Youth human rights perspective case study Essay

Youth human rights perspective case study - Essay Example In a lawsuit filed against the Department of Education of Hawaii or DOE as well as the Hawaii Board of Education, filed as a class action suit on behalf of three homeless families by the American Civil Liberties Union of Hawaii Foundation or ACLU Hawaii, Kaleuati III and the other plaintiffs alleged that actions by the Board and by the DOE, the matter of contention is the discrimination that children of homeless families faced, which made it difficult for them to acquire an education on the same footing as children from families with homes. The lawsuit prospered, and in the end the DOE took the course of coming to terms with the plaintiffs and with the lot of the homeless of Hawaii via a case settlement, rather than having to face the prospect of a long-drawn legal process where the outcome seemed to in favor of the homeless families/plaintiffs (American Civil Liberties Union). The lawsuit is interesting for the way Kaleuati III and the other plaintiffs argued that although legislation exists that was supposed to protect the rights of such homeless children to access to education on par with the access given to children from families with homes, practices and decisions by the DOE and by the Board relating to the education arrangements of homeless children had the effect of circumventing the law. The effect is that by intention or not, the rights of the children to equal and effective education access were violated. The law referred to here is the so-called McKinney-Vento Homeless Assistance Act, which has the following provisions: 1) funding to support homeless children equal access to education in public schools; 2) children are to continue to go to the schools they attend at the point of homelessness; 3) children are to be enrolled right away even without required enrollment documents; 4) the DOE is to provide means of transport to homeless children even when they move to other places to seek shelter

Movie and a media article comparison Essay Example | Topics and Well Written Essays - 1000 words

Movie and a media article comparison - Essay Example She is not educated and does not speak any language except Bengali l and lived a poor life. As the movie proceeds the Nazneen have lived 16 yrs with her husband in London city and is also shown to have two daughters. She is now a woman who speaks English, and is a housewife in London city. However, her mind and soul is still in her village, remembering her loving sister with whom she had spent her childhood in joy. Life has changed for Nazeen but her emotions are numb because she is married to a person, she does not love. As a young woman, her passions are still unquenched and are living a life of frustration. Her love life with her husband is bland and she has no emotional connection with him. While comparing to her young age, she is much silent, unhappy and nostalgic. She lives in her childhood, even after leaving the village at a young age. The only best time in her life is one which she has spent in the village and she is holding on to it to give her happiness and joy. As days pa ss by she gets acquainted with the clothing worker Karim. She buys a sewing machine and starts stitching clothes and tries to become engaged in some productive work. In due course, she romantically gets involved with Karim and this gives her a new life. Every day she waits for him and they spent some lovable movements at her home and ultimately physically get involved. After getting intimate with Karim, a new energy sparks in Nazneen and she perceives life in a different way. She discovers herself after coming in contact with the handsome and young Karim. Nazneen become more lively, energetic and even her family notices the positive change in her. As they love prosper, her husband comes to know about her liaison with Karim and sarcastically threaten her. At the same time , event of 9/11 strikes America and the Muslim community experiences a threatened environment in London. Upon this news, Nazneen’s husband decides to leave London and go back to Bangladesh. But towards the en d of the movie, Nazneen transforms to a strong- willed, bold woman who has ideas and principles of her own. She confesses to her husband she wants to liven in London and stays back there with her children as an independent woman. The article â€Å"Geographies of Inclusion/Exclusion: British Muslim Women in the East End of London† by Halima Begum throws light upon the life of Bangladeshi women and their gender identity in context to Islam community in East London. The article talks about the life of Bangladeshi women in London who come from rural areas of Bangladesh. These women get caught in the atmosphere of cosmopolitan cities and suffer identity crisis. In the article author writes that† The promise of inclusion for young, working-class Muslim Bangladeshi women remains an unfulfilled project in contemporary Britain†. This could be related to the scene in which Nazneen looks at the sewing machine and feel helpless in buying it. It shows the kind of atmosphere in which Bangladeshi women live where they have no right to get employed and contribute to the society. According to Begum â€Å"For many young British Bangladeshis, Islam in the United Kingdom is more about bringing the ‘modern’ back from Bangladesh into East London’s communities†. This could be associated with the scene where Karim persuades Nazneen to stay back in London as an attempt to make her modern and independent.Karim being a person born and brought up in London is also religious man. He

Explore the ways Essay Example for Free

Explore the ways Essay In this playing I will be exploring how Priestley makes this moment in the play so dramatic and significant. The Inspector has just left the Birling’s all thunderstruck and traumatized, each of them handling it in different ways. As Gerald walks in it has come clear to us that the older generation are set in their ways and do not hesitate to even think about what the Inspector has told them, yet are stuck with their selfish ways. It is evident that Mr and Mrs Birling are embarrassed of Gerald finding out of what the Inspector has unearthed about what they have all done. ‘He put us all through it –‘ then Mr Birling cutting in ‘Sheila! Cutting Sheila off mid-sentence shows how Mr Birling is extremely humiliated and does not want Gerald to know what has just happened. He is too busy in caring about his reputation and getting his knighthood than even consider a word of what the Inspector has just said. ‘ (hastily) now – now we needn’t bother him with all that stuff’ The pauses through the hyphens intimates Birling’s loss of power. Also the change in tone symbolises Mr Birling weakening making this a significant moment in the paly. Using the lexis ‘stuff’ proves to us that Mr Birling thinks very little of the situation and is  quick to try and hide what happened. Priestley uses revelation to make this part in the play more dramatic. Gerald slowly getting to the point and surprising the Birling’s that Inspector Goole wasn’t a real police Inspector; in fact he is ‘A fake! ’ Mr and Mrs Birling attitudes swiftly change from ‘(hastily)’ and ‘(warningly)’ to ‘(triumphantly)’ and ‘(excitedly)’ where as for Sheila and Eric their attitudes do not change for they still have the pejorative and shameful thoughts from the Inspector’s words. This creates conflict between the younger generation (Sheila and Erica) and the older generation (Mr and  Mrs Birling). The younger generation still seeing what they have done as immoral but the older generation thinking their off the hook and that ‘it makes all the difference’. The inspector has obviously left his remark on Sheila and Eric â€Å"(bitterly) I suppose we’re all nice people now,† Through the speech and stage directions it is clear Sheila and Eric feel guilt and responsibility, however this guilt and sense of responsibility is abruptly ignored by their parents ‘if you’ve nothing more sensible than that to say, Sheila, you’d better keep quite’ Mr and Mrs Birling are delighted to  discover that â€Å"that fellow was a fraud† and has not come to think about and claim the responsibility of what has happened. Mrs Birling was shocked by the way the Inspector was speaking to her and the rest of the family ‘the rude way he spoke to Mr Birling and me – it was quite extraordinary’ It is evident that their reaction to the Inspector and his interrogation is left Mrs Birling bewildered, as though she could not possibly expect a police Inspector to have any cause to speak with one of their status. This creating a more dramatic scene because Mrs Birling quite clearly hated the way Inspector Goole spoke to Mrs Birling, and she hated it.

Social Work Theories for Neglected Children

Social Work Theories for Neglected Children Critically evaluate the contributions of theory, research, legislation and policy to social work practice in relation to one aspect of practice in one of the following: Children and Families. In this essay I am going to critically evaluate the contributions of theory, research, legislation and policy to social work practice in relation to looked after children who experience neglect. Erickson and Egeland (2002) argue that there are five types of neglect; emotional, medical, physical, mental health and educational neglect and these can all impact negatively on a child. I have chosen to concentrate on middle aged children around the ages of five to ten years of age who have experienced neglect because neglect is one of the most identified forms of child abuse and can have serious effects on children of this age (Mennon et al, 2010). According to the DfES (2014) 62% of looked after children are looked after because of abuse or neglect. Therefore it is important to evaluate how theory, research, legislation and policy can contribute to social workers understanding of neglect and how social workers can support children in overcoming these effects. I appreciate that children wh o become looked after due to neglect often experience other forms of abuse and these can have further negative effects on children (Mennon et al, 2010), however because this essay aims to be prescriptive rather than exhaustive I have chosen to concentrate on middle aged children who experience neglect. Research has made a significant contribution to social work practice in relation to looked after children who experience neglect. The majority of research concentrating on children who experience neglect (Mennon et al, 2010; Trickett and McBride Chang, 1995; Hildyard and Wolfe, 2002) has tended to show that the risk factors associated with neglect can significantly hinder children’s growth and development. Children who are neglected tend to live in poverty, with a lack of parental care, parents may be misusing substances, parents may have mental health problems, one parent may be experiencing domestic violence, and poor prenatal and postnatal care can all lead to a child being neglected by their parents (Pelton, 1994). Research has shown that children who are neglected tended to have the lowest academic grades (Eckenrode, Laird and Dorris). Studies have found that children of school age who were neglected showed social and behavioural problems, they were socially withdrawn, un popular with other children and socially isolated (Erickson and Egeland, 2002 and Trickett and McBride Chang, 1995). Hildyard and Wolfe (2002) found that children who were severely neglected impacted detrimentally on children’s emotional well-being. Therefore, the factors associated with neglect can impact negatively on a child’s normal development and have adverse effects, which is why it is vital for social workers to understand the impact of neglect on children so they can target the most effective interventions to help children overcome the effects. However, it could be argued that there is a lack of research that specifically relates to children who are looked after and experience neglect. Many children who are neglected who are involved with child protection services will have interventions targeted at them in order to prevent neglect from continuing and children do not always become looked after. For example, a child who is being neglected because their parents have substance misuse problems may not end up being taken in to care because the parents seek help for their problems. Or a parent who is being abused may move away from the abusive partner which enhances their ability to parent the child. Much of the research tends to concentrate on how social workers in child protection services can help families where children are experiencing neglect. Arguably therefore there is a lack of research which specifically looks at how the two compounding issues of neglect and being looked after impacts on children. Despite this, the research exploring the effects of neglect on children help social workers understand the impact of neglect on children who are looked after and how this hinders their development which they can then consider when undertaking assessments. This can then help social workers decide what intervention is needed to promote a child’s health and well-being. Attachment theory for instance is invaluable in understanding why looked after children experience some of the adverse effects that they do (Trickett and McBride Chang, 1995). Howe argues that attachment theory is â€Å"very useful to child welfare and adoption workers† (1995: 136) because it can explain children’s behaviour which can help social workers target the most effective interventions (Howe, 2005). Attachment theory, developed by John Bowlby, argued that children need â€Å"secure attachments to their mother in order for them to be stable individuals in later life† (Dunk-west, 2013: 42 ). Attachment theory suggests that children who grow up without a secure caregiver have difficulty forming stable social relationships in later life. The lack of a warm and secure relationship with a caregiver during early childhood can lead to a child experiencing adverse effects, such as delinquent behaviour and depression (Howe, 1995). Therefore children who have been neglected are likely to have insecure attachments because of the lack of care and nurturance they received growing up (Hildyard and Wolfe, 2002). Attachment theory can therefore contribute significantly to social work practice because it helps social workers in their assessments to understand the child’s needs. It also helps social workers understand the need to place looked after children who have experienced neglect in stable placements so they can develop secure attachments to their new caregivers (Howe, 2005; Cocker and Allain, 2008). This can support the emotional and social development of children and is central in building resilience (Crawford and Walker, 2007). To ensure placements are stable and secure attachments can develop; social workers must carry out good quality assessments and develop robust care plans (Cocker and Allain, 2008). Social workers must then frequently assess children in their new placements and assess the quality o f their new attachments with their new caregivers, continually updating the care plan to ensure they are supporting the child’s social and emotional development (Cocker and Allain, 2008). However, Dunk-West (2013) argues that whilst attachment theory is important, it is vital to assess children within their social contexts. The inequalities looked after children face can be more effectively explained by using an ecological approach. Walter (2007) argued in his study that a combination of risks and multiple stressors can lead to adverse effects for looked after children and therefore a holistic approach such as the ecological model can help social workers to do that. Using Brofenbrenner’s (1979) theory for example, within the micro system a social worker could assess that a looked after child who has been neglected is highly likely to have had very little parental support and there may have been family conflict and this could have been because of characteristics within the exo system of a child’s life. Their exo system is likely to have been characterized by poverty and living in a deprived neighbourhood. For example, parents may argue because of the stre ss of living in poverty or engage in excessive drinking or drug taking to try and cope with the stress of living in poverty which then affects their ability to parent effectively and provide children with adequate support or supervision. Furthermore, within the macro system looked after children are aware that society perceives them as a group of children that are deemed as at risk (Walter, 2007). For example, in Care and Prejudice (2009) an Ofsted study that interviewed three hundred children in care found that half the children in their study felt that the public held negative stereotypes about them, such as being delinquent and troublemakers. Looked after children felt heavily discriminated against and felt that this impacted on their ability to do well academically, build friendships and gain employment (Care and Prejudice, 2009). Therefore, it could be argued using an ecological approach that looked after children who experience neglect have poorer outcomes than other children because of the multiple social and environmental factors that impact on parents capacity to parent effectively (McAuley and Davis, 2009). It could be argued that attachment theory is matriarchal in nature. For example, Bowlby’s work in particular which was developed in the 1950s is arguably sexist because the primary caregiver is assumed to be the mother (Beckett, 2006). Yet more recent work on attachment theory has reframed attachment as not meaning attachment to the mother. In modern society as more women have entered the labour market, children are increasingly taken care of by multiple figures; this can include the father, childminders or grandparents (Dunk West, 2013; Nicolsen et al, 2006). Children tend to attach and bond to multiple key figures, male and female (Beckett, 2006). Despite this, research does tend to demonstrate how fathers are marginalized by social workers in children services and are poorly engaged. This can be particularly detrimental for children who are looked after because social workers potentially lose a valuable asset for children (Brigid and Taylor, 2000). Brigid and Taylor (2000) also argued that legislation and policy does not contribute effectively enough to guide social workers in how to challenge traditional gender assumptions, nor does legislation give clear guidance for engaging fathers. For instance, it was only from 2003 that fathers who were not married to the mother of their child acquired parental responsibility automatically even if he was on the birth certificate. Prior to this change in legislation a father could only acquire parental responsibility by a written agreement with the mother or by applying to court (Cocker and Allain, 2008). Therefore, it could be argued that the earlier work of attachment theory has heavi ly influenced social workers in children’s services. The importance of the attachment to the mother has been persistent and as a result social workers have often marginalized fathers (Brigid and Taylor, 2000). Attachment theory has therefore arguably contributed negatively to looked after children because social workers are still heavily influenced by its matriarchal nature. Legislation however underpins how social workers should support looked after children and therefore makes a huge contribution to looked after children who experience neglect, in particular the Children’s Act 1989 and Children’s Act 2004. Under section 22 of the Children Act 1989 there is a duty on the local authority ‘to safeguard and promote the child’s welfare’ (Branye and Carr, 2013: 291) it looks after. The Children’s Act 2004 added an additional duty on local authorities to promote the child’s educational achievements. When a child is subject to a care order or interim care order, social workers become the looked after child’s â€Å"corporate parent† and share parental responsibility with the birth parents. Therefore the local authority becomes responsible for a child’s care and achieving positive outcomes (Cocker and Allain, 2008). For example, ‘Section 7 of the Education Act 1996 states that parents hav e a duty to ensure their children are suitably educated’ (Cocker and Allain, 2008: 138), social workers as a corporate parent therefore share this duty with the birth parents (Cocker and Allain, 2008). As a result of this legislation looked after children are given a designated teacher who ensures they have a personal education plan which sets out developmental and educational needs and identifies targets (Cocker and Allain, 2008). Personal education plan meetings are then held twice a year to assess the child’s educational progress. Research has shown that looked after children tend to achieve lower grades at school than their peers and has therefore arguably heavily influenced legislation. In addition, local authorities have a duty to monitor children’s developmental progress and so children receive medicals once a year. This is all part of safeguarding and promoting the child’s welfare. CAMHS involvement may also be necessary if the child has additional therapeutic needs (Cocker and Allain, 2008). The Children’s Act 2004 made it mandatory for different agencies to work collaboratively and share responsibility for vulnerable children and this includes looked after children so social workers have a duty to work with a range of professionals in order to promote the well being of children. Legislation is therefore central to working with looked after children as it mandates how social workers should support looked after children. Despite parental responsibility being shared, the local authority can overrule birth parents but social workers must work in partnership with parents or anybody else with parental responsibility and consult them when making any decisions regarding the child’s welfare (Cocker and Allain, 2008). However, partnership working with parents in practice can be extremely difficult for social workers when parents do not agree with their decisions regarding the child. For example, a number of studies have highlighted how challenging it is for social workers to work in partnership with parents and take their wishes into account when a decision is made to permanently remove a child (Clifford and Burke, 2004; Charlton et al, 1998). Working in partnership with parents therefore becomes extremely challenging for social workers as they try to take the parent’s wishes in to account but also trying to act in the best interests of the child and gather evidence to explain why the child sho uld not return home. Furthermore, Wigley et al’s (2006) study found that social workers often faced challenges when trying to collaborate with schools, as they either did not implement personal education plans or they did not communicate effectively with social workers which made it difficult to work in partnership with educational professionals. In addition, social workers under Section 22 of the Children’s Act 1989 must also consult the child about their wishes before any decision is made and this is a key principle of the Children’s Act 1989. However, a number of studies have found that children felt they were not listened to by social workers. They often felt powerless and had very little say about their placements (Morgan, 2006; Wigley et al, 2006). It is vital for children to feel listened to so they can develop a sense of self-efficacy (Schofield and Beek, 2006) which Rutter (1985) suggests is a key factor in building resilience. It could be argued however that in many cases the child could not understand why they were being moved to a different placement and did not understand that social workers were trying to act in their best interests. Therefore, legislation although good in principle, is arguably not always effectively put in to social work practice in relation to looked after children. Care Matters: Time for change (DfES, 2007) is a major policy framework for looked after children and is similar to legislation because it stresses the importance of improving the educational, health and emotional needs of children (Cocker and Allain, 2008). In particular, Care Matters suggests that educational attainment needs to be improved, looked after children should be prioritised in school admissions, health outcomes for looked after children should be improved, and placements need to be more local and stable and this can be delivered through high quality assessment and care planning (DfES, 2007). In addition, Care Matters suggests that children should be helped to engage in leisure activities and hobbies, which can help children to build their self-esteem and build support networks and friendships. Rutter (1985) suggested that a sense of self-esteem and confidence is vitally important to help children build resilience. Jaffee et al (2007) defines resilience as â€Å"achieving normal development in the face of considerable adversity†. Therefore, policy has made a vital contribution to social work practice in relation to looked after children. However, with local authorities facing a fourth year of cuts to funding and with increasing numbers of children going in to care (McNicoll and Stothart, 2014) it could be argued that it is causing increasing pressure for social workers to implement policy effectively in to practice. In particular, some local authorities arehaving to make cuts to foster placements making it increasingly difficult for social workers to find high quality placements for children who have high level and complex needs (McNicoll and Stothart, 2014). This makes it extremely challenging for social workers to find placements that are local and stable for children. To conclude, it is evident that theory, research, legislation and policy have all made a major contribution to social work practice in relation to looked after children who experience neglect. Research has heavily influenced legislation and policy, which in turn underpins social work practice in relation to looked after children. In addition, attachment theory has helped social workers to understand why looked after children may behave in the way they do and the ecological approach helps social workers to understand why looked after children experience inequalities and tend to have poorer outcomes than children in the rest of the population. These theories help social workers when carrying out their assessments and finding the most effective interventions to support looked after children who have experienced neglect. However, it is evident that policy and legislation cannot always easily be applied effectively in to practice because of the challenges of working in partnership with bi rth families who may oppose the child’s permanency plan and children who may not understand that the social worker is acting in their best interests. In addition, attachment theory is arguably quite matriarchal in nature and this has influenced social workers and has resulted in fathers being marginalised. Furthermore, social workers may not have the time or resources to provide the most appropriate support to looked after children and this is a weakness of the ecological approach and policy. Despite this, it is evident that theory, research, legislation and policy have all made a significant contribution to social work practice in relation to looked after children who have experienced neglect.

Sins Ability to Control a Person in The Scarlet Letter :: essays research papers

Sin's Ability to Control a Person Sin is a major theme in The Scarlet Letter, by Nathaniel Hawthorne. In The Scarlet Letter, sin is practiced throughout a few of the characters. The only difference amongst them is the way that they try to atone for it or be completely enveloped by it. Sin can take control of a person and devour them completely to the point of no return. Hester at first felt that her sin had taken away everything that she had and left her with only one thing, Pearl. When she first walked out of the prison and onto the scaffold, she was full of pride but from that point on, she was isolated from her community and forced to live in the forest with only her baby. Hester felt that suicide was the only thing she deserved after committing adultery. She says, "I have thought of death, have wished for it?would even have prayed for it, were it fit that such as I should pray for anything. Yet, if death be in this cup, I bid thee think again, ere thou beholdest me quaff it. See! it is even now at my lips." As time passes by, Hester?s personality gradually changes and she becomes a completely different person. She has become more caring although her lifestyle became worse. As for Reverend Dimmesdale, he is completely enveloped by his guilt from the sin that he has committed and is unable to come forward to confess it. Instead, he tortures himself each and every day. Hawthorne writes, ?His [Dimmesdale?s] inward trouble drove him to practices more in accordance with the old, corrupted faith of Rome than with the better light of the church ? In Mr. Dimmesdale's secret closet, under lock and key, there was a bloody scourge.? Later, he says that he tries to confess by saying that he has sinned but the Puritan community misinterprets it as a sign of him being a saint and that if he has sinned then what are they. Chillingworth is also a sinner because he pretends to be a physician when he really isn?t and takes that role to torture Reverend Dimmesdale. Chillingworth tortures Dimmesdale slowly by hurting him both physically and mentally. During this time he pretends to take care of him in which he really isn?t. Hawthorne writes, ?Calm, gentle, passionless, as he appeared, there was ? a quiet depth of malice ? but active now, in this unfortunate old man ? imagine a more intimate revenge ? upon an enemy.

What Works in Reducing Recidivism Essay -- rehabilitate prisoners, Re-

A long-term study conducted by Bureau of Justice Statistics found that the average five-year recidivism rates of 404,638 prisoners released in 2005 is 76.6% among thirty states in America (Matthew, Alexia, & Howard, 2014, p. 1). In other words, most of the released prisoners did not escape the cycle of recidivism and were sent back to the prison after time. This indicates that the present American justice system, which focuses on punishment as Benson (2003) noted, fails to rehabilitate prisoners efficiently and is far from achieving the goal of reducing crime rates (p. 46). What is more, the recidivism of prisoners is becoming a great plague of society, because it not only imposes a threat to public safety but also places an enormous financial burden on taxpayers. According to a survey covering forty states in America, one prisoner would cost taxpayers 31,286 dollars each year on average (Henrichson & Delaney, 2012, p. 9). Thus, 76% of 404,638 prisoners, who re-offended in five years , mentioned in the study conducted by Bureau of Justice Statistics would cost approximately one billion dollars annually. Realizing the importance of rehabilitation, the Prison Fellowship International (PFI), founded by Charles Colson in 1979, provides various rehabilitation programs based on Christianity to offenders and ex-offenders in more than 125 countries all over the world (â€Å"Who we†, n.d.). This paper will evaluate and offer advice to three solutions provided by Prison Fellowship International to rehabilitate offenders: establishing communications between offenders and victims, providing offenders with re-entry program based on biblical education and visiting prisoners regularly. Sycamore Tree project offers opportunities for offenders to c... ..., S. (2011). Experiences of shame and empathy in violent and non-violent young offenders. Journal of Forensic Psychiatry & Psychology, 22(4), 551-563. doi:10.1080/14789949.2011.602096 Pithers, W. D. (1999). Empathy: definition, enhancement, and relevance to the treatment of sexual abusers. Journal of Interpersonal Violence, 14(3), 257-284. Proeve, M., & Howells, K. (2002). Shame and Guilt in Child Sexual Offenders. International Journal of Offender Therapy & Comparative Criminology, 46(6), 657-667. Roys, D. T. (1997). Empirical and theoretical considerations of empathy in sex offenders. International Journal of Offender Therapy & Comparative Criminology, 41(1), 53. Who we are. Retrieved from https://pfi.org/who-we-are/ Wilkinson, R. A., & Unwin, T. (1999). Visiting in prison. Retrieved from http://www.drc.ohio.gov/web/Articles/Visiting%20in%20Prison.pdf

Digital India Essay

Digital India is a programme to transform India into digital empowered society and knowledge economy. Even though India is known as a powerhouse of software, the availability of electronics government services to citizens is still comparatively low. So this programme has been started by our prime minister Sri Narendra Modi on August 7,2014 to sensitize all ministries to this vast programme touching every corner of the government .This programme has been envisaged by Department of Electronics and Information Technology . The National e-Governance Plan approved in 2006 has made a steady progress through Mission Mode Projects and Core ICT Infrastructure, but greater thrust is required to ensure effective progress in electronics manufacturing and e-Governance in the country. The Digital India vision provides the intensified impetus for further momentum and progress for this initiative and this would promote inclusive growth that covers electronic services, products, devices, manufacturing and job opportunities. India in the 21st Century must strive to meet the aspirations of its citizens where government and its services reach the doorsteps of citizens and contribute towards a long-lasting positive impact. AIM OF DIGITAL INDIA PROGRAMME The vision of Digital India aims to transform the country into a digitally empowered society and knowledge economy. The programme will be implemented in phases from the current year till 2018. The Digital India is transformational in nature and would ensure that Government services are available to citizens electronically. It would also bring in public accountability through mandated delivery of governments services electronically. A Unique ID e-Pramaan based on authentic and standard based interoperable and integrated government applications and data basis. The vision areas of Digital India are of follows†¦. Infrastructure as Utility to Every Citizen High speed internet as a core utility shall be made available in all Gram Panchayats. Cradle to grave digital identity –unique, lifelong, online and authenticable. Mobile phone and Bank account would enable participation in digital and financial space at individual level. Easy access to a common service centre within their locality. Shareable private space on a public  cloud. Safe and secure Cyber-space in the country. Governance and services on Demand Seamlessly integrated across departments or jurisdictions to prove easy and a single window access to all persons. Government services available in real time from online and mobile platforms. All citizen entitlements to be available on the Cloud to ensure easy access. Government services digitally transforms for improving easy of doing business. Making financial transactions above a threshold, electronics and cashless. Leveraging GIS for decision support systems and development. Digital Empowerment of Citizens Universal digital literacy. All digital resources universally accessible. All Government documents/certificates to be available on the available on the Cloud. Availability of digital resources/services in Indian languages. Collaborative digital platforms for participative governance. Portability of all entitlements for individuals through the Cloud SCOPE OF DIGITAL INDIA The overall scope of this programme is: To prepare India for a knowledge future. On being transformative that is to realize IT (Indian Talent) + IT (Information Technology)=IT (India Tomorrow). Making technology central to enabling change. On being an Umbrella Programme-covering many departments. CONCLUSION The Digital India Programme will pull together many existing schemes which would be restructured and re-focused and implemented in a synchronized manner. The common branding of the programmes as Digital India highlights their transformative impact.