Early Childhood And Why Parents Choose Certain Schools

I merely want my kid to hold merriment! is a remark I hear on a regular basis from parents touring my preschool. But the thaumaturgy of merriment someway disappears as kids reach the age of three or four, and when they start to fix for â€Å" existent school. † Standards, standardised trials, awards, classs etc. , shortly become parents ‘ greatest concerns. Somewhere along the line, the fun remark is replaced with inquiries refering to kindergarten preparedness and petitions for worksheets, prep and some kind of â€Å" class † . As a preschool owner/educator, I remember so vividly the twenty-four hours I decided to go forth an unbelievable 13-year calling as a public school instructor in one of Ohio ‘s wealthiest school territories to have and run my ain preschool. This was non an easy determination, because I love learning ; go forthing the schoolroom was one of the hardest professional determinations I have of all time made. However, the criterions and standardised testing that were ordering our course of study patterns were in complete struggle with my beliefs. Fortunately, I had options and decided to remain in instruction by traveling to younger ages, which at the clip, seemed exempt from the open force per unit area of standardised testing. I envisioned a installation that embraced drama as the primary acquisition doctrine – 1 that valued child involvements and focal point groups, one that integrated multicultural aspects. I could non be more pleased with my determination to walk off from an astonishing retirement, nice wage, and summers off with my ain kids to offer my ideals to other immature scholars. Small did I realize that the same incubuss that plagued me antecedently would go on to stalk me at my preschool. Although research on drama and cognitive development provide a batch of support for the play-based course of study for our immature kids, the recent province and national accent on proficiency trial public presentation has reinforced the construct of minimum drama clip, even in the primary scene. Many preschools and simple schools have reduced or even eliminated drama from their agendas ( Bodrova & A ; Leong, 2003 ; Brandon, 2002 ; Johnson, 1998 ; Murline, 2000 ; Vail 2003 ) . Play, even the little sections, are being replaced with academic preparedness patterns, peculiarly literacy and reading to fit the content of standardised testing ( Brandon, 2002 ; Fromberg, 1990 ; Johnson, 1998 ; Stei nhauer, 2005 ; Vail, 2003 ) . The changeless battle for answerability, every bit good as â€Å" top-down criterions and coercive force per unit area to raise tonss on an eternal series of standardised trial † – ( Kohn, 2004, p.572 ) , in add-on to the conflict of bettering instruction, all seem to be ordering current educational tendencies. Even if a plan embraces the importance of drama, the outer forces that continue to press for faculty members is invariably endangering the foundation from which our immature kids build their educational hereafter. â€Å" We strip them of their best innate assurance in directing their ain acquisition, travel rapidly them along, and frequently wear them out. † ( Almon, 2003, p.20 ) . This push for a more academic foundation in the early old ages may happen us losing sight of the existent intent of larning. If we continue down this way of making a test-prep course of study in which our accent is on how the kid scores on a reading trial instead than on leting kids to read for pleasance and information after go forthing school, we might bring forth rather the opposite consequence and negatively impact cognitive development. However, the planetary challenge that the Information Age has imposed on us has similarly prompted instruction functionaries to redefine school accomplishment. The authorities ‘s move to set up educational criterions through the ( No Child Left Behind Act ) NCLB was based on the diminution of instruction criterions since the start of the 70s ( Peterson, 2003 ) . At present, most schools implement standard-based course of study, formal rating methods, and numerical scaling system in response to the call for a wider educational transmutation. Suffice to advert, the U.S. ranks merely 19th in the Literacy Index established by the United Nations Educational, Scientific and Cultural Organization ( UNESCO ) ( 2007 ) . Such informations support the current tendency in instruction, and connote the demand of preschool pedagogues to react consequently. In this consideration, it is worthwhile to weigh what we know about the significance of play-based course of study as it contradicts with what functionaries in Higher Education promote, the standard-based course of study. With the aid of parents who themselves have witnessed the relevancy of play-based course of study to the current instruction system and to the broader facets of their kids ‘s lives, this survey shall derive fresh findings on how parents understand the play-based course of study. Knowing how parents understand play-based course of study is of import, it will supply insight into what information parents draw upon in doing early educational determinations for their kids. . Since parents are the 1s who decide where to inscribe their kids, it would be best to larn how they feel towards play-based course of study. To procure a intelligent research determination, during this survey I will concentrate on interviews, observations and documents/documentation, with parents whose kids are presently enrolled in a play-based course of study. I plan to interview five parents ; carry oning three interviews: a Life History interview, a Current Context interview that includes a sum-up of their present state of affairs, and a Follow up interview. In add-on to the three interviews, observations will be conducted and artefacts will be collected to heighten the informations aggregation. I presently own and operate a preschool situated in a Northeastern Ohio suburb. The demographics environing my school consist of upper in-between category, educated, two-parent families. In the recent yesteryear, we were runing with 248 Caucasic households but have noticed a cultural tendency altering our school ‘s population: we now house six native Asiatic households, eight native Indian households, three Afro-american households, and two biracial households out of a sum of 257 households. This tendency, I believe, is due to a new 30-acre infirmary installation opening across the street. This survey will take topographic point in a similar preschool. The commercial trade name preschool ( anonym ) has similar demographics and utilizes a play-based course of study. As I tour households, I am ever assured that parents want the best for their kids. The determination to go forth a immature kid to a non-family member is hard but common, and it is what brought me to this point in my life: a 43 year-old female parent of two girls, ages 10 and 13, prosecuting a PhD in Curriculum and Instruction with an early childhood focal point. A really attractive, well-groomed adult female in her thirtiess, entered my school anteroom keeping an expensive pocketbook, and armed with a list of inquiries, began her pursuit for the perfect child care supplier. This well-spoken ma has a two-year-old boy and an infant girl. She, an lawyer and her hubby, a occupant physician, merely moved to our community from Washington, DC. My tour involves a short debut of myself and my background, every bit good as the school ‘s. I ever include a short description of our doctrine, which includes drama, a circuit of the installation, an debut to all instructors, and, eventually, a meeting in my office where we address all inquiries on their list. Such a list typically includes: safety and security, ratios, ill policy, subject policy, sanitation processs, tiffin and bite, tuition, etc. In this case, course of study was ne'er mentioned, even after I spoke of our play-based doctrine, our Flex Learning Program, etc. Such things did non look o f import to this ma. She asked about instructor turnover, how many babies were presently enrolled, how many instructors were in the schoolroom, and if her babe would be rocked to kip. She asked if her immature yearling would see the gym, which is located in the older edifice ; if he would travel outside every twenty-four hours ; and if he could take part in karate and association football. Literature back uping everything discussed during the circuit, including course of study issues, was handed to her, every bit good as a concern card with the web reference for any extra information. This is really much a typical circuit. The female parent called subsequently to denote that her determination was complete and her kids would be get downing the following Monday. That was two old ages ago. Her kids still attend my school full clip, now ages three and five. Both childs are in the West installation that houses older kids: older Preschool, Pre K, Jr-K, K, and after school classrooms/program. Her kids are booming academically and socially. Yet, two old ages subsequently, her concern shifted to academic preparedness. She made an assignment with me to reexamine the Ohio Pre K criterions which she received from her neighbour. Our hour-and-half hr meeting consisted of illustrations of merely how these criterions are being implemented, met, and mastered without the usage of paper/pencil, bore, skill worksheets, and appraisal tools. Although our doctrine has non changed, nor has her desire for her kids to hold merriment, the fright of success in school has crept into this ma à ¢â‚¬Ëœs thought. Walking through her boy ‘s and girl ‘s schoolrooms daily and detecting childs edifice blocks, making dramatic drama, utilizing sand and H2O, and working at art Stationss, reassures her that the childs are so holding merriment, but what are they larning? How can she be certain they will be prepared for â€Å" school? † This has me presenting several opposing inquiries. What are parents ‘ beliefs and attitudes towards an early childhood play-based course of study, and has their beliefs and attitudes changed since come ining the play-based plan? What grounds can I offer parents that play-based course of study is an appropriate course of study for primary school preparedness? How do I recommend for kindergartners as a clip in life to care for drama as a footing for holistic development and acquisition? It is my desire, as a strong advocator of drama for little kids, to better understand where parents are coming from, how they are informed, and what they draw upon to do their concluding decisions. Therefore, in my survey, I will ask from parents their beliefs and attitude about play-based course of study in the hope of better apprehension where parents are coming from. This information will better inform instructors in their parent instruction patterns every bit good as parents in their hunt for a preschool. Approximately Early on Childhood Education Programs Early on childhood instruction plans provide foundational acquisition experiences to really immature kids in readying for formal schooling. Early childhood instruction plans strive to supply kids with the basic accomplishments in literacy and numeracy, which are important for all degrees of instruction, while, at the same clip, supplying the societal, emotional, and cultural interaction that kids need for adulthood and societal development. There is a broad fluctuation in kid attention plans in the United States runing from basic care-based, and sometimes merely custodial-based attention to nationally accredited early childhood plans such as those promoted by the National Association for the Education of Young Children ( NAEYC ) . A figure of early childhood instruction theoretical accounts are in topographic point: Montessori, Reggio-Emilia, Waldorf, Play-Based, and Academics-Based, each holding a different doctrine and educational aim, but all nisus to lend to the preparedness of k ids for formal direction ( Singer, Singer, Plaskon, & A ; Schweder, 2003 ) .Theoretical ModelsEarlier theories on kid development do non straight stipulate drama as an indispensable facet of cognitive development yet constructivist theories recognize it as an of import factor impacting kids ‘s involvement and societal development. In add-on, neuroscience contributes to the position that physical and age-related drama enhances encephalon, physical, and overall development ( Frost 1998 ) . The societal constructivist theory is the force that determines this survey. It claims that persons ‘ perceptual experiences of the â€Å" world † around them shape their ideas and behaviour ( Berger & A ; Luckman, 1966 ) and that the building of significance is a procedure â€Å" forged in the melting pot of mundane interactionaˆÂ ¦meanings are negotiated, exchanged, and modified through mundane interactions with others † ( Rosenholtz, 1989, p. 3 ) . It besides says that people construct their ain apprehension and cognition of the universe through sing and reflecting upon those experiences. Constructivism posits that kids develop their ain constructs of things based on anterior cognition and experience. Guided by people, anterior cognition or experience, they perceive, analyze, and finally do up their ain thoughts sing the universe. Therefore, anterior accomplishments used at drama may be applied relevantly to other state of affairss, such as job resolution, analysis, or decision-making. This makes play an of import portion of kids ‘s life, as it serves as the debut to higher accomplishments and more hard challenges of life. In peculiar, Lev Vygotsky ( cited in Palmer, 2004 ) , a well-known constructivist supports the importance of drama in the kid ‘s development. In his last talk, â€Å" Play and the Psychological Development of the Child, Vygotsky emphasized the importance of drama during the kid ‘s early old ages. Harmonizing to him, drama is portion of a kid ‘s Zone of Proximal Development ( ZPD ) . ZPD is the difference between what a kid can make and what s/he can non. During drama, the kid behaves beyond his age, and discovers new ways of making things such as different forms and highs of blocks. As the kid does this, s/he explores the deepnesss of ZPD, which consequences to a better acquisition ability. In the same manner, neuroscience provides support for kid ‘s drama. Frost ( 1998 ) paperss that encephalon development is farther improved as kids engage in age-appropriate drama. Conversely, he illustrates that want of drama could ensue in â€Å" deviant behaviour † ( 8 ) . It can be gathered that in Vgotsky ‘s societal constructivist theory, parents form an apprehension when it comes to placing the â€Å" fit † academic environment for their kid based on their outlooks Research Methodology Focus and Questions Based on the ends of this survey, the employment of methodological analysis through the acquisition of narrative enquiry and the instance survey design are appropriate. Narrative instance survey will be used for this research undertaking as it will let me, the research worker, to witness and describe a descriptive scene in order to portion experiencesCase StudyThis survey adopts the instance survey design with the position that single instances provide more in-depth information. Case surveies focus on the person, his/her experiences, and immediate world, which is needed to deduce significance and apprehension of the issue or concept under scrutiny. Furthermore, it provides existent illustrations from existent people who are unencumbered by the usage of preset steps or studies, and whose responses will merely ensue in Numberss and statistics ( Bogdan & A ; Biklen, 2007 ) . In this survey, persons, the parents ( either female parent or male parent in one household ) should hold a kid o r kids who are enrolled in a school that implements play-based course of study. These persons will be interviewed and asked to portion their narratives based on open-ended inquiries that correspond to the over-arching research inquiries. In making so, the persons ‘ experiences and beliefs will be discussed in order to get at a better apprehension of the research subject, which regards parents beliefs and attitudes of a play-based course of study. It is expected that other factors such as race, faith, and socioeconomic position would act upon the experiences and ideas of parents. Therefore, the parents selected for the survey will come from different backgrounds. In add-on to the three planned interviews, observations including parent/ instructor conferences, PTO meetings, assorted parent jubilations such as â€Å" A Day in the Life of PreSchooler † , â€Å" Muffins With Mom † , â€Å" ( Root ) Beer and Pretzels with Dad † , Parents Night Out, Parents †˜ Information Evening etc will be observed. Artifacts such as Parent Handbook, School ‘s literature including the school ‘s mission statement, pupil rights, pupil portfolio information will be submitted to supplement Narrative Inquiry For the intent of this survey I will besides be pulling on narrative enquiry ( Clandinin & A ; Connelly, 2000 ) to look into five parents beliefs and attitudes towards a drama -based early childhood course of study within a in private owned early childhood installation. Coming from the societal constructivist position, I believe that experiences are important. Clandinin & A ; Connelly besides suggest experience is important in their three dimensional model for analyzing how the participants past, present and future contexts act upon their beliefs and attitudes towards a drama -based early childhood course of study. Concentrating on narrative enquiry will assist me to underdtand how parents beliefs and attitudes towards a play-based early childhood course of study have been established. This alone attack is attractive because it provides the chance for the parents ‘ voices to be heard. In understanding their beliefs and attitudes of a play-based early childhood course of study, narrative enquiry will let me to research how their beliefs and attitudes affect their decsion to inscribe or non in enroll in a installation that promotes a play-based curriuculum and how these beliefs and attitudes have evolved, through the narratives that they portion. This survey will utilize the narrative in-depth interview as a qualitative information aggregation method, which can arouse far richer information than a study. Further, interviews offer the research worker a means to clear up responses and validate participant responses. Cohen et Al. ( 2000 ) posited that single behaviours can merely be understood by understanding persons ‘ readings of the universe around them. Therefore, meaningful societal action demands to be interpreted from the point of position of the histrions or the people who are in that peculiar state of affairs. It can be said that parents who have already enrolled their kid in a play-based preschool would of course experience more strongly about it than parents who have non sent their kid to a play-based preschool ( Bryman, 2004 ) . This qualitative instance survey will analyze preschool parents ‘ beliefs and attitudes utilizing a narrative enquiry data-collection scheme in order to showcase the experiences and perceptual experiences of parents towards play-based course of study in early childhood plans. Case survey and narrative enquiry seek to understand the peculiar inside informations in a historically and socially bounded context ( Clandinin & A ; Connelly, 2000 ) .Main Research QuestionsThe chief research inquiry for this survey is â€Å" what are parents beliefs and attitudes towards an early childhood play-based course of study? † Supporting Research Questions I have identified several back uping research inquiries to reflect upon throughout Clandinin and Connelly ( 2000 ) 3-dimensional interviewing procedure. In looking forward/backward I am interested in understanding how persons ‘ life histories inform their current beliefs and attitudes towards play-based course of studies. In looking inward/outward I am interested in understanding what outside factors influence their current beliefs and attitudes towards play-based curriculums.. What are their beliefs on drama? What are parents ‘ beliefs sing developmentally appropriate patterns? What are parents ‘ perceptual experiences of early acquisition? What grounds can I offer parents that play-based course of study is an appropriate course of study for primary school preparedness? How do I recommend for kindergartners as a clip in life to care for drama as a footing for holistic development and acquisition? . Childs have different demands and the preschool plan should be able to turn to those demands. From my experience, I have found that parents frequently choose preschools that are child-friendly ; that is, they have passed safety criterions, provide plenty learning stuffs, employ qualified and caring instructors, and maintain an attractive installation. Rarely do parents inquire about the school ‘s course of study or its academic offerings. In my experience, parents expect preschools to learn kids rudimentss like forms, colourss, alphabet, Numberss, and reading. Most preschools integrate these basic accomplishments into their acquisition plans, but each preschool differs in how the said accomplishments are presented to the kids for learning intents. Researching parents ‘ beliefs and attitudes would assist place the relevancy of play-based course of study, whether it has helped ease their kids ‘s preparedness and ability to larn and develop accomplishments needed for the â€Å" existent school † or for mundane life. Furthermore, their responses will function as valuable penetrations to pedagogues in general, including those who are non implementing drama. Sing its focal point, play-based course of study may be mostly misperceived as non supplying adequate attending to accomplishments and acquisition. Besides, the current standard-based instruction being implemented, may see drama unimportant, therefore curtail clip for it or wholly disregard it. Such would be deterrent to kids whose basic needs include drama and merriment. In this position, the inquiries that I would wish to elaborate on include: What are parents ‘ beliefs and attitudes towards play-based course of study? What factors led to the development of these beliefs and attitudes? How do/did play-based course of study affect their kids ‘s acquisition and development? and How do parents ‘ beliefs and attitudes sing drama impact the execution of play-based course of study and standard-based curriculum/formal direction?Purpose of the StudyI believe it is of import for all parents to hold a thorough apprehension of the course of study that their kid will be sing, whether in preschool or in any other educational scene. Preschools enjoy a certain sum of flexibleness in how they teach immature kids. Different learning theoretical accounts are available, and some schools integrate two theoretical accounts ( i.e, Montessori and Reggio Emilia ) . When parents know and understand the course of study of their kid ‘s preschool, they are more likely to go involved in the school ‘s activities. They so cognize how to reenforce their kid ‘s acquisition at place, and tend to join forces more with instructors ( Sission, 2009 ) . My quest to understand the beliefs and attitudes of five parents towards a play-based course of study has multiple intents. First, is to supply readers and the early childhood instruction sector with information refering parental beliefs and attitudes towards play-based course of study ; 2nd, to larn how, harmonizing to parents ‘ positions has play-based course of study affected their kids ‘s acquisition and development ; and 3rd, to spot whether they believe it serves as an effectual tool for early childhood instruction.Statement of the ProblemEarly on childhood research workers have reported that immature kids learn best through activities that support the development of the whole kid ( Elkind 2001 ) . David Elkind ( 2001 ) , in a piece reminiscent of Piaget ‘s constructivist positions, entitled â€Å" Young Einstein: Much Too Early, † argued that immature kids learn best through direct interaction with their environment. Before a certain age, they merely a re non capable of the degree of concluding necessary for formal direction. However, national concern with answerability, competition, proving and â€Å" back-to-basics, † puts an over-emphasis on faculty members and single-subject instruction ( Elkind, 2007 ; Ornstein, 2002 ; Perrone, 2000 ) . In response to these concerns, early childhood plans may concentrate the course of study on the instruction of academic accomplishments ( Morrison, 2004 ) . These factors have led to narrowly-defined course of study, which deny immature kids valuable life experiences found in drama. Although a turning concern on math and linguistic communication ability in the higher twelvemonth degrees has prompted the execution of standard-based course of study, it is non plenty to enforce such sort of system in the preschool degree. In the first topographic point, kids are a batch different from grownups in their ways to larn. Unlike grownups, kids, particularly little 1s, need drama ( Ginsburg, 2007 ) ; they need to be interested in what they do in order to go on with it. Therefore, the demand for drama in the preschool should non be disregarded. However, the significance of drama in direction should be supported by research and by parents ‘ belief in the course of study. Therefore, a survey of the parents ‘ beliefs and attitudes towards a play-based early childhood course of study may supply information utile to instructors and decision makers when be aftering schemes for implementing a successful preschool plan.RationaleWith the demand for effectivity, trial accomplishment tonss, and answerability, many preschool plans have adopted and reinforced formal direction, and have used drama as a recreational period instead than a learning medium. In an Oregon state-wide study sent to all kindergarten instructors and principals with first-grade instructors, Hitz and Wright ( 1998 ) found that 64 per centum of kindergarten instructors, 61 per centum of principals, and 72 per centum of first-grade instructors reported that formal academic direction was more prevailing in kindergarten than it was 10 to 20 old ages ago. In this scenario, originative look may be considered non every bit of import as cognitive development. Creativity may be viewed as irrelevant to the development of thought and job resolution. Conversely, it is possible that instructors and decision makers have adopted academic direction and other formal patterns, even though most of them considered such developmentally inappropriate. This last scenario implies the loss or deficiency of academic freedom among pedagogues, therefore beliing democratic rules. Early on childhood pedagogues have shown concern with the type of direction used in their instruction plans. Practices used in pre-kindergarten and kindergarten categories reflected an environmentalist-behaviorist position, even though instructors reported holding other positions. From a survey of instructor pattern, Hatch and Freeman ( 1988 ) found that two-thirds of early childhood instructors were implementing plans in struggle with their doctrines refering kids ‘s acquisition. Early childhood experts have long asserted that plans for immature kids should supply for the development of societal, emotional, physical, cognitive, and originative accomplishments, but the abovementioned findings do non reflect this anymore. In short, there is a spread between research workers ‘ recommendations and instructors ‘ patterns ( Bredekamp, 1997 ; Logue, Eheart, & A ; Leavitt, 1996 ) . Parents are the make up one's minding authorization when it comes to the type of instruction that their kids should have. Their beliefs and attitudes towards a course of study and later their determinations are typically influenced by their ain beliefs, experiences, and attitudes. As a effect, their positions affect the execution of plans for immature kids. This survey does non corroborate that parents ‘ positions sing course of study execution are sufficient to implement a favourable plan. However, it considers their positions because they form portion of kids ‘s acquisition environment. It is of import to derive their positions about play-based instruction because aside from the instructor, they are the 1s who have entree to information sing their kids ‘s development and ability whether in school or outside it. Motivation As an experient primary pedagogue, and a current preschool proprietor and pedagogue, I am interested in parents ‘ beliefs and attitudes towards an early childhood play-based course of study and whether their determination to inscribe their kid in a play-based course of study is borne out of their apprehension of the plan or other factors. I personally believe in the play-based course of study and would wish to find if this attitude is shared by the parents. If they do non, I would wish to cognize the footing for their disfavor of the course of study. Parents of my pupils are informed of our play-based course of study at registration. Despite this, nevertheless, some still face me with incredulity about the course of study. As an pedagogue and concern proprietor, this survey would take me to a better apprehension of parents ‘ beliefs and attitudes approximately play as a vehicle for larning Understanding how parents understand play-based course of study is important and wi ll add to the literature in many ways. In researching how parents understand play-based course of study this survey will lend to current literature available offering new thoughts Contributions to the Research Children ‘s drama has come under renewed onslaught. Inspired by my ain experiences as a preschool proprietor I hope to lend through this narrative instance survey assorted lived narratives of parents and how their beliefs and attitudes towards a play-based early childhood course of study have evolved. Since parents are the â€Å" clients † of early childhood plans, is it of import to understand their beliefs and attitudes. While there is plentifulness of research back uping play-based course of studies in the early childhood schoolroom, it is largely from the pedagogues ‘ and child ‘s position point, literature is missing in this country as it pertains to the parents, their ain beliefs and attitudes. While non meant to portray generalised information the rich descriptive narratives of these five parents will stand for the larger community. Mentality In chapter two of this research proposal, Literature Review, I describe the context in which preschool plans, play-based course of study, and parental picks have been studied in the yesteryear, and the deductions of research findings to current pattern. . The literature reappraisal is organized from the general to the particular, which means that a general overview of preschool plans is provided, followed by a treatment of the play-based course of study, and reasoning with parents pick. . In chapter three, Methodology, I further depict the usage of instance survey and the narrative enquiry attack to warrant the usage of such methods and design as proposed for this survey. The chapter besides provides the description of the research scene, the research sample, the informations assemblage process, information analysis, the timeline, and cogency and dependability concerns, every bit good as the awaited restrictions of the survey. The chief research inquiry every bit good as the back uping inquiries will be outlined in item as good within the chapter three. Chapter four, Findings, will pull on common subjects that exist within the participants narratives that describe their beliefs and attitudes towards an early childhood play-based course of study. The deductions this research has on informing the preschool community will be found within chapter five, the concluding chapter, Discussions and Implications.KeywordsPreschool Plans: refers to the pre-kindergarten plans that are geared towards fixing kids ages 2-5 old ages old for kindergarten. The plans offer assorted services for different age groups and follow different course of study theoretical accounts. In this survey, preschool plans refer to the scene and object of the research work. Curriculum Models: refers to an educational system that combines theory with pattern. A course of study theoretical account has a theory and cognition base that reflects a philosophical orientation and is supported, in changing grades, by kid development research and educational rating. The practical application of a course of study theoretical account includes guidelines on how to put up the physical environment, construction the activities, interact with kids and their households, and support staff members in their initial preparation and on-going execution of the plan. In this survey, the theoretical account used by the preschool plan is a play-based course of study. Play-based course of study: refers to the larning theoretical account based on developmentally appropriate drama. This theoretical account is child-centered ; it is based on kids ‘s involvement to guarantee maximized engagement, focal point, and acquisition. Developmentally appropriate patterns: patterns that are â€Å" designed for the age group served and implemented with attending to the demand and differences of the single kids enrolled † ( Bredekamp, 1998 p. 53 ) . In this survey, developmentally appropriate patterns refer to the instruction patterns of kindergarten instructors as manifested in their categories. Beliefs: refer to a set of thoughts or ideas that a individual finds of import or that influences his or her feelings, attitudes, and behaviour. Beliefs are subjective and can be measured by inquiring participants to clarify their ideas on a certain subject or issue. Attitudes: refer to a societal concept that is predetermined by a individual ‘s beliefs. If the belief is negative, so the attitude toward the issue or job is besides negative. Attitudes are associated with stereotypes of what is socially acceptable. Feelingss: refer to the affectional constituent of an person ‘s belief and attitude towards a certain issue or subject. Feelingss are associated with the personal experience and rating of the said issue. Understanding/Perception: refers to the entirety of the person ‘s beliefs, attitudes, and feelings towards a certain issue or subject.

A Probation Officer’s View of Effectiveness

This case study is about what a probation officer’s view of effectiveness is and how it can affect his or her view of the job. The local newspaper ran a 3-part article about the probation office and how it was not living up to the expectations of the citizens. The articles discussed how the recidivism rate for the department was high and the department did not utilize social programs in the community. Whose interests were served in the newspaper’s evaluation of the probation office and whose will be served by the proposed evaluation from the department? What theory or theories of effectiveness are represented in the proposed new evaluation format? And what process and outcome measures are included in the evaluation? What domain of activity do these cover? Is the meaning of the variables clear? The newspaper article served the interest of the probationer’s, citizens of the community, social service agencies, and the probation office. If the article had never been published there is a good chance there would not be a change in the operations of the probation office and the citizens of the community and probation officers would not see a change in the recidivism of probationers. The proposed evaluation will serve the probationers due to the fact that he or she will receive more options to break the cycle of crime. It will serve the citizens of the community by breaking the cycle of crime therefore crime rates will decrease. And, it will serve the probation officer’s as he or she can feel better about the options available for their probationers and the programs he or she can refer to them. The process approach and the system resource model are both prevalent in this case study. According to Steers, â€Å"the process approach consists of three related components: goal optimization, a systems perspective, and an emphasis on behavior within organizations† (Stojkovic, Kalinich and Klofas, 2003). In the case study, the officers and the leader discuss how the organization needs to look at how much time the officers are spending with each client, where they are spending this time, and what the probation officer is doing in this time. This type of study is putting the emphasis on behavior within the organization. In the system resource model the effectiveness is based on â€Å"the extent that it can obtain needed resources from its environment† (Stojkovic, Kalinich and Klofas, 2003). An officer in the case study discusses getting his clients in touch with the social agencies in the community to help break the cycle. This is an example of the system resource model. This evaluation will use the gross malfunction analysis. The probation system in the community is considered a failure. The evaluation in which the leader and officers are proposing will examine the reasons for the failure. Another good analysis is the revelatory analysis. This analysis is reflected in the use of social programs by probation officers and his or her client. It will also show how well the probation officers are utilizing inside and outside resources to help eliminate recidivism? The domain of activity these evaluations cover and the studies the probation office wants to utilize are the effectiveness-for-whom and the tendency for effectiveness criteria to influence behavior within organizations. By using the malfunction and revelatory evaluations the probation office and citizens of the community will have a better understanding of the operations and activities of the probation officers. The newspaper article in this study helped to bring about some positive changes for the probation office. The probation officers received a supervisor who included him or her in planning and implementing the type of evaluation needed to decrease the recidivism of all the probation clients. The effectiveness of the probation office became a propriety project not only for the probation supervisor but for the probation officers. The officers were able to feel as if the evaluation was his or her project and therefore he or she would benefit from it. The supervisor brain-storming with the officers gave the officers a sense of ownership over the evaluation and therefore when the results are returned he or she will be more compelled to help find solutions to the problems.

Cannabis and Health Canada

Cannabis has been a part of human existence for thousand of years. People used cannabis as a necessity of life. People depended on cannabis to live longer than they depended on money. Today In Canada, cannabis was scheduled In the same class as heroine in Canada. Health Canada has a program for medical cannabis patients but that is not enough because growing cannabis is illegal and people cannot use it as a medicine if they cannot pay a hefty fee for license and doctors. The doctors would prescribe the patients any pharmaceutical drugs before cannabis.They forgot (or uneducated) that cannabis was humans' main medicine and pharmaceutical drug as only a man-made substitution. Decentralized cannabis Is an advantage for black market drug trafficking, fraud and opportunities for pharmaceutical company to take advantage of dying patients to pocket millions of dollars on prescription drugs. This has to be changed. Teenagers and young adults should be taught differently about cannabis in Can ada. They should be told the truth of how cannabis was mandatory for the Canadians before the refer madness and how cannabis was once considered as a medicine In human history, rather than a scheduled drug.They should be Informed that cannabis should be one of their medication and they should eave the freedom of choosing to use cannabis correctly and safely. Oh Cannabis! Was created in 2014 as an educational exhibit for students from 16- 21 . The target audiences are young people who would like to learn the medical benefits of marijuana in an educational way. They are interested on the reasons Justine Trusted spoke about cannabis to elementary students and wondered if what the government taught them about cannabis Is updated and correct Oh Cannabis! Ivies updated data and Information on cannabis use, pros and cons, true/false Information of cannabis, where in Canada that has the most grow pop raid and the history of anabas in Canada. Alcohol and cigarette is the two most dangerous d rugs that have been regulated for people who are over 19 years of age. The government should do the same thing for the safety of teenagers (teenager 5 has been using cannabis before cigarette or alcohol) and to bring back what was once a mandatory plant In human history Display type is Babes Nine Regular.It's strong for regular typeface and therefore gives better contrasts to the headers. Headers are strong and need to be legible. Babes Nine has both of those characteristics and with a right contrasting colors, it loud make a good header for the header for the color palette of Oh Cannabis!. Body type Is Thinners Regular. It Is a nice, tall typeface that Is Interesting to read. It Is a sans serif font that has very Interesting numbers, With the black and white choice of contrast, the font stands out nicely.With a nice leading, the font gives itself a dramatic and clean look. It is good for body type because of its high legibility. It makes a different choice of font since it is not t he regular Helvetica or Myriad Pro. Oh Cannabis! Is an interesting, dramatic and adventurous brand for young people ho are In high school or college. Red and yellow are hormonally with green color like red and yellow but white also works as well on red and green. For IMPS 16, yellow was not 100% Y therefore, would be acceptable to use with white. Oh Cannabis! Incidental match the shade of Restrain colors; the colors are well known in the cannabis culture. The colors work out perfectly for the brand and would be easily recognized for the topic it holds. As an exhibit for cannabis in Canada, cannabis leave is the number one imagery that would be used throughout the brand. The symbol of the medicinal cross represents he medicinal purposes and properties of cannabis. When thinking about using marijuana, the method that is used a lot other than rolling papers is smoking through water pipes, also known as bongs.It is more visible and not being mistaken as a cigarette. It is also suitable for the age group and would catch attention of the main target audiences. This exhibit is related a lot to Canadians; therefore the map of Canada is the best option that could represent where the information for this exhibit came from. Cannabis leaf is presented in every single one of the brand imagery as the entire topic is about cannabis. The first identification signage is located on Don Mills Road, the main road that would lead to the entrance of Ontario Science Center.The banner will contain the name of the exhibit, images, date and venue where the exhibit is held. The banners would be printed on hemp fabric with vinyl coating to withstand the weather (avoiding paint to fade under the sun and rain). The pole is 100% hemp wood and the strings to tie those banners will be made of hemp fiber. After the exhibit, the whole pole would be taken down and recycle. As an CEO-friendly exhibit, most everything that is presented is made out of hemp and is recyclable. The main identification signage will be positioned at the main entrance.It is 10 feet tall and can be seen from far away, The title, word mark and date of the exhibit is painted on cutout hemp panels and put on top of the main signage as it would be seen from miles away, The door frame would be made out of hemp wood panels to keep the organic look and texture. To create an adventurous feel, the doorway is decorated with hemp paper cutout of cannabis leaves, to imitate the entrance of the cannabis Jungle. The map of the exhibit site is located at the main entrance of the Ontario Science Center. The map would be printed on hemp paper and laminated to a hemp wood panel with vinyl top coating.It would show the map of the 6th level, where the exhibit would be held. The services that would present in the map are: washroom, payphone, emergency exit (stairs that will lead to the lower level), elevators, escalators, food service, automated electronic defibrillator and designated pot smoking area of the floor. It w ould be used to give directions to visitors and to provide correct emergency services. To make the theme even better than any other exhibit and to promote the use of cannabis, a rule of only cannabis smoking/ use loud be present for the patio of this floor.An offset of Ontario Science Center will be Oh Cannabis! Landmark is in the shape of a large water pipe (also known as a bong). It would be made of solid hemp wood, painted red and with the exhibit brand mark painted white. The landmark is painted red as an intention so everyone could to see it from a great distance. Red is the most noticeable color on the map therefore people would remember to look for a enormous red bong. Using the same water pipe image as the brand imagery to make sure to people they know what they are looking or, the band mark is built through out the exhibition.The brand mark and imagery is painted white on the red bong. The landmark is located left of at the 6th level main entrance (where the main escalator and elevator exit is). People need to see the landmark on the left to avoid turning right and wandering the right side of the floor. From the landmark, there is a hallway going to the right and it will take visitors to the main exhibit site. Directional signage will lead visitors to the correct services they are looking for. Directional signage is made with hemp wood panels on a hemp wood pole. The writings and arrow would be painted on the panels and nailed onto the pole.The brand mark of the exhibition is on the top panel of the signage to make sure that the direction is belongs to the location of the exhibit. The panels would direct visitors to services such as washroom, restaurant, smoking area and emergency service. The directional sign would be placed at the exit and entrance of the exhibit. It is helpful for finding locations for emergencies and other services quickly when the visitors are on the exhibition site. On the door of the bathrooms, there are cannabis image to prese nt that the visitors are in the closest washroom of Oh Cannabis!.The exhibit display contains the main information of the exhibit; cannabis in Canada. Exhibit display is designed and printed on hemp paper then laminated to a hemp wood panel. It would be placed in the middle of the exhibit, where everyone can gather to take a look at the information and graphics on the topic of cannabis in Canada. The display panel included information on history of cannabis, the definition and the myths were told. It also includes the pros and cons of cannabis use and how many young people are voting for the legalization of cannabis.The display panel used the same color palette as the brand mark to create the unity for the brand. The information on the panel is selected from different sources of news and researches. Kronor is a lifestyle and health magazine focusing on cannabis culture in Canada and world-wide. It brings updated cannabis news, people's life with cannabis, medical benefits of marijua na and current status of legalization of marijuana in Canada and the world. KRONOR – is pronounced like â€Å"chronic† that is another street name for cannabis. Ironically, cannabis is used to treat a lot of chronic conditions like cancer, reps, anorexia and so many more.As a medical cannabis magazine, it is important that the target audiences understand the meaning behind the name of the brand. The name KRONOR would appeals to medical cannabis users at any age and gender. Cannabis Culture and 420 Magazine. Even they are the magazines that focus mainly on the recreational use of cannabis, they are more established and sponsored by the biggest corporations of the industry. However, Kronor would focus on the information of cannabis in Canada and would attract Canadians worldwide. Kronor also is used to promote the cannabis industry in Canada.The target audiences for the magazine are anyone who use or have interest in cannabis as a medicine. They are in the age group of 2 5-35. They have mid income of annually. They are health conscious and they know the health benefits of cannabis. They want to see the change in cannabis legalization. Images should reflect the dramatic debates over the legalization of marijuana. Background image represents the feature article of the issue. NAMEPLATES Placement of the nameplate is optional according to the cover image. However, the ideal position for the nameplate is centered at the top of the cover image.It also affects the determination of the color of the nameplate. A nameplate contains the issue number and the issue dates. It locates under the logo for easier eye-flow. BANNERS Banner contains the bar code, magazine website and price of the issue. Banner is placed on the left bottom corner of the magazine. IMAGES Images must reflect a healthy, positive and earthy tone of voice. Background should contain images of cannabis and/or the current events that related to the feature article. Images should be adjusted to c ontrast with the feature article title and the nameplate.

Summery Children Need to Play, Not Compete by Jessika Statsky Essay

Summery Children Need to Play, Not Compete by Jessika Statsky - Essay Example With that information Statsky aims at educating parents on the harm that the adult standards imposed on children games such as the selecting procedures and the high urge to win have especially on children aged between six and twelve years. Statsky explains that the discussed harmful effects on children emanate from both contact and noncontact sports. Statsky proposes that organized games should allow children to have fun while playing regardless of the results (Statsky 270-274). Therefore, this paper will evaluate the argument brought forth by Statsky to determine whether it is logical, appropriate and consistent. From my point of view, Statsky is partly right although stringent measures should be implemented to ensure that psychological, physical and emotional harmful effects brought forth by competitive games are completely curbed. Competition is part of life that every individual must consistently go through whether at school, in the chosen career path and the society at large. In actual sense, competition is more intense in the life of adults. Therefore, it is important to be subjected to competition at early stages of life so as to understand issues like quitters never win. This will help children to learn and live by competition principles thereby molding a strong and positive character. Conversely, organized games help children to acquire sportsmanship skills and character thereby fully setting their talents into practice. Moreover, they gain the required high self esteem, confidence and general positive perception about themselves. These are virtues that cannot be taught or instilled in them and they are highly important in their development. They enable children to learn strategies of attaining success and dealing with failure. For instance, when in preschool I used to be an active player of various types of games both contact and noncontact. The enthusiasm of the sports was derived from the fact that we were competing between each other. One even had the eagerness and desire to indulge in the new sports events. The notion was to be viewed as a hero before the eyes of colleagues thereby enabling us to have high self esteem and confidence. On the other hand, the competing factor gave the desire to have the required hype, fun, eagerness and pressure of having to perfect and excite at the same time. On the other side, the notion of competition brings in the necessity of training hard so as to win and achieve the prize that is always accompanied with a feeling of accomplishment and satisfaction. In addition, the spirit of competition used to bring team unity, closeness and team working. In fact, a better relationship between the team members was established. Therefore, from the above facts I oppose Statsky theory that children should not be subjected to competition. Instead, they should be allowed to play without the notion of winning or losing. This is because the competition aspect gives children a practical view of social life tha t adults go through; a life where they have no option than to struggle and win or put less effort and fail. However, parents and teachers should give them the option of whether to participate in a competition or not. Moreover, they should not be subjected to intense competition that will strike rivalry between them but instead the competition should be ecstatic. This will also enable the children to learn

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Managing organisations and change - Essay Example This brings to the fore the importance of managing changes effectively within an organization. The change has to be implemented in such a manner that the complexities and the cost involved with the same get rationalized. For this there is a need of designing an effective workflow process and putting in the best quality practices. Also the framework for the same must be easy to implement.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the biggest challenges which are often faced by the organizations desirous of implementing changes in their organization is the resistance which they face from their employees. The employees are emotionally attached with their organization and workplace. Any changes here are definitely going to affect the morale of the employees and hence they resist changes. As the organization itself is made of employees, it is of utmost importance to take the employees in confidence before implementing any major changes in the organization.   The hospital is facing some problems while implementing these changes. These problems are the result of resistance from workers who are not conversant with the new technologies. Resistance to change in this case has occurred because the people are unable to understand why at all any change is taking place in the organization. The employees have also been found reluctant to move out of their comfort zones. They have this fear of future uncertainties, which might develop after the implementation of changes. There is also a feeling among the employees that these changes have been forcibly enforced on them by the management and they are lamenting about the fact that they have no say in such change management issues. Also the timeframe for such changes is kept short by the management.   To deal with this situation and in order to manage the change effectively, the management of the hospital has decided to provide the best environment to its employees. The following guidelines will be under the adoption of the hospital management

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Principles and Practices of Effective Leadership - D1 - Essay Example ing this factor, an understanding of the various leadership approaches which leaders could adopt to lead their company is extremely crucial for a successful leadership. Leadership approaches are directions which help leaders follow the required path and therefore successfully achieve the goals established by their organization. It is important for a leader going through a process of leadership development to understand these leadership styles and adopt the various characteristics and roles defined by these approaches in managing their company. Moreover, leadership styles like autocratic leadership, democratic leadership, laissez-faire and transformational leadership, each define a set of characteristics, traits, agendas and the relationship a leader adopting each of these styles have with his/her subordinates. This brings us to authentic leadership, which is highly dependent upon persuasion which is linked to building trust which brings in three elements required for authentic leadership establishment pertaining to the factor of building trust; establishment of a trusting environment, continuous facilitation and training by experts and awareness of the limits to train leaders according to their job requirements since pushing too hard may lead them to be distraught and stop learning, thus negatively impacting the organization in the long run. Lastly, to become an authentic and good leader, one must act proactively, must take up responsibility for his/her actions if consequences faced, show commitment to the work and be friendly with the workforce, take regular feedback from workforce and share your vision with them to make them feel important and highly value their opinions (Bernel,

Art History Project Assignment Example | Topics and Well Written Essays - 750 words

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Global Marketing Plan Research Paper Example | Topics and Well Written Essays - 1750 words

Global Marketing Plan - Research Paper Example How my decisions support the overall goal of growth and expansion? And last but not the least that How would I convince someone with the opposing perspective? In the end I would present my own views to support my decision and findings so far. Global Marketing Plan As I am supposed to present my thoughts regarding the globalization issue for the company, so in my views we should definitely move for globalization of our company. Since, our company has a wide range of clientele in Phoenix and Boston. People already know us here and our company is one of the most renowned furniture selling companies in town. Therefore, we would definitely have to take the opportunity like other companies and try to build the same repute in other locations as well. Moreover, I think we can do much better in other areas of the world as well. Therefore, in my point of view, it is the right time when we should expand our business internationally as well. Main reason behind this decision is to increase the ma rket share of our company. Moreover, if we expand our business in various regions across the globe then it will increase our sales and revenue as well. It will help our company to make its name in more locations, thus creating diversified customer range as well. One more factor to think about globalization is to search for more capable labor source from multiple areas of the world. This diversity will not only give us varied work force but also different minds to think for the benefit of the company in a better way. This is one way we can multiply our profits as well. As far as my rationale behind this decision is concerned, I stated already that globalization is truly good for our company at this moment. I don’t want to wait and let other competitors to take the advantage of this process. We have examples of many companies that have expanded their business to almost every side of the globe such as Coca-Cola, McDonalds, KFC, and so on. All these companies have not only gained lots of popularity around the world but also multiplied their revenues in a well-organized manner. If we lose the opportunity now, then some other company will lead us in this regard and gets all the benefits of globalization prior to us. When it comes to target any specific location then Europe is the best place to aim for. I have suggested Europe because we can gain a wide range of customers and competent workers from that place. Especially from Sweden we can get proficient workers and true furniture lovers from all over the continent. As per my studies people there are fond of good furniture. They like to give their homes a classy and trendy look. They follow trends and if we provide latest and chic styles designs of furniture then we can surely increase our clientele in that area. I have worked out enough to trace the location, where our company should target? The information I gathered using all my efforts, clearly shows that people in that area needs a good job with higher sa laries. We can easily target those areas to give them a good job and hence can upsurge our resources as well. It will also cut down our production cost because the salaries we are paying here in Boston and Phoenix are comparatively higher than the amount we would pay there. Not to compromise on the quality side, I would suggest that instead of making the furniture at other locations, we make them

Promoting good nutrition in patient with dementia Research Paper

Promoting good nutrition in patient with dementia - Research Paper Example Based on the causes of dementia, Alzheimer’s disease is the major cause, but secondary causes also have a role to play. This includes secondary brain conditions and injury to the brain substance secondary to trauma. Alzheimer’s disease is a degenerative brain condition affecting memory and cognitive brain functions, and is the commonest form of dementia in people over the age of 65. Vascular dementia results from cerebrovascular or cardiovascular problems which often result in strokes. Minor but important causes of dementia include HIV diseases, Huntington’s disease and Creutzfeldt-Jakob disease. Dementia is a condition whose principal prevalence is in old people over 65 years, but children and middle aged adults may suffer from dementia. Trauma, brain tumours, heart conditions, lung conditions, poisoning and some terminal infections may lead to dementia in this group. Some inherited disorders like glycogen storage diseases and mitochondrial abnormalities are specific for children, causing dementia. Whatever age group affected, dementia is a serious condition that leads to progressive memory loss and degenerative cognitive functions. Treatment will never reverse or stop the condition, but instead the treatment reduces the symptoms, thereby slowing down the disease progression. Apart from symptom alleviation, adequate rest, nutrition and hydration are very important as they reduce morbidity and mortality. In terminal dementia, the patients are unable to cater for themselves completely which calls for the input of the caregiver in providing optimal nutrition and in the correct proportion. In dementia, there is degenerative brain loss due to loss of neurons. Dementia is associated with malnutrition due to the feeding difficulties in people who suffer from the condition. Impaired cognitive functions lead to a deficit in the short-term memory making the patient forget simple tasks like feeding. The patient may also become easily distracted, thereby

Respond Essay Example | Topics and Well Written Essays - 250 words - 3

Respond - Essay Example The discussion post effectively captured the relevant elements of performance improvements and emphasized its relevance in contemporary work settings. The articles that were selected focused on the health condition of employees; particularly focusing on nutrition and weight loss. One agrees that the holistic well-being of all employees must be a paramount concern of organizations. Actually, the Occupational Health and Safety Administration (OSHA) defines standards that require employers to seriously take care of the safety and health condition of workers. As such, the information contained in the articles impact the performance of workers through assuming a healthy disposition (physically, mentally, emotionally and even socially) in order for them to achieve defined goals. The focus on health emphasizes that a healthy human resource would be least costly for the organization in terms of avoiding absenteeism, illness, and propensities for

Importance of Agriculture in Economy Essay Example for Free

Importance of Agriculture in Economy Essay The direct contribution of the agriculture sector to national economy is reflected by its share in total GDP, its foreign exchange earnings, and its role in supplying savings and labor to other sectors. Agriculture and allied sectors like forestry and fishing accounted for 18.5 percent of total Indian Gross Domestic Product (GDP) in 2005-06 (at 1999-2000 constant prices) and employed about 58 percent of the countrys workforce (CSO, 2007). It accounted for 10.95 percent of India’s exports in 2005-06 (GoI, 2007) and about 46 percent of Indias geographical area is used for agricultural activity. There has been a structural transformation in the Indian economy during the past few decades. The composition of Gross Domestic Product at 1993-94 constant prices reveals that the share of agriculture including forestry and fishing has declined as growth in industrial and services sectors far outpaced agricultural sector (Figure 1). The share of mining, manufacturing, electricity and construction sector has increased from 21.6 percent in 1970-71 to 27 percent in 2004-05 and services sector has increased significantly from 32 percent to 52.4 percent during the same period. Despite a steady decline of its share in the GDP, agriculture is still an important sector and plays a significant role in the overall socio-economic development of the country. Therefore, fostering rapid, sustained and broad-based growth in agriculture remains key priority for the government. Consistent with the trends of economic development at national level, role of agricultural sector in the state economies is also changing rapidly. The share of agriculture in Gross State Domestic Product (GSDP) has declined significantly during the last two decades. In some States, such as Bihar, Punjab, Uttar Pradesh, Haryana, Rajasthan, and Orissa, the sector today contributes more than one-quarter of GSDP, while in some states, such as Gujarat, Kerala, Karnataka, Tamil Nadu and Maharashtra, the sector contributes less than 20 percent to GSDP (Figure 2). However, contribution of agriculture to GSDP has declined in almost all States between 1993-94 and 2004-05. The decline was the highest in Karnataka (16%), followed by Haryana (14.2%), and Kerala (13.7%). In Karnataka, decline was mainly due to significant increase in the share of service sector (from 37.9% in 1993-94 to 54.7% in 2004-05) mainly driven by informational technology (IT) industry. Similar is the case with Haryana the decline is due to faster development of services sector in cities around the national capital, Delhi. Despite declining share of agriculture in the economy, majority of workforce continue to depend on agricultural sector for employment and in rural areas dependence on agriculture is more as nearly 75 percent of rural population is employed in agricultural sector. However, there is disguised employment in the sector due to limited opportunities for rural non-farm employment. This disguised employment leads to lower labor and resources productivity in the sector relative to other sectors of the economy. The low labor productivity leads to higher rates of poverty in rural areas (Figure 3). Agriculture in India is constitutionally the responsibility of the states rather than the central government. The central governments role is in formulating policy and providing financial resources for agriculture to the states. Agriculture finance Meaning: Agricultural finance generally means studying, examining and analyzing the financial aspects pertaining to farm business, which is the core sector of India. The financial aspects include money matters relating to production of agricultural products and their disposal. Definition of Agricultural finance: Murray (1953) defined agricultural. finance as â€Å"an economic study of borrowing funds by farmers, the organization and operation of farm lending agencies and of society’s interest in credit for agriculture .† Tandon and Dhondyal (1962) defined agricultural. finance â€Å"as a branch of agricultural economics, which deals with and financial resources related to individual farm units.† What is Agriculture Finance Agricultural finance is the study of financing and liquidity services credit provides to farm borrowers. It is also considered as the study of those financial intermediaries who provide loan funds to agriculture and the financial markets in which these intermediaries obtain their loanable funds. John B. Penson, Jr. and David A. Lins (1980) Why Agriculture Finance India is mainly an agricultural country. Agriculture accounts for approximately 33 percent of Indias GDP and employs nearly 62 percent of the population. It accounts for 8.56 % of Indias exports. About 43 % of Indias geographical area is used for agricultural activity. Agricultural production in this country depends upon millions of small farmers. It is intensity of their effort and the efficiency of their technique that will help in raising yields per acre. Finance in agriculture is as important as development of technologies. Technical inputs can be purchased and used by farmer only if he has money (funds). But his own money is always inadequate and he needs outside finance or credit. Because of inadequate financial resources and absence of timely credit facilities at reasonable rates, many of the farmers, even though otherwise willing, are unable to go in for improved seeds and manures or to introduce better methods or techniques. The farming community must be kept informed about the various sources of agriculture finance. Agricultural finance possesses its usefulness to the farmers, lenders and extension workers. The knowledge of lending institutions, their legal and regulatory environment helps in selecting the appropriate lender who can adequately provide the credit with terms and related services needed to finance the farm business. Nature and Scope: Agricultural finance can be dealt at both micro level and macro level. Macrofinance deals with different sources of raising funds for agriculture as a whole in the economy. It is also concerned with the lending procedure, rules, regulations, monitoring and controlling of different agricultural credit institutions. Hence macro-finance is related to financing of agriculture at aggregate level. Micro-finance refers to financial management of the individual farm business units. And it is concerned with the study as to how the individual farmer considers various sources of credit, quantum of credit to be borrowed from each source and how he allocates the same among the alternative uses with in the farm. It is also concerned with the future use of funds. Therefore, macro-finance deals with the aspects relating to total credit needs of the agricultural sector, the terms and conditions under which the credit is available and the method of use of total credit for the development of agriculture, while micro-finance refers to the financial management of individual farm business. Significance of Agricultural Finance: 1) Agril finance assumes vital and significant importance in the agro – socio – economic development of the country both at macro and micro level. 2) It is playing a catalytic role in strengthening the farm business and augmenting the productivity of scarce resources. When newly developed potential seeds are combined with purchased inputs like fertilizers plant protection chemicals in appropriate / requisite proportions will result in higher productivity. 3) Use of new technological inputs purchased through farm finance helps to increase the agricultural productivity. 4) Accretion to in farm assets and farm supporting infrastructure provided by large scale financial investment activities results in increased farm income levels leading to increased standard of living of rural masses. 5) Farm finance can also reduce the regional economic imbalances and is equally good at reducing the inter–farm asset and wealth variations. 6) Farm finance is like a lever with both forward and backward linkages to the economic development at micro and macro level. 7) As Indian agriculture is still traditional and subsistence in nature, agricultural finance is needed to create the supporting infrastructure for adoption of new technology.   8) Massive investment is needed to carry out major and minor irrigation projects, rural electrification, installation of fertilizer and pesticide plants, execution of agricultural promotional programmes and poverty alleviation programmes in the country .LECTURE -2 Credit needs in A Credit needs in Agriculture – meaning and definition of credit-classification of credit based on time, purpose, security, lender and borrower. _____________________________________________________________________ The word â€Å"credit† comes from the Latin word â€Å"Credo† which means â€Å"I believe†. Hence credit is based up on belief, confidence, trust and faith. Credit is other wise called as loan. Definition: Credit / loan is certain amount of money provided for certain purpose on certain conditions with some interest, which can be repaid sooner (or) later. According to Professor Galbraith credit is the â€Å"temporary transfer of asset from one who has to other who has not† Credit needs in Agriculture: Agricultural credit is one of the most crucial inputs in all agricultural development programmes. For a long time, the major source of agricultural credit was private moneylenders. But this source of credit was inadequate, highly expensive and exploitative. To curtail this, a multi-agency approach consisting of cooperatives, commercial banks ands regional rural banks credit has been adopted to provide cheaper, timely and adequate credit to farmers. The financial requirements of the Indian farmers are for, 1. Buying agricultural inputs like seeds, fertilizers, plant protection chemicals, feed and fodder for cattle etc. 2. Supporting their families in those years when the crops have not been good. 3. Buying additional land, to make improvements on the existing land, to clear old debt and purchase costly agricultural machinery. 4. Increasing the farm efficiency as against limiting resources i.e. hiring of irrigation water lifting devices, labor and machinery Credit can be classified on the basis of time, purpose, security, lender and borrower. (i)Time classification:- It classifies credit into three groups, i.e. short, medium and long term. (a) Short-Term (for periods up to 15 months): The short-term loans are generally advanced for meeting annual recurring purchases such as, seed, feed, fertilizers, hired labour expenses, pesticides, weedicides, hired machinery charges, etc., and termed as seasonal loans/crop loans/production loans. These are expected to be repaid after the harvest. It is expected that the loan plus interest would be repaid from the income received through the enterprise in which it was invested. The time limit to repay such loans is a year or at the most 18 months. (b) Medium-Term (from 15 months up to 5 years): Medium-term loans are advanced for comparatively longer lived assets such as machinery, diesel engine, wells, irrigation structure, threshers, shelters, crushers, draught and milch animals, dairy/poultry sheds, etc., where the returns accruing from increase in farm assets in spread over more than one production period. The usual repayment period for such type of loan is from fifteen months to five years. (c) Long-Term (above 5 Years): Loans repayable over a longer period (i.e. above 5 years) are classified as long-term loans. Long-term loans are related to the long lifed assets such as heavy machinery, land and its reclamation, errection of farm buildings, construction of permanent-drainage or irrigation system, etc. which require large sums of money for initial investment. The benefits generated through such assets are spread over the entire life of the asset. The normal repayment period for such loans ranges from five to fifteen or ev en upto 20 years. (ii) Purpose classification:- Credit is also classified based on purpose of loans e.g. crop loan, poultry/dairy/piggery loan, irrigation loan, machinery and equipment loan, forestry loan, fishery loan etc. These loans signify the close relationship between time and use as well as rate of return (or profitability). Some times loans are also classified as production and consumption loans due to the fact that production loans are diverted for consumption purposes by the weaker sections. So, the banks have also started financing for consumption purposes (exclusively for home consumption expenditures) besides financing for the production purposes. The consumption loans are also to be repaid from the sale proceeds of the crop. (iii) Security classification:- Security offered/obtained provides another basis for classifying the loans. The secured loans are advanced as against the security of some tangible personal property such as land, livestock and other capital assets, i.e., medium and long term loans. The borrowers credit worthiness may act much more than the security offered, which if doubtful may result willful default. Moreover, the secured loans are further classified on the basis of type of security e.g. mortgage loans, where legal mortgage of some property such as land is offered to the lender, i.e., loans for intangible property such as land improvement, irrigation infrastructures, etc. and hypothecated loans, where legal ownership of the asset financed remains with the lender though physical possession with the borrowers i.e. loans for tangible property such as tractor, machinery and equipments. The private money lenders, usually possess items such as gold ornaments / jewellery or land as security, which reminds the borrower about his obligations of loan repayments. On the contrary, unsecured loans are generally advanced without offering any security e.g. short-term crop loans. (iv) Lender classification:- Credit is also classified on the basis of lender such as (a) Institutional Credit e.g. co-operative loans, commercial bank loans and government loans; (b) Non-Institutional Credit e.g. professional and agricultural money lenders, traders and commission agents, relatives and friends etc. (v) Borrower classification:- The credit is also classified on the basis of type of borrowers (i.e., production or business activity as well as size of business) such as crop farmers, dairy farmers, poultry farmers, fisherman, rural artisans etc. or agricultural labourers, marginal/small/medium/large farmers, hill farmers or tribal farmers etc. Such classification has equity considerations. credit is broadly classified based on various criteria: 1. Based on time: This classification is based on the repayment period of the loan. It is sub-divided in to 3 types Short–term loans: These loans are to be repaid within a period of 6 to 18 months. All crop loans are said to be short–term loans, but the length of the repayment period varies according to the duration of crop. The farmers require this type of credit to meet the expenses of the ongoing agricultural operations on the farm like sowing, fertilizer application, plant protection measures, payment of wages to casual labourers etc. The borrower is supposed to repay the loan from the sale proceeds of the crops raised. Medium – term loans: Here the repayment period varies from 18 months to 5 years. These loans are required by the farmers for bringing about some improvements on his farm by way of purchasing implements, electric motors, milch cattle, sheep and goat, etc. The relatively longer period of repayment of these loans is due to their partially-liquidating nature. Long – term loans: These loans fall due for repayment over a long time ranging from 5 years to more than 20 years or even more. These loans together with medium terms loans are called investment loans or term loans. These loans are meant for permanent improvements like levelling and reclamation of land, construction of farm buildings, purchase of tractors, raising of orchards ,etc. Since these activities require large capital, a longer period is required to repay these loans due to their non liquidating nature. 2. Based on Purpose: Based on purpose, credit is sub-divided in to 4 types.   Production loans: These loans refer to the credit given to the farmers for crop production and are intended to increase the production of crops. They are also called as seasonal agricultural operations (SAO) loans or short – term loans or crop loans. These loans are repayable with in a period ranging from 6 to 18 months in lumpsum .Investment loans: These are loans given for purchase of equipment the productivity of which is distributed over more than one year. Loans given for tractors, pumpsets, tube wells, etc. Marketing loans: These loans are meant to help the farmers in overcoming the distress sales and to market the produce in a better way. Regulated markets and commercial banks, based on the warehouse receipt are lending in the form of marketing loans by advancing 75 per cent of the value of the produce. These loans help the farmers to clear off their debts and dispose the produce at remunerative prices. Consumption loans: Any loan advanced for some purpose other than production is broadly categorized as consumption loan. These loans seem to be unproductive but indirectly assist in more productive use of the crop loans i.e. with out diverting then to other purposes. Consumption loans are not very widely advanced and restricted to the areas which are hit by natural calamities. These loams are extended based on group guarantee basis with a maximum of three members. The loan is to be repaid with in 5 crop seasons or 2.5 years whichever is less. The branch manager is vested with the discretionary power of sanctioning these loans up to Rs. 5000 in each individual case. The rate of interest is around 11 per cent. The scheme may be extended to 1) IRDP beneficiaries 2) Small and marginal farmers 3) Landless Agril. Laborers 4) Rural artisans 5) Other people with very small means of livelihood hood such as carpenters, barbers, washermen, etc. 3. Based on security: The loan transactions between lender and borrower are governed by confidence and this assumption is confined to private lending to some extent, but the institutional financial agencies do have their own procedural formalities on credit transactions. Therefore it is essential to classify the loans under this category into two sub-categories viz., secured and unsecured loans. Secured loans: Loans advanced against some security by the borrower are termed as secured loans. Various forms of securities are offered in obtaining the loans and they are of following types. I. Personal security: Under this, borrower himself stands as the guarantor. Loan is advanced on the farmer’s promissory note. Third party guarantee may or may not be insisted upon (i.e. based on the understanding between the lender and the borrower) II. Collateral Security: Here the property is pledged to secure a loan. The movable properties of the individuals like LIC bonds, fixed deposit bonds, warehouse receipts, machinery, livestock etc, are offered as security. III. Chattel loans: Here credit is obtained from pawn-brokers by pledging movable properties such as jewellery, utensils made of various metals, etc. IV. Mortgage: As against to collateral security, immovable properties are presented for security purpose For example, land, farm buildings, etc. The person who is creating the charge of mortgage is called mortgagor (borrower) and the person in whose favour it is created is known as the mortgagee (banker). Mortgages are of two types a) Simple mortgage: When the mortgaged property is ancestrally inherited property of borrower then simple mortgage holds good. Here, the farmer borrower has to register his property in the name of the banking institution as a security for the loan he obtains. The registration charges are to be borne by the borrower. b) Equitable mortgage: When the mortgaged property is self-acquired property of the borrower, then equitable mortgage is applicable. In this no such registration is required, because the ownership rights are clearly specified in the title deeds in the name of farmer-borrower. V. Hypothecated loans: Borrower has ownership right on his movable and the banker has legal right to take a possession of property to sale on default (or) a right to sue the owner to bring the property to sale and for realization of the amount due. The person who creates the charge of hypothecation is called as hypothecator (borrower) and the person in whose favor it is created is known as hypothecate (bank) and the property, which is denoted as hypothecated property. This happens in the case of tractor loans, machinery loans etc. Under such loans the borrower will not have any right to sell the equipment until the loan is cleared off. The borrower is allowed to use the purchased machinery or equipment so as to enable him pay the loan installment regularly. Hypothecated loans again are of two types viz., key loans and open loans. a) Key loans : The agricultural produce of the farmer borrower will be kept under the control of lending institutions and the loan is advanced to the farmer . This helps the farmer from not resorting to distress sales. b) Open loans: Here only the physical possession of the purchased machinery rests with the borrower, but the legal ownership remains with the lending institution till the loan is repaid. Unsecured loans: Just based on the confidence between the borrower and lender, the loan transactions take place. No security is kept against the loan amount 4. Lender’s classification: Credit is also classified on the basis of lender such as Institutional credit: Here are loans are advanced by the institutional agencies like co-operatives, commercial banks. Ex: Co-operative loans and commercial bank loans. Non-institutional credit : Here the individual persons will lend the loans Ex: Loans given by professional and agricultural money lenders, traders, commission agents, relatives, friends, etc. 5. Borrower’s classification: The credit is also classified on the basis of type of borrower. This classification has equity considerations. Based on the business activity like farmers, dairy farmers, poultry farmers, pisiculture farmers, rural artisans etc. Based on size of the farm: agricultural labourers, marginal farmers, small farmers , medium farmers , large farmers , Based on location hill farmers (or) tribal farmers. 6. Based on liquidity: The credit can be classified into two types based on liquidity and they are Self-liquidating loans: They generate income immediately and are to be paid with in one year or after the completion of one crop season. Ex: crop loans. ï‚ · Partially -liquidating: They will take some time to generate income and can be repaid in 2-5 years or more, based on the economic activity for which the loan was taken. Ex: Dairy loans, tractor loans, orchard loans etc., 7. Based on approach: Individual approach: Loans advanced to individuals for different purposes will fall under this category Area based approach: Loans given to the persons falling under given area for specific purpose will be categorized under this. Ex: Drought Prone Area Programme (DPAP) loans, etc Differential Interest Rate (DIR) approach: Under this approach loans will be given to the weaker sections @ 4 per cent per annum. 8. Based on contact: Direct Loans: Loans extended to the farmers directly are called direct loans. Ex: Crop loans. Indirect loans: Loans given to the agro-based firms like fertilizer and pesticide industries, which are indirectly beneficial to the farmers aSource of Agricultural Credit are called iidirct loans. The sources of agricultural finance are broadly classified into two categories: (A) Noninstitutional Credit Agencies or informal sources, and (B) Institutional Credit Agencies or Formal Sources. A. Non-institutional Credit Agencies i) Traders and Commission Agents: Traders and commission agents advance loans to agriculturists for productive purposes against their crop without completing legal formalities. It often becomes obligatory for farmers to buy inputs and sell output through them. They charge a very heavy rate of interest on the loan and a commission on all the sales and purchases, making it exploitative in nature. ii) Landlords: Mostly small farmers and tenants depend on landlords for meeting their production and day to day financial requirements. iii) Money lenders: Despite rapid development in rural branches of different institutional credit agencies, village money lenders still dominate the scene. Money lenders are of two types- agriculturist money lenders who combine their money lending job with farming and professional money lenders whose sole job is money lending. A number of reasons have been attributed for the popularity of moneylenders such as: (a) they meet demand for productive as well as unproductive requirement; (b) they are easily approachable at odd hours; and (c) they require very low paper work and advances are given against promissory notes or land. Money lenders charge a very high rate of interest as they take advantage of the urgency of the situation. Over the years a need for regulation of money lending has been felt. But lack of institutional credit access to certain sections and areas had facilitated unhindered operation of money lending. B. Institutional Credit Agencies The evolution of institutional credit to agriculture could be broadly classified into four distinct phases 1904-1969 (predominance of co-operatives and setting up of RBI), 1969-1975 [nationalisation of commercial banks and setting up of Regional Rural Banks (RRBs)], 1975-1990 (setting up of NABARD) and from 1991 onwards (financial sector reforms). Institutional funding of the farm sector is mainly by commercial banks, regional rural banks and co-operative banks. Share of commercial banks in total institutional credit to agriculture is almost 48 percent followed by cooperative banks with a share of 46 per cent. Regional Rural Banks account for just about 6 per cent of total credit disbursement. i) Government: These are both short term as well as long-term loans. These loans are popularly known as Taccavi loans which are generally advanced in times of natural calamities. The rate of interest is low. But it is not a major source of agricultural finance. ii) Cooperative Credit Societies: The history of cooperative movement in India dates back to 1904 when first Cooperative Credit Societies Act was passed by the Government. The scope of the Act was restricted to establishment of primary credit societies and non-credit societies were left out of its purview. The shortcomings of the Act were rectified through passing another Act called Cooperative Societies Act 1912. The Act gave provision for registration of all types of Cooperative Societies. This made the emergence of rural cooperatives both in the credit and noncredit areas, though with uneven spatial growth. In subsequent years a number of Committees were appointed and recommendations implemented to improve the functioning of the cooperatives. Soon after the independence, the Government of India following the recommendations of All India Rural Credit Survey Committee (1951) felt that cooperatives were the only alternative to promote agricultural credit and development of rural areas. Accordingly, cooperatives received substantial help in the provision of credit from Reserve Bank of India as a part of loan policy and large scale assistance from Central and State Governments for their development and strengthening. Many schemes involving subsidies and concessions for the weaker sections were routed through cooperatives. As a result cooperative institutions registered a remarkable growth in the post-independence India. iii) Commercial Banks: Previously commercial banks (CBs) were confined only to urban areas serving mainly to trade, commerce and industry. Their role in rural credit was meagre i.e., 0.9 per cent in 1951- 52 and 0.7 per cent in 1961-61. The insignificant participation of CBs in rural lending was explained by the risky nature of agriculture due to its heavy dependence on monsoon, unorganized nature and subsistence approach. A major change took place in the form of nationalisation of CBs in 1969 and CBs were made to play an active role in agricultural credit. At present, they are the largest source of institutional credit to agriculture. iv) Regional Rural Banks (RRBs): RRBs were set up in those regions where availability of institutional credit was found to be inadequate but potential for agricultural development was very high. However, the main thrust of the RRBs is to provide loans to small and marginal farmers, landless labourers and village artisans. These loans are advanced for productive purposes. At present 196 RRBs are functioning in the country lending around Rs 9,000 crore to rural people, particularly to weaker sections. v) Microfinancing: Microfinancing through Self Help Groups (SHG) has assumed prominence in recent years. SHG is group of rural poor who volunteer to organise themselves into a group for eradication of poverty of the members. They agree to save regularly and convert their savings into a common fund known as the Group corpus. The members of the group agree to use this common fund and such other funds that they may receive as a group through a common management. Generally, a self-help group consists of 10 to 20 persons. However, in difficult areas like deserts, hills and areas with scattered and sparse population and in case of minor irrigation and disabled persons, this number may range from 5-20. As soon as the SHG is formed and a couple of group meetings are held, an SHG can open a Savings Bank account with the nearest Commercial or Regional Rural Bank or a Cooperative Bank. This is essential to keep the thrift and other earnings of the SHG safely and also to improve the transparency levels of SHGs transactions. Opening of SB account, in fact, is the beginning of a relationship between the bank and the SHG. The Reserve Bank of India has issued instructions to all banks permitting them to open SB accounts in the name of registered or unregistered SHGs. Genesis and Historical Background The Committee to Review Arrangements for Institutional Credit for Agriculture and Rural Development (CRAFICARD) set up by the RBI under the Chairmanship of Shri B Sivaraman in its report submitted to Governor, Reserve Bank of India on November 28, 1979 recommended the establishment of NABARD. The Parliament through the Act 61 of 81, approved its setting up. The Committee after reviewing the arrangements came to the conclusion that a new arrangement would be necessary at the national level for achieving the desired focus and thrust towards integration of credit activities in the context of the strategy for Integrated Rural Development. Against the backdrop of the massive credit needs of rural development and the need to uplift the weaker sections in the rural areas within a given time horizon the arrangement called for a separate institutional set-up. Similarly. The Reserve Bank had onerous responsibilities to discharge in respect of its many basic functions of central banking in monetary and credit regulations and was not therefore in a position to devote undivided attention to the operational details of the emerging complex credit problems. Thispaved the way for the establishment of NABARD. CRAFICARD also found it prudent to integrate short term, medium term and long-term credit structure for the agriculture sector by establishing a new bank. NABARD is the result of this recommendation. It was set up with an initial capital of Rs 100 crore, which was enhanced to Rs 2,000 crore, fully subscribed Role and Functions †¢ NABARD is an apex institution accredited with all matters concerning policy, planning and operations in the field of credit for agriculture and other economic activities in rural areas. †¢ It is an apex refinancing agency for the institutions providing investment and production credit for promoting the various developmental activities in rural areas †¢ It takes measures towards institution building for improving absorptive capacity of the credit delivery system, including monitoring, formulation of rehabilitation schemes, restructuring of credit institutions, training of personnel, etc. †¢ It co-ordinates the rural financing activities of all the institutions engaged in developmental work at the field level and maintains liaison with Government of India, State Governments, Reserve Bank of India and other national level institutions concerned with policy formulation. †¢ It prepares, on annual basis, rural credit plans for all districts in the country; these plans form the base for annual credit plans of all rural financial institutions †¢ It undertakes monitoring and evaluation of projects refinanced by it. †¢ It promotes research in the fields of rural banking, agriculture and rural developmentby the Government of India and the RBI. Mission Promoting sustainable and equitable agriculture and rural development through effective credit support, related services, institution building and other innovative initiatives. In pursuing this mission, NABARD focuses its activities on: Credit functions, involving preparation of potential-linked credit plans annually for all districts of the country for identification of credit potential, monitoring the flow of ground level rural credit, issuing policy and operational guidelines to rural financing institutions and providing credit facilities to eligible institutions under various programmes Development functions, concerning reinforcement of the credit functions and making credit more productive Supervisory functions, ensuring the proper functioning of cooperative banks and regional rural banks Objectives NABARD was established in terms of the Preamble to the Act, for providing credit for the promotion of agriculture, small scale industries, cottage and village industries, handicrafts and other rural crafts and other allied economic activities in rural areas with a view to promoting IRDP and securing prosperity of rural areas and for matters connected therewith in incidental thereto. The main objectives of the NABARD as stated in the statement of objectives while placing the bill before the Lok Sabha were categorized as under : 1. The National Bank will be an apex organisation in respect of all matters relating to policy, planning operational aspects in the field of credit for promotion of Agriculture, Small Scale Industries, Cottage and Village Industries, Handicrafts and other rural crafts and other allied economic activities in rural areas. 2. The Bank will serve as a refinancing institution for institutional credit such as long-term, short-term for the promotion of activities in the rural areas. 3. The Bank will also provide direct lending to any institution as may approved by the Central Government. 4. The Bank will have organic links with the Reserve Bank and maintain a close link with in. sources of Funds Authorised share capital of NABARD is Rs 500 crores and issues and paid up capital is Rs 100 crores. NABARD accrues additional funds from borrowings from the Government of India and any institution approved by the Government of India, issue and sale of bonds i.e. Rural Infrastructural Development Bond, borrowings from RBI, deposits from State Governments and local authorities and gifts and grants received . NABARD have been providing financial assistance to various financial institutions engaged in Rural Credit Delivery System. These agencies include Co-operative Credit Institutions, Regional Rural Banks and Commercial Banks. The demand for funds for rural development has come up considerably in recent times. To meet the increasing demand of rural credit, NABARD raises funds from the following sources: (i) Capital: It went up from Rs.100 crore in March 1992 to Rs.1500 crore in March 1998 and further Rs. 2000 crore in 1999. The total Capital of NABARD is contributed by Government of India and RBI. The capital remained at Rs. 2000 crore in March 2002. (ii) Deposits: The deposits mainly come from Rural Infrastructural Development Fund (RIDF) introduced in Central Government Budget from the year 1995-96. Another source of deposits comes from banks which fall short of attaining priority sector target. The total outstanding RIDF deposits aggregated Rs. 9725 crore as on 31st March 2002. (iii) Borrowings: NABARD raises funds through market borrowings, Loans from Union Government and borrowings in Foreign Currency from abroad. Apart from these they also borrow funds from RBI. Their borrowings are mainly from three sources. They are by issue of bonds, borrowings from Government of India and borrowing abroad in foreign currency. The total outstanding borrowing amounted to Rs. 15,772 crore in March 2002. (iv) Reserves and: The excess of income over expenditures is generally accumu- Surplus lated as Reserves and surplus. As on March 2002, these reserves aggregated to Rs. 3626 crore. (v) Nation Rural Credit: These funds were earlier provided by RBI to NABARD in con- Funds (Long-term section with assistance under Agriculture Sector. These were Operation Fund given out of profits earned by RBI. They stood at Rs.11064 crore Stabilization Fund) as on March 99. However it has gone up to Rs. 13,975 crore as on March 2002. However, Reserve Bank stopped contributing large sums towards these two Funds from 1994. Presently, the RBI contributes only Rs.1.00 crore each to these funds as a symbolic gesture because the RBI Act provides for such contributions. The balance contribution now comes from NABARDs own profit. (vi) Rural Infrastructural Development Fund (RIDF): The setting up of RIDF was announced in the Union Budget for 1995-96. The RIDF was set up with a contribution of Rs. 2000 crore mainly to provide assistance to State Governments to take up infrastructure projects pertaining to irrigation, rural roads, bridges and flood control measures. Contributions to this Fund came from Indian Scheduled Commercial Banks (other than RRBs) which failed to achieve the minimum agricultural lending target of 18 per cent of net bank credit. The shortfall of amounts in the target achievement was required to be kept in the RIDF with NABARD. Similarly RIDF II was set up in 1996-97 with contributions made by public sector banks which failed to achieve the minimum priority sector advances of 40 per cent. The shortfall in their target amount has to be kept in RIDF II. RIDF III was set up in 1997-98 with shortfall in priority sector landings of all private and public sector commercial banks. The contributions to these Funds were eligible for interest payment to be decided by Reserve Bank from time to time. The Funds are managed by NABARD. Loans out of these funds are mainly provided to State Governments to complete existing rural infrastructural projects and also for taking up new infrastructural projects in rural areas. Loans out of RIDF I was provided interest at the rate of 13.0 per cent and at 12.0 per cent out of RIDF II and III. The projects generally pertain to irrigation facilities and construction of Roads and Bridges in rural areas. Similarly RIDF IV and V were created in the Union Budget during 1998-99 and 1999- 2000. Further RIDF VI and VII were created in 2001 and 2002 with a corpus of Rs. 4,500 crore and Rs. 5,000 crore respectively. The scope of the fund has been extended to cover Gram Panchayats, Self Help Groups to develop rural infrastructural facilities like soil conservation, rural market yards, drainage improvement, etc. Students may observe the capital of NABARD has gone up by Rs. 1,500 crore to Rs. 2,000 crore during the year 2002. Similarly, the RIDF deposits which were only Rs. 3,608 crore in March 1999 were increased to Rs. 9,725 crore as on March 2002. The borrowing of NABARD has gone up substantially in the recent past from Rs. 9,000 crore in March 1999 to Rs. 15,772 crore in March 2002. The aggregate resources of NABARD were also substantially increased from Rs. 28,986 crore in March 1999 to Rs. 45,098 crore in March 2002. On the uses of funds while the loans and advances increased by about 25% between March 1999 and March 2002 loans out of RIDF funds went up substantially from Rs. 3,667 crore to Rs. 10,435 crore during the same period.