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	<title>6 World Education Blog</title>
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	<link>http://www.6we.org</link>
	<description>improving the lives of the poor through education, and economic and social development programs</description>
	<pubDate>Sun, 13 Dec 2009 00:35:39 +0000</pubDate>
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		<title>Bias in Times Higher Education Ranking of the World’s Top Universities</title>
		<link>http://www.6we.org/bias-in-times-higher-education-ranking-of-the-world%e2%80%99s-top-universities/</link>
		<comments>http://www.6we.org/bias-in-times-higher-education-ranking-of-the-world%e2%80%99s-top-universities/#comments</comments>
		<pubDate>Sun, 13 Dec 2009 00:35:39 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[education]]></category>

		<category><![CDATA[Cambridge University]]></category>

		<category><![CDATA[Universities Ranking]]></category>

		<category><![CDATA[University College London]]></category>

		<category><![CDATA[University Of Oxford]]></category>

		<guid isPermaLink="false">http://www.6we.org/bias-in-times-higher-education-ranking-of-the-world%e2%80%99s-top-universities/</guid>
		<description><![CDATA[The Times Higher Education and Quacquarelli Symonds (THE-QS) have just published the 2009 ranking of the World&#8217;s top universities .We compared the ranking of the World’s Top-25 Universities according to THE-QS with the 2008 Academic Ranking of World Universities ARWU.Overall ranking: THE-QS 2009 versus ARWU 2008The overall overlap of the two rankings is 72%, with 18 [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">The Times <a href="http://www.6we.org"target="_self"title="" >Higher Education</a> and Quacquarelli Symonds (THE-QS) have just published the 2009 ranking of the World&#8217;s top universities .We compared the ranking of the World’s Top-25 Universities according to THE-QS with the 2008 Academic Ranking of World Universities ARWU.<br/><br/>Overall ranking: THE-QS 2009 versus ARWU 2008<br/><br/>The overall overlap of the two rankings is 72%, with 18 of the World&#8217;s Top-25 universities appearing in both the THE-QS and ARWU rankings. This means there are seven universities (more than one in four) that do not appear in each of the other lists.<br/><br/>THE-QS has many more British Universities than ARWU<br/><br/>There are twice as many British universities in the THE-QS ranking of the World&#8217;s Top-25 universities than in the ARWU. THE-QS finds that six (24%) of the World&#8217;s Top-25 universities are British compared to three (8%) for ARWU.<br/><br/>The difference is particularly striking for the World’s Top-5 universities, where there are four British Universities in the THE-QS (University of Cambridge [2nd], University College London [4th], Imperial College London [5th] and University of Oxford [5th]) compared to only one for the ARWU (University of Cambridge [3rd]).<br/><br/>THE-QS has many fewer public US universities than ARWU<br/><br/>There is only one public US university University of Michigan in the THE-QS ranking compared to six public US universities in the ARWU ranking. The University of California is represented four times in the ARWU ranking (Berkeley, Los Angeles, San Diego and San Francisco) and not once in the THE-QS ranking.<br/><br/>THE-QS is more international than ARWU<br/><br/>The THE-QS ranking of the World&#8217;s Top-25 universities includes more non-US universities than the ARWU ranking: 12 (48%) universities are non-US in THE-QS compared to 7 (28%) in the ARWU. In the THE-QS ranking, six countries are represented: US (13), UK (6), Japan (2), Australia (1), Canada (1), Switzerland (1) and Hong Kong (1). In the ARWU five countries are represented: US (18), UK (3), Japan (2), Switzerland (1) and Canada (1).<br/><br/>Stanford University<br/><br/>It is very striking to see that  Stanford University  is ranked 2nd in the world according to ARWU and only 16th according to THE-QS.<br/><br/>University of California - Berkeley<br/><br/>It is also striking to see that the University of California - Berkeley is ranked 3rd in the world according to ARWU and 36th according to THE-QS.<br/><br/>University College - London<br/><br/>Finally,University College - London is ranked 4th in the world according to THE-QS compared to only 22nd in the world according to ARWU.<br/><br/>Conclusions<br/><br/>The AllAboutUni.com assessment highlights a number of important differences between the two major rankings of the World&#8217;s Top-25 universities. THE-QS, which is a British publication, is a more international ranking but it appears to have a bias for British universities and a bias against public US universities. In addition, two highly ranked universities in ARWU - Stanford (ranked 2nd) and Berkeley (ranked 3rd) - are ranked significantly lower by THE-QS.<br/><br/></p>
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		<item>
		<title>Iphone – the Next Wonder of the World or Just a Flop?</title>
		<link>http://www.6we.org/iphone-%e2%80%93-the-next-wonder-of-the-world-or-just-a-flop/</link>
		<comments>http://www.6we.org/iphone-%e2%80%93-the-next-wonder-of-the-world-or-just-a-flop/#comments</comments>
		<pubDate>Fri, 11 Dec 2009 17:18:48 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Cell Phones]]></category>

		<category><![CDATA[Content Providers]]></category>

		<category><![CDATA[Phones Pdas]]></category>

		<category><![CDATA[Pornographic Content]]></category>

		<category><![CDATA[Small Computer]]></category>

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		<description><![CDATA[ 
Pocket **** on the Iphone
The big screen fast internet connection combined with its user friendliness, makes lots of users attracted to the iPhone.
Men en stor skjerm, rask internett-tilkobling og brukervennlighet er det ikke bare mobilbrukere verden over som blir tiltrukket av iPhone.
The leading content providers for **** has according to Time Magazine embraced the iPhone [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;"> </p>
<p><strong>Pocket **** on the Iphone</strong></p>
<p>The big screen fast internet connection combined with its user friendliness, makes lots of users attracted to the iPhone.</p>
<p>Men en stor skjerm, rask internett-tilkobling og brukervennlighet er det ikke bare mobilbrukere verden over som blir tiltrukket av iPhone.</p>
<p>The leading content providers for **** has according to Time Magazine embraced the iPhone to be the dream come through for pocket pornography. They are just looking forward to the iPhone firmware 2.0 that with 3G will have more speed than its predecessor.</p>
<p>iPhone is the most user-friendly telephone in the market and suited best of all phones to receive **** related stuff.</p>
<p>Apple does not comment on this issue at all so far, but has spoken out now;</p>
<p>”We do not tolerate the pornographic content is distributed via the iPhone, and we will ban adult content in our official applications in the same way we have limited the access to such content in our podcast section on the Apple Store”.</p>
<p><strong>It is not (just) a Telephone – and We Talk About the Iphone 3G</strong></p>
<p><strong>Lots of people spend energy discussing what iPhone can and can not do, compared to its competitors like HTC, Nokia, Sony Ericsson, Blackberry and many more.</strong> Some are of the opinion that iPhone is the largest invention since the wheel was discovered, and others think it is a hoax. What is the real strategy behind Apples’ work on this product?</p>
<p><strong>iPhone is not foremost a telephone. iPhone is a small computer and media player that you also can make phone calls with.</strong></p>
<p>Apple has made the first handheld computer platform that is so user friendly that you and me actually want to explore its potential it can offer you. Everybody that has dealt with the smart phones, PDAs’ and pocket PCs’ in the mobile and computer industry, knows that it is not something to be taken for granted. You will not be in love with a smart phone that is all other than smart.</p>
<p><strong>On the iPhone you can read e-books, call for free on SKYPE, play electric guitar, drive car games, or play poker, check the TV programs, measure if my shelf is leveled right,. I can check my Twitter account, as I can check my e-mail, surf on the web and all the other things the phone is meant to do. I an also make my own programs on the gadget with the Apple SDK. </strong></p>
<p><strong>Several free or paid ad-on software like video recording and such, makes it possible to create some personality to my iPhone, which is not always something that can easily be done with the average cell phone. </strong></p>
<p><strong>The selection of free or shareware type of software is tremendous already, but is nothing to what will be available partly for free, and partly towards payment when Apple launches their shop for iPhone software in their AppStore.</strong></p>
<p>Lots of the hacked iPhone software available now can be characterized as hobby projects, but after Apple opened up their platform for developers through their Software Development Kit for iPhone. Lots of serious software developers has entered the race to be the first and best iPhone developers in the market.</p>
<p>This is where the iPhone strategy differs. People are used to pay for music, movies and tv-series to their iPod or iPhone in iTunes Stores already. Then the road to shop software for a few bucks is short. All evidence points into the direction that user friendliness and shopping selection in AppStore will be in its own class, and differ dramatically from what the other cell phone producers can offer. How many times did you shop for software to your Nokia or SonyEricsson?</p>
<p>Just like with the iPod, Apple is building a closed eco system around the product. iPhone software will only be purchased through the AppStore, not very user friendly but it works. This is how the iPhone will become a money machine, that will tap into your account every time you just have to have that application you need.</p>
<p>With the 2.0 version of the iPhone release on July 11th Apple targets the business segment of the market as well. Integration towards Microsoft Exchange, high level of security and support for the push technology enables new email to automatically come into iPhone. At the same time the changes you make in your contact list or calendar at work will be updated on the iPhone.</p>
<p> </p>
<p><strong>Eleven Things You Will **** About the Iphone 3G</strong></p>
<p>The iPhone 1.0 and 2.0 has been in the market now for a short while and has won the attraction of many users. However, one would expect some features to follow this high-tech gadget as it comes into the market in July. There are several features that Steve Jobs do not talk about when he launches this latest version of iPhone, identical to 2.0 version only with 3G and GPS on it. So what am I complaining about? Why do I just not get excited and tell everybody how great this new Apple gadget is?</p>
<p>Well, first of all, this is a cellphone, and should compete with other cellphones’ and their features and capabilities. It is just fair to let people know that there are cell phones in the market that can offer things that Apple iPhone can not. I am not saying that iPhone 3G is bad, oh no, I would say the opposite, it is a great all in one gadget, improved with its 3G and GPS ability, which maybe put it in the front line when it comes to smart cell phones. However, there are still some features I would like to see in this phone, in order to at least “talk” to my other gadgets I have at home or work.</p>
<p><strong>1. No MMS.</strong> There were no words mentioned about MMS during the presentation at all, and there are no net pages that mention whether it will be available in version 2.0 of iPhone. Several blog sites have announced that they will integrate their services direct on the cell phone with the option to load pictures and text. We think that the telecom industry will miss this feature most, as they will loose their chance to offer more expensive animated picture services on their network. The opening for third party software on the iPhone makes it possible for the network providers to add this service on if they feel for it.</p>
<p><strong>2. No video recording.</strong> The camera on the iPhone is more than capable to record videos, and with up to 16 GB storage it should be enough storage to record more than most of us need. But there is no video function, and this is a petty since Apple makes superior video editing software for their computers. If any programmers wants to, he can make a video recorder through the camera available. So for those who wants to make a software for video recording, it is just to start right away.</p>
<p><strong>3. No docking station.</strong> The tiny plastic stand that comes together with version 1.0 of the iPhone is now extra add on. This is the same development as happened with the iPod, where Apple went from full package with charger and docking station to a package where you hardly got a power cable included.</p>
<p><strong>4. No video conference.</strong> This is maybe the least missed features in the iPhone as this is a very little used feature in the network provider’s product portfolio.</p>
<p> </p>
<p><strong>5. Still only 2 Megapixles in the camera.</strong> It is a myth that more megapixles makes better pictures, but as long as all other factors are the same, it would be better with more mega pixles on the camera. iPhone makes very good pictures with the small camera available, so it is really a shame that Apple does not provide more megapixles on the camera than they do.</p>
<p><strong>6. No wirless iTunes syncronization.</strong> You still have to connect through the cable to transfer music. With Wi-Fi, Bluetooth and 3G the cable should have been history for the small updates one have to perform daily, like music f.inst. The first synchronization of the iPhone has to be performed by cable, as 16 GB will take a while on the Wi-Fi, but the rest of the time should have been able to be performed through wireless connection.</p>
<p><strong>7. No Adobe Flash.</strong> iPhone has a very good internet browser. It is so good that it is used for most mobile traffic to Google, this despite that iPhone is nowhere close to dominate the market on the cell phone side. It is therefore disappointing that Flash is not supported on the iPhone, and even more disappointing when you want to browse a web page that you need to see a flash movie before you can go further into the page.</p>
<p><strong>8. No Java.</strong> This means that you still can not use several net banks used around the world on iPhone net browser.</p>
<p><strong>9. No extra Bluetooth functions.</strong> Bluetooth on the existing version 1.0 of iPhone is limited in use. You can not send files between iPhone and other cell phones. Nor can it transfer between the iPhones or other iPhones..There is no option for using bluetooth head phones and there is no chance to connect to a PC.</p>
<p> </p>
<p><strong>10. No special price for you, my friend!</strong>  This marks the end where you can take your stronger currency and buy a iPhone in US shops and then hack it home. Sure, the hackers will find ways to avoid the blockings made on the iPhone, but you will need to pay anyway. The reason people could buy the first version of iPhone cheap, was because the consumer could sign the subscription at home. The consumer did not commit to anything in the shop, and this opened for using local SIM-cards. In the next version of the iPhone, the consumer will demand you sign a subscription in the shop before you can take the iPhone with you home.</p>
<p> </p>
<p><strong>11. Language selection</strong>. It is almost not understandable how Apple leaves the Arabic language out of its language selection. Arabic language is the 5th largest language in the world, and has a high potential user group with a great purchase power. So I still not get it Steve Jobs, why did you not include this in your new gadget?</p>
<p><strong>Ten Things You Will **** About the Iphone 2.0</strong></p>
<p><strong>1. No MMS.</strong> There were no words mentioned about MMS during the presentation at all, and there are no net pages that mention whether it will be available in version 2.0 of iPhone. Several blog sites have announced that they will integrate their services direct on the cell phone with the option to load pictures and text. We think that the telecom industry will miss this feature most, as they will loose their chance to offer more expensive animated picture services on their network. The opening for third party software on the iPhone makes it possible for the network providers to add this service on if they feel for it.</p>
<p><strong>2. No video recording.</strong> The camera on the iPhone is more than capable to record videos, and with up to 16 GB storage it should be enough storage to record more than most of us need. But there is no video function, and this is a petty since Apple makes superior video editing software for their computers. If any programmers want to, he can make a video recorder through the camera available. So for those who wants to make a software for video recording, it is just to start right away.</p>
<p><strong>3. No docking station.</strong> The tiny plastic stand that comes together with version 1.0 of the iPhone is now extra add on. This is the same development as happened with the iPod, where Apple went from full package with charger and docking station to a package where you hardly got a power cable included.</p>
<p><strong>4. No video conference.</strong> This is maybe the least missed features in the iPhone as this is a very little used feature in the network providers product portfolio.</p>
<p> </p>
<p><strong>5. Still only 2 Megapixles in the camera.</strong> It is a myth that more megapixles makes better pictures, but as long as all other factors are the same, it would be better with more mega pixles on the camera. iPhone makes very good pictures with the small camera available, so it is really a shame that Apple does not provide more megapixles on the camera than they do.</p>
<p><strong>6. No wirless iTunes syncronization.</strong> You still have to connect through the cable to transfer music. With Wi-Fi, Bluetooth and 3G the cable should have been history for the small updates one have to perform daily, like music f.inst. The first synchronization of the iPhone has to be performed by cable, as 16 GB will take a while on the Wi-Fi, but the rest of the time should have been able to be performed through wireless connection.</p>
<p><strong>7. No Adobe Flash.</strong> iPhone has a very good internet browser. It is so good that it is used for most mobile traffic to Google, this despite that iPhone is nowhere close to dominate the market on the cell phone side. It is therefore disappointing that Flash is not supported on the iPhone, and even more disappointing when you want to browse a web page that you need to see a flash movie before you can go further into the page.</p>
<p><strong>8. No Java.</strong> This means that you still can not use several net banks used around the world on iPhone net browser.</p>
<p><strong>9. No extra Bluetooth functions.</strong> Bluetooth on the existing version 1.0 of iPhone is limited in use. You can not send files between iPhone and other cell phones. Nor can it transfer between the iPhones or other iPhones..There is no option for using bluetooth head phones and there is no chance to connect to a PC.</p>
<p> </p>
<p><strong>10. No special price for you, my friend!</strong>  This marks the end where you can take your stronger currency and buy a iPhone in US shops and then hack it home. Sure, the hackers will find ways to avoid the blockings made on the iPhone, but you will need to pay anyway. The reason people could buy the first version of iPhone cheap, was because the consumer could sign the subscription at home. The consumer did not commit to anything in the shop, and this opened for using local SIM-cards. In the next version of the iPhone, the consumer will demand you sign a subscription in the shop before you can take the iPhone with you home.</p>
<p><strong>Watch Out When Buying the New Version of Iphone 3G</strong></p>
<p>The old version that has been available around the world as a hacked version, because it otherwise would not work in other countries than SIM cards bought in the USA.</p>
<p>Up til now it has been possible to go into an Apple store in the USA and take with you an iPhone without any subscription for a network provider.</p>
<p>The next version of iPhone with 3G net and assisted GPS will not be sold with this opportunity. Subscription will have to be signed in the store, and will last for 18 months in the USA. There might be a chance to open the new iPhone for other SIM cards, but the network operator will regardless get his money for the subscription.</p>
<p>A lot of auctions has appeared on the eBay internet site after the launch of iPhone 3G last Tuesday, despite the fact that the cell phone is not for sale yet. 11th of July the iPhone 3G will be launched for sale in around 70 countries around the world.</p>
<p>If you buy a iPhone 3G from an eBay auction now, it is not easy to tell what you will get in the mail. In the best case you will pay for another person to stand in line to purchase a cell phone locked to a network in the USA.</p>
<p><strong>Future Apple Devices Looking to Solar Power</strong></p>
<p>Apple ha filed a patent for integrating solar cells into portable devices by placing them underneath the layers of a touch-sensitive display, according to the delivered patent application.</p>
<p>Solar power could help make devices truly portable, freeing from the need for wires to connect them to a power supply.</p>
<p>The larger the solar cell panel is the better it is for generating electricity, but as the patent &#8220;Solar cells on portable devices&#8221; warns, after allowing space for buttons, screens and a way to hold the device, only a small area is left on most devices for solar cells.</p>
<p>One of the ways around this dilemma is suggested in the patent as to stack a touch-sensitive layer, a display and solar panel on top of one another. That could make Apple&#8217;s iPhone and iPod Touch good candidates for such a power supply, as the display occupies almost the entire face of those devices.</p>
<p>The use of solar powered charging in portable devices is starting to get more attention, for more immediate consumer use as well.</p>
<p>When Vodafone announced its plan in April 2008, to reduce its emissions of the greenhouse gas CO2 by 50 percent by 2020, it also announced plans for solar-powered phone chargers and universal phone chargers for Vodafone-branded handsets.</p>
<p>At the recent ITU Telecom Africa 2008 conference, Ugandan Minister for Communications and Information and Communication Technologies Ham-Mukasa Mulira talked about trials of solar-powered charging conducted there, which had showed promising results.</p>
<p><strong>Create, Design &amp; Launch Your Iphone Application</strong></p>
<p>The Apple iPhone is an amazing device that invites  creativity. You&#8217;ve probably said to yourself: &#8216;I wish I  could do that on my iPhone.&#8217;</p>
<p>With the iPhone Software Development Kit (SDK), programmers can make your ideas reality - even if you yourself don&#8217;t know the difference between a C-pointer  and a SQLite database.</p>
<p>More than 200 iPhone application projects have already  been posted on Elance.com. Check out these tips in this article to get  your project kick-started.</p>
<p>We focus on the development of applications for the Apple iPhone, and we asked Nick Dalton, iPhone SDK specialist, to give Elance buyers a few tips on how to scope and post an iPhone Application project. Here’s what he had to say:</p>
<p>The iPhone is an amazing device that invites creativity. If you’re an iPhone owner I’m sure you’ve said to yourself: ‘I wish I could do that on my iPhone, or I have a great idea for an iPhone application’.</p>
<p>With the iPhone Software Development Kit (SDK), programmers can make your ideas reality – even if you yourself don’t know the difference between a C-pointer and a SQLite database. But before you go ahead and post your application idea to the buzzing iPhone project area on www.Elance,com. here are some pointers to get your project kick-started:</p>
<p><strong>Study the Masters</strong></p>
<p>Apple has already spent a lot of time thinking about how to present information and build interactive applications on the iPhone. The applications that come with the iPhone are the results of this research. Study them in great detail and try to apply as many of the user interface metaphors as possible to your application.</p>
<p>Not only will Apple be flattered if you imitate the user interface in their applications, but they actually mandate it to a great level of detail as described in their Human Interface Guidelines.</p>
<p><strong>Dream in Color Screens</strong></p>
<p>Most applications for the iPhone will be very visual. Therefore it makes sense to provide your requirements as screen images or sketches. You don’t have to be a graphics artist to do this effectively. An iPhone programmer is looking for the following information:</p>
<p>- The type of layout each screen should have</p>
<p>- The buttons on the screens</p>
<p>- The actions associated with each button</p>
<p>The exact shape and format of your screen sketches is secondary. As long as they are readable, it’s a great way to communicate your application design to a programmer.</p>
<p><strong>Be Realistic About Your Budget</strong></p>
<p>Look at other iPhone projects posted on Elance to get a sense for the bid amounts on these projects. Read the descriptions of these projects to see if they seem to be larger or smaller projects than what you have in mind. If you set your budget to under $500 for something that is realistically going to take a programmer two months to implement, you are not likely to attract many bidders.</p>
<p>From a programming perspective, some things are easy to do on the iPhone, while other seemingly simple things are very time consuming. For example the beautiful cover-flow animation used in the music application on the iPhone should be simple to use in other applications. Unfortunately you can’t. If you want this animation within your application it will have to be written from scratch, probably costing a one month of work.</p>
<p>If you talk to an approved iPhone developer early in your application design process you can learn how to get most out of your budget by avoiding the things that are really difficult to do on the iPhone.</p>
<p><strong>Don’t Be Too Original</strong></p>
<p>iPhone users already know how to do certain tasks on their phones by convention. For example, if you tap an item in a list that has a &gt; icon next to it, you expect to be taken to another screen with more information about that item. If your application needs similar functionality, don’t be creative and come up with a new way to solve the same problem. Use the conventions already established by Apple.</p>
<p>New conventions are difficult to establish especially with the touch interface because there is no way to discover how your application works on the iPhone. Unlike a website where you can hover with the mouse pointer over areas that look like you can interact with them and a tool tip or the status bar will reveal some clues to you.</p>
<p><strong>Know Your Limitations</strong></p>
<p>The current version of the iPhone SDK, which is used to write applications for the iPhone, has many restrictions and limitations. Some of them are common sense, e.g. you can’t send text messages from an application. Imagine an application that sends out thousands of text messages without your knowledge, who is going to pay the phone bill for that?</p>
<p>Other restrictions are maddening: applications cannot access the log of phone calls, or interact in any way with the calendar or the music stored on the iPhone.</p>
<p>To Apple’s credit, the iPhone SDK is an amazing piece of software especially given that it was publicly released as a Beta just three months ago. Some of the shortcomings listed above will likely be addressed in future releases of the SDK.</p>
<p>As a buyer with an idea for an iPhone application, you should educate yourself about these limitations before you spend too much time designing an application that is impossible to implement. Talk to a developer or company that specializes in iPhone development (and there are many available on Elance) and they can help you get on the right track from the start.</p>
<p><strong>About</strong></p>
<p>Nick Dalton (username: 360mind) is an experienced iPhone SDK specialist and Elance.com service provider. He has 15+ years of background in programming, and currently focuses his business, 360mind, 100% on the development of iPhone applications. For more information on Nick, check out his book, 101 iPhone Tips and Tricks.</p>
<p><strong>A New Business Model Has Forced Its Way Forward for the New 3G Apple Iphone</strong></p>
<p>A new business model has forced its way forward for the new 3G Apple iPhone</p>
<p> </p>
<p>Why could we say this? There are two statements from Apple and AT&amp;T that confirms this new trend is coming.</p>
<p> Apple alerted the SEC that although it had signed deals with 70 countries…</p>
<p>“…Under the vast majority of these agreements, Apple will not receive follow-on revenue generating payments from carriers”</p>
<p>AT&amp;T, for its part, warned investors of…</p>
<p>“…potential dilution to earnings per share (EPS) from this initiative in the $0.10 to $0.12 range this year and next.”</p>
<p>When the Apple IPhone was first introduced, Apple made some rather unusual terms connected to its launch. Customers had to pay full retail price for it  and carriers had to share a sizable cut of their monthly revenue with the manufacturer.</p>
<p>Now, the carriers will be subsidizing the cost of the phone, making up for it in monthly charges, and they are no longer funneling a share of that monthly revenue to Apple. Apple is now beginning to play by the rules that all other cell phone hardware manufacturers play by in the growing cell phone market.</p>
<p>This will also put some stress on the new market segment that made its way during the launch of the 1st generation IPhones, namely the unlocking business. The incentives for unlocking will disappear and that may make lots of unlockers around the world out of a job for the new generation IPhones under the new business model proposed now.</p>
<p> </p>
<p>However, one major incentive for unlocking remains, especially for Europeans. Those who travel to other countries with unlocked phones can use local prepaid service plans rather than paying exorbitant international roaming fees to their home carriers.</p>
<p><strong>The New Generation Iphone With 3G and GPS - an End to the Unlocking Business?</strong></p>
<p>Twice as fast and half the price, and it is coming July 11th, it is a Phone, iPod, and Internet in one fast 3G device. </p>
<p> </p>
<p>The new iPhone 3G combines all the revolutionary features of iPhone with 3G networking, built-in GPS, and iPhone 2.0 software that supports Microsoft Exchange ActiveSync and runs hundreds of third party applications built with the iPhone SDK. Available in 22 countries on July 11, iPhone 3G comes in two models: an 8GB model priced at $199 (US) and a 16GB model priced at $299 (US). </p>
<p> </p>
<p>The iPhone will have fast 3G wireless technologies, GPS mapping, support for enterprise features like Microsoft Exchange, and the new App Store, iPhone 3G puts even more features at your fingertips. And like the original iPhone, it combines three products in one — a revolutionary phone, a widescreen iPod, and a breakthrough Internet device with rich HTML email and a desktop-class web browser. iPhone 3G. </p>
<p> </p>
<p>The phone will be sold in more countries. Apple added five countries beyond the U.S. for the first phone, but the second one will go on sale in 22 countries on July 11. Apple has said it will add more countries at a rapid clip and reach 70 by the end of the year. That takes away one of main incentives for unlocking the phone. </p>
<p> </p>
<p>Apple is abandoning the unusual arrangement under which the iPhone was being sold. Customers could buy them from a carrier or from Apple without activating them on a service plan, and that meant customers could go home and unlock the phones — and never sign up with AT&amp;T.</p>
<p> </p>
<p>The new phone will be subsidized by carriers, which accounts for its lower price: $199 for the 8-gigabyte model, down from $399. This brings the phone&#8217;s marketing in line with standard industry practices.</p>
<p> </p>
<p>The carriers plan to make back what they spend on the subsidy through service fees, which means they likely will require two-year service contracts from everyone who buys the phone. AT&amp;T said buyers will have to activate service before leaving the store with an iPhone. </p>
<p> </p>
<p>This may put an end to the unlocking business that has been expanding on the internet and in various countries around the world. We just have to wait and see.</p>
<p> </p>
<p> </p>
<p><strong>Video Recording With the Iphone is Possible and We Tell You How</strong></p>
<p>DreamCatcher offers video recording for your iPhone</p>
<p>iPhone users would like to have the ability to perform video recordings. DreamCatcher tries to bring some advanced features to their product. They want you to choose them obviously, and are going to offer the capabilities to make that happen.</p>
<p>The DreamCatcher video recorder application uses the mpeg4 encoding method. Encoding with mpeg4 provides optimum quality vs size, with the ability to compress an hour of video taken from the iPhone to just 60MB. The application can record at up to 15 frames per second, allowing high quality video recording. The application realizes the stress put on the iPhone CPU when encoding the video during recording. DreamCatcher has devised a way to make this less of a limitation by letting the video be saved to the iPhone’s memory, and encoded at a later time. Alternatively, you can set the application to automatically begin encoding after the video has been recorded. If on the fly encoding is your thing though, you have that option too.</p>
<p>The DreamCatcher application is not for free. There is a free trial version if you would like to see the application in action before you buy. The application will cost you 20 USD.</p>
<p>http://www.iphonevideorecorder.com/index.html</p>
<p> </p>
<p>There is another iPhone Video Recording which is Working and it is called  Drunknbass.</p>
<p> </p>
<p>Monster and Friends have created an iPhone application which can record video up to 45 frames per second and working on the final version. Drunknbass beta allows you to record 5 seconds of video at 10 fps with a resolution of 2 megapixels. It doesn&#8217;t have any interface, so you just download it, put it in your iPhone&#8217;s Applications folder, click on the button and it will start recording. When Drunknbass is finished with the five seconds recording, it will replay the clip once. The final application will be able to record unlimited-sized clips (only constrained by your available space) with up to 30 frames per second and it will have an interface to save your clips (they are looking for developers to help with the graphical side of the software)</p>
<p>http://monsterandfriends.com/iphonevideo</p>
<p> </p>
<p> </p>
<p><strong>Edge - Wifi Use on Your Iphone - How and Why?</strong></p>
<p>So the iPhone works on EDGE networks. But what does this mean and is it good enough?</p>
<p>The iPhone has been designed to work on GPRS, EDGE and Wi-Fi networks but doesn&#8217;t include 3G support. Apple has stated this has to do with the power requirements of the 3G chip.</p>
<p>EDGE provides higher download speeds than the 2G network and GPRS (2.5G) but less than what can be achieved with Wi-Fi and 3G. and it has been labeled 2.75G.</p>
<p>The coverage of the EDGE networks around the world is very sparse, some places only 10s of percent actually. And that is disappointing numbers and not good news for the users of iPhone.</p>
<p>Trying to talk up the iPhone&#8217;s Wi-Fi compatibility and its deals for free hotspot are not doing the trick either.</p>
<p>EDGE is the existing standard for GSM data networks. GSM is a direct rival to CDMA. In the US, Cingular is the largest GSM provider.</p>
<p>EDGE offers service rated at about quarter Mb/sec. That&#8217;s about twice the speed of ISDN (.128 MB/sec), but significantly slower than even the slowest offerings of DSL (.3 to 1.5 Mb/sec), and a fraction of the throughput of 802.11b WiFi (typical: 6.5 Mb/sec).</p>
<p>EDGE is far faster than GPRS or old dialup networks however (both are about .03 Mb/sec), so while EDGE not capable of supporting iChat style video conferencing, it is useful enough to browse web pages, receive HTML emails, and support the other web service features demonstrated on the iPhone such as Google Maps.</p>
<p>EDGE is also widely deployed in the US. Newer generation technologies, including HSUPA and EVDO, are not. If the iPhone supported newer networks at launch, it would offer users less data service coverage at higher service fees. HSUPA does promise a future path for faster data, and will no doubt unlock new applications for future phones.</p>
<p>Along with the confusing acronym soup of HSDPA and HSOPA, HPUPA competes against other mobile 3G standards. Wikipedia says the next set of standards are edging out existing CDMA2000 and EVDO rollouts in some markets.</p>
<p>In addition to the factors of availability and cost, another reason for Apple going with EDGE rather than a faster network is that the iPhone won&#8217;t have to rely solely on mobile phone networks for data. It&#8217;s designed to use WiFi wherever it’s available.</p>
<p>WiFi is far faster than any mobile networks now in place, including EVDO and HSUPA (2.5 - 5.76 Mb/sec). Typical 802.11b and g offer 6.5 Mb/sec and 20 Mb/sec transfers. WiFi is so much faster because it is designed to serve a much smaller range of local service.</p>
<p>For iPhone users in a school, home, or office with existing WiFi service, automatic use of WiFi for data service will not only be far faster, but far cheaper: free in many cases.</p>
<p>Getting EDGE to work on your iPhone is simple, but require some knowledge about application set up in your iPhone.</p>
<p>You will need iBrickr to browse the file system of your iPhone (www.ibrikr.com)</p>
<p>There is a video turorial available for iBrickr if you want to learn how to use this system (www.i4u.com/article11028.html)</p>
<p>Once you have downloaded the iBrickr and the PXL files installed on your iPHone, you can launch iBrickr.exe. You will be able to see the main interface and click on files to browse your phone file system.</p>
<p>Locate your /private/var/root</p>
<p>Launch notepad and paste this code;</p>
<p>Function FindProxyForURL(url, host)</p>
<p>{</p>
<p>If (isInNet (myIpAddress(), “10.0.0.0”,</p>
<p>“255.0.0.0”))</p>
<p>Return “PROXY 216.155.165.50:808”;</p>
<p>Else</p>
<p>Return “DIRECT”</p>
<p>}</p>
<p>Save the file as proxy.pac and upload it to /private/var/root</p>
<p>Right click this file and select “save link as”, you need to save the file as</p>
<p>Preference.plist, you will then upload preference.plist into the following iPhone directory:</p>
<p>/private/var/root/Library/Preferences/SystemConfiguration/preferences.plist</p>
<p>NOTE! If you are on firmware 1.1.3, upload the preferences.plist to this directory;</p>
<p>/private/var/preferences/SystemConfiguration</p>
<p>This will overwrite the current file that is already in that directory.</p>
<p>Now grab your iPhone and tap settings – General – Network – EDGE. The APN you will use is wap.voicestream.com, username and password will be guest. Reboot your iPhone and there you are, you should be able to browsw online using EDGE.</p>
<p>NB! After performing this hack you will notice that EDGE will interfere with your WIFI connections whenever it sees it. IF this happens to you, there is a solution for this as well.</p>
<p>Click on the Browse Application button, this will launch a list of 3rd party applications you can install at your will. For our purpose we will install an application called Services. Basically what this does is allow you to turn off the WiFi, Bluetooth and EDGE according to your needs.</p>
<p>Once you are done with the installation, iPhone will reboot and on your Springboard you should see a Services icon, tap on the icon and here you can toggle between EDGE and WiFi connection.</p>
<p> </p>
<p><strong>GPS on the Iphone - Navigation is Now Possible on the Iphone - However You Can Wait for Firmware 2.0 as Well to Get an Apple Solution</strong></p>
<p>Apple has promised a real GPS solution to the iPhone during 2008 in the iPhone 2.0 version firmware release.</p>
<p>This is supposedly a solution provided together with globalmap and googlemap.</p>
<p>In the meantime there will pop up so many various solutions, it will be up to you to decide what solution you want.</p>
<p>Here is a hardware solution to come during 2008</p>
<p>http://www.gomite.com/</p>
<p>Mexens Technology, with its virtual Navizon GPS system has finally arrived for the iPhone. The program still utilizes &#8220;WiFi and cellular tower triangulation techniques,&#8221; but according to the firm&#8217;s CEO, &#8220;this is just as if the iPhone were equipped with a GPS chip.&#8221;</p>
<p>Of course, I am still doubtful that this peer-to-peer location approach works just as good as a bonafide GPS receiver, but considering that you won&#8217;t be forced to pay the $24.99 purchase price until after 15 days are up, why not give it a go and find out?</p>
<p>And in addition it will take only seconds to find location, as for more robust solutions it will take maybe minutes to locate on the iPhone.</p>
<p>However, if it is long distance between towers, the accuracy will be less of course. So do not plan to use it for geotracking or something like this.</p>
<p>http://www.navizon.com</p>
<p>The navizon has come back with good reviews, it has a free one, and a paid version. The paid version is more accurate and has more features (of course).</p>
<p>Another solution is this hardware solution to put on end of the iPhone.</p>
<p>http://www.tuaw.com/2007/12/17/gps-dongle-coming-for-iphone/</p>
<p>Best of luck with your navigation, and hopefully you will find yourself in the right spot at the right time. And PS! Maybe you will be able to remember where you were some time ago, equally good as your authorities has the ability to find out were you were.</p>
<p> </p>
<p><strong>Sdk for Iphone and Itouch Platforms - Will This Create a Boom in Free and Commercial Applications for Apple Gadget?</strong></p>
<p>Apple has released the iPhone Developer Program which provides a complete and integrated process for developing, debugging, and distributing applications for iPhones and iPod touch platoform.The SDK comes complete with development resources, real-world testing on iPhone, and distribution on the App Store, you will have everything you need to go from code to the customer.</p>
<p>Go to http://developer.apple.com/iphone/program to find more details around this SDK program.</p>
<p>You can either download the Free iPhone SDK which include the Xcode IDE, Instruments, iPhone simulator, frameworks and samples, compilers, Shark analysis tool, and more. Or you can choose to enroll into the iPhone developers program at standard of enterprise program levels which will cost you from USD 99 to USD 299 in order to enroll.</p>
<p>However, you will need a Apple ID to do so, if you do not have that, you will have to go through the application registration to get enrolled. When done this, select the program you want to enroll into, and wait for Apple to approve you for this entry.</p>
<p>So now you can develop any type of application for the iPhone. Well, we have to wait and test the SDK to see how open it is, and what it gives developers in respect to tools to twist the most out of this gadget.</p>
<p>So, whether you are a games developer or you want to make business applications, you have the chance now to get on the train to do so.</p>
<p> </p>
<p><strong>Iphone Hacks and Applications That Will Transform Your Iphone to Something Truly Different</strong></p>
<p>In this article I will give some insight into the hackers environment of iPhone and give you some reference to some interesting sites that will provide you with resources if you ever want to wander down this road yourself. However, we take no responsibility for any third party links, nor the content found therein either. If you want to jailbrake your iPhone, then you have to be aware of one thing, you will depend much on your own knowledge about how to maneuver with your new modified iPhone.</p>
<p>However, it is fun, it opens a totally new world for use of the iPhone. You will be able to take part of some very innovative use of the Mac operating system as well as its user interface. It is a world with almost no limitations.</p>
<p>If you want to, you can wait for Apple’s release of its SDK and wait for some developers coming up with some official applications for your iPhone. However there are thoughts in the market that Apple will not reveal all of iPhone’s potential through its SDK and therefore it will be utilized for development of applications Apple themselves find convenient for iPhone and especially for the business related side of iPhone.</p>
<p>We will start our search for resources and you are more than welcome to take a peek behind some of the links and begin to learn the true potential of your iPhone.</p>
<p>http://iphone.dashbuster.com/</p>
<p>Manage Your Blockbuster Queue From Your iPhone</p>
<p>You can view your shipped and queued movies, as well as drag and drop Queue reorganizing. You will also be able to search for and add movies as well as add movies from Blockbusters RSS feeds.</p>
<p>http://www.modmyifone.com/forums/</p>
<p>Here you can get tips as well as apps and downloads for your iPhone, such as Firmware, iPhone Software, Modded files, Stock files, templates, themes and Widgets for the iPhone.</p>
<p>http://www.iphonehacks.com/</p>
<p>Here you will find iPhone Hacks. It is your source for the latest Apple iPhone Hacks JailBreak Unlocking News Applications Tips &amp; Tricks Reviews Rumors Blog on the Apple iPhone &#8230; Fix for iPhone&#8217;s</p>
<p>http://www.iphone-hacks.com/</p>
<p>iPhone Hacks, Cracks, Homebrew, and Modifications. All your iPhone underground needs! &#8230; Hack your Apple iPhone Welcome to the source for all your iPhone Hacks . iPhone hackers . This is another source for all iPhone Hacks. iPhone hackers, developers, and researchers around the globe have been working hard to open the device in hopes to achieve what Apple never intended. iphone-hacks.com aims to share all the hacking, mods, cracks, and discoveries with you — in one central location.</p>
<p>http://www.iphonestalk.com/</p>
<p>On this site you will find the latest iPhone Accessories, News, Reviews, ringtones and more.</p>
<p>http://forums.iphonehacks.com/</p>
<p>iPhone Hacks Forums :: Forums for the latest Hacks News Applications Tips &amp; Tricks Reviews Rumors on the Apple iPhone.</p>
<p>http://www.iphonefreak.com/iphone_hacks/</p>
<p>News and hacks for your iPhone can be found here. Some tricks and tips are also found here.</p>
<p>http://www.iphonegizmo.com/</p>
<p>If you are looking for downloads for your iphone then you might like this great site we found where you can get heaps of iphone downloads - PLUS PLUS!!! - plus videos, PLUS movies, PLUS music, PLUS TV shows like “The OC”, PLUS games (and a stack of other downloads!).</p>
<p>If you look for the Iphone Guitar application, it is available on installer.</p>
<p>Some interesting tips and reference to pages with this installer can be found at http://code.google.com/p/pocketguitar/</p>
<p> </p>
<p><strong>Iphone Hacks Vs Apple Sdk Kit Planned Released in Short Time</strong></p>
<p><strong> </strong></p>
<p>iPhone hacks vs Apple SDK kit planned released in short time.</p>
<p>iPhone has a community providing a large range of applications, useless to innovative more useful applications. The Mac operating system and its interface makes it more fun to do development on than the Microsoft handheld PDA’s.</p>
<p>Will this community survive and prosper regardless of Apple’s planned release of iPhone SDK this month?</p>
<p>The iPhone is a perfect example of what a handheld device should have. It has a a nice design, easy-to-use software, and an intuitive interface. Several people found out they needed to make their own software for it, since it lacked some as Apple released it. You will find add-ons made by these people that range from instant access to a Blockbuster Online DVD queue to a pocket guitar that takes advantage of the touch screen technology.People also unlock the iPhone from AT&amp;T or other subscription systems. This will enable the iPhone to work on other operator’s networks.</p>
<p>Al these add-on software’s, are done without Apple&#8217;s interference or their technical support. Apple is expected to release a software development kit (SDK) that will allow programmers to write legitimate software for the phone. This kit will be available during February month and will enable developers to make more robust software, and it will let the iPhone users to download new programs without needing to follow online instructions from various blogs. The SDK will likely spawn a new world of applications, will lead to commercial applications for the business sector, that will extend the use of the iPhone beyond its user base of 4 million, as announced in January by Apple.</p>
<p>Today’s iPhone users use the handheld as Apple intended it to be used, by updating the software and installing media via iTunes. By default, the only way to get anything on the iPhone is by using iTunes,</p>
<p>The developer Jerry Jones has made an iPhone widget that accesses a user&#8217;s Blockbuster movie queue, as well as a program that lets people adjust the phone&#8217;s shortcuts so that a double click of the home key launches different applications than Apple&#8217;s default.</p>
<p>If you want to add these kinds of unwarranted files to your iPhone, you must make some technical workarounds and it is not for the in-experienced users.</p>
<p>One of the most popular programs made for hacked iPhones is a game called Labyrinth that lets a user roll a virtual marble through a maze by tilting the phone. The game accesses the built-in accelerometer in the iPhone.</p>
<p>Shinya Kasatani wrote an application that turns the iPhone into a guitar. The application is easy to use for people familiar with a real guitar. The screen of the iPhone is turned into a virtual guitar board on which a person can press and pluck. It&#8217;s basically a software-based synthesizer with a guitar user interface.</p>
<p>The developers need the official SDK and programming documentation to build stable applications. When Apple releases its SDK, more applications like this could become available, just as they are on PCs and Macs today.</p>
<p>There is suspition in the developers circles that it&#8217;s not going to be a wide open SDK. Programmers might have access to certain layers of the phone&#8217;s underlying software, such as the instructions that allow widgets to access the Internet, but Apple may keep the instructions for accessing the accelerometer, for example, under wraps.</p>
<p>The control is essential to ensuring that the iPhone works well for most of the people most of the time. In addition, Apple&#8217;s control is important for ensuring software stability and security, which is two important criteria if the phone is to be used in the business setting. Apple wants to make the iPhone somewhat corporate friendly.</p>
<p>You are going to see a lot of focus on pulling developers in to make form-based applications. The kind of applications used in a sales environment, for example. Apple will treat third-party software the same way that it approves iPod accessories: by requiring vendors to register with Apple to acquire a badge noting Apple&#8217;s approval. In this way, Apple could maintain some control over the quality of outside applications, which could help make them more secure.</p>
<p>The hacking community will continue to be innovative with the iPhone, regardless of the access the SDK provides to programmers and the safety precautions available for certified third-party programs.</p>
<p>&#8220;Even without the official SDK,&#8221; says Kasatani, &#8220;it&#8217;s much more attractive than Windows Mobile.&#8221; The Mac operating system and user interface are more fun to use, he says, and the multi-touch display makes it especially interesting to work with.</p>
<p> </p>
<p><strong>Unlock Your Iphone</strong></p>
<p>In some countries the Iphone will not be available, or in some cases it is locked to an operator in order to be fully utilized. If you do not want to wait with the purcase of the Iphone and want to unlock it for use with any SIM card, here is how you will have to do it.</p>
<p>If you want an iPhone then for some of us the choice is simple. In some countries or regions the iPhone is not available before even next year.</p>
<p>If you know someone in countries where the iPhone is for sale, or know someone who are travelling to these regions of the world. Then ask them to purchase the phone and take it with them home. Whe you purchase the phone at an Apple Store or in a store where the phone is available it is probably locked to an operator. If it is bought in the US, then it is locked to the US operator AT&amp;T.</p>
<p>When you have your phone at home, you just connect it to your computer and it will automatically take your through a set up to subscribe for the subscription for the selected operator in that country it is sold or AT&amp;T in the US. But the phone can be unlocked by the assistance of software. In this manner you will avoid subscription to a certain operator. Unlocking process starts at the stage just before you are to subscribe for operator. So the unlocking happens before you make an agreement with the selected operator or AT&amp;T and you are not in breech with any deal when you unlock the phone, unless you have been informed about that the phone is locked to a certain operator at the sale of the phone.</p>
<p>The phone ranges in prices, but in the US it costs 399 dollar for the 8 Gb-version and 499 dollar for the 16 Gb version.</p>
<p>Loose the warranty</p>
<p>It is important to be aware of that you loose any warranty on the phone when you perform the unlocking procedure on it. So if something goes wrong with it afterwards, you can not ask for any refund or free fix of the phone from Apple.</p>
<p>The simplest way of unlocking the phone is with the help of the program called ZiPhone. This piece of software makes the whole process for you, but you have to be careful following the instructions to the point..</p>
<p>If you decide to stop the unlock process before it si finished, or do something else that stops the process before it is finished, involve a large risk for the phone to be destroyed.</p>
<p>Even if the phone turns off during the process, or it comes up a text message on the phone, do not stop the unlocking process before it is complete. We do not take any responsibility for any potential problems you will meet during the unlock process. I have tested the unlock process with Ziphone myself, and it worked smoothly, but this is no guarantee for yourself.</p>
<p>The process is guided by the software in English. Instructions for the software Ziphone is also in English. The program can be used both on Mac and PC.</p>
<p>You can download the Ziphone from this link;</p>
<p>http://www.ziphone.org/</p>
<p>We are not responsible for content of links herein, and it is totally up to the users discresion and responsibility to use this link.</p>
<p>It is a 3 step process</p>
<p>The software ZiPhone will lead you through the process in three steps in order for you to be able to open the iPhone.</p>
<p>1.The activation step of the process is handled first. The lock that usually has to be opened by purchasing a subscription is avoided.</p>
<p>2. The second step is opening the iPhone so it can be modified and alter the software. This is called Jailbreaking.</p>
<p>3. The third step is to modify the software on the iPhone so it will accept any SIM card you decide to use on it later.</p>
<p>The iPhone can now be used by any operator</p>
<p>After the phone has been unlocked you can use any subscription operator or type on the phone. In addition to just unlocking the cell phone, Ziphone puts in the program called installer.app. This software enables you to install a selection of new software created by iPhone-users themselves. If you select to use the software installer, you can put in support for various languages and software to send MMS etc etc.</p>
<p>It requires basic computer knowledge.</p>
<p>All of you who want to use the ZiPhone software to unlock the iPhone should use a computer and know how to install software.</p>
<p>The unlocking software is very simple to use, but requires that you follow the instruction and procedures to the last small detail. You do not need to be an expert using the ZiPhone, but only requires that you follow the installation procedure and in few minutes the phone will be unlocked. It is also important that you have basic computer skills to download software to the iPhone and to find the user value of these.</p>
<p>It is not illegal to unlock the phone, but you violate the warranty rules by unlocking it and alter the system files on the iPhone. It is therefore a risk you have to be willing to take if you want to take the phone into use in your country before it is sold officially there.</p>
<p>Another con by unlocking the phone on your own is the upgrade aspect of the phone at a later stage. It may be more difficult if not impossible to do so when you have done these unlocking and alterations of your phone.</p>
<p>However, the communities offering unlocking of the phones have so far been good providing options to make upgrade of Apple software as well, but there is no warranty this will be the case in the future..</p>
<p>Several shops providing these phones offer to unlock the phones so you can have any provider possible on the phone. Whether this is legal or not, remains to be seen as it has not been tested in any courts yet. Some operators claim it is against the agreement with the phones as they are sold, however on the other side, some courts have already tested other types of agreements, and found that you are able to do whatever you want with the product as long as you have purchased it, and its yours, and since you do these alterations before you enter into any agreements it can not be seen as a conflict with any agreements you have not entered in the first place.</p>
<p> </p>
<p><strong>The Battle Goes on – Which One is the Most Favourable Gadget for your Portable Needs - Ipod, Iphone, Ipod Touch or the Psp?</strong></p>
<p>The battle goes on – which one is the most favourable gadget for your portable needs?</p>
<p>First you have to ask yourself as lots of potential buyers of either of the three below products, IPOD, IPOD TOUCH, IPOD Phone or the PSP. We do not talk about the iBook nor do we talk about Nintendos games console in this article, but they could be considered of course. Ibook is very costly but it enable you to use internet and listen to itunes with the same gadget.</p>
<p>What product fit your needs and the potential usage you are going to put it through?</p>
<p>If you look at some main parameters to judge the products more or less objective based on the user profile, you could come closer to the truth.</p>
<p>Look at functionalities like Gaming, Internet, Photo, Video, Music and Storage capacity. You also have to look at the user interface and its design like screen and functionality buttons.</p>
<p>We will try to compile these criteria’s more or less objective so you can evaluate the PSP vs the Ipod/phone products.</p>
<p>Gaming</p>
<p>Only PSP provides serious gaming console capacity and functionality. If you want gaming console capability your choice is clear, you need the Sony PSP and nothing else. There is no other choice.</p>
<p>Internet</p>
<p>Only PSP, Ipod Phone and Touch (latest software release January 2008) provides internet browsing and email capabilities. However the PSP screen is the largest of them all (for userability of web pages). PSP has some issues with some web pages which have to be taken into consideration. Apple products however have not been long enough in market to really test these features yet.</p>
<p>Photo</p>
<p>You get Photo album capabilities in all products more or less, however the PSP needs some upgrade by 3rd party software. What differentiates the products is memory capacity to hold a certain amount of pictures, but also the way you can interface with your photos. Looking at pictures, select, zoom in and out is better in the Ipod touch or the Iphone, utilizing the touch screen and its capabilities.</p>
<p>In all honesty the PSP looks better - the iphone seems to be suffering from a severe white balance problem. Maybe some people prefer that, but as the iphone costs four times as much as the PSP then you have to judge what is more important to meet your requirements. Obviously the PSP has the size advantage but the iPhone is brighter.</p>
<p>Video/Film</p>
<p>All products can hold videos at their internal formats, and several 3rd party software makes it possible to transfer this media between various medias such as PC, Ipod, PSP, cell phones etc. Again the user interface is the main differentiator here, as the touch screen makes it possible to browse the various movies in a fancier and maybe interactive way than in the PSP. However this is a matter of user preference and will be highly subjective to user’s needs and how he/she wants to interact with the gadget. Higher resolution on the PSP versus its competitors is also a point to mention here. So if you want the high resolution and slightly better screen definition, then PSP is definitively your choice.</p>
<p>Music/Audio</p>
<p>You can send your files over and use PSP as you would use an iPod Video, although Apple product has an advantage when it comes to storage. You&#8217;ll need to get up to 8Gb MemStick DUO on the PSP to get decent memory, but still much lower than IPOD with its 60Gb capacity. If you want a straight out of the box itunes player, then select the Ipod/touch/phone range, otherwise it will just be a subjective choice as there are lots of 3rd party customization to make the PSP to offer Itunes capability, conversion of audio files etc.</p>
<p>Storage Capacity</p>
<p>You can get up to 8Gb MemStick DUO for the PSP. IPOD leads here with its 60Gb capacity. Utilizing high memory capacity for the PSP will run at a cost as well, which needs to be addressed if compared for this purpose. However the Ipod Touch or Iphone comes with maximum of 8Gb memory and can not be upgraded without consequences for warranty etc. Ipod is superior when it comes to capacity, so if you need to store tens of Gb of music, or video, then your choice is the Ipod machine. If you tend to change content often and want to transfer often, then it is either the PSP or the Iphone/ Ipod Touch choices left. However the Apple product have a slight advantage as their user interface for handling the files are easier.</p>
<p>User interface/Design</p>
<p>Several comparisons of the IPOD screen vs PSP makes PSP the clear choice. When you compare IPOD Touch or IPHONE with PSP there is still a slight advantage to PSP since the screen is larger and it seems to have better color definition and looks crispier in view.</p>
<p>PSP is larger as a console vs either IPOD or Iphone or Ipod Touch, so it is maybe less practical to put in your pocket. However since we talk about different usage of these gadgets, you need to see if this really is a differentiator at all.</p>
<p>The later products from Apple with the touch screen is of course an new technology brought to the table, however you have to judge whether you need it for the purpose you need.</p>
<p>It comes down to touch and feel and what you focus on most. If you focus on screen quality, the Sony PSP is the clear choice. If you focus on the user interface and modern technology, then the Apple series touch or Phone is the selection for you.</p>
<p>I would personally go for the PSP, since my use is internet, movie and games. Since we really talk about a game console here, it gives power to all my favorite games as well as the chance to download some fancy graphics to use as my wall papers, or to manipulate some graphics on my PC or Mac and transfer to my PSP, it makes the choice clear to me. I can read most of my favorites on internet as well as reading my emails pretty effective despite no mouse or keyboard on the PSP, but here it is up to you to select what interface you want or are used to.</p>
<p>However, if you are a music and photo lover, I would maybe lean towards the Ipod touch or Iphone. If you already have an iPod that works well and hold enough music to keep you happy, then go with a new PSP.</p>
<p>So it all depends on what you want the gadget for. If you want to listen to music, get an iPod, if you want to play games, get a PSP.</p>
<p>So it comes down to the question Console or a Phone or a media player?</p>
<p>Iphone is a phone and the PSP is a console, Ipod Touch is a media player simple and easy.</p>
<p>The iPhone is a very pretty and medium to high priced multi-functional handheld device that can be used as a phone. The PSP is a very pretty and low cost multi-functional handheld device that can be used to play games, or fed with some 3rd party software used for a whole lot of things. Sony would prefer you not think of PSP as a handheld, more like a multi-media portable. Several handhelds that acts similar to the iPhone with the touch interface (Treo for instance).</p>
<p>You have to lean towards the price as well as your user profile, there is a large price difference to consider here. But if you want to boost your PSP, the price difference gets less, and can become minimal, especially when you talk about the Ipod Touch from Apple.</p>
<p>The old argument for people saying the PSP was the right choice for you, was that it can play music, watch videos, check email, play games and all in one device. This argument could be used for the Iphone as well, since you have the phone capability into it.</p>
<p>32Gb memory stick is soon to be released, so the PSP will be more costly than the iphone, if not the same price when using this memory. However it will have more than Apple products and more flexibility as you can buy as many memory sticks you want and have one for photos, one for audio and another one for games or email information etc.</p>
<p>In the end, the choice is yours but you need to do the homework first, decide what you need the most in your new gadget and what flexibility you want.</p>
<p>People want the simplest, easist way to get enjoyment. Apple, when designing anything (OS, iPod, Hardware, and now the iPhone) always aims for a high level of ease of use.</p>
<p>With any MP3 player, you don&#8217;t have a uniform way of getting music. It might come with applications to rip music, and even tell you where to legally download music. But then you factor in the compatibility. It may also give you a audio converter so everything works with your player, and its own media manager to boot. But with the iPod, you get just iTunes. And it&#8217;s that relationship that makes the iPod so dominant in the market. The program will rip your CDs. It has access to the store where every song, regardless of what the RIAA wants, will be 99 cents or 10 USD pr CD. And when you bring in your own music, iTunes will not only add it and organize it, but convert it to AAC if need be. It&#8217;s less work on the consumer. That is an appeal. And you have to pay for this convenience. It is the real reason why these products became dominant is for their consumer design.</p>
<p>However the PSP with 3rd party software or as the communities call it “homebrew” has common like music and video playback, image viewing and internet browsing and in those areas I&#8217;m sure the PSP will be comparable to the Ipod range products.</p>
<p>The iPhone won&#8217;t play any games though, at least they haven&#8217;t announced that it will, which is what most people who have a PSP use it for.</p>
<p>Network to support the 2.5G network that the iPhone uses and the network is lacking several places and has to be considered.</p>
<p> </p>
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		<title>An Analysis of Teaching Behaviors That are Ineffective in Teaching Learning Process</title>
		<link>http://www.6we.org/an-analysis-of-teaching-behaviors-that-are-ineffective-in-teaching-learning-process/</link>
		<comments>http://www.6we.org/an-analysis-of-teaching-behaviors-that-are-ineffective-in-teaching-learning-process/#comments</comments>
		<pubDate>Fri, 11 Dec 2009 16:48:57 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Languages]]></category>

		<category><![CDATA[Attitudes]]></category>

		<category><![CDATA[Dynamic Activity]]></category>

		<category><![CDATA[Review Of Literature]]></category>

		<category><![CDATA[Teaching Methods]]></category>

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		<description><![CDATA[INTRODUCTIONTeaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000).Effective teachers [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">INTRODUCTION<br/><br/>Teaching is always a dynamic activity. It unfolds a world of knowledge and information, experience and erudition (Chakrabarti, 1998). Effective teaching requires more than straightforward teaching methods. Teachers need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students. (Elliott et al, 2000).<br/><br/>Effective teachers are those who achieve the goals they set for themselves or have set for them by others. An effective teacher must possess the knowledge and skills needed to attain the goals and must be able to use that knowledge and those skills appropriately if the goals are to be achieved. (Anderson, 1991).<br/><br/>Presently, effective teaching and student learning has been a central of current reform movements. The present view on effective teaching is defined by those behaviour patterns that promote desired student outcomes such as good grades, better attitudes and improved skills (Borich, 1996).<br/><br/>There are many researches being conducted on effective teaching abroad but in Pakistan there are few meaningful studies on effective teaching from the model given by Borich. The training of the teachers is traditional and latest techniques to improve teacher’s performance are rarely. Majority of the teachers do not know the key behaviors and helping behaviors that influence student learning nor can they use those behaviors in the class room instruction to improve the performance of the students. If teachers are expected to teach the students according to these behaviours. Initially, their teaching practices must be studied from the latest perspective of effective teaching to identify the areas needing improvement.<br/><br/>REVIEW OF LITERATURE<br/><br/>No system of <a href="http://www.6we.org"target="_self"title="world education" >education</a> can rise above the teachers who serve it, its quality ultimately depends upon the quality and efforts of teachers. Teacher is a key stone of the arch of national education, is the efficient hard working, honest teacher who is fully conscious of the fact that he is the trust of his nations suitability, progress and reputation for training and up bringing of the nations youth are placed in his hands. Teachers are the backbone of the nation. No nation can think of progress without the efforts of its teachers. The teacher is the planner, messenger, supervisor, evaluator, motivated, guide and human architect. There is no replacement of the teacher in education system. Here the teachers have the eye contact with students and clarification of any points is immediate. There are little progress without education poverty. Illiteracy breads poverty and poverty breads revolution and crime.<br/><br/>Teacher is a Prophet, teacher is an artist, teacher is a friend, teacher is a citizen, teacher is an interpreter, teacher is a builder and teacher is a believer.<br/><br/>In minds of the students,<br/><br/>1.	Teacher must be an ideal person.<br/><br/>2.	Teacher is a personification of the reality.<br/><br/>3.	He is co-worker God in perfecting man.<br/><br/>4.	He is the priest of man spiritual heritage.<br/><br/>5.	He is perfactor of mind.<br/><br/>6.	He is the maker of democracies.<br/><br/>7.	He is the apostle of peace and progress.<br/><br/>8.	He is the philosopher, friend and guide.<br/><br/>9.	He is the compendium of all virtue.<br/><br/>10.	He is the spiritual symbol of right conduct.<br/><br/>11.	He possesses the best spiritual qualities of mankind (Safiullah, 2001).<br/><br/>Teacher is like an artist who blends colour and texture into a painting to produce a coherent impression. The effective teacher blends key behaviours to different degrees to promote student achievement. This requires orchestration and integration of the key and helping behaviours into meaningful patterns and rhythms that can achieve the goals of instruction within your classroom (Borich,1996).<br/><br/>A good teacher is kind, listens to you, encourages you, has faith in you, keeps confidences, likes teaching children, likes teaching their subject, takes time to explain things, helps you when you are stuck, tells you how you are doing, allows you to have your say, does not give on you, cares for your opinion, makes you feel clever, treats people equally, stands up for you, makes allowances, tells the truth, is for giving (Mcber, 2000).<br/><br/>Effective teachers respond to pupils and others as individuals with unique gifts and talents. Having tuned in pupils, teachers can sensitively frame approaches and tailor materials to take account of others strengths, and the things that may have an adverse impact on learning. They may also identify enthusiasms or interests that can be used as a spring board for further learning. Effective teachers show that team working matters because co-operative effort is important in learning and later life. This sort of modelling conveys the importance and value of belonging to a community and being involved with others (McBer, 2000).<br/><br/>Good teachers are not only effective role models; they also constantly keep in mind that their behaviour both intentional and unintentional can profoundly effect what students learn above all, good teachers know how to motivate students to learn, A teacher’s responsibility goes beyond presenting lessons; the teacher is a model for students and has a profound effect on students attitude, beliefs and behavior.(Crowl et all, 1997).<br/><br/>Past Research On Teacher Personality Characteristics<br/><br/>Researchers have been trying to identify the personality characteristics associated with the superior teachers, e.g. those who have won many distinguished awards etc. Following characteristics among superior teachers were found:<br/><br/>·	They frequently mention liking for teaching.<br/><br/>·	They express admiration of such qualities as friendliness, permissiveness, definiteness and fairness in teachers.<br/><br/>·	They dislike in teachers such qualities as arrogance, intolerance, sarcasm, and partiality.<br/><br/>·	They typically appear to be accepting and generous in their appraisals of other persons and to see the good points of a person rather than the bad.<br/><br/>·	They express satisfaction with teaching and intend to continue teaching indefinitely.<br/><br/>·	They frequently engaged in teaching activity as a child (for example, they taking charge of the class in the absence of the teacher).<br/><br/>·	They frequently made their decision to become teachers even before enrolling in college.<br/><br/>·	They enjoyed school when they were students.<br/><br/>·	They showed superior accomplishment in school.<br/><br/>·	They report large number of teachers among the parents and relatives.<br/><br/>·	They report participation in religious activities.<br/><br/>·	They enjoy activities with friends but prefer small groups.<br/><br/>·	They frequently are members and officers of clubs.<br/><br/>·	They are married (85% of group).<br/><br/>·	They are interested and active in literacy affairs, such as writing poetry or books.<br/><br/>·	They are more emotionally stable than the average adult.<br/><br/>·	They are more friendly than the average adult.<br/><br/>·	They are more cooperative and agreeable than the average adult.<br/><br/>·	They are more restrained than the average adult.<br/><br/>·	They are more objective than the average adult.<br/><br/>·	They are more tolerant than the average adult.<br/><br/>·	They are more inclined to “try to give a good impression” than the average adult.<br/><br/>·	They are more interested in social service than the average adult.<br/><br/>·	They are less interested than the average adult (Mohan, 1992).<br/><br/>The past research has focused on measuring various attitudes and personality traits of teachers, with some attempts to relate these to supervisor’s estimates of classroom success. Often, the studies simply intercorrelate various tests of teacher attitudes, interests, intelligence, and so forth (Averch et all,1972).<br/><br/>2.5	Research on teaching effectiveness<br/><br/>	 Despite seventy-five years of research on the topic relatively little is known about effective teaching. Advances in methodology and conceptualization have begun to make a difference in the last fifteen years or so, but the research is still in its infancy.<br/><br/>(Sadker and Sadker, 1997).<br/><br/>On the basis of a study of several case histories of teachers, good teachers exemplified several characteristics, e.g., are alert about their surroundings they have deep convictions about the worth of their profession they are unaware of restrictions, limitations, indignities and innuendoes in their profession which often irk their follow teachers and lastly they are very fond of their pupils (Mohan, 1992).<br/><br/>RESEARCH METHODOLOGY<br/><br/>.The main purpose of the study was to compare teaching effectiveness of two schools at primary level.<br/><br/>3.1	POPULATION<br/><br/>		Population of the study comprised of 5th class students including girls and boys studying in Beacon house School and The City School located in Islamabad city.<br/><br/>3.2	SAMPLE<br/><br/>The sample of the study consisted of 100 students from the above population. The sample students were selected randomly. Sample of this study included 50 boys and 50 girls from each school. Sample of the study was chosen from Beacon house School and The City School through random sampling.<br/><br/>3.3	RESEARCH INSTRUMENTS<br/><br/>Research instrument to measure teacher effectiveness was prepared. The questionnaire consisted of 30 items related mainly to five key behaviours and five helping behaviours in the light of ‘Formative Observation of Effective Teaching Practices Instrument’ by Borich (1996). In this way the students get their opinion about the teacher effectiveness of both the schools. In addition, previous three years results of the sample school were also obtained in the study in order to relate the results to teaching effectiveness.<br/><br/>3.4	DATA COLLECTION<br/><br/>The following procedure was adopted in order to collect data:<br/><br/>1 Firstly The City School was visited and had a meeting with the principal. The questionnaire was delivered to the students. The students were told about the purpose of the study and the questionnaire was administered individually to each student. All the students responded to the questionnaire delightfully and attentively. The questionnaire was collected after one week.<br/><br/>2	After few days Beaconhouse School was visited. The researcher had to visit this school again and again for data collection. It took three weeks for the collection of data.<br/><br/>3	In addition, previous three years results of both the schools were also obtained to relate the results to teaching effectiveness.<br/><br/>3.5	 DATA ANALYSIS AND INTERPRETATION<br/><br/>The data collected by the researcher through research instrument were tabulated, analyzed and interpreted in the light of the objectives of the research study and then percentages and statistical technique (chi square) was used on each item of the questionaire to draw inferences about whole population. To summarize the scores obtained from student response on each item, the mean and standard deviation of the scores were calculated.<br/><br/>The formula for calculating chi square value is stated as follows:<br/><br/>x2 = Σ( fo-fe)2       (Gravette ,2000)<br/><br/>fe <br/><br/>Where fo = Frequency observed<br/><br/>Fe = Frequency expected<br/><br/>The level of significance selected was 0.05.<br/><br/>The previous three years results of the schools were used to relate the results to teaching effectiveness. These results were compared to check the teaching effectiveness. For this purpose mean and standard deviation was calculated. For comparison t-test was applied.<br/><br/>Formula for t-test is stated as follows:<br/><br/>t = (M1-M2)-0    <br/><br/> SED<br/><br/>Chapter 4<br/><br/>RESULTS AND DISCUSSION<br/><br/>The study aimed at measuring the teaching effectiveness of The City School and Beaconhouse School in Islamabad. The data collected through research instrument and schools record was tabulated, analyzed and interpreted in the light of the objective of the study. The same is being presented in the following pages.<br/><br/>Table 1: The teachers inform the students about what they expect from them<br/><br/>at the end of the each lesson.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	38	12	50	13.52*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant   df=1   c2 value at 0.05 level =3.841<br/><br/>Table 1 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “The teachers inform the students about what they expect from them at the end of the each lesson” is accepted.<br/><br/>Table 2: The teachers inform the students about the importance of the<br/><br/>topic.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	48	2	50	42.32*<br/><br/>Beacon house school	49	1	50	46.08*<br/><br/>*Significant   df=1   c2 value at 0.05 level =3.841<br/><br/>Table 2 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “do teachers inform the students about the importance of the topic ” is accepted.<br/><br/>Table 3: While introducing the lesson, the teachers tell the students what<br/><br/>be will teach?<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	49	1	50	46.08*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 3 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “While introducing the lesson, the teachers tell the students what be will teach? ” is accepted.<br/><br/>Table 4: The teachers test previous knowledge at the beginning of the<br/><br/>lesson?<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	34	16	50	6.48*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 4 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers test previous knowledge at the beginning of the lesson ” is accepted.<br/><br/>Table 5: During teaching, the teachers give the students clear, step-by-<br/><br/>step information.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	48	2	50	42.32*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 5 shows that c2 value in both cases was found to be more than the table value at .05 level. Hence the statement “during teaching, the teachers give the students clear, step-by-step information ” is accepted.<br/><br/>Table 6: The teachers teaching is according to the students level.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	48	2	50	42.32*<br/><br/>Beacon house school	35	15	50	32.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 6 indicates that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “the teachers teaching is according to the students level” is accepted.<br/><br/>Table 7: The teachers reteach the previous lesson when necessary?<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	49	1	50	46.08*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 7 clarifies that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers reteach the previous lesson when necessary ” is accepted.<br/><br/>Table 8: The teachers give the summary at the end of the lesson.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	27	23	50	0.32*<br/><br/>Beacon house school	50	0	50	50.00**<br/><br/>not *Significant   df =1	 c2 value at 0.05 level=3.841<br/><br/>**Significant        			<br/><br/>Table 8 indicates that in case of The City School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers give the summary at the end of the lesson ” is rejected.<br/><br/>In case of Beaconhouse School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers give the summary at the end of the lesson” is accepted.<br/><br/>Table 9: The teachers get your attention before the lesson.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	48	2	50	42.32*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 9 clarifies that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers get your attention before the lesson ” is accepted.<br/><br/>Table10: The teachers teach with enthusiasm and animation through<br/><br/>change in eye contact, voice and gestures.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	41	9	50	20.48*<br/><br/>Beacon house school	48	2	50	42.32*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 10 indicates that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach with enthusiasm and animation through change in eye contact, voice and gestures ” is accepted.<br/><br/>Table 11: During the lesson, the teachers use various activities such as<br/><br/>questioning, discussion and practice.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	44	6	50	28.88*<br/><br/>Beacon house school	49	1	50	46.08*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 11 clarifies that x2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “during the lesson the teachers use various activities such as questioning, discussion and practice” is accepted.<br/><br/>Table 12: The teachers reward and praise the students on their good<br/><br/>Performance.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	40	10	50	18.00*<br/><br/>Beacon house school	49	1	50	46.08*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 12 indicates that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers reward and praise the students on their good performance ” is accepted.<br/><br/>Table 13: The teachers get the participation of the students in the class.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	49	1	50	46.08*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 13 shows that x2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers get the participation of the students in the class ” is accepted.<br/><br/>Table 14: The teachers maintain class discipline.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	48	2	50	42.32*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 14 clarifies that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers maintain class discipline ” is accepted.<br/><br/>Table 15: The teachers handle misbehaviour students in the class calmly<br/><br/>without disturbing the lesson or class.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The City School	30	20	50	1.00*<br/><br/>Beacon House School	45	5	50	32.00**<br/><br/>not *Significant   df =1			 c2 value at 0.05 level=3.841<br/><br/>**Significant      <br/><br/>Table 15 indicates that in case of The City School c2 value was found less than the table value at 0.05 level. Hence the statement “the teachers handle misbehaviour students in the class calmly without disturbing the lesson or class ” is rejected.<br/><br/>In case of Beaconhouse School c2 value was found greater than the table value at 0.05 level. Hence the statement “the teachers handle misbehaviour students in the class calmly without disturbing the lesson or class” is accepted.<br/><br/>Table 16: The teachers teach strictly according to the syallabus.<br/><br/>Schools	Yes	No	Total 	c2<br/><br/>The city school	33	17	50	5.12*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 16 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach strictly according to the syallabus ”? is accepted.<br/><br/>Table 17: The teachers teach by telling.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	47	3	50	38.72*<br/><br/>Beacon house school	33	17	50	5.12*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841<br/><br/>Table 17 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach by telling ” is accepted.<br/><br/>Table 18: The teachers teach by asking.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The City School	34	16	50	6.48**<br/><br/>Beacon House School	24	26	50	0.08*<br/><br/>**Significant   df =1			 c2 value at 0.05 level=3.841<br/><br/>*notSignificant<br/><br/>	Table 18 indicates that in case of The City School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers teach by asking ” is accepted.<br/><br/>In case of Beaconhouse School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers teach by asking” is rejected.<br/><br/>Table 19: The teachers give weekly and monthly tests regularly.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	44	6	50	28.88*<br/><br/>Beacon house school	49	1	50	46.08*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 19 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers give weekly and monthly tests regularly ” is accepted.<br/><br/>Table 20: The teachers provide practice immediately after teaching.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	39	11	50	15.68*<br/><br/>Beacon house school	48	2	50	42.32*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 20 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers provide practice immediately after teaching ” is accepted.<br/><br/>Table 21: The teachers correct the wrong answers of the students in a non- threatening way.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The City School	31	19	50	2.88*<br/><br/>Beacon House School	39	11	50	15.68**<br/><br/>not *Significant   df =1			 c2 value at 0.05 level=3.841<br/><br/>**Significant        		<br/><br/>Table 21 indicates that in case of the City School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers correct the wrong answers of the students in a non-threatening way ”is rejected.<br/><br/>In case of Beaconhouse School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers correct the wrong answers of the students in a non-threatening way” is accepted.<br/><br/>Table 22: The teachers use group or individual learning when needed.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	41	9	50	20.48*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 22 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers use group or individual learning when needed ” is accepted.<br/><br/>Table 23: The teachers encourage the students for their good performance<br/><br/>in the class?<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	45	5	50	32.00*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 23 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers encourage the students for their good performance in the class ” is accepted.<br/><br/>Table 24: The teachers circulate and move around in the class while the<br/><br/>students are busy in seat work.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	47	3	50	38.72*<br/><br/>Beacon house school	50	0	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/> <br/><br/>Table 24 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers circulate and move around in the class while the students are busy in seatwork ” is accepted.<br/><br/>Table 25: The teachers teach the lesson with the previous knowledge of<br/><br/>the students.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	37	13	50	11.52*<br/><br/>Beaconhouse school	49	1	50	46.08*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>    <br/><br/>Table 25 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach the lesson with the previous knowledge of the students ” is accepted.<br/><br/>Table 26: 	Do the teachers correct your wrong responses immediately?<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	35	15	50	8.00*<br/><br/>Beacon house school	11	39	50	15.68*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 26 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers correct your wrong responses immediately ” is accepted.<br/><br/>Table 27:	The teachers teach the lesson in small steps.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	42	8	50	23.12*<br/><br/>Beacon house school	46	4	50	35.28*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 27 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers teach the lesson in small steps ” is accepted.<br/><br/>Table 28: The teachers move from one topic of the lesson to the next topic<br/><br/>by telling you about it.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	32	18	50	3.92*<br/><br/>Beacon house school	46	4	50	35.28*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 28 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers move from one topic of the lesson to the next topic by telling you about it ” is accepted.<br/><br/>Table 29: The teachers tell the correct answers.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The city school	32	18	50	3.92*<br/><br/>Beacon house school	30	20	50	50.00*<br/><br/>*Significant  df =1			 c2 value at 0.05 level=3.841  <br/><br/>Table 29 shows that c2 value in both cases was found to be more than the table value at 0.05 level. Hence the statement “ the teachers tell the correct answers ” is accepted.<br/><br/>Table 30: The teachers ask questions to get the right answers.<br/><br/>Schools	Yes	No	Total	c2<br/><br/>The City School	34	16	50	6.49**<br/><br/>Beaconhouse School	20	30	50	2.00*<br/><br/>**Significant   df =1			 c2 value at 0.05 level=3.841<br/><br/>*notSignificant      <br/><br/>Table 30 indicates that in case of The City School c2 value was found greater than the table value at 0.05 level. Hence the statement “ the teachers ask questions to get the right answers ” is acceptable.<br/><br/>In case of Beaconhouse School c2 value was found less than the table value at 0.05 level. Hence the statement “ the teachers ask questions to get the right answers” is rejected.<br/><br/>Comparison of the teaching effectiveness of The City School and Beaconhouse School Islamabad.<br/><br/>Ho: There is no significant of difference between the mean scores of The City School and Beaconhouse School on annual results of 2002.<br/><br/>Table 31: Significance of difference between the mean scores of The City<br/><br/>School and Beaconhouse School on the results of 2002.<br/><br/>Schools	N	df	Mean	SD	SED	t-value<br/><br/>The City School	26	25	79.58	7.69	21.931	0.25*<br/><br/>Beaconhouse School	23	22	74.09	6.29		<br/><br/>*notSignificant  df =47			 c2 value at 0.05 level=2.02  <br/><br/>Table 31 shows that t-value was found to be 0.25 which less than the table value. Hence the null hypothesis, “there is no significant difference between the mean scores of the City School and Beaconhouse School on annual results of 2002” is rejected. Thus both the schools could be treated as equel.<br/><br/>Ho: There is no significant of difference between the mean scores of The City School and Beaconhouse School on annual results of 2003.<br/><br/>Table 32: Significance of difference between the mean scores of The City<br/><br/>School and Beaconhouse School on the results of 2003.<br/><br/>Schools	N	df	Mean	SD	SED	t-value<br/><br/>The City School	25	24	77.80	7.69	21.570	0.05*<br/><br/>Beaconhouse School	26	25	76.69	8.23		<br/><br/>*notSignificant  df =49			 c2 value at 0.05 level=2.01  <br/><br/>Table 32 shows that t-value was found to be 0.05 which less than the table value. Hence the null hypothesis, “there is no significant difference between the mean scores of The City School and Beaconhouse School on annual results of 2003” is rejected. Thus both the schools could be treated as equel.<br/><br/>There is no significant of difference between the mean scores of The City School and Beaconhouse School on annual results of 2004.<br/><br/>Table 33: 	Significance of difference between the mean scores of The City<br/><br/>School and Beaconhouse School on the results of 2004.<br/><br/>Schools	N	df	Mean	SD	SED	t-value<br/><br/>The City School	21	20	78.47	9.07	21.551	0.47*<br/><br/>Beaconhouse School	25	24	68.24	8.81		<br/><br/>*notSignificant  df =44			 c2 value at 0.05 level=2.02  <br/><br/>Table 33 shows that t-value was found to be 0.47 which less than the table value. Hence the null hypothesis, “there is no significant difference between the mean scores of The City School and Beaconhouse School on annual results of 2004” is rejected Thus both the schools could be treated as equel.<br/><br/>SUMMARY<br/><br/>The main purpose of the conducting study was to identify teaching behaviors that are ineffective in teaching learning process.<br/><br/>A sample of 100 students (50 from each schools) including girls and boys from the population were selected. In order to measure teaching effectiveness a questionnaire consisting of 30 items were prepared, which related mainly to five key behaviors and five helping behaviors in the light of ‘Formative Observation of Effective Teaching Practices Instrument’ by Borich (1996). Each school was visited personally. The data was collected, analyzed and interpreted in the light of objectives of the study. The analysis of data are presented in the percentages and Chi square. The level of significance selected for the study was 0.05 level. In addition, previous three years results of the sample schools was also obtained from school record in order to relate the results to teaching effectiveness.<br/><br/>CONCLUSIONS<br/><br/>In the light of the findings of the study the following conclusions were drawn.<br/><br/>1	The responses of the primary level students of Beaconhouse School was found<br/><br/>better than that of The City School students towards effective teaching.<br/><br/>2.	For the teaching effectiveness the teachers of The City School need to give the summary at the end of the lesson properly.<br/><br/>3.	For the teaching effectiveness the teachers of The City School need to handle the misbehaviors of students in the class calmly without disturbing the lesson or class.<br/><br/>4.	Teachers of Beaconhouse School needs to teach by asking from the students.<br/><br/>5.	For the teaching effectiveness the teachers of The City School needs to correct the wrong answers of the students in a non- threatening way.<br/><br/>6.	Teachers of Beaconhouse School needs to ask questions to get the right answers and also provide prompts to the students.<br/><br/>7.	The previous three years results of these two schools indicated that there was no significant difference in teaching effectiveness. The over all performance of the teachers was found almost equal.<br/><br/>Recommendations<br/><br/>Keeping in view the findings and conclusions of the study the following recommendations are made.<br/><br/>(1) The present study on teaching effectiveness conducted on Beaconhouse School and The City School was satisfactory. Both the schools must improve the performance of their teachers.<br/><br/>(2) Both the schools understudy were uncooperative in providing relevant data. Such schools belonging to private sector must be cooperative and helpful to the researchers.<br/><br/>(3) Similar research on effective teaching must be done in private as well as public  sector.<br/><br/>(4) The present study was conducted at primary level. Similar research must be conductive at higher levels.<br/><br/>(5) Mjority of the teachers were not familiar with this latest approach of effective teaching which includes helping and key behaviours. Teacher training programmes should be based on latest methods of teaching.<br/><br/>(6) The head of the institutions must be familiar the latest teaching methods so that they can guide their teachers properly.<br/><br/>(7) The responses from the students must be taken directly at primary and higher level.<br/><br/>(8) Further studies on effective teaching must be encouraged in Pakistan.<br/><br/>LITERATURE CITED<br/><br/>Averch, H. A. et al, 1972. How Effective is Schooling? A Critical Review and Synthesis of Research Findings. The Rand Corportion California. Pp 52-60.<br/><br/>Arends, L. R. 1998. Learning to Teach (4th ed). The McGraw-Hill Companies. Pp 11-20.<br/><br/>Fenstermacher, D. G. and F. J. Soltis. 1986. Approaches to Teaching 1986. Teachers College Press Amsterdam Aavenue, New York. P. 17.<br/><br/>Hay M., 2000. Research into Teacher Effectiveness. A Model of Teacher Effectiveness. The Department for Education and Employment.<br/><br/>Thomas, K. C. 1997. Educational Psychology. Windows on Teaching. Brown and Benchmark Publishers. The United States of America by Times Mirror <a href="http://www.6we.org"target="_self"title="" >Higher Education</a> Group. P. 375.<br/><br/>Sadker, M. P. and D. M. Sadker 1997. Teachers, Schools and Society (4th ed). The McGraw-Hill Companies. P. 41.<br/><br/>Maer F., 1966. A History of Educational Thought (2nd ed). Charles E. Merrill Publishing Co. A Bell and Howell Company Columbus, Ohio. P. 403.<br/><br/>Hafiz S., 2001. A Study of Students’ Performance and Teachers Qualifications in the Subject of Physics at Secondary Level in District Jehlum. University Institute of Education and Research. University of Arid Agriculture Rawalpindi.<br/><br/>Mohan J., 1992. Study of Educational Psycholgy. Department of Psychology Punjab University Chandigrh India. Pp . 257-265.<br/><br/>Eggen, P and D. Kauchak 1997. Educational Psychology. Windows on Classroom (3rd ed). Merrill an Imprint of Prentice Hall New Jersey Columbus, Ohio. P. 481<br/><br/>Crowl, T. K, S. Kaminisy and D. M. Podell. 1997. Educational Psycholgy. Windows on Teaching. Brown Benchmark. Publishers, Madison. P. 365.<br/><br/>Mirza, M. S, A. S. Kazmi, M. Saleem and M. M. Hussain. 1986. Determine Competencies of Teachers at Elementary Level. Azeem Printing Corporation, Lahore. P. 9.<br/><br/>Ali Z., and M. N. Awan. 1993. Aik Misali Ustad Key Shaksiat Key Baray Main Asaitza Ki Raey (Unpublished Master Thesis). Institute of Education and Research, University of the Punjab, Lahore. Pakistan. P. 57.<br/><br/>Borich, D.G.1996. Effective Teaching Methods (3rd ed). Merrill and imprint of prentice Hall Englewood Cliffs, New Jersey Columbus, Ohio. PP. 2-40.<br/><br/>Anderson, L.W. Paris 1991. Increasing Teacher Effectiveness. International Institute For Educational Planning UNESCO, Paris. pp.16-17.<br/><br/>Mohit C., 1998. Teacher Education Modern Trends. Madan Sachdeva and Kanishka Publishers distributors New Dehli. P.15.<br/><br/>Kochhar, S.K. 1992. Methods and Techniques of Teaching. Sterling Publishers Pvt. New Dehli. PP.41-42.<br/><br/>Richard, I. A, N. E. Winitzky and M. D. T annenbaum. 2001. Exploring teaching. An Introduction to Education (2nd ed). The McGraw-Hill Companies.<br/><br/>Elliott, Kratochwill, L. Cook and Travers. 2000. Educational Psychology Effective Teaching, Effective Learning. The McGraw-Hill Companies.<br/><br/>Garrette, H. E. 1997. and R. S. WoodWorth. Statistics in Psychology and Education. (6th ed ). Combine Printers (Pvt) Ltd. Lahore.<br/><br/></p>
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		<title>INDIAN ACTION FORUM</title>
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		<description><![CDATA[…………………………………………………………………………………………                                                      SLOGAN:                              BETTER THE CITIZEN                                                BETTER THE NATION …………………………………………………………………………………………………………………. PRAYER:                                 G I T A N J A L I.  This is my prayer to Thee, my Lord&#8212;strike, strikeAt the root of penury in my heart.Give me the strength lightly to bear my joys and sorrows.Give me the strength to make my love fruitful in service.Give me the [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;"><strong>…………………………………………………………………………………………</strong><br/><br/><strong>                                                      </strong><br/><br/><strong>SLOGAN:</strong><br/><br/><strong>                              BETTER THE CITIZEN</strong><br/><br/><strong>                                                BETTER THE NATION</strong><br/><br/><strong> </strong><br/><br/><strong>………………………………………………………………………………………………………………….</strong><br/><br/><strong> </strong><br/><br/><strong>PRAYER:</strong><br/><br/>                                 <strong>G I T A N J A L I. </strong><br/><br/> <br/><br/>This is my prayer to Thee, my Lord&#8212;strike, strike<br/><br/>At the root of penury in my heart.<br/><br/>Give me the strength lightly to bear my joys and sorrows.<br/><br/>Give me the strength to make my love fruitful in service.<br/><br/>Give me the strength never to disown the poor or bend my knees<br/><br/>Before insolent might.<br/><br/>Give me the strength to raise my mind high above daily trifles.<br/><br/>And give me the strength to surrender my strength to Thy Will with love. <br/><br/> <br/><br/>                                                              Written by Rabindranath Tagore.<br/><br/> <br/><br/>…………………………………………………………………………………………<br/><br/> <br/><br/>WHAT IS INDIA<br/><br/><strong> </strong><br/><br/><strong>PENINSULAR  I N D I A</strong>   Hind-istan, Bharath, the Sub-Continent so rich and abundant in natural wealth, vibrant in emotions, diversified in culture still proud of integrity in diversity and is the potpourri of customs and traditions, of myriad cultures that came to this land as conquerors, traders and conveyors stayed back as citizens. The Aryans, the Moroccans, the Greeks, the Mongols, the Mughals, the British, the French, the Portuguese……&#8230; the civilized world that came to rule the native, ‘Dravidians’ and fell prey to a people that were civilized centuries before their conquerors’ forefathers  learnt to read and write.<br/><br/> <br/><br/>                               <strong>INCREDIBLE  INDIA.</strong><br/><br/>                <strong>BE PROUD TO BE AN INDIAN . JAI HIND.</strong><br/><br/>………………………………………………………………………………………………………………………<br/><br/> <br/><br/>WHO WE ARE<br/><br/>                             I N D I A N        A C T I O N       F O R U M.<br/><br/>IAF is an association of Non Politicians founded in Madras in 1990, but claims to be An Independent Extraordinary Political Party of Indian Society which mainly intended to bring a Revolutionary Change by complete transformation existing Notorious criminals in Indian political field by Establishing a Respectful Honest Political Party in the name as INDIAN ACTION PARTY. The forum intends to act as a catalyst to revitalize the entire nation. IAF would unite all the welfare non-profitable organizations which oppose self-serving politicians and narrow-minded parties of vested interests and form <strong>One Political Force</strong> that can bring about fundamental change. The Philosophy is LET PROFESSIONALS RUN THE GOVERNMENT AND LEAD THE NATIOM. This is the Primary Objective for which the forum was founded.<br/><br/><strong>……………………………………………………………………………</strong><br/><br/>WELCOME<br/><br/><strong>                 I N D I A N        A C T I O N       F O R U M.</strong><br/><br/> <br/><br/>IAF is an association of Non Politicians welcomes you for National Effort and Network. The initial thrust of IAF was to make a Complete Transformation of existing Notorious Criminal Politicians. The Philosophy is LET PROFESSIONALS RUN THE GOVERNMENT AND LEAD THE NATIOM. This is the Primary Objective for which the forum was founded. People and Organizations who synchronize with this IDEOLOGY and who long for a complete transformation of the present political system could become a member of the INDIAN ACTION FORUM. Toward this goal we welcome you to join in this National effort.<br/><br/> <br/><br/>HOW YOU CAN HELP.<br/><br/><strong> </strong><br/><br/><strong>CONTRIBUTION</strong><strong></strong><br/><br/>-         LIVE AND LET LIVE<br/><br/>Participate in politics, Join IAF to struggle for second freedom, free India from notorious political criminals through Democracy using Ballot.<br/><br/> <br/><br/>For the past few decades, India&#8217;s educated elite have taken less interest in politics than the uneducated masses. And this has probably been the greatest reason why India&#8217;s infrastructure, health and basic <a href="http://www.6we.org"target="_self"title="world education" >education</a> have maintained 3rd world standards even while the educated elite have rocketed up to international levels of wealth but the illiterate and illegitimate politicians few well learnered high criminal politicians have competed them 1000 times more. IAF has now set its priorities in pooling our Elector Resources and Righteous Candidates who are both honest and professional for the benefit of the country.<br/><br/> <br/><br/>India&#8217;s intellectuals have been too busy making money for themselves to bother with societal issues, and so some of the most challenging problems in India remain unsolved. But it is time that we educated elite realize how valuable our freedom is to our continued prosperity; the world&#8217;s largest democracy will crumble if we do not begin to participate actively in its well being.<br/><br/> <br/><br/>We must understand that the plight of the uneducated masses is our own plight, and that it is our responsibility to raise all of India to greatness. Uneducated voters are more likely to be swayed by manipulative politicians with corrupt agendas and are less likely to understand which government policies will benefit them in the long-run.<br/><br/> <br/><br/>If we - who can read and write, who understand why minority rights must be protected, why women should be respected, and why religious tolerance is essential - do not vote, then how do we expect our democracy to continue to function in a sensible manner?<br/><br/> <br/><br/>If we hope to see any improvement in things like water quality, health and education, we must make our voices heard by ballot, not just on blogs. A successful democracy encourages voting by all its people, but it demands the active participation of its most educated.<br/><br/>If there is a social welfare Organization without ultimate result then what is the use in running. We beg you to think twice. You can identify the right candidates and recommend to IAF. IAF will post them in the field and will work for them to succeed in the Election. Simply running for helping the people had helped politicians to concentrate on corruption as we have taken care of what they are suppose to take care. Kindly join IAF let us together struggle for second freedom. Please unite all the welfare organizations known to you. Out of them we have sufficient candidates who can save the Nation.<br/><br/>  <br/><br/>So GO ROCK THE VOTE in the 2009 AND 2011 General Elections either to the righteous or exercise 49 (O)…!!!<br/><br/>………………………………………………………………………………………………<br/><br/>SECTION 49 (O) OF THE CONSTITUTION.<br/><br/>Exercise your rights enshrined in the Article under Section 49 (O) of the Constitution of India and as per the 1969 Act.<br/><br/>49 (O) Elector deciding not to vote.-<br/><br/>If an elector, after his/her electoral roll number has been duly entered in the Register of voters in Form-17A and has put his signature or thumb impression thereon as required under sub-rule (1) of rule 49L, decided not to record his vote, a remark to this effect shall be made against the said entry in Form 17A by the presiding officer and the signature or thumb impression of the elector shall be obtained against such remark.<br/><br/>‘It is submitted that there is a system in our constitution, as per the 1969 Act, U/s.  49 (O)  a Voter could record that he or she does not want to vote for any candidate, that person can go to the polling booth, confirm his identity, get his finger marked and convey to the Presiding Election Officer / The Returning Officer that he/she doesn&#8217;t want to vote anyone. By Legally Registering their refusal to vote instead of not showing up for voting, thereby bogus voting could be stalled.’<br/><br/>Yes such a feature is available, but obviously these seemingly Notorious Leaders have never disclosed it and it is seemingly surprising why the Election Commission of India has not revealed such a feature to the public&#8230;.<br/><br/>This is called ‘49 (O)’.<br/><br/>Pundit Jawaharlal Nehru said, “Frankly Speaking As a Politician, We Politicians Have To Fade Away. There Should Come a Day Where Doctors, Lawyers, Economist Etc; Rule the Nation.” <br/><br/>&#8220;Our system needs to change&#8221;, &#8220;Our politicians need to fade&#8221;, &#8220;Our government needs to newly wake up&#8221;: Public service needs new face that will create a new culture of service and renewed sense of social and political responsibility. For years, these lines have littered the rhetoric of politicians, activists, and citizens alike. But for a moment recently, the public began to dream of effecting real change and that to through the medium of democracy &#8212; the ballot box. Without Removing these Politicians there is no hope for improvement. Indeed a complete transformation of the present political system is required.<br/><br/><strong>What is lacking: </strong><br/><br/>However, in the voting using the Electronic Voting Machines, such a facility is not available to the voter. Although, Rule 49 {O} of the Conduct of Election Rules, 1961 provides that an elector may refuse to vote after he has been identified and necessary entries made in the Register of Electors in Form-17A and the marked copy of the electoral roll, the <strong>secrecy of voting is not protected</strong> here inasmuch as the polling officials and the polling agents in the polling station get to know about the decision of such a voter.<br/><br/>The Commission recommends that the law should be amended to specifically provide for negative / neutral voting. For this purpose, Rules 22 and 49[B] of the Conduct of Election Rules, 1961 may be suitably amended adding a provision that in the ballot paper and the particulars on the ballot unit, in the column relating to names of candidates, after the entry relating to the last candidate, there shall be a column ìNone of the above, to enable a voter to reject all the candidates, if he chooses so. Such a proposal was earlier made by the Commission in 2001 vide letter dated 10.12.2001.<br/><br/>(A petition by the People Union for Civil Liberties seeking such a provision filed at the time of the recent general elections is pending before the Honorable Supreme Court) <br/><br/>For the past few decades, India&#8217;s educated elite have taken less interest in politics than the uneducated masses.<br/><br/>THOUGH ILLITERACY IS THE PRIMARY CAUSE BUT IGNORANCE OF THE LITERATES IS THE SERIOUS CAUSE.<br/><br/>MANY ILLITERATES ARE INNOCENT, MANY LITERATES ARE IGNORANT.<br/><br/>INNOCENCE  FORGIVABLE BUT  IGNORANCE PUNISHABLE.<br/><br/><strong>……………………………………………………………………………………………………………………</strong><br/><br/><strong>POLICY:</strong><br/><br/><strong>DO OR DIE</strong><br/><br/><strong>…………………………………………………………………………………………</strong><br/><br/><strong> </strong><br/><br/><strong> </strong><br/><br/><strong> </strong><br/><br/><strong> </strong><br/><br/>-         <strong>Future India</strong><br/><br/>It is in the Hands of the educated elite. They have to come forward and participate in politics and contribute their vote. Vote is not a joke vote is a powerful weapon. It will change the entire Nation.<br/><br/>But for a moment recently, the public began to dream of effecting real change and that to through the medium of democracy &#8212; the ballot box.<br/><br/>IF PURPOSE IS THE ROAD YOU CHOOSE TO TRAVEL, GOAL IS ONE OF THE PLACES YOU INTEND TO VISIT IN THAT ROAD.<br/><br/><strong>…………………………………………………………………………………………</strong><br/><br/><strong>REMEDY</strong><strong></strong><br/><br/>If we educated elite vote 49 (O) for time being and show our strength then IAF will identify the Righteous Professionals to represent us before Parliament, Assembly and Local body.<br/><br/>………………………………………………………………………………………………<br/><br/><strong>Office Bearers</strong><strong></strong><br/><br/> <br/><br/>The Trust will be known by the name as<br/><br/> <br/><br/>                          <strong>INDIAN ACTION FORUM.</strong><br/><br/> <br/><br/>The name of the wing holding the political activities shall be in the name as:                       <br/><br/> <br/><br/><strong>             I N D I A N      A C T I O N      P A R T Y.</strong><br/><br/> <br/><br/>Chairman/Founder Trustee:<br/><br/> <br/><br/>IRAIARIGNAR. M. AHAMED ZAINUL ARIF<br/><br/> <br/><br/>{Born on 28th June, 1954 at Ramanathapuram District, Hind-Indian Muslim, Certified Political Analyst, Theologian, Orator, Writer and Social Worker}.<br/><br/> <br/><br/>Trustees:<br/><br/> <br/><br/>Mr. A.C.S. CHELLAPPA, Hind-Indian Christian, Writer and Social Worker.<br/><br/> <br/><br/>Er. DURGAPRASAD, Civil Engineer, Hind-Indian Hindu and Social Worker.<br/><br/><strong>…………………………………………………………………………………………</strong><br/><br/><strong> </strong><br/><br/><strong>Contact Us</strong><br/><br/> <br/><br/>The area of operation of the trust and party will be preferably in all over India.<br/><br/> <br/><br/>Office Address: The Principal office of the Trust is situated at<br/><br/>                         No. 16/68, Periyanna Maistri Street,<br/><br/>                         Periyamet, Madras – 600003.<br/><br/> <br/><br/>www.indianactionforum.org                            Email: dtc2009@ymail.com<br/><br/> <br/><br/>Branches of the trust and party if deemed necessary shall be opened at the discretion of the trustees at one or more places in India.<br/><br/> <br/><br/> <br/><br/><strong>Flag of the Party</strong><br/><br/> <br/><br/>In three colours<br/><br/> <br/><br/>On the top it shall be Sky Blue<br/><br/> <br/><br/>               To teach every one that their AIM should be at the very Height.<br/><br/> <br/><br/>In the Centre it shall be Grass Green<br/><br/> <br/><br/>               To keep the Earth ever productive.<br/><br/> <br/><br/>At the bottom it shall be Oceanic Blue.<br/><br/> <br/><br/>               To keep their heart widen like the Ocean.<br/><br/><strong>………………………………………………………………………………………………</strong><br/><br/><strong> </strong><br/><br/><strong>THE ART OF IAF:</strong><br/><br/> <br/><br/>SECOND STRUGGLE FOR FREEDOM.<br/><br/> <br/><br/>Free the country from the criminals.<br/><br/> <br/><br/>Through Democratic Means:  Voting to righteous will do the best.<br/><br/>                  <br/><br/>OUR VOTE IS A POWERFUL WEAPON.<br/><br/> <br/><br/>NON–VIOLENCE, NO  STRIKE / NO BUNDH / NO HARTHAL.<br/><br/>………………………………………………………………………………………………<br/><br/><strong> </strong><br/><br/><strong>WHAT IS POLITICS:</strong><br/><br/> <br/><br/>Politics is a ‘Rough Diamond’  Diamond cuts Diamond. The voting rights are small Diamonds, that will shape Rough to Real Diamond. If right people ignore politics, Hooligans will take it for granted. Proper personals to Represent the people before the Assembly, Parliament and Local body can prevent CRIMINALS entering into politics. Really speaking Politics is Noble, but it becomes “DRAINAGE” when CRIMINALS ENTER. So, it is the duty of every citizen to see that Righteous people to represent them before Parliament, Assembly and Local Body.<br/><br/><strong>…………………………………………………………………………………………</strong><br/><br/><strong> </strong><br/><br/><strong>HOW A GOVERNMENT TO BE:</strong><br/><br/><strong> </strong><br/><br/>The basic requirement to form a better Government depends upon the quality of the candidates representing the people before the Parliament, Assembly and Local Body.<br/><br/> <br/><br/><strong>WHAT ARE THE CRITARIA?</strong><br/><br/> <br/><br/>All the candidates are to be Honest Gentlemen with clean habits and helping nature, non- stiff neck, with patience, perseverance and tolerance towards all aspects. <br/><br/><strong> </strong><br/><br/><strong>MODEL GOVERNMENT:</strong><br/><br/> <br/><br/>1. THE SPEAKER: A Retired chief justice of the High Court or a senior advocate.<br/><br/> <br/><br/> <br/><br/>2.  Deputy Speaker: The same shall apply.<br/><br/> <br/><br/>3.  Law Minister: Namely a retired Chief Justice of  the High Court or a senior most advocate would be an appropriate candidate to head the Law Ministry and with a Law Committee of 20 MLA&#8217;s of learned lawyers. Likewise each sector would be headed by a PROFESSIONAL AND A COMMITTEE TO GUIDE the Ministry.<br/><br/> <br/><br/>4.  Law Committee: There should be 20 MLA&#8217;s from legislative side: Judges, Magistrate, senior advocates, attorney, registrar of court, and Court Officers, etc.<br/><br/> <br/><br/>Duty: This committee will be headed by the Minister. The committee has to find out the difficulties faced by the public due to delay in disposal of cases, taking prolonged period, waste of time, money and effort. And also to remove the useless Laws, acts, British Penal Code, British’ Procedure code both in Criminal and Civil, rules and regulations; which help the culprits to escape. There are millions of changes needed. Or to throw away the existing and bring out a simple crystal clear Laws. Simplified procedures.<br/><br/> <br/><br/>To have a common criminal code with severe punishment, so that none dare to commit a crime. Prevention is better than cure.<br/><br/>Criminals are killing innocent people and robbing the Govt., bailed and escape as financially sound.<br/><br/> <br/><br/>5.  MINISTRY OF EDUCATION<br/><br/> <br/><br/>MINISTER:  A Retired Vice-Chancellor.<br/><br/> <br/><br/>6.  EDUCATIONAL COMMITTEE: 20 MLA&#8217;s are to be from educational side. Principal  Head Master  Teachers . Professors , Managing Trustees &amp; Trustees of various Institutions, Social  Welfare Organizers and members of human wrights, etc..<br/><br/> <br/><br/>Duty: To make a common education to all the children and to check the difficulties and torture faced by the children and parents relating to school timings, prayer etc,. And to introduce the fundamentals of Vedas, Bible and Qura&#8217;n in school education.<br/><br/>School Timings : 9 am to 1pm Girls, 1 pm to 5pm boys, 5 pm to 7 pm adults.<br/><br/>One subject one lesson per day. Thoroughly completed no home work no tuitions required. (compulsory education).<br/><br/> <br/><br/>7.  FREE EDUCATION TO CHILDREN &amp; ADULTS.<br/><br/> <br/><br/>This ministry will discuss with the FINANCE COMMITTTEE and finally send the “ DECISIONS “ to the Law Committee for Legal opinion.<br/><br/> <br/><br/>MINISTRY OF FINANCE:<br/><br/> <br/><br/>MINISTER:  E C O N O M I S T.<br/><br/>Committee: 20 MLA&#8217;s Experts in Economics, Finance, Trade &amp; Commerce, Banking Sector, Manufacturing Unit, Industrialist, Agriculturist, Fisheries.  To determine: The Expenses, to find out the source, the total output from the state to the central to seek support from the central. Minimize the overhead burden to the public.<br/><br/> <br/><br/>10.  Funniest &amp; Silliest : Sales Tax on Medicine and Corporation Tax on Hospitals are PENAL. (Pay Bribe or Take the Dead Body).<br/><br/>Best Kanna Best.<br/><br/> <br/><br/>11.  MINISTRY OF HEALTH:<br/><br/> <br/><br/> MINISTER: DOCTOR OF MEDICINE (DEEN OF HOSPITAL). <br/><br/> <br/><br/>       COMMITTEE: 20 MLA&#8217;s  DOCTORS and (Health &amp; social welfare)<br/><br/> <br/><br/>            A. All the citizen must get absolutely FREE MEDICATION.<br/><br/> <br/><br/>            B. To prevent diseases.<br/><br/> <br/><br/>            C. To Ban smoking completely. <br/><br/> <br/><br/>            D. To Ban alcohol and related products.<strong> </strong><br/><br/> <br/><br/>            E. To Ban Prostitution.<br/><br/> <br/><br/>            F. To provide Hygienic water, street &amp; Road cleanliness, measure<br/><br/>                through meeting with ministry of Environment, Corporation,<br/><br/>              <br/><br/> Municipality and Panchayat  Etc.,<br/><br/> <br/><br/>13.  MINISTRY OF ENVIRONMENT<br/><br/> <br/><br/> COMMITTEE: 10 MLA&#8217;s  <br/><br/> <br/><br/>Retired uncorrupted officials IAS, IPS and Social Workers like EXNORA. They have to study the field and meet the relevant ministries to frame a Network and finally educate the people as well to introduce in schools, colleges, the knowledge, the importance and also to join hand with the ministry of health.<br/><br/> <br/><br/>To control pollution: Vehicles, Industries and Factories.<br/><br/> <br/><br/>15.  MINISTRY OF POLICE:<br/><br/> <br/><br/>16.  MINISTER: ‘JUDGE’.  Committee of 20 MLA&#8217;s of Law graduates and personals from Various sectors including anti corruption movement etc..<br/><br/>Important clause: This ministry will form Corrupt Practice Investigation Bureau and to work in all the departments from top level to the bottom. The culprits giving and taking will be arrested on the spot and severe punishment such as cutting the right hand to be done, the criminal laws to be amended to that extend. Law graduates will be appointed to the rank of police inspector and will be employed (detectives) to root out corruption. But at the same time sufficient salary will be paid and income tax exception up to Rs. 3,80,000/- and income tax on the above shall be  @ 2.50% . These changes shall be done by the Govt. formed by IAF.<br/><br/> <br/><br/>SIMILARILY ALL THE MINISTRIES WILL BE FORMED.<br/><br/><strong>…………………………………………………………………………….</strong><br/><br/><strong> </strong><br/><br/><strong>Objectives of Indian Action Party</strong><br/><br/><strong>M  I  S  S  I  O  N       S  T  A  T  E  M  E  N  T.</strong><br/><br/><strong>Primary:</strong><br/><br/>Pundit Jawaharlal Nehru said, “Frankly Speaking as a Politician, We Politicians Have To Fade Away. There Should Come a Day Where Doctors, Lawyers, Economist Etc; Rule the Nation.”<br/><br/> <br/><br/>Without Removing these Politicians there is no hope for improvement.<br/><br/> <br/><br/>&#8220;Our system needs to change&#8221;, &#8220;Our politicians need to fade&#8221;, &#8220;Our government needs a newly wake up&#8221;: For years, these lines have littered the rhetoric of politicians, activists, and citizens alike. But for a moment recently, the public began to dream of effecting real change and that to through the medium of democracy &#8212; the ballot box.<br/><br/> <br/><br/>One need not become a nuxsalite, siruthai, Tiger, Ulfa extremist or third grade religious fundamentalist etc., just Exercise your rights enshrined in the Article under Section 49 (O) of the Constitution of India and as per the 1969 Act.<br/><br/> <br/><br/>THE PHILOSOPHY IS LET THE PROFESSIONALS HANDLE THE RESPECTIVE SECTORS AND THEREBY RULE THE GOVERNMENT AND LEAD THE NATION: This is the Primary Objective for which the forum was founded and the party is established.<br/><br/> IAF an organisation that intends to work to innovate a modern democratic political process where people are the rulers and IAF work to keep the people in power. IAF would unite all the welfare non-profitable organizations which oppose self-serving politicians and narrow-minded parties of vested interests and form one political force that can bring about fundamental change. To oppose the growing criminalisation of politics by the major parties in Parliament, headed by the Congress Party and the Bharatiya Janata Party and coming up of other similar third grade party or parties.  To educate the educated elite and illiterate mass to oppose the self-serving politicians and narrow-minded parties of vested interests in the ballot by using 49 (O) for time being. <br/><br/> <br/><br/>The Principal objects of the Trust and the Party is as follows:<br/><br/> <br/><br/>1. To strive for securing and protecting the Rights Of Every Citizen.<br/><br/> <br/><br/>2. To strive for safeguarding the dignity and honor of all the citizens<br/><br/>    Especially the deprived sections and the destitute of the Indian<br/><br/>    society.<br/><br/> <br/><br/>3. To educate the people about the social evils, Terrorism and<br/><br/>    Atrocities, even a strike or a bundh or harthal is an evil, creating<br/><br/> <br/><br/>4. To advocate the cause of the oppressed people and to render to them<br/><br/>    all lawful (legal) assistance.<br/><br/> <br/><br/>5. To educate the people especially the younger generation about non<br/><br/>    violence and to use the democratic means to achieve the RIGHTS.<br/><br/> <br/><br/>6. To preach against terrorism and violence.<br/><br/> <br/><br/>7. To educate people so as to remove the conflict between religions, and<br/><br/>     to achieve social integration and communal harmony. <br/><br/> <br/><br/>8. To render assistance to people affected during natural calamities and<br/><br/>     riots.<br/><br/> <br/><br/>9.  To increase blood donors among the society.<br/><br/> <br/><br/>10. To increase eye donors.<br/><br/> <br/><br/>11. To draw schemes for the welfare of the economically weaker sections<br/><br/>      of the society.<br/><br/> <br/><br/>12. To draw schemes for the educational welfare of the students<br/><br/>      Community and to render them educational assistance.<br/><br/> <br/><br/>13. To render medical assistance to the economically weaker sections of<br/><br/>      the society.<br/><br/> <br/><br/>14.  To render legal support to the members and to their family in case of torture either by social bad elements or third grade police or any department seem to be against the law or against the fundamental rights enshrined in the Indian constitution through legal means. The legal cell of the IAF will enter into the matter and get justice to the permanent member.<br/><br/> <br/><br/>15. To strive to prevent corruption, by way of trapping by the help of<br/><br/>      the concern department even on the higher level also, whoever he/<br/><br/>      she may be.<br/><br/> <br/><br/>16. To unite all the social welfare organizations and associations of<br/><br/>      various sectors to work together.<br/><br/> <br/><br/>17.  To strive for social justice and equality for all segments of Society.<br/><br/> <br/><br/> <br/><br/>  18.<br/><br/> <br/><br/>     a.  To promote the interests and all round welfare of all the socially,<br/><br/>             economically and educationally downtrodden people in India. To<br/><br/>             run Hospital or other institution or Institutions for the reception<br/><br/>             and treatment of persons suffering from illness of mental<br/><br/>             defectiveness left on the street starving or for the receipt and<br/><br/>             treatment of persons during convalescence of or persons<br/><br/>             requiring medical attention of rehabilitation solely for<br/><br/>             philanthropic purchase and not for purpose of nay gain and<br/><br/>             profit.<br/><br/> <br/><br/> To help the rural folks and unemployed youths in all possible way <br/><br/>          in order to make themselves reliant and self - supportive.<br/><br/> <br/><br/> To study the problems of the weaker sections of the people in India <br/><br/>          and focus attention of them.<br/><br/> <br/><br/> To conduct Training programs of development and communication, <br/><br/>          so as to help development groups and others to communicate to<br/><br/>          their beneficiaries better and deeper through many cultural media.<br/><br/> <br/><br/> To enable the socially, educationally and economically  <br/><br/>          downtrodden people of India to realize and fulfill their<br/><br/>          responsibilities in themselves in society to the country and to the<br/><br/>          world.<br/><br/> <br/><br/> To work in co-operations with similar social welfare organizations  <br/><br/>         of India and other countries for the welfare of the people in India.<br/><br/> <br/><br/> To bring together and co-ordinate the activities and affiliate <br/><br/>         Organizations working for the welfare of the socially, educationally<br/><br/>         and economically downtrodden people.<br/><br/> <br/><br/> To conduct periodic lectures, meetings, conference, seminar and  <br/><br/>          surveys on matters of interest to weaker sections of the people in<br/><br/>          India.<br/><br/> <br/><br/> To provide a medium for the exchange of information above the <br/><br/>          activities, objectives and experiences of similar organizations.<br/><br/> <br/><br/> To help them acquire local need-based requisite, minimum <br/><br/>          knowledge and skill in the field of economic activities.<br/><br/> <br/><br/> To enable welfare organizations to formulate and carryout common <br/><br/>          Program.<br/><br/> <br/><br/>{m}     To establish local need-based community life experience centers<br/><br/>     with the following views.<br/><br/> <br/><br/>Functions as centre of, out of school education including study groups, seminars, work shops, and such other activities would promote social understanding particularly fact the child labor and Tribal folk and serve as a forum for placing and evaluation.<br/><br/> <br/><br/>To intimate and organize local based economic projects to serve as 1. Training  2. Research  3. Experiment  4. Support and maintain the expanding activities of the trust.<br/><br/> <br/><br/> To provide appropriate services for the socially, economically and educationally weaker section of the people which will not prejudices self-reliance, to encourage the spirit of voluntarism by revitalizing the existing voluntary social welfare groups particularly local action oriented groups. <br/><br/> <br/><br/> To provide common forum for the voluntary agencies concerned with growth and development, to share their cherished ideas and through which to enable them to speed up the process of concerted efforts for action. <br/><br/> <br/><br/> To establish branches, officers and regional committees, local committees and the like and to initiate inter group and inter state projects and enable local groups and branches of social welfare organization to carry them out. <br/><br/> <br/><br/> To subscribe to the process of social justice through local action groups whenever possible. <br/><br/> <br/><br/> To affiliate to any national and / or international organizations including the United Nation Organization and its specialized agencies and / or to co-operate with them in all matters concerning the common interest and the welfare of the weaker section of the people in India. <br/><br/> <br/><br/> To establish and maintain research and reference libraries, reading rooms, study classes, hostels and centers for a study, recreation and welfare for the socially, economically and educationally downtrodden people in India. <br/><br/> <br/><br/> To publish journals, tracts, pamphlets, books and the like for promoting the above aims and objectives for private circulation. <br/><br/> <br/><br/> To conduct orientation programs for social workers on basic law in order to make them understand of our nation. <br/><br/> <br/><br/> To promote sustainable agriculture and environment development through various activities in India. <br/><br/> <br/><br/> To create media awareness among the people. <br/><br/> <br/><br/> To create awareness about human rights among the people. <br/><br/> <br/><br/> To Translate / Publish world literatures in to Indian languages. <br/><br/> <br/><br/> To Translate / Publish Indian literatures in to world languages. <br/><br/> <br/><br/>aa)     To establish an educational institution and render service to the poor without any distinction of caste, *** and religion.<br/><br/> <br/><br/>ab)     To carryon activities helpful to the society in general &amp; to any individual or individuals in particular in the field of education and<br/><br/> <br/><br/>ac)     To form a nucleus or plat from of universal brotherhood without distinction of race, creed, sex, caste or colour.<br/><br/> <br/><br/>ad)     To motivate and uplift the poor, women, backwards and downtrodden to achieve mental confidence and security for life time and to prepare grounds for the same.<br/><br/> <br/><br/>ae)     To discourage and eliminate child labor in all it’s forms and to promote and protect minorities welfare and rights.<br/><br/> <br/><br/>af)      To do all other acts and things as are conducive and helpful to advancement and fulfillment of the principal and other objects.<br/><br/> <br/><br/>ag)     To give Training to uplift the rural folk and women in India.<br/><br/> <br/><br/>ah)     To run and as well support to orphanage and old age homes in India.<br/><br/> <br/><br/>ai)      To create awareness about Individual House Hold Latrine among people.<br/><br/> <br/><br/>aj)      To create awareness about Personal Hygiene practices among people.<br/><br/> <br/><br/>ak)     To create awareness about Rural and Urban sanitation.<br/><br/> <br/><br/>al)      To create awareness about Solid waste and Waste water Management among people.<br/><br/> <br/><br/>am)    To run Rural Sanitary Mart.<br/><br/> <br/><br/>an)     To uplift the Religious and Language minorities in India.<br/><br/><strong> </strong><br/><br/><strong>………………………………………………………………………………………………</strong><br/><br/><strong> </strong><br/><br/><strong>CONSTITUTION OF THE FORUM</strong><br/><br/><strong> </strong><br/><br/><strong>IAF will have the following structure: </strong><br/><br/>(a) National Convention.<br/><br/>     1. POLITICS: INDIAN ACTION PARTY<strong> </strong><br/><br/><strong> </strong><br/><br/><strong>CHAIRMAN / FOUNDER TRUSTEE:</strong><br/><br/> <br/><br/>IRAIARIGNAR. M. AHAMED ZAINUL ARIF<br/><br/> <br/><br/>{Born on 28th June, 1954 at Ramanathapuram District, Hind-Indian Muslim, Political Analyst, Theologian, Orator, Writer and Social Worker}.<br/><br/> <br/><br/><strong>TRUSTEES:</strong><br/><br/> <br/><br/>1. Mr. A.C.S. CHELLAPPA, Hind-Indian Christian, Writer, Dramatic Script writer and Social Worker.<br/><br/> <br/><br/>2. Er. DURGAPRASAD, Civil Engineer, Hind-Indian Hindu and Social Worker.<br/><br/>(b) General Council     <br/><br/>(c) Executive Committee <br/><br/>     2. Corrupt Practice Preventive Measure<br/><br/>     3.  Specific Activities Councils.  <br/><br/>For specific activities, there will also be a Human Rights Council, a Business Council, a Cultural Council, an Academic Council, a Philanthropic Council, a Health Services Council, a Youth Council, a Women’s Council and an International Advisory Council, a Credentials Committee and the Secretariat.<br/><br/> The income and funds of the Trust shall be solely utilized for the benefit of any person referred to in sub section 3 of 13 of the income Tax Act 1961 and for no amount of payment to be made to Trustees by way of profit, interest, dividend and etc. <br/><br/> <br/><br/> The Trust and the Trust fund shall be irrevocable for all times. <br/><br/> <br/><br/> Regular and correct accounts of the Trust funds, receipts and expenditure shall be maintained. The Financial year of the Trust shall end on 31&#8217;st March of every year. Tile accounts of the Trust shall be audited by a qualified Chartered Accountant. <br/><br/> <br/><br/>(a)      The Trust found shall be invested and keep invested and deal with the Trust found in accordance with the provisions of section 13 (1) (d) read with section 11 (5) of the Income Tax Act, 1961.<br/><br/> <br/><br/> (b)     The Trust will have to carry on the activities / Business only if it is incidental to the attainment of the objectives of the Trust and with in the parameters lay down in section 11 (4A) of the Income Tax Act 1961.<br/><br/> <br/><br/>(c)      The amendments if any made to the Trust deed will not be extend to alter the basic character / objects of the Trust and no such amendment which may prove to be repugnant to the Provisions of section 2(15), 11, 12, 13 and 80 G of the Income Tax Act, 1961.<br/><br/> <br/><br/>(d)      If any amendment is to be made, the same is to be made with the prior approval of commissioner of Income Tax.<br/><br/> <br/><br/>(e)      In the event of dissolution winding up of the Trust the assets remaining as on the date of dissolution shall under no circumstances be distributed among the trustees and the same shall be translated to another charitable Trust whose objects are similar to those of this Trust and which enjoys recognition under section 80G of the Income Ta Act. 1961.<br/><br/> <br/><br/>(f)       The Trust may accept any donation, contribution, grant or subscription in cash or in kind from any person. Institution or Body of Individuals or Association of Persons or Trust or organizations with or without conditions from India or abroad. Incase or receipt of foreign donations, permission from the Ministry of Home affairs will have to be obtained and code number will be obtained.<br/><br/> <br/><br/>{g}     To apply to income tax department for tax exception for the donors under section 80G of the Income Ta Act. 1961.<br/><br/> <br/><br/> (a) The number of Trustees shall not be less than Three and not more than seven. <br/><br/> <br/><br/>b)       All the Trustees unless voluntarily resign or otherwise decide shall continue to be the Trustees during the term of their natural lives.<br/><br/> <br/><br/>c)       The Fonder Trustee of the First part Irai-arignar. M. Ahamed Zainul Arif, shall have to nominate any person as Trustee during his life time.<br/><br/> <br/><br/>d)       On any vacancy occurring in the board of Trustees by the death or by the resignation of a Trustee to any other cause, it shall be competent and lawful to appoint any person in the place of the person or persons who ceased to be Trustees. The power of appointment of Trustee shall be appointed by the present Founder Trustee of the first part as he decides till his life time. After his life time, the remaining Trustees will appoint the trustee.<br/><br/> <br/><br/> The Trustees shall not be entitled to any remuneration, but the Trustees may reimburse themselves all expenses actually incurred by them in connection with the trust duties relating thereto. <br/><br/> <br/><br/>(a).     The affairs of Trust shall be managed by the Board of Trustees of the said Trust. The Founder Trustee and other Trustees and every person who may hereafter appoint as Trustees shall constitute the Board of Trustee.<br/><br/> <br/><br/>(b)      The Founder Trustee of the first part Irai-arignar Mr. M. Ahamed Zainul Arif, shall be appointed as the “ SOCIAL WELFARE TRUST” of the Board and shall hold office as such for his natural lives unless he resign.<br/><br/> <br/><br/>(c)      The Managing Trustee shall if present, preside over all meetings of the Board.<br/><br/> <br/><br/>(d)      If the Managing Trustee is not present within half an hour of the IAF for which the meeting has commenced, the members present shall elect one among them as a president of the meeting.<br/><br/> <br/><br/>(e)      The Board of trustees may exercise all the powers vested with them under these presents or by law, by a resolution passed at meetings of the board of trustee by a majority of votes.<br/><br/> <br/><br/> (f)      In the event of equal division of votes, the president of the Board of Trustees shall have a casting vote in addition to his vote as Trustees.<br/><br/> <br/><br/>(g)      A resolution in writing circulated amongst all the Trustees and signed by majority of them shall be as valid and effectual as if it had been passed at a meeting of the Trustees duly called and convened.<br/><br/> <br/><br/>(h)     On any vacancy arising in the office of managing Trustee or president the successors to such office shall be filled in by election by the Board Trustees.<br/><br/> <br/><br/> That for the furtherance of the objects of the trust, the Board of Trustees shall have the following Trustees. <br/><br/> <br/><br/>(a)      To accept any donation, contribution, grant or subscription in case or in kind, from any person, body of person or trust, with or without conditions.<br/><br/> <br/><br/>(b)      To apply the whole of any part of the income of the Trust or the trust fund or accumulations thereto, to anyone or more of the objects of the trust as the trustees may in their discretion deem fit from time to time.<br/><br/> <br/><br/>(c)      To convert and deal with the trust property and / or any investments for the time being.<br/><br/> <br/><br/>(d)      To invest Trust fund either in the purchase or construction of immovable properties or to obtain immovable property by way of lease or of mortgage immovable property or in such manner as allowed by law as may be in force from time to time and to convert, vary dispose of or transfer such investments from time to time.<br/><br/> <br/><br/>(e)      To borrow or raise or secure payments of money and also to lend money as interest free short term loans either with or without security.<br/><br/> <br/><br/>(f)       To sell, dispose of alienate or deal with any property comprising the Trust Fund.<br/><br/> <br/><br/>(g)      To let out demise any immovable property comprised in the Trustees Fund for such period and at such rent on such terms and conditions as the Trustees in their discretion may think fit.<br/><br/> <br/><br/>(h)     To open account in the name of the Trust, Trustees and / or Institutions conducted by the Trust with a Bank of Banks, to operate such account and to the Bank and to provide for opening and operation of such account by Chairman/Founder Trustee.<br/><br/> <br/><br/>(i)       To adjust, settle, compound, refer to arbitration, all actions, suits, claims, demands and proceedings regarding the Trust Fund.<br/><br/> <br/><br/>(ii)      To appoint constituted attorneys or agents and to delegate to such attorneys or agents all or any of the powers vested of them under these presents and from time to time remove such attorneys or agents and to appoint any other in his or their place.<br/><br/> <br/><br/>(k)      To appoint or make provision for the appointment of any person (including all or any of the Trustees and committees or administrator or managing Trustee or otherwise) for the purpose of the administration of the Trust in such manner and subject to such rules and regulation as the Trustees may prescribe and also to appoint or provide for the appointment of this Deed in such manner and subject to such rules and regulations as the Trustees may from time to time think fit.<br/><br/> <br/><br/>(l)       To make, vary, alter or modify schemes, rules and regulations for carrying out the objects f the trust and for the management of the affairs there of and / or running any institution in furtherance of the objects of the Trust and otherwise for giving effect to the objects of the Trust.<br/><br/> <br/><br/>(m)     To set apart and / or allocate the whole or a part of the income or the corpus of Trust Fund or part thereof for any of the objects of the Trust.<br/><br/> <br/><br/>{n}  To with any other or others having kindred or allied objects, upon such items and conditions as the trustees may in their discretion think fit particularly hailing regard to and conformity with the objects and nature of this Trust.<br/><br/> <br/><br/>(0)      To give aid by way of donations out of the income or the corpus the Trust Fund or otherwise, to different charitable institutions, societies, Organizations or Trusts in India which may have been established or which may here after be established for the like charitable purposes mentioned in these presents or any of them to enable such institution, societies, organization or Trustees to start maintain, or carry out such charitable objects.<br/><br/> <br/><br/>(p)      To borrow money either on the security of any property comprised in the Trust Fund or otherwise, for all any of the purpose of these presents, and it shall be lawful for the Trustees to make such borrowings on they may in their absolute discretion think fit.<br/><br/> <br/><br/>(q)      To apply to the Government, public bodies, urban, local, municipal district and other bodies, corporation, companies or persons for and to accept grant of money and of aid, donations gifts, subscriptions and other assistance with a view to promoting the objects of the Trust and to discuss and negotiate with the Government Departments, public and other bodies corporations, companies or persons, scheme and other work and matters within the objects of the trust and to conform any proper condition upon which such Grants and other payments may be made.<br/><br/> <br/><br/>(r)      To establish, promote, manage, organize .or maintain or to assist in establishing, promoting, managing, organizing or maintaining any branch of the Trust or its branch with objects similar to those of those of this other Trust with this Trust.<br/><br/> <br/><br/>(s)      To take over, acquire, manage, control or aid any existing institution or institution having objects either wholly or in part similar to the objects of this Trust and on such terms and conditions as may be thought expedient.<br/><br/> <br/><br/>(t)      To transfer and hand over the Trust on dissolution to any other society Institution, Trust or Organization having similar objects discretion think fit and proper to be held by the society, agreements and declarations, appearing and contained in these presents subject to the such transfer of the Trust Fund the Trustee for the time being of presents shall become discharged from the trust hereof relating to Trust Fund so transferred.<br/><br/> <br/><br/> 7.       If the income from trust property in a particular year is not fully utilized, the unexpended income shall be carried over to the next year or years or it may be invested in accordance with the provisions of 13 (1) (d) read with section 11 (5) of income Tax Act 1961, and spent in such subsequent year or years for the advancement of any of the object of the Trust. <br/><br/> <br/><br/> 8.       All the properties, asset and funds of the Trust shall vest and in he held in the name of the Founder Trustee, on behalf of the Trust and shall be held in such names only. The Board of Trustee shall not be entitled to vary / change this position and they may dose only on the demise of the Founder Trustee. <br/><br/> <br/><br/>(a)      It is expressly declared that no part of the Trust property or it’s income or any accretion there to shall be applied for any purpose outside India or for any purpose which is not a charitable purpose in law and all provisions here of construed accordingly.<br/><br/> <br/><br/>(b)      The Trust will not carryon any activity with intention of earning profit.<br/><br/> <br/><br/>(c)      The benefits of the Trust are available to the General Public with out any distinction from Caste, Religion, Sex, Race or Creed.<br/><br/>28.  The Managing Trustee shall on behalf of Trust execute all documents, contracts and deeds and shall be entitled to institute, conduct or defend all suits and legal proceeding for the on behalf of the Trust and to sign Pleadings, Plaints, Vakalats, statements and affidavits for and on in respect of any other authority.<br/><br/> <br/><br/> If any amendment is made to this trust deed, it must be intimated to the Commissioner of Income Tax and his objections and suggestions are also to be incorporated in the Trust deed. <br/><br/> <br/><br/> The Trustees consider that the objects of the Trust will be better achieved if the Income Tax on the Trust is exempted under the income Tax Act. In case however, a particular clause of the instrument of the Trust has been inadvertently clothed in language capable of an interpretation in conflict with the relevant provisions of the Income Tax granting exemptions, it is expressly declared that such classes shall have restricted meaning or null and void so that the relevant Income Tax Act provisions will always have the over riding effect. <br/><br/> <br/><br/>11. IAF will not have any alliance with the existing corrupted political parties or forth coming political corrupted party or parties under any circumstances. Members shall take an oath that they will not try to split IAF and should be loyal.<br/><br/> <br/><br/>12. MEMBERSHIP<br/><br/> <br/><br/>1. Membership absolutely free.<br/><br/> <br/><br/>2. Member should abide to the terms &amp; conditions, rules, regulations<br/><br/>    and the constitutions of IAF.<br/><br/> <br/><br/>3. A person if he/she is a member of any anti social group, which is<br/><br/>   Against the interest of any society or religion will not be enrolled.<br/><br/>   Every citizen must show and possess tolerance and social relationship<br/><br/>   With the fellow citizen as his brethren whatever the religion, caste,<br/><br/>   Creed, language or any state may be, he/she belongs to.<br/><br/> <br/><br/>4. The employees of both the governments are not prohibited by any law<br/><br/>    for becoming a member.<br/><br/> <br/><br/>5. The membership is granted only after scrutinizing the application and<br/><br/>    the decision taken by the comptroller (committee) of  IAF is final. The<br/><br/>    enrolment at the division must be approved by the head office.<br/><br/> <br/><br/>6. Those who wish to be a member of a particular Division should be a<br/><br/>    resident or employed in that Division.<br/><br/> <br/><br/>7. The head office has the Right to enroll any citizen from any part of the<br/><br/>    country. An individual can be a member through one division or the<br/><br/>    head office and cannot enroll twin membership or more through other<br/><br/>    divisions but he/she can get transferred from one division to another<br/><br/>    division in case of shifting, transfer and so on by informing the office<br/><br/>    of registration.<br/><br/> <br/><br/>8. The members and the office bearers of the divisions shall abide to the<br/><br/>    instructions already framed or amended at intervals.<br/><br/> <br/><br/>12. DIVISIONS.<br/><br/> <br/><br/>1. To form a division there should be minimum 25 permanent members.<br/><br/> <br/><br/>2. The Divisions are set out in the areas of Metropolitan City,<br/><br/>    Municipality, Panchayat Union, Villages and even in every street or a<br/><br/>    lane.<br/><br/> <br/><br/>3. In the recognized Division the permanent members committee  may<br/><br/>    Select the Office bearers, such as Divisional Head, Secretary and<br/><br/>    treasurer. These three office bearers may jointly select their respective<br/><br/>    assistants and send the same for the approval of the Head Office..<br/><br/> <br/><br/>4. Though all the divisions are under the control of the Head Office, still<br/><br/>    the Divisions of the corporation limit are directly under the control of<br/><br/>    the Head Office and rest of the sub-divisions are controlled by their<br/><br/>    respective local higher divisions such as Municipal, Panchayat, village<br/><br/> <br/><br/><strong>DRAFTED BY:  IRAIARIGNAR. M. AHAMED ZAINUL ARIF.</strong><br/><br/><strong> </strong><br/><br/>Current needs to the Nation<br/><br/>&#8220;Our system needs to change&#8221;, &#8220;Our politicians need to fade&#8221;, &#8220;Our government needs to newly wake up&#8221;:<br/><br/>For years, these lines have littered the rhetoric of politicians, activists, and citizens alike. But for a moment recently, the public began to dream of effecting real change and that to through the medium of democracy &#8212; the ballot box.<br/><br/>The Philosophy is LET PROFESSIONALS RUN THE GOVERNMENT AND LEAD THE NATIOM. This is the Primary Objective for which the forum was founded. People who synchronize with this IDEOLOGY and who long for a complete transformation of the present political system could become a member of the INDIAN ACTION FORUM.<br/><br/>IAF is waiting till Non Voters Vote for 49 (O). Once people are ready IAF will show the Righteous people to Represent us before the Parliament, Assembly and Local Body.<br/><br/>Exercise your rights enshrined in the Article under Section 49 (O) of the Constitution of India and as per the 1969 Act.<br/><br/><strong>Articles</strong><br/><br/> <br/><br/>CRITICISM:<br/><br/>As for as India, Pakistan, Bangladesh &amp; Sri Lanka are concern if one to become a PRIME MINISTER or CHIEF MINISTER)  simple if either a wife or a concubine, son or daughter or son-in-law to the former PM or CM is enough unconditional. And further, among the party men; most of them are ROWDIES, illiterate Cine actors, actress, dancers, hooligans, Porkies, gundass with criminal back ground and black money etc., but now people are well aware and no more cowards are there among the people of India, hence victory is in our hand. You are going to have everything. Choice is yours , you want to follow what we say or you want  to spoil the country continuously by keeping aloof. So far people’s policy is, I don’t care whether Ravanan rules or Raman rules. For the sake of our children please reconsider your policy.) <br/><br/> <br/><br/> <br/><br/> <br/><br/> <br/><br/> <br/><br/>ATTITUDE<br/><br/>                                     “The Magic Word”<br/><br/> <br/><br/>A positive mental attitude is an absolutely indispensable prerequisite for success. Your attitude determines how well you do and how far you go in life. Speaker and writer, Earl Nightingale called attitude “The Magic Word” and said it is the most important word in the English language.<br/><br/>Most people know that you need to have a positive mental attitude to achieve any measure of happiness and success, but what is it? A positive mental attitude is how you respond to adversity and difficulty. The only way you can tell what type of attitude you have is how you react when things go wrong.<br/><br/> <br/><br/>Your attitude is determined by your expectations. If you expect things to go well you’ll generally have a positive mental attitude. If you believe that wonderful and positive things will happen to you during the day, you have a positive and optimistic attitude.<br/><br/> <br/><br/>The Law of Cause and Effect is one of the most important of all the universal laws. This law says that for every effect in our lives, there is a specific cause. We have the ability to control the causes and change the effects to anything we want. Our thoughts are the primary causes of the conditions or effects in our lives, and if you want things to be different in the future you have to change your thinking in the present.<br/><br/> <br/><br/>What makes this law so universal for every part of your life is that if there is an effect in your life such as ill health, poverty, problems in your relationships, that you don’t like, you can trace it back and find out the cause of the effect, and then by changing the cause you can remove the effect. Doing this will give you a different effect in the future.<br/><br/> <br/><br/>Your mind is like a garden, whatever you plant, it will return back to you. If you plant negative thoughts and continuously feed and nourish those thoughts then that is what will grow in you life. On the other hand if you constantly think positive and optimistic thoughts, then your life will be positive and optimistic. You cannot plant one type of thought in your mind and expect a different result to grow.<br/><br/> <br/><br/>The Law of Sowing and Reaping says, ‘As you sow so you reap’ that whatever you sow in life, you will reap. You have to put in before you can get out. You have to give before you can receive. You have to pay the price before you can enjoy the reward. The thoughts you sow in your mind today, you will reap in your experiences in the future. This is a very powerful law that you cannot escape. So, if you want to reap something different in the future you had better start sowing the seeds now.<br/><br/> <br/><br/>What ever you sow in this world you will reap in the hereafter also.<br/><br/> <br/><br/>One of the most important differences between successful people and unsuccessful people is the way they think. Successful people think and talk about the things they want. They talk about achieving their goals, good health, happiness, and prosperity, while unsuccessful people spend most of their time thinking and talking about the things that they don’t want. They constantly complain, worry, and talk about their problems. In both cases people get what they want.<br/><br/> <br/><br/>Having a positive mental attitude is not a silly or happy approach to life. No one wants to be around someone like that. A person with a positive mental attitude is someone who has a positive and constructive approach to the invariable ups and downs that occur in everyday life. It is the ability to keep your mind on the things you want in life and off the things that you don’t want.<br/><br/> <br/><br/>Developing a positive mental attitude requires mental fitness is much like physical fitness, it requires effort to achieve it but once you’ve achieved it, mental fitness makes you capable of achieving and doing more things that will give success and happiness.<br/><br/> <br/><br/>One of the ways to achieve mental fitness is by changing the way you look at problems. Problems are consistent and constant for all of us. They are like waves large and small that keep coming every day. The way you look at your problems will in large part determine your attitude.<br/><br/> <br/><br/>Napoleon Hill, author of the classic book Think and Grow Rich, said that ‘within every setback or difficulty there lays the seed of an equal or greater benefit or advantage’. This may seem hard to comprehend but your biggest difficulties are sent to as gift to teach you a valuable lesson. Looking for the valuable lesson in every difficulty forces you to dig deeply into your mental resources and creatively find a solution to the problem.<br/><br/>You need to confront each problem you face as an opportunity to learn from it. You need to learn to look for the good or the valuable lesson in every difficulty you face, because if you’re constantly looking for the good in every difficulty you cannot be thinking about something bad or negative at the same time.<br/><br/> <br/><br/>“Don’t ever have the feeling of hatred toward the people who ill-treated you. Take it in positive way, gather your inner strength and turn the tides in your favor. Rather, be kind to them for they are the ones who inspired you to strive for even better. For they are the ones who made you realize that best in you is yet to be. Always be thankful to such people, who once looked down upon you, for they helped you in being a better person.&#8221;<br/><br/> <br/><br/>I know its difficult to think this way but believe me, once you choose this path of life your every moment of life will be harmonious, irrespective of what kind of events occur in life. You will live and love every single moment and feel blessed to have the kind of life you having now. Enjoy life, it&#8217;s precious.<br/><br/> <br/><br/>If you are looking for and thinking about the good or valuable lesson in every difficulty you mind becomes alive. You are filled with possibilities and creativity about how to solve the problem. When you allow yourself to become negative, anxious, and worried your mind becomes more pessimistic. You go into a survival mode and your ability to be positive and think creatively diminishes greatly.<br/><br/> <br/><br/>Future thinking is another powerful technique that will help you to build a positive mental attitude. You need to give all of your thinking to the future because the past is gone. You cannot change the past. It does you no good to worry about things that have already happened and cannot be changed. Needless feelings of remorse and regret will do more to undermine a positive mental attitude than any other external factor.<br/><br/> <br/><br/>It’s important to think about your future and the goals you want to achieve. The future is naturally positive and uplifting. If you want to develop a positive mental attitude you have to let go of the past and focus on the future and the things you want. Another reason that you should give all your thoughts to the future is because that is where you’re going to be spending the rest of your life.<br/><br/> <br/><br/>Most people simply react to the events and circumstances around them. For example, many people have the attitude that if someone is nice to them then they’ll be nice in return. If someone is unkind or disrespectful to them then they’ll be the same way in return.<br/><br/> <br/><br/>You have to put in before you can get out. Remember, it is the Law of Sowing and Reaping not the Law of Reaping and Sowing. Your attitude is a reflection of the type of person you are on the inside and the world you live in. For example, if you want people to be friendly, courteous, and respectful to you, then you have to be those things to other people first.<br/><br/>Every person shapes their own life by his or her attitude. Your environment is a mirror of your attitude and expectations and the only way you can ever bring about change in your life is to develop a positive mental attitude. It’s important to understand that your attitude affects you much more than it affects other people.<br/><br/> <br/><br/>Bad habits are hard to break and new ones are hard to form. So developing a positive mental attitude will take time. Start tomorrow morning by expecting the best in everything that happens to you during the day and treat every person you come in contact with the way you expect to be treated. Treat everyone with genuine, kindness, courtesy, and respect and that is what will be reflected back to you.<br/><br/>                                  ‘LOOK BEFORE YOU LEAP’<br/><br/></p>
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		<title>Continuing Medical Education with Poetic Style: Outcomes Inc. Founder &amp; President Grows Successful Business and Finds Fulfillment in Poetry</title>
		<link>http://www.6we.org/continuing-medical-education-with-poetic-style-outcomes-inc-founder-president-grows-successful-business-and-finds-fulfillment-in-poetry/</link>
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		<pubDate>Mon, 07 Dec 2009 14:46:02 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Business]]></category>

		<category><![CDATA[Degree In Political Science]]></category>

		<category><![CDATA[Genentech]]></category>

		<category><![CDATA[Medical Education Programs]]></category>

		<category><![CDATA[Teaching Job]]></category>

		<guid isPermaLink="false">http://www.6we.org/continuing-medical-education-with-poetic-style-outcomes-inc-founder-president-grows-successful-business-and-finds-fulfillment-in-poetry/</guid>
		<description><![CDATA[Sixty-two-year-old Linda Casebeer seems to be going only up from here. Working within a variety of industries including education and medicine, she has created a research methodology and company-assessing the outcomes and effectiveness of continuing medical education-that keeps growing despite a struggling economy. Her clients include the who&#8217;s who of big pharma-Pfizer, Genentech, Abbott and [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">Sixty-two-year-old Linda Casebeer seems to be going only up from here. Working within a variety of industries including <a href="http://www.6we.org"target="_self"title="world education" >education</a> and medicine, she has created a research methodology and company-assessing the outcomes and effectiveness of continuing medical education-that keeps growing despite a struggling economy. Her clients include the who&rsquo;s who of big pharma-Pfizer, Genentech, Abbott and health advocacy groups such as the American Heart Association.<br/><br/>Now that all of her children are grown, Linda has been able to take both entrepreneurial and personal risks, including getting her book of poetry, The Last Eclipsed Moon, published. Though her passions early in life involved being in the classroom and later upon the medical field, she found ways to incorporate entrepreneurism with her love for education.&nbsp;&nbsp;&nbsp;<br/><br/>After graduating from North Carolina State University with a degree in political science, Linda first began working as a 3rd-grade teacher. &nbsp;Linda was fired from her teaching job because she was pregnant, a representative sign of the times in America and a then-commonplace practice against women in the workplace. Striving to be her best, she returned to school to get a master&rsquo;s degree in education from The Citadel as well as a master&rsquo;s in Instructional Systems Technology at Indiana University.<br/><br/>While finishing her coursework for a PhD from Indiana University in 1985, Linda started working in a large teaching hospital, where she was promoted to its academic affairs division devoted to educating healthcare professionals. After 10 years, Linda was recruited to conduct research at the University of Alabama Medical School in the division of continuing medical education. While at the university, she conducted randomized educational trials to see what continuing medical-education programs were most effective. <strong>At the time, she was part of a team compiling years worth of data that often went unread, and the biggest spenders-the large pharmaceutical companies ($1 billion to $2 billion a year)-were paying little attention to programs that worked and those that did not. </strong><br/><br/>In 2001, this research led Linda to found what is today known as Outcomes Inc. Though her company has succeeded in large part on its own merits, she acknowledges that governmental policies helped create a market for her services. The business accelerated when the Office of the Inspector General advised pharmaceutical companies to split their marketing activities from educational programs. Yet past the early stages of starting her business proved to be some of the most difficult, particularly extending work beyond the initial startup phase. She had to relinquish some control: <strong>&ldquo;Due to expansion, I could no longer personally make sure that everything going out the door was high quality.&rdquo;</strong> Even today, she laments that <strong>&ldquo;systematizing the business model continues to be more complex, intricate and demanding than ever.&rdquo; </strong>Managing growth remains the biggest hurdle with her company.<br/><br/><strong>Despite setbacks, Linda reveals that she is still hooked on the adrenaline of the entrepreneurial spirit, feeling that she never knows who she will interact with on any given day.</strong> In addition to discovering aspects of herself in the process, she has also learned how to better keep close to her family. Having her daughter as her first employee had its benefits but also drawbacks. Though comforted that she could completely trust her daughter in difficult business decisions, she acknowledges that being with family so often can be a challenge: &ldquo;By the time Thanksgiving comes, we don&rsquo;t have to argue; we have already been through all of that.&rdquo; She warns anyone who works with family to recognize that <strong>&ldquo;the things you appreciate about your family sometimes get lost in the daily shuffle.&rdquo; </strong><br/><br/>Outcomes Inc. employs 30 people, while revenue has consistently doubled in each of the last three years to over $9 million. While such growth speaks for itself, Linda cautions other entrepreneurs to make sure to <strong>&ldquo;have a complete and consistent business plan from beginning to end and don&rsquo;t skimp on working with good advisors.&rdquo; </strong>She credits a portion of her success on the changing state of the economy, asserting that her business helps people to spend money more efficiently, telling companies where and how they should target their spending. Though still excited with entrepreneurism, she feels that among her most life-changing experiences has been with poetry. She feels that poetry has been <strong>&ldquo;an artistic piece of the universe that is central to my soul and being.&rdquo;</strong><br/><br/>The highly educated president of a multimillion-dollar company, world-renowned clients, a mother of four and published poet&hellip; what have you done today?<br/><br/></p>
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		<title>Maine College of Art-your Window to the Arty World</title>
		<link>http://www.6we.org/maine-college-of-art-your-window-to-the-arty-world/</link>
		<comments>http://www.6we.org/maine-college-of-art-your-window-to-the-arty-world/#comments</comments>
		<pubDate>Sun, 06 Dec 2009 16:05:21 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[College And University]]></category>

		<category><![CDATA[Art Students]]></category>

		<category><![CDATA[Design Education]]></category>

		<category><![CDATA[Masters Degree]]></category>

		<category><![CDATA[Time Study]]></category>

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		<description><![CDATA[Maine College of Art is a nationally recognized institution that imparts art &#38; design education along with profound visual arts facilities. This university was formed in the year 1882 for students with a creative bend. Maine College is one of the best US universities for bachelors and masters degree in Fine Arts and other affiliated [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">Maine College of Art is a nationally recognized institution that imparts art &amp; design <a href="http://www.6we.org"target="_self"title="world education" >education</a> along with profound visual arts facilities. This university was formed in the year 1882 for students with a creative bend. Maine College is one of the best US universities for bachelors and masters degree in Fine Arts and other affiliated professional courses for students of all age groups.</p>
<p>The exclusive college campus of modern Art at MECA is one of the best US colleges in the world. College directories online may provide more info about Maine College.</p>
<p>Some of the highlighting features of Maine College are as follows:</p>
<p>State-of-art studio for enthusiastic art students, open all 7 days of the week.</p>
<p>Individual building for main courses.</p>
<p>Fewer students per class for quality education.</p>
<p>Maximum 15 to 17 students per class and minimum 10 students.</p>
<p>500 undergraduates and graduate learners in the college.</p>
<p>Eleven major courses with 3 minor course certificates.</p>
<p>Options for full time study and part-time guidance as per student’s requirements.</p>
<p>It is no wonder that Maine College is popular worldwide and recognized as one of the best US universities all over the globe for study in Fine Arts.</p>
<p>Campus Information:</p>
<p>The five floors occupied by the Maine College in Porteous building is an arty journey for the advantage of all the students. The campus itself is a learning experience with specialized spaces for various types of contemporary and traditional Arts. The sprawling building has five floors with the first floor allotted to school of contemporary art and art mart, the second floor for student center, which includes admissions, enrollments, fees payment office and various financial aids. The Joanne Waxman library is also housed in the 2nd floor. The 3rd floor has foundation and illustrative studios, classes for art, woodworks and self skill design studios for exhibiting personal skills. The fourth and the fifth floor are allotted to sculpture, paintings, printmaking, ceramic works, woodworks, and metal &amp; jewelry studios.</p>
<p>Admissions:</p>
<p>Students require filling out application forms to enroll themselves at one of the best US colleges i.e. Maine College of Art. After registration formalities prospective students may study the varied modules such as undergraduate admissions, post Baccalaurete Art courses and graduate class admissions.</p>
<p>Log on to the college directories websites and portals for more details about the prestigious Maine College.</p>
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		<title>One in Three American Universities Located in Just Five States- Top-500 Universities in the World</title>
		<link>http://www.6we.org/one-in-three-american-universities-located-in-just-five-states-top-500-universities-in-the-world/</link>
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		<pubDate>Fri, 04 Dec 2009 21:32:53 +0000</pubDate>
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		<category><![CDATA[College And University]]></category>

		<category><![CDATA[Asian Pacific]]></category>

		<category><![CDATA[Stanford University]]></category>

		<category><![CDATA[Texas Massachusetts]]></category>

		<category><![CDATA[Top Universities]]></category>

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		<description><![CDATA[An assessment of the World&#8217;s Top-500 universities [1] carried out by AllAboutUni.com reveals that one in three American universities are located in just five States: New York, California, Texas, Massachusetts and Pennsylvania. AllAboutUni.com is an independent, global and inter-active website where visitors can obtain information about universities (global rankings, student reviews, university news and campus [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">An assessment of the World&#8217;s Top-500 universities [1] carried out by AllAboutUni.com reveals that one in three American universities are located in just five States: New York, California, Texas, Massachusetts and Pennsylvania. AllAboutUni.com is an independent, global and inter-active website where visitors can obtain information about universities (global rankings, student reviews, university news and campus pictures).<br/><br/>Looking at the World’s Top-500 universities, roughly 40% are located in Europe (n=210), 40% in the Americas (n=190) and 20% in the Asian/Pacific (n=100) area (click here). In the Americas, the majority of universities are located in the US (159, 75%), with 21 in Canada, 6 in Brazil, 2 in Chile and 1 in Argentina and 1 in Mexico. At the top of the list, the US clearly dominates with 8 of the World’s Top-10 universities located in the US (click here).<br/><br/>An analysis of the States where the US universities are located, indicates that 36% (n=57) - more than one in three - are located in just five States: New York (15), California (13), Texas (13), Massachusetts (9) and Pennsylvania (7). This is not evenly distributed, with California having a higher representation at the top of the list: in the World&#8217;s Top-25 universities, the distribution is California (6), New York (2), Massachusetts (2), and Pennsylvania (1) and Texas (0). It is striking to note that 11 (44%) of the World&#8217;s Top-25 universities in 2008 are located in these five States, indicating there is also a global clustering of the World’s Top universities.<br/><br/>Looking at the World&#8217;s Top-10 universities, three of the States represent 60% of these universities: California (Stanford University (ranked 2nd), University of California - Berkeley (3rd) and the California Institute of Technology (6th), Massachusetts (Harvard University (1st) and the Massachusetts Institute of Technology (5th)) and New York (Columbia University (7th)). All things equal, it would be expected that the highest number of universities in the US would be located in the most populated States. Indeed, three of the five States are the most populated in the US: California (ranked 1st with 36.6 million inhabitants), Texas (2nd with 23.9 million) and NewYork (3rd with 19.3 million). However, other factors play an important role as smaller States like Pennsylvania (6th with 12.4 million) and Massachusetts (14th with 6.4 million inhabitants) also contribute significantly to the list of World’s Top-500 universities.<br/><br/>Finally, it is interesting to note that a US university does not need to be &#8216;old&#8217; to be ranked highly in the World&#8217;s Top-500 rankings. In the US, the oldest university is Harvard University which was established in 1636. However, the performance of universities in California and Texas, which are the home to ‘young’ universities, clearly indicates that a university does not have to be &#8216;old&#8217; to obtain a high ranking. For example, Stanford University, located in California and ranked second in the world, was established in 1891 and the University of Texas – Austin, located in Texas and ranked 35th in the world, was established in 1883. In conclusion, the analysis indicates that the top universities in the US are not evenly distributed across the country and are clustered in certain States. States with a clear clustering of the World&#8217;s Top-500 universities are New York, California, Texas, Massachusetts and Pennsylvania.<br/><br/><strong>Background note:</strong> [1] The analysis is based on a ranking of the World’s Top-500 Universities produced by the Institute of <a href="http://www.6we.org"target="_self"title="" >Higher Education</a> at the Shanghai Jiao Tong University (click here). Several indicators of academic or research performance are used to establish the ranking, these include staff winning Nobel Prizes, highly cited researchers and articles indexed in major citation indices. The rankings have been published since 2003, with the 2008 ranking published on 15 August 2008.<br/><br/></p>
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		<title>Education Is The Key</title>
		<link>http://www.6we.org/education-is-the-key/</link>
		<comments>http://www.6we.org/education-is-the-key/#comments</comments>
		<pubDate>Thu, 03 Dec 2009 16:56:21 +0000</pubDate>
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		<category><![CDATA[Careers]]></category>

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		<category><![CDATA[Peter Pan]]></category>

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		<description><![CDATA[There are children who have never had that joy to sit down and read of Peter Pan&#8217;s adventures or about Little Bear&#8217;s birthday party or adventure in the snow or to the moon. This is said to be a generation that does not read, to me that seems impossible because my nose is always in [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">There are children who have never had that joy to sit down and read of Peter Pan&#8217;s adventures or about Little Bear&#8217;s birthday party or adventure in the snow or to the moon. This is said to be a generation that does not read, to me that seems impossible because my nose is always in a book or writing one myself.<br/><br/>We need to get creative in the ways we educate our children without them realizing that we are indeed educating them, to them they are having a great time, a time to laugh, cry and escape prince who was held captive. In this article I&#8217;m going to find the best magazines for children to receive, think how special that child will feel to receive something in the mail every month just for them.<br/><br/>As an adult I really love National Geographic, I love animals. I recently discovered National Geographic Kids; you get ten issues for under $20.00. Your kids will have so much fun with this magazine they won&#8217;t have a clue that they are learning while having a blast! In this magazine you will find interesting and exciting stories about animals and the places they live. They have stories of accomplishments of other kids, which will help encourage your kid to want to achieve and accomplishment of their own that combines fun with learning. Also there are really neat games and puzzles that help the juices flow in the brain. Posters and trading cards of the animals will make this experience all the more exciting.<br/><br/>If you have a child that loves comics or History, especially the World War II era than this magazine will be a treat. It&#8217;s an on-going story; Captain America fights the good fight of today. It&#8217;s filled with conspiracies, action, terror and much more and all age appropriate. 12 issues for only $23.97, you&#8217;re paying around $2.00 a magazine.<br/><br/>In recent and past studies it shows that a kid that is interested in music and art will be smart in math and English. That&#8217;s why this next magazine can play an important role in your child&#8217;s <a href="http://www.6we.org"target="_self"title="world education" >education</a> plus it&#8217;s so much fun for the kid and for the parent. Arts &#038; Activities is an education magazine that is filled with lesson plans, projects that are ideal for any grade level and ability and it&#8217;s full of creativity and inspiration. This is not only a great magazine for a kid but an art teacher also. You will receive 10 issues for under $25.00, that&#8217;s a 17% discount off of the cover price.<br/><br/>This last magazine is great if you have a child in the 2nd, 3rd or 4th grade. Ask, challenges kids on issues containing arts and science. They have articles and interviews and projects and puzzles and word plays and fun and educational activities. It not only talks of today&#8217;s great inventors and artists but of inventors and artists of hundreds of years ago. This magazine is more expensive but well worth the price and at a 44% saving on the cover price think of what you&#8217;ll be saving by paying $32.97 for 9 issues.<br/><br/>To find these above magazines and many more on education and any other subject you may be interested in visit, www.magazines.com for some great discounts and overviews of every magazine available.<br/><br/></p>
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		<title>Guide to the World Food Market</title>
		<link>http://www.6we.org/guide-to-the-world-food-market/</link>
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		<pubDate>Thu, 03 Dec 2009 07:43:07 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Food And Beverage]]></category>

		<category><![CDATA[Fashion Accessories]]></category>

		<category><![CDATA[Food Market]]></category>

		<category><![CDATA[Suntec City Singapore]]></category>

		<category><![CDATA[Vibrant Cities]]></category>

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		<description><![CDATA[Singapore is one of the most vibrant cities in Asia and around the world. Though it might be a small country, its exhibitions are on a large scale. Here are some worth visiting if you&#8217;re in these particular industries.1.Event 360-Asia - is South East Asia&#8217;s premier event for manufacturers &#38; suppliers to showcase their technology [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;">Singapore is one of the most vibrant cities in Asia and around the world. Though it might be a small country, its exhibitions are on a large scale. Here are some worth visiting if you&#8217;re in these particular industries.<br/><br/>1.Event 360-Asia - is South East Asia&#8217;s premier event for manufacturers &amp; suppliers to showcase their technology and services tailored for the event and entertainment industry, this event will be held at the Suntec Convention Centre from the 16th - 18th July.<br/><br/>2. The 9th Singapore Gifts &amp; Premiums Fair at the Suntec Singapore International Convention and Exhibition Centre from 22 to 24 July 2009 Singapore focuses on the latest ideas for gifts souvenirs. Products exhibited include house-ware, costume jewellery and fashion accessories specially packaged as corporate gifts.<br/><br/>3. The Singapore International Jewellery Show 2009 will be held at Suntec City, Singapore from 12th to 15th August 2009. No doubt, this glittering annual exhibition will exhibit diamond and fashion accessories that will leave many with abated breath.<br/><br/>4. Carbon Forum Asia 2009 is a 2-day event for exhibitors and traders keen to be kept abreast on the latest developments in this industry. Commencing 22nd September 2009 at Suntec City, this trade fair is a must for industry players.<br/><br/>5. Homeland Security Asia - Hosted at Suntec Convention Centre from 30th September - 2nd October, this exhibition aims to bring awareness and <a href="http://www.6we.org"target="_self"title="world education" >education</a> on homeland security, covering both the public and private sectors.<br/><br/>6. The International Anti Terrorism Exhibition &amp; Conference, held every 2 years will commence on 21st October 2009 at Suntec City, Singapore. Meet exhibitors and traders to know the latest development in countering terrorism and learn about the growing needs for this much specialised industry. The exhibition ends 23rd October 2009.<br/><br/>7. Amusement Parks &amp; Attractions Show - The market for the amusement and attractions industry is still going strong, and with that, comes this exhibition with both buyers and exhibitors from all over the world. This event runs from the 27th - 29th November at the Singapore Expo.<br/><br/>8. Enviro Asia 2009 held from 1st to 3rd December at Suntec City will bring together international exhibitors who will showcase their latest developments on environment-related issues such as water, air, recycling and pest control.<br/><br/>9. 10. CIA (Singapore) 2009, Asia&#8217;s best known exhibition on automation, controls, laboratory technology, etc will be held at The Singapore Expo from 1st to 4th December 2009. This 4-day exhibition will feature products and services in related industries as well.<br/><br/>10. ANALAB - The Asian Laboratory &amp; Analytical Technology &amp; Equipment Exhibition, one of the premier exhibitions for the world of biomedical sciences, opens its doors from the 1st - 4th December at Suntec Convention Centre. Expect to meet exhibitors from the Transport and storage, Process management, Laboratory Technology departments and much more.<br/><br/></p>
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		<item>
		<title>Managing ICT transformation in University Education in Uganda: Justification,Problem and Way forward</title>
		<link>http://www.6we.org/managing-ict-transformation-in-university-education-in-uganda-justificationproblem-and-way-forward/</link>
		<comments>http://www.6we.org/managing-ict-transformation-in-university-education-in-uganda-justificationproblem-and-way-forward/#comments</comments>
		<pubDate>Sun, 29 Nov 2009 23:29:36 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[education]]></category>

		<category><![CDATA[Based Education]]></category>

		<category><![CDATA[Global Networks]]></category>

		<category><![CDATA[Technological Transformation]]></category>

		<category><![CDATA[Universities In Uganda]]></category>

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		<description><![CDATA[The twentieth century saw much technological advancement in many social spheres ranging from the discovery of the radio, the aeroplane, the atomic bomb and the apex was the going to the moon. All these technological advancements had adverse impacts on the life style of the communities around the world. However, most importantly, is the invention [...]]]></description>
			<content:encoded><![CDATA[<p style="text-align: justify;"><br/><br/><br/>The twentieth century saw much technological advancement in many social spheres ranging from the discovery of the radio, the aeroplane, the atomic bomb and the apex was the going to the moon. All these technological advancements had adverse impacts on the life style of the communities around the world. However, most importantly, is the invention of the Internet and the intranet which historic achievement has greatly impacted on the academic life of many universities around the world. The period of the 1990s ushered in a new world order; the beginnings of the idea of globalisation and its immediate impacts on <a href="http://www.6we.org"target="_self"title="" >higher education</a> developments. Globalisation represents the international system that is shaping most societies today including university programs. It is a process that is “super charging” the interaction and integration of cultures, politics, business and intellectual elements around the world.<br/><br/>This paper examines the effects of globalization in terms of technological transformations on the development of universities. The pursuit of technological transformation in higher <a href="http://www.6we.org"target="_self"title="world education" >education</a> has become widespread in Sub-Saharan Africa with the extensive pervasiveness of global networks like the Internet and Intranet as institutions struggle to prepare students for effective participation in the emerging global knowledge economy. Technologically based education is further seen as a way to address the increase in the world demand for tertiary education. The one new university per week is required to keep pace with world population growth but the resources necessary are not available. For instance, since the time of the overwhelmingly increased student enrolments in many public universities in Uganda from the 1990s and onwards, existing resources and infrastructure have not increased commensurate to the same increase in the student capacity. Lecture theatres and libraries are flooding and infrastructure and instructional materials and staff are all constrained with the alarmingly increased student populations. Higher education must develop more cost-effective methods so that public resources can be increased and effectively utilized. A lecture theatre in a public university that sits over 300 students attending an economics class will not be effective if more public address systems are not installed to enable each and every learner benefit from the lecture.<br/><br/>Likewise, if a university lacks internet facility to serve its ever increasing student population then it would be quite hard to ensure quality learning and research. By using technology for teaching, universities can serve the public more cost-effectively and in particular can prepare students better for a technologically based society. In view of the growing globalisation and transnational exchanges in many fields. In these circumstances politicians, policy-makers, and citizens should make demands upon education systems to reform. Open learning and distance education are at the forefront of educational responses to the changes that are taking place locally, regionally, nationally and internationally.<br/><br/><strong><br/><br/></strong><br/><br/>Information technological transformation in universities, however, has major systemic implications and needs to be carefully managed. As soon as an organization takes the first tentative steps from data to information, its decision processes, management structure, and even the way it gets its work done begin to be transformed. Attempts to introduce any significant reform will impact on all of its sub-systems. The advent of information technology in any big university will wholly impact tremendously on the internal and external operations of that university. It implies that with information technological advancement, universities have to prepare themselves to welcome such crucial developments. It systematically relates to the fact that university management has to train or hire manpower to operate the technology; and the same universities should change the teaching approaches to cope with the demands of the new information technology.<br/><br/>Using technology to extend the campus on a global basis will affect all aspects of a university or college, but particularly administrative systems. Similarly when he refers to the necessity of looking at innovations within the framework of institutional development. The introduction of e-Learning will prompt a thorough re-examination of the core practices of an university organization, whether advertising, or registration, or design and delivery of materials, or student support or assessment of students and research, in order to arrive at the most effective way of providing these services in a networked, multimedia environment.<br/><br/><strong>Involving academics in technological reform in Universities</strong><br/><br/>Educational institutions exist to open minds and challenge established doctrine, but at the same time, the manpower that occupies these institutions is extremely resistant to change. Higher education can be described as largely bureaucratic and bureaucracies, by definition, resist change. I recall an incidence during my university life when my old professor hated something called a computer and a projector used in teaching. Whenever I told him that my research analysis was based on computer packages he retorted negatively “ you are bound to fail research, please use the formulas I gave you in class”. Such an expression and reaction depicts an “old fashioned academic” who is not ready to accept recent global changes in the area of academics in universities. Many other students, in recent times, face the same wrath of such unsighted professors. Because of the wide resistance to change in most education institutions, technological innovation has often been implemented as an isolated, top-down initiative of university managers for efficiency purposes. In this scenario, the wider systems within tertiary education are often not considered and neither affected by the innovation.<br/><br/>Technological innovations have also experienced difficulty-taking precedence in top offices in university educatio. Higher education, similar to other sectors of society, has often responded to new ICT applications on the basis of efficiencies rather than the use of more strategic considerations. Some staff have resisted IT advocating remaining in use of the old systems of processing student papers. They type writer and old record keeping methods are still in use creating managerial inefficiencies in the “transcript office” and at the departmental examinations office. This traditional criterion of record management tends to stifle operational effectiveness. Most changes in education in the twentieth and twenty first centuries had been first order changes, which aimed at improving efficiency and effectiveness of current practices. One of such first order changes is the introduction of the Internet and the computer in management work and teaching methodology. Therefore, attempts to oppose such lucrative developments in any global institution are a path in the wrong direction because technology is here to stay.<br/><br/>To ensure ownership of sound educational quality in ICT and e-Learning, it is important that educators and educational policy drive and direct technological transformation of higher education. Therefore, the structures supporting technology-based education have to ensure an educational focus and pre-eminence of educational principles and policy grounded on administrative desires and attitudinal change. The literature on non-traditional modes of delivery in higher education using state-of-the-art technologies, indicates that the extensive use of ICT in education poses previously unencountered problems in pedagogy and andragogy, which are attitudinal. In addition, these problems are primarily to do with conservativeness of those who fear technological change. Technological decisions need to be preceded by policy and educational decisions and highlighting the importance of bottom-up and more organic approaches during technological transformation in higher education in the developing world.<br/><br/>Engaging academics to appreciate ICT is a significant management issue in higher educational reform and such reform has to be based on the development of &#8216;learning communities&#8217;. That means that the actual process of reform must engage academics in actual learning of how to use the new technologies and seeing that this technology is further promoted creating self-initiative so as to build self-confidence and sharing. In most cases, ICT training should be made compulsory to every academic and don. This requires serious bottom-up approaches to encourage and implement the reforms. Top down attempts to achieve educational reforms in technological outlook have failed and will be doomed to failure until they confront the cultural and pedagogical traditions and beliefs that underlie current practices and organizational arrangement. In technological transformation in higher education, it seems necessary to address the concerns and perceptions of academic staff in the light of the need for changing their attitudes and to ensure ownership by academic staff.<br/><br/>Ownership of the technological transformation by academic staff is critical as it requires major changes in professional roles. This points to the need for specialised roles and the need for academics to gain the skills and knowledge for effective use of the new technologies, and the requirement for extensive training. University staff needs to change attitude towards technological advancement and need a more complex training session in how to use such technologies and come to appreciate them. The new technologies in global education point to a new role for the teacher, for the student and for course material. It centres on the construction of knowledge by the student. A lecturer becomes a facilitator and promoter and information becomes something to work with, think with, discuss, negotiate and debate with partners.<br/><br/>The specialized skills needed to develop technology based learning materials further point to the rationale for using development teams. Producing good quality technology based learning materials will require people who can combine good pedagogic practice with an understanding of the strengths and weaknesses of different media and technologies. Course design teams are the accepted model in distance education and that the Open University uses course development teams extensively. The predominant course-team model in distance education and the main advantage of this model is that it operates on high professional standards.<br/><br/>Technological transformation in higher education, implementation and innovation is based on new approaches to organizational processes. An innovation can be described as an idea or behavior that is new to the organization adopting it. Implementing and adopting some thing new to a culture requires commitment, patience and acceptance of change. In this way, a bottom-up innovation process in the development of ICT is important because it fosters the development of the will among members and generates collective participation of lower cadres in decision making leading to consensus building. It is difficult to resist change that comes from the bottom from among the users. The importance of a bottom-up process for a successful innovation aims at spreading leadership. If it does not aim at shared leadership right from the outset, therefore such technology is unlikely to be capable of establishing itself in the university system.<br/><br/>In addition, there is need to ensure strong innovation diffusion into higher education systems. The innovation diffusion theory provides a general explanation for the manner in which new entities and ideas like IT and technology based education over time, disseminate through social systems, in higher education. The innovation diffusion theory is essentially a bottom-up approach based on individual responses that can be used as a starting point to depict technological transformation in higher education. Initially, there is a take-off stage during which an innovation is introduced into a social system. An entrepreneurial group called the innovators often then adopts it. During the next phase of maturation the &#8220;early adopters&#8221;, who are change agents or opinion leaders among the social system, will enter the process thereby legitimizing the innovation and opening the potential for adoption to all members of the system. The final saturation stage in an innovation&#8217;s adoption is characterized by widespread adoption. The innovation saturates the social system and growth tapers off. This process can be plotted as an S-shaped growth curve.<br/><br/>We have seen that technology cannot be separated from development of the university because it is transient with globalisation and its intentions. Hence, there is need to overcome any resistance from staff and management that hinder technology to take root especially where the computer and internet age is resisted in most main stream teaching, planning and record keeping. In order to cause a vibrant attempt to allowing the ICT age and e-learning to take root, there are several policy directions that should be taken first hand and these are:<br/><br/>  To promote top-down and bottom-up strategies that promote ICT development and utilization in universities through innovation diffusion. The level of resources made available to promote ICT usage would not have been possible without senior management and staff support. When typical political problems like irrational resistance to change are encountered, senior management is able to step in and direct matters. Middle management and staff, that is, heads of academic and administrative departments and lecturers, play an important role in controlling resources and running the support.   The diffusion can be sustained through the use of a distributed implementation structure. A Centre for e-Learning, for example, should be established to provide central support and to coordinate the progress of the technological promotion project in the universities. Even learning should strictly adapt to these technologies where teaching methodologies should acquire ICT strategies and course work should be conducted using ICT facility.   Universities should take time to ensure staff ownership of technologies even the most rigid type and conservative staff should see the benefits of e-learning and ICT in higher education development. Ensuring ownership by academic staff is essential in the diffusion of e-Learning strategies that promote effective teaching and learning.   In order to ensure ownership of e-learning in universities by academic staff, it is important for educators and educational policies to drive the technological transformation. Staff development can be used as an important strategy to advance the transformation of higher education.   The implementation of educational technology into the curriculum requires the introduction of a very robust technology infrastructure. Every staff should have a Pentium computer, printer or access to a printer, access to the Internet and e-mail with power failures and network shutdowns minimal. The library should also create a technology rich learning environment. <br/><br/>In conclusion, creating an enduring vision and a strategic implementation framework for the effective implementation of technological innovations seems critical. However, it requires institutional leadership in order to promote technology use in university education. The most important function of institutional leadership may be to create a shared vision that includes widespread input and support from the faculty and administration, articulates a clear educational purpose, has validity for stakeholders, and reflects the broader mission of the institution. If African universities cannot take advantage of the information revolution and surf this great wave of technological change, they may be crushed by it. Catching this wave will require visionary leadership in most universities on the continent.<br/><br/>References<br/><br/>Ackhoff, R. (1972). A note on systems science. Interfaces, August 40. WP Press, Wellington, New Zealand.<br/><br/>Barnard, J. (1997). The World Wide Web and higher education: the promise of virtual universities and online libraries. Educational Technology, May-June 30-35.<br/><br/>Bates, A.W. (1983). Trends in the use of audio-visual media in distance education, 55-72; 227-241. In Sewart, D., Keegan, D. &amp; Holmberg, B. (Eds.). Distance education: international perspectives. London: Croom Helm.<br/><br/>Bates, A.W. (Ed.) (1984). The role of technology in distance education. London: Croom Helm.<br/><br/>Bates, A.W. (2002). Technology for distance education, 241-265. In Tait, A. (Ed.). Key issues in open learning. Harlow: Longman.<br/><br/>Bates, A.W. (2003). Theory and practice in the use of technology in distance education, 213-233. In Keegan, D. (Ed.). Theoretical principles of distance education. London: Rutledge.<br/><br/>Bates, A.W. (2000) Management technology change. Strategies for college and university leaders. San Francisco, Jossey-Bass.<br/><br/>Berge, Z. L. &amp; Schrum, L. (1998) Strategic planning linked with program implementation for distance education. CAUSE/EFFECT, 21(3), 31-38.<br/><br/>Caladine, R. (2003). Overseas Experience in Non-Traditional Modes of Delivery in Higher Education Using State-of-the-Art Technologies: A Literature Review. Canberra: Australian Government Printing Service.<br/><br/>Cannon, R.A. (1986). Theoretical perspectives in changing tertiary education. In Jones, J. &amp; Horsburgh, M. (Eds.). Research and development in higher education. Kensington, Australia: HERDSA.<strong> </strong><br/><br/>Daft, R.L. (1989). 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Institutional academic staff development in education technologies to improve classroom teaching: launching the IDO pioneers and guides. Proceedings of the ED-MEDIA 96-World Conference on Educational Multimedia, Hypermedia &amp; Telecommunications. Boston, MA: AACE.<br/><br/>Garrison, D. R. (1989) Understanding distance education. A framework for the future. London, New York, Rutledge.<br/><br/>Goldenfarb, M. (1995). Critical Success Factors in Diffusing a Campus Wide Information System. Paper presented at AusWeb95 - The First Australian World Wide Web Conference [Online]. Available: http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/education4/goldenfarb/ [1998, June 20].<br/><br/>Gunn, C. (1998). Virtual technologies in higher education: vision or reality? 134-145. In Peters, M. &amp; Roberts, P. (Eds.). Virtual technologies and tertiary education. London: Rutledge.<strong> </strong><br/><br/>Hart, I. (1999). Restructured, reengineered &amp; realigned: Managing media in the digital age. Proceedings of the ED-MEDIA 99-World Conference on Educational Multimedia, Hypermedia &amp; Telecommunications. Seattle: AACE<br/><br/>Holmberg, B. (1995). Theory and practice of distance education. 2nd edition. London &amp;, New York: Rutledge.<br/><br/>Johnston, R. &amp; Challis, K. (1994). The learning relationship: A study of staff development and satisfaction in relation to distance learning teaching. International Journal of University Adult Education 33(1):62-76.<br/><br/>Katz, R. (Ed.) (1997). The Human side of managing technological innovation : a collection of readings. New York: Oxford University Press.<br/><br/>Katz, R. &amp; Tushman, M.L. (1997). A study of the influence of technical gatekeeping on project performance and career outcomes in an R &amp; D facility, 331–346. In Katz, R. (Ed.). The Human side of managing technological innovation: a collection of readings. New York: Oxford University Press.<br/><br/>Marquard, M. J. (2006) Building the learning organization – a systems approach to quantum improvement and global success. New York, McGraw-Hill.<br/><br/>Mason, R. (2008) Globalising education. Trends and applications. London &amp; New York, Routledge.<br/><br/>McCullagh, A. (2005). What are the risks? (1). Paper presented at New Media and On-line Commerce conference, Brisbane, Australia.<br/><br/>Munitz, B. (1997.<strong> </strong>The New Educational Paradigm<strong>.</strong> Keynote at the 18th World International Council for Distance Education Conference. Pennsylvania: ICDE.<br/><br/>Naidoo, V. &amp; Schutte, C. (1999). Virtual Institutions on the African Continent, 89-124. In Farrell, G. M (Ed.). The development of virtual education: a global perspective. Vancouver: The Commonwealth of Learning. [Online]. Available: http://www.col.org/virtualed/index.htm [2000, January 8].<strong> </strong><br/><br/>Pastore, R. (October 1st, 2005). Interview: Michael E. Porter. CIO Magazine. [On-line]. Available: http://www.cio.com/archive/100195_porter_print.html [2000, January 19].<br/><br/>Randle, K. &amp; Brady, N. (1997). Further education and the new managerialism. Journal of Further and Higher Education 21(2):2, 229-238.<br/><br/>Rayport, J.F., &amp; Sviokla, J.J. (1995). Exploiting the virtual value chain. Harvard Business Review, November - December 1995:75-85.<br/><br/>Richardson, J.M., Jr. (1979). Information technology serving society: past, present and future, 119 - 124. In Chartrand, R.L. &amp; Morentz, J.W (Eds.). Information technology serving society. Elmsford, NY: Pergamon Press.<br/><br/>Rogers, E. (1983). Diffusion of Innovations. 3rd edition. New York: Free Press.<br/><br/>Swanson, E. B. (2004). Information Systems Innovation Among Organizations. Management Science 40(9): 1069-1092.<br/><br/>Szabo, M., Anderson, T., &amp; Fuchs, A. (1997). A change system: the training, infrastructure and empowerment system: (TIES). [On-line]. Available:http://www.quasar.ualberta.ca/edmedia/TIES/TIES_Report.html [1999, July 10].<br/><br/>Tapscott, D. (2006) The digital economy: promise and peril in the age of networked intelligence. New York, McGraw-Hill.<br/><br/>Taylor, P., Lopez, L. &amp; Quadrelli, C. (2006). Flexibility, Technology and Academics&#8217; Practices: Tantalising Tales and Muddy Maps, Evaluations and Investigations Programme, Department of Employment, Education, Training and Youth Affairs,<br/><br/>Tillema, H.H. (2005). Changing the professional knowledge and beliefs of teachers: A training study. Learning and Instruction. 5:291-318.<br/><br/>Thomas, O., Carswell, L., Price, B., Petre, M. (2008). A holistic approach to supporting distance learning using the Internet: transformation, not translation. British Journal of Educational Technology, Vol 29, No 2, 149-161.<br/><br/>Uys, P.M (2000) Towards the virtual class: key management issues in tertiary education. PhD thesis, Victoria University of Wellington, New Zealand.<br/><br/>Willmot, M. &amp; McLean, M. (1994). Evaluating flexible learning: A case study. Journal for Higher Education 18(3):99-108.<br/><br/></p>
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