#ssp coaching service

[officialpramit]

SSP COACHING SERVICE | PARMANAND COACHING CENTER IN LAKHIMPUR KHERI |

SSP COACHING SERVICE : सफलता के लिए छात्रों को सशक्त बनानाआज के प्रतिस्पर्धी शैक्षणिक माहौल में, छात्र अक्सर अपनी पढ़ाई में उत्कृष्टता प्राप्त करने और अपने शैक्षिक लक्ष्यों को प्राप्त करने के लिए अतिरिक्त सहायता चाहते हैं। SSP COACHING SERVICE सभी उम्र और शैक्षणिक स्तरों के छात्रों को उच्च-गुणवत्ता वाली कोचिंग और व्यक्तिगत मार्गदर्शन प्रदान करने के लिए समर्पित एक प्रमुख संस्थान के रूप में सामने आती है।

व्यापक पाठ्यक्रम

SSP COACHING SERVICE छात्रों की विविध आवश्यकताओं को पूरा करने के लिए डिज़ाइन किया गया एक व्यापक पाठ्यक्रम प्रदान करता है। चाहे वह प्रतियोगी परीक्षाओं की तैयारी हो, विषय ज्ञान को बढ़ाना हो या आवश्यक कौशल विकसित करना हो, एसएसपी के पास हर छात्र के लिए एक कार्यक्रम है। पाठ्यक्रम अनुभवी शिक्षकों द्वारा सावधानीपूर्वक तैयार किया गया है जो विभिन्न विषयों की पेचीदगियों और विभिन्न परीक्षाओं की माँगों को समझते हैं।

विशेषज्ञ संकाय

SSP COACHING SERVICE एक खासियत इसके विशेषज्ञ संकाय सदस्यों की टीम है। ये शिक्षक वर्षों का अनुभव और अपने-अपने क्षेत्रों की गहरी समझ लेकर आते हैं। वे न केवल शिक्षक हैं बल्कि सलाहकार हैं जो छात्रों को उनकी शैक्षणिक यात्रा के दौरान मार्गदर्शन करते हैं, प्रत्येक छात्र की सफलता सुनिश्चित करने के लिए अंतर्दृष्टि, रणनीति और व्यक्तिगत ध्यान प्रदान करते हैं।

व्यक्तिगत शिक्षण दृष्टिकोण

SSP कोचिंग सेवा में, व्यक्तिगत शिक्षण पर ध्यान केंद्रित किया जाता है। यह मानते हुए कि प्रत्येक छात्र में अद्वितीय शक्तियाँ और सुधार के क्षेत्र हैं, SSP शिक्षण के लिए एक अनुकूलित दृष्टिकोण अपनाता है। इसमें एक-एक सत्र, अनुरूपित अध्ययन योजनाएँ और प्रगति की निगरानी के लिए निरंतर मूल्यांकन शामिल हैं। व्यक्तिगत आवश्यकताओं को संबोधित करके, SSP सुनिश्चित करता है कि छात्रों को उत्कृष्टता प्राप्त करने के लिए आवश्यक सहायता मिले।

अत्याधुनिक सुविधाएँ

SSP कोचिंग सेवा अत्याधुनिक सुविधाओं से सुसज्जित है जो एक इष्टतम शिक्षण वातावरण बनाती है। आधुनिक कक्षाएँ, उन्नत शिक्षण सहायक सामग्री और व्यापक शि���्षण संसाधनों तक पहुँच छात्रों को उनकी पढ़ाई में गहराई से शामिल होने में सक्षम बनाती हैं। इसके अतिरिक्त, ऑनलाइन शिक्षण प्लेटफ़ॉर्म उन छात्रों के लिए लचीलापन प्रदान करते हैं जो दूरस्थ शिक्षण विकल्पों को पसंद करते हैं या उनकी आवश्यकता होती है।

समग्र विकास

अकादमिक से परे, SSP कोचिंग सेवा छात्रों के समग्र विकास पर जोर देती है। कार्यक्रम आलोचनात्मक सोच, समस्या-समाधान कौशल और भावनात्मक बुद्धिमत्ता को बढ़ावा देने के लिए डिज़ाइन किए गए हैं। समय प्रबंधन, तनाव से राहत और करियर प्लानिंग पर पाठ्येतर गतिविधियाँ और कार्यशालाएँ SSP में कोचिंग अनुभव का अभिन्न अंग हैं।

सिद्ध ट्रैक रिकॉर्ड

पिछले कुछ वर्षों में, एसएसपी कोचिंग सर्विस ने सफलता का सिद्ध ट्रैक रिकॉर्ड बनाया है। कई छात्रों ने प्रतियोगी परीक्षाओं में शीर्ष रैंक हासिल की है और प्रतिष्ठित संस्थानों में प्रवेश प्राप्त किया है

[georgewagner]

A guide to apprenticeships

Whether you’re about to leave school or you’re a seasoned worker looking to change careers, an apprenticeship is a great opportunity to earn money, a qualification and hands-on experience at the same time. If you’re curious about whether an apprenticeship’s right for you, check out the answers to 15 frequently asked questions below. Plus, find apprenticeship opportunities near you.

FAQs

What is an apprenticeship?

Who can do an apprenticeship?

What are the benefits of an apprenticeship?

Are there any entry requirements for apprenticeships?

What can I do if I’m not eligible to do an apprenticeship, or want to try out a job role or industry before committing to an apprenticeship in it?

How much will I get paid during my apprenticeship?

How many hours will I work on my apprenticeship? Can I work overtime?

What trades apprenticeships are available?

Are there any government initiatives for apprenticeships available?

Can I do an apprenticeship during the coronavirus (or COVID-19) pandemic?

What does an apprentice’s day look like?

How will I be assessed during my apprenticeship?

What’s the apprenticeship application process?

What can I do after my apprenticeship?

How can I find an apprenticeship near me?

What is an apprenticeship?

An apprenticeship is a one to six-year programme (depending on the apprenticeship level) where you’ll have a contract of employment and follow an approved study programme. So, your time will be split between doing a real job and studying for a formal qualification (at least one day per week) at either a college or training centre. Some apprenticeships offer additional qualifications too, such as a diploma.

Who can do an apprenticeship?

Anyone – there’s no maximum age limit! You just need to be aged 16 or over and not in full time education. If you’re about to leave school, then you can still apply for an apprenticeship to start in the next academic year. Just make sure that you’re aged 16 or over by the end of the summer holiday before the apprenticeship starts.

What are the benefits of an apprenticeship?

1. You’ll earn money whilst you learn

You’ll be paid for your normal working hours; plus the time you spend at college as part of your apprenticeship.

The amount you’ll get paid depends on your age and which year of your apprenticeship you’re in. You can find the pay rates in the ‘How much will I get paid on my apprenticeship?’ section of this article.

2. You’ll get a nationally recognised qualification

There are four levels of apprenticeships, and all of them offer a nationally recognised qualification – some are even accepted internationally!

Intermediate apprenticeship (Level 2) – the qualification you’ll get is equivalent to five GCSE passes at grades 9-4 or A*-C.

Advanced apprenticeship (Level 3) – the qualification you’ll get is equivalent to two A-Level passes, a Level 3 diploma or the International Baccalaureate.

Higher apprenticeship (Levels 4-7) – the qualification you’ll get is equivalent to the first stages of higher education, e.g. a foundation degree.

Degree apprenticeship (Levels 6 and 7) – the qualification you’ll get is equivalent to a bachelor’s or master’s degree.

3. You’ll get hands-on experience and practical skills

At least 50% of your time will be spent at work during your apprenticeship. This is where you’ll work alongside more experienced staff – including a senior employee, who will coach you.

An apprenticeship is a great opportunity to pick up job-specific skills, as you’ll get hands-on experience with tools, programmes and/or software that’s used in the industry that you’re in.

4. You could get national or international recognition and help others

There are plenty of apprenticeship competitions available, where you’ll go up against other apprentices in your chosen industry. Examples include the National Apprenticeship Awards as well as sector specific awards, like the Screwfix Trade Apprentice competition.

There are awards dedicated to apprentices from under represented backgrounds too, such as the Women in Construction Awards – check out previous winner Amy Eddleston’s story.

You can also become an apprenticeship ambassador for your industry. You’ll share your story and inspire other people and employers to consider apprenticeships! Get involved in the Young Apprentice Ambassador Network, as well your local ambassador network.

5. You’ll have the same rights as normal employees

As an apprentice, you should have an employment contract which entitles you to the following rights:

Break(s) during the working day – at least one 20-minute break if you work more than six hours daily. It’s usually unpaid and can be split up if needed.

Breaks during the working week – you’re entitled to at least 11 hours of uninterrupted rest between finishing work and starting work the following day. You’re are also entitled to a 24-hour period of rest in a seven-day period.

Statutory Sick Pay (SSP) – £95.85 per week (correct at the time of writing) if you’re too ill to work.

Statutory maternity, paternity, adoption and shared parental pay and leave.

A minimum notice period, that your employer must give to you if your employment ends.

Protection against unfair dismissal.

The right to request flexible working.

A reasonable amount of time off to deal with any emergencies involving your dependants (partner, child, parent etc).

Statutory Redundancy Pay – apprentices can be made redundant, but you’ll get redundancy pay and support from your training provider or the National Apprenticeship Service to help you find another apprenticeship.

Apprentices can also claim benefits, such as Universal Credit, if they need to.

Are there any entry requirements for apprenticeships?

Yes – they vary depending on the apprenticeship’s level. You must check the job description for the specific apprenticeship that you’re applying for, as there might be particular qualifications and/or skills required.

Apprenticeship level Entry requirements Approx. completion time Intermediate (Level 2) You’ll need to show that you’re able to complete the programme. One year to 18 months Advanced (Level 3) Some industries ask for three or more GCSEs, but others don’t. 15 to 24 months Higher (Levels 4-7) At least five GCSEs at grades A-C plus Level 3 qualifications, such as A Levels or BTECs. Three to five years Degree (Levels 6 and 7) Five GCSEs at grades A-C plus Level 3 qualifications, such as A Levels or BTECs. Some degree apprenticeships ask for specific grades, and for the applicant to have qualifications in subjects that are related to the apprenticeship. Three to six years

What can I do if I’m not eligible to do an apprenticeship, or I want to try out a job role or industry before committing to an apprenticeship in it?

If you don’t meet the entry requirements for an apprenticeship, or you simply want to discover what the industry’s like, then you can do a traineeship. It’s an unpaid course with work experience that gets you ready for an apprenticeship or the workplace. You might get your travel and meals paid for during the course.

You can apply for a traineeship if:

You’re eligible to work in England.

Unemployed, with little or no work experience.

Aged between 16 to 24 with qualifications that are lower than Level 3.

If you’re aged 16 to 17 and are based in Wales, or in S5 or S6 and live in Scotland, then there are programmes available to give you a taste of your chosen industry and provide a foundation for a future apprenticeship.

Traineeships in England.

Traineeships in Wales.

Foundation apprenticeships in Scotland.

There isn’t a traineeship programme available in Northern Ireland at the moment, but the Youth Training Strategy is currently in the process of developing one.

How much will I get paid during my apprenticeship?

You’re entitled to the apprentice rate throughout your apprenticeship. The rates are (correct at the time of writing):

16 to 18-year olds:

£4.15 per hour.

19+ year olds in the first year of their apprenticeship:

£4.15 per hour.

19+ year olds that have completed the first year of their apprenticeship:

National Minimum Wage for your age, which you can find on gov.uk.

However, many apprentices get paid more than the apprentice rate. Phil, a heating and plumbing apprentice with Rated People member Dyno, got paid £12 per hour from his first day. Find out more about Phil’s experience on our YouTube channel.

Apprentices earn more than university graduates in many sectors, too. We looked at data from TotalJobs and found that construction apprentices have a 21% higher starting salary compared to graduates. Visit our Trade Advice Centre to check out the rest of our research on career paths: apprenticeships vs. university.

How many hours will I work on my apprenticeship? Can I work overtime?

Apprentices work for a minimum of 30 hours per week, plus one day spent studying at college. You can work overtime, however, if you’re under 18, then you can’t work more than 8 hours per day (40 hours weekly). If you’re over 18, then you can’t work over 48 hours per week. There are some exceptions though, such as for jobs that require 24-hour staffing.

Apprenticeships can also be made part-time if your employer agrees. You’ll need to work at least 16 hours a week minimum. 

What trades apprenticeships are available?

From bricklaying to building surveying, there are hundreds of apprenticeships available in traditional hands-on roles, as well as technical, planning and supervisory roles.

Some examples include:

Traditional trades Plumbing. Plastering. Roofing. Welding. Carpentry and joinery. Painting and decorating. Road and highways maintenance. Security system installation. Heating and ventilation installation. Scaffolding.Engineering Electrical engineering. Civil engineering. Gas/heating engineering. Railway engineering. Mechanical engineer.Property management, planning and project management Facilities assistant/management. Town planning, including technical support. Site management. Transport planning. Quantity surveying. Land buyer. Construction management. Support services within the construction industry Accountancy. Human Resources (HR). Marketing/communications. Commercial/office/administration. Customer service.

You can find a full A-Z of apprenticeships on the National Apprenticeship Service website.

Are there any government initiatives for apprenticeships available?

To encourage employers to take on apprentices, the government has invested £1.6 billion into providing funding and support for employers as part of its new Plan for Jobs 2020.

The available opportunities include:

Apprenticeships

Employers will get £2,000 for each new apprentice that companies hire aged under 25, and £1,500 for new apprentices aged over 25, between 1st August 2020 and 31st January 2021.

Work placements

The new Kickstart Scheme offers 6-month work placements for 16-24-year-olds that are on Universal Credit and are at risk of long-term unemployment.

Traineeships

The government is investing £11 million to triple the scale of traineeships in 2020 and 2021.

Work coaching and advice

There will be 27,000 work coaches available, as well as a £32 million investment into the National Careers Service which will benefit over 250,000 young people.

Sector-based work academy placements

Triple the amount of sector-based work academy placements will be available in 2020 and 2021.

From the Green Homes Grant to schools, hospitals and courts maintenance, the government is also investing £8.8 billion into new construction projects in both homes and public spaces across Britain. So, there are plenty of job opportunities for you to continue your construction career in once you’ve completed your apprenticeship.

Can I do an apprenticeship during the coronavirus (or COVID-19) pandemic?

Yes, lots of employers are still offering apprenticeships. This includes those in the construction industry, which is an essential sector in the UK. The industry is taking special steps to prevent the spread of coronavirus on site – find out how in our stories during lockdown from our tradespeople video below.

Of course, you must follow the government’s advice on protecting yourself and others from coronavirus, as well as any regional lockdown instructions from your local authority. Visit our Trade Advice Centre for more tips on how to keep safe from coronavirus whilst working.

What does an apprentice’s day look like?

There’s no ‘typical day’ for an apprentice – each day varies! However, you can expect to spend half of your week at work and one day at college, minimum. You’ll also get either:

Day release – at least one day of study per week, or

Block release – a full week of study, alternating with weeks of work.

We spoke to some apprentices to find out what being an apprentice is like. Check them out below, plus some real-life apprentice stories on other websites:

Plumbing and heating apprentice: GB Plumbing & Heating.

Painting and decorating apprentices: Suave Property Care.

Instrumentation, Control & Automation: Severn Trent Water.

Administration, Civil Engineering, Gardening etc: Southwark Council.

How will I be assessed during my apprenticeship?

All apprentices take at least two assessments at the end of their training, to confirm that they can perform well in the occupation that they’ve been training in.

The assessments could be an observation of you whilst you’re in the workplace, a practical test, a written exam or an interview.

What’s the apprenticeship application process?

1. Create your CV and cover letter

Your CV is a written summary of no more than two pages, detailing your skills, education, experience and achievements. Follow the National Careers Service advice on how to write a stand out CV.

2. Submit your application

Visit one of the websites listed in the ‘How can I find an apprenticeship near me?’ section earlier in this article to do this.

3. Wait!

Make sure to make a note of the closing date for applications for the apprenticeship that you’ve applied for – this will give you an idea of when you should hear back from them!

Apprenticeships.gov recommends applying for more than one apprenticeship at a time, to increase your chances of securing an apprenticeship.

4. Interview

Whether it’s face-to-face, over the phone or on Skype/Zoom – it’s a good idea to prepare for your interview beforehand. Check out these tips on how to get ready.

What can I do after my apprenticeship?

Set up your own business

Lots of qualified tradespeople become self-employed after their apprenticeship – our less experienced tradespeople find about 60% of their job leads on Rated People. Plus, we regularly share lots of tips and tricks on our Trade Advice Centre to help small business owners succeed, such as 5 learnings for one-person businesses. 

Secure a permanent position

65% of apprentices stay with the same employer, according to government research. Once your apprenticeship’s over, it’s likely that you’ll be promoted to a role at a higher level.

Find a new job in a different company or switch job roles

Did you know that 85% of apprentices stay in employment after their apprenticeship? Once your apprenticeship’s over, you’ll have the freedom to move to a similar or related role at another company.

Complete another apprenticeship at a higher level

You can do more than one apprenticeship! For example, if you complete a Higher apprenticeship, then you’ll be able to apply for a Degree apprenticeship.

Go to university

If you complete an Advanced (Level 3) apprenticeship, then you’ll be qualified to apply for a foundation or undergraduate degree at university. Plus, an apprenticeship doesn’t affect your eligibility for student finance. You can search for university courses on the UCAS website.

How can I find an apprenticeship near me?

There are apprenticeships available in big and small companies alike. If you’re interested in working for a specific company, then visit their website to see their current apprenticeship vacancies.

If you don’t have a specific company in mind, you can search for apprenticeships by keyword, distance from you and qualification level on the relevant government websites:

Apprenticeships in England.

Apprenticeships in Scotland.

Apprenticeships in Northern Ireland.

Apprenticeships in Wales.

Plus, the Construction Industry Training Board (CITB) offers over 100 construction apprenticeships at Intermediate, Advanced and Higher levels across the UK. Visit the CITB website to find apprenticeship opportunities.

You can also search for more apprenticeships based on the sector you’re interested in and your location on apprenticeships.gov.

If you’re an employer and you’re interested finding out how to hire an apprentice in construction, visit our Trade Advice Centre.

Still got questions about apprenticeships? Or are you simply in the process of applying for one? Comment below and let us know!

The post A guide to apprenticeships appeared first on Rated People Blog.

A guide to apprenticeships published first on https://fanseeaus.tumblr.com/

[eagle-eyez]

Karachi: An express train rammed into derailed coaches of another train, killing up to 51 people and injuring over 100 others in Pakistan's southern Sindh province on Monday, forcing authorities to call in the Army and paramilitary forces for rescue and relief operations in one of the worst rail accidents in the country in recent years.

The Millat Express train from Karachi to Sargodha derailed and its coaches fell across the adjacent track near Dharki, a city located in the Ghotki district of upper Sindh.

The deadly accident occurred when the Sir Syed Express headed from Rawalpindi to Karachi, coming from the other direction, smashed into derailed coaches of the first train, a spokesperson of Pakistan Railways said.

Fifty people, including some railway officials, have lost their lives, Ghotki Deputy Commissioner Usman Abdullah was quoted as saying by ARY News. Late at night the toll was updated to 51.

Over 100 persons were injured in the accident, officials said.

Ghotki SSP Umar Tufail said the toll may rise sharply as there were still mangled train compartments that rescuers had not been able to access despite the passage of hours since the accident.

"At least 25 people have serious injuries and are in a critical condition," he said.

An emergency was declared at hospitals in Ghotki, Dharki, Obaro and Mirpur Mathelo where injured were rushed.

Senior officials said that 13 to 14 bogies were derailed in the accident while six to eight "completely destroyed".

Rescuing passengers who are still trapped is a "challenge" for the rescue officials, Abdullah said, adding that a relief train has departed from Rohri.

"This is a challenging task. It will take time to use heavy machinery to free citizens (still trapped). We are also establishing a medical camp to provide medical aid to citizens," he said.

"The driver tried to apply emergency brakes but the locomotive hit the infringing coaches," the railways said in an initial report.

Officials were still trying to retrieve bodies and the injured from one of the mangled coaches, with the effort being hampered by lack of appropriate cutters.

The Inter-Services Public Relations (ISPR) the media wing of the military said army doctors and ambulances were participating in the rescue operation.

Army engineers and specialist teams of Urban Search and Rescue — equipped with disc cutters, hydraulic spreaders and other specialised machinery — also reached the site after being airlifted from Rawalpindi to aid the effort.

Reacting to the train accident, Prime Minister Imran Khan said that he was "shocked by the horrific train accident".

"Shocked by the horrific train accident at Ghotki early this morning leaving 30 passengers dead. Have asked the Railway Minister to reach the site & ensure medical assistance to injured & support for families of the dead. Ordering comprehensive investigation into railway safety faultlines," he tweeted.

President Arif Alvi also expressed sorrow over the loss of lives in the train accident.

Sir Syed Express train's driver Aijaz Shah, who survived the accident, said that he was rescued by locals after two hours of the collision.

He said the train was running at its normal speed when he suddenly saw the derailed coaches of the Millat Express train on the track. Due to the short distance, the train rammed into the derailed coaches of Millat Express, leading to the accident.

According to officials, over 1,000 passengers were on board the two trains.

Around 20 passengers still remained trapped in the wreckage of some of the bogies which were damaged and overturned, a spokesperson for the railways department said, adding that officials were accumulating all the information of the passengers and staff on both the trains.

"It will take some time for the rescue operation to be completed as heavy machinery is required to remove the damaged coaches," one official said.

Meanwhile, Sindh chief minister Murad Ali Shah expressed grief over the loss of lives and directed the Sukkur Commissioner to mobilise the district administration, Dawn news reported.

"Machinery should be arranged to rescue passengers that are still stuck. Arrangements should also be made at nearby hospitals to treat those that have been injured, he said, directing the official to arrange temporary accommodation and food for the passengers.

"An information system should be set up so that citizens can get accurate information," the Sindh chief minister said.

The authorities have announced Rs 1.5 million (15 lakh) ex gratia each to the next of kin of those killed. The injured will be given a minimum of Rs 100,000 and a maximum of Rs 300,000, depending upon the nature of the injury, Geo News reported.

Train accidents are common in Pakistan and dozens of people lose their lives every year. The railways have seen decades of decline due to graft, mismanagement and lack of investment.

According to a senior former railways official, such accidents happen from time to time all over Pakistan as the railways network remains outdated in many places.

"In some areas, they are still using the same network and tracks which were laid before the Partition," the former official added.

In July 2020, at least 20 people were killed when the Shah Hussain Express train rammed into a coaster near Sheikhupura in Punjab.

Around 30 people were travelling on the vehicle from Nankana Sahib to Peshawar, out of whom 13 males and seven females died in the accident. The deceased had included 19 Sikh pilgrims and the driver of the vehicle.

This incident came four months after a bus crossing an unmanned railway crossing near Rohri in Sindh was crushed by the Lahore-bound Pakistan Express train coming from Karachi on February 28, 2020, killing at least 19 people and leaving more than 30 injured.

from Firstpost World Latest News https://ift.tt/35bEmB7

[facondevie]

The Hazaras in Pakistan have been targeted by Sunny extremist groups with guns and bombs especially in the last decade. The group Lashkar-e-Jhangvi (LeJ) has claimed most of the attacks. The Hazaras have been attacked in different places while they go about their day, leaving them to live in fear. Of the dozens of arrested suspects only a handful have been convicted. 

“‘Sunni extremists have targeted Hazara with guns and bombs while they participate in religious processions, pray in mosques, travel to work, or just go about daily life,’ said Brad Adams, Asia director. ‘There is no travel route, no shopping trip, no school run, no work commute that is safe for the Hazara. The government’s failure to put an end to these attacks is as shocking as it is unacceptable.’

The ongoing attacks have meant that the half-million members of the Hazara community in Quetta live in fear, compelled to restrict their movements, leading to economic hardship and curtailed access to education and employment. This oppressive situation has prompted large numbers of Hazara to flee Pakistan for refuge in other countries.

Human Rights Watch interviewed more than 100 survivors, members of victims’ families, law enforcement, security officials, and independent experts for the report.

Since 2008, Pakistan’s Shia Muslim community has been the target of an unprecedented escalation in sectarian violence as Sunni militants have killed thousands of Shia across the country. The Lashkar-e-Jhangvi (LeJ), group has claimed responsibility for most attacks, yet many of its leaders continue to play command and leadership roles and avoid prosecution or otherwise evade accountability. A number of convicted high-profile LeJ militants and suspects in custody have escaped from military and civilian detention in circumstances the authorities have been unable to explain.

On January 10, 2013, the suicide bombing of a snooker club in Quetta frequented by Hazaras killed 96 people and injured at least 150. Many of the victims were caught in a second blast 10 minutes after the first, striking those who had gone to the aid of the wounded. On February 17, 2013, a bomb exploded in a vegetable market in Quetta’s Hazara Town, killing at least 84 Hazara and injuring more than 160. The LeJ claimed responsibility for both attacks, the bloodiest attacks from sectarian violence in Pakistan since independence in 1947.

‘It’s obscene that the Hazara community has been forced into a fearful and terrorized existence because the Pakistani authorities have failed to stop the LeJ’s violence,’ Adams said. ‘But it’s beyond obscene that Pakistani authorities have suggested to Hazara that their severely curtailed rights are simply the price of staying alive.’

Civilian and military security forces deployed in Balochistan have done little to investigate attacks on Hazara or take steps to prevent the next attack. Many Hazara told Human Rights Watch that discriminatory attitudes and hostility towards them by elected officials and state security services are an important reason why such attacks go uninvestigated and unpunished.

The LeJ has also killed with increasing impunity members of the Frontier Corps paramilitary or police assigned to protect Shia processions, pilgrimages, and Hazara neighborhoods. While the Pakistani military and political authorities deny any complicity in the LeJ’s abuses or sympathy for its activities, the LeJ has historically benefitted from ties with elements in the country’s security services.

Pakistani and Balochistan authorities claim to have arrested dozens of suspects in attacks against Shia since 2008, but only a handful are known to have been convicted. Pakistan’s government should disband and disarm the LeJ and criminally investigate its leadership and others implicated in crimes. Pakistan’s international allies and donors should press the government to uphold its international human rights obligations and promote good governance by investigating sectarian killings in Balochistan and prosecuting all those responsible.

‘Government officials and security forces need to understand that failure to tackle LeJ atrocities is no longer an option,’ Adams said. ‘Inaction in the face of the slaughter of the Hazara and the wider Shia community is not only a callous betrayal of its own citizens, but suggests state complicity in allowing these crimes to continue.’

Lashkar-e-Jhangvi (LeJ) and the Hazara

Pakistan’s current population is estimated at approximately 185 million, of whom approximately 95 percent are Muslim. Sunnis represent approximately 75 percent of this population and Shias 20 percent. The Hazara Shia community is concentrated in Quetta and is estimated to be around 500,000.

The emergence in Afghanistan in 1994 of the Pakistan-government-backed Taliban, militant Sunni Muslims who view Shia as blasphemers, unleashed a new wave of persecution against the Hazara in Afghanistan. In August 1998, when Taliban forces entered the multi-ethnic northern Afghan city of Mazar-i Sharif, they killed at least 2,000 civilians, the majority of them Hazaras.

A number of Pakistanis, including members of the extremist Sunni group Sipah-i-Sahaba (SSP) and its offshoot, the Lashkar-e-Jhangvi (LeJ), fought on the side of the Taliban in Mazar-e Sharif. The links between these Afghan and Pakistani Sunni militant groups and the flood of Hazara into Balochistan prompted a rise in persecution of the Hazara in that province.

Accounts from ‘We are the Walking Dead’

‘I drive coaches on the route to the Iran border. [The gunmen] came speeding just as we entered Mastung district and intercepted us. I don’t remember how many men there were, but there were all armed with Kalashnikovs [assault rifles] and rocket launchers. They told us to get out. They asked who the Sunnis were, asking for names. Then they told the Sunnis to run. We jumped and ran for our lives. Everybody was so scared … someone ran in this direction and someone in that direction. But while they allowed everybody who was not a Shia to get away, they made sure that the Shias stayed on the bus. Afterward they made them get out and opened fire. I saw it while taking shelter in a nearby building.’ –Sunni Bus Driver, Quetta

‘I had left the shop 10 minutes prior to the attack. There were four shops owned and run by Hazara Shias in one row and all four were attacked together. Six to seven people on motorbikes came and opened fire. They killed the Hazaras who were working in the shops and also those who were working at the back in the storeroom. I later learned that, two days before the attack, someone came to a Pashtun shopkeeper whose shop was four shops down from the Hazara-owned shops and asked which ones were owned by Hazaras. The attackers knew exactly how many Hazaras worked in those shops and where. They knew that there were people working in the storerooms as well, which is why they went to the back of the shops and killed people.’ –Hazara Shopkeeper, Quetta

‘Yusuf was a handsome young boy. He was 22 years old and studying business at a local college. As soon as the [Eid] prayers ended, Yusuf went out of the mosque to greet some friends – I saw him leave. Then the blast took place. Some of the dead and injured had already been rushed to hospital so we went to the Civil Hospital. I walked into the emergency and there was a line of bodies with shrouds covering their faces. I lifted the cover off the first and it was my son. His body was totally burned – there was a cavity where his heart had been and his entire body was marked with pellets. I recognized him only by his hands.

The government is increasingly failing in its duty to protect us. There is only the law of the jungle or worse if you are Shia. I have a good business, I pay taxes but I still feel I am a second-class citizen in Pakistan. Why are Shias to be killed? Why does the government allow Lashkar-e-Jhangvi to kill us?’ –Hazara victim’s father, Quetta”

[aidanlfc95-blog]

Assignment 2- Critical Reflection

Critically Reflective Report:

Working at South Ribble SSP was a unique experience in that it provided an opportunity to work individually which is rare for me personally because all my previous jobs have been primarily team oriented. Working as an individual in an administrative capacity essentially means being left to your own devices to come up with innovative and calculated ideas which assist the creation of formal documentation. Experimenting with a range of ideas was a key learning experience as it provided an opportunity to engage a ‘trial & error process’. Thorndike’s (1949) connectionism or trial and error approach is based on the belief that learning takes place through random reputations (cited in Aggarwal, 2014). The use of different methodologies on the same task can be effective for identifying successful solutions or approaches, this experience can then be redeployed again in similar future tasks. This process was utilised when using Microsoft software such as word and excel, learning from errors that were made was instrumental in my success within this role as I became increasingly comfortable with it. This process was perfect for reflecting upon the action/experience then learning from it, thus allowing for personal growth/awareness. This placement has challenged the assumption that administrative work is less hands on but it’s clear that this role also requires a practical approach especially when presenting ideas at meetings.

Gibbs (1988) emphasises the importance of reflection by stating: “It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience, it may quickly be forgotten, or its learning potential lost.” The reflective blog shows the process of experience to consciously reflecting to subjective learning then redeploying it in a more effective fashion. One example in which this sequence was used was in my approach to consultations with the employer. In initial discussions, I was tentative about putting ideas across which led to quite slow and less resourceful meetings. Upon reflection, I acknowledged that utilising methods such as creating an agenda and practicing my presentation of ideas could be key to more successful and constructive meetings. I have come to a realisation that skills that are apparent areas for improvement can be strengths if they are used in the correct manner. Following the sequences of those included within reflective models such as Gibbs 1988 & Kolb 1984 aid the self-awareness process. Self-awareness is recognised by Crisp and Turner (2010) as: “a psychological state in which people are aware of their traits, feelings and behaviour. Alternatively, it can be defined as the realisation of oneself as an individual entity.” Being self-aware can aid career development as I will be more consciously aware of what my skills are and what job roles suit my capabilities.  

There is often an assumption that people within administrative positions are only exposed to linear communication which is recognised as communication in which interaction, feedback and sharing of experiences find no place (Littlejohn & Foss, 2008). Therefore, it is perceived to be a position in which orders or instructions are taken and then carried out. It is evidently clear from the experience that this is not true, when communicating with the employer a more interactive approach was adopted. The concept of interactionism is based on a two-way interaction in which individuals contribute to stimulate the discussion (McQuail & Windahl, 2016). Using this methodology was instrumental in the learning process as it allowed for feedback and knowledge to be obtained. Receiving feedback on ideas was supportive as it allowed me to grow into my role and provided a greater appreciation for the reader’s perceptions when viewing the offer.

The aim of completing placement was to understand my own traits, strengths and areas for improvement. On this journey, I have discovered that in terms of learning I benefit more from kinaesthetic learning as opposed to visual or verbal learning. “An ‘active learner’ is someone who feels more comfortable with, or is better at, active experimentation” Felder & Silverman (1988). This realisation may help my learning in the future when undertaking new roles as I am aware that my understanding is a lot clearer when I carry out tasks. Furthermore, knowing that visual and verbal interpretation is lacking I can develop strategies geared towards improving my intuitiveness when handling such visual and verbal information.

Administrative work in a sporting context was alien to me as I’ve only really been exposed to coaching therefore I was forced to adapt to my new role. It is a critical trait for employees to have the ability to adapt in this current working climate as it is forever changing. ‘Move with the times or you’ll fall behind’, failure to adapt in a competitive workplace could lead to lack of progression or even the loss of a job. Pulakos et al (2000) emphasises the importance of adaptability by stating: “Workers need to be increasingly adaptable, versatile, and tolerant of uncertainty to operate effectively in these changing and varied environments.” My performance on placement suggests that I have this quality, adaptability is essential for someone in my position who is currently trying to break into the working environment.  

Meeting deadlines also formed an integral part of the job, dissecting the offer and development plan into smaller sections was the methodology deployed for effective completion of the offer. It was important to complete each segment within a certain time frame so that sufficient time could be spent on perfecting each section. Doing this requires great organisational skills and meticulous planning to ensure that the offer is pristine and professional. Macan (1994) states that: “poor allocation of time not only increases employee stress, but also impairs performance”. In the current working climate, there is great onus on time efficiency as deadlines need to be met, which ultimately contribute to the overall strategic vision of the company.

Prior to placement, goals or intended outcomes were devised, these goals were primarily based around gaining confidence in myself as a valued contributor to a place of work. Also, testing my ability to adapt into new job roles as it is something that I will most certainly have to do in the near future. Upon reflection, I acknowledge that I can be a valued contributor to a place of work if given enough time to learn and adapt to the new role. The confidence I have gained in myself through the work placement will serve me well in the future as I tend to lack belief in myself especially when applying for roles that I have little experience in. I previously feared that I may not be able to effectively contribute, but this placement has made me confident that I will comfortably adapt.

Kevin’s feedback was very positive, he has identified my IT skills and reliability as strengths of mine. Kevin also outlines that I could have perhaps arranged more consultations with him to further discuss particular elements of the offer. To improve on this in the future I could develop a schedule which sets dates for meetings as opposed to randomly arranging meetings. lastly Kevin identified subject knowledge and business/customer awareness as areas for improvement. To ensure that this does not hinder my performance in future employment I will conduct research into the mechanisms of the sector in which I am involved thus enhancing my knowledge of that area.

Critical evaluation of your potential career opportunities:

After consideration of skills, qualities and key learning experience gained on work placement I am under the impression that there are several career paths I could go down in search of career fulfilment. Within sport I have been exposed to numerous roles such as football coaching and a brief spell as a PE teacher’s assistant. Adding administrative work to this list of experiences enables me to make an informed decision on which path to choose. The national careers service matches my skills and capabilities to job roles in manufacturing and engineering as it recognises that I’m a meticulous planner and someone who shows great drive and determination in the completion of tasks. Although my skills match those needed for those kinds of roles I would prefer a career in sport or marketing so I will develop a plan based on such ambitions to make them as realistic as possible. Career fulfilment is very important to me because over the last four years I have worked in roles that I didn’t particularly enjoy which was having an undesirable effect on my morale. To achieve career fulfilment, I am willing to adopt a boundaryless career approach which essentially moves away from traditional organisational principles. The ‘ladder system’ or pyramid system is perceived to be the common career path in which employees attempt to climb the ladder for monetary rewards. The boundaryless career perspective is more unorthodox and is recognised as a system in which employees move laterally, diagonally, or apparent downward shifts to escape bad work environments and find personal fulfilment (Ayres, 2006).  

Upon completion of my degree I will consider doing an internship or graduate program which is sport or marketing based. Prospects is a great website for identifying such programs, McCurrach Ltd partner with fast moving consumer goods companies to increase sales across the UK and Ireland. McCurrach Ltd are just one of many places eager to get students with a 2:1 on board as they are aware of the energy and innovation a graduate can bring to the table (graduates may know what appeals to the younger market). “The sport, fitness and outdoors sub-sector, as a whole, employs 470,700 people” (SkillsActive, 2011). As sport is one of the fastest growing industries there appear to be more jobs available in the sectors that interest me. For example, Queens Sports arena in Belfast are advertising admin and gym management jobs, which I am currently waiting on a reply from my application. The Lisburn Leisure centre offer a three-month summer scheme job which gives the successful candidate a chance to work closely with the local community in an event organisation and coaching capacity. This role would be great for career development, as this job is supplied through the Lisburn & Castlereagh city council and it would be a great opportunity to network with respected people who could potentially provide a reference to other organisations within the local area.

All three of these job roles involve the use of leadership and responsibility skills, the national careers service identified these areas as weaknesses of mine. I would agree with the national careers service as I do sometimes let others take the reins and I am usually happy to follow their directions. To be successful in these positions I must put myself in more positions of control, positions that I am not exactly comfortable with as this is the best strategy for personal development. Therefore, taking on these challenging roles could be key to enhancing or kick starting my professional career.

Personal Development Plan:

REFERENCE LIST:

Aggarwal, J.C. (2014) Essentials of Educational Psychology, VIKAS publishing house PVT LTD, 3rd edition, Pg. 253.

Ayres, H. (2006) Education and Opportunity as Influences on Career Development: Findings from a Preliminary Study in Eastern Australian Tourism. The Journal of Hospitality Leisure Sport and Tourism, 5 (1), Pg. 16-27.

Crisp, R. J. & Turner, R. N. (2010). Chapter 1: Self Awareness, Esteem, Comparison. In Essential social psychology, 2nd edition, Pg. 2.

Felder, R.M. & Silverman, L.K. (1988) Learning and Teaching Styles, In Engineering Education,   78 (7), Pg. 678.

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods London, UK: Further Education Unit.

Littlejohn, S.W. & Foss, K.A. (2008) Theories of human communication, Thomson Learning, Inc, 9th edition, Pg. 7.

Macan, T. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79 (3), Pg. 381.

Mcquail, D. & Windahl, S. (2016) Communication Models for the Study of Mass Communications, 1st edition, Pg. 30.

Pulakos, E. Arad, S. Donovan, M. & Plamondon, K. (2000) Adaptability in the workplace: Development of a taxonomy of adaptive performance, Journal of Applied Psychology, 85 (4), Pg. 612.

Skills Active (2011) Skills Active – AACS LMI Factsheet, available at: https://www2.warwick.ac.uk/fac/soc/ier/ngrf/lmifuturetrends/sectorscovered/sportandleisure/links/skills_active_lmi_-_march_2010.pdf Last accessed 27/03/17

[technuter]

Boltt unveiled at CES 2017 with smart Wearable AI Ecosystem

Boltt, a Fitness Wearable Technology Company has launched its revolutionary Advanced Fitness Wearables and an AI enabled Mobile Health Application at a press conference held during CES 2017. The key products were: connected shoes, stride sensor, fitness trackers and a virtual health assistant named “B.” The keynote was addressed by Arnav Kishore (Founder & CEO) & Aayushi Kishore (Co-founder) with their vision to solve lifestyle disorders in youth due to lack of awareness & knowledge around health. With a goal to revolutionize the fitness and training space, their combination of cutting edge health monitoring technology stands out in each product, giving a powerful digital experience to the user. Boltt Mobile App brings together the most important fundamentals affecting your health, training, sleep, nutrition. The application comes along with a virtual assistant called ‘B’ that interacts with the users and gives real-time voice coaching &interactive feedback on health and training , throughout the day. “Our triple-threat fitness systems have been demonstrated at CES for the first time. Our vision is to change the regular fitness regimes and upgrade it with a combination of new-age thinking and technology. Boltt will be a one-stop solution place for the user’s health and fitness needs” said Arnav Kishore, CEO & Founder, Boltt Sports Technologies. The flagship product of the line-up is the connected shoes developed with the most unobtrusive form of sensor technology. Every Connected Shoe comes equipped with functionalities like energy bounce back, impact absorption, supportive cushioning balance and balanced gripping ground control for a comfortable and natural movement. The product unveiling was also joined by Sally Edwards (Triathlete, Running Expert and Founder of Heart Zones Inc, a Heart Rate Technology Company based out of Sacramento, California, US) & Mark Steele, a Sports Scientist and Biokineticist from South Africa. Speaking on advance coaching platform by Boltt, Mark Steel said, “Together with Boltt, we have created a very powerful tech-enabled sports training platform called Specialised Sports Performance (SSP). This platform will analyse data from the Boltt Stride Sensor and provide real-time feedback by displaying essential metrics of training and well-being for each player for coaches to observe.” The Stride Sensor that comes embedded inside the shoes, can be clipped on any shoe or be worn with the help of an ankle band. It can analyze performance metrics for sports like Soccer, Rugby, Hockey and other field sports. The sensor comes with 97 % accuracy, based on patented SDM technology of Garmin, the leading global manufacturers in wearables. Commenting on Boltt, Sally Edwards said “Our mission is to Make America Fit! We have been working with Boltt to include their stride sensor to work with a Custom Group Fitness Platform designed for Schools and health Clubs.” “Our plan is to take the Boltt wearables mainstream by tapping major use cases ascross fitness chains, sports academies, corporates, schools and insurance companies.  This will be in addition to the direct offline and online retail channels across the US, Asia and Europe. We are looking at becoming a leading player in the digital health ecosystem. We will also soon be integrating other wearables with the Boltt Health and Fitness App. The mission is to make our AI as scalable as possible” said Aayushi Kishore. @Technuter.com News Service Click to Post

[officialpramit]

SSP COACHING SERVICE | SSP COACHING IN NAMDARPURWA | SSP COACHING CENTER

कोचिंग की दुनिया में हाल के वर्षों में एक महत्वपूर्ण परिवर्तन देखा गया है। कठोर कोचिंग पद्धतियों और सभी के लिए एक-आकार-फिट दृष्टिकोण के दिन चले गए। SSP COACHING SERVICE के आगमन के साथ, कोचिंग अधिक वैयक्तिकृत और व्यक्तिगत आवश्यकताओं के अनुरूप हो गई है। यह अब केवल मार्गदर्शन और सलाह प्रदान करने के बारे में नहीं है; बल्कि, यह व्यक्तियों को अपनी अनूठी शक्तियों और क्षमताओं की खोज करने के लिए सशक्त बनाने के बारे में है। SSP COACHING SERVICE उन लोगों के लिए एक सरल और प्रभावी समाधान के रूप में सामने आती है जो अपने प्रदर्शन में सुधार करना चाहते हैं और अपने लक्ष्यों को प्राप्त करना चाहते हैं। इसके उपयोग में आसान प्लेटफ़ॉर्म और वैयक्तिकृत मार्गदर्शन के साथ, व्यक्ति अपनी पूरी क्षमता का दोहन कर सकते हैं और अपनी वास्तविक क्षमताओं को अनलॉक कर सकते हैं। यह सेवा संसाधनों की एक श्रृंखला प्रदान करती है, जिसमें अनुकूलित प्रशिक्षण कार्यक्रम, एक-पर-एक कोचिंग सत्र और समान विचारधारा वाले व्यक्तियों के सहायक समुदाय तक पहुंच शामिल है। चाहे किसी का लक्ष्य अपने पेशेवर कौशल को बढ़ाना, बेहतर आदतें विकसित करना या बाधाओं को दूर करना हो, एसएसपी कोचिंग सेवा उन्हें सफल होने में मदद करने के लिए आवश्यक उपकरण और सहायता प्रदान करती है।

[sspcoachingservice]

SSP Coaching Center in Namdarpurwa is a renowned institution that has been providing quality education to students for over a decade. With a team of highly qualified and experienced faculty, the center aims to nurture the intellectual and personal growth of each student.

[sspcoachingservice]

SSP Nagar: A New Chapter in the History of Namdarpurwa

The new name of Namdarpurwa village is SSP Nagar and it comes under Dhaurahra block of Lakhimpur Kheri district of Uttar Pradesh.

This place was the land of farmers. The full name of SSP is Siyaram Shivrani Parmanand. People of SC category live in this village. Today people call it SSP Nagar.

Namdarpurwa, now known as SSP Nagar, has long been a small but thriving community of farmers under the Dhaurahra block in the Lakhimpur Kheri district of Uttar Pradesh.

Renamed in honor of a local figure whose initials form the name “SSP,” this village holds a rich history rooted in agriculture and a sense of pride in its close-knit community.

SSP Nagar, with its full name as Siyaram Shivrani Pramanand Nagar, reflects a meaningful transformation, as it shifts from a traditional farming village to one with a modernized identity while keeping its strong community ties.

Historical Significance of SSP Nagar In the past, Namdarpurwa was known primarily for its farming lands and the diligent work of its inhabitants. The fields in the region are fertile, offering an abundance of agricultural potential that supports the villagers’ livelihoods and sustains their families.

Farming has been the cornerstone of this village’s economy and culture for generations, shaping the lives, values, and day-to-day activities of its people.

The rebranding to SSP Nagar was done to commemorate and honor the legacy of Siyaram Shivrani Pramanand, an important figure in the community. While details about Pramanand’s life and contributions may vary in local oral histories, the people of SSP Nagar hold him in high esteem.

This rebranding symbolizes more than a name change — it represents a tribute to a respected individual and is a reflection of the community’s values of respect, honor, and unity.

Demographics and Social Fabric SSP Nagar is predominantly home to people of the Scheduled Caste (SC) community. This demographic composition has greatly influenced the social dynamics, cultural practices, and communal bonds within the village.

The SC community here is known for its resilience, industriousness, and dedication to creating a prosperous life despite challenges.

These qualities have given SSP Nagar a unique character, as the people are united by a shared history and the common experience of working the land.

In recent years, government initiatives and programs for the welfare of SC communities have reached the village, bringing education, healthcare, and social development resources.

However, there is still a gap in resources compared to urban areas, which underscores the importance of continued governmental and social support to improve the living standards and opportunities in SSP Nagar.

Transition from Namdarpurwa to SSP Nagar The renaming from Namdarpurwa to SSP Nagar was a momentous change for the villagers. Not only did it represent a new identity, but it also became a matter of pride for the residents.

The name SSP Nagar embodies the spirit of the community, with each letter — Siyaram, Shivrani, and Pramanand — representing a legacy they honor. This change resonates particularly well with the younger generation, who feel a deeper connection to their heritage and now have an additional sense of ownership and pride in their village.

The Economy and Agricultural Foundation of SSP Nagar Farming is at the heart of SSP Nagar’s economy. The fertile land has made it ideal for cultivating a variety of crops, with a particular emphasis on staple grains and pulses that feed not only local families but also contribute to the broader economy of Lakhimpur Kheri district.

Most families own small to medium-sized plots of land, which they farm collectively or individually, depending on the crop and resources available. Agricultural techniques in SSP Nagar have traditionally been passed down through generations, with knowledge about the soil, weather patterns, and crop cycles being shared from elders to the youth.

However, modernization is slowly making its way into SSP Nagar, with a handful of farmers adopting more efficient techniques, such as improved irrigation systems, better-quality seeds, and fertilizers.

Government programs aimed at helping farmers access these resources have had a positive impact, although challenges like water scarcity, fluctuating market prices, and the need for modern equipment continue to affect productivity.

Education and Social Development Education has become an essential focus for SSP Nagar as families recognize its power to open doors for future generations. Primary education facilities exist within the village, though secondary and higher educational institutions are located some distance away.

For many families, sending their children, especially girls, to these distant schools is challenging. However, the community has a growing awareness of the importance of education, with literacy rates gradually increasing as more children are encouraged to pursue their studies.

Several non-governmental organizations (NGOs) and government schemes support the SC community by providing scholarships, vocational training, and career counseling.

These efforts aim to empower young people in SSP Nagar to explore professional paths beyond agriculture, providing skills that could lead to alternative livelihoods or the enhancement of local businesses.

Education initiatives have also fostered greater social awareness and encouraged the community to come together on matters of health, sanitation, and environmental care.