5 Easy Resolutions for the New Year

5 Easy Resolutions for the New Year New Year’s goals are hard. There’s an explanation you haven’t been doing these things from the beginning since life frequently impedes heading off to the rec center consistently, or eating better, or investing more energy in meaningful ventures. Try to ensure your goals are explicit things you can accomplish for the time being. Something else, they’ll simply wind up rehashing on your rundown toward the finish of one year from now, still fixed and frequenting you. Notwithstanding any bigger individual goals you may have for the new year, here are some little goals you can accomplish thatâ will make your work life better.1. Head to sleep (somewhat) earlier.This one is hard, I know. There’s that appear on TV. Also, Facebook isn’t going to examine itself at 12 PM, amiright? Have a go at moving your sleep time up in brief augmentations, and perceive how it goes. You’ll get more rest and be increasingly prepared to get going in the morning. 2. Concoct a lunch plan.If you don’t do this as of now, plan to bring your lunch all the more frequently. Invest a little energy in ends of the week concocting a concise arrangement of what you’ll bring, and get those things at the store. That time, in addition to the insignificant 15 minutes it will take every night to arrange a plate of mixed greens, pre-made soup, or sandwich, will be justified, despite all the trouble when you’re not accepting $10 servings of mixed greens. Simplicity into it by saying you’ll start with a couple of days out of every week. You don’t need to transform into somebody who has a Sad Desk Lunch regular; bring things you’ll like eating, and eat with associates, or outside.3. Don’t ration the pressure relief.Maybe a half-hour kickboxing class gets out the entirety of your dissatisfactions. Perhaps a 3-hour Netflix gorge is the thing that you have to unravel your psyche from an awful day at work. Perhaps you can do yoga in your lounge room while your pooch attempts to push you off the beaten path and lay on your yoga tangle (genuine story). Whatever encourages you traverse the week, ensure you rally to do it two times per week. The remainder of the week, you can remain on the love seat and consider how you ought to do that thing.4. Don’t state â€Å"yes† to everything.Remember that it’s alright to disapprove of solicitations or solicitations in the event that you just can’t handle them. Perhaps don’t attempt this when your supervisor welcomes you to play out an errand that’s well inside your expected set of responsibilities, yet going well beyond isn't generally required. Some of the time it’s just impractical to be the person who shuffles all the balls. Realize what your cutoff points are, and don’t be hesitant to state, â€Å"No, I don’t have the transfer speed for that privilege now.†5. Don’t blow up at the little thingsWe all have insignificant work environment complaints: somebody who takes always at the copier, or that person who is just†¦ so†¦ irritating. Tune in to the guidance from that pervasive Frozen melody and let it go. In the new year, attempt to block out things that would commonly knock up your pulse. Odds are, you can’t take care of the irritating things that individuals around you do, so don’t stress over them. You do you, and focus on what makes you increasingly cheerful and productive.You got this. None of these things require significant way of life changes, only a few†¦ changes. Furthermore, regardless of whether this isn’t the year you at last wrap up that novel or shed 25 pounds, you can check these off and feel extraordinary about what you’ve improved.

Evil has always been in everyones lives Essay Example For Students

Underhanded has consistently been in everyones lives Essay Detestable has consistently been in everyones lives. A few people have it more than others. There are puts on the planet where abhorrent nearly dominates. It manifests in a wide range of spots, everywhere throughout the world. In these writings, Macbeth, Frankenstein and The Strange Case of Dr. Jekyll and Mr. Hyde there is an unequivocal subject of insidiousness all through. In this exposition I will expound on what malicious there is explicitly in every one of these writings. I will begin with Macbeth since it has the most abrogating insidious out of the three. In the play Macbeth, by William Shakespeare, the main character is Macbeth. He is a decent, faithful aristocrat in Scotland. Toward the starting he has the title of Thane of Glamis. He has quite recently taken on a conflict and is on his way back to the ruler. The first opportunity we run over fiendishness in this film is while he is strolling over a heath. Three witches appear to Macbeth and his companion Banquo. Witches have consistently been considered as malicious creatures; later in the play we see this as evident. The primary witch says, All hail Macbeth, hail to thee, Thane of Glamis, the subsequent witch proceeds with All hail Macbeth, hail to thee, Thane of Cawdor and the third witch at that point says All hail Macbeth, that shalt be top dog in the future. Essentially the witches are disclosing to Macbeth that he will end up being the Thane of Cawdor and afterward lord. Telling the future has been considered as an underhanded activity, by a few. They at that point proceed to reveal to Banquo that his relatives will be rulers. An errand person at that point goes to the heath and discloses to Macbeth he has been named Thane of Cawdor. Macbeth at that point heads out to see the ruler where he expeditiously declares that the replacement to him will be his child, Malcolm. This difficulties Macbeth as the witches just revealed to him that he would become ruler. Macbeths malicious considerations currently start, he says in my direction it lies. This is alluding to Malcolm; he lies in Macbeths approach to turning out to be lord of Scotland. The lord says that he will be going to Macbeths stronghold to praise the triumph in the ongoing fight. Macbeth had composed a letter to his better half, Lady Macbeth, about what had occurred with the witches. She is likewise a detestable individual in the play. Some state the same amount of as Macbeth. She has arranged an approach to kill off King Duncan when the lords party show up at their stronghold. She does this since she realizes that Macbeth is too full o the milk of human generosity to do it without anyone's help. At the point when Macbeth shows up home, his significant other advises him regarding her arrangement to execute the lord. He hesitantly concurs. Woman Macbeth reveals to him he should appear as though the honest bloom yet be the snake under it. This implies he should act like all is well, yet know underneath that he is going to murder the ruler. This obviously in a malevolent activity, murder is one of the most underhanded things an individual can submit. At the point when the play was composed individuals believed sovereignty to be Gods delegate on earth, so executing the ruler resembled slaughtering God, reprehensible. The slaughtering of Duncan went as follows: The chamberlains were tranquilized through their wine, and Lady Macbeth rung the chime twice as a sign to Macbeth that everything was prepared. While this was occurring Macbeth saw, or thought he saw, a blade before him, highlighting Duncans room. This is believed to be a sign from the witches who are detestable to cause him to go towards, and murder, Duncan. As Lady Macbeth rings the chime twice, Macbeth says that the ringer is one that summons thee to paradise or to heck, alluding to Duncan either going to hellfire or paradise. The arrangement was for him to utilize the chamberlains knifes to slaughter the watchmen, and afterward plant them back on them. In the frantic race to escape after he kills Duncan he neglects to plant the blades. At the point when Lady Macbeth sees this she quickly takes the blades from him and does it without anyone's help. This demonstration shows that Lady Macbeth is doing malicious, or possibly being a disciple to kill. She proceeds to return them and furthermore covers the men of the hour faces with blood. Now Macbeth is lamenting the way that he has submitted regicide, murdering a ruler. The following day, after Duncans children, Malcolm and Donaldbain, get some answers concerning their dad being killed, they choose to flee. They stated, theres blades in mens grins. This essentially implies individuals could be claiming to be acceptable, yet underneath they arent. Since Malcolm and Donaldbain fled, Macbeth was announced the new lord of Scotland the third of the witches predictions works out as expected. Macduff is exceptionally dubious of Macbeth and picks not go to Macbeths crowning liturgy at scone. After the crowning ordinance Macbeth is extremely uncertain about his position. This is on the grounds that the witches predictions worked out as expected about him, and his is stressed a similar will occur with Banquo. He says to be hence is nothing, yet to be securely along these lines he is fundamentally saying that being above all else is nothing, if his relatives wont be. Now he begins to consider murdering Banquo and his child, Fleance. Paper About Romeo And Juliet TragedyThis is a genuinely nauseating animal to all who watch it. In making this body he expected to get parts for the body. To get these parts he went into burial grounds around evening time and uncovered dead bodies and cut off appendages organs. This is one more case of bad behavior in this book. It affronts the dead hugely. At the point when the beast is enlivened, Frankenstein dismisses his obligation as a parent and flees from the Monster. In light of Victor fleeing the Monster it doesn't get the hang of anything, and when it goes out in open it is evaded, and gets stones tossed at it and is commonly treated seriously. The Monster goes into a backwoods and finds a house with a visually impaired man and his family living in it. The Monster chooses to live in a shrouded piece of the house, and keeping in mind that he is there, he gets how to impart. The Monster works up the determination to take a quick trip and see the visually impaired man, when he does; the man isn't irritated by him as should be obvious how distorted the Monster is. Be that as it may, when his family returns they see the Monster and the family beat it off and send it away. The Monster is furious with this and returns to the woodland later in the book to attempt to seek retribution; the family are not there. The Monster at that point goes looking for Victor Frankenstein, his maker. While he is searching for Frankenstein, the Monster runs over Frankensteins more youthful sibling, William, and murders him. This is, obviously an exceptionally malevolent activity, maybe beyond what some other thing somebody can do. The Monster takes Williams memento and places it in his mums pocket to outline her. She is hung for homicide. When has a psychological breakdown, one of his companions, Cleval causes him through this unpleasant time. He is totally recouped when he gets some answers concerning William being executed. Frankenstein realizes that it was the Monster that did it. The Monster is as yet looking for retribution; he goes off and slaughters Cleval. Victor sees the Monster, later in the book, on a mountain, however he doesn't make reference to it since he feels remorseful in light of the fact that he realizes that what he has done is insidious and wrong. At the point when Frankenstein goes on a walk he runs into the Monster. The beast discloses to Victor his story, that all he needs is to be cherished, and that if Frankenstein makes him a mate, he will leave toward the north shaft and never return. Frankenstein moves to Scotland to make this subsequent animal. This is more insidious than it was the first run through, on the grounds that he knows the results of making another beast. He has the second beast all fit to be enlivened, yet he chooses to decimate it. The Monster witnesses this and is amazingly furious about it. The Monster says to Victor, I can make you so pathetic that the light of day will be contemptuous to you. You are my maker, however I am your lord à ¢Ã¢â€š ¬Ã¢â‚¬Å"obey! The Monster slaughters Elizabeth Frankensteins companion fiancãÆ'â © on their wedding night. He at that point goes toward the North Pole to end it all. Frankenstein at that point bites the dust on a vessel. In The Strange Case of Dr. Jekyll and Mr. Hyde there is numerous instances of fiendishness and bad behavior. The story is fundamentally about a man who makes a mixture to isolate the malicious and great into independent individuals. This is an off-base activity, as it is replacing God, and making a being without anyone else. When Dr. Jekyll takes this mixture he made, he parts into himself, and Mr. Hyde Mr. Hyde is the underhandedness in Dr. Jekyll. Mr Hyde is unadulterated shrewd, everything he does is malicious activities, he pushes over a little young lady in the road, murders a man for reasons unknown and slaughters himself executing yourself is underhanded as it is removing the obligation from God to murder you off when he sees fit. By utilizing his elixir that he made, he has made a character of complete abhorrence, this is, obviously an off-base activity. All in all I might want to state that in many stories, not all, yet most, the great puts on a show of being the champ. In actuality, this isn't generally the situation. Perusers like to find out about abhorrence, and what it would resemble if all the books, and plays containing insidious were genuine. Fiendish is an exceptionally superseding subject in certain people groups lives. It is the equivalent in these three writings, in spite of the fact that, in every one of them the insidiousness is destroyed at long last, not generally the situation in regular day to day existence.

The term ‘butcher of the Somme’ in the context of the Battle of the Somme

Issue of Assassinations in US is a Debatable Issue Right - 550 Words

Illustrate How the Issue of Assassinations in US is a Debatable Issue Right Before and After 1877 to Date (Essay Sample) Content: Name:Institution:Date:Instructor:Assassinations in US historyAssassinations in US history are quite debatable. Till 1877 of American history, assassinations were very common among prominent people especially politicians. Afterwards and since post 2000, the same assassinations are continuing to occur. Among other reasons, it is due to revenge for defeat in a political seat or generally due to hatred. As such, US continues to experience assassinations almost every year. This paper intends to illustrate how the issue of assassinations in US is a debatable issue right before and after 1877 to date.Abraham Lincolnà ¢Ã¢â€š ¬s assassination took place in April 15th 1865, in Washington DC. He had been the president of US for four years. His assassination took place when US was still trying to end the ongoing civil war. Most historians believe that if Lincoln had been alive, he could have developed good relations with the congress and made reconstruction easy on the Southern region (Burgan 46).According to Ford (p19), the late president John F. Kennedy was assassinated in November 1963, in Dallas, Texas. The presidentà ¢Ã¢â€š ¬s visit to Dallas had been considered for over a year before it actually occurred. The president wanted to end the political controversy in the Democratic Party based in Texas before the 1964 elections. He was shot on his neck and skull at 12.30 pm.According to Cleary (p 1), the latest assassination is that of Clementa Pinckney who was a senator from South Carolina. He was fatally shot at a mass shooting while in church. Additionally, this left nine other people dead. The senator was also the pastor of Emanuel A.M.E. Church based in Charleston.From the above, it is evident that US history has a de...

Is It A Crime Or Punishment - 1084 Words

What constitutes whether something is a crime or punishment? This varies depending on where one lives, their culture and their personal beliefs. For instance if someone was on trial for claims of child abuse they might not see their actions toward the child as abusive. If the person is on trial it is likely that other people do not share the accused’s opinion. The difference in opinion can be a result of being raised with different beliefs. An example of differentiate opinion is the matter of spanking. It is possible people take offence to the idea of spanking one’s child because they have been taught not to strike others. In my opinion physical child abuse is the repeated use of physical harm towards a child. Spanking in moderation is not what I consider child abuse. As long as it falls it the under these guidelines: a) the hit is not delivered with an excessive amount of force, and b) the number of spanks is kept at a reasonable figure. 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Culture Adoption in Wole Soyinka’s and Tsitsi...

Colonialism versus Origin Within Wole Soyinka’s and Tsitsi Dangarembga’s intricately weaved novels, both pieces of literature successfully intertwine to portray the estrangement and hardships dealt with through the main characters in settling within a separate environment apart from their origins; culture and adopting the colonial mentality which is imposed upon them. There is a negative portrayal of the colonial mentality that manifests onto the African society. There are three major categories within these two texts displaying the characters that forget that they play these roles within society as puppets of colonialism, those who rebel against the invading culture that seems to threaten their sense of identity and lastly those who†¦show more content†¦This brings the characters to lose grasp of their origins, which in turn are also losing a large part of their identities as well. As time progresses, the characters forget that they are playing roles according to the Colonists whims. T his is clearly portrayed through Wole Soyinka’s novel. As clearly displayed within the first act, There is a distinctive culture apart from the British introduced which portrays the different values and customs that the Africans perform. Amusa whom is an African sergeant in the native administration police working for the white British colonialists is an example of a puppet of colonialism turning against the Africans systematic way of life through the adoption of British customs and values. Though Amusa has converted towards the British Empire, he is still seen as inferior in Pilking’s eyes thus this shows that due to his origin, he will never be valued in the eyes of a colonist. Amusa fears the Engungun costume yet aids the British in stopping the African rituals, which deprive the African people of their beliefs. They don’t seem to realize that they are harming their own culture but rather see it as an alien culture once they have fully adopted other methods o f practice through the English culture. Joseph is also a prime example of a character that has taken up a role within the colonialist society through his acceptance of the catholic religion. Joseph is a convert influenced by the British and believes that

Adult Literacy Programs in the Maldives Free-Samples for Students

Question: Discuss about the Adult Literacy Programs in the Maldives. Answer: Case Study: Adult Literacy Programs in the Maldives The Maldives has a literacy rate that is quite high at over 90 per cent due to the high enrolment in learning institutions from the primary level to the higher learning institutions. The Maldives system of schooling is free and the burden of sending a child to school is relatively low for the parent. The community as a whole attaches much importance to the formal education and encourages their children to attend school. (International, B.P.U, 2015).English is increasingly becoming the new medium of instruction at all levels of learning and is replacing Dhivehi which was the medium of teaching in the early classes. The need for self-actualization at the later stages of life in the need to get a formal education is the reason why some NGOs are offering adult education programs for adults who wish to learn. The adult education programs have managed to achieve some measure of success despite a few challenges they have met along the way. Background of Education in the Maldives The traditional system of education in the Maldives was founded on a privately owned set=up where informal education was given in madrasa, makhtab or edhuruge. These informal schools that existed in the Maldives before the introduction of forma education were self-sustaining and financed. With the introduction of formal systems of western education in the 1960s called for a new direction in the education sector in the Maldives. The government decided to retain dome features of the old system while adapting the new western education. The western model of education primarily used English s the medium of teaching and learning and was initially limited to the capital Male. (Griffith Smith, 2014). The need to embrace western education resulted from the desired national goals of development that could only be achieved with increased literacy. The public school system that was adopted in the Maldives was patterned after the British system of education. The need for harmonization in the education system led the government to draft a unified national education policy that has been operational since 1978. This unified system works under a 12 year cycle of learning that is broken down to 5-2-3-2. There is five years of primary schooling which is followed by two years of middle level learning. The secondary schooling is divided into three years of junior secondary that culminates in two years of senior secondary schooling.(Reiser Commonwealth Secretariat, 2012).The final exam administered is based on the British education standards. Education in the Maldives is heavily dependent on government at all the levels of schooling. The only part that does not receive a lot of government support is the pre-school level which is not free and parents have to pay for their childrens education. (Majumdar, 2011). The lack of support from the government has galvanized some NGOs to step in and provide free pre-schooling education for children at that age. It is mandatory for all learning institutions to offer free education from the first grade to the seventh grade. There are some privately run schools but most schools are government run or supported. The National Curriculum in the Maldives is closely intertwined with Islamic principles and framework. The educational goals are integrated within the national objectives that are guided by Islamic values and beliefs. (Ercetin Banerjee, 2015).The ministry of education drafts the desired objectives for the education sector and works closely with the Educational Development Centre to actualize the objectives into implementable curriculum. The National Curriculum offers seven subjects at the primary level: Mathematics, English, Dhiveshi, Islam, Environmental Studies, Practical Arts and Physical Education. The Social Studies subject replaces Environmental Studies at the Secondary level. The design of the curricula for Islamic and Dhivehi subjects takes on a local approach. Background of the Organization The organization for this Case Study has been operating in the Maldives for the last fifteen years and has spread its activities to the entire atolls that make up the nation of the Maldives. The organization was founded with the aim of promoting environmental management that was sustainable after the aftermath of the Tsunami that devastated the Maldives. (Shaw, 2015). Their approach is to offer adult education that is at the same time attached to raising eco-warriors within their communities that will be at the fore-front of bringing about change in their communities. The adult education program is tied to the environmental learning and awareness that builds capacity to the local island communities. The long-term goal is build capacity and awareness of the preservation of the environment, health and risk that is associated with the damage of the environment within the local community. (Bank, 2015). The program targets adults who are seeking to get a formal education as the key drivers and brand ambassadors of their program which has proved to be a success. The syllabus used by the organization is simple and targets the grasp of English as a medium of instruction from which the other material that involves environmental learning can be introduced. The learning is open to any person above the age of sixteen years which aims to capture the young adults who may not have had the opportunity of getting a formal education. The organization uses a simple grade one textbook that is used which is specific to the Maldives with a small cross-reference to other countries in order to make it more relevant to the locals. The learning is linked to seasonal changes such as the monsoon seasons as well as to seasonal festivals and fishermen calendars. After getting the basics of reading and writing, the education focuses to activities that are problem based with a view of coming up with home-grown solutions. The solutions that have universal application are adapted to the local context and the adult students learn through experience. (Goodbody Rigby, 2011). The experiential learning can then be translated into practical outcomes back in the community. The course takes a period of one year and is flexible in the teaching timetable. There are two modules of learning available: evening learning that starts from six and lasts for one hour the evening and weekend learning that is open from nine in the morning to one p m. At the end of the one year course the participants receive the appropriate certification. Statement of Problem. The need for adult education programs in the Maldives arises from a lack of a clear government policy guideline for adult learners and which does not allocate any resources for such programs. From the background of the current state of the education system in the Maldives, the other segment that does not get government support is the pre-school age of learners. The absence of active government intervention has resulted in NGOs and other private organizations stepping in to fill in the void. The need for adult education programs is not given priority due to the government perception that 90 % of the population is literate and is within the internationally accepted levels of literacy. (BusinessWire, 2013). The key priority of the government is on the primary and tertiary institutions of learning while ignoring the adult education segment. Analysis of Data. The need for meaningful programs that address the need for adult education in the Maldives has led to private players to be the principle providers of adult learning centers. The analysis of the above organization will be approached from three approaches and their suitability of the model used. The flexibility of the model, the approach as to its problem-based assumption and the vocational learning applicability will be interrogated. An understanding of the adult learning theory will help give a better background of the suitability of the model taken by the organization. Adult Learning Theory. The Andragogy theory was postulated by Malcolm Shepherd Knowles and states that andragogy is the art and science of adult learning. Andragogy is a Greek word which means m-leading which is the direct opposite of child-led learning (pedagogy). (Hagen Park, 2016). Knowles posits five assumptions in his theory that relates to adult learning. The first is that of self-concept which means that maturity brings the transition from dependency to being independent and the capability to direct ones affairs. The second assumption is the adult learner experience that recognizes the accumulative experiences of the adult learner as a resource for learning. The third states that maturity comes with a readiness to learn. The fourth assumption posits that maturity necessitates a shift from subject-centered learning to problem centered learning. The last assumption is that the maturity process brings about the increased motivation to learn which is internal driven. Flexibility approach. The program is flexible in that it factors in the work schedule of the targeted adult students. (Fuller, Kuhne Frey, 2011). The flexible learning model is principally focused in most forms of formal education that emphasizes flexibility in the learning in relation to time, mode of delivery and certification. The present emphasis on the use of the internet tends to skew the narrative to the more formal style of studying which can also be used in other forms of formal education. The model uses a blended form of flexible learning that uses both classroom settings as well as mobile field trips that are for the practical application. (Mohanty, 2007). The classroom learning time table is also flexible in that it offers evening classes as well as Saturday morning classes. Many of the adult students are engaged during the day in other economic activities that are necessary for social sustenance. Among the students are fishermen, tourist guides, traders amongst others. Many of them can only find time either in the evening or weekends. Structuring the classes to suit the needs of the target students ensures that more adults are able to seamlessly fit in their daily activities with their learning program. (OECD, 2014). This calls for discipline on the part of the adult student and which is supported by the theory postulation of Knowles assumption of adult learners. The andragogy theory of Knowles postulates that there is a readiness to learn as a person matures s well as the internal motivation that comes from the process of maturing. The problem-based position taken by the model is applicable as it from the proposition of a problem to solve and working to solve it. Problem-based learning is based on providing knowledge and the ability to solve problems that is based on real problems that can lead to real and practical solutions. This is supported by the Knowles theory of orientation to the learning process of focusing on problem-centered learning. (Ahmed, 2013). This is based on the assumption that 95% of people will learn what they are able to teach someone else. The first problem is a self-actualization need of the adult student which is met by taking time to learn a formal education. The second problem is identified by the organization providing the education of addressing environmental degradation and tying it in to the learning process. The need to get individuals who can be trained as community eco-ambassadors is successfully solved in offering a two-in-one value proposition. (Lees, 2014). The education offered which is free carries with it a moral obligation to thereafter go on and become an agent for change. Many of the private organizations offering adult learning programs are funded from charitable organizations abroad that have the specific agenda of environmental protection. The vocational learning approach is not factored into this model of adult education by the organization. The definition of vocational learning implies the model of education that prepares people to work in a specific craft, trade or professional vocation. From this definition the above model of adult is not applicable but can be applied as a quasi-vocational training. (Jarvis, 2010). It is quasi as it does not fully fit the normal parameters of vocational learning that is examinable and leads to a life-long career in the specific field. (Saar, That Roosalu, 2014).It gives formal education that is attached with some measure of training in environmental matters that can be applied in the community, not as a vocation but as a social obligation as a responsible citizen. The adult students will continue with their daily economic activities for sustenance and will participate in propagating environmental awareness on a part-time basis. Key Decision to guide the organization (criteria). The key decision criteria that the organization will consider should result in more adult students enrolling into the program and getting some level of government support for adult education programs in the Maldives. (Torres, 2011). The first key decision criteria is to consider transforming the model from education alone to being able to offer certification that is recognized for employment consideration in organizations dealing with environmental issues.(Ziegahn, 2012). That would first require the organization providing the adult education getting local or international certification to give certificates that are standardized in relation to environmental protection. The adult students can then be eligible for employment using the certificates they have received. This would result in a higher enrolment of students in the program. Another key consideration is the possibility of starting sustainable self-sustaining local initiatives that can employ the graduate adult learning students. A good example would be an initiative for bio-gas in the community. The adult students would first get a formal education after which they can get a quasi-vocational training on how to construct small house-hold bio-digesters. (Lucio-Villega, 2015). The organization would then employ them as craftsmen and women to construct the bio-digesters at a reasonable fee from the community. The possibility of employment would be a catalyst for the students to be more committed to the program so that the rate of dropping-out is reduced. This would also help the organization gain greater dependence from donor funding which is precarious and volatile in nature. Another consideration is to approach the government and propose a partnership that would result in the government allocating resources to the program. (Torres, 2013). The government can be helpful in negotiating support through bilateral agreements that can be signed with friendly supporting nations to specifically support the adult education program. There are countries which prefer channeling support directly to organizations on the ground that are delivering services and the government would be given the oversight role. The approach taken should be based on solving two social needs: adult education and the environment. The line ministries of Education and Environment should be involved to give recommendations on how the government can allocate monetary sources to such a program. Analysis of alternatives. The first consideration can result in the counter-argument is that a one year training of adults who hitherto were illiterate is not enough time to get certification that can be used for employment. The certification would need to be standardized and this process may take time and resources. The certification would also necessitate the involvement of peer organizations offering the same service and mobilizing all of them to a common platform and agenda may prove to be a challenge. (Findsen Formosa, 2016). This would be supported by the fact that most courses that are offered in tertiary institutions (certificate, diploma and degree) take from six months to four years. This is after considering that the student has gone through twelve years of formal learning through the pedagogy model. There would need to be a paradigm shift by potential employers to consider employing the adults when choosing between young potential employees and the adults. (Stenberg, DeL una Westerlund, 2012). The value proposition for employment using the certification from the private organizations would be difficult to sell to the potential employers. The second consideration would be countered by the argument that making the transition to be able offer employment would be a paradigm shift from the core mandate of education and environment. The current donors may decide not to support the new vision and transition and would decide to terminate the relationship with the organization. (Messy Monticone, 2016). The organization would also need capacity building internally for the transition which would require training and this would require additional funding which it may not have. Another challenge would be the issue of mobilizing financial resources that would be required to start the sustainable projects as the primary donors might withdraw their funding. (Milana, 2012). Scouting for a new donor or writing a new proposal for the funding of the new shift that would support the new vision would also take time and is not guaranteed. The other consideration would be countered by the argument that the government bureaucracy would take long to respond into an actionable partnership. The governmental policy would require legal changes to the existing policy framework which would take time to change. The consideration for the partnership would also have to be within the current vision of the government so as to get budgetary support. The government can only offer support if it is assured that the mandate of the organization is not subversive to the national interest before it can get government support. The fact that two line ministries would be involved in the negotiations would be discouraging for the organization in relation to time needed for the meetings. The time spent in meetings with government officials would be better spent in delivering their key mandate of offering education. Recommendations The recommendation that would be desirable for future action is for the organization to change and transform so as to be sustainable. The dependence on foreign donor funding is not sustainable and is subject to dry up at any given time. The government can also interfere with foreign funding if it perceives interference from the foreign donors in its internal affairs. It will take time for the organization to raise funds for the eventual self-sustenance but that would ultimately give it perpetuity in its future operations. (Medel-Anonuevo, Torres Desjardins, 2011). The proposal to start a bio-gas project would be beneficial to the community as the graduate adult students would be employed to work as craftsmen in the project and the cost would be adjusted to meet the ability of local community. (Hefler, 2012). The adult enrolment would at the same time increase for adult students who would enroll with the end aim of employment. This would also attract more donor support in the long-ru n and also the government as the project would be seen as a success. The objective of most governments is to ensure that they have a population that is literate in order to accelerate the economic development of the nation. The education system in the Maldives despite being relatively young has managed to ensure a high level of literacy at over 90%. Despite this relative success, the adult education program has been left in abeyance by the government and the private organizations have stepped in meaningfully. The organizations that are providing adult education programs in the Maldives are mostly private and funded by external donors. The sustainability of such organizations depends on the model taken in its approach to offering adult education learning. An analysis of the different models of adult education learning has identified the problem-based model as the most suitable approach to adult learning for this organization. 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