Education Finance Essay

1. 1Background to the Study The importance of education particularly in the 21st century to the total development of an individual is increasingly being over emphasized. This is due to the fact that an uneducated individual has little or nothing to offer the society; in terms of acquired wisdom. It is therefore not surprising that most parents are now developing keen interest about the education of their children, a situation that leads them to want to know more as well as partake in what goes on within the school system. In all countries of the world, education is recognized as the cornerstone of any structure for sustainable development of any nation. It is a fulcrum around which the quick development of economic, political, sociological and human country revolves. In Nigeria, the demand for popular education is so high because education is not only an investment in human capital, but also pre-requisite as well as correlated for economic development (Adeyemo 2000). The belief that education is an engine of growth rests on the quantity and quality of education in any country. In fact, the National Policy on Education (1981:6) states that education is the greatest investment that the nation can make for the quick development of its economic, political, sociological and human resources. It further adds that education shall continue to be highly rated in the national development plans because education is the most important instrument of change and that any fundamental change in the intellectual and social outlook of any society has to be preceded by educational revolution. Education, from the pragmatics perspective could be seen as the organization of experience into a holistic social intelligence for dealing with future experiences. The idealists see education as the cultivation of the desirable state of mind. Sociologically, it is seen as the dissemination of culture to the young generation. In other words, education is the â€Å"process by which the individual acquires the many physical and social capabilities demanded of him by the group into which he is born and within which he must function†,(Ohikhokhai, 2002 :154). A Similar definition by Fafanwa states: It is the aggregate of all the processes by which a child or adult develops the abilities, attitudes and other forms of behaviour which are of positive value to the society in which he lives, that is to say it is a process of disseminating knowledge either to ensure social control or to guarantee rational direction of the society or both. (Fafanwa, 1972: 8) There is no gainsaying the fact that Nigeria’s educational system at every level (Primary, Secondary and tertiary) has been experiencing a down turn in the last few years. One of such reasons could be attributed to the under financing of the educational sector. The success of a child in education depends largely on what the child is taught in primary school. In other words, primary school education is a foundation upon which all other levels of education are built. Many researches have revealed that good teaching particularly at the primary level, lay a solid foundation for higher studies and can make a lot of difference in pupils learning and ability to cope with other life challenges (Adepoju 2001). In order words, since the rest of the education system is built upon primary education, the primary level is the key to the success or failure of the whole system. Apart from home as the first agent of socialization, primary school is the first place that introduces formal education or literacy to the children. The National Policy on Education [2004] defines Primary Education as the â€Å"education given in institutions for children aged 6 to 11 plus† for a duration of six years. This definition is also supported by the International Standard Classification of Education (ISCED) which states that, â€Å"Primary Education (ISCED level 1) also known as elementary education, refer to the education programmes that are normally designed on a unit or project basis to give pupils a sound basic education in reading, writing and mathematics, along with an elementary understanding of other sources such as history, geography, natural science, social science, art and music† The goals of primary education as stated in the National Policy on Education [NPE, Section 3(16) is to: i. Inculcate permanent literacy and numeracy, and the ability to communicate effectively; ii. Lay a sound basis for scientific and reflective thinking; iii. Give citizenship education as a basis for effective participation in and contribution to the life of the society; iv. Mound the character and develop sound attitude and morals in the child; v. Develop in the child the ability to adapt to his/her changing environment; vi. Give the child opportunities for developing manipulative skills that will enable him to function effectively in the society within the limits of his/her capacity vii. Provide the child with basic tools for further educational advancement including preparation for trades and crafts of the locality Inspite of government’s commitment to the provision of basic education for all, dwindling financial resources coupled with sectoral competition for resources may hinder its progress. According to Hallak (1990), successive waves of economic and educational crises affected the efforts of government and social demand for education so that education both the general tensions in the development of education and the imbalances that had emerged in the previous two decades were aggravated. Nevertheless, inspite of the huge financial commitment and the high priority given to education, experts and scholars still doubts the adequacy of the fund in meeting with the growing students’ enrolment. In view of the foregoing, the government alone may not be able to meet the social demand for quality basic education. Therefore, private sector participation in the ownership and control of schools is inevitable thereby complementing the efforts of government. The decade from 1990 witnessed an upsurge in the number of private institutions of learning in Africa in general and Nigeria in particular. Before this decade, most African Countries committed much of their expenditures on public education, which served as an instrument for building the nation, following independence. Today, there is pressure on African governments to shift from subsidization to privatization of their educational systems. Friedman’s (1955) theories on the privatization of education were and continue to be supported by researches who contended that public educational institutions lack incentives to improve educational systems. Among others, Chubb and Moe (1990) and Coleman (1997) argued that allowing school choice, mainly through the promotion of private schools, would improve educational markets. Many important educational decisions are related to costs of schooling. Information on costs is necessary to monitor resource allocation over time, to diagnose the function status of the education system, and to evaluate the efficiency in resource utilization (Tsang 2002). Specifically, cost of education refers to the resources used in the production of education services. They include not only public expenditure on education, but also private resources invested in education (Tsang & Kidchanapanish, 1992) Costs in this study are used to signify private cost of education incurred by the individual pupils and their families, and institutional costs of education incurred by the institution of learning. Tsang (1995), refers to private cost of education as those resources provided by household, individuals, and the community to support the production of educational services, which could be in form of Direct Private costs [Tuition Fees] which is only included in this study, Private Contribution [donations in the form of cash/gifts] and indirect costs [economic value of forgone opportunities of school] Babalola [1995] defines institutional costs of education as costs borne by the institution of learning. They consist of recurrent and capital cost. The recurrent costs are mainly what we are concerned with in this study. An ideal costing system relative to the input-output will enhance quality decision and planning programme for schools. The accurate knowledge of costing pattern will aid decision makers in the schools on the best alternative that may be considered in the management of the schools system. An ideal costing system will also enable parents, families etc to determine the cost effectiveness of enroling their children into private primary schools. 1. 2Statement of the Problem. The problem of rising cost [tuition fees] in educating pupils in private primary schools in Akinyele Local Government which has become an issue of concern to parents, families, wards and stakeholders alike. There is the need for private primary school administrators to pay serious attention to the causes and consequences of these rising costs [which could sometimes be as a result of high recurrent costs], with a view to controlling them while keeping pace with quality and productivity in the private primary school system. In view of the above therefore, this study endeavours to provide answers to the following research questions: 1. 3Research Questions 1. What is the total enrolment of each of the five [5] selected private primary schools in Akinyele Local Government Area from 2006-2010? 2. How much is the amount incurred by the schools in the five (5) years period on recurrent cost? 3. How much is the amount borne by families, parents or wards with five (5) years period on direct private cost per pupil [tuition fees]? 4. What is the correlation between direct private cost per pupil [tuition fees] and recurrent cost per pupil? 5. What are the sources of revenue available to the schools in sourcing for funds for the smooth running of the school? 1. 4Purpose of the Study The main aim of this study is to attempt to provide an analysis of the total direct private cost [tuition fees], total recurrent cost and sources of finance of private primary school system in Nigeria over the period of 5 years (2006-2010 academic years) with private primary schools in Akinyele Local Government as the case study. The study also attempt to highlight on the following: a. To determine the total enrolment of the five (5) selected private primary schools in Akinyele Local Government Area from 2006-2010 b. To determine the recurrent cost per pupil incurred by the school for five (5) years. c. To determine the direct private cost [tuition fees] per pupil borne by pupils, parents families etc for five (5) years d. To determine the Correlation between direct private cost per pupil and recurrent cost per pupil incurred will be determined for the five years (2006-2010) e. To determine sources of revenue available to the schools from 2006-2010 1. 5Significance of the Study This study will be significant in the following ways Firstly, it would serve as a source of statistical data information to primary school administrators and stakeholders alike for effective and efficient planning and cost control in private primary schools. Secondly, the study will provide the basic x-ray of cost pattern in Nigerian private primary schools from which future judgement with respect to plans, policies and programmes can be made. To this end, primary school administrators will be able to guide against any future deviation from expected goals Thirdly, the study could also provide private primary school administrators knowledge on the best decision to make with regards to the issues of pupils enrolment, staff employment, maintenance and so on. Also, the study will disclose the amount of money expended by the five (5) schools within the five (5) years period in recurrent costs. Furthermore, the study will disclose the direct private cost borne by pupils, families etc in the schools within the five years period. Lastly, the study will find the relationship between private direct cost per pupil and recurrent cost per pupil in the five (5) selected schools 1. 6Scope and Limitation of the Study This study focuses on the historical analysis of recurrent costs, private direct costs [tuition fees] and revenue sources using private primary schools in Akinyele Local Government as a case study. The study is, however limited to 5 out of the 24 registered private primary schools in Akinyele Local Government Area of Oyo state as at 2006-2010. Owning to the fact that the recurrent education expenditure increasingly accounts for greater percentage of the total capital and recurrent expenditures in Africa, this study concerns only the recurrent expenditure incurred by the schools, direct private costs borne by the pupils, families etc and sources of finance. This is in line with Coombs and Hallak (1987:55) and Mingat and Tan (1988:26) who rightly observed that most analysis of unit costs focus on recurrent spending because capital costs typically are only small part (in Africa, less than 20 percent) of the cost of education. According to Mingat and Tan, unless the objective is to access the cost of building additional school places (which is not the case in this study), the analysis of unit costs is usually directed at recurrent spending. Federal government primary schools and public primary schools are not included in this study because the study deals with only selected private primary schools 1. 7Operational Definition of Terms In order to enhance better understanding of this research project, certain operational terms that were used are clearly defined to reflect the specific situation with which they are used. Cost: This refers to the actual or notional expenditure incurred on or attributes to, a specific thing or activity. It refers to what is given up in order to educate an individual or group of individual. Although, total cost in education is a function of capital and recurrent cost, the cost referred to in this research work is specifically recurrent expenditure which constitutes about 80% of the total expenditure in the primary schools. Cost is used interchangeably with expenditure in this research Institutional Cost: This refers to what the institutions of learning (primary schools) have to give up in order to provide education or train the pupils. They are both capital and recurrent costs. However, institutional cost in this project excludes capital costs. Private Cost: These are borne by the individual pupils and their families. They relate to both direct and indirect costs of education which are borne through tuition fees, earning forgone, additional living costs, books uniform and transport. However, private cost in this project includes only tuition fees [direct private cost] Recurrent Cost: These are those costs for goods and services consumed in the course of a budget year, and which must be regularly replaced. Here, it include such expenses incurred on items such as staff salaries and allowances, maintenance, payments of electricity bills, purchases of materials needs etc Recurrent cost is also known as the running cost of education Unit Cost: This is the average cost incurred in providing academic service to the pupils. It is calculated by dividing the total expenditure per session by the number of students enrolled. In its operational term, the unit cost here refers to the actual amount or expenditure incurred per pupil during the course of the teaching-learning process in the primary schools. Its determination here does not however include expenditure on Capital items. Finance: Finance according to the context of this study is the act of raising or sourcing for funds for the running of the school. School: A school according to the context of this study refers to primary schools where formal teaching process takes place. CHAPTER TWO REVIEW OF RELATED LITERATURE In this chapter the literature review is made under the following headings: 1. Concept of Cost 2. Cost of Education 3. Private Cost of Education 4. Direct Private Cost of Education [Tuition Fees] 5. Institutional Cost of Education 6. Recurrent Cost 7. Unit Cost of Education 8. Cost Determinants 9. Cost Control Strategies 10. Sources of Revenue for Education 1. CONCEPT OF COST The definition of cost is very open, as it means a lot to different people. People tend to define or use it to say their purpose. To some cost is the price paid for a commodity or for the consumption of goods and services. In economic term, the concept of cost if perceived as something which is given up in order to have another. In more a precise way, we can monetary say that cost is alternative forgone. It may be the monetary expense on education. In its broad usage cost implies the resources [money, materials and men] used up for the operation of a business enterprise [Lipsey, 1976; Aghenta, 1993] Babalola [1991] also gave credence to this assertion that cost is a measure of what is given up in order to produce or consume a commodity. Adedeji [2002], see cost as a measure of what is given up in order to produce or consume a commodity, Agunbiade [1997] citing Pandit [1979] stated that expenditure is the total financial resources allocated to a specific economic activity for a given period usually a year. Unit cost analysis helps the understanding of the internal efficiency of the use of resources at the institutional level. Cost effectiveness analysis relates cost of inputs used up in the teaching-learning process with the output. This helps decision makers to make rational choices between various alternative courses of action. Unit cost helps planners to know the cost of keeping a student at school, operating a school etc. The unit cost required by a student in a year is referred to as input and educational planners have of recent named it the â€Å"student year†. Unit cost has been the basis for funding education in Nigeria, for example, when the Federal Government launched its Free Education Programme in 1977, it used unit cost in allocating funds to the scheme, that is forty naira per pupil (Daily Times of Nigeria, 4th January 1980, Editorial Comment). Longe (1988) maintained â€Å"cost information is crucial in decision making as it facilitates efforts to make the best but the least costly choice among alternatives†. In the event of embarking on any programme without considering the cost such programme end up being a white elephant project which will only lead to wastage of heard earned resources. 2. COST OF EDUCATION Many scholars have tried to define cost of education over the ages. Akanbgou [1981] defines cost of education as being â€Å"all the real resources used up in the production of human assets†. He agreed with Pandit and Bourgeis who define cost as the real resources used up in the form of educated manpower. Obasi [1983] observed cost of education as â€Å"the sum total of all the resources used up in the production of human capital asset in the form of educated manpower†. Longe [1988] defines cost of education as the value of all the resources in terms of money and sacrifice used to accomplish educational project. That is, to produce and educated person. This definition could imply not concerned with monetary outlay and expenses on education but also the income forgone on opportunity cost which represents the real charges resulting from the operation of the educational system. Babalola [1995] posited that education cost is a measure of what a student, an institution of learning or the public has to give up in order to educate an individual. While Adedeji [1994] quoted by Oladejo [2002] opines that educational cost represent the value of all the resources in term of money and sacrifice used to accomplish a given educational or project. This definition implies that the expenditure in an educational institution is the monetary expenses incurred by the institution to produce an educated person. In the view of Babalola [2000], he sees cost of education as the â€Å"total resources devoted to education, this includes direct money outlays† [tuition fees, expenditures on additional living items, books, uniform and transport]. They also include indirect financial burdens [in form of opportunity cost measured as the loss of income incurred either by the individual or by the society as a result of schooling]. He stressed further by saying cost of education include non monetary cost [which include such things as the burden of study and for some students, pain of being away from home]. The loss of opportunity to earn wages or salaries in the labour market is the true cost of the individual student of his or her decision to enroll in a full-time or part-time course of education. The cost of education to a country consists of total public education expenditure, total direct private cost, total indirect private cost measured in terms of forgone earnings, improperly estimated educational cost on government education expenditures. Expenditure on education overtime has been observed to be on the increase across different levels of education in most countries of the world and in Nigeria in particular. It should be noted however, that the cost of emphasizes is the recurrent cost which constitute a greater percentage share of total expenditure in education and direct private cost [tuition fees] According to Ojo [1986] quoted by Oladejo [2001], education has enjoyed a higher share of national budget over the years due to the increasing level of expansion brought about by a continue increase in education demand. Agunbiade [1997], observed that there was a staggering figure for educational expenditure during the third national development plan. This expenditure has continued to be on the increase over the years in most different institutions which of cause differ from one institution to the other. However, as an institution’s enrolment increases, the tendency is that both the expenditure and revenue should increase equally. But, according to Agunbiade [1997], revenue do not correspond with the increase in enrolment. Psacharopulars and Woodhall [1997] posited that attitude towards educational expenditure began to change as predicted by Jallade [1973] partly due to the huge increases that has occurred during the period. According to them there is increasing evidence of financial constraints in many developing countries as proportion of expenditure has began to decline. However, Zymelman [1982] cited Psacharopoulos and Woodhall [1997] explained that expenditure on education at all level in African nations including Nigeria has remained fairly constraint. Afolabi [2001] in his article asserted that the cost of education in recent times in Nigeria has become astronomical which according to him is attributed to increase in teachers salaries and allowances to meet with the hyper-inflation condition in the country. This statement is posited by Shehan [1973:16] where he explained that real expenditure per pupil has risen in many countries of the world. Real expenditure in this context means money expenditure deflated by appropriate price indices for the various inputs [teachers, books, equipment etc] which are used in the educational system. The higher level of education demand more expensive buildings and equipment and more emphasis on high-cost research activities. Enrolment increases has been greatest at these high cost levels. The increase in enrolment at the high-cost end of the system continue to increase demand for more resources [that is, financial resources which represents the expenditure to be incurred in the production process] Institutions overtimes, have witnessed continue increase in the expenditure pattern. This continues expenditure increase as argued by Shehan [1983] have a weakening effect on institutions considering the overall level of finance available to them, hence the need for a comprehensive system of cost control private primary school system. 3. PRIVATE COST OF EDUCATION. Concepts of cost from the viewpoint of economic analysis; the proper definition of cost (real cost or economic cost) of an input to education is its opportunity cost, which is measured by the value of the input in its best alternative use. Applying this concept to the cost of an education system, the real cost of education includes not only public expenditure on education but also private costs (Bowman, 1966). Private resources to education can be classified into three categories: direct private costs of education, household contributions to school, and indirect private costs of education (Tsang and Kidchanapanish, 1992). Direct private costs of education are expenditures by parents on their children’s schooling, such as expenditures on school fees (tuition and other school fees), textbooks and supplementary study guides, writing supplies, uniform, school bag and transportation. Expenditures on school fees are part of the revenue for a school to be used to finance institutional costs; they may be used to pay teachers in a private school or used to support non-personnel costs in a government school. Non-fee expenditures are additional financial resources to schooling not captured in institutional costs. For primary school pupils in some countries there are also boarding costs. Household contributions to school are contributions, in cash or kind from families to school and/or school personnel (e. g. teachers). Contributions to school can be used in a variety of ways, for example, to purchase reading materials for a library, to purchase sports equipment, or to construct a school building. They are captured in the institutional costs of a school. In some countries, household contributions to teachers are the main source of income for rural primary teachers (Paulsen, 1981; World Bank, 1991). Household contributions can be important in the financing of education in that they augment public resources to education and they can be managed by school personnel. Indirect private costs of education refer to the economic value of the opportunities foregone as a result of schooling. The opportunities foregone can be a child’s labor in family production, in looking after younger siblings, and/or in performing other household chores. Such costs are usually difficult to estimate and assumptions have to be made about the economic value of a child’s labour, nevertheless, they are still important to consider in that parents sometimes withhold their child from school because of the need for the child’s labor, especially for parents in the rural areas (Psacharopoulos and Woodhall, 1985). In a recent study of India, Tilak (1985, p. 22) estimated that the indirect private cost in terms of foregone earnings accounted for about 40% of the real cost to education, based on 1977-78 data. For purposes of improving education quality, there are at least four reasons for considering private resources to education. First, direct private costs and household contributions are direct private resources that augment public resources to education. Some of these direct private resources (such as school fees and household contributions) can be used by the school as intentions to raise quality. Second, how parents allocate their resources to schooling is also relevant. Parents may be encouraged to spend more on items (such as textbooks and other learning materials) directly related to student learning. Third, differences in private resources to education among social groups may exacerbate educational inequalities among social groups. A good understanding of the variations in private resources to education will inform educational policies designed to mitigate educational inequalities. And fourth, the omission of private resources can significantly underestimate the true costs of education and may lead to erroneous estimates of the costs of quality-improvement interventions. To date, there are very few studies of private resources to education in developing countries, and information on private resources to education in these countries is either lacking or fragmentary (Tsang, 1988). However, the available evidence indicates that private resources to education are very substantial (Tilak, 1985; Tan, 1985; Paulsen, 1981); they also vary significantly among countries and type of school (Wolff, 1985; Schiefelbein, 1986). These preliminary findings indicate the potential of private resources to education as a policy option for educational decision makers for influencing educational quality. 4. DIRECT PRIVATE COST OF EDUCATION [TUITION FEES] According to Tsang (1995), Direct private costs are defined as household educational expenditure related to a child’s schooling, including tuition expenditure and non-tuition expenditure (such as spending on other school fees, textbooks and supplementary study guides, uniforms, writing supplies, school bag, transportation, and boarding). Thus, direct private costs are divided into two components, non-tuition costs and tuition costs. Non-tuition costs are put into two groups: instruction-related costs (such as parental expenditures on textbooks, workbooks, and writing supplies) and non-instruction costs (such as parental expenditures on uniform, school bag, transportation, shoes and sportswear, and school fees on sport activities and other school events). However, private direct cost in this project includes only tuition fees. Wolff provided measures of the direct private costs for students in secondary schools in nine eastern African countries (1985, pp. 51-55). The ratio of total direct private cost to total cost per student varies according to the type of secondary schools and country. It ranged from 0% for day schools in Somalia for 1981-82 to 81% for assisted Harambee schools in Kenya for 1981-82. The ratio for boarding schools was consistently higher than that for day schools. On the average, direct private costs accounted for one third of the total cost per pupil. High direct private costs were also reported in Tan’s study of secondary schools in Tanzania (1985b). She found that even though state school students paid no fees, their school-related expenditure added up to US$139 per student in 1981. The direct private costs for students in private schools were even higher (US $439). Bray (1996) surveys educational cost studies in nine East Asian countries. He finds that direct private costs as a percentage of total costs in public primary schools range from less than 10% in Lao PDR to over 70% in Cambodia. Most hover around 20%. Carnoy and Tores (1994) finds that parents assume about 30% of the total cost of public primary education in Costa Rica. Carnoy and McEwan (1997) carry out a similar study in Honduras. Restricting their attention to uniforms, school supplies, and matriculation fees, they find that direct costs account for 43. 5% of total costs; under more conservative assumptions, the figure is still 27. 4%. 5. INSTITUTIONAL COST OF EDUCATION This consists of capital cost and recurrent cost. Capital costs are associated with durable educational inputs particularly land, building, furniture and equipment which are made use of in a single fiscal year. Usually people talk of capital stock versus capital flow. The stock of capital is inventory of buildings equipments and other capital items out sting at a given point in time. It is like reservoirs that can be drained down by depreciation or renovate and enlarge by new inflows. The volume of an educational system capital stock can be measured by depreciating the original cost of each in the inventory at the appropriate rate (adjusted for major repair, additional and replacement made in the items). Educational expenditures are those that contribute directly to teaching, learning and research, for example, teachers’ salaries and allowances, salaries and allowances of administrator, that is, non-teaching staff, expenses on books and stationeries, transport cost other consumable materials like water, electricity, post and telegram etc. and additional buildings. Thus, expenditures on consumable goods such as materials and personnel salaries, rent, interests, grants etc used up within an accounting year are classified as recurrent expenditure (cost). While capital (cost) expenditures include the purchase of durable assets such as buildings or equipment, that are expected to yield benefits over a longer period. To Psacharopoulos and Woodhall (1997), the crucial distinction between recurrent and capital cost lies in the source of finance. To them, recurrent expenditures are financed from current income or revenue, while capital expenditures are financed by loans from international agencies as well as other sources of income. Owning to the fact that the recurrent education expe.   

Philippine Literature During the Japanese Era Essay

During the Japanese Occupation, when Tagalog was favored by the Japanese military authority, writing in English was consigned to limbo. It picked up after the war, however, with a fervor and drive for excellence that continue to this day. Stevan Javellana’s â€Å"Without Seeing the Dawn† (1947), the first postwar novel in English, was published in the United States. In 1946, the Barangay Writers Project was founded to help publish books in English. Against a background marked by political unrest and government battles with Hukbalahap guerrillas, writers in English in the postwar period honed their sense of craft and techniques. Among the writers who came into their own during this time were: Nick Joaquin, NVM Gonzalez, Francisco Arcellana, Carlos Bulosan, F. Sionil Jose, Ricaredo Demetillo, Kerima Polotan Tuvera, Carlos Angeles, Edilberto K. Tiempo, Amador Daguio, Estrella Alfon, Alejandrino Hufana, Gregorio Brillantes, Bienvenido Santos, Dominador Ilio, T.D. Agcaoili, Alejandro R. Roces, Sinai C. Hamada, Linda Ty-Casper, Virginia Moreno, Luis Dato, Gilda Cordero-Fernando, Abelardo and Tarrosa Subido, Manuel A. Viray, Vicente Rivera Jr., and Oscar de Zuà ±iga, among many others. Read more:  The Virgin by Kerima Polotan Fresh from studies in American universities, usually as Fulbright or Rockefeller scholars, a number of these writers introduced New Criticism to the country and applied its tenets in literature classes and writing workshops. In this way were born the Silliman Writers Summer Workshop (started in 1962 by Edilberto K. Tiempo and Edith L. Tiempo) and the U.P. Writers Summer Workshop (started in 1965 by the Department of English at the U.P.). To this day, these workshops help discover writing talents and develop them in their craft. Culture The arrival of the Japanese caused tremendous fear, hardships and suffering among the Filipinos. The Filipino way of life was greatly affected during the Japanese period. The Filipinos lost their freedom of speech and expression. The development of art was also stopped. Filipinos greatly feared the â€Å"zoning†. There were Filipinos spies hired by the Japanese to point those who were suspected of being part of the guerilla movement. The Japanese made some changes in the system of education. Music Despite the terror and uncertainty brought by the Second World War and the Japanese rule in the country, playing and listening to music were among the leisure activities that somehow made life bearable for Filipinos. Under their rule, the Japanese imposed their own music on the country. Japanese music was heard daily in radio broadcasts. Their songs were also taught in public schools. Students, however, never took these songs to heart. The performance of jazz and Western music identified with the allied nations of the war was prohibited. Hence, the Japanese held conferences and lectures on Oriental music in Manila with the hope of diverting the loyalty of the Filipinos away from the Americans. The first was a Japanese Musical Mission to the Philippines held on May 7, 1943, with the support of the New Philippine Musical Federation headed by Kosak Yamada. The Japanese nevertheless encouraged the creation and performance of music with native themes through music contests. Concerts were also a common form of amusement for Filipinos at the time and the Metropolitan Theater became an important venue for cultural events. Classical music, including opera, flourished during the war. For instance, the New Philippine Symphony, the first all-Filipino orchestra, was organized. It performed an all-Philippine symphonic program in July 1942, with Francisco Santiago as conductor. The Philippine Conservatory of Music, an affiliate of the Philippine Women’s University, was one of the few music schools in the country that opened during the war. Music-making remained a popular pastime in homes. Families sang and played musical instruments to entertain themselves. On special occasions, families held special concerts for themselves, as well as their friends. All these prove that even during turbulent times, Filipinos’ love of music could never be suppressed. Poetry Three types of poems emerged during this period. They were: 1. Haiku – a poem of free verse that the Japanese like. It was made up of 17 syllables divided into three lines. The first line had 5 syllables, the second, 7 syllables, and the third, five. The Haiku is allegorical in meaning, is short and covers a wide scope in meaning. 2. Tanaga – like the Haiku, is short but it had measure and rhyme. Each line had 17 syllables and it’s also allegorical in meaning. 3. Karaniwang Anyo (Usual Form) – like those mentioned earlier in the beginning chapters of this book. Drama The drama experienced a lull during the Japanese period because movie houses showing American films were closed. The big movie houses were just made to show stage shows. Many of the plays were reproductions of English plays to Tagalog. The translators were Francisco Soc Rodrigo, Alberto Concio , and Narciso Pimentel. They also founded the organization of Filipino players named Dramatic Philippines. A few of playwriters were: 1. Jose Ma. Hernandez – wrote PANDAY PIRA 2. Francisco Soc Rodrigo – wrote sa PULA, SA PUTI 3. Clodualdo del Mundo – wrote BULAGA (an expression in the game Hide and Seek). 4. Julian Cruz Balmaceda – wrote SINO BA KAYO?, DAHIL SA ANAK, and HIGANTE NG PATAY. C. Short Story The field of the short story widened during the Japanese Occupation. Many wrote short stories. Among them were: Brigido Batungbakal , Macario Pineda, Serafin Guinigindo , Liwayway Arceo , Narciso Ramos, NVM Gonzales, Alicia Lopez Lim, Ligaya Perez, and Gloria Guzman. The best writings in 1945 were selected by a group of judges composed of francisco icasiano , jose esperanza cruz, antonio rosales, clodualdo del mundo and teodoro santos. As a result of this selection, the following got the first three prizes: first prize: narciso reyes with his lupang tinubuan second prize: liwayway arceo’s uhaw ang tigang na lupa third prize: nvm gonzales’ lunsod nayon at dagat-dagatan Noteworthy writer of the period was Carlos P. Romulo who won the Pulitzer Prize for his bestsellers I SAW THE FALL OF THE PHILIPPINES, I SEE THE PHILIPPINES RISE and his MOTHER AMERICA AND MY BROTHER AMERICANS. Journalists include Salvador P. Lopez, Leon Ma. Geurrero, Raul Manglapuz and Carlos Bulosan. Nick Joaquin produced THE WOMAN WHO LOOKED LIKE LAZARUS. Fred Ruiz Castro wrote a few poems. F.B. Icasino wrote essays in The Philippine Review. Literature Because of the strict prohibitions imposed b the Japanese in the writing and publishing of works in English, Philippine literature in English experienced a dark period. The few who dared to write did so for their bread and butter or for propaganda. Writings that came out during this period were journalistic in nature. Writers felt suppressed but slowly, the spirit of nationalism started to seep into their consciousness. While some continued to write, the majority waited for a better climate to publish their works. Carlos Bulosan’s works included THE LAUGHTER OF MY FATHER (1944), THE VOICE OF BATAAN, 1943, SIX FILIPINO POETS, 1942, among others. Alfredo Litiatco published With Harp and Sling and in 1943, Jose P. Laurel published Forces that Make a Nation Great. The Commonwealth Literary Awards gave prizes to meritorious writers. Those who won were: 1. LIKE THE MOLAVE – by Rafael Zulueta da Costa (Poetry) 2. HOW MY BROTHER LEON BROUGTH HOME A WIFE – by Manuel E. Arguilla (Short Story) 3. LITERATURE AND SOCIETY – by Salvador P. Lopez (Essay) 4. HIS NATIVE SOIL – by Juan Laya (Novel) President Manuel L. Quezon’s autobiography THE GOOD FIGHT was published posthumously. Radio broadcasts echoed the mingled fear and doubts in the hearts of the people. Other writers of this period were Juan Collas (19440, Tomas Confesor (1945), Roman A. de la Cruz and Elisa Tabuà ±ar .

CAREER PLAN Essay Example | Topics and Well Written Essays - 250 words

CAREER PLAN - Essay Example As Watkins notes, â€Å"First and foremost, career choice reflects an implementation of life-style; it involves putting the life-style into practice via one’s career†.4 The reflective nature of the process that follows is designed to get you thinking about the meaning of work and of careers within your life.5 If you have trouble articulating responses to individual questions then you may wish to have a person who you trust ask these questions of you, and record your responses. You could then edit, and further expand on, your responses as needed. You will be evaluated on: (1) Completing all sections (2) How well written it is; (3) How comprehensive it is; and (4) The extent to which you bring in other resources relating to career planning in your writing. You should save a version of this file at a location where you can work on it. When you are ready to submit this part of your Career Plan, go to the Assignments Link in Oncourse, and submit it as an attachment. The articles listed below or those posted in the â€Å"Resources† folder on Oncourse may help you in thinking about the below question. Students who make effective use of these and other relevant resources will receive higher grades for this assignment. Developing an understanding of your personality is important to developing interests will help to identify aspects that either impede or promote your ability to engage in a rewarding career path. Understanding your personality type will also better prepare you with the knowledge to engage in a path based on personal intrinsic/internal motivation. Complete the KeirseyTemperament Sorter-II (KTS-II)6 personality assessment using the following link: Idealists, as a temperament, are passionately concerned with personal growth and development. Idealists strive to discover who they are and how they can become their best possible self -- always this quest for self-knowledge and self-improvement drives their

Entering HVAC Market Assignment Example | Topics and Well Written Essays - 3000 words

Entering HVAC Market - Assignment Example Keeping in mind the recent merger with the firm providing technological expertise in wireless communications the report outlines Goals and Plans needed to be devised by the firm, ways in which it can innovate in order to capture the new market the firm is venturing into, needs as ways to train employees and emphasizes the importance of strategic leadership. This report should be helpful to prepare the firm for a change and reorganizing it needs in order to survive the HVAC market. It outlines ways to innovate and brings forth the innovation process. It brings into account organizational behaviors and motivation factors which are beneficial to the company. It also provides an effective model for the sequence of changes. In view of the recent merger of the firm providing security system and our venture into the area of Eco-Friendly HVAC Systems a change in the organizational behaviour is in order. To make our company goal directed and structured activities such as Planning, Organising, Controlling and Leading must be rationalized. Our operations are now just not restricted to providing IT network equipment like LAN's and Firewalls. The merger has brought in the expertise in wireless technologies and thus broadened the horizon. Thus the foremost essential part of the strategic itinerary is to setup the goal and device a plan to achieve the set goal. A bottom up strategy for devising a mission statement is advisable. Firstly specific, measurable targets should be set up for each individual and departments forming the operational goals. Tactical goals should be conveyed to the middle management aiding the functions of major divisions of the firms. The senior management should be aware about short term and long term goals about the position of the firm in the market in future. Finally a Mission Statement has to be devised to be presented to the external players depicting the overall intent of the firm. In order to achieve these goals a particular strategy or a long term course of action needs to be in place. A few success indicators and corresponding strategic enablers must be considered in this context. Market Penetration Agility, Market Share Momentum, Rate of Return Factor and Shareholder Value Growth must be measured in terms of our technology standards meeting the market requirements, differentiation and compelling competitive advantage, strength relative to other economic value players (customers, competitors, suppliers, and channel members) and Proactive CRM, support, operational excellence, derivative products respectively.The Management By Objectives (MBO) approach is the one most likely to provide beneficial results. The following figure explains the working of the MBO approach. The Management By Objective approach:: Managerial Planning and Goal Setting. -Daft and Marcic 2008 Three approaches might be considered while developing a strategy to enter the new market of Eco-Friendly HVAC Systems production: The Position approach, Resources approach or the Opportunistic approach.

Evaluation of Three Different Types of Spectroscopy Lab Report

Evaluation of Three Different Types of Spectroscopy - Lab Report Example The sample is then heated via flame, plasma or electricity; this causes desolvation, liquefaction, vaporization and finally atomization (Sagi & Rathnam, 2013). Components include; a) The light source which is usually a hollow cathode lamp. Atoms of different elements absorb specific wavelengths of light therefore in order to analyse a sample for a specific element, the light source used must correspond to the wavelength of that element. b) A compartment in which samples are atomised via (flame, graphite furnace, MHS cell, FIAS cell, FIMS cell). c) A monochromator that disperses the light. d) A detector, which measures the light intensity and amplifies the Signal. e) A display that shows the reading. AAS has various uses such as analysis of bodily fluids like blood and urine for heavy metal poisoning and monitoring of the environment by measuring levels of certain elements in lakes, food like fish and the air (Karabegov, 2011). Fluorescence is a photon emission process. Absorption of light by some molecules causes movement of electrons from the ground state to an excited state. This excited molecule will return to a lower energy level by dispersing part of its energy. It will then return to the ground state by emission of a photon (fluorescence). As a result of this loss of energy, stokes shift is observed. Stokes shift is when there is a difference in wavelength of the absorption and emission spectra (Ge, et al., 2010) Only molecules containing a functional group which has the ability to absorb energy of a certain wavelength and re-emit it at a different but specific wavelength (fluorophore) will exhibit fluorescence (Ge, et al., 2010) a) The light source, an example of the first type used is the tungsten-halogen lamp and later on, mercury lamps were used. However, now xenon lamps are mainly used. b) A Monochromator used to select both the excitation and emission wavelength. c) Sample holders, the cuvette is placed in

Struggle of Human Nature in the Lord of the Flies Research Paper

Struggle of Human Nature in the Lord of the Flies - Research Paper Example Thesis Statement The research paper will intend to focus on the fight or the resistance of human character that is experienced by the marooned boys in the island in their quest for survival. The background of the story was found to have occurred during the mid period of an unnamed nuclear war. The literary work aims at depicting the characters or the boys plunge or transformation into savagery. This particular research paper will try to make an attempt to gain a lucid comprehension regarding the contradictory desires towards civilization. Discussion The novel has already been stated to be a narrative of a situation where a group of few young British boys discover themselves abandoned in a particular island. The attempts made by them for the reason of their respective survival are known to offer a thoughtful insight into the aspect of human character. The story narrates a situation where a remarkable transformation of the human character can be evidently observed good to malevolence, order to disorder and finally from progress to savagery. This particular novel that is the Lord of the Flies concentrates or focuses on unraveling the various circumstances under which the inherent evil is made to surface with regard to the character of the individuals. The consequences as a result of failing to deal with one’s own trepidations have also been highlighted along with indicating the fight that takes place between the disorder and the civilization in a situation of ‘survival of the fittest’. The aspects related to the existence of the thin line between civilization as well as disorder, the inherent human evil, supremacy along with its effects and grouping has been found to be identified in this specific novel (Venkat, â€Å"Literature and the Individual†). The underlying subject matter of the novel has been deciphered to be the collapse of culture towards disorder or rather savagery. This definite facet has been supposed to revolve around or s tress on the fight that takes place among the decision rudiments associated with the society involving regulation, customs, principles along with the disordered components which have been acknowledged to be an integral part of the people’s savage characters that is believed to entail chaos, bloodlust, self-centeredness, amorality and the yearning for supremacy. The study of the fundamental subject matter of the novel relates to the actuality of referring civilization as a facade which is simply capable of being perforated with the intention to disclose the cruelty that is supposed to be associated with the human character (Althaus, B., â€Å"Lord of the Flies - Parallels and Differences Between Golding's Novel and Hook's Cinematic Adaption†). The disagreement between the facets of civilization as well as savagery has been found to be competently highlighted with the assistance of the depiction of the various shades of the human nature in relation to the characters of t he story. The character of Ralph which has been identified to be the central character of the novel along with Piggy has been depicted as figures of leadership and ethics. In contrast to the mentioned personalities, the character of Jack along with his most trusted associate Roger has been regarded to be adversary

Timeliness of the Concepts and Theories of the Practice of Management Essay

Timeliness of the Concepts and Theories of the Practice of Management by Drucker Peter - Essay Example It is evidently clear from the discussion that the book â€Å"The Practice of Management† by Drucker Peter became famous and a manifesto of the time because it laid bare and explained the topic of management.   In this book, Drucker explained that management was a profession just like law and medicine, and thus it should aim at getting the best from people. The concepts outlined by Drucker became important guidelines for managers and executives of firms in the 1950s. Drucker’s theories and concepts were not only applicable in the 1950s. They are still applicable to today’s firms. According to Drucker, the only sustainable advantages for an organization are the quality and performance of management. This is true of today’s firms in that their performances are a good reflection of the quality and performance of their managers. Currently, firms are more sensitive to the quality of their management than in the past. To back up this theory, Drucker lists the duties of management that are aimed at improving the performance of the firm, these duties still applying to the management of today’s firms. Another theory postulated by Drucker in the book is that managerial capabilities will be challenged by advances in technology and automation because they will produce a highly skilled and highly knowledgeable workforce. Currently, firms are employing managers with high capabilities to lead their highly skilled and highly educated employees. In the book, Drucker explains the concept of the firm and points out six important points under this. First, Drucker states that organizations and managers should be outward looking. Considering today’s firm's managers do not just allow themselves to be influenced by the external environment. Instead, they also try to shape it through creativity. The description of organizations as social institutions still applies to today’s organizations because, in addition to being created and manag ed to be people, they also contribute to the society, economically and socially. Drucker views businesses as organizations pursuing multiple goals, both economic and non-economic. This is true of today’s firms considering that they conduct profit and non-profit making activities like charity works. Drucker identifies innovation as an important concept of a firm and as seen today, firms are placing a great emphasis on innovation, creativity, and entrepreneurship as a way of gaining a competitive advantage over similar firms. Drucker describes the firm as a focused organization. This concept is evident and applicable in today’s firms in that the management always align the resources of their firms towards the achievement of their primary objectives. Finally, the concept of firms as being spirited is still applicable today. Managers of firms develop motivated managers out of their workforce through activities that enhance personal growth among employees. A "big loser" org anization Firestone Tire and Rubber Company is one organization that can be singled out in the history of the 20th century as a big looser organization and the theories and concepts described in by the selections of part III greatly apply to it.

Amendment Management Simulation Essay Example | Topics and Well Written Essays - 250 words

Amendment Management Simulation - Essay Example Our goal is serving mouth-watering dishes of international food to customers within this area. The most inspired reason for choosing the name of the shop (Global Treats) is to emphasise the plentiful supplies of good food, which is offered to their customers. This new style of fast food will sell a variety of products and services ranging from appetizer, main course, salad, side dishes to dessert and drink, serving in both â€Å"takeaway† and â€Å"eat in†. The operational strategies approves that it is a potential plan to get profit and expand the market in the future. According to our researches, the shop was located in a good area with various public places. Therefore, encouraged by the growing demand for more choice of international food takeaway, combined with the home delivery service, Global Treats will be easy to get the advantage of the market demand and serve fresh, unique and delicious dishes to the local residents, workers, students and shopper in this area. The take away can cover and serve a 1.0 mile area in East Salford. On top of that, The total cost will be saved as much as good. Although Global Treats’s price may not lower than other rivals, we guarantee that it will not be higher while still maintaining the good quality of the products. Global Treats has received  £40,000 for opening the store, which was invested by all partners involved to the takeaway business. The manager team does not consider any loan as the project financial statement express that within three years, we are able to achieve our goal, the revenue projections for the next three years has been carefully calculated as below: We have the mission to offer a new experience of diversified global pizzas and treats from a variety of countries in the world emphasising superior quality of food and customer service through creative innovation and exclusivity. Global Treats aims to break even in the first year through providing an upright value to

He Loved Light, Free

He Loved Light, Freedom and Animals and Pneuomconiosis Essay Both poems are about death and the acceptance of death although are written from different perspectives and are different for the fact that in He loved light, freedom and animals by Mike Jenkins the young boys death was quite a shock, but it could have been prevented whereas in Pneumoconiosis written by Duncan Bush the mans death is inevitable, there is nothing he can do to change it. Both poems also have connection with coalmines. Pneumoconiosis is a disease caught from working down in the mines, and the background of He loved light, freedom and animals is about a mining disaster that happened in Aberfan where a slag heap on the side of a mountain collapsed and engulfed parts of the small town. The first poem I studied was Pneumoconiosis, and as the title suggests, the poem is about the killing lung disease that many coalminers suffered and died from. Pneumoconiosis was renames The Dust by the sufferers because it was mainly caused by inhalation of a lot of dust. The dust would get trapped in the lungs and made breathing difficult, and eventually killed after many years of effecting colliers lives. Duncan Bush wrote in the form of an old retired coalminer who is slowly dying from the disease. The elderly man is now feeling the effects of the disease more than ever. He shows his feelings towards the disease and reflects to his past. The poor man worked down in the mines for thirty years without realising the fatality of his coughing and breathing difficulties but now he begins to see the truth, hes now walking at a much slower pace and can not talk as fast and fluent. The constant repetition of the line I try not to think about it gives us the impression that in the back of his mind he cannot help the feeling of ominous foreboding that his life will soon be coming to an end. He is worried about when his death will come but doesnt want the remainder of his life to be a misery. The opening line, This is the Dust is an introduction to the illness, it simply tells us what the whole poem and the title is about. The second line then describes it as Black diamond dust. It is a good way of describing the dust from the coal, as coal is similar to diamond in many ways. They are both valuable, and a fair amount of coal sparkles, as diamonds do. We understand that the man came from the South Wales valleys; the poet shows this by adding boy at the end of the line and uses informal English to punctuate his accent which symbolizes the location of the industry. It is a personal poem, Darren Bush is writing in the first person as though he is the old man telling his story I had thirty years in it. This is affective because we can relate with his character better by understanding what he is going through and feeling. The man was happy in his work back in the day; he didnt have the slightest idea that one day working there would lead him to his death. A laughing red mouth He would be covered at work in black dirt, and his mouth would stand out, as it was the only clean part of him. We realize the first symptoms of his illness when he used to spit smuts black but obviously, he was unaware and didnt realize the cause of his spluttering. The poet uses alliteration to describe the young collier suffering, the hard constant s conveys the way the sound the man made and it stands out. In the second verse, the man continues telling us about the disease he suffers from and points out the fact that he accepts it and he bravely admits he will die with it. The poet cleverly uses the line its had forty years in me now which follows the line I had thirty years in it. This shows that he is quite old, because he retired ten years ago. The disease isnt only affecting his inside; his illness is visible like my blued scars. The scars are a part of him that wont go away, he can not erase them. The sufferer tells us how he gets by from day to day and how things have changed since hes been ill in the third verse. There are a few pauses in the third stanza which conveys the shortness of breath the man has. One step at a time; especially the stairs. It is quite jerky, as I can imagine his breathing and talking would be like. He then goes on to talk about his past and his experiences. His own brother also died of Pneumoconiosis, so he knows what he is facing. He explains that he saw his brothers last moment, which I think is very emotional. Although he seems calm, he must be quite frightened that he will be going through the same thing. He doesnt want to let the image of his brother that will always be with him scare him. The description the poet uses about the brothers last moment are very good, and give us a vivid image of how much he struggled worse than a hooked carp drowning in the air. The last three lines of the poem are very emotional and sad, he emphasises his slow walk and the occasional cough he lets out involuntary by telling people to know him as that man. This shows that the illness has effected him so much, he is different to a lot people when he used to be as healthy as the rest. After reading the poem, I admire the character in the poem because he can handle and accept his death, rather than complain and give up all hope. He is trying to lead his life as normal as possible and trying not to make the last of his life a misery which I respect. Another poem I studied was He loved light, freedom and animals. Mike Jenkins writes as if he is the father and he reminisces and remembers happy memories he shared with his son. He doesnt believe that his son is dead and in his mind the boy is still as lively as ever. The disaster of Aberfan happened on the 21st of October in 1966. The slagheap was balancing on a mountain overlooking the small village. The flood of waste had slipped and rushed down the mountain shattering homes, farms and the village school, which killed 116 young villagers. Critics say that the disaster should never had happened and young, innocent peoples lives such as the character in the poems son shouldnt have been lost. The poem contains many good descriptions that create strong images of both the child and the slag heap. This creates a good balance of positive and negative emotion in the poem. The images of the slagheap and the child are a complete contrast to one another; the descriptions of the boy are happy and beautiful foe example his eyes gleamed as gorse-flowers do now whereas the slagheap is described by the use of dark, depressing phrases such as tumour on the hillside burst and the black blood coal. The unpleasant phrase of the tumour growing on the top of the mountain reminds us of illness and gives us the thought people would want to stay as far away from it as possible. But tumours can be detected and defused, like the slagheap, it could have been manually moved but nobody had thought of the consequences until it was too late. The poet refers to the characters son throughout the poem, almost in every stanza which I believe makes the poem very interesting. It also shows that he will always think of his son, and will not give up the happy thoughts. He remembers the things he used to do when he was happiest. His son would be in the classroom waving an answer like a greeting. This emphasises how very enthusiastic and eager the boy was and obviously he was a pupil who enjoyed school, but it was there where he had died. When the poor boy was pulled out, the poet writes that his son must have been like a child collier, dragged out of one of Butes mines. A child collier would have been in a very dangerous job, and often lost their lives. They would come out of the mines hurt and covered in black dust but his son wasnt a collier, he was at school. School is meant to be a safe place, but not for the pupils on the day of the disaster. A good example of a simile in the poem is the one about the son and his mother shown in the last stanza. Ears attuned as a ewes in lambing. The connection the boy had with his mother was like no other, his mother can still hear his laugh and like and ewe and a lamb, she was attuned to her son. This is a good way of showing that they were close, and his mother is lost without him. She will always recognize his laugh, and can still hear it clearly in her head. The parents of the boy will always remember him as they last seen him, young, healthy and happy. They will be hearing his laughs springing down the slopes for a long time. Mike Jenkins uses personification in his poem to make it more alive and colourful. An example of him using personification is shown in the fourth verse, he creates a character out of the slagheap when the poet describes it s if it has a greedy belly that ate up all the children and villagers. The tone of the poem is conversational, the father tells us as the reader about his son, and about his sons death. Its a dramatic poem, and is very emotional. Both negative and Positive feelings are shown in the poem. Although the theme of the poem is sad, the lines about the boy are happy; they are lines that bring a smile to the readers faces. In a way this makes us feel even sorrier for the father and makes it more emotional. The lines about the slag heap are bitter, expressing the fathers feelings towards it. In my opinion, the fact that the poem begins with a line about the grave No grave can contain him and then ends with a line about the grave I try to foster the inscription, away from its stubborn stone is clever. It emphasizes the fact that he is in his grave and will not do the things that were mentioned in the middle of the poem, he will not be climbing a tree again or calling out names. I personally enjoyed reading this poem because I felt I could relate to the father, as it was from a personal point of view and can relate to the loss of someone special. It was very emotional and made me sympathize for the mother and father. It was unfair for the innocent, fragile boy to die in such a horrific accident and it made me angry that people had not thought of the consequences they were facing by putting the slagheap on top of the mountain. Both poems are very successful in creating sad emotions, and also anger and frustration. In He loved Light, Freedom and Animals, anger is created because the boy and his classmates were so young when they died, and they didnt deserve to have their lives taken away. In Pneumoconiosis, anger is created because the old man had been affected by the dust silently, and is expecting his death. This is very frustrating, as there is nothing we as the reader can do to change what has happened and what is going to happen. In my opinion, He love Light, Freedom, and Animals made the biggest impact to my emotions. As the child was only young, it is easy to relate to, and it makes the reader realize that life can be cut so short, although Pneumoconiosis is also very emotional, as the reader acknowledges the long term effects miners suffer. He has been, and is still fighting bravely but he knows he cant hold on forever.

About Dyslexia Essay Example for Free

About Dyslexia Essay Dyslexia is a severe mental disorder which deals with a person having difficulties learning. This medical syndrome occurs in all ethnicities and age groups. Dyslexia is not all about low intelligence, and a lot of people with dyslexia are very creative and gifted like prodigies. Around 15% of United States population is affected by learning disorders and the numbers are drastically increasing. One of the main causes of Dyslexia has to do with Genetics and two popular symptoms are incapability of relating symbols with sounds and repeated word guessing. Two treatments for dyslexia are Allopathic treatment and an organized language program which deals with letter sound system. I will demonstrate and describe Dyslexia’s medical aspects as well as it’ psychological and sociological features. According to the academic article â€Å"Dyslexia† written by Patricia G. Mathes and Jack M. Fletcher on page 289 â€Å"Dyslexia was first described more than 100 years ago.† At that time the cause of Dyslexia was by complexity in stocking up imagery impersonation of words. The first theory of dyslexia was called the strephosymbolia which was introduced by Samuel Orton and it acclaimed that children were having a hard time building control in the brain which lead to failure of suppressing mirror visual counterparts. However, Samuel Orton’s theory is not proven accurate but it persuaded other theories to come about as well as new treatments. (Mathes and Fletcher 289) â€Å"The underlying assumption being that by activating the auditory, tactile, and Kinesthetic modalities of learning, students are able to compensate for inherent weaknesses in the visual domain.† Even nowadays the Orton-Gillingham process of teaching reading is still used. See more: Sleep Deprivation Problem Solution Speech Essay These programs mainly focus on educating alphabetical interpretation and this also explains any success achieved by the patients. Treatments that do not involve multisensory methods but teach alphabetical decoding have also been successful. The results from these studies showed that imagery perception has nothing to do with reading skills and also that dyslexic and normal people have the same capacity of imagery perception. However, the precise cause of dyslexia has not been found yet but researches have shown that dyslexia is strongly bonded with genetics; this information is based on the article â€Å"Dyslexia† by Patricia G. Mathes and Jack M. Fletcher on page 291 â€Å"Studies of the heritability of dyslexia show that there is a strong genetic link for reading and reading disabilities.† A good example that proves this point is that an infant whose parents had reading or writing issues is really likely to have learning problems. Fraternal twins with genetic deficit being diagnosed with dyslexia are 50% and over 80% for Identical twins. Based on age, schooling and other traits the approximation of genetic involvement in dyslexia is anywhere from 50% to 80%. Chromosomes 6 and 15 have been recognized as the two genes involved in the cause of dyslexia. Studies have showed that Genetics is not evidently connected with dyslexia but with the reading skills. This research also illustrates that environment plays a huge role in deciding the reading conclusion in children. The development of reading issues in a child with genetic disposition for dyslexia also depends very much on what kind of reading facilities is the child offered at school and home. According to the article â€Å"Dyslexia† by Katy Nelson, N.D. on page 651†Diagnosis is difficult in part . . . rather than as a disease.† What makes is so hard to detect dyslexia is the fact that when during an examination of dyslexia the brain of the patient results in misunderstanding causing the patient to make mistakes and inaccurate information is taken. Based on the text â€Å"Dyslexia† by Ian Smythe it is stated on page 42 â€Å"It should be remembered that dyslexia has a genetic basis, and that at least one of the parent is at increased risk of being dyslexic.† This should be taken seriously and any signs intellectual problems of the parents should be analyzed carefully to eliminate any potential threats of dyslexia. The examination procedure will contain many cognitive tests like working memory and phonological treatment tasks. One of the main exams is for non word spelling in which anonymous words will be used. Many dyslexics are possibly recognized by the schools but there are plenty of instances where the doctor might be the first to be aware of the issues because due to their literacy inabilities numerous kids suffer from nervousness and stress. Symptoms of dyslexia may include difficulty understanding instructions, problems remembering sequence of things, seeing letters in reverse and reading below the expected level of the age of the child. According to the article â€Å"Dyslexia† by Katy Nelson, N.D. on page 651 it is mentioned â€Å"Ronald D. Davis, writing in the Gift of Dyslexia outlines . . . rather than through his or her physiologic eye†. In this paragraph Ronald D. Davis is tells us about one of the treatments of dyslexia which is called the â€Å"moving point of view† mode. Through this treatment a person diagnosed with dyslexia see what he or she thinks they see instead of what their eyesight actually sees. Dyslexics do this very fast so this leaves them puzzled to what the actual word says. How this process works is that the person with dyslexia has to instruct the mind’s eye to go back to a learned standpoint when they understand that it is being seen by the mind and not with their eyes. This can be achieved with evaluation examination by one on one exercise that teaches new mental insight pathways. Gifts of dyslexics such as their unique and enhanced imagination and inquisitiveness are put to use at these exercises consisting of innovative physical activities. This procedure also involves utilizing modeling clay called â€Å"koosh† used for retraining neuropath ways in the brain of a person with dyslexia. Another applicable treatment is the Allopathic medical treatment and it engages the use of anti motion drugs, this concentrates on the symptoms of balance and coordination which results from visual perception modification. Medication such as Cylert or Ritalin affect symptoms of restlessness, distractibility and low self esteem, nootropic drugs are considered to progress cognitive function. The stimulant drugs might be more successful for people with ADD OR ADHD than dyslexia. Side effects for the stimulants are insomnia, nervousness and are contraindicated with allergies, blood pressure and epilepsy. Long term side effects in children may lead to loss of consciousness, changes in nervous system and growth. Dependence might also be caused by decreasing normal levels of stimulants in the brain. Dyslexia can also be viewed through sociological perspective and racism as it is mentioned in the text â€Å"Race and dyslexia† by Asher Hoyles and Martin Hoyles. On page 214 there is an assertion that West Indian children with strong accents, whom the teachers couldn’t comprehend were sent to classes for children with special assistance. African American students have to deal with a syllabus that has less strictness and this leads them to special education. They also have to compete with white opportunities and racism in the shape of the curriculum. On page 214 Maud Blair explains how African American students feel about their teachers and the school which is that black students verified that they consider that they are being treated unjustly. They feel that the teachers function stereotypes which are degrading. Teachers discriminate against them, have low anticipation for them and also don’t listen to them. On page 215 current statistics have shown that black Caribbean students are three times more likely to get expelled from school then white students. Only 15% of the expelled students go back to school. There is very less other educational options which gets them engage in criminal actions. It is very difficult not to notice a relationship between dyslexia and racism. In June 2005 research from the Department for Education and Skills confirmed that 80% of the students expelled from school were dyslexic and 64% of them had special needs. Even the famous actor Danny Glover had to face racism when he was young he said â€Å"Kids made fun of me because . . . came out differently† this is stated on page 215. Psychology is deeply associated with dyslexia on the basis of neuroanatomy and neurolinguistics. Neuroanatomy is the study of arrangement of the nervous system and its composition. Neurolinguistics is the study of neural mechanism in the human brain that manages the fabrication, understanding and acquisition of language. Based on the article â€Å"Dyslexia: Neuroanatomical and Neurolinguistic Perspectives† by George W. Hynd and Cynthia R. Hynd on page 489 neurosciences concur that the whole brain is engaged in reading. This model of reading assumes that the visual matter is included in the occipital lobes where connections are made amongst visual stimuli and words or letters. Data is distributed with input from other sensory modalities in angular gyrus. The authentication proof for the existence of this functional system comes from the case study literature and the electroencephalographic. The variation between normal people and dyslexics with reading is examined by a computerized program which provides a diagram of regional brain electrical actions. The shared electrical activity was the same for dyslexics and normal people while the brain was resting. The brain of dyslexics in the areas hypothesized to be occupied in the functional system of reading illustrated less electrical activity than in normal people. (Hynd and Hynd, 490) dictates that the researches Cytoarchitectonic studies of dyslexic brains point out that dyslexics do not fully use the part of the brain which is significant in reading. The supposition is that this is because of some neuropath logical deficit. It is straightforward for educators and psychologists to visualize different allocations for reading accomplishment, math achievement, IQ and plenty more but for neurological development it appears nearly impossible for these specialists to imagine a separate distribution. It is almost as if a hypothesis is made that everyone was born with a perfect cerebral cortex. Some people even suggested that if the brains of the dyslexics were inspected no faults would be found. The reality is that not all brains are created the same and developmental anomalies in brains are present. (Hynd and Hynd, 491) states that â€Å"Gross and microscopic examination revealed abnormalities only in the left hemisphere.† This sheds light on the Galaburda and Kemper (1979) autopsy report that microscopic irregularity were discovered mainly in the left temporal and parietal regions. A fundamental idea to grasp from these researches is that brain damage doesn’t cause abnormalities. (Hynd and Hynd, 491) it is stated â€Å"These developmental abnormalities may be attributable to congenital factors, autoimmune disease, or, even speculatively, to cytomegalovirus (CMV) infection.† Neurodevelopment insufficiencies created by these aspects are possibly evident arbitrarily based on the level neurological development. The symptoms originated by trauma are copied from the effects of these deficiencies. (Hynd and Hynd, 491) mentions â€Å"A second but nonetheless important point is that the pattern of these neurodevelopment deficits appears primarily in the region involved in the functional system of reading.† The single pattern was unalike in every case but the efficient neurolinguistic structure was troubled by the abnormalities. The finest operation of the cortical regions concerned with reading skills is dependent on the power of the weakest bond. A breakdown might be brought upon by any deficit in the foundation of cortical regions which is appointed with reading. This clearly clarifies that dyslexics represent many symptoms; a reading malfunction of a distinct child is possibly resulted from a distinct sharing of neurodevelopment abnormalities. (Hynd and Hynd, 491) â€Å"Marshall and Newcombe (1973, 1980) have proposed a neurolinguistic model is reading that takes into account different reading skills deficits they have noted in their work with alexic adults with known brain lesions.† By corresponding examined reading deficits with restricted brain damage in their patients neurolinguistics have progressed their hypotheses. Diagrams of the brain damage of all the patients displaying comparable reading deficiencies by this method to figure out the general source. A dysfunction in the occipital lobe may be the reason for patients who have trouble entering the visual spatial features of words. (Hynd and Hynd, 492) â€Å"Taylor, Fletcher, and Satz (1982) have argued that the same type of model could be applied to children.† Reading complications would be depicted by the examples of reading actions demonstrated by dyslexic children and not by the neuropsychological symptoms. To build a neurolinguistic anatomical model these reading actions could then be related to the neuropsychological data. The neruolinguistic anatomical model is very significant because it has realistic functions and it helps researchers to comprehend the causes of dyslexia. Dyslexia is a very stressful disorder because it upsets the person diagnosed with it for the reason that he or she cannot read even if they are placed in the best education facility. There are many people who have dyslexia around the world and are affected by it immensely. Many people are influenced sociologically by dyslexia because they have to face the issue of self esteem and racial discrimination as it is briefly demonstrated in the article â€Å"Race and dyslexia† by Asher Hoyles and Martin Hoyles. Another discipline that involves dyslexia is psychology because there have been many researches on dyslexia and its treatments based on Neuroanatomical and Neurolinguistic standpoints, this information is stated in the text â€Å"Dyslexia: Neuroanatomical/ Neurolinguistic perspectives† by George W. Hynd and Cynthia R. Hynd. Everyone who has dyslexia should be treated because it can jeopardize their future.

How Do Cultural Differences Affect International Marketing Marketing Essay

How Do Cultural Differences Affect International Marketing Marketing Essay Markets are becoming increasingly internationalised and, for businesses to achieve sustainable growth in such markets, it is critical that they gain an understanding of the complex and diverse nature of international markets and of associated international marketing strategy (Doole and Lowe, 2008, pp. 5-6). International marketing strategy involves marketing mix decisions being made across both national and cultural borders. The coordination and management of effective and efficient marketing mix strategies globally for a multi-national organisation is fundamental to its business success (Wall et al., 2009, pp. 338-349). The term globalisation is first believed to have been used in a paper published by the late Theodore Levitt in the Harvard Business Review (1983). Since that time, the term globalisation has evolved to embrace more than just its original economic dimension. This has happened despite the fact that most academics and theorists are not able to agree on a common definition for globalisation (Healy, 2001). This dilemma was summed up by the sociologist, Anthony Giddens (1996), when he said thatà ¢Ã¢â€š ¬Ã‚ ¦ There are few terms that we use so frequently but which are in fact as poorly conceptualized as globalization. However, in spite of this lack of agreement on a definition, there is general agreement that the globalisation of world markets has been a major factor in the internationalisation of business (Wood and Robertson, 2000). The internationalisation of business has also been largely responsible for the so called homogenisation of consumer products and services worldwide, a phenome non sometimes know as the McDonaldization effect (Ritzer 2004, pp. 2-3). However, the counter argument to this position on globalisation is that there are very few brands that can truly be said to be global with most of the examples, such as McDonalds itself, Coca-Cola, and Nike, being based in the USA (de Mooij, 2010, pp. 31-32). Despite the relentless onward march of globalisation, the creation and implementation of a successful marketing communications strategy in a developing country, such as India, requires a significantly different approach to that required in a developed country, such as the United Kingdom. For example, language is a significant issue in the execution of marketing communications. The UK is more ethnically and culturally diverse than it was previously, but its first language remains as English. In India, however, there are a large number of ethnic groups and more than twenty official languages (Usunier and Lee, 2009, p. 7). Whilst originally a British colony, independent India has evolved its own political and legal systems which now have significant differences when compared to those in the UK. Any misreading of the political and legal environment in a particular country, by a multinational brand, can cause significant problems in marketing communications terms. In India, for example, t he UK based chocolate manufacturer, Cadbury, created intense anger amongst the population at large in 2002 when it completely underestimated sensitivity by politicians and the public at large to the enduring dispute between India and Pakistan over the territory of Kashmir. Cadbury promoted in together with the tagline Im good. Im tempting. Im too good to share. What am I? Cadburys Temptations or Kashmir? Cadbury compounded its insensitivity by launching the campaign on Indian Independence Day when nationalist feelings were running particularly high (Doole and Lowe, 2008, p. 17; Dodd, 2002). In addition, consumer attitudes and behaviour towards brands and products can be influenced by other factors such as the social environment. For example, marketers of innovative products, such as personal computers and other electronic gadgets, need to be aware that there are fewer so called early adopters in developing countries than there are in developed countries (de Mooij, 2005, p. 129). According to theory of the Diffusion of Innovations, early adopters are more likely to purchase a new and technically innovative product than are other consumer types (Rogers 1995, pp. 252-280). Consequently, in marketing communications terms, brand owners of such products will need to focus on the tried and tested nature of their technology rather than innovation when communicating their products to consumers in developing countries. Whilst issues such as legal and political systems and social environments are not necessarily directly related to culture, is perhaps culture itself that is the biggest single, differentiator in terms of global consumer behaviour (Blackwell et al, 2001, pp. 313-354). Culture should be regarded as a process rather than a distinctive dimension of consumer behaviour. At an individual level, culture comprises a number of different elements that all work together coherently including values, beliefs and knowledge. At a group level culture consists of the arts, morals, protocols, and legal systems present in any particular country or region. However, culture is principally characterised by language, institutions, and material and symbolic productions (Usunier and Lee, 2005, p. 4). The popular view is that that the worlds trade, financial systems technology, and media, are becoming increasingly globalised, a process frequently referred to as globalisation (Usunier and Lee, 2005, p. 66). Som e theorists such as Kenichi Ohmae go even further suggesting that the world will be a nationless state marked by the convergence of customer needs that transcends political and cultural boundaries (Pieterse, 2009, pp.10-11). Conversely, however, many academics believe that consumer behaviour will never become truly globalised as cultural influences refuse to follow the globalisation path remaining, as they do obstinately regionalised and, in some cases, localised (de Mooij, 2010, p. 2). According to Hall and Hall (1990, p. 6) there are two distinctive types of culture namely Low Context and High Context. The culture in the UK is regarded as Low Context/ Individualistic, and in India as High Context/ Collectivistic. Cultural attributes, such as communication and language, which are critical dimensions of marketing communications, demonstrate considerable variance between the two types of culture. In the Low Context/ Individualistic cultures, such as that in the UK, communication tends to be explicit and direct whereas in Low Context /Individualistic culture, such as that in India, it is usually implicit and indirect see Appendix I. It is important that these language and communication differences, brought about by differing cultures, are reflected in the language and communication styles that are deployed in the marketing communications activities targeted at particular markets. Power distance is defined as the extent to which the less powerful accept and expect that power is distributed unequally (Hofstede, 2001, p. xix). The Power Distance Index (PDI) is a tool used for the measurement of the degree of equality, or inequality that exits amongst the population in any particular country. A country with high PDI score would indicate that it high levels if of inequalities in its society whereas of power and wealth whereas a low PDI score would be an indicator of more social equality (Hofstede, 2001, p. 50). The PDI for India is 77 whilst that of the UK is 35 (Hofstede, 2003, p. 87). This would indicate that there is more inequality in India than there is in the UK. This finding is substantiated by the fact that India has a very hierarchical society based on social status by birth whereas the UK has a non hierarchical culture with status based on wealth and income, (Hollensen, 2011, pp. 237-244). In addition, gender plays an important role in consumer behaviour in developed and developing countries. In India paternal authority means that marketing communications for many product areas has to be targeted at males who are also the head of their household whereas in societies where there is equality of the sexes, such as in the UK, marketing can effectively be targeted at either sex depending on the nature of the product and its positioning (Usunier and Lee, 2009, p. 71). Furthermore, the central role of the family in Indian culture means has had implications for global brands such as McDonalds which, although using standardised store formats worldwide has positioned and promoted its outlets as family restaurants whereas in the UK, and other developed countries, it has positioned itself as fast food restaurant and a venue for childrens parties (de Mooij, 2010. p. 15). The need to consider whether or not a marketing communications strategy for a brand that is effective in a developed country, such as the UK, should be adapted for a developing country, such as India, is fundamental to that brands international success (Kotler and Armstrong, 2010, p. 259). There are two high-level, strategic options that such multi-national brands can adopt. Firstly, such a brand can think and act globally by deciding to use the same marketing communications strategies across all of its international markets or, secondly, it can think globally but act locally by developing and customising strategies to meet the needs of consumers in particular local markets across the world (de Mooij, 2010, p.2). Organisations with a standardised approach to marketing communications are striving for their customers to perceive a consistent brand image in all of their operational markets (Hafez and Ling, 2005). However, despite this approach many brands may still find that their consu mer perception varies in different cultures (de Mooij, 2010, p. 37). For example, global consumers of Coca-Cola in different cultural markets worldwide will undoubtedly be aware of the Americaness of the brand however, they will still evaluate the global brand values of the drink based on their own particular cultural knowledge, values, and beliefs (de Mooij, 2010, pp. 31-32). A major benefit of a standardised marketing communications strategy is that the associated costs will usually be lower the activities will be easier to manage and control than would be the case with adapted strategies. In addition, if marketing communications strategies have to be adapted for particular markets then there is potential for the strength of the brand to be diluted (Hafez and Ling, 2005). Truly global brands, such as Coca-Cola, are largely able to standardise their marketing communications activities globally because of the worldwide recognition that the brand enjoys. The Coca-Cola brand communicates certain values, such as fun and happiness, that are able to appeal to global consumers regardless of their country of origin or local culture. This can be clearly demonstrated in the brands global advertising campaign the Happiness Factory, which was launched in 2009 see Appendix II. However, even Coca-Cola can not always justify the total standardisation of its marketing c ommunications and has, historically, had to produce adapted television commercials for some countries, including the UK, such as in the UK. However, Coca-Cola has since reiterated its desire to produce only globalised marketing communications campaigns (Eleftheriou-Smith, 2011). However, there are very few truly global brands that have the power of Coca-Cola and, consequently, most brands will have to adapt their marketing communications strategy to take account of local markets. According to Vignola (2001), brand names and the attributes and characteristics of products are the easiest elements of the marketing mix to standardise in global markets. By definition, therefore, marketing communication is more difficult to standardise. This view is supported by Hafez and Ling (2005) who suggest that a premise of basic marketing practice is that organisations operating globally have to determine how best to adapt their marketing communications strategies to the local markets in which they sell their products or services. Unlike with a standardised approach, brands that use an adapted approach to marketing communications consciously permit their consumers to perceive differing brand images according to their culture. This enables the brand to establish higher levels of brand equity in individual market s than would be possible with a standardised approach (Hafez and Ling, 2005). The culture of consumers in developing countries tends to include higher levels of risk aversion that does the culture of consumers in developed countries (Hollensen, 2011, p. 237-244). In terms of adapting marketing communications activity for a global brand, then research has shown the strategies that are especially effective are those that reassure consumers in developing markets, such as India, that the brand they are choosing is free of risk (Erdem et al, 2006). It can be seen that there are a number of differences that exist between developed and developing countries in relation to the creation and implementation of marketing strategies. These differences are particularly significant in marketing communications terms and are largely, although not exclusively, related to culture. These differences are at odds with the basic and inherent desire on the part of many multi-national brands to standardise their marketing communications for both cost and ease of control reasons. However, it has been shown that this approach is not necessarily always appropriate as local cultures can be stubborn in their resistance to receiving standardised messages about brands and products. Consequently, a strong case can usually be made in favour of locally adapted marketing communications strategies, rather than those that are standardised globally, for most brands and products. It is really only those true global brands, such as Coca-Cola for example, that enjo y a consistent and powerful image, together with high levels of brand equity, across cultures that can be fully justified in adopting a globally standardised approach to marketing communications. In conclusion, therefore, the global and local dimensions of marketing communications should always be reflective of a brands recognition, power, and acquired equity in each individual, operational marketplace and its likelihood of generating different cultural responses at a regional or local level.

A life sketch of Plato and his works Essay -- essays research papers

If Thales was the first of all the great Greek philosophers, Plato must remain the best known of all the Greeks. The original name of this Athenian aristocrat was Aristiclis, but in his school days he received the nickname "Platon" (meaning "broad") because of his broad shoulders. Plato was born in Athens, Greece to one of the oldest and most distinguished families in the city. He lived with his mother, Perictione, and his father, Ariston (Until Ariston died.) Born in an aristocratic and rich family, Plato’s childhood was indulged within luxury. But his life changed when he came across Socrates. Socrates, a Greek philosopher who lived from 470-399 BC. He devoted all his time with young citizens discussing philosophy and questioning their confidence in the truth of popular opinions. As a young man, Plato grew up wanting to be a politician. However, after Socrates' execution in 399 BC had a profound effect on Plato, and was perhaps the final event that convinced him to leave Athenian politics forever.To all accounts it appears that he left Athens for Megara, then went to visit Theodorus in Cyrene, moved on to study with the Pythagoreans in Italy, and finally to Egypt. During this period he studied the philosophy of his contemporaries, geometry, geology, astronomy and religion. After 399 BC Plato began to write extensively. It is still up for debate whether he was writing before Socrates' death, and the order in which he wrote his major texts is also ... A life sketch of Plato and his works Essay -- essays research papers If Thales was the first of all the great Greek philosophers, Plato must remain the best known of all the Greeks. The original name of this Athenian aristocrat was Aristiclis, but in his school days he received the nickname "Platon" (meaning "broad") because of his broad shoulders. Plato was born in Athens, Greece to one of the oldest and most distinguished families in the city. He lived with his mother, Perictione, and his father, Ariston (Until Ariston died.) Born in an aristocratic and rich family, Plato’s childhood was indulged within luxury. But his life changed when he came across Socrates. Socrates, a Greek philosopher who lived from 470-399 BC. He devoted all his time with young citizens discussing philosophy and questioning their confidence in the truth of popular opinions. As a young man, Plato grew up wanting to be a politician. However, after Socrates' execution in 399 BC had a profound effect on Plato, and was perhaps the final event that convinced him to leave Athenian politics forever.To all accounts it appears that he left Athens for Megara, then went to visit Theodorus in Cyrene, moved on to study with the Pythagoreans in Italy, and finally to Egypt. During this period he studied the philosophy of his contemporaries, geometry, geology, astronomy and religion. After 399 BC Plato began to write extensively. It is still up for debate whether he was writing before Socrates' death, and the order in which he wrote his major texts is also ...