming a society, trust, or company, one has to have a Memorandum of Association, a document needed almost at every stage later. Like for any other business, a detailed project report for the school is al so needed. In addition, details of land and building, auditor’s statement, bank statements of the governing entity and their members and auditor’s statements are needed at some point or the other. Once the school and college building is ready for initial use, a certificate of recognition has to come from the state government, issued by the municipality for the junior classes, and by the Department of Education for middle school. If high school is to be added subsequently, certificate of up gradation is required which is again issued by the Education Department. Affiliation from either the CBSE or CISCE or UGC is also done through a set process. Things do not stop here, as schools and college need Certificates for hygiene, water, and completion of the building from the municipality.