Parental Perspectives Dissertation Example | Topics and Well Written Essays - 19000 words

Parental Perspectives - Dissertation Example This study has broadened my thought process, my zeal, inner strength, passion, knowledge, and focus on how I can help our youth discover what it takes to reach their educational goals. I also dedicate this dissertation to all those that are close to my heart: my husband, children, parents, family, and friends that supported me through this process. Their support has allowed me to climb to the mountaintop in accomplishing my goals and to continue fulfilling the desires of my heart. I owe a special thanks to my wonderful children, Jermaay and Cladorian, who are my pride and joy. Thank you for sacrificing your wants and needs and for being patient with mommy. To Floyd, my loving husband, who listened, supported and made many sacrifices for me during this difficult process; I deeply thank you. Acknowledgments This dissertation took more commitment and devotion than I ever imagined and I could not have done it by myself. So many people helped me through this challenging time of my educational journey. I am truly thankful for the grace that God bestowed upon me over these past three years. I am very grateful and honored to have such a supporting family, friends, church and cohort who provided constant encouragement. I must acknowledge my wonderful mentor, Dr. April Flanagan, who came to my rescue in the midst of my uncertainties in my research plan. I started research for my dissertation in Atlanta, Georgia, with a solid foundation and then my husband received military orders to transfer to Okinawa, Japan for three years. As a result, my research topic had to change, and I was forced to switch my focus and start over. Dr. Flanagan was a true asset in the writing of my dissertation, due to her extensive experience... This phenomenological study investigates how parents perceive their involvement in student learning. Kohls, Stafford, and Miller (2003) assert that public dissatisfaction, international comparisons and the skills needed for the 21st-century workforce â€Å"by policy makers, parents, the business community and the public have resulted in demands that schools be held accountable for learning† (p. 1). In Okinawa, Japan, the language barrier restricts military and government civilian parents of non-Japanese speaking children from entering the more challenging domestic school systems (O. Lee, August 11, 2005, personal communication). The expense of registration and monthly tuition fees for private and Japanese public schools is another issue that military and government civilian families encounter if they choose not to use the provided school system available (Military Resources & Benefits, n.d.). Parents’ expectations about their role in their children's education are essential to student learning and academic success. When parents believe their children are not receiving the best education possible, the reason is often that they feel powerless to do anything about it other than basic home intervention (Bloom, 1992). For example, parents are establishing goals and possibilities for their children to become academically successful, such as seeking technical support through computerized tutorials when questions occur on schoolwork or allowing the child to call a fellow classmate or searching the text for guidance.

Vascular Access in Continous Renal Replacement therapy Essay

Vascular Access in Continous Renal Replacement therapy - Essay Example 24). CRRT uses diffusion (haemodialysis), convection (haemofiltration) or combines these two methods (heamodiafiltration) in order to achieve solute removal from the blood. Small molecular weight substances like potassium, urea and creatinine are efficiently removed through haemodialysis (Kellum, Mehta, Angus, Palevsky and Ronco, 2002, p.1858). For larger solute molecules, heamofiltration is the most efficient method of their removal in comparison with dialysis. In haemofiltration, filtration of plasma through the semi-permeable membrane is caused by hydrostatic pressure. In addition, solutes cross the membrane alongside the plasma which results in convective solute transport flowing in the same direction as water (Medve, Preda and Gondos, 2010, p. 104). Therefore, haemofiltration needs the use of replacement fluid to avert excessive removal of fluid, electrolyte depletion as well as iatrogenic acidosis. Since the plasma solute concentration is the same as that of the removed filtrat e, concentration of the solutes in the blood plasma remaining need to be diluted using substitution fluid. The use of combined convective and diffusive clearance as well as haemofiltration is effective for removal of large and small molecular weight solutes (Joannidis and Oudemans-van Straaten, 2007, p. 219). Modalities The several modalities of CRRT available are continuous veno-venous haemodiafiltration (CVVHDF), continuous veno-venous haemofiltration (CVVH) and continuous veno-venous haemofiltration (CVVHD). In terms of solute clearance rate, CRRT is lower in comparison with IHD (Intermittent haemodialysis treatments). However, balance clearance within the 24 hr period that CRRT is undertaken is much higher. Moreover, fluid elimination during CRRT is much slower and requires continuous use of anticoagulants which risks bleeding (Uchino, Bellomo, Morimatsu, Morgera, et al. 2007, p. 1567). Continuous veno-venous haemodiafiltration (CVVHDF) There is counter-flow of blood and dialysi s solution within the dialysis filter Blood flows at a speed of between 100 and 200ml/min Dialysis solution speed is between 1 and 2 l/h Optimisation of the ultrafiltration speed is dictated by convective transport of dissolved substances and volume loss. The removal of solutes is done simultaneously by both diffusion and convection Substitution fluid is used to replace lost fluid Continuous veno-venous haemofiltration (CVVH) Removal of solutes occurs via convective transport Ultrafiltrate which is produced must be replaced using a substitution solution Removal of ultrafiltrate may cause patient’s volume loss Continuous veno-venous haemofiltration (CVVHD) There is counter-flow of blood and dialysis solution within the dialysis filter Blood flows at a speed of between 100 and 200ml/min Dialysis solution speed is between 1 and 2 l/h The administration of fluid is not routine Solute removal occurs through diffusion Principles and Indications Membrane characteristics must be cons idered when choosing treatment modalities of CRRT. These characteristics include; biocompatibility, solute removal and water permeability (Fall and Szerlip, 2010, p. 583). In general, efficiency of small molecules in CRRT is largely depended on

Learning Skills for Open and Distance Learners

Learning Skills for Open and Distance Learners 1.0 INTRODUCTION Online learning is new type of further studies offer by higher academic learning around the world. Before higher academic learning institution offer this style of learning method, traditional learning such as class room meeting or face to face learning, part time learning and distance learning was successfully born professional worker and great management leader. The demanding of the professional skill worker increase severely every years and the awareness about further studies by people specially adult make higher academic learning institution think the new way to support and give a opportunity to adult people to upgrade their academic qualification and upgrade their living. The academic professional every day burn their midnight oil to think the new kind of learning to fulfill this adult people need and perform the best practice of learning to suit with adult people lifestyle mostly working and having own family. These academic professional lastly come out a brilliant ideas to support new learning method for adult people. The Online Learning was introduced to the open market and the result is sufficiently encouraging adult people to further their study. According to Tham (2004), learner who evolved from distance learning and traditional face to face classroom now change to online learning method. Although this new learning method is design to suit adult learners, adult learners still have a problem especially in the first year of beginning the online learners. In this paper we will discuss about the problem faced by beginning online learners and typically try to solve it accordingly support from professional thinker facts. 2.0 BACKGROUND OF LEARNING ONLINE In this Information Era, Computers and Internet is very important media for channeling information. Its means Online Learning method use this type of media for learning process. Academic institution use computers and internet and adding this media to create a study environmental class for their online students. This situation is look like an invisible classroom to the online student (Tham, 2004). According to Chen Sun (2008) to develop an integrate online learning module, it involve six dimension criteria. To develop online method criteria, Learners, Instructors, Design, Technology, Environment and Course mix together to fulfill Online Learning methodology. Now we want to focusing one of six criteria that will be discussed with deeper and examine. Although the all six criteria important in online learning, students capability itself to separate the five criteria that need to be prioritized. Be a beginner in online learners is a challenging because learners are compulsory to learn by itself. According to Ash (2010), online learner only spends 2 (two) hours and 15 minutes for lesson in a classroom per week and spends almost the rest of lesson virtually from home. It make sense from Tham (2004) statement invisible classroom. Make your own learning classroom at home using the technology and educational material provide from academic institution. 3.0 FINDING PROBLEM VERSUS SOLVE PROBLEM Be a beginners of online learners is very challenging decision. Mostly online learners are adult working and own family person. They must add more burden thing in their live. The flexible time is the major fact adult people attract to use online learning to fulfill their dream to grab degree or master scroll, but as online learners you must deduct time for learning, working, social, family and resting yourself. Someone said financial and working condition also the problem faced by beginner online learners. These problems are happen actually before becoming online learners. These people will think and doing some research before choose online learning as their learning study method for further their education. They must settle all financial and working condition matter before enrolls with academic institution. Now we will discuss about the problem after student enroll to academic institution and becoming online learners. The most important problem faced by beginning online learners is their mentality issue. According to Combes,(2006). The major issue in mentality problem of beginning in online learners is lack of mentality. He find out is four (4) issues on mental problems which occurred to online learners namely most isolation and lack of identity, lack of motivation, lack of confidence and anxiety. 3.1 Isolation and lack of identity This mental issue about this mentality problem is the feeling inside when online student start enroll as online learners. When online learners start their learning process at home, actually their friend only books and personal computer in front it. What feeling inside online learners thats time is loneliness. According to Pond (1998) loneliness define as an enduring condition of emotional distress that arises when a person feels estranged from, misunderstood, or rejected by others and or lacks appropriate social patterns for desired activities, particularly activities that provide a sense of social integration and opportunities for emotional intimacy. Online learners will not have immediate and fast access to lectures and peers when learning activities begin. No fast respond about their difficulty make online learners unhappy and the social time with their colleague also reduce due to increase time for spending in learning make loneliness or feel of isolation becoming worst. Now we l earn how to overcome this problem related to online learners. According to Rosenblit, (2005) Academic institution must providing good interaction between online learners and tutor. Active peer greatly needed to always contact with online learners to help among themselves. What is most important once is every online learner should give information on this problem and understand that state and knowledge to resolve. Online learners also be encouraged to hold grouped discussion once in a while with peer to share knowledge and their problem and dont keep your problem alone. 3.2 Lack of motivation Motivation is important mental support to achieve high quality as online learners. Motivation is consist of psychological, biological, social and cognitive cause direct behavior (Fulmer 2009). Motivation is spirit hidden inside a person. Online learner with week motivation will cause him unenterprising, often absent from class and no planning in manage self learning. Lack of motivation is a serious problem for online learners and the percentage to fail is highest. How to overcome this problem? To motivate online learners is not same with traditional learners. It because Online learners almost an adult person. They have be different approach or strategy to motivate them. They are five step to motivate learners. 3.2.1. Reward myself People always get motivated by rewarding something. Setup a goal for yourself and reward yourself. Example, if I can finish this semester, My family and I will take a vacation to Manchester, England. 3.2.2. Make sure my course has real value Before you start learning, make sure you choose course can reward you something very valuable. Example, if Im get P.H.D, all my article and books will be recognize and the publishing company will offer me as a Chief Editor. 3.2.3. Help me perform better You must relate what you learn with your working environment. If you choose course similarly with your real working environment, it make you perform better in your studies and your job. 3.2.4. Set clear expectation for the course You must setup your mind, the course that you learn will give you new information and you will use that information later. These tips also need help by a tutor to explain what you will learn and achieves after finish it. 3.2.5. Tell me if Im wrong These tips also need tutor fully cooperation. You may ask your tutor to tell you if you do something wrong with your quiz, assignment or in learning process. Sometimes adult learners also need a little attention to keep them continually motivate. They technique and method to criticize online learner must be suitable. Offences criticize online learner will probably become worst. 3.3 Lack of confidence Lack of confidence also an issue for online learners. 47.5% citing lack of confidence when they use internet for their study (Combes 2006). This student actually want more practical assistance when enroll to the academic institution. Confident means full trusts, believe in one self, abilities and reliability to think. People always said, if we have confidents, we have ability to success. How to drive up confident? They have five (5) tips to overcome this problem. 3.3.1. Find support You have your own family and you need them now to support and understand you as online learners. Your also can find support around your peer and friend. All this combination of support can drive up your confidence back. 3.3.2. Apply your skill You are online learners because you are working person. Try apply your working skill to your learning environment. If you working as a shift hours, it means you can work in the morning, afternoon and night. So you can take this working environment to your learning environment. You can do learning process in the morning, afternoon or at night. That is your advantage! 3.3.3. Set reasonable goal You must set a goal for what u doing. If you now as online learners, you must set a goal to get a diploma, degree, master or P.H.D. whatever happen. Write your goal in a white board, working table or else where that easy to you to see. 3.3.4 Develop a routine You must develop your own time management planner to arrange your study time, working time, family and resting hour. If you set a daily planner to manage your activities, please stick on it. Try to arrange activities at the same time everyday, because if you do the same thing and the same time everyday, lastly it become your routine. 3.3.5 Never stop dreaming Dreaming is not a good thinker but sometime dreaming is good depends on the situation. Dreaming to be success is good thinker but it must follow with effort. With a high passion and never stop effort is the key to success. Online learning must dream to grab a scroll of their certificate on the stage of the high profile convocation event everyday. 3.4 Anxiety Anxiety is feeling inside online learners if they dont well prepare. 51% experiencing anxiety when using the internet for study (combes 2006). The impact of anxiety always happen at younger online learners. According to wikipedia, Anxiety define as psychological state characterized by somatic, emotional, cognitive and behavioral components either the absence or presence of psychological stress, feeling of fear, worry, uneasiness and dread. In learner concept Anxiety is define as psychological and physical response to treat a self concept characterized by subjective, consciously perceived feelings of tension( Vitasari 2010). According to Mauri (1992), the major problem of anxiety is panic situation. How to overcome panic situation? According to Gard (1999), panic must be handles carefully before it become panic attack. These is are three (3) tips to overcome this problem. 3.4.1 Know first before deal That mean learners must know randomly about the course and the syllabus before attending to face to face meeting. Example, work seeker also must know about the company history first before attend an interview. 3.4.2 Always relax Learn to relax yourself when panic situation appear. Take a deep breath and exhale with your mouth slowly. Try to calm down and try to think creatively to overcome that situation. Get help if you cannot handle that situation by yourself. 3.4.3 Believe yours religious Always pray to avoid you from panic situation. We believe all religious have their own way to overcome this panic situation. 4.0 CONCLUSION They are many problem faced by beginner online learners. Financial and Working matter are not relevant problem by beginner online learners. The major problem is mentality issue. Isolation and lack of identity, lack of motivation, lack of confidence and anxiety are the major problem will faced all beginner online learners. To overcome isolation and lack of identity, academic institution must providing good interaction between online learners and tutors and active peer. Five (5) tips like reward myself, make sure my course has real value, help me perform better, set clear expectation for the course and tell me if Im wrong are the tips to overcome lack of motivation problem. They have also five (5) tips to overcome lack of confidence. Find support, apply your skill, set reasonable goal, develop a routine and never stop dreaming is the key to avoid lack of confidence. Anxiety are similarly to panic situation. Three (3) tips to overcome this problem are know first before deal, always relax and believe yours religious. 5.0 REFERENCES Kim, K.J. (2009). Motivational challenges of adult learners in self-directed E-Learning.  Journal of Interactive Learning Research, 20(3), 317. Retrieved from  proquest.com (OUM Digital Library) Ash, K. (2010). Blended learning seeks the right mix: School combine virtual and face-to-face teachers to meet student needs. Education Week, 30(4), 8. Retrieved from  Proquest.com. (OUM Digital Library) Tham, C.M, Werner, J.M. (2004). Designing and evaluating E-learning in higher  education: A review and recommendations. Journal of Leadership   Organizational Studies, 11(2), 15. Retrieved from proquest.com (OUM Digital  Library) Combes, B., Anderson, K. (2006). Supporting first year E-learners in courses for the  information professions. Journal of Education for Library and Information  Science, 47(4), 259. Retrieved from proquest.com (OUM Digital Library) Pond, S.S.C. (1998). Acceptance and belonging the promotion of acceptance and  belonging within group art therapy: A study of two lonely third grade students.  American Journal of Art Therapy, 36(3), 81. Retrieved from proquest.com  (OUM Digital Library) Rosenblit, S.G. (2005). Eight paradoxes in the implementation process of E-learning in  higher education. Higher Education Policy, 18(1), 5. Retrieved from  Proquest.com (OUM Digital Library) Fulmer S.M., Frijters, J.C. (2009). A review of self-report and alternative approaches in  measurement of student motivation. Educational Psychology Review, 21(3), 219.  Retrieved from proquest.com (OUM Digital Library) Vitasari. P., Wahab, M.N.A., Othman, A., Awang, M.G. (2010). A research for  identifying study anxiety sources among university students. International  Education Studies, 3(2), 189. Retrieved from proquest.com ( OUM Digital  Library) Mauri, M., Sarno, N., Rossi, V. M., Armani, A., Zambotto, S., Cassano, G. B., Akiskal,  H.S. (1992). Personality disorder associated with generalized anxiety, panic, and  Recurrent depressive disorders. Journal of Personality Disorders, 6(2), 162.  Retrieved from proquest.com (OUM Digital Library) Gard, C.J. (1999, coping with the fear of fear. Current Health 2, 25(5), 22.Retrieved from  Proquest.com (OUM Digital Library) Pei-Chen Sun, Ray J. Tsai, Glenn Finger, Yueh-Yang Chen, Dowmin Yeh (2008).  Computers Education 50(4) 1183-1202. Retrieved from www. Sciencedirect.com The Rapid e learning blog. Retrieved from www.articulate.com/rapid-elearning/motivate-your-learners-with-these-5-simple-tips/ Anxiety. Retrieved from http://en.wikipedia.org/wiki/Anxiety

Graduation Speech :: Graduation Speech, Commencement Address

The great big orange doors. The doors that we have grown so fond of during our four-year stay at Tropics High School -- the cafeteria doors. In an attempt to get to the Commons a split second faster than the person next to you, how many times have you opened those orange doors so hard and fast that you've gone BAM! and heard a response of a groan ... OW! Then in reaction to the yelp, you turn to see a boy with a freshly swollen red spot right in the middle of his forehead. "Sorry," you say with a cheesy grin and you skidaddle away as fast as you possibly can. You never see this boy ever again, except in the most random places and though you don't know his name, you'll always remember to never open the big orange door so fast and so hard ever again. As insignificant as he was in your life, he has taught you a lesson. Or how about the time at your first pep assembly when everyone around you is on their feet screaming at the top of their lungs to "Go Fight Win" and you, a timid, shy freshman, sat awkwardly not knowing what to do. Deep inside, you know you want to get up and be peppy, but a great fear of looking like a total loser prevents you from doing so. However, as you looked around and saw the spirit of the crowd, the pride in their eyes, and the energy pumping through the entire gymnasium and you thought to yourself, "What the heck!?!" Then you got up and cheered like the rest of your fellow classmates. Every person in that gym showing his or her Royal spirit influenced you to get involved. Because of that single decision, maybe later in your high school career you decided to become a cheerleader or even to help rally up the students at another pep assembly. Everything happens for a reason. And everyone that comes into your life, even the most random people who you thought were nothing more than just random people are there for a reason. They are there to serve some sort of a purpose, to teach you a lesson, or to help you figure out who you are or who you want to become. You never know who these people may be, possibly the closest person in your life or even a complete stranger, but when you lock eyes with them, you know at that very moment they will affect your life in some profound way.

Baroque in the Vatican

Baroque in the Vatican Throughout the ages, civilizations around the world have expressed themselves through various kinds of art such as dance, music, painting, and architecture. Styles of art vary from culture to culture, and over time each style evolves into something completely new. In the mid sass's, there was a change in culture that completely reshaped the European world. Known as the Renaissance, individuals persevered to recreate, and reinterpret the forgotten knowledge and accomplishments of the past. However, as time went on, culture began to change once again.What came out of the Renaissance was an extravagant style most commonly known as the Baroque. Unlike the Renaissance, which striver to meet realism in all its likeness, the Baroque was a hyperbole of reality, bringing in a major sense of theatricality through the synthesizing of various medias. The Baroque period finished what the Renaissance started, and evidence of this is found in SST. Pewter's Basilica in Vatican City. It is regarded as one of the holiest sites in the world and is described as â€Å"the greatest of all churches of Christendom. It uniquely displays both the Baroque fashion and inundations of the previous Renaissance. After Emperor Constantine officially recognized Christianity, he began the construction of the great basilica in the year of 324 AD in the exact location that it stands today. After its completion, several hundred years went by and in the 15th century, it was decided that the old basilica was to be rebuilt. Under the reign of Pope Julius II, reconstruction began on the current building in the year of 1506.During the Renaissance, esteemed artist Michelangelo became the main architect in 1546, when he designed the dome of SST. Pewter's Basilica. It is believed to be one of Michelangelo finest pieces of work, and unfortunately it was also one of his last. The great double dome is made of brick and rises to a total height of 448 Ft from the floor of the basilica to the top of the external cross. It is the tallest dome in the world. The exterior is surrounded by a massive order of Corinthian pillars, emphasizing that realistic notion of the Renaissance.What is unique about this dome is that Michelangelo did not make it a hemisphere, but a parabola. Designed with all the beauty and decor that this age had to offer, the dome of SST. Pewter's, the greatest dome in Christendom, represents the brilliant ingenuity of the Renaissance. Forty years passed since the death of Michelangelo and on the first day of Lent, February 18, 1606, the demolition of the remaining parts of the Constantine basilica began. The tombs of various popes were opened, treasures were removed and final plans were made for the new basilica.Pope Paul V commissioned Carlo Modern to pick up where Michelangelo left off, and having enormous shoes to fill, Modern completed the magnificent facade, the front entrance of the new basilica. As a memorable piece of work, the facade stands 149 Ft high and 376 Ft wide, built of travertine stone. Approaching this massive entrance, soaring Corinthian columns pull your eyes upon 13 classical statues standing on top of the faded, all beautifully shaped with Baroque theatricality and expressions that resemble lifelike characteristics stressed in the Renaissance.As Christ is centered in front over a colossal pediment, he is accompanied by eleven disciples and John the Baptist. Representing the transition from the Renaissance into the Baroque, the faded alone remains Just a single portion of this grand masterpiece. In 1629, Genealogies Bernie is appointed as Modern's successor by Pope Urban VIII and at last we arrive in the Baroque era. Bernie was to become regarded as the greatest architect and sculptor of the Baroque period as he completed the phenomenally extravagant Piazza did San Pitter, or SST.Pewter's Square. Executed between 1656 and 1667, this vastly open court measures to be 1,115 feet long and 787 feet wide, surrou nded by a colonnade of 248 columns, each 64 Ft tall. At such a colossal scale, this enormously over-sized court and over the top decor, reflects the essence of Baroque fashion. To further exaggerate everything, standing on the rim of each of the inner columns are 140 larger-than-life statues of different saints, each uniquely made with precise expressions reflecting that deep drama emphasized in the Baroque.The part of the colonnade that is around the ellipse does not completely encircle it, but reaches out in two arcs, which represents the arms of â€Å"the Roman Catholic Church reaching out to welcome its communicants. † The center of this piazza is an obelisk, known as â€Å"The Witness†, at a total height of 130 Ft, including base and the cross on top, it is the second largest standing obelisk, and the only one o remain standing since its removal from Egypt and re-erection at the Circus of Nero in 37 AD, where it is believed to have bore witness to the crucifixion of SST Peter.On each side of the obelisk are two beautiful fountains, one designed by Modern (1613) and the other by Bernie (1675) which was built as a counterbalance. Bering's piazza is a marvelous example of Baroque excellence. Every aspect is furnished with extraordinary detail and each statute dramatically presented, bringing that overwhelming sense of intense theatricality. After you have rested from the intense experience of the grand entrance, at last e enter into the great basilica.As you slowly take your steps inside, your mind will get lost as the luscious splendor of this grandeur interior throws you in circles. â€Å"The first burst of the interior, in all its expansive majesty and glory: and, most of all, the looking up into the Dome; is a sensation never to be forgotten. † – Charles Dickens, 1846 Covering an area 5. 7 acres, it has a capacity to hold over 60,000 people, making it the largest church in the world. From the floor to the ceiling, the interior is laced with intricate detail, and luxurious design.Every bit of space is used to display the nines of Renaissance/Baroque monuments and decoration money could buy, employing the talents of those greats as Michelangelo and Bernie. Starting from the entrance, along the columns are niches housing 39 statues of various saints. In the right aisle, the first major sight is Michelangelo beautiful Pieta. Regarded as one of Christendom greatest sculptures, the Petite ¤ resembles the young Virgin Mary caught in a moment of sorrowful rumination as she holds the lifeless body of Jesus in her arms. The proportionally correct lifelike features make this a masterpiece ofRenaissance perfection. Michelangelo Petite ¤ transformed the Renaissance from a devotional image into a monumental statement on the meaning of Christian sacrifice. As your pulled deeper into the basilica in away of its beauty, your eyes become fixed on a single vanishing point designed at the end of this colossal hallway. A stonished, you will find Bering's magnificent bellyaching, a monumental canopy that shelters the papal altar and the holy relics of SST. Peter. Ingeniously, it also serves to fill the vertical space under Michelangelo great dome, making it the visual center of the silica.The canopy reaches a peak of 90 Ft, and the spiral columns a height of 65 Ft. It is composed of 927 tons of dark bronze and is furnished with gold leaves. The sheer mass of the bellyaching may seem irrelevant but it is a resemblance of that exaggeration in Baroque style, along with the unnecessary need for such elaborate gold floral designs. Being the first of Bering's works in SST. Pewter's, he incorporated a vast mixture of sculpture and architecture. Angels are also consistent throughout the monument, giving an overall effect of the Ark of the Covenant.The bellyaching represents an important development in the Baroque design of interiors and furnishing. SST. Pewter's Basilica uniquely holds the best of each age, both the Renaissance and the Baroque. It was constructed over a period of several hundred years by the world's most renowned artists. Together, they created a timeless masterpiece rebirth out of the Renaissance, and matured through the Baroque. Over half a millennium later, it remains one of the holiest sites in the world and has captured the marvelous beauty of the Renaissance and Baroque that is celebrated every day.

Financial Inclusion for Inclusive Growth

Financial Inclusion for Inclusive Growth: Institutions and Innovations Debesh Roy( I. Introduction An essential pre-requisite for inclusive and sustainable growth is capital formation through credit and financial services. While the benefits of growth due to reforms in India, have concentrated in the hands of those already served by the formal financial system, a large section of the rural and urban poor still do not have access to the formal banking channel. The backward regions of the country, too, lack basic financial infrastructure.The Reserve Bank of India (RBI) has, therefore, formulated the policy of financial inclusion with a view to provide banking services at an affordable cost to the disadvantaged and low-income groups. Financial inclusion makes growth broad based and sustainable by progressively encompassing the hitherto excluded population. The idea of financial inclusion in India has its roots in the co-operative movement which started in the year 1904. Historically, na tionalization of commercial banks in 1969 was the most significant effort towards financial inclusion, which led to the spread of bank branches in rural and semi-urban areas.The access to banking services has increased considerably, as may be gauged from the fact that the average population per branch has decreased from 64,000 in 1969 to 13,400 as at the end of March 2011[1]. However, there are still some under-banked states in the country like Bihar, Odisha, Rajasthan, Uttar Pradesh, Chhattisgarh, Jharkhand, West Bengal, and the North-Eastern States. Further, in spite of the enhanced outreach of banks in rural areas and the implementation of directed credit, the growing credit needs of farmers, rural artisans and entrepreneurs could not be adequately met from banks during the post-nationalization period.The RBI, therefore, urged banks to review their existing banking practices to align them with the objective of financial inclusion. According to the RBI (RBI, 2008) access to safe, easy and affordable credit and other financial services by the poor and vulnerable groups, disadvantaged areas and lagging sectors is recognized as a pre-condition for accelerating growth and reducing income disparities and poverty. Moreover, access to a well-functioning financial system, by reating equal opportunities, enables economically and socially excluded people to integrate better into the economy and actively contribute to development and also protect themselves against economic shocks. NSSO data reveal that 45. 9 million farmer households in the country (51. 4 per cent), out of a total of 89. 3 million households do not have access to credit, either from institutional or non-institutional sources (Government of India, 2008). Further, despite the vast network of bank branches, only 27 per cent of total farm households are indebted to formal sources (of which one-third also borrow from informal sources).Farm households not accessing credit from formal sources as a proportion to total farm households is especially high at 95. 91 per cent, 81. 26 per cent and 77. 59 per cent in the north-eastern, eastern and central regions respectively. Thus, apart from the fact that exclusion in general is large, it also varies widely across regions, social groups and asset holdings. The poorer the group, the greater is the exclusion (RBI, 2008). The RBI has observed that out of 600,000 habitations in the country, only about 5 per cent have a commercial bank branch (RBI, 2010).Also only about 61 per cent of the population across the country has bank account (savings), and this ratio is much lower in the north-eastern states. Further, 18 per cent of the population has debit cards and about 2 per cent has credit cards (RBI, 2011). India has a significantly low level of financial penetration compared with OECD countries. Further, while the access to bank branches in India fares better than that of China and Indonesia it is worse off when compared with Malaysia and Thailan d. However, in terms of financial access through ATMs, India fares poorly compared to select Asian peer group countries (RBI, 2010[2]).In view of the poor level of financial inclusion in India, the RBI has accorded top-most policy priority to financial inclusion, by advising commercial banks, to formulate specific Board approved Financial Inclusion Plans (FIP) and to act on them on a mission mode. Banks were also advised by the RBI to provide banking services tin every village having a population of over 2000 by 31 March 2012, through bank branches as well as through various ICT-based models including through Business Correspondents (BCs).Banks were also encouraged to cover the peripheral villages with population less than 2000. There has been some improvement in the status of financial inclusion in the country in the last couple of years. Yet the extent of financial exclusion is staggering. Out of every 1000 persons, only 99 had a credit account and 600 had a deposit account as at end-March 2011. This underlined the need to strengthen the financial inclusion drive through well thought out policies (RBI, 2011).Against this backdrop this paper attempts to examine and analyse policy issues related to the promotion of financial inclusion through various institutional and product innovations, and their impact on the achievement of widespread and sustainable inclusive growth. Rest of the paper is organized as follows: Section II presents the status of financial inclusion in India. State-wise Index of Financial Inclusion (IFI) has been developed in Section III. Section IV analyses the role of institutions in promoting financial inclusion.Section V examines innovations in financial inclusion which could lead to inclusive growth. Demand side innovations for financial inclusion have been analyzed in Section VI. Section VII concludes the paper and suggests policy initiatives for the achievement of inclusive growth through financial inclusion. II. Status of Financial Inc lusion in India There has been a consistent increase in the penetration of banking services in India in recent years. However, the rate of increase in the penetration of banking services in the rural and semi-urban areas has been much lower than that in the urban areas.Further, penetration of banking services has been lower in the central, eastern and north-eastern regions of the country compared to the more developed northern, southern and western regions. In order to address this issue, the RBI liberalized the branch authorization policy in December 2009, giving freedom to domestic scheduled commercial banks to open branches at Tier 3 to 6 centres (with population of up to 49,999 as per the Population Census of 2001) without having the need to take permission from RBI in each case, subject to reporting.The RBI has been encouraging banks to expand their network both through setting up of new branches and through the Business Correspondent (BC) model by leveraging upon information a nd communication technology (ICT). This has resulted in an improvement in the status of financial inclusion in 2010-11 over the previous year, as indicated in Table 1. However, the extent of financial exclusion is still quite substantial. This is evident from the fact that only 61. 2 per cent of the population had a deposit account, and 9. 9 per cent had a credit account.Hence, the extent of financial exclusion underscores the need to focus on the strengthening of the financial inclusion drive through a planned, coordinated and innovative approach. Table 1 Progress of Financial Inclusion in India |Sl. No. |Indicator |2009-10 |2010-11 | |1 |Credit-GDP Ratio |53. 4 |54. 6 | |2 |Credit-Deposit Ratio |73. |76. 5 | |3 |Population per Bank Branch |14,000 |13,138 | |4 |Population per ATM |19,700 |16,243 | |5 |Percentage of Population having deposit accounts|55. 8 |61. 2 | |6 |Percentage of Population having credit accounts |9. 3 |9. | |7 |Percentage of Population having debit cards |15. 2 |18. 8 | |8 |Branches opened in Tier 3-6 centres as a per |40. 3 |55. 4 | | |cent of total new bank branches | | | |9 |Branches opened in hitherto unbanked centres as |5. 6 |9. | | |a per cent of total new bank branches | | | Source: Report on Trend and Progress of Banking in India 2010-11, RBI During 2010-11 4826 new branches of scheduled commercial banks were opened. It may be observed from Table 2 that majority of the branches (66. 4 per cent) were opened in the more developed regions viz. northern (23. 2 per cent), southern (26. 2 per cent) and western (17. 0 per cent). The less developed regions accounted for 33. per cent of new branches opened viz. central (18. 1 per cent), eastern (13. 5 per cent) and north-eastern (2. 0 per cent). Further, rural and semi-urban branches accounted for 22. 3 per cent and 41. 7 per cent of new branches, respectively. On the other hand, the share of urban and metropolitan branches stood at 17. 9 per cent and 18. 1 per cent, respectively. Table 2 Distribution of New Bank Branches of Scheduled Commercial Banks across Regions and Population Groups (2010-11) |Regions |No. of new branches |Population groups |No. f new branches | |Central |874 (18. 1) |Rural |1077 (22. 3) | |Eastern |650 (13. 5) |Semi-urban |2011 (41. 7) | |North Eastern |97 (2. 0) |Urban |865 (17. 9) | |Northern |1120 (23. 2) |Metropolitan |873 (18. ) | |Southern |1263 (26. 2) | | | |Western |822 (17. 0) | | | |Total |4826 | |4826 | Note: Figures in parentheses are percentages to total new bank branches. Source: Report on Trend and Progress of Banking in India 2010-11, RBIA major instrument of financial inclusion is the Kisan Credit Card (KCC). KCC enables farmers to access credit at the right time, to meet their pre-sowing as well as well as post-harvest needs. Region-wise and institution-wise status of sanction of KCC as on 31 March 2011 is furnished in Table 3. It may be observed that the southern region accounted for the highest share of KCC issued (36. 3 pe r cent) and the amount sanctioned (32. 5 per cent), followed by the central region with 22. 8 per cent of KCC issued and 23. 7 per cent of the amount sanctioned.The eastern region was ranked third with 17. 2 per cent of cards issued, but was ranked fourth with 10. 2 per cent of the amount sanctioned. The northern region which was ranked fourth (12. 6 per cent) in terms of cards issued, was ranked third in terms of amount sanctioned (23. 6 per cent). The more developed western region, however, accounted for 9. 5 per cent of cards issued and 9. 2 per cent of amount sanctioned. The least developed north-eastern region accounted for 1. 6 per cent of cards issued and 0. 8 per cent of the amount sanctioned.Government of India has launched a programme called ‘Bringing Green Revolution in Eastern India (BGREI)’ in the states of Assam, Bihar, Chhattisgarh, Jharkhand, Odisha, Eastern Uttar Pradesh and West Bengal, with a view to address the constraints limiting the productivity o f rice based cropping systems. BGREI is expected to raise the demand for agriculture credit and accordingly, banks need to give a special thrust to issuing KCC in these states. Among institutions, the share of commercial banks was the highest in terms of the number of KCC issued (54. per cent) as well as amount sanctioned (69. 4 per cent). While the share of cooperative banks in terms of the number of KCC issued was higher (27. 7 per cent) than that of RRBs (17. 4 per cent), the share of RRBs (15. 8 per cent) was higher than that of cooperative banks (14. 8 per cent) in terms of amount sanctioned. It is, therefore, imperative that in order to achieve greater financial inclusion, there should be a focus on strengthening RRBs and the cooperative credit institutions. Table 3 Kisan Credit Card Scheme (As on 31 March 2011) (Amount in `crore and Number of cards issued in ‘000) |Cooperative Banks |RRBs |Commercial Banks |Total | |Region |Cards Issued |Amount Sanctioned |Cards Issued |Amount |Cards Issued |Amount | | | | | |Sanctioned | |Sanctioned | |High Financial | | | | | | | |Inclusion (0. 5-1) | | | | | | |Punjab |1. 00 |0. 85 |0. 34 |0. 61 |1 |6 | |Karnataka |0. 75 |0. 59 |0. 48 |0. 59 |2 |9 | |Maharashtra |0. 61 |0. 37 |1. 00 |0. 57 |3 |2 | |Kerala |0. 92 |0. 85 |0. 28 |0. 57 |4 |10 | |Tamil Nadu |0. 74 |0. 50 |0. 9 |0. 52 |5 |4 | |Himachal Pradesh |0. 86 |0. 98 |0. 16 |0. 51 |6 |11 | | | | | | | | | |Medium Financial | | | | | | | |Inclusion (0. 3-0. 5) | | | | | | | |Uttarakhand |0. 71 |0. 4 |0. 15 |0. 46 |7 |5 | |Haryana |0. 71 |0. 65 |0. 17 |0. 45 |8 |1 | |Andhra Pradesh |0. 74 |0. 46 |0. 26 |0. 45 |9 |8 | |All-India |0. 50 |0. 35 |0. 40 |0. 41 | | | |Jammu & Kashmir |0. 57 |0. 41 |0. 24 |0. 39 |10 |21 | |Sikkim |0. 7 |0. 81 |0. 07 |0. 37 |11 |3 | |Gujarat |0. 54 |0. 42 |0. 17 |0. 36 |12 |7 | |West Bengal |0. 44 |0. 25 |0. 29 |0. 32 |13 |17 | | | | | | | | | |Low Financial | | | | | | | |Inclusion (