Corruption in India Essay Example for Free

Corruption in India Essay CORRUPTION ï‚ §Corruption is defined as the misuse of any power of public consequence for private gain. ï‚ §Corruption is not something new, as per Arthasastra of Kautilya ( around 3rd century B.C) : â€Å"Just as it is impossible not to taste the honey(or the poison) that finds itself at the tip of the tongue, so it is impossible for a government servant not to eat up, atleast, a bit of the king’s revenue.† â€Å"Just as fish moving under water cannot possibly be found out either as drinking or not drinking water, so government servants employed in the government work cannot be found out (while) taking money( for themselves)† Major Scams in India Year 1976 1981 1987 1987 1991 1991 1992 1992 1994 1995 1996 1996 1996 2000 2001 2002 2006 2009 2009 2010 2012 Scam KUO OIL DEAL SCAM ANTHULAY TRUST (PAY OFF) HDW COMMISSION BOFORS SCAM TELGI SCAM JMM BRIBE SECURITY SCAM(HARSHAD MEHTA) INDIAN BANK RIP – OFF SUGAR IMPORT BHANSALI SCAM FODDER SCAM HAWALA SCAM UREA DEAL UTI SCAM MUTUAL FUND SCAM HOME TRADE SCAM IPO SCAM MADHU KODA SCAM SATYAM SCAM THE 2G SCAM (MOTHER OF ALL SCAMS) COAL ALLOCATION SCAM TOTAL AMOUNT Amount (In crore) 2.2 30 20 64 43000 0.3 4000 1300 650 1200 950 810 233 32 1350 600 61 4000 24000 1,76,000 1,85,591 4,43,894 Effect Of Corruption On Poor Brought Out By CMS-TII †¢With special focus on BPL household’s 2008 survey shows the following results. †¢About one third of the BPL families paid bribe in the last one year for one or more of the eleven public services covered in the study. †¢ This shows that even the poorest of the poor are not spared in their targeted programs. †¢The survey shows that about 3.4 % of people paid a bribe for a school education and 48% in the case of police service. †¢4% BPL households used contacts for PDS ,school education electricity as they could not pay the bribe. †¢2% of the people could not get the above services sine they could not pay the bribe or had no contacts. Effects Of Corruption On The Poor BREAK UP OF BRIBES PAID FOR 11 BASIS SERVICES IN MILLION Services covered Public distribution system Hospital School education (up to class XII) Electricity Water supply National rural employment guarantee scheme Land record / registration Forest Housing Banking Police Total for 11 basic services of BPL families Total bribe paid in an year 450 870 120 1050 240 70 1240 240 1570 830 2150 8830 Source: TII-CMS India Corruption Study (2007) CPI – Corruption Perceptions Index-2012 ï‚ § As per the data for the year 2000 , India was in the 69th rank with CPI score of 2.8. ï‚ §As per Ratan Tata â€Å"Corruption has become worse after liberalization†¦Prior to 1991, corruption was in the form of granting licenses. Now, it’s replaced by the award of contracts and in changing the terms of contractual obligations.† Source: Transparency International 2012 CPI score. CORRUPTION PERCEPTIONS INDEX 2012 Source: Transparency International 2012 Corruption Stifles Economic Progress Agents Role In the Licensing System †¢Corruption leads in reduction in efficiency. †¢Corruption leads to wastage of public funds and Resources. ï‚ §Institutionalization of corruption. †¢Most prevalent form of corruption in India. Eg: Driving Licensing Process in most states. †¢Willingness to pay bribes. †¢Bounce back on the society. Source: February 2, 2008-Economic Political Weekly. What Is The Root Cause Of Corruption ? †¢Traditional practise. †¢Government services being monopolistic in nature. †¢Lack of trans-parency. †¢Lack of efficient and review monitoring mechanism. †¢Issues with electoral process (funding). †¢ Corporate politician nexus-(State Capture). †¢Socio economic divide. †¢Lack of effective grievance redressal system. Major Demands Of The Team Anna and Kejriwal †¢All govt. servants under the jurisdiction (Including PM). †¢Election and removal be independent of the govt. authorities. †¢CBIs corruption investigation agency shall be brought under the admin control. †¢Investigation procedure shall be in tune with the criminal investigation procedures. †¢Setting up of lokayuktas. †¢Provision for the citizens charter. †¢Effective grievances redressal forum. Earlier Movements Against Corruption: †¢1974 Navnirman movement of Gujarat. †¢Jayaprakash Narayan’s (JP) anti-corruption movement in Bihar of 1974-75 were both against corruption. †¢Other movements: †¢Farmers movements. †¢Dalit movement. †¢Womens Movement. †¢Environmental Movements. †¢RTI Movement. India Against Corruption Movement -How it Differed ? †¢Anna’s Image. †¢Political Vacuum at its peak. †¢Media coverage. †¢In the first phase it seemed completely detached from existing political establishment. †¢Second phase suggested a political alternative. †¢Pan Indian image. ADVANTAGES: †¢Gave a very strict dead line. †¢Proposed several use full amendments. †¢His is a political struggle backed by a moral struggle. †¢Attracted the Youth. †¢Advantages of formation of a political party : †¢Other parties tend to choose better candidates. †¢Other parties tend to give more freedom to the lower level workers. †¢Other parties tend to function more transparently. †¢Could be a failure in election. But politically success. DISADVANTAGES: †¢Less features to prevent corruption prospectively. †¢Based on the assumption that Lokpal will be full of honest and efficient people. Lessons From Karnataka Lokayukta Lessons learnt : ï‚ §Lokpal should have the power of a criminal court. ï‚ §Selection of right candidate . ï‚ §Including PM ministers and MPs under the jurisdiction of the bill. Recommendations by Hegde : ï‚ §Powers to implement recommendations of the Lokpal should be the authority of Lokpal rather than the government. ï‚ §Lokpal to have a separate police force for investigation. ï‚ §Lokpal to have the administrative control over CBI’s corruption investigation team. ï‚ §Making CVC answerable to Lokpal. WAYS TO PREVENT CORRUPTION †¢We need a complete overhaul (holistic approach). †¢Bottom up approach will not work (top officials are also corrupt). †¢We need a top down approach (bring all levels of officers under the jurisdiction of Lokpal). †¢Have faith in the citizens. Emphasis on decentralized the governance structures. †¢Better salaries. †¢Better discipline (accountability and other related aspects). †¢Better recruitment process (importance of Attitude, Aptitude, Ethics). †¢Better automation (Transparency and related aspects). †¢Political will/commitment. †¢Social norms/values should change. †¢Electoral reforms. Question Answer Session

A Seize Of Power :: essays research papers

A Seize of Power   Ã‚  Ã‚  Ã‚  Ã‚  After WWI, Germany was in a exceedingly unpleasant state. It had been forced, by the Treaty of Versailles, to take full blame for the war. This meant that Germany would have to pay reparations for all of the other countries. Reparations were even harder to pay since Germany was in the midst of one of the worst stagflation epidemics in history. Not to mention a brand new government, one that had nothing to do with the signing of this treaty, had taken over power. All of the people of this once superpower of a country were in a state of perplexity because they had lost a war that had been fought entirely on enemy soil. Germany was searching for an answer to its insurmountable problems, and found that answer in a Nazi named Adolf Hitler.   Ã‚  Ã‚  Ã‚  Ã‚  Hitler was born in Austria, into a troubled house. He had aspirations of becoming an artist, but those subsided when he was rejected from the college of art he planned on attending. He had started listening to a man named Lueger, who was at that time the mayor of Vienna. Lueger was a Nazi, with strong anti-Semitic views, which seemed to be a logical answer for Hitler and his problems. It was around this time that Hitler was drafted by the army. Instead of going to fight for his country, he chose to flee to Germany. Which is a bewildering thought seeing as how he voluntarily joined the German army when he got there.   Ã‚  Ã‚  Ã‚  Ã‚  After the war, Hitler joined up with a right wing campaign whose job was to spy on other government groups. Upon spying on one of the parties, the N.S.D.A.P. or Nazi party, he found that he had a lot in common with their views. He decided this was his calling so he ended up joining that particular party. While in this party, he found out about his abilities to draw a crowd and make them believe what you are saying. It was at this time he started his famous speeches that could captivate and somewhat hypnotized whoever happened to listen in. He started speaking in beer halls, and gaining a lot of attention. He would speak on many topics, giving his ideals as the basis for what Germany should be. He wanted to make Germany the great dynasty it had once been. The party was growing at an astounding rate, mostly attributed to Hitler’s use of the â€Å"gift of gab† in the taverns.

Early Childhood Curriculum Essay

While being in this course I have learned about the different curriculums, philosophies and theories. In this paper I will be discussing how to develop an appropriate curriculum for preschool children. This paper will include the following topics: the theories and/or philosophies of Montessori; concepts learned throughout this course, how to apply them into an early childhood classroom focusing on the understanding components to design a curriculum for a preschool classroom based on ages 3 to 5 year old children. First let’s discuss the philosophies of  both Maria Montessori and Jean Piaget. Maria Montessori ideas and beliefs are embedded throughout every early childhood program and her influence on our thinking about curriculum has been profound. She was a tireless child advocate and believed that all children deserve a proper education. Montessori insisted that through proper early education, underprivileged and cognitively impaired children could be successful if they were given a chance to learn. She was one of the first to establish a preschool for poor and mentally retarded children in Rome; these preschools were called â€Å"Casa  dei Bambini†, which translated in English as â€Å"Children’s House. † Dr. Montessori proposed that children that are at risk and the notion that society had a moral responsibility to devote resources to early child intervention. Our textbook states that. â€Å"Montessori embraced and expanded Froebel’s kindergarten concept; she felt that children were natural learners and should drive much of their own learning. She asserted that children should be grouped in multiage (2 ? to 5 years) classes to allow flexibility and opportunities for peer mentoring. Montessori developed an  extensive set of â€Å"didactic† materials and lessons designed to be attractive to children and used by teachers to teach specific concepts and skills. She adapted furniture to child size as a gesture of respect for the unique needs of early learners† (Jaruszewicz, 2012). I agree with her philosophy and theory, because children do need the freedom to learn at their own pace and not to be pressured to do what they see other children do. It is also important the classroom learning environment to be attractive so that it will draw the children to be there and learn new and exciting things. In order to use the teaching method, the teachers must be trained to work with all children and understand that no one child develops the same as another. The other philosopher that I will discuss is Jean Piaget. A contemporary of both Montessori and Dewey, Swiss psychologist Jean Piaget proposed a theory of cognitive development that initiated a constructivist view of curriculum (Jaruszewicz, 2012). Piaget conducted several experiments with young children that proved that their mental concepts are learned through trial and error experiences. Young children will continue to do  things that they have been told not to do, until the consequence of their actions has been reached. For example, when a parent tells their child not to stack the building blocks up too high or they will fall on them which could lead to them being hurt; the child continues to do that the same thing over and over again to see if what their parent said is true. Once the child has seen the building blocks fall over on them is when they have learned that they don’t need to do that. His work confirmed early learning as distinct from other developmental periods, implying, therefore,  that materials and activities for young children should reflect the idiosyncratic way in which they think and process stimuli (Jaruszewicz, 2012). Piaget proposed that cognitive development occurs in four different stages, three of which occur during early childhood. In the sensorimotor stage, infants and toddlers process experience and begin to coordinate movement through sensory exploration. Preoperational thinking of preschoolers emerges spontaneously, as they are internally motivated to make sense of their environment by testing ideas and theories in play and  exploration with materials (Jaruszewicz, 2012). Piaget and Montessori are the main philosophies that stood out to me in this course the most. Next I will discuss the Core knowledge preschool sequence curriculum and the areas inside it. With strong focus on challenging, but appropriate content, the Core Knowledge Preschool Sequence and Teacher Handbook is unique among early childhood programs. It outlines a cumulative and coherent progression of knowledge and skills in all developmental areas and integrates developmentally appropriate practices for both content and instruction. Using the core knowledge curriculum helps with creating appropriate activities that prepare the preschool age children to learn. Children are always ready to learn; as long as the teacher understands that, each child will be eager to learn in new and exciting ways. It is important for teachers to make sure that the information that they wish to teach the children in the classroom is appropriate and fun. The Core Knowledge Preschool Sequence Curriculum focuses on five different areas: Social Skills, Early Literacy skills in reading and writing, Mathematics, Science and Visual Arts. It is important for children to learn how to interact with other children their age early in their lives to develop their social skills. One of the many things I love about Montessori is that Montessori teachers see the ‘whole’ child-developmentally, academically, socially, emotionally, and physically. There is a myth out there that says simply placing children in the same room and having them do activities helps them develop social skills. I disagree. Developing social skills needs to be a value in the classroom as well as modeled by the teachers/adults who are around  the children. Using manners, demonstrating what Montessori called ‘Grace and Courtesy’ and always being respectful of the child are key ingredients to helping a child develop social skills. There are several ways to help expand children’s social skills. The activity that would be used to develop social skills would be to have the children sit in a circle on the floor, pass an object around each child to take turns telling the class something about them. Whether it is there name, favorite color, parents name, how many sibling they may have, etc. When are playing together in  the classroom they learn to take turns, shared things and playing with others in general helps them develop social skills. The development of language in early childhood classrooms is an umbrella for the Montessori curriculum. The teachers and parents consider activities on the shelves of the Language area as the heart of actual language learning. The techniques used in a Montessori classroom are different when it comes to teaching language and literacy. Teachers, parents, and administrators need to recognize communication as the foundation for the meaningful  development of language concepts and skills. Effective communication depends on authentic relationships between communicative partners. Teachers have the responsibility (actually, the opportunity) to develop and expand learning relationships with young children. This is truly the ultimate opportunity to make a difference. Seen in this light, conversations with young children on the playground, during field trips, on the way to the bathroom, in the midst of conflict resolution, during lessons, and countless other times create the context for the development of language skills. Relationships of trust are built between children and teachers and among peers. Classroom work further contributes to language concept and skill development within this context of meaningful communication. It is important to talk children especially infants constantly, so they can develop a strong sense of vocabulary. Children catch on to everything that they may hear. So it is definitely important to be cautious what language you use around children. Printed materials and images are strongly important in an early childhood classroom. These materials make the classroom attractive to  children as well as make them want to learn about what those images and books mean. Phonemic awareness is part of a balanced literacy program, and can be developed in several ways during shared reading and shared writing. Shared reading and shared writing typically occur during the language arts time block, but may also occur during content-area learning. On to my favorite subject any grade level or age is mathematics. In an early childhood classroom, teaching young children mathematics somewhat easy and in some cases not so much. Getting children ages three to four year olds to learn their numbers and one to one  correspondence can be a challenge, but it requires patience to teach the children the meaning of number awareness. Provide children with authentic, hands-on learning experiences-DO NOT USE WORKSHEETS. In preschool you should play to the children’s natural curiosities and look to your student’s interest to guide lesson planning. You are setting up children for a lifetime of learning and you should create excitement around what you. Also, the more hands on the activity is, the more learning styles you are engaging, and the more the child enjoys it the more they will  learn and retain! Create activities that children are actively involved in learning something new, such as how to count and recognize numbers. Numbers are not the only thing that children can learn that is related to mathematics. Shapes are how to perceive and recognize them are important as well. Teaching children about shapes and how many sides each one has involves numbers as well. Mathematics and Language go together because you are using vocabulary words to decide the shapes, numbers, etc. In conclusion, this paper touched on some important factors to help develop a  developmentally appropriate curriculum for preschool/pre-K age children. It is important to provide activities for young children and make sure the environment is a positive, warm and inviting one that children will want to come to school and learn new things. In this paper I discussed the standards for each core knowledge area to develop an appropriate curriculum for young children. References Jaruszewicz, C. (2012). Curriculum and Methods for Early Childhood Educators. In C. Jaruszewicz, Curriculum and Methods for Early Childhood Educators. San Diego: Bridgepoint Education.

The Siamese Revolution And Animal Farm - 1228 Words

The Siamese Revolution and Animal Farm Thailand has gone through many revolutions and rebellions, but one that stands out would definitely have to be the Revolution of 1932. That revolution in particular seemed to have started it all, from the many different constitutions to the different government phases. The Revolution of 1932 -also under name of the Siamese Revolution, Promoters Revolution, and many other names- in specific got rid of the absolute monarchy rule Thailand was previously under, and changed the country’s name of Siam to Thailand. In comparison to the book Animal Farm, these two revolutions have more differing situations than similar situations. Previous to the Revolution of 1932, Thailand was known as Siam and was under an absolute monarchy rule. Their long era of absolute monarchy was ended on June 24 ,1932. Although most absolute monarchies do not have many positives, Siam did have some positive happenings while under absolute monarchy rule. They had been ab le to preserve their independence when it was threatened by the British and French colonial advances in Southeast Asia. That had happened while Siam was under rule of Chulalongkorn. Siam was also able to gain spoils of war from being involved with World War I during the rule of Vajiravudh. Siam’s last absolute monarch was King Prajadhipok. In 1926 one of his policies was to decrease the annual salary of bureaucrats, causing dissatisfaction for those affected. According to the Peace and ConflictShow MoreRelatedCeramics: Pottery and Clay17443 Words   |  70 Pagesreflected both the individual culture and the influence of their neighbors. Typical of these ancient people were the Minoans (2500 to 1100 B.C.) on the island of Crete. They made earthenware vessels decorated in colored slips with representations of animal life in the sea. They fired their work in updraft cylindrical kilns with wood as the fuel. Like their European counterparts at a later time, the Islamic potters tried to duplicate the white Chinese porcelains with a low temperature alternative. In