Boosting Skills for Tackling Joblessness

               This post is a summary of two articles. The first with the title of, "A plan for education."   It was published at http://www.oecd.org/education/a-plan-for-education.htm. The second with the incomplete title above was published on October 2013, at http://www.oecd.org/newsroom/boosting-skills-essential-for-tackling-joblessness-and-improving-well-being.htm

               Jobs, wealth and individual well-being depend on what people can do with what they know. There is no shortcut to equipping people with the right skills and to providing them with opportunities to use their skills effectively. We can do much to equip more people with better skills to collaborate, compete and connect in ways that lead to better jobs and better lives. Poor skills severely limit people`s access to better paying jobs. Besides, where large shares of adults have poor skills, it becomes difficult to introduce productivity-enhancing tech and new ways of working, which stalls improvements in living standards. Skills affect more than earnings and employment. Adults with low skills are far more likely to report poor health, perceive themselves as objects rather than actors in political processes. In short, without the right skills, people will languish on the margins of society, and economies will be unable to grow to potential. Today`s youth are vulnerable, since the crisis beginning in 2008, those without skills have suffered. Indeed, unemployment among young people without a high school education soared 20% in Ireland and 15% in Spain. But there is good news. A few countries, like Austria, Chile, Germany and South Korea, saw a sizeable drop in unemployment rates among their youth. With the right policies and economic environment, these countries have proven success along three lines: build skills that foster employability; give young people the opportunity to make their skills available to the market; and ensure that those skills are used effectively at work. The OECD`s Learning for Jobs report, show the skills development is far more effective if learning and work are integrated. Workplace training can also help to motivate young people and stoke their interest in education. Nordic countries, the Netherlands and Canada, have been better at providing lifelong learning opportunities, both in and outside the workplace, than other countries. They have made information about education opportunities easy to find, and provide certification of competencies that encourage adult learners to keep learning. We need to ensure that talent is used effectively. Policymakers need to maintain and expand the labor-market measures which have proven effective, such as counseling, job-search assistance and temporary hiring subsidies for low-skilled youth. In addition, income support should be linked to searching for work or other efforts to improve their employability.

                 The low-skilled are more likely than others to be unemployed, have bad health and earn less, according to the first OECD Survey of Adult Skills. This survey is the new PISA for adults ( otherwise known as PIAAC ) The survey measured the skills of 16 to 65 years-old across 24 countries, and looked at how literacy, numeracy and problem-solving is used at work. It provides clear evidence of how developing and using skills improve employment and quality of life as well as boosting economic growth. OECD Secretary-General Angel Gurria said, " with effective education and life-long learning everyone can develop their full potential. The benefits are clear, not only for individuals, but also for societies and for the economy. Learning does not stop at school: government, businesses and people must continue investing in skills throughout life." In England and in the U.S. the literacy and numeracy skills of young people entering the labor market are no better than those leaving for retirement. Young Americans rank the lowest among their peers in the 24 countries surveyed. Social background has a strong impact on skills in some countries. The children of parents with low levels of education in England, Germany, Italy and U.S. have much weaker reading skills than peers with better educated parents. In contrast, Australia, Japan and Sweden show the smallest difference between these two groups. Immigrants performed worse than the native-born, especially those who did not learn the language of their new country. But skills proficiency improves with length of stay in the host country, pointing to the important role of integration policies. The highly skilled were on average three times more likely to take part in further training than the low skilled. The nordic countries and Netherlands have been most successful in boosting adult learning rates among the low-skilled. The U.S., Spain, Italy, England will need to do more to make adult learning more accessible, especially in the workplace.

Constitution, Good Government and Human Rights

          This post is a summary of three articles. The first was published at http://unchronicle.un.org/article/rule-law-and-democracy-addressing-gap-between-policies. The second with the  title, "the role of states"   at http://www.humanrights.is/the-humarightsproject/humanrightscasesandmaterials. The third with the title above at
http://hrlc.org.au/files/ZKV8T4CNIH/Brennan%20%20Constitution%20Good%20Government%20and%20Human%20Rights.doc.

          The Declaration adopted in 2012 by the U.N. General Assembly reaffirmed that "human rights, the rule of law and democracy are interlinked and mutually reinforcing and that they belong to the universal and indivisible core values and principles of the U.N." The rule of law is fundamental in advancing democracy. One must emphasize its fundamental role in protecting rights and advancing inclusiveness, in this way framing the protecting of rights within the broader discourse on human development. When addressing the rule of law and democracy nexus, a fundamental distinction has to be drawn between "rule of law", whereby law is an instrument of government and government is considered above the law, and "rule of law", which implies to everyone, including the government. Essentially, constitutional limits on power, a key feature of democracy, require adherence to constitutional law. The nexus is strong whenever the rule of law is conceived in its relationship with substantive outcomes, like justice and democratic governance. This distinction is often characterized by resorting to the opposition between "thin" and "thick" conceptions of the rule of law. A "thick" definition delineates positively the rule of law as incorporating such elements as a constitution, an effective electoral system, and a strong civil society. A principle of governance in which all persons, institutions and entities, public and private, including the state itself  are accountable to international human rights norms and standards. A pratical example of the importance of the rule of law for democracy building is the fact that is a fundamental principle embraced in most modern democracies. Constitutions contain the fundamental supreme law of the state and dictates the enforcement of those principles above all other laws. Constitutions also preserve values by making the process of amendment burdensome. Thus, an independent and properly functioning judiciary is a prerequisite for a legal system, the right to a fair hearing. During negotiations on the General Assembly`s Declaration on the Rule of Law, some members states referred to the need for the international community to assist and support countries undergoing democratization as they face special challenges in addressing legacies of human rights violations during their transitions and in moving towards the democratic governance.

                The promotion and protection of human rights by individual states has an internal as well as an external dimension. This chapter discusses the domestic and international actions states can carry out to enhance human rights protection. Internationally, states can raise their voices whenever human rights are violated. States are actively involved in the development of human rights standards, institutions and supervisory mechanisms. They are the first to bring violations to the attention and furthermore, have the capacity to stimulate positive developments with regards to compliance with human rights standards. At the national level, it is imperative that states comply with international standards. It is emphasised that effective domestic protection and the success of international standards ultimately lie in the power of state. The human rights supervisory mechanisms, particularly the European Court, have emphasised this point in establishing that their supervision should be subsidiary to that of domestic systems for the protections of human rights. Furthermore, to comply with human rights obligations, a state must establish foundations for the rule of law in which the following institutions must be guaranteed: 1-A legislative institution, which represents the will of the people, and is chosen by free elections under conditions which ensure free expression of the opinion of the electors in the choice of their representatives. The legislative body should legislate in compliance with human rights commitments. 2- A judiciary that protects the human rights of individuals and groups against arbitrary power and guarantees effective remedies. 3- An executive branch that does not abuse discretionary power and seeks to promote the enjoyment of human rights by all under its jurisdiction.

                  Constitution, the powers of government and the human rights recognized by the law identify the basic politic/legal structures affecting the wellbeing of the people. We need to consider these structures from time to time to ensure that they facilitate the realization of social aspirations. What are these aspirations? At base, personal freedom - freedom of conscience including freedom of religious, physical freedom, freedom to use and dispose of property, freedom to found a family, freedom of association, freedom of speech, freedom of arbitrary power. Then, so far as the resources of the community allow, each person should have reasonable access to education and an opportunity for employment, together with access to social services required to maintain health and personal dignity and to allow personal development. In recent times there has been a welcome interest in human rights and their legal recognition. Respect for human rights and freedoms stems from, and still largely depends on, the constitutional authority of the courts to vindicate those rights and protect those freedoms. The responsibility does not rest with the courts alone. Respect for human rights is a function of good government in the ordinary exercise of legislative and executive powers. Each of us individually and collectively have an interest in the distribution and control of these powers. The rapid growth of technology in fields that affect human existence (genome engineering, for example), the ecosystem (genetic modifications of plants) and privacy now call for a power to intervene, if necessary, by enacting uniform or co-ordinated laws. The appropriation provisions of the constitution need tightening or the drafting practices amended. The concept of the common good would guide all exercise of government power but in a democratic, materialist society which places on individual benefits, the interests of a majority may be preferred at the expenses of a minority. Policies which appeal to a majority may prevail to the prejudice of the common good. A brake on majoritarian tyranny is provided by raising public consciousness of the importance of human rights. Our common humanity can inspire us to seek a community in which, by respecting human rights, all may live in freedom and dignity. That has long been realized and it has played its part in the development fo some legal rules.

Tips for Brilliant Writing

                  This post is a summary of four articles. The first with the incomplete title above and published   http://www.copyblogger.com/brilliant-writing-tips/.The second, the title of, "How to write  a dissertation" It was  published    ,http://www.telegraph.co.uk/education/universityeducation/student-life/10754245/Student-life-The third was published at http://www.joshuaarimi.com/2010/06/tips-on-writing-good-english-composition-kcpe-or-kcse-examination/.The fourth with the title of, "How to write a whole composition." It was published at http://www.trinitysem.edu/Student/LessonInstruction/Composition

             Brilliant writing is simple writing, a relevant idea delivered clearly and directly. Here are 9 ways you can start sounding brilliant. 1) Have something to say: This makes writing meaningful, easier and faster. 2) Choose simple words: Write use instead of utilizer, near instead of close proximity. Use longer words only if your meaning is so specific no other words will do. 3) Write short sentences: You should keep sentences short for the same reason you keep paragraphs short, they are easier to read and understand. Each sentence should have one simple thought. 4) Use the active voice: Readers prefer the sentence sequence; subject, verb, object. When you reverse the active sentence, you have the passive, and people are bored by passive sentences. Writers should use active voice more often. 5) Keep paragraphs short: this is done to make reading easier, because our brains take information better when it is into small chunks. Each paragraph develops one idea and often includes many sentences. 6) Do not be redundant or repeat yourself: do not keep writing the same thing over and over. In other words, say something once, because when you repeat yourself, you readers go to sleep. 7) Do not over write: this is a symptom of having too little to say. Put your readers first, focus on the message. 8) Edit ruthlessly: shorten and rewrite anything that does not add to the meaning. 9) It is ok to write in a casual style: but do not inject extra words without good reason. None of us can ever be perfect writers, and no one expects us to be. However, we can all improve our style by following tips and writing naturally.

               Dissertation for many students, are just around. If you are still fussing over the finer points of your argument, or worse still, have yet to start typing, Dr Andy Martin from the university of Cambridge has compiled a list of tips to make sure your dissertation stands out. 1) Do not save up your argument till the end - it has to be right there in the first paragraph. Look at it from the point of view of the reader. Think of it as a movie, and not as a documentary. 2) Argument has to be strong and coherent - you are relying on the argument to hold together the whole essay. Think of it as refrain of a song, which can be restated at different points. 3) Be brutal - the point here is that, whatever you say, for example, about Dante`s Divine Comedy, it is going to be a bit of a misrepresentation anyway. Embrace the unfairness and the imperfection. 4) Jokes are ok - occasional ones are definitely permitted. Or wit. Or just style. And do not keep recycling Wikipedia. Get to the point and then stop. 

                 Composition is one of the biggest challenges for students doing examinations. In this article, I will outline the best steps in writing a good composition during examinations. All compositions usually follow the same simple and basic structure which is: introduction, body, and conclusion. Always begin with an introduction. The introduction should be in the first paragraph. The first sentence should be focused on the single most important idea of the composition. Ensure that the first paragraph captures the attention while introducing what you are going to write in the body. The body brings together several paragraphs expanding the main idea of the composition. The paragraphs in the body should be structure in such a way that they have a topic sentence which is followed by four or five sentences. The last paragraph is the conclusion. It should be short, wrapping up and summarising or restating the main idea of the composition. Use different words from those used in the introduction and body to avoid sounding repetitive. Make sure the last paragraph is punchy. Leave the reader impressed while satisfied, without questions or doubts of what you have written. Use the P.O.W.E.R. technique when you writing your composition. The POWER stands for P-plan. O- organize. W-write the introduction, body, conclusion. E- edit, check for mistakes. R- revise, this involve rereading, looking for errors in sentence construction, grammar, spelling and contradictions. I hope these simple tips will ease the exercise of writing a composition

                 The introduction is intended to draw the reader into the body of material. It should begin with a general statement or question, sometimes called the "thesis statement" or  "thesis question" followed by a quick narrowing down to the main theme to be developed in the body. Set the stage quickly, give appropriate background, then move right a transition sentence that will set up the reader for the body. The body of a written piece is where you elaborate, defend, and expand the thesis introduced. The body should support your main contention with supporting evidence and possible objections. A good body presents both sides of a case, pro and con. As you make your case, save your best argument for last. When presenting contrary views, be sure to set forth the strongest arguments so you can avoid being charged with erecting a "straw man." The body includes three components: elaboration, illustration and argumentation. When moving from one point or argument to another, use connecting or transitional words and phrases that enable your reader to easily follow the flow of your thinking. In the conclusion, make your final appeal to the reader, a statement that wraps up your presentation in a powerful even dramatic fashion. Normally a single paragraph, concise, will suffice. The purpose of the conclusion is to leave the reader with an idea or thought that captures the essence of the body while provoking further reflection and consideration

             

175th Birthday of Machado de Assis

                  Two weeks ago, one of the greatest Brazilian writer would complete 175 years old, so this post is a tribute to this realistic and trendsetter writer. This post is a summary of two articles. The first was published at https://repositories.tdl.org/ttu-ir/bitstream/handle/2346/22305/31295005862775.pdf? The second was published at http://www.nytimes.com/2008/09/13/books/13mach.html?pagewanted=all&. 

                 Machado de Assis has been considered the greatest prose fiction writer in all of Brazil`s history. This view is not only held by Brazilians critics, but is the consensus of scholars all over the world. Machado wrote nine novels between 1872 and 1908. The first four have accurately been considered experimental. They do contain a number of the techniques for which Machado has become well known, but they do not demonstrate either the complex and unpredictable plots or the fully developed characters seen in the last five, commonly regarded as his major works. Paul Dixon `s work, "Retired Dreams", points to the characteristics of the Spanish American novel, beginning in the 1950`s determined by Carlos Fuentes and outlines five characteristics. Dixon discusses Dom Casmurro with these characteristics in mind, yet one could just as easily find them in Machado other novels as well. This places Machado`s novels at least fifty years ahead of the blooming Spanish American novel of the 1950s. Scholars who study Brazilian literature, as well as Brazilians, argue that Machado deserve international recognition. To support this claim one can point to his modernity and universality. His novels, like the works of many of the great literary masters, he alludes to throughout them, present ideas and problems which transcend time and culture. Many Brazilians have criticized Machado for not having stronger opinions about Brazilians problems. In fact, he wrote about human nature. He wrote about the way people think and analyzed their motivations. His ideas on psychology often anticipated Freud. Although it was brazilian society from which he gathered his ideas, Machado`s novels are not limited to it. In short, Machado`s modernity and his universality make him a precursor of twentieth-century Latin America literature. 

                   When the novelist Machado de Assis died 100 years ago this month, his passing went little noticed outside his native Brazil. But in recent years he has been transformed from a fringe figure in the English-speaking world into a literary favorite , promoted by much more acclaimed writers and by critics as an unjustly neglected genius. Susan Sontag, an early and ardent admirer, once called him "the greatest writer ever produced in Latin America," surpassing even Borges. Comparisons to Flaubert and Henry James, Beckett and Kafka abound. John Barth and Donald Barthelme have claimed him as an influence. All of that makes for a change of fortune that Machado, with his esquisite sense of the improbable, would surely have appreciated. After all, his most celebrated novel, "The Posthumous Memoirs of Brás Cubas," purports to be the autobiography of a decadent aristocrat reflecting on his life`s disappointments and failures from beyond the grave. The critic Harold Bloom describe Machado as "a kind of miracle." Born in Rio de Janeiro in 1839, Machado was the grandson of slaves, his father a housepainter and his mother a immigrant washerwoman from the Azores Island. Enormously cultured and erudite, he was largely self-taught, working as a typesetter`s apprentice and journalist before becoming a novelist, poet and playwright. Eventually Machado took a post in the Ministry of Agriculture, married a Portuguese woman of a noble descent and settled into a middle-class life that allowed him to build a parallel carrer as a translator of Shakespeare, Victor Hugo and other. But around 40, suffering from epilepsy, his health worsened, and he nearly lost his sight. Over the next years Machado produced the five interlinked novels that made his reputation. Though foreign critics tend to regard the exuberantly nihilistic "Posthumous Memoirs of Brás Cubas,"(1881), as his masterpiece, many Brazilians prefer the more melancholy "Dom Casmurro"(1899), focuses on the corrosive effect of sexual jealousy. Roberto Schwarz, one of Brazil`s foremost expert on Machado, said. "What you see in the five novels and his short stories from that period is a writer without illusions, courageous and cynical, who is highly civilized but at the same time implacable in exposing the hypocrisy of modern man accommodating himself to conditions that are intolerable." Many writers who admire Machado see his work as a precursor to some of the most significant trends of the last century. Alan Ginsberg describe him as "another Kafka" and Philip Roth drew parallels between Machado and Beckett. Mr. Roth said, "he is a great ironist, a tragic comedian. In his books, in their  most comic moments, he underlines the suffering by making us laugh, he is ironic about suffering." Critics have wondered why it took so long for the English-speaking world to appreciate Machado. Mr. Schwarz said, "it is always good for a writer to be recognized, Machado is being given the esteem he deserves because of his huge capacity to universalize local problems."