Technology Has Changed Our Lives Essay - 1440 Words

Technology Has Taken Over Our Lives Our society has become dangerously dependent on technology. Easy access to technology during every minute of the day can be useful at some points, but overall is not necessary. Specific problems, and causes will give us a glimpse into our growing dependency and how it is affecting our lives in various ways, none of which are appealing. Our society has become too dependent on technology. New technology used in areas such as medicine, business, manufacturing and production is valuable and beneficial to the world, however the dependence on this technology has made people for example, lack in social tendencies, and become indolent and impatient. Should this dependency escalate, our ability to act on our own will evolve us in some ways into mindless robots. With easy access to friend’s information our society is encouraged to use their technology devices to communicate through text or social media instead of face to face communication. As this continues, our culture will regress even further from human contact. This regression can be detrimental to our relationships with others. Voice activated technology allows us to turn off our brains and let the technology do the work. Our community finds this technology a convenience and decides to depend on voice activated technology to text, change the channel, and even tu rn off the lights in the room. This will further diminish our ability to rely on our own human intellect. The speed of access toShow MoreRelatedTechnology Has Changed Our Lives1413 Words   |  6 Pages Technology affects our lives in a major way. It is hard to go anywhere and not see the changes technology has bought to people now in year 2015. It is hard to even imagine life without technology. It is hard to imagine life without technology because whether it has been in its simplest form technological advances have been being introduced to humanity since the invention of the wheel. Today technology has helped us save time and helps those who use it to complete tasks easier and more efficientlyRead MoreTechnology Has Changed Our Lives1387 Words   |  6 Pagesbeen many advances in technology from the creation of the telephones, to flip phones, to smartphones and even the computer; technology has increased our ability to communicate more easily and sufficiently. Although technolo gy has greatly impacted our lives in a positive manner, and has made a way of communication much more easier, it also has negative effects that today have made individuals more lazy by the day. Although we have the answer to almost any question right at our fingertips, the increasedRead MoreTechnology Has Changed Our Lives1204 Words   |  5 PagesTechnology throughout the years has consistently changed the way students, professionals, families, friends, etc. form and carry out relationships with one another. Technology originally started out as a tool to gain information or something as simple as communicating in a more efficient way. Over time technology has changed the way we go about our daily lives as well as who we are as an individual, losing our sense of self perception through the loss of daily personal interactions with individualsRead MoreTechnology Has Changed Our Lives1396 Words   |  6 PagesTechnology has changed our way of life as human beings; it changed the way we understand the act of work has changed the way we interact with people. Technology is not just a computer or television, its engineering science and in science their goal is to make progress, to understand everything there is to know about us, our planet and beyond. However, the way we understand and experience this concept, it’s just there to makes our lives more efficient. Technology is never the end of the concept. NewRead MoreTechnology And Technology Has Changed Our Lives1418 Words   |  6 PagesIf there is one way our world has changed the most through the centuries is our technology. The way we use technology has progressed from a thing that we once viewed as revolutionary to being looked over. Though technology continues to amazes us with the advances that we make, there is still a sense of it just being part of the norm. However, could it be possible that technology is advancing to quickly? Our world continues to make more and more advances to the point that we can not even keep up andRead MoreTechnology Has Changed Our Lives1669 Words   |  7 PagesThroughout the existence of humanity, technology has evolved with us. Introducing itself primitively with rocks and sticks to compensate for what our hands were not able to do, and ultimately progressing into computers and smartphones to accomplish much more intricate tasks. These devices are now at our disposal, being seen in almost every household and every pocket in the world, but how much does technology actually affect us in our everyday lives? It could be more poignant than most may think.Read MoreTechnology Has Changed Our Lives1469 Words   |  6 Pagesâ€Å"Technology has revolutionized the way in which all humans go about their daily lives. In every second of every day, our world and way of life becomes more developed and dependent on technology for the basic needs of human existences. Whether it is at home, work, school, walking down the street, or listening to music, technology has allowed people to do things better, faster, and more efficiently. As the world continues to explode with new technology being developed and current technology being high-qualityRead MoreHow Technology Has Changed Our Lives910 Words   |  4 Pagesby using technology. Technology by definition means, the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.(web). Now a days people use different kinds of technology that brings it to our life like cellphone, iPod, laptop, mp3, and all of the devices create a convenient and comfort for every individual lives. As TechnologyRead MoreHow Technology Has Changed Our Lives1481 Words   |  6 PagesTechnology, as we know, has completely changed the way every American goes about their daily activities. Today we are able to communicate globally with anyone from any part of the world within seconds, making business and our social lives a million times easier. Look to your left and you will find your cell phone buzzing with missed calls, texts, and social notifications. Look to your right and you will see your emails filling up with the newest offers on fashion or your boss giving you this weeksRead MoreHow Technology Has Changed Our Lives1698 Words   |  7 PagesTechnology Technology is defined as machinery and equipment developed from the application of scientific knowledge. Its original use was meant solely for the service of humans, however overtime it has evolved into something much different. What was originally meant to be an assisting piece of machinery has changed almost every aspect of our culture. The way we think, communicate, lie, and even love has been impacted by the use of technology, and all of this is has made for interesting pieces of

Literacy Is The Most Important Skill We Teach - 1286 Words

According to CMS Superintendent Ann Clark regarding literacy as our North Star, it â€Å"is the most important skill we teach. Literacy is the foundation for academic success from pre-kindergarten through high school.† Literacy is key to achieving academic success and the responsibility of literacy encompasses every educator and discipline. Many media coordinators have been trained in Common Core State Standards (CCSS) and district adopted reading initiatives, such as Balanced Literacy and Reading Apprenticeship. However, most struggle with linking our programs with literacy initiatives. According to the 2015 Nation’s Report Card percentages of fourth graders and eighth graders reading on grade level continues to decline, especially among urban†¦show more content†¦A skill of a library media coordinator is that of matching students with texts which support their individual reading levels and interests. A need among media coordinators is connecting literacy to t he library by developing research instruction which is directly tied to what is occurring in classrooms and teaching it at the point of need. When students have additional opportunities to practice and use skills and strategies from the classroom, they reinforce their learning. In order for students to be confident and successful readers they need time to develop and use strategies so whenever they are reading alone they can pull from their vast supply to effectively maneuver within the text. Students need time to acquire the cognitive strategies which good readers use and transfer skills and strategies from the classroom to real-world situations. Objectives, Strategies, Methods for This Initiative †¢ To have all media coordinators participate in three half-day fall and mid-year in-services through break-out sessions and working independently to create a tangible document which clearly aligns and demonstrates the connections between literacy and library research †¢ To delve deeper into the strategies and schema of Balanced Literacy, Reading Apprenticeship and other district literacy initiatives †¢ To bring in teachers, administrators, and experts in the field of literacy who can help media coordinators break down the research process andShow MoreRelatedI Have Chosen To Address The Board Of Education In The1507 Words   |  7 Pageslike every state to teach practical courses, I will only be addressing the state of Tennessee for this paper. My ultimate goal would be to have every state require at least a few practical courses to be taught in public high schools. The lack of practical education courses being taught in public schools in the U.S. is alarming. The issue is that students are leaving high school with little to no practical skills. Things such home economics, stress management, financial literacy, sex education, andRead MoreThe Literacy Crisis : A Very Prevalent Issue1676 Words   |  7 PagesThe literacy crisis is a very prevalent issue in the United States of America. Many Americans are not proficient in basic skills, such as reading and writing. Sara Gilgore, a writer for Education Week, interviews two early learning experts, Lisa Guernsey and Michael H. Levine. Guernsey states that, â€Å"more than two-thirds of American 4th graders are not reading at grade level in this country† (Gilgore). It is important for children at young ages to start building basic literacy skills because as childrenRead MoreLiteracy Is The Cornerstone For All Learning926 Words   |  4 PagesLiteracy is the cornerstone to all learning; it is imperative to future academic success. (Tracey and Morrow, 2012). Due to the significance of literacy instruction, there are a myriad of ways to teach literacy. Literacy is a complex subject, honing in on balancing reading, writing, speaking, and listening. As a result of the complexity of literacy instruction, we arrive at the age-old debate of what is the best literacy instruction. My philosophy of literacy instruction centralizes around theRead MoreOne Of The First Things Children Learn In School Is How1627 Words   |  7 PagesOne of the first things children learn in school is how to read and write. These are integral literacy skills that students will build their whole lives. The question is, how do we properly teach these necessary skills to our students? As a teacher, we must understand all the learning theories to better address the literacy development of our students. Students need to have interesting, engaging, proper-leveled books to learn how to read. Writing m ade fun by teaching lessons such as writer’s workshopsRead MoreMedia Literacy Is Not Just Important1401 Words   |  6 Pagesâ€Å"Media literacy is not just important, it’s absolutely critical. It’s going to make the difference between whether kids are a tool of the mass media or whether the mass media is a tool for kids to use† (Linda Ellerbee). In a culture enthralled by the media, the concept of â€Å"Media Literacy† has been one that has materialized multiple definitions. But the most commonly used is that media literacy is the ability to access, analyze, evaluate and produce media in a variety of forms. Since the advent ofRead MoreChildren s Literacy Development For Children1369 Words   |  6 Pagesplay a crucial role in the development of their children’s literacy skills. Specifically the article sheds light on the importance of shared reading between parents and children. The article also discusses different techniques or strategi es that can be used during said shared reading, in order to ensure proper literacy training. b) It fits in perfectly. The article proves how the family/home plays an important role in successful literacy development for children. Also, shows the reader what parentsRead MoreTitle II Request For Funding1322 Words   |  6 Pagescreating. Describe the program/initiative. Aligning Research with Literacy Initiatives While Advocating for the Role of Media Coordinator According to CMS Superintendent Ann Clark regarding literacy as our North Star, it â€Å"is the most important skill we teach. Literacy is the foundation for academic success from pre-kindergarten through high school.† Literacy is key to achieving academic success and the responsibility of literacy encompasses every educator and discipline. Many media coordinatorsRead MoreLeading For Literacy : Promoting Quality Education1050 Words   |  5 Pagesfor Literacy Promoting Quality Education In summary of chapter 5 Promoting Quality Education written by Joseph Murphy, I have discerned that Mr. Murphy has reviewed extensively the research conducted during the last 20 years on reading. In this chapter he discusses ways to improve reading skill and literacy based on this review of research. During his analysis he has supplied valuable information on how to evaluate literacy, how to teach literacy and the importance of having strong literacy teachersRead MoreDeveloping A Classroom With English Language Learners1564 Words   |  7 Pageskindergarten classroom that I am in, is how the ELL student’s in the class could learn different educational skills in a way that would be beneficial to them. What are the different strategies that teachers can use with ELL students to make them better learners? Through my question, my hope is to find out different strategies that I could use to help ELL students learn different educational skills. Growing up in a small town in central South Dakota, there is very little diversity in the classrooms. ItRead More Philosophy Of Literacy Instruction Essay example1544 Words   |  7 PagesLiteracy Defined Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak. There are many components that make up literacy. In order to effectively teach students these components the teacher must model the concept for the students. As teachers, we cant expect or assume that the student already knows what we expect of them

Marketing Communications Strategy Essay free essay sample

Executive Summary Branding has become one of the most classiest of all activities for marketers as a result of the globalized nature of economies and countries. The best target group for effective branding has been the teenage segment of the population i.e. people belonging to the 13-20 age group. This segment of the population is highly brand conscious and when it comes to clothes, there is a high degree of particularity that has to be taken care of.As a result, classy, trendy and fresh branded outfits are the norm for this age bracket of which the importance can be judged by a statement from Branded- a book written by Quart, Alissa (2003) where she writes â€Å"Inspired by the commercialization of youth and also by the signs of resistance to it, I decided to write Branded. The term brand suggests both the ubiquity of logos in today’s teen dreams and the extreme way these names now define teen identities. We will write a custom essay sample on Marketing Communications Strategy Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (Margarella, 2003)† Thus, the focus of this paper will be to develop effective marketing communications campaigns for this target market for a medium sized firm keeping into view that the first impression in the market is the last impression. Thus it is very necessary to design the marketing communications program for designer clothes that would be appealing and attractive to the youth segment of the population. Introduction One of the most noticeable apparel that a person displays is his or her dressing. This is, in fact, one of the primary concerns for most of the population especially for females in the ever more fashion and appearance oriented societies that we now live in (Gombeski, 2008). Moreover, there has been a tremendous leap towards the disposition of branded clothing during the past couple of years which means that companies nowadays are investing more resources towards developing, grooming and maintaining their branded clothes collection which ultimately find preference over the traditional unbranded attires. It is extremely important that companies undertake a well planned and thorough marketing activity to initiate their clothing line in order to be able to compete effectively in the market against other local and international clothing collections. Branding for the youth One of the most important ingredients of marketing that either make or break the designer line’s name and his success is branding. The first step in any marketing activity is to identify the target markets which in our case are the youngsters’ between the ages of 13-20. It is this age bracket in which the adolescents seem to be standing at an awkward age where neither they are too young to play with the toys nor have they groomed into adults. â€Å"Understanding the target market, their way of thinking, their activities and the reasons for the true desire to embrace designer outfits with a knowledge of what the teens really want to wear and show off is tremendously important for framing the entire marketing plan and consequently developing the right brand name and image and positioning it in the way youngsters really want it (Lee 2007, p15)†. What is needed is basically to know exactly what the youth want and delivering according to it. The entire process of bran ding should focus on the youth and their needs and desires. Understanding the target market For the youth who are lingering somewhere between childhood and adulthood, the craving for dressing and clothing is more than the desire to eat. It is the very desire to dress distinctively and wear brands that would leave upon others a positive perception that fuels purchases for the teenager segment. Once identified with the overall target market, the company now needs to segment this age group on the basis of tastes, preferences and activities. Within the youth age bracket of 13-20, there are the party goers who settle in for the trendiest, fashionable and expensive outfits there are on the rack. Then there may be the gloomy ones adopting a gothic outlook and hence wanting anything in dark shades and styles (Margarella, 2003). School and college goers would want comfortable yet trendy and informal tops and pants within an affordable range as they would make large purchases for their everyday college wear. Personal activities such as a love for sports mean incorporating such designs or labels on shirts. In United States, it has been reported that drinking has also affected teens clothing to a great extent with many boys we aring shirts showcasing drinking labels such as Budweiser or with related pictures or logos. Similarly, a desire for celebrities outfits, cartoon characters, specific looks such as military or army, the medium sized company should have all on offer from the latest looks of rock concerts, movie magazines and gossip tabloids that will attract the youth on all levels with all sorts of tastes and desires. â€Å"Fashion conscious teens tend to go wild over shirts, caps and jackets emblazoned with their celebrities’ initials, their favorite team’s logo, rock star’s name or appealing graphics (Lee 2007, p13)†. Developing the strategy When the target market of adolescents under study of the age bracket 13 to 20 has been fully analyzed with their needs, wants and desires, it is now time to frame an organized brand strategy that incorporates all of the findings and caters entirely to the wishes of the target consumers. The beginning step is to set down how to gain the appeal and fondness of this target market. 4 Brand names do not necessarily have to mean anything but they should be catchy enough to be easily restored in people’s minds. Short and memorable brand names make the most appeal. However, it would not just be the name; it will be the entire aura around it that will add to the appeal of the youngsters’ brand. The aura has to be created with the use of appropriate marketing techniques that give off the required image that the medium-sized company really wants its target market to perceive the brand as.â€Å"The brand image and brand identity that a company needs to develop in order to successfully target and appeal to its consumer segment has to be achieved with the use of effective marketing strategy (Temporal 2002, p1)†. The marketing department needs to focus on the desires of the youth or tap into those unexplored areas of interests that will suddenly emerge in the youngsters once they become exposed to the marketing practices of the company. Advertisements can play a crucial role here by taking up TV celebrities, young movie stars like twilight heroines or classy sports figures like Ronaldo and Rooney can cause a special attachment in the youngsters for the brand. The advertising can be done on TV primarily on channels such as on cartoon channels to target youngsters within 13 -17 maybe and for the older segment which tends to be more mature Star World or other drama channels can be more relevant.Apart from TV advertising, there are numerous teenage magazines where cloths branding will be the most effective. â€Å"Also, in the daily newspaper a segment that is devoted to youngsters can be used to occupy an ad from this designer company (Etzel, Walker, Walker Stanton 2000, p12)†. It is important to consider the Gestalt Theory when framing advertisement: which tells marketers to use the correct image, color and graphics for remembrance of a brand in the minds of the consumers. Flyers being given out inside shopping malls can also be a good way of promoting the company’s brand. Also, the company needs to sponsor or create its own program that truly gives off the right impression of the brand and hence creates the brand identity.In the entire process of identifying and developing a branding strategy, focus groups comprising of a handful of 15 teenagers can be extremely helpful in shaping the minds of marketers and taking them towards the right direction. Polls can also be held online on the company’s website comprising of the entire catalogs of outfits that are available. Online advertising on websites related to the youth can also prove to be a very successful idea Moreover, the atmosphere and ambiance of the outlet needs to be very appealing to the youth. Funky songs can be played in the background, with fresh and lively pictures all around with a few activities for the youngsters. The youth likes to mix and match different styles of shorts with different pants or skirts and hence it should be left entirely on them to choose an outfit for themselves (Trout 2009, p1). However, in case kids want help there should certainly be some fashion advisors in the outlet and customer service should be superb.Without the right ambiance, marketing strategies or the right products in place, the market for the designer clothes may shrink or may never grow. The medium sized company should then find the inefficiencies or deficiencies in the existing brand strategy that it pursues and identify those elements that are not in line with the youths’ target market needs and wishes. It should alter its current strategy to become consistent with the new branding strategy to target the youth (Temporal 2002, p1). Only if the company is able to deliver to its customers in the way they want it will it receive the brand loyalty and brand commitment that they deserve otherwise the you ngsters have an array of choices out there and they can easily switch their purchases from one brand to another. Integrated efforts of all involved ?reating or altering a brand strategy and developing the brand image and then delivering it to the target audience with the promise of living up to the corporate brand expectations by the youth involves an integrated, concerted and unified effort from all those involved in the entire process of branding. The entire series of people or groups who are either working in the process of branding or are being affected by it in any way by it need to be taken into consideration throughout the process. This will involve different sets of people which we will now look at. Firstly, it is the customers which in our case are the youngsters in the age group of 13 to 20 who need to be taken into account. â€Å"The company needs to be customer-centric and focus all its activities in a way that caters to each and every expectation and desires of the target market. Focus groups, surveys, mall interviews, samples through a pilot survey for the clothing and brand name testing and questionnaires can all help towards gaining knowledge on what exactly the youth wants (Etzel, Walker, Walker Stanton 2000, p113)†. Customers play a vital role because they need to be involved, directly or indirectly in every phase of the branding strategy. Customers need to be treated as the kings and then their partic ipation and views are the most important for the organization. Managers or personnel who are directly involved in the branding process are the ones that are responsible for framing into perspective the needs and desires of those customers, developing a blue print and realistically setting the goals of the entire branding process. They are the ones who develop the branding strategy, the brand names and the entire brand image associated with the product. The major chunk of this responsibility lies with the Branding Department with a great deal of continuous communication with the Marketing Department who will then put the whole plan into action. Also, the Finance Department plays a vital role here by allocating resources and budgets and making other numerical judgments such as the prospective revenues or profits to be made and the amount of risk involved (Lee 2004, p2).Suppliers are also an extremely important figure in the entire branding process. They are the ones delivering the necessary supplies of fabrics, embellishments, designs and other ac cessories. Their deliveries in the required amounts need to be received for further manufacturing. The prestated standards and quality measures need to be met in order to ensure that the products or outfits developed meet the expectations of the target market. â€Å"On-time deliveries is another important aspect of it in to avoid any late manufacturing and hence late delivery of final products to the market leading to lost sales and harming the image of the company (Temporal 2002, p13)†.Company’s other product line managers also need to be aware that this new brand is coming up. This is especially necessary to make up for any back up that may be required in case the brand does not do well initially. It is hence a means of balancing the revenues or profits of the company using different product lines in order to assure that if the new brand incurs initial losses, the other brands or product lines of the same company can be made more profitable. In fact all these brand managers and product managers along with marketing managers need to work in a collaborative manner i n order to be alarmed beforehand of any unwanted situation.Competitors are also a major consideration when a new brand is to be launched or an existing brand needs to be altered to target a new market niche. Having a look at the competitor’s strategies that are already in the business and analyzing them critically will open up new insights for the medium sized company which can then be used as opportunities to take advantage of. Insights about location of the outlet, the new styles of clothing, the ambiance of the outlet and different product offers and promotional efforts can all be taken from a thorough market research and competitor analysis.Other business may also be a part of this brand creation and brand promotion. This is especially true of those businesses that can help the business in some way or another. There can be creative designer companies or market research companies that will help the firm in developing and establishing the brand strategy by providing it with the necessary research data it requires about customers and competitors. There are also promotional companies such as advertising firms that the firm can get in touch with if it thinks that its internal mark eting department may be insufficient. Conclusion The elements of an effective marketing communication strategy mentioned above can be the major differences between success and failure, most of the times. It is very necessary to â€Å"know† your target market and understand their behavior. Marketers in the clothing industry fail to see through the lines and often fail in the advertising portion. Building the brand is the most important activity that needs to be undertaken with great care and vigil. Thus, it would be highly advisable for firms to rely on their creative human resource assets to take the company ahead in a highly competitive market and achieving for them a sizeable pie of the consumer market through effective branding and positioning and developing an integrated marketing communication program. Conclusion Etzel, M. J., Walker, B. J., Walker, S., Stanton, W. J. (2000). Marketing. New York: McGrawHill Education. Gombeski Jr., W. R. (Summer 2008). Marketers are likely to get smarter. Marketing Health Services , 3.Lee, J. C. (2007). Rave Marketers. Orange County Business Journal , 2-32. Margarella, F. J. (Aug. 2003). Relationship Marketing (AN 10756377). Club Industry , 20.Temporal, P. (2002, June). Retrieved December 5, 2009, from BrandingAsia.com: http://www. brandingasia.com/columns/temporal10.htmTrout, J. (2009, May 9). Brand Positioning Basics. Retrieved December 7, 2009 from: http://www.brandingstrategyinsider.com/2009/02/brand-positioning-basics.html

Ngo in Mauritius Essay Example

Ngo in Mauritius Essay LIST OF APPROVED NGOs |S/N |Name |Address |Tel/Fax No |Date of Registration |Registration Number |Contact Person |Field of Activities | | |Action Familiale |Royal Road |Tel: 464 3512 |1964 |Ordinance 1964 |President: Mr J. Sauvages |Promote natural family planning among| | | |Rose-Hill |Fax: 465 1006 | | |Secretary: Mrs Lawrence |couples | | | | |Email: [emailprotected] u | | |Harel |Educate students of primary and | | | | | | | | |secondary school on sound sexuality. | | | | | | | | |Assist couples with unplanned babies. | |Adolescent Non-Formal |1, Celicourt Antelme St, |Tel: 465 1484 / 714 7943 |1/12/2003 |7704 |Mr Bernard |Provide non-formal education to CPE | | |Education Network (ANFEN) |ROSE HILL |Fax: 465 1484 | | |d’Argent |drop-outs across a network of 19 | | | | |Email: [emailprotected] om | | | |centres | | | | | | | | |Provide training for the personal and| | | | | | | |professional development of teachers | | | | | | | | |and volunteers | | | | | | | | |Advocate for social economic | | | | | | | | |integration of school drop-outs | | |African Network for the |Office No. 5 – 1st Floor –|T: 670 7422 |2004 |7898 |Mrs Marie Josee Baudot |Promote Child Rights | | |P rotection and Prevention of |PKL Building – Malartic |F: 676 7422 | | | |Enhance the prevention and protection| | |Child Abuse and Neglect |Street |Email: [emailprotected] u | | | |of children from all forms of | | | | | | | | |discrimination and maltreatment | | |Aid Action |28 Bassin Road |Tel: 736 3107/910 0201 |2006 |9251 |President: Mr Ajay Lachhman |Community Development/Poverty | | | |Auatre-Bornes |Fax: 427 7374 | | |Secretary: Mr Rajcoomar |alleviation | | | | |Email: [emailprotected] mu | | |Ramchurn |HIV/AIDs and Corruption. | | | | | | | | |Advocate for social economic | | | | | | | | |integration of vulnerable groups. | |ALLIANCE FOR CHILDREN |Britannia Park,Vacoas |T/F: 6868603 |12 December 2006 |9636 |Mr Veenace Koonjul |Works for the welfare and rights of | | | | | | | | |children. For the disabled and | | | | | | | | |vulnerable groups. | | |Amnesty International |S. We will write a custom essay sample on Ngo in Mauritius specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ngo in Mauritius specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ngo in Mauritius specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dhanjee street, |T: 466 3364 |June 1983 |2021 |Mr Lindley Couronne |Advocacy for human rights | | |Mauritius Section (AIMS) |Rose-Hill |M: 912 6827 | | | |Human rights education | | | | |F: 454 8238 | | | |Awareness campaigns on human rights | | |Arc-En-Ciel Disabled Group |Ramchandar Rd, Near |7770142 |2004 |7736 |President:Ms Gridevi |Economic Empowermemt of people with | | | |Basdeo Bissoondoyal | | | |Seegoolam |disabilities | | | |College | | | |Secretary: Ms Rameshwaree |Run a workshop for people with | | | |Central Flacq | | | |Ramputty |disabilities | | | | | | | | |Enhance the quality of life on the | | | | | | | | |handicapped. | | |Association Amour Sans |Former Dispensary, Beau |T: 288-1563 |21st July 1996 |4885 |Mrs. Nicole Maingard |Runs a day care centre for mentally | | |Frontieres |Sejour, Piton |F: 282-0738 | | | |disabled children and adolescents | | |ASSOCIATION AUTREMENT CAPABLE |C/O Mr Joel Kandan, |T: 6277329 |15 January 2002 |6837 |Mr Joel Kandan |runs a day care centre for mentally | | |TOUJOURS JOYEUX |Kandan Lane | | | | |disabled children and adolescents. | | |Mont Fertile | | | | | | | | |New Grove | | | | | | | |Association Civique Midlands |Royal Road |T/F: 664 5580 |2001 |6650 |President: Mr S Chitanand |Work for the welfare of the community| | | |Midlands | | | |Secretary: Mr Seewooruttun |Environmental Health, and sports | | | | | | | | |activities | | |Association de Parents |Morcellement Betzim |T: 4671681/4671398 / |15th December 1970 |930A |Ms Desiree Kong |works for the welfare of mentally | | |d’enfants inadaptee de L’ile |Trianon |4671711 | | | |disabled persons. | |Maurice(APEIM) | |F: 4669490 | | | | | | |ASSOCIATION DES MALADES ET |Opposite RCA S chool |T/F:4139346 |10 April 2001 |2924 |Mrs Alcine Sakir |runs a day care centre for disabled | | |HANDICAPES DE L’EST |Poste de Flacq | | | | |children and adolescents. Promotes | | | | | | | | |the general welfare of the disabled | | | | | | | | |persons. | |Association des Parents |Rue Remono |T: 6746916 |24th August 1990 |3301 |Mrs Cassette |runs a day care centre for mentally | | |D’Enfants aux Besoins Speciaux|Curepipe | | | | |disabled children and adolescents | | |(APEBS) | | | | | | | | |Association des Parents des |16C Bougainville Lane, |T: 6764681 |23rd January 1992 |3658 |Mr A Succaram |runs a specialized school for hearing| | |Deficients Auditifs (APDA) |Curepipe Rd | | | |Mrs. M. Sumun | | | | | | | | | |impaired children. | | |Association des Parents pour |Raoul Rivet (near Murugan|4664748 |7th August 1987 |2748 |Mrs. Josiane Ah Siong |runs a day care centre for severely | | |la Rehabilitation des Infirmes|Temple), Mont Roches | | | | |disabled children and adolescents | | |Moteurs (APRIM) | | | | | | | | |Association Etoile de Mer |71, Route Cotiere |411 5009 |27th October 2003 |7652 |Mrs Christiane Baudot |Training of CPE drop-outs | | | |Roche-Noire | | | | |Literacy and preparation for the | | | | | | | | |workplace | | |Association EXEMP |Avenue Langlois Plaisance|Tel: 701 1110 |2004 |7764 |President: Iqbal Oozeer |Organise activities for the | | | |Rose-Hill |Email: [emailprotected] | | |Secretary: Shirly |rehabilitation of alcoholic and drug | | | | |aquarelle. clothing. com | | |Antonymootoo |addicts and social activities for | | | | | | | | |poor hildren | | |Association Kinouete |Ex-Imprimerie Pere Laval,|T: 217-3484/ 217-3485 |4th September 2003 |7560 | |rehabilitation of ex-detainees | | | |Route Nicolay, Port-Louis|F: 217-3486 | | | |(women)- provide training | | | | | | | | |ac compagnement of creation of | | | | | | | | |micro-business | | |ASSOCIATION OF DISABILITY |Ruisseau Rose |T:2451373 |17 October 2003 |7635 |Mrs P. Ullagen |runs a day care centre for mentally | | |SERVICE PROVIDERS |Village Hall |F: 2450167 | | | |disabled children and adolescents. | | | |Long Mountain | | | | | | | |Association Pere Laval des |Impasse Pere Laval, Route|216-1764 |17th October 1996 |4394 |Mr. Josian Babet |Rehabilitation of ex-detainees | | |Sans Abri-Maison La Passerelle|Nicolay, Port-Louis | | | | | | | |Association Pour l’Education |Dr Bour Street, |T: 670 1943/7736443 |2002 |7154 |President: Mrs Anooradah |Provide free pre-primary education to| | |des Enfants Defavorises |Forest-Side |Email: [emailprotected] com | | |Poorun |200 needy children in Mauritius and | | | | | | | |Secretary: Ms Anju Beechook |60 in Rodrigues | | | | | | | | |Empowerment of women through | | | | | | | | |cultivation medicinal plants in a | | | | | | | | |green house in Chemin Grenier | | | | | | | | |Distribute books and school materials| | | | | | | | |to needy children secondary schools | | | | | | | | Follow up of children under EAP | | | | | | | | |Provision of meal and transport to | | | | | | | | |EAP children | | |Association Pour la Protection|EU CEB, Arcade Rond |T: 725 5378 |2001 |6509 |President: Mr Raj Soodeehul |Human rights for Disabled Health | | |des Droits des Handicapes-APDH|Point, Rose-Hill | | | |Secretary: Ms Patricia |Education | | | | | | |Abellard | | | |Association pour |47, Bougainville, |784 4404/ 212 2701 |23/05/2006 |9268 |Sister Elizabeth Songor |Home and care for street children | | |l’accompagnement, la |Terrasson, Pointe aux | | | | |(boys and girls) | | |rehabilitation et l’insertion |Sables | | | | | | | |Sociale des Enfants | | | | | | | | |Association pour le bien etre |c/o Colonel Maingard |466-4006 |14th June 1983 |2012 |(1) Mrs Chantal Dahoo |This NGO caters for children and | | |des aveugles de lile Maurice |Government School | | | |(Officer-in-Charge) |adolescents with social problems, the| | |(ABAIM) |Colonel Maingard Street | | | |(2) Emmanuel Valeran |blind and partially blind | | | |Beau Bassin | | | |(Secretary) |individuals. The policy of the NGO is| | | | | | | | |based on integration. | | |Association pour le |30 Antelme Avenue |465 0116 |Feb 2007 |9744 |Mr S. Ragoonaden |Protection and conservation of the | | |Developpment Durable |Quatre-Bornes |4929068 | |Mr Chacowry |environment | | | | |248 8583 | | | |environmental education | | |Atelier de Formation Joie de |Royal Rd |Tel:631 9801 |28/06/2001 |6643 |Ms Sylvie Mayer |Training of CPE drop-outs literacy | | |Vivre |Chemin Grenier |Fax:622 8819 | | | |and preparation for the workplace | | |At elier Mo’zar |4, Desperoux Street Roche|7728220 |13th June 07 |9903 |Therese Josee |Placement and training of young | | | |Bois | | | | |musicians | | |Blood Donors Association |c/o Transfusion Service, |T/F: 4277011/ 4244766/ 4240644 |22nd March 1999 |5719 |Mr. Teeluckdharry (2543932) |promotes blood donation | | | |Victoria Hospital, Candos| | | | Mr. Hossen (7560077) | | | |CARITAS ILE MAURICE |1 Rue d’Estaing |T:212 3405/773 7838 |29 November 1970 |926 |Mme Patricia Adele Felicite | « Rehabilitation of the poor and | | | |Port Louis |2122772 | | | |underprivileged  ». | | | |F:2123405 | | | |Community Development Programme; | | | | | | | | |Service d’Ecoute Et de Developpement,| | | | | | | | |ecoles complementaire. | | | | | | | |Agricultural training ( Ferme O’conor| | | | | | | | |at Curepipe and Common Garden at Pte | | | | | | | | |aux Piment) | | | | | | | | |Run 2 Night Shelter and 8 Groupe | | | | | | | | |D’Eveil des tout petits | | | | | | | | |Functional Literacy | | | | | | | | |Life Skills Management programme | | |Centre de Solidarite pour une |Impasse Larcher |T: 464 9980 |1996 |4637 |President: Mr Roger |Run a rehabilitation centre for drugs| | |nouvelle Vie |Rose-Hill |F: 464 33 42 | | |Travailleur |addicts and alcoholics. | | | | |Email: [emailprotected] mu | | |Secretary: Ms Ginette |Provide support to the wives and | | | | | | |Emamally |children of the residents of the | | | | | | | | |centre | | | | | | | | |Organise awareness campaign against | | | | | | | | |Drug Abuse | | |Centre dEducation et de |Beetun Lane |696-7640 |10th April 1985 |2267 |Mrs Rita Venkatasawmy |The target group of the NGO is mainly| | |Development pour les Enfants |Floreal |6965013 | | | |children with disabilities and | | |Mauricien | | | | | |children with social problems. | |(CEDEM) | | | | | | | | |Centre des Dames Mourides |1A Tagore Avenue, |Tel:696 4712 |1993 |4100 |President: Mrs Rahima Fazul |Organise training and skills | | | |Mesnil |Fax: 698 5653 | | |Secretary:Mrs Beekawoo |development programmes for women. | | | |Phoenix |Email: [emailprotected] com | | | |Advocate on Human Rights issues | | | | | | | |mainly gender | | | | | | | | |Provide assistance to n eedy women and| | | | | | | | |children | | |Centre pour lEducation et le |Royal Road, Argy, Flacq |Tel:413-1077/913 2346 |7th June 1996 |4766 |President: Mrs Zama Claudia |Economic empowerment of handicapped | | |Progres des Enfants Handicapes| |Fax: 413 1077 | | |Secretary: Mr. Vijay Kumar |children through training and | | |(CEPEH) | |Email: [emailprotected] om | | |Domun |placement | | | | | | | | |Run a workshop in woodwork, basketry | | | | | | | | |and embroidery for mentally disabled | | | | | | | | |adolescents | | |Century Welfare Association |Kleber Street, Plaine |T/F: 2168080 |27th January 1969 |782 |Mr. Said Sheikh Nissah |Runs a day care centre for severely | | | |Verte | | | | |disabled children and adolescents | | |Chrysalide |Route Royale |452 5509 |18/01/96 |4637 Ms Ursule Ladine |Home caring for women (and their | | | |Bambous | | | | |children) in distress | | |Club Sportive Zanfan Vallee |57 Alma Street |Tel: 242 4969 |2001 |6748 |President: Mr Bassir Ta joo |Organise Social and Sports Activities| | |Pitot |Vallee Pitot |250 7421 | | |Secretary: Mr Nizan |for the Youth | | | |Port-Louis | | | |Nasroollah |Organise house visits and assist the | | | | | | | | |old and needy people | | |Collectif Urgence Toxida |21 bis, Pandit Nehru |Tel: 210 7075 |17/10/2007 |10073 |Ms Nathalie Rose |Prevention and information in the | | | |Street, Port-Louis | | | | |fight against HIV/AIDS | | | | | | | | |Operation of needle exchange | | | | | | | | |programme at community level | | |Comite Bien-Etre Stanley Camp |Ste Anne Road |464 4124 |1999 |5633 |President: Mrs Nicole |Conduct Adult literacy courses | | |Levieux and Trefles |Stanley-Rose-Hill | | | |Beeharry |Organise activities for the welfare | | | | | | |Secretary: Mrs Simi Parsand |of children, vulnerable groups | | | | | | | | |including persons with disabilities | | |Communaute de Partage |L6, Jules Koenig |Tel: 454 4676 |2005 |8813 |President:Gilda Bhoyroo |Provide assistance to p oor people and| | | |Beau-Bassin | | | |Secretary:Ms Chistelle |persons with disabilities | | | | | | | |Lebrasse |financial assistance to children | | | | | | | | |inoperable in Mauritius | | |Destiny Community Foundation |La Croisee |Tel: 292 9822 |2007 |9681 |President:Mr JI Paul Chenney|Organise remedial classes for | | | |Royal Road-Plaine Magnien|Fax: 637 4354 | | |Secretary: Ms Vanessa |underprivileged children and provide | | | | |Email: [emailprotected] com | | |Dassiya |social assistance to elderly people | | |Diabetes Parents Support Group|Boodhram Street, |Tel: 291 4106 |2006 |9249 |President: Mrs Sumookhee |Provide education to children and | | | |Mont Roches |911 6737 | | |Balloo |adolescents living with diabetes and | | | Beau-Bassin | | | |Secretary:Ms Jacqueline |empower them to manage their disease | | |Dr Idrice Goomany Centre for |Sir Edgar Laurent |Tel: 242 3016 |1988 |2918 |President:Mr Imran Dhannoo |Organise vocational training and | | |the prevention and treatment |St-Port-Louis |F: 242 6098 | | |Secretary:Mr Norman |other activities to address the | | |of Alcoholism and Drug Addicts| |Email: [emailprotected] intnet. u | | |Tambanivoul |problem of the feminasation of the | | | | | | | | |HIV/AIDS pandemic | | | | | | | | |Provide treatment to IDUs and | | | | | | | | |alcoholics | | |Eastern Welfare Association |La Lucie Building, Bel |419-2578 |1st August 1996 |4823 |Mrs. Bindiya Sambal |Runs a day care centre for mentally | | |for the Disabled |Air Riviere Seche | | | | |disabled children and adolescents | | |EDUCATIONAL DEVELOPMENT YOUTH |442 State Land, |T:5080904 |24 December 1997 |5268 |Mr Youssouf Noormamode |Welfare of epileptic persons. | | |CONSULTANCY SERVICES (EDYCS) |Boulevard Rivaltz, |F: 2131733 | | | |To guide and provide | | | |Port Louis |M: 7622691 | | | |medication/consultation to epileptic | | | | | | | | |people. | |Entreprendre au Feminin Ocean |Centre Boyen de la |790 0083 |28 Nov 2002 |7270 |ARANDIN Jivelle |Provides mentoring services for SME | | |Indien (EFOI) |Girofay | | | | | | | | |Route du Club | | | | | | | | |Vacoas | | | | | | | |Environment Care Association |51 Royal Rd |T/F: 233 4237 |2006 |9652 |President:Mr Poorundeo |Organise sensitization programmes | | | |Coromandel |Email: [emailprotected] om | | |Ramgoolam |through 300 talks delivered in | | | | | | | |Secretary:Mr Ally Busawon |primary school on climat e change and | | | | | | | | |sorting of waste. | | |Environmental Protection |75 Chevreau Lane Calodyne|Tel: 288 2423/763 3195 |1988 |3021 |President:Mr Keshwar B. |Organise awareness activities on | | | Organisation |Grand Gaube |Fax: 288 2423 | | |Panray |environmental issues such as climate | | |-EPCO | |Email: [emailprotected] u | | |Secretary:Mr Raj Muni Reddi |change, biodiversity and | | | | | | | | |reconstruction of artificial reef | | |Falcon Citizen League |Royal Road Bois Pignolet |Tel: 249 8976 |2004 |7770 |President:Mr Gunsham |Provide training in agriculture to | | | |Terre-Rouge |Fax: 211 7636 | | |Seeborun |unemployed persons and encourage them| | | | |Email: [emailprotected] com | | |Secretary: Mr L. Kasur |to launch their greenhouse. | | | | | | | |Provide training in catering to young| | | | | | | | |persons | | |Fellowship First Aiders |Old Moka Road, Rose-Hill |Tel: 466 4251 |1999 |5810 |President:Mr D. Grandport |Health- First Aid treatment | | | | |Fax: 465 6386 | | |Secretary:Mr Prakash Dhooky | | | | | |Email: [emailprotected] u | | | | | | |Flacq Disabled Centre |Opposite Auguste Voltaire|413-0897 |14th May 1999 |5836 |(1) Mrs V. Aukhey |The Association runs a day Care | | | |Stadium, Flacq | | | |(President) |Centre for physically and or mentally| | | | | | | |(2) Baboa Dhaneshwar |retarded persons. Basic academic | | | | | | | |(Secretary) |classes and workshops on woodwork, | | | | | | | | |basketry and embroidery are also | | | | | | | | |provided to the beneficiaries. | | |Fleurita Women Association |Corner Drapeur Avenue |Tel: 793-3477 |1999 |6019 |President:Ms Rita Ramdin |Empower women through training in IT,| | | |St Jean Rd |Fax: 467 5358 | | |Secretary:Mrs Vimla Motah |handicraft etc.. | | | |Quatre-Bornes |Email: [emailprotected] om | | | | | | |FONDATION GEORGES CHARLES |16 Royal Road |T:2345415 |23 June 1986 |2440 |Mr Jac Falzara |Caters for the welfare of mentally | | | |Pointe aux Sables | | | |Mrs Margaret Zamudio |retarded persons. | | |Fondation pour LEnfance, |Camp Creole, Albion |2384196 2383170 |6th June 1989 |3106 |Mr. Alain Muneean |welfare of poor /abandoned children, | | |Terre de Paix | | | | |And Mrs. Patricia Yue |empowering the poor and vulnerable | | | | | | | | |people in the region of Albion | | |Foyer Vivre Debout |2 Charles Cheron St, Eau |670 5898 |1982 |1883 |President:Mrs Jouahnie |Provide care to persons with | | | |Coulee Curepipe | | | |Gontran |disabilities in a home and day care | | | | | | | |Secretary:Mrs M. Lourdes |centre run by the association. | | | | | | |Gerard |Organise activities to enhance the | | | | | | | | |quality of life of the disabled. | | | | | | | | |Run a workshop | | |Fraternite Mauricienne des |175, Royal Road, GRNW, |T:2123549 |13th Septembre 1979 |1527 |Mr. Jacques Kim Lee |runs a day care centre for disabled | | |Malades et Handicapes (FMMH) |Port Louis | | | | |children and adolescents | | |Friends in Hope |Goburdhun Lane, Avenue |427-4067 |22nd August 1997 |5139 |(1) Mrs Martine Neveu |The NGO runs a rehabilitation centre | | | |Sookdeo Bissoondoyal |4271870 | | |(Secretary) |for persons suffering from mental | | | |Bonne Terre | | | |(2) Mrs St Mart (Centre |illness. | | |Vacoas | | | |Manager) | | | |Group Elan |Rte Nicolay |Tel: 686 9436 |2002 |7229 |President:Mr Lindsay Aza |Implement sensitization programmes | | | |Port-Louis |Fax: 686 9542 | | |Secretary:Mr Mahen Neeliah |with prisoners, exdetainees and | | | | |Email: [emailprotected] mu | | | |family members of prisoners and | | | | | | | | |facilitate their reinsertion. | | | | | | | |Provide support to ex-drug addicts | | |Human Service Trust |Krishnanand seva ashram |Tel: 248 9651/ 249 1873 | |Act 52 of 1984 |President:Mr P. Boojhawon |Provide support and care to the | | | |Calebasses |Fax: 248 9025 | | |Secretary:Mr N. Bauhadoor |elderly in the Asram managed by the | | | |Pamplemousses |Email: [emailprotected] mu | | | |organization | | | | | | | |Organise and Participate in | | | | | | | | |socio-cultural activities. | | | | | | | | |Organise educational activities to | | | | | | | | |the youth. | | |Islamic Centre for Disabled |Bathurst Street, Port |T:2409815 F:2437145 |1st February 1999 |5646 |President: Mrs. Salima |runs a day care centre for disabled | | |Children Canal |Louis | | | |Allemudar |children and adolescents | | |Laveture Technical School for |Shivala |Tel: 418 2988 |2005 |8842 |President:Mr Laldeo Ancharug|Provide educational and training to | | |Disabled |Road Laventure |765 6865 | | |Secretary:Mr Yogesh Ancharug|disabled children to enhance their | | | | | | | | |social integration. | | | | | | | | |Organise sports and leisure | | | | | | | | |activities for the disabled. | |Leonard Cheshire Mauritius |Perrefonds |Tel: 427 4141 | |Act of Parliament 1965 |President:Mrs Ginette Lan |Provide residential care and medical | | | |Palma-Quatre-Bornes |FaxL 427 8626 | | |Yee |services to old persons in their | | | | |Email: [emailprotected] mu | | |Chiu |Homes at Tamarin and Palma. | | | | | | |Secretary:Mrs Marilyn Harel |Advocate for the improvement of | | | | | | | | |accessible health services | | |Link to Life |13 Britannia Park |Tel: 6860666 |2003 |7668 |President:M r Shashi Desai |Promote public awareness on the | | | |Vacoas |Fax: 686 0666 | | |Secretary:Mr Mooten |Prevention of Cancer | | | | |Email: [emailprotected] u | | |Kamlanaden Vella |Provide Counseling, support and care | | | | | | | | |to people suffering from cancer, | | | | | | | | |members of the family and caregivers. | | |LIZIE DAN LA MAIN |Pasteur Street |T: 6751777 |26th August 1983 |2036 |Mr Reynolds Permal |Works for the welfare of the blind. | | | |Forest Side |F: 6702676 | | | | | |Lois Lagesse Trust Fund |101, Colonel Maignard |454-3253 |   |Incorporated under the |President:Mr Retnon |(1) The Association runs specialised | | | |Street |465-9961 | |Lois Lagesse Trust Fund |Pyneeandee |schools (pre-primary and primary) to | | | |Beau Bassin |Email: l. [emailprotected] mu | |Act | |visually impaired children. | | | | | | | |Secretary:Mrs L. Jumnoodoo |(2) The NGO also have a workshop | | | | | | | | |where rattan baskets are made. | | | | | | | |(3) LLTF runs a home for blind | | | | | | | | |elderly people who have been rejected| | | | | | | | |by their families. | |LUPUS Alert |E111 Clos Verger |Tel: 464 8276 |2000 |6097 |President:Mrs B. Vankatasamy|Provide support to persons suffering | | | |Rose-Hill |Fax: 464 8276 | | |Secretary:Ms Rabia Yerally |from lupus | | | | |Email: [emailprotected] com | | | |Promote awareness of lupus and its | | | | | | | |impact on sufferes | | | | | | | | |Operate a Drop-in documentation | | | | | | | | |Centre/library | | |Magic Fingers Association |14, Labourdonnais Street |T: 755 4147 |13th June 2007 |9902 |Mr Ramanjooloo |Specialised in patchwork; MFA is | | |(MFA) | | | | | |providing training to women of SPUW | | |MAISON FAMILIALE RURALE DU |Balisage Road Calebasses |T:5431021 |29 January 1997 |4980 |Mr Raj Jatoo |welfare of the CPE school drop outs. | |NORD |Branch Road |M:7326076 | | | |Helps to integrate the school drop | | | |Calebasses |F: 2437145 | | | |outs in the working environment | | | | | | | | |through acquisition of knowledge and | | | | | | | | |hands on experience. | | |Mauritian Organisation on |88 Raoul Rivet Street |Tel: 775 1507 |2006 |9421 |President:Mr Ravind Lahootun|Organise parent outreach Ngo in Mauritius Essay Example Ngo in Mauritius Essay LIST OF APPROVED NGOs |S/N |Name |Address |Tel/Fax No |Date of Registration |Registration Number |Contact Person |Field of Activities | | |Action Familiale |Royal Road |Tel: 464 3512 |1964 |Ordinance 1964 |President: Mr J. Sauvages |Promote natural family planning among| | | |Rose-Hill |Fax: 465 1006 | | |Secretary: Mrs Lawrence |couples | | | | |Email: [emailprotected] u | | |Harel |Educate students of primary and | | | | | | | | |secondary school on sound sexuality. | | | | | | | | |Assist couples with unplanned babies. | |Adolescent Non-Formal |1, Celicourt Antelme St, |Tel: 465 1484 / 714 7943 |1/12/2003 |7704 |Mr Bernard |Provide non-formal education to CPE | | |Education Network (ANFEN) |ROSE HILL |Fax: 465 1484 | | |d’Argent |drop-outs across a network of 19 | | | | |Email: [emailprotected] om | | | |centres | | | | | | | | |Provide training for the personal and| | | | | | | |professional development of teachers | | | | | | | | |and volunteers | | | | | | | | |Advocate for social economic | | | | | | | | |integration of school drop-outs | | |African Network for the |Office No. 5 – 1st Floor –|T: 670 7422 |2004 |7898 |Mrs Marie Josee Baudot |Promote Child Rights | | |P rotection and Prevention of |PKL Building – Malartic |F: 676 7422 | | | |Enhance the prevention and protection| | |Child Abuse and Neglect |Street |Email: [emailprotected] u | | | |of children from all forms of | | | | | | | | |discrimination and maltreatment | | |Aid Action |28 Bassin Road |Tel: 736 3107/910 0201 |2006 |9251 |President: Mr Ajay Lachhman |Community Development/Poverty | | | |Auatre-Bornes |Fax: 427 7374 | | |Secretary: Mr Rajcoomar |alleviation | | | | |Email: [emailprotected] mu | | |Ramchurn |HIV/AIDs and Corruption. | | | | | | | | |Advocate for social economic | | | | | | | | |integration of vulnerable groups. | |ALLIANCE FOR CHILDREN |Britannia Park,Vacoas |T/F: 6868603 |12 December 2006 |9636 |Mr Veenace Koonjul |Works for the welfare and rights of | | | | | | | | |children. For the disabled and | | | | | | | | |vulnerable groups. | | |Amnesty International |S. We will write a custom essay sample on Ngo in Mauritius specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ngo in Mauritius specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ngo in Mauritius specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dhanjee street, |T: 466 3364 |June 1983 |2021 |Mr Lindley Couronne |Advocacy for human rights | | |Mauritius Section (AIMS) |Rose-Hill |M: 912 6827 | | | |Human rights education | | | | |F: 454 8238 | | | |Awareness campaigns on human rights | | |Arc-En-Ciel Disabled Group |Ramchandar Rd, Near |7770142 |2004 |7736 |President:Ms Gridevi |Economic Empowermemt of people with | | | |Basdeo Bissoondoyal | | | |Seegoolam |disabilities | | | |College | | | |Secretary: Ms Rameshwaree |Run a workshop for people with | | | |Central Flacq | | | |Ramputty |disabilities | | | | | | | | |Enhance the quality of life on the | | | | | | | | |handicapped. | | |Association Amour Sans |Former Dispensary, Beau |T: 288-1563 |21st July 1996 |4885 |Mrs. Nicole Maingard |Runs a day care centre for mentally | | |Frontieres |Sejour, Piton |F: 282-0738 | | | |disabled children and adolescents | | |ASSOCIATION AUTREMENT CAPABLE |C/O Mr Joel Kandan, |T: 6277329 |15 January 2002 |6837 |Mr Joel Kandan |runs a day care centre for mentally | | |TOUJOURS JOYEUX |Kandan Lane | | | | |disabled children and adolescents. | | |Mont Fertile | | | | | | | | |New Grove | | | | | | | |Association Civique Midlands |Royal Road |T/F: 664 5580 |2001 |6650 |President: Mr S Chitanand |Work for the welfare of the community| | | |Midlands | | | |Secretary: Mr Seewooruttun |Environmental Health, and sports | | | | | | | | |activities | | |Association de Parents |Morcellement Betzim |T: 4671681/4671398 / |15th December 1970 |930A |Ms Desiree Kong |works for the welfare of mentally | | |d’enfants inadaptee de L’ile |Trianon |4671711 | | | |disabled persons. | |Maurice(APEIM) | |F: 4669490 | | | | | | |ASSOCIATION DES MALADES ET |Opposite RCA S chool |T/F:4139346 |10 April 2001 |2924 |Mrs Alcine Sakir |runs a day care centre for disabled | | |HANDICAPES DE L’EST |Poste de Flacq | | | | |children and adolescents. Promotes | | | | | | | | |the general welfare of the disabled | | | | | | | | |persons. | |Association des Parents |Rue Remono |T: 6746916 |24th August 1990 |3301 |Mrs Cassette |runs a day care centre for mentally | | |D’Enfants aux Besoins Speciaux|Curepipe | | | | |disabled children and adolescents | | |(APEBS) | | | | | | | | |Association des Parents des |16C Bougainville Lane, |T: 6764681 |23rd January 1992 |3658 |Mr A Succaram |runs a specialized school for hearing| | |Deficients Auditifs (APDA) |Curepipe Rd | | | |Mrs. M. Sumun | | | | | | | | | |impaired children. | | |Association des Parents pour |Raoul Rivet (near Murugan|4664748 |7th August 1987 |2748 |Mrs. Josiane Ah Siong |runs a day care centre for severely | | |la Rehabilitation des Infirmes|Temple), Mont Roches | | | | |disabled children and adolescents | | |Moteurs (APRIM) | | | | | | | | |Association Etoile de Mer |71, Route Cotiere |411 5009 |27th October 2003 |7652 |Mrs Christiane Baudot |Training of CPE drop-outs | | | |Roche-Noire | | | | |Literacy and preparation for the | | | | | | | | |workplace | | |Association EXEMP |Avenue Langlois Plaisance|Tel: 701 1110 |2004 |7764 |President: Iqbal Oozeer |Organise activities for the | | | |Rose-Hill |Email: [emailprotected] | | |Secretary: Shirly |rehabilitation of alcoholic and drug | | | | |aquarelle. clothing. com | | |Antonymootoo |addicts and social activities for | | | | | | | | |poor hildren | | |Association Kinouete |Ex-Imprimerie Pere Laval,|T: 217-3484/ 217-3485 |4th September 2003 |7560 | |rehabilitation of ex-detainees | | | |Route Nicolay, Port-Louis|F: 217-3486 | | | |(women)- provide training | | | | | | | | |ac compagnement of creation of | | | | | | | | |micro-business | | |ASSOCIATION OF DISABILITY |Ruisseau Rose |T:2451373 |17 October 2003 |7635 |Mrs P. Ullagen |runs a day care centre for mentally | | |SERVICE PROVIDERS |Village Hall |F: 2450167 | | | |disabled children and adolescents. | | | |Long Mountain | | | | | | | |Association Pere Laval des |Impasse Pere Laval, Route|216-1764 |17th October 1996 |4394 |Mr. Josian Babet |Rehabilitation of ex-detainees | | |Sans Abri-Maison La Passerelle|Nicolay, Port-Louis | | | | | | | |Association Pour l’Education |Dr Bour Street, |T: 670 1943/7736443 |2002 |7154 |President: Mrs Anooradah |Provide free pre-primary education to| | |des Enfants Defavorises |Forest-Side |Email: [emailprotected] com | | |Poorun |200 needy children in Mauritius and | | | | | | | |Secretary: Ms Anju Beechook |60 in Rodrigues | | | | | | | | |Empowerment of women through | | | | | | | | |cultivation medicinal plants in a | | | | | | | | |green house in Chemin Grenier | | | | | | | | |Distribute books and school materials| | | | | | | | |to needy children secondary schools | | | | | | | | Follow up of children under EAP | | | | | | | | |Provision of meal and transport to | | | | | | | | |EAP children | | |Association Pour la Protection|EU CEB, Arcade Rond |T: 725 5378 |2001 |6509 |President: Mr Raj Soodeehul |Human rights for Disabled Health | | |des Droits des Handicapes-APDH|Point, Rose-Hill | | | |Secretary: Ms Patricia |Education | | | | | | |Abellard | | | |Association pour |47, Bougainville, |784 4404/ 212 2701 |23/05/2006 |9268 |Sister Elizabeth Songor |Home and care for street children | | |l’accompagnement, la |Terrasson, Pointe aux | | | | |(boys and girls) | | |rehabilitation et l’insertion |Sables | | | | | | | |Sociale des Enfants | | | | | | | | |Association pour le bien etre |c/o Colonel Maingard |466-4006 |14th June 1983 |2012 |(1) Mrs Chantal Dahoo |This NGO caters for children and | | |des aveugles de lile Maurice |Government School | | | |(Officer-in-Charge) |adolescents with social problems, the| | |(ABAIM) |Colonel Maingard Street | | | |(2) Emmanuel Valeran |blind and partially blind | | | |Beau Bassin | | | |(Secretary) |individuals. The policy of the NGO is| | | | | | | | |based on integration. | | |Association pour le |30 Antelme Avenue |465 0116 |Feb 2007 |9744 |Mr S. Ragoonaden |Protection and conservation of the | | |Developpment Durable |Quatre-Bornes |4929068 | |Mr Chacowry |environment | | | | |248 8583 | | | |environmental education | | |Atelier de Formation Joie de |Royal Rd |Tel:631 9801 |28/06/2001 |6643 |Ms Sylvie Mayer |Training of CPE drop-outs literacy | | |Vivre |Chemin Grenier |Fax:622 8819 | | | |and preparation for the workplace | | |At elier Mo’zar |4, Desperoux Street Roche|7728220 |13th June 07 |9903 |Therese Josee |Placement and training of young | | | |Bois | | | | |musicians | | |Blood Donors Association |c/o Transfusion Service, |T/F: 4277011/ 4244766/ 4240644 |22nd March 1999 |5719 |Mr. Teeluckdharry (2543932) |promotes blood donation | | | |Victoria Hospital, Candos| | | | Mr. Hossen (7560077) | | | |CARITAS ILE MAURICE |1 Rue d’Estaing |T:212 3405/773 7838 |29 November 1970 |926 |Mme Patricia Adele Felicite | « Rehabilitation of the poor and | | | |Port Louis |2122772 | | | |underprivileged  ». | | | |F:2123405 | | | |Community Development Programme; | | | | | | | | |Service d’Ecoute Et de Developpement,| | | | | | | | |ecoles complementaire. | | | | | | | |Agricultural training ( Ferme O’conor| | | | | | | | |at Curepipe and Common Garden at Pte | | | | | | | | |aux Piment) | | | | | | | | |Run 2 Night Shelter and 8 Groupe | | | | | | | | |D’Eveil des tout petits | | | | | | | | |Functional Literacy | | | | | | | | |Life Skills Management programme | | |Centre de Solidarite pour une |Impasse Larcher |T: 464 9980 |1996 |4637 |President: Mr Roger |Run a rehabilitation centre for drugs| | |nouvelle Vie |Rose-Hill |F: 464 33 42 | | |Travailleur |addicts and alcoholics. | | | | |Email: [emailprotected] mu | | |Secretary: Ms Ginette |Provide support to the wives and | | | | | | |Emamally |children of the residents of the | | | | | | | | |centre | | | | | | | | |Organise awareness campaign against | | | | | | | | |Drug Abuse | | |Centre dEducation et de |Beetun Lane |696-7640 |10th April 1985 |2267 |Mrs Rita Venkatasawmy |The target group of the NGO is mainly| | |Development pour les Enfants |Floreal |6965013 | | | |children with disabilities and | | |Mauricien | | | | | |children with social problems. | |(CEDEM) | | | | | | | | |Centre des Dames Mourides |1A Tagore Avenue, |Tel:696 4712 |1993 |4100 |President: Mrs Rahima Fazul |Organise training and skills | | | |Mesnil |Fax: 698 5653 | | |Secretary:Mrs Beekawoo |development programmes for women. | | | |Phoenix |Email: [emailprotected] com | | | |Advocate on Human Rights issues | | | | | | | |mainly gender | | | | | | | | |Provide assistance to n eedy women and| | | | | | | | |children | | |Centre pour lEducation et le |Royal Road, Argy, Flacq |Tel:413-1077/913 2346 |7th June 1996 |4766 |President: Mrs Zama Claudia |Economic empowerment of handicapped | | |Progres des Enfants Handicapes| |Fax: 413 1077 | | |Secretary: Mr. Vijay Kumar |children through training and | | |(CEPEH) | |Email: [emailprotected] om | | |Domun |placement | | | | | | | | |Run a workshop in woodwork, basketry | | | | | | | | |and embroidery for mentally disabled | | | | | | | | |adolescents | | |Century Welfare Association |Kleber Street, Plaine |T/F: 2168080 |27th January 1969 |782 |Mr. Said Sheikh Nissah |Runs a day care centre for severely | | | |Verte | | | | |disabled children and adolescents | | |Chrysalide |Route Royale |452 5509 |18/01/96 |4637 Ms Ursule Ladine |Home caring for women (and their | | | |Bambous | | | | |children) in distress | | |Club Sportive Zanfan Vallee |57 Alma Street |Tel: 242 4969 |2001 |6748 |President: Mr Bassir Ta joo |Organise Social and Sports Activities| | |Pitot |Vallee Pitot |250 7421 | | |Secretary: Mr Nizan |for the Youth | | | |Port-Louis | | | |Nasroollah |Organise house visits and assist the | | | | | | | | |old and needy people | | |Collectif Urgence Toxida |21 bis, Pandit Nehru |Tel: 210 7075 |17/10/2007 |10073 |Ms Nathalie Rose |Prevention and information in the | | | |Street, Port-Louis | | | | |fight against HIV/AIDS | | | | | | | | |Operation of needle exchange | | | | | | | | |programme at community level | | |Comite Bien-Etre Stanley Camp |Ste Anne Road |464 4124 |1999 |5633 |President: Mrs Nicole |Conduct Adult literacy courses | | |Levieux and Trefles |Stanley-Rose-Hill | | | |Beeharry |Organise activities for the welfare | | | | | | |Secretary: Mrs Simi Parsand |of children, vulnerable groups | | | | | | | | |including persons with disabilities | | |Communaute de Partage |L6, Jules Koenig |Tel: 454 4676 |2005 |8813 |President:Gilda Bhoyroo |Provide assistance to p oor people and| | | |Beau-Bassin | | | |Secretary:Ms Chistelle |persons with disabilities | | | | | | | |Lebrasse |financial assistance to children | | | | | | | | |inoperable in Mauritius | | |Destiny Community Foundation |La Croisee |Tel: 292 9822 |2007 |9681 |President:Mr JI Paul Chenney|Organise remedial classes for | | | |Royal Road-Plaine Magnien|Fax: 637 4354 | | |Secretary: Ms Vanessa |underprivileged children and provide | | | | |Email: [emailprotected] com | | |Dassiya |social assistance to elderly people | | |Diabetes Parents Support Group|Boodhram Street, |Tel: 291 4106 |2006 |9249 |President: Mrs Sumookhee |Provide education to children and | | | |Mont Roches |911 6737 | | |Balloo |adolescents living with diabetes and | | | Beau-Bassin | | | |Secretary:Ms Jacqueline |empower them to manage their disease | | |Dr Idrice Goomany Centre for |Sir Edgar Laurent |Tel: 242 3016 |1988 |2918 |President:Mr Imran Dhannoo |Organise vocational training and | | |the prevention and treatment |St-Port-Louis |F: 242 6098 | | |Secretary:Mr Norman |other activities to address the | | |of Alcoholism and Drug Addicts| |Email: [emailprotected] intnet. u | | |Tambanivoul |problem of the feminasation of the | | | | | | | | |HIV/AIDS pandemic | | | | | | | | |Provide treatment to IDUs and | | | | | | | | |alcoholics | | |Eastern Welfare Association |La Lucie Building, Bel |419-2578 |1st August 1996 |4823 |Mrs. Bindiya Sambal |Runs a day care centre for mentally | | |for the Disabled |Air Riviere Seche | | | | |disabled children and adolescents | | |EDUCATIONAL DEVELOPMENT YOUTH |442 State Land, |T:5080904 |24 December 1997 |5268 |Mr Youssouf Noormamode |Welfare of epileptic persons. | | |CONSULTANCY SERVICES (EDYCS) |Boulevard Rivaltz, |F: 2131733 | | | |To guide and provide | | | |Port Louis |M: 7622691 | | | |medication/consultation to epileptic | | | | | | | | |people. | |Entreprendre au Feminin Ocean |Centre Boyen de la |790 0083 |28 Nov 2002 |7270 |ARANDIN Jivelle |Provides mentoring services for SME | | |Indien (EFOI) |Girofay | | | | | | | | |Route du Club | | | | | | | | |Vacoas | | | | | | | |Environment Care Association |51 Royal Rd |T/F: 233 4237 |2006 |9652 |President:Mr Poorundeo |Organise sensitization programmes | | | |Coromandel |Email: [emailprotected] om | | |Ramgoolam |through 300 talks delivered in | | | | | | | |Secretary:Mr Ally Busawon |primary school on climat e change and | | | | | | | | |sorting of waste. | | |Environmental Protection |75 Chevreau Lane Calodyne|Tel: 288 2423/763 3195 |1988 |3021 |President:Mr Keshwar B. |Organise awareness activities on | | | Organisation |Grand Gaube |Fax: 288 2423 | | |Panray |environmental issues such as climate | | |-EPCO | |Email: [emailprotected] u | | |Secretary:Mr Raj Muni Reddi |change, biodiversity and | | | | | | | | |reconstruction of artificial reef | | |Falcon Citizen League |Royal Road Bois Pignolet |Tel: 249 8976 |2004 |7770 |President:Mr Gunsham |Provide training in agriculture to | | | |Terre-Rouge |Fax: 211 7636 | | |Seeborun |unemployed persons and encourage them| | | | |Email: [emailprotected] com | | |Secretary: Mr L. Kasur |to launch their greenhouse. | | | | | | | |Provide training in catering to young| | | | | | | | |persons | | |Fellowship First Aiders |Old Moka Road, Rose-Hill |Tel: 466 4251 |1999 |5810 |President:Mr D. Grandport |Health- First Aid treatment | | | | |Fax: 465 6386 | | |Secretary:Mr Prakash Dhooky | | | | | |Email: [emailprotected] u | | | | | | |Flacq Disabled Centre |Opposite Auguste Voltaire|413-0897 |14th May 1999 |5836 |(1) Mrs V. Aukhey |The Association runs a day Care | | | |Stadium, Flacq | | | |(President) |Centre for physically and or mentally| | | | | | | |(2) Baboa Dhaneshwar |retarded persons. Basic academic | | | | | | | |(Secretary) |classes and workshops on woodwork, | | | | | | | | |basketry and embroidery are also | | | | | | | | |provided to the beneficiaries. | | |Fleurita Women Association |Corner Drapeur Avenue |Tel: 793-3477 |1999 |6019 |President:Ms Rita Ramdin |Empower women through training in IT,| | | |St Jean Rd |Fax: 467 5358 | | |Secretary:Mrs Vimla Motah |handicraft etc.. | | | |Quatre-Bornes |Email: [emailprotected] om | | | | | | |FONDATION GEORGES CHARLES |16 Royal Road |T:2345415 |23 June 1986 |2440 |Mr Jac Falzara |Caters for the welfare of mentally | | | |Pointe aux Sables | | | |Mrs Margaret Zamudio |retarded persons. | | |Fondation pour LEnfance, |Camp Creole, Albion |2384196 2383170 |6th June 1989 |3106 |Mr. Alain Muneean |welfare of poor /abandoned children, | | |Terre de Paix | | | | |And Mrs. Patricia Yue |empowering the poor and vulnerable | | | | | | | | |people in the region of Albion | | |Foyer Vivre Debout |2 Charles Cheron St, Eau |670 5898 |1982 |1883 |President:Mrs Jouahnie |Provide care to persons with | | | |Coulee Curepipe | | | |Gontran |disabilities in a home and day care | | | | | | | |Secretary:Mrs M. Lourdes |centre run by the association. | | | | | | |Gerard |Organise activities to enhance the | | | | | | | | |quality of life of the disabled. | | | | | | | | |Run a workshop | | |Fraternite Mauricienne des |175, Royal Road, GRNW, |T:2123549 |13th Septembre 1979 |1527 |Mr. Jacques Kim Lee |runs a day care centre for disabled | | |Malades et Handicapes (FMMH) |Port Louis | | | | |children and adolescents | | |Friends in Hope |Goburdhun Lane, Avenue |427-4067 |22nd August 1997 |5139 |(1) Mrs Martine Neveu |The NGO runs a rehabilitation centre | | | |Sookdeo Bissoondoyal |4271870 | | |(Secretary) |for persons suffering from mental | | | |Bonne Terre | | | |(2) Mrs St Mart (Centre |illness. | | |Vacoas | | | |Manager) | | | |Group Elan |Rte Nicolay |Tel: 686 9436 |2002 |7229 |President:Mr Lindsay Aza |Implement sensitization programmes | | | |Port-Louis |Fax: 686 9542 | | |Secretary:Mr Mahen Neeliah |with prisoners, exdetainees and | | | | |Email: [emailprotected] mu | | | |family members of prisoners and | | | | | | | | |facilitate their reinsertion. | | | | | | | |Provide support to ex-drug addicts | | |Human Service Trust |Krishnanand seva ashram |Tel: 248 9651/ 249 1873 | |Act 52 of 1984 |President:Mr P. Boojhawon |Provide support and care to the | | | |Calebasses |Fax: 248 9025 | | |Secretary:Mr N. Bauhadoor |elderly in the Asram managed by the | | | |Pamplemousses |Email: [emailprotected] mu | | | |organization | | | | | | | |Organise and Participate in | | | | | | | | |socio-cultural activities. | | | | | | | | |Organise educational activities to | | | | | | | | |the youth. | | |Islamic Centre for Disabled |Bathurst Street, Port |T:2409815 F:2437145 |1st February 1999 |5646 |President: Mrs. Salima |runs a day care centre for disabled | | |Children Canal |Louis | | | |Allemudar |children and adolescents | | |Laveture Technical School for |Shivala |Tel: 418 2988 |2005 |8842 |President:Mr Laldeo Ancharug|Provide educational and training to | | |Disabled |Road Laventure |765 6865 | | |Secretary:Mr Yogesh Ancharug|disabled children to enhance their | | | | | | | | |social integration. | | | | | | | | |Organise sports and leisure | | | | | | | | |activities for the disabled. | |Leonard Cheshire Mauritius |Perrefonds |Tel: 427 4141 | |Act of Parliament 1965 |President:Mrs Ginette Lan |Provide residential care and medical | | | |Palma-Quatre-Bornes |FaxL 427 8626 | | |Yee |services to old persons in their | | | | |Email: [emailprotected] mu | | |Chiu |Homes at Tamarin and Palma. | | | | | | |Secretary:Mrs Marilyn Harel |Advocate for the improvement of | | | | | | | | |accessible health services | | |Link to Life |13 Britannia Park |Tel: 6860666 |2003 |7668 |President:M r Shashi Desai |Promote public awareness on the | | | |Vacoas |Fax: 686 0666 | | |Secretary:Mr Mooten |Prevention of Cancer | | | | |Email: [emailprotected] u | | |Kamlanaden Vella |Provide Counseling, support and care | | | | | | | | |to people suffering from cancer, | | | | | | | | |members of the family and caregivers. | | |LIZIE DAN LA MAIN |Pasteur Street |T: 6751777 |26th August 1983 |2036 |Mr Reynolds Permal |Works for the welfare of the blind. | | | |Forest Side |F: 6702676 | | | | | |Lois Lagesse Trust Fund |101, Colonel Maignard |454-3253 |   |Incorporated under the |President:Mr Retnon |(1) The Association runs specialised | | | |Street |465-9961 | |Lois Lagesse Trust Fund |Pyneeandee |schools (pre-primary and primary) to | | | |Beau Bassin |Email: l. [emailprotected] mu | |Act | |visually impaired children. | | | | | | | |Secretary:Mrs L. Jumnoodoo |(2) The NGO also have a workshop | | | | | | | | |where rattan baskets are made. | | | | | | | |(3) LLTF runs a home for blind | | | | | | | | |elderly people who have been rejected| | | | | | | | |by their families. | |LUPUS Alert |E111 Clos Verger |Tel: 464 8276 |2000 |6097 |President:Mrs B. Vankatasamy|Provide support to persons suffering | | | |Rose-Hill |Fax: 464 8276 | | |Secretary:Ms Rabia Yerally |from lupus | | | | |Email: [emailprotected] com | | | |Promote awareness of lupus and its | | | | | | | |impact on sufferes | | | | | | | | |Operate a Drop-in documentation | | | | | | | | |Centre/library | | |Magic Fingers Association |14, Labourdonnais Street |T: 755 4147 |13th June 2007 |9902 |Mr Ramanjooloo |Specialised in patchwork; MFA is | | |(MFA) | | | | | |providing training to women of SPUW | | |MAISON FAMILIALE RURALE DU |Balisage Road Calebasses |T:5431021 |29 January 1997 |4980 |Mr Raj Jatoo |welfare of the CPE school drop outs. | |NORD |Branch Road |M:7326076 | | | |Helps to integrate the school drop | | | |Calebasses |F: 2437145 | | | |outs in the working environment | | | | | | | | |through acquisition of knowledge and | | | | | | | | |hands on experience. | | |Mauritian Organisation on |88 Raoul Rivet Street |Tel: 775 1507 |2006 |9421 |President:Mr Ravind Lahootun|Organise parent outreach

Similarities and Differences Between Communism and Democratic Socialism

Similarities and Differences Between Communism and Democratic Socialism The main similarity between revolutionary Communism and democratic Socialism is that both of these political ideologies consider Capitalism (as the form of a socio-political governing) historically outdated and utterly immoral. This is because, according to the proponents of both ideologies, in Capitalist countries, the majority of ordinary citizens are denied the right to have a fair share in the national wealth.Advertising We will write a custom research paper sample on Similarities and Differences Between Communism and Democratic Socialism specifically for you for only $16.05 $11/page Learn More This is because in Capitalist societies, it is namely a small number of the representatives of bourgeoisie that exercise a unilateral control over the means of production. In its turn, this allows them to enjoy an undisputed dominance within the society – even though that there are no objective reasons for this to be the case. That is, if we exclude the fac t that the wealthy members of social elites simply happened to have enough of ill-gotten money in their bank accounts. In its turn, this creates a situation when most citizens are being denied the opportunity of a social advancement – only the individuals affiliated with the rich and powerful qualify for a social uplifting. Such state of affairs, of course, is far from being considered thoroughly fair. Another thing, upon which revolutionary Communism and democratic Socialism agree, is the sheer inappropriateness of the Capitalist practice of subjecting workers to an economic exploitation. This is because this practice establishes preconditions for employees to be treated as a soulless commodity – hence, causing them to experience the sensation of a societal alienation. In its turn, this prevents hired laborers (regardless of the essence of their professional duties) from being able to attain happiness. Both ideologies refer to such a state of affairs, as utterly inapp ropriate. Revolutionary Communism and democratic Socialism also criticize Capitalism on the account of this political system standing in opposition to the concept of egalitarianism. After all, it is specifically the assumption of people’s perceptual/cognitive inequality, which justifies the Capitalist idea that, in order to ensure the free-market economy’s proper functioning; societies must remain stratified along class-lines. Both, Communists and Socialists proclaim this idea being not only unethical, but also as such, that contradicts the dialectical laws of history.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Revolutionary Communists and democratic Socialists also share a strongly negative attitude towards the concept of a private ownership. According to the proponents of both political ideologies, the continual institutionalization of this type of own ership contributes to the process of a gap between poor and rich citizens growing wider, and makes the economy more vulnerable to financial crises. This is why, just as it is being the case with democratic Socialists, revolutionary Communists advocate the concept of a state-ownership, as such that ensures a fair distribution of the national wealth among citizens. Nevertheless, even though that revolutionary Communism and democratic Socialism do share much of an ideological ground, out which they initially emerged, there are many more differences between them than similarities. The most fundamental of these differences is the fact that, while Socialists consider Socialism to be the final phase of the humanity’s socio-economic advancement, Communists refer to it in terms of an intermediary one. According to them, Socialism is the ‘transitional’ form of a political governing, which will be eventually replaced by Communism (Kors 3). In its turn, Communism presupposes the complete liquidation of a private ownership, the elimination of money, as the instrument of commercial transactions, and the establishment of the ‘dictatorship of proletariat’, as the mechanism of maintaining the society’s ‘classless’ functioning. Democratic Socialists, on the other hand, point out to the fact that the practical realization of the earlier mentioned Communist agenda will prove impossible, as it does not consider the actual essence of people’s genetically predetermined psychological inclinations. Another major difference between democratic Socialism and revolutionary Communism is that, while Socialists refer to the transition between Capitalism and Socialism in terms of an evolutionary process, Communists promote the idea that this transition should be revolutionary. That is, according to Communists, there is only one way for ensuring the eventual triumph of Socialism/Communism – an armed uprising (Dobbs 495). Social ists, on the other hand, suggest that rather than parting away with Capitalism in the revolutionary manner (by the mean of overthrowing the government and eliminating bourgeoisie, as a social class), progressively minded people should aim to create preconditions for the gradual transformation of Capitalism into Socialism.Advertising We will write a custom research paper sample on Similarities and Differences Between Communism and Democratic Socialism specifically for you for only $16.05 $11/page Learn More As Roberts noted: â€Å"In economics, their (Socialists’) main commitment is not to creating a new man by expropriating the expropriators but to taming the excesses of the market through state intervention. They (Socialists) have also been stubbornly reformist and gradualist rather than revolutionary† (358). Unlike their Communist counterparts, Socialists do not subscribe to the idea that a truly fair society must necessarily be classless. I n fact, the Socialist idea of a ‘welfare state’ presupposes that, instead of remaining antagonized against each other, the representatives of different social classes should be equally affiliated with the values of a ‘communal solidarity’. Partially, the earlier mentioned conceptual dichotomy between democratic Socialism and revolutionary Communism can be explained by the fact that democratic Socialists do not think that the continual functioning of Capitalist societies should necessarily result in strengthening the acuteness of class-related antagonisms. The validity of this suggestion can be illustrated in regards to the ideas of Eduard Bernstein, who is now being considered the ‘father’ of democratic Socialism. According to Sturmthal: â€Å"He (Bernstein) pointed out that by its progress labor was gradually transforming the capitalistic society and predicted that by this method of gradual reform and in co-operation with democratic middle-cl ass parties, European labor would win democracy, and, at the end of a long evolutionary process, establish Socialism† (101). Communists, on the other hand, promote the idea that, as time goes on; the intensity of class-antagonisms within Capitalist societies should increase. In its turn, this should eventually lead to the creation of a ‘revolutionary situation’, and consequently to the removal of bourgeois governments. This brings us to discuss another important difference between both political ideologies. Whereas, democratic Socialists do favor democracy, as the people-oriented form of a political governing, Communists do not think this is actually the case – especially when we talk about the democracy’s functioning within Capitalist societies. According Communists, ‘capitalist democracy’ is nothing but the instrument for the representatives of social elites to maintain its dominance within the society. The reason for this is simple. B y providing ordinary citizens with the illusion that they can indeed influence the process of a political decision-making, by the mean of casting their votes, capitalists are able to reduce the acuteness of economic tensions within the society – hence, making these citizens less likely to revolt against being continually exploited.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More After all, the very conceptual premise of democracy presupposes the process of people casting their votes being second in importance to the process of these votes’ calculation. This is exactly the reason why, according to revolutionary Communists, the concept of democracy is synonymous with the concept of corruption. It also explains why democracy is dialectically predetermined to transform itself into oligarchy/plutocracy. Hence, the Communist idea that the best form of government is the ‘dictatorship of proletariat’ when, after having eliminated capitalists physically, workers enjoy a shared ownership over the means of production. This idea derives out of the assumption that capitalists will never be willing to share some of their riches with the society’s underprivileged members – unless when they are being forced to do so by purely external circumstances. These circumstances, however, must be strong enough. Therefore, in order for socially under privileged citizens to cease being the subjects of an economic/societal exploitation, they must be ready to defy the very principles, upon which the continual functioning of Capitalist societies is based – including the principle of a democratic voting. In its turn, this explains why; whereas, democratic Socialists refer to their presence in the Capitalist countries’ legislative bodies, as such that serves the purpose of the society’s betterment, Communists do not make any secret of the fact that the only reason why they participate in political elections, is that this provides them with yet additional opportunity to undermine ‘bourgeois democracies’ from within. Revolutionary Communism and democratic Socialism also differ, in regards to how the proponents of both ideologies address the issue of people’s political opinions being formed. According to Communists, the manner in which a particular individual perceives the surrounding socio-politi cal reality reflects the specifics of his or her affiliation with one or another social class. In other words, it is namely people’s class-status, which causes them to be what they are, in the cognitive sense of this word. Democratic Socialists, on the other hand, refer to the Communist interpretation of what causes people to adopt a particular behavioral pattern, as being overly simplistic. According to them, regardless of what happened to be the particulars of people’s class-affiliation, it is in their very nature to strive to enjoy a social fairness. Hence, the democratic Socialist idea that it is possible for the representatives of different social classes to cooperate. It is needless to mention, of course, that Communists do not agree with this idea, because according to them, the wealthy representatives of social elites, on the one hand, and impoverished workers/peasants, on the other, are sworn enemies. Therefore, there can be no cooperation with then, by defini tion. The final difference between both ideologies is that, while revolutionary Communism implies that people’s likelihood to attain happiness is being solely concerned with their varying ability to satisfy their physiological needs, democratic Socialism suggests that, besides being provided with the opportunity to fill up their stomachs, people also need to be given the chance of an emotional/spiritual self-actualization. In its turn, this can be explained by the fact that, unlike Communists, democratic Socialists believe that there is so much more to a particular individual than solely his or her desire to enjoy having a plenty of food. In this respect, democratic Socialism appears much more intellectually refined, as compared to revolutionary Communism, because it avoids making simplistic assumptions about human nature. Dobbs, Darrell. â€Å"Communism.† The Journal of Politics 62.2 (2000): 491- 510.Print. Kors, Alan. â€Å"Can There be an ‘After Socialismâ⠂¬â„¢?† Social Philosophy Policy 20. 1 (2003): 1-17. Print. Roberts, Andrew. â€Å"The State of Socialism: A Note on Terminology.† Slavic  Review 63.2 (2004): 349-366. Print. Sturmthal, Adolf. â€Å"Democratic Socialism in Europe.† World Politics 3.1 (1950): 88- 113. Print.

Material Culture - Artifacts and their Meaning(s)

Material Culture - Artifacts and their Meaning(s) Material culture is a term used in archaeology and other anthropology-related fields to refer to all the corporeal, tangible objects that are created, used, kept and left behind by past and present cultures. Material culture refers to objects that are used, lived in, displayed and experienced; and the terms includes all the things people make, including tools, pottery, houses, furniture, buttons, roads, even the cities themselves. An archaeologist thus can be defined as a person who studies the material culture of a past society: but theyre not the only ones who do that. Material Culture: Key Takeaways Material culture refers to the corporeal, tangible objects created, used, kept, and left behind by people.A term used by archaeologists and other anthropologists.One focus is the meaning of the objects: how we use them, how we treat them, what they say about us.Some objects reflect family history, status, gender, and/or ethnic identity.  People have been making and saving objects for 2.5 million years.  There is some evidence that our cousins the orangutans do the same.   Material Culture Studies Material culture studies, however, focus not just on the artifacts themselves, but rather the meaning of those objects to people. One of the features that characterize humans apart from other species is the extent to which we interact with objects, whether they are used or traded, whether they are curated or discarded. Objects in human life can become integrated into social relationships: for example, strong emotional attachments are found between people and material culture that is connected to ancestors. Grandmothers sideboard, a teapot handed down from family member to family member, a class ring from the 1920s, these are the things that turn up in the long-established television program Antiques Roadshow, often accompanied by family history and a vow to never let them be sold. Recalling the Past, Constructing an Identity Such objects transmit culture with them, creating and reinforcing cultural norms: this kind of object needs tending, this does not. Girl Scout badges, fraternity pins, even Fitbit watches are symbolic storage devices, symbols of social identity that may persist through multiple generations. In this manner, they can also be teaching tools: this is how we were in the past, this is how we need to behave in the present. Objects can also recall past events: antlers collected on a hunting trip, a necklace of beads obtained on holiday or at a fair, a picture book that reminds the owner of a trip, all of these objects contain a meaning to their owners, apart from and perhaps above their materiality. Gifts are set in patterned displays (comparable in some respects to shrines) in homes as markers of memory. Even if the objects themselves are considered ugly by their owners, theyre kept because they keep alive the memory of families and individuals that might otherwise be forgotten. Those objects leave traces, that have established narratives associated with them. Ancient Symbolism All of these ideas, all of these ways that humans interact with objects today have ancient roots. Weve been collecting and venerating objects since we started making tools 2.5 million years ago, and archaeologists and paleontologists are today agreed that the objects that were collected in the past contain intimate information about the cultures that collected them. Today, the debates center on how to access that information, and to what extent that is even possible. Interestingly, there is increasing evidence that material culture is a primate thing: tool use and collecting behavior have been identified in chimpanzee and orangutan groups. Changes in the Study of Material Culture The symbolic aspects of material culture have been studied by archaeologists since the late 1970s. Archaeologists have always identified cultural groups by the stuff they collected and used, such as house construction methods; pottery styles; bone, stone and metal tools; and recurring symbols painted on objects and sewn into textiles. But it wasnt until the late 1970s that archaeologists began to actively think about the human-cultural material relationship. They began to ask: does the simple description of material culture traits sufficiently define cultural groups, or should we leverage what we know and understand about the social relationships of artifacts to get to a better understanding of the ancient cultures? What kicked that off was a recognition that groups of people who share material culture may not ever have spoken the same language, or shared the same religious or secular customs, or interacted with one another in any other way other than to exchange material goods. Are collections of artifact traits just an archaeological construct with no reality? But the artifacts that make up material culture were meaningfully constituted and actively manipulated to attain certain ends, such as establishing status, contesting power, marking an ethnic identity, defining the individual self or demonstrating gender. Material culture both reflects society and is involved in its constitution and transformation. Creating, exchanging and consuming objects are necessary parts of displaying, negotiating and enhancing a particular public self. Objects can be seen as the blank slates upon which we project our needs, desires, ideas and values. As such, material culture contains a wealth of information about who we are, who we want to be. Sources Berger, Arthur Asa. Reading matter: Multidisciplinary perspectives on material culture. New York: Routledge, 2017.Coward, Fiona, and Clive Gamble. Big Brains, Small Worlds: Material Culture and the Evolution of the Mind. Philosophical Transactions of the Royal Society of London B: Biological Sciences 363.1499 (2008): 1969-79. Print.Gonzlez-Ruibal, Alfredo, Almudena Hernando, and Gustavo Politis. Ontology of the Self and Material Culture: Arrow-Making among the Aw Hunter-Gatherers (Brazil). Journal of Anthropological Archaeology 30.1 (2011): 1-16. Print.Hodder, Ian. Symbols in Action: Ethnoarchaeological Studies of Material Culture. Cambridge: Cambridge University Press, 1982. Print.Money, Annemarie. Material Culture and the Living Room: The Appropriation and Use of Goods in Everyday Life. Journal of Consumer Culture 7.3 (2007): 355-77. Print.OToole, Paddy, and Prisca Were. Observing Places: Using Space and Material Culture in Qualitative Research. Qualitative Research 8.5 (2008): 616 -34. Print. Tehrani, Jamshid J., and Felix Riede. Towards an Archaeology of Pedagogy: Learning, Teaching and the Generation of Material Culture Traditions. World Archaeology 40.3 (2008): 316-31. Print.van Schaik, Carel P., et al. Orangutan Cultures and the Evolution of Material Culture. Science 299.5603 (2003): 102-05. Print.

Sampling Assignment Example | Topics and Well Written Essays - 250 words

Sampling - Assignment Example Probability techniques are based on the principle that each member of the population has an equal chance of being included into the study sample. These measures improve the likelihood that the chosen sample will be representative of all the relevant trends seen in the population. Thus, there is a greater chance that the conclusions drawn from the data would be truly applicable to the entire population (Frankfort-Nachmias & Nachmias, 2008). For a majority of studies, probability sampling techniques help in providing more valuable data, but with some research questions, non-probability techniques are more effecting in gathering the requisite sample. Some of the probability techniques include Simple Random sampling, Systematic Random Sampling, Stratified Random Sampling, and Probability Cluster Sampling (Christensen, Johnson & Turner, 2010). On the other hand, some types of Non-Probability sampling techniques include Availability Sampling, Purposive Sampling and Non-Probability Cluster Sampling (Christensen, Johnson & Turner, 2010). Regardless of all the effort taken to draw a representative sample from the population, there is always a chance that the sample chosen is not really representative. This would mean that there is a chance that the results of the study may not be representative of the population, and extrapolating them would be erroneous. When the chosen sample is not really representative of the population, it is due to Sampling Error (Frankfort-Nachmias & Nachmias, 2008). Typically, Probability techniques help in reducing the chance of Sampling Error by ensuring that each member of the population has the same likelihood of being chosen. Thus, when studying large and heterogeneous populations, Probability techniques are considered to be more valuable in drawing a representative sample (Christensen, Johnson & Turner, 2010). Sampling error can

The Holocaust. When Did The Nazis Decide on The Final Solution Essay

The Holocaust. When Did The Nazis Decide on The Final Solution - Essay Example It remains unclear whether the Nazi administration declared the final solution. However, the regime employed a number of euphemisms to camouflage their real intentions of annihilating the Jewish population in the expansive Germany. On this account, therefore, the final solution is chief among the vague expressions used by the Nazi government to refer to the spontaneous killing and annihilation of the Jews (Inter alia & Bullock, 1961, 480). Incidentally, the Nazi regime perpetuated the rampant annihilation of Jews throughout its reign, and there was no precise instant when a specialized mission to eradicate Jews was made until 1941. Nevertheless, it is quite relevant to note that there could have been a basis for the resolve to eradicate the Jewish population in Germany by the rogue Nazi administration. For that reason, the final solution could have been a result of systematic considerations and deliberations that eventually settled on the eradication of the Jewish population. Such a sequence of deliberation would point towards the exact cause the Nazi administration endeavoured to achieve through the systematic murder of Jews (Shirer, 1989, 864-865). This paper takes historical account of the holocaust by contemplating on the events leading to the final solution that involved the brutal murder and annihilation of the Jewish population in Germany by the infamous Nazi regime. The Nazis commonly used euphemistic speech to disguise the correct nature of their crimes. They used the expression â€Å"Final Solution† to mean to their agenda to wipe out the Jewish people. It is not recognized when the organizers of Nazi Germany definitively settled on to execute the "Final Solution." The genocide of the Jews was the height of a decade of increasingly brutal discriminatory measures. Under the leadership of Adolf Hitler, the maltreatment and isolation of Jews was executed in stages (Hilberg, 2003, 55). After the Nazi party ascended to power in Germany in 1933, its government-sponsored prejudice led to anti-Jewish laws, economic embargos, and the aggression of the Kristallnacht pogroms, all of which intended to systematically cut off Jews from the general public and coerce them out of the country. After the September 1939 German incursion of Poland (the commencement of WWII), anti-Jewish program escalated to the incarceration and ultimate murder of European Jewry. The Nazis first instituted ghettos (enfolded areas intended to segregate and manage the Jews) in the Generalgouvernement (a region in central with eastern Poland controlled by a German national government) as well as the Warthegau (a region of western Poland seized to Germany). Polish along with western European Jews were extradited to these ghettos where they resided in overcrowded and unhygienic conditions with insufficient food. Following June 1941 German offensive of the Soviet Union, SS (in addition to police units acting as portable murder units) began enormous killing operatio ns intended at entire Jewish groups (Cesarani, 1994, 78). These plated trucks had exhaust pipes rearranged to pump venomous carbon monoxide gas into potted spaces, murdering those sheltered within. They were planned to complement continuing shooting operations. On July 17, 1941, one month after the assault of the Soviet Union, Hitler commissioned SS leader Heinrich Himmler with an obligation for all security affairs in the inhabited Soviet Union. Hitler bestowed Himmler broad power to physically get rid of any perceived dangers to permanent German occupation. A fortnight later, on July 31, 1941, Nazi chief Hermann Goering sanctioned SS