Monday, September 30, 2019

Multicultural counselling issues

Gender plays role in racial discrimination because males and females of a different ethnicity are treated in different ways.   In particular instance, females of a specific ethnic group experience at least two forms of discrimination based of her race, gender, religious belief, age and social status.   The term racism is strongly associated with hatred and prejudice of an individual’s identity including any aspects of his identity and sexual orientation hence females experience a different manner of discrimination. International groups such as the United Nations have regarded racial and gender discrimination as two independent issues resulting in females continuing to suffer from numerous types of injustices.   It is thus essential that the gender component of racial discrimination be well understood in order to draw actions towards racial discrimination that are helpful to both males and females. There are several instances when the issues of gender and racial discrimination interconnect (Crenshaw KW, 2000).   The interplay of these two concepts may take different modes and arise in different circumstances.   One situation involves gender-based violence.   In this situation, females are more likely to experience more cases of violence because discrimination that is influenced by gender depicts females as the most defenseless elements of society. Inclusion of the concept of racial discrimination thus generates violence on females, making them twice at risk of violence.   These kinds of circumstances tend to be more difficult because certain women from remote areas may be hesitant in reporting any violent incidents that they have experienced because they are concerned that no action will be performed with regards to their report or that their statement will be received with indifference or hostility. Another situation wherein gender is interconnected with racial discrimination can be observed among impoverished women.   It has been estimated that approximately 1.3 billion individuals who are living in extreme need are women (UNDP, 2000).   Such condition is strongly related to their inability to receive any form of education as well as training courses hence rendering them under-qualified for most of the available employment. Simultaneously, the trends of globalization and alteration in governmental laws have resulted in more problems for women because gender inequalities were exposed.   One example can be observed among governments that do not provide unemployment insurance of single mothers or female heads of households. The merged effect of gender and racial discrimination may also hinder the retrieval of women to economic resources, including loans, credit and real estate property and can also affect the treatment they receive when they request for social services from the government.   Such hardship thus endangers women to poverty and financial hardship. Gender is also intertwined with the issue of racial discrimination in terms of education.   It has been discovered that the global literacy rate for women is significantly lower than that among men.   The discrepancy in literacy rate between men and women is even greater in developing countries.   More than half of out-of-school children are girls and that among illiterate adults, two-thirds are comprised by women.   These gender-based illiteracy reports show that females have less access to educational resources which in turn results in a lower rate of participation in training programs. Such decrease in education restrains females in their full understanding and awareness of their legal rights, including the right to be employed and to own real estate properties.   The access of females to education through attendance in school is also affected by circumstances of early pregnancy, childrearing and domestic family responsibilities.   The lack or insufficiency of knowledge on reproductive health among women due to poor access to educational resources further hampers the living conditions of women.   It is well-known that education is strongly correlated with employment options and financial stability, hence women are at a disadvantage with regards to availing such opportunities. 2.   Due to the increasing diverse population in our society, it is imperative for mental health practitioners to increase their cultural awareness and cultural competence in the process of psychotherapy.   A culturally competent therapist is one who has moved from ignorance to being educated with his/her own cultural heritage and to respecting differences.   In addition, he/she is cognizant of how his/her values and biases affect minority clients. A culturally competent therapist must acquire specific knowledge related to the history of cultural standards and lifestyles about the minority group with which he/she is working.   It is also important to have a thorough knowledge of socio-political factors and how they affect these marginalized groups in relation to the majority culture.   In addition, a culturally competent therapist should understand value assumptions (abnormality and normality) that are fundamental in the major schools of therapy and how they may influence the values of the culturally different. Some major models may limit the abilities of the culturally different client due to the generic characteristics of therapy including language issues; culture bound values and class-bound values. At the skills level, a culturally competent therapist should be able to tap into a wide variety of verbal and nonverbal responses. The focus should be to practice with a multitude of response modalities rather than relying on narrow set of skills in therapy. The application of psychology is largely a product of individualistic cultures and may be questionable when applied to collectivist cultures.   Individualistic and collectivist cultures are exact opposites on a continuum of how people interact with others and the collectivist values may often clash with the individualistic values inherent in the counseling and psychotherapy process. The psychoanalytic approach emphasizes achieving insight through the discovery of unconscious thoughts, feelings and motivations, which is similar to other ethnic cultural concepts such as striving for self-development through the process of introspection.   Although insight-oriented approach is appealing to most clients of different ethncities, they practice the process of self-examination privately and not revealed to others.   Hence, clinicians should attend to the possible uneasiness of the client while exploring the most intimate thoughts and feelings in their inner world. For example, most Asian clients anticipate quick symptom relief when they actually do seek mental health services.   Rather than mere reliance of free association, the clinician could instill structure in the therapy session by asking questions and giving directions to the client.  Ã‚   This would not only maximize the effectiveness of therapy outcome but also meet the client’s expectations in treatment.   One way of addressing of this problem is for the clinician to educate the client at the onset therapy the nature and rationale of psychoanalytic approach to ease the client into the process. Some of the more commonly complaints made by Asian clients is their impatience in the process of psychoanalytic therapy with the clinician’s pace in addressing the client’s symptoms; focus of the past rather than the present and lack of structure in the session.  Ã‚   Exploration of the client’s life events that are relevant to them such as migration experiences would inadvertently elicit important information such as past memories of childhood and or parental influences.   Clinicians should be aware of other culture’s worldviews and values and the similarities and differences that exist with the host culture. These values and beliefs are inherent in tales, fables and myths in a culture.   For example, hierarchical transference is common in Asian cultures where the client brings the Asian values of filial piety (children’s obligation to care for elderly parents) and respect to authority.   In addition, authority figures are idealized as benevolent in Asian cultures hence the client experiences a positive relationship with the therapist similar to that of a parent and child, in which the client will obey and respect the therapist.   Clinicians can work through this transference by offering a positive interpretation of this type of hierarchical transference as well as respecting the client’s cultural values. 3.  Ã‚  Ã‚  Ã‚  Ã‚   The refusal to work with a homosexual client is an ethical violation because counseling should be provided to any individual regardless of culture, gender, sexual orientation and ethnicity.  Ã‚   The Rehabilitation Act Amendment of 1992 discretely describes that actions of inequitable treatment of minorities or members of an ethnic group or gender have been observed in majority of rehabilitation operations.   Research has indicated that cultural diversity is a common factor that a counselor has to deal with during his routine operations and that positive results have increased when personal information with regards to the patient are disclosed to the counselor prior to treatment or consultation. Disclosure provides ample time for the counselor to prepare himself for the encounter with the patient, together with the patient’s background, including sexual orientation, religious belief, cultural background and ethnicity.   The refusal of a counselor to work with a homosexual client thus is an ethical violation because the counselor restricts himself from providing his services to any individual who requests his service.   Every individual should have an equal opportunity to request and receive services from a counselor and any other healthcare practitioner, regards of the details of his background. For my future counseling practice, I will also employ the self-disclosure strategy in order to accommodate the multicultural setting of my practice.   I think the if I start to self-disclose my information to the client before counseling, the client will feel more relaxed and comfortable to interact with me during counseling sessions because my client will feel that he is not alone in terms of self-disclosure choices. References Crenshaw KW (2000):   Gender-related aspects of race discrimination, background paper for Expert Meeting on Gender and Racial Discrimination, 21-24 Novem-ber 2000, Zagreb, Croatia (EM/GRD/ 2000/WP.1). United Nations Development Programme (UNDP) (2000): Poverty Report 2000: Overcoming Human Poverty.         

Sunday, September 29, 2019

If I Could Live Here!

If I could live in one place out of the country I probably would have to say I would live somewhere in Italy, either in Rome, Venice, or Tuscany. I have always admired Italy because of its beautiful scenery and the magnificent architecture. If I were to live in Italy I would not live in the big city even though it is full of wonderful adventures around every corner and the buildings are magnificent I would probably end up living somewhere out in the country side because of the scenery that is there. All of the antique houses and the magnificent vineyards are just simply breathtaking. If I were to live in Rome, Italy I probably would live in the city because that is where all of their architecture is like the Colosseum, or the Trevi fountain, or Saint Peters Basilica. I would love just waking up in the morning and looking out of my window and seeing these magnificent buildings and being able to enjoy the nightlife. If I were to live in Venice I would probably also live in the city but I would live along the canal because I love the way it looks during the day and night when you are along the canal and the soothing sound of the water. I would also like to live in Venice because of the boat rides that you can take around because I think that would be a fun way to get around anyplace that you go. And if I lived in Tuscany I would defiantly live in the country because the scenery there is simply breathtaking and I would own a small little vineyard and live in a cute little antique house. I love the idea of living in the country because it just looks amazing in the morning at the break of dawn and at sunset. So as you can probably already tell Italy would be my ideal place to live because I just love it. Because not only is it remote and you can stay out of the busyness of the city and go live in the country if that is what you like. But if you like living in the city and seeing all of the architecture. And that’s what I like about Italy is its versatility.

Saturday, September 28, 2019

Art And Design And The Acquisition Of Knowledge In Other Subjects Essay

Art And Design And The Acquisition Of Knowledge In Other Subjects - Essay Example The introduction of art and design culture in the education system is one of President Obama’s proposals for the transformation of the U.S. education system (Seidel 2005, P.91). This became apparent when he stated in his campaign website that apart from instilling students with skills in math and science, they also need other skills that would enable them to become more competitive in the world market according to Seidel (2005, P.91). In connection to this, he argued that the U.S. education system should enhance the ability of students to think creatively through meaningful arts education (Seidel 2005, P.91). In this regard, President Barrack Obama and his Vice Joe Biden believe that art is key to effective learning and teaching in schools. A similar strategy is being advocated for in the U.K. as a way of increasing creativity and skill-based learning in the U.K. education system. This paper explores the effectiveness of art and design in teaching other subjects, in schools. With globalization, the world has become technology savvy, accompanied by visual art. In fact, research shows that the U.K youths spend at least three hours watching videos, televisions, using a computer, or playing video games (Perkins 1994, p.17-18). The technological advancement is also advancing very fast which needs creativity and high skills in order to keep up with the digital revolution. As a result, schools are encouraged to strengthen visual arts education as a key content area in all subjects to help students become more skillful and knowledgeable in the visual age. It is reported that the education culture of the U.K. has mainly stressed the ability of a student to put something in words (Perkins 1994, p.17-18).

Friday, September 27, 2019

Processing Petroleum Essay Example | Topics and Well Written Essays - 1500 words

Processing Petroleum - Essay Example The specific molecular makeup of crude oil varies from location to location as mentioned above however the chemical elements required to form crude oil vary over a fairly narrow margin. (Speight, 1999) The major hydrocarbon components of crude oil include paraffins, naphthenes, aromatics and asphaltics which display consistency in their presence in crude oil. The variation in these hydrocarbon components determines the exact properties of the crude oil in question. (Hyne, 2001) Crude oil contains a number of lighter more usable factions such as HFO, LFO, diesel, gasoline and a number of components for isomers of various kinds, asphalt etc. These factions can only be separated if crude oil is subjected to various processes. The processes used to separate factions of crude oil are better known collectively as petroleum refining and fractional distillation is a critical process. Fractional distillation relies on the physical property of different liquids to boil out at specific temperat ures only. Since crude oil is a mixture of various different lighter oils and solids, the constituents all tend to turn to vapour at different temperatures. Once these temperatures are achieved, the particular faction in question is collected downstream and is thus separated from crude oil’s other constituents. Processes carried out in Oil Refineries The crude oil that is brought in from an oil field is separated into various useful constituents through a variety of different techniques. Not only are the constituents of crude oil separated but they are often treated into different other useful products as well. The entire process begins in the crude oil distillation unit (CDU). All forms of oil refineries possess a CDU which intimates the separation. More separation may be carried out after the CDU too. The basic job of the CDU is to distil various larger constituents in crude oil into smaller more easily processed factions. The CDU for most oil refineries is operated at or a round atmospheric pressure (760 mm Hg) so the CDU is also referred to as the atmospheric distillation unit. (Kister, 1992) The crude oil is at ambient temperature when it is introduced into the refining process so it needs to be heated before separation. This is done by heating the crude oil with the lighter fractions of oil that have already been distilled as they already contain a lot of heat. The heated crude oil is then taken through a process where any inorganic salts are removed from it. Typically the crude oil contains a sizable amount of sodium chloride and it is removed. After the salt has been removed from the crude oil, it is then heated again by exchanging heat with other distilled fractions of oil. This stage is better known as pre-heating because the crude oil does not reach a temperature where the fractions begin to separate. The heat required to begin the process of fractional distillation is gathered through a fuel fired furnace in which fuel is combusted to produce large amounts of heat. The heat produced in this manner is generally around 398oC in temperature and the stream is then fed to the bottom most section of the distillation unit or column. As the crude oil is heated and various fractions separate from it there is a need to cool those fractions to liquefy

Thursday, September 26, 2019

4G Wireless Networks Research Paper Example | Topics and Well Written Essays - 1000 words - 1

4G Wireless Networks - Research Paper Example In 2001 a new technology was launched in Japan by the name of 3G which stands for third generation telecommunication. In mid 2010 the networks which were widely used for wireless transporters in U.S. were 3G. 3G networks are considered as a noteworthy development over 2G arrangements as they offer high speeds for data transfer. The improved technology offered by 4G over 3G can be compared to the High Definition TV features (diffen.com, 2011). 1. Services and application 3G is the abbreviation for 3rd generation which is a standard defined for wireless technology which allows internet browsing over wireless networks. A good example of 3G technology is EV-DO. Next is the 4G technology which is the generic abbreviation for 4th generation wireless technology which has been optimized for data transfer over wireless networks. This method provides improved speed and efficiency of data delivery. LTE technology is an instance of 4G network compatibility. The 3G and 4G networks comprise of a b road range of cellular data tools. 4G offers speed which is ten times quicker hen 3G networks and it is categorized having downstream range between 20 and 10 Mbps (Nadel, 2010). 2. Network architecture The underlying network architecture of 3G mobile network constitutes of a circuit-switched and packet-switched network. The services which are offered by this technology include wireless voice telephone, mobile TV facility, video calls and mobile internet accessibility. The underlying network architecture embedded in this technology is radio interface which is referred to as â€Å"Wideband CDMA (WCDMA), Code Divisions Multiple Access (CDMA), High Speed Packet Access (HSPA), 2000, GSM (Global System for Mobile), and some referred to as GAN (Generic Access Method)† (Nadel, 2010). 3. Data throughput CDMA2000 is a technology of 3G network which is largely utilized in North America, The data throughput which is offered by this technology is up to 14Mbits/s which has the ability to p rovide additional features like, supplementary outlets, altered inflection and the associated coding techniques, and an aptitude to recover easily from errors. The WCDMA disparate to CDMA utilizes a series of two up to around five channels. The fourth generation networks are outside the range of 3G technology which is designed at higher data rate that falls between 100Mbps to 1Gbps (netlogix.com, 2009). 4. User perceptions If we compare 3G and 4G networks it is clearly apparent that mostly 4G networks have elevated bandwidth which ranges to approximately 100Mbps. 4G networks are able to support multimedia services contrary to 3G networks. The 3G network is designed to include both circuit switched and packet switched networks. If we consider other functions of the system it can be found that 4G has emerged as a more secured and reliable 3G data transmission technology. Moreover 4G networks are recognized in providing international mobility and network scalability which is why it is widely recognized and accepted (Gobjuka, 2010). 2. Distinguish between the 4G LTE, 4G WiMax, and 4G WiBro networks 1. Download and Upload speeds 4G LTE is considered as the current advancement in the range of GSM broadband arrangement. HSPA is defined to provide uplink speeds of 11.5 Mb/s and downlink speeds having 28 Mb/s, while LTE is designed for working with data speeds in the range of downlink speed of 100 Mb/s and uplink

Wednesday, September 25, 2019

Sports Psychology Research Paper Example | Topics and Well Written Essays - 1000 words

Sports Psychology - Research Paper Example ychology to these basics will dramatically improve the three key ingredients to a successful athletic program : fun, participation and development .† (Sports Psychology Basics PP2) He calls sports psychology â€Å"the glue that holds the three ingredients (mentioned above) together.† The first step in the psychological preparation for a sports person is to decide his commitment to the particular category of sports. Some people will engage in sports just for fun. Hence beyond the fun element the degree of commitment has to be decided first. One’s own skill in that particular sport or in the position in which one wants to play in a team is to be assessed next. Only after doing these can one set a goal to achieve. This goal is to be set up in the general backdrop of the goal of one’s life thus to prioritize the goals. Though goal setting is the most important first step many sports persons are found to be lousy in their attitudes towards goal setting. Mark Anderson in his book â€Å"Doing Sport Psychology† brings out this attitude thus: â€Å"I anticipate getting virtually all players to complete this first stage of goal setting quickly and efficiently. But players offer various explanations for not completing the goal sheets. The poor response rate is frustrating†¦..I view non compliance as a form of resistance.† (PP 94) The goal should be set in a measurable manner with dates, times and amounts all fixed precisely. Only a measurement of the achievement can give psychological satisfaction. The performance should be the criteria of the measurement and not the outcome of the performance, that’s winning or failing, which could be due to lots of external factors like bad judgment or bad weather conditions. One must be able to ignore all the rewards and fame that would come along with winning and concentrate on one’s performance and its measurements. For this one has to set specific goals and not unrealistically high or conveniently low ones. Correct goal

Tuesday, September 24, 2019

McCain's Bid for Re-Election and His Stance on Immigration Term Paper

McCain's Bid for Re-Election and His Stance on Immigration - Term Paper Example McCain has changed many of his controversial opinions and policies in order to get more public acceptance. The critics blame McCain for such fluctuating policies. His the opponent in the Republican Party for the Presidential nomination, Hayworth accused McCain of teaming with Democrats on issues. He blamed McCain for working with â€Å"Sen. Russ Feingold of Wisconsin on campaign finance reform and with the late Sen. Ted Kennedy of Massachusetts on an immigration bill that would have created a pathway to citizenship for illegal immigrants† (U.S. Senate Facing Toughest Re-Election Bid, McCain Moves Right on Several Issues).   Hayworth and his supporters are particularly troubled by McCain's immigration bill, which they call "amnesty" for illegal immigrants. McCain has since backed off his calls for comprehensive immigration reform, saying the government should focus first on securing the border before figuring out how to handle the millions of illegal immigrants already in the country. He says he opposes amnesty (U.S. Senate Facing Toughest Re-Election Bid, McCain Moves Right on Several Issues). McCain’s major opponent Hayworth and his allies criticize McCain mainly because of his controversial immigration policies. McCain believes that America needs the services of the immigrants for its development and it is necessary to give citizenship to the immigrants. In his opinion, America is facing stiff manpower shortage at present in the employment sector and that is why most of the organizations are outsourcing their jobs to cheap labor markets such as India and China. Obama is trying hard to avoid outsourcing of jobs from America in order to put an end to the uncontrolled capital outflow from America.  

Monday, September 23, 2019

Consumer and Buyer Behavior; An investigation into UK Mobile Phone Essay

Consumer and Buyer Behavior; An investigation into UK Mobile Phone network providers - Essay Example Current study focuses on the examination of buyer and consumer behaviour in British market regarding a particular industrial sector, this of mobile phones; the specific part of the industry under analysis is that of the mobile network providers. In Britain there are no many mobile network providers: they are approximately five: Orange, Vodafone, T-mobile, O2 and 3G. These network providers also serve as ‘hosts’ for other – limited – networks like Virgin and OneTel. The research made on the various aspects of activities of these firms within the British market proved that they all have significant advantages and weaknesses. The empirical research (survey) that was conducted for this study led to the conclusion that British industry of mobile network providers is divided in 5 major parts responding to the firms named above; the entrance of a new firm in the specific market would be a challenging initiative; however it is necessary that existing infrastructure and services are updated in order to ensure the competitiveness of these firms in the long term. The development of mobile networks providers industry in Britain has been gradual. Vodafone and O2 has been in the specific sector of British market for quite a long while the other firms, Vodafone, Orange and 3G followed later. In fact, 3G is a quite recent firm in the specific industrial sector; the firm entered this sector in 2003; it is the first firm operating in this industry that offered to its clients the third generation technology. It should be noticed that the competition in this industry remains high despite the fact that no new (after 2003 and the entrance of 3G) firms have entered the specific industry. The increase of competition in all commercial areas is a phenomenon that has been extensively analyzed in the literature and the empirical research. In accordance with Douglas et al. (1989, 437) ‘recent years have witnessed

Sunday, September 22, 2019

History of Cadbury Essay Example | Topics and Well Written Essays - 500 words

History of Cadbury - Essay Example r by the name of â€Å"Cadbury Brothers of Birmingham† in 1847 and started operating an office in London; following the partnership in 1854, they received Royal Warrant of manufacturers of chocolate and cocoa to Queen Victoria. Before 1850s chocolate was a luxury food item, enjoyed only by the elite society of Birmingham but in the 1850s due to a decline in the import taxes, the prices reduced and everybody could afford chocolate. In 1861, John’s partnership with his brother Benjamin was dissolved by mutual agreement and Cadbury was handed over to John’s sons George and Richard Cadbury because of the poor health of their father. Richard took over the marketing and sales side of Cadbury, George managed the manufacturing of Cadbury chocolate and in 1866, they launched â€Å"Cocoa Essence† (all natural products without any starchy ingredient) as George acquired a revolutionary cocoa press. George and Richard decided in 1878 to expand their business and for that reason, they acquired the Bournbrook Estate, situated in the south of outskirts of Birmingham. This estate was named Bournville and later they opened the Bournville factory. In 1905, Cadbury launched its first milk chocolate with higher milk content than other chocolates and became the best selling product in the year 1913. In 1918, Cadbury’s trade increased and it spread globally when Cadbury launched its first factory at Hobart Tasmania (BBC, 1). In 1919, Cadbury was merged with JS Fry & Sons to compete against Rowntree (brand owned by Nestle). On 22 September 1955, Cadbury advertised itself on TV for the first time. In 1969, Cadbury was again merged with beverages company Schweppes and formed Cadbury Schweppes. Cadbury Schweppes then acquired other companies but in US, the manufacturing of Cadbury’s confectionary products was licensed to The Hershey Company. In 2009, Kraft foods made a bid of $ 16.2 billion to takeover Cadbury but according to Cadbury, the bid was undervalued. Later in 2010, there

Saturday, September 21, 2019

Trinity by Leon Uris Essay Example for Free

Trinity by Leon Uris Essay Over a career spanning five decades, Leon Uris has enjoyed phenomenal popularity, with five of his twelve novels classified as number-one best-sellers by the New York Times. While the shortcomings in his prose, characterization, and political outlook have been well noted, Uris certainly ranks among the more important multicultural writers since World War II. His books explore a number of the defining cultural conflicts of the twentieth century: the Nazis’ attempted extermination of the Jews, the volatile clash between Arabs and Israelis in the Middle East, and the long-running battle between the British and Irish in Ireland, most notably. Millions of readers have learned the history behind these major intercultural conflicts from Uris’s fiction. At its annual dinner in 1978, at which the benediction was given by a Baptist minister from Belfast, the Gold Medal was awarded to Leon Uris, author of Trinity, a best-selling novel on the troubles in Ireland. The imperialist British have drawn Uris’s frequent ire. He levels harsh criticism against the British in Trinity for their self-interested administration and their failure to support Ireland in its infancy. In this book, Uris condemns the British for demeaning and subjugating Irish Catholics. He describes the British presence in Ireland as four centuries of tortured foreign occupation. In Uris’s version of Irish history, Ulster, now the nation of Northern Ireland, was established as a British plantation, a fortress outpost of colonial exploitation peopled with British-descended Ulstermen whose hatred of Irish Catholics smells strangely of Aryan supremacy of Nazi ideology. Trinity is a romantic, sentimental fiction about Irelands fight for independence. It feeds the myth of heroic opposition in the face of impossible odds. It is a paean to blood sacrifice, to the idea that the chosen few who are prepared to take upon themselves the burden of history can themselves make history, that blood sacrifice is a noble and a cleansing thing, that a glorious defeat is a prerequisite to prevailing, that in death there is victory. The novels heroes plan revolution in the face of hopeless odds; they gladly lay down their lives, eager to embrace a defeat that may somehow â€Å"stir the ashes of [the] people into a series of even more glorious defeats† so that â€Å"over the land long dead stirrings† will at last be heard (731). Trinity is bad history but powerful propaganda. It became more powerful still in the stench-ridden wings, where for nights on end the heroic exploits of Long Dan Sweeney and Conor Larkin and Brendan Sean Barrett, who, in their epic pursuit of Irish freedom, had been incarcerated and abused in captivity, who had endured hunger striking itself – â€Å"a silent defiance† became for the prisoners fictional role models with whom they could identify, in- vesting their protest with a political leitmotif that mirrored their own lives. â€Å"No crime a man commits on behalf of his freedom can be as great as the crime committed by those who deny him freedom,† Long Dan Sweeney declares. â€Å"We engage in a fight vulnerable to scathing propaganda, unloved by most of our own people, but God and God alone will eventually decide which side was just in its aspirations and which side was evil.† â€Å"Remember,† he exhorts his fellow revolutionaries, â€Å"the British have nothing in their entire arsenal of imperial might to counter a single man who refuses to be broken. Irish words, Irish self-sacrifice, and ultimately Irish martyrdom are our weapons. We must have the ability to endure pain to such an extent that they lose the ability to inflict it. This and this alone will break them in the end† (466). Fact and fiction reinforced each other. Trinity had its historical counterpoint in 1916, the H-block protest its fictional counterpoint in Trinity. The primitive, repelling circumstances of the H-blocks were often more unimaginable and less real than the imagined circumstances in Trinity. Fantasy fed the heart, and there grew among a number of the blanketmen a belief that a hunger strike would provide the catalytic momentum that would make 1916 come again. This theme of British cultural bigotry is central in Trinity. In the latter, British prejudice extends outward to include the Australians and New Zealanders sacrificed in Ireland has had a troubled history for over 800 years. Leon Uris’ Trinity deals with various aspects of Irish history. Find out about the main events in the history of Ireland and you will understand the present political troubles in modern Ireland. Works Cited Uris, Leon. Trinity. New York: Doubleday, 1976.

Friday, September 20, 2019

The Power of Laws of Attraction

The Power of Laws of Attraction Most of us float along with experiences of life. When everything is going smoothly like we want, we are happy. If we end up in bad situations, we throw a temper tantrum and complain about how unlucky we are at life. Being the passive observers, we assume the role of victim when something happens to us that we didnt want happened. The knowledge of Law of Attraction helps us to wake up to the fact that everything that is happening in our lives is only the result of what we are constantly feeling and thinking. This fact can liberate us from the position of a passive observer to a proactive one. A person with a negative attitude towards life wakes up and sees only negativity all around. He sees that bad things are happening to him and might even feel like he is cursed. But Law of Attraction tells us that we can consciously choose our life experiences and by thinking and feeling positively, we can change our realities for the better. Law of Attraction works through the power of focus. As you shift your focus from negative to positive, you start to change the experiences and completely change your your life. You may be a person who has no idea what the Law is or you may be a person who already knows a little about how the law works or you may be someone who has already achieved some success by implementing the Laws principles in your daily life. Either way, if you havent awakened to the full power of the Law, you can start with the following practices daily: Visualize your day Wake up each day and visualize the day youd like to experience. Form mental movies in your mind and clearly picture all the good experiences that you want happen to you. By consciously visualizing what you want, you shift you vibration focus from negative to the positive. When you align yourself with what you want, you start to attract everything you visualize. Practice being positive Eliminate negative thoughts of anxiety, worry and fear by deliberately focusing on what you want. During the day, whenever you observe your mind drifting towards negative thoughts, immediately think about something that makes you feel good or visualize the experiences you want to attract. This changes your focus from negative to positive. With persistent practice, this habit will become a part of your nature. Dont try to figure everything out To fully unleash the power of Law of Attraction, you must practice letting go. Dont try to figure everything out or do everything yourself. Only perform actions that can be performed by you and make the choices that are required and leave the rest up to the universe to take care for you. Just know that the loving universe is working on behalf of you, bringing you closer to the fulfillment of your desires. There is of course much more to the Law than the three mentioned practices. Understand how the Law of Attraction works in your life so that you can deliberately attract what you want. Know that you dont have to be a passive observer and start exercising this amazing power now! Subliminal Messages and Subconscious Mind Negative conditioning of the subconscious mind is one of the biggest reasons why many people fail to achieve what they truly desire in life. Fortunately, there are ways to change our own negative conditioning so we dont have to be trapped by it. Human mind works much like a computer. By understanding how a computer works, we can begin to understand how the mind works and make necessary changes to create the reality we desire. When you look at how a computer works, you will find that it has an operating system that runs automatically on already built-in software programs. It opens and closes programs without much effort on your part. A computer, depending on the model, also contains memory, about 50-100 gigabytes stored on its hard drive. This information is readily accessible with a simple click of the mouse. With the help of the mouse, you can consciously go the place a particular file is stored and decide to open it. At any moment, even with enormous information on the computer, we choose to run only about 2-4% because the computer would crash if we ran all the data at the same time. Now, if you want to open a file and you dont have the necessary software to do it, you update the existing software or download new software necessary. The exciting thing is that the human mind works identical to that of the working of a computer. The subconscious mind can be considered an operating system running on programs of beliefs, thought and behavior patterns. The conscious mind can be considered the mouse, which is the control device used to select the programs you want to run. Like a computer operating system, subconscious mind is capable of adapting to new thought patterns by the habit of repetition. However, it takes time for this process to take effect because the subconscious mind doesnt like change and tends to cling on to the existing patterns. New research studies are telling us that there is an easier way to access the subconscious mind. It seems it is more receptive when the body is relaxed. Subliminal messaging is a technology that has become popular in the recent times in the self-improvement industry because it is a helpful way to induce subconsciously mind with positive directions without much effort on our part. This technology works by constantly repeating empowering messages to the subconscious mind. Although consciously we cannot hear these messages, subconsciously, we pick them up and store them in memory. This technology is very helpful in eradicating the negative conditioning that keeps us from taking action to realize our dreams. It is also helpful in changing negative habits and forming new positive habits. Hence, if you are looking for techniques that speed up the process of updating your subconscious software, you should definitely try subliminal messaging. How to Reprogram the Belief System Human beings are really special. Each and every individual is unique in his/ her own way. Hence, each and every individuals perception of reality is unique. The information that makes up a persons reality is the result of everything he/ she consciously thinks and feels in combination with his/ her conscious and unconscious beliefs. New information that enters the mind is broken down into individual data bits, which are then compared to the existing experiences stored in memory and are matched up to the existing beliefs. This process is unique for a person because his/ her mental make up is unique. Mental make up is basically a personal version of reality that is perceived uniquely by a person. This is the reason why the same reality can be experienced differently by different people. A persons mental make up or construct is entirely unique and vibrates a particular frequency very different from the next person. The uniqueness of the mental construct of a person is the result of unique memory, which consists of unique past experiences that make up the belief system, which is the persons personal paradigm. Your belief system, which is your perception of reality, holds the key to determining what you are capable of achieving and how far you will go to achieve your goals. Hence, you must change your belief system if you want to change your reality. This can be done through constant repetition of new directive to the conscious and subconscious mind until an old belief is discarded and a new belief that is supportive of your desires is put in place. Persistence is the key to impressing the subconscious mind. It is important to have a clear mental picture of what you want, constantly impress this upon your conscious and subconscious mind by constantly focusing upon it until it manifests as reality, which happens because of the change in your belief system. Many people fail with affirmations because they repeat them with no feeling. Reading affirmations without actually letting the feeling behind the words sink in, is not going to be of any use. Repeating affirmations is a powerful way to impress positive directions into the mind when they are repeated with a positive feeling. You must visualize what you want and feel how you would feel after finally having what you desire. With this feeling repeat the affirmations and expect the loving universe to bring you necessary resources that will help you make your dreams a reality. It is also important to keep in mind that setting aside a few minutes in a day to repeat affirmations and forgetting about your desires and focusing on negative or unrelated aspects of your life is not enough. You must be willing to constantly focus on what you want throughout the day and consciously REPEAT the affirmations when you feel like negative thoughts try to stop you from performing an action. Many pricey self-improvement programs get your hopes up for sometime and keep you busy with mental activities and high expectations. Although most of these programs do have your best interest at heart, they can only do so much if you are not willing to persist and put in the necessary effort to manifest youre your desires. The objective of any program is to bring about the necessary change in your belief system to accommodate new beliefs that support your quest to fulfil your desire or change the current outdated beliefs and totally replace them with new ones. This change can only come about if you REPEATEDLY impress your mind, both conscious and subconscious parts with mental pictures, thoughts and feelings related to the outcome your desire in the future. Keep this vital truth in your mind To see a change in your current reality and manifest what you desire, you must change your current belief system through constant REPETITION by focusing on thoughts, metal images and feelings of the desired outcome to impress your conscious and subconscious mind with this new information. You can pay for countless self-improvement programs or read a thousand books related to Law of Attraction; but until you persistently practice the principles and change your inner reality, you cannot change your outer reality, which is the mirror of what is happening inside your subconscious mind. You can acquire heaps of knowledge about changing belief systems, but until you persist and change your beliefs to change your perception of reality, you cannot change what you are experiencing in your life now. So, first form clear mental image of your desire, put in the effort through constant persistence of practice, impress your conscious and subconscious mind with images, feelings and thoughts that create a positive emotion of already achieving your desire in you. Let this positive feeling sink into the depths of your mind and change your current negative beliefs that are working against you. Dont get caught up in the hype of a new and an exciting program that promises to help you fulfill your desire in a short period of time. Many programs might work in the beginning because they aim at changing your negative thoughts to positive ones by increasing your positive expectations and keeping your conscious mind busy. But until you change your inner mental construct or perception of reality, you will not see real change you desire. Know the time taken to impress your subconscious mind totally depends on the time you allot to practicing a technique that will change your mental makeup and produce the desired results. It is also helpful to follow one program and one technique instead of obtaining contradicting information from different sources and getting confused about the right way to achieve your desires. Know there is no right and wrong program when it comes to changing your beliefs. You can follow any system that works for you The little known secret to make the process of impressing your subconscious mind through constant repetition and persistent practice is the feeling of gratitude, which is very powerful because it instantly connects you with the positive forces of the universe. Just relax, let go and be thankful for everything you have in the moment. Be grateful for all the guidance and help you are being sent by the co-operating universe. With this positive awareness, focus on the feelings, thought and images that generate a passion and positive expectation in you to move forward and take action toward achieving your dreams. It is very important to exercise control on the mind and direct the thoughts towards what you want instead what you dont want through out the day to change your reality in a short period of time. There is no dream that is impossible to achieve because the term impossible exist only in the mind. When you take control of your subconscious mind and harness its power, there is nothing that is impossible in this world. Great men and women already used the awesome power of their minds to achieve outstanding things and contribute immensely to the betterment of mankind. Follow these set of directions to alter your belief system and move forward fearlessly: 1. Decide what you want and form a clear mental picture that you would like to experience 2. Constantly focus on the mental picture and thoughts related to manifesting this mental picture. Focus on the positive emotions that accompany from the REAPEATED impression of thoughts and images on your mind will generate 3. Make persistence a habit and practice focusing until you see a visible change in your reality through the change in your belief system Human beings have always learned though repetition. When we were at school, we had to repeat numerical table and alphabets constantly to memorize them. Repetition is also used to learn a new language. This technique is so powerful that we remember the alphabets even after several years. The fact is that repetition reinforces memory and hence is the best technique to reprogram the subconscious mind with new directions. There are two major hurdles that stand between you and the realization of your desire through reprogramming of your subconscious mind. One is lack of necessary time to thoroughly impress the mind through repetition. Second is your lack of faith in the process might succeed in forcing you to give up. When you proceed with the conviction to break through these hurdles, you can certainly succeed in changing your perception of reality that is preventing you from attracting what you desire in life. Depending on how strongly the current beliefs that are contrary to the new beliefs and the amount of time to a person spends focusing on repetition, different people take different lengths of time to completely break down the current belief system and reprogram the mind. All the resources you need to fulfill your desires have always been present and are yours to command. People and circumstances are not the reason why you are not able to progress and move forward. The only person stopping you is YOU and your limited thoughts and beliefs. Once you change these limited beliefs and expand your awareness to include the possibility of achieving the impossible, you can truly attract whatever it is that you want. How badly do you want to achieve your goals? If the feeling is intense enough, take the necessary action to persist and REPEATEDLY impress your mind with mental pictures, feelings and thoughts that empower you achieve what you want in life. Wisdom vs. Knowledge Knowing information is very different from applying the information and experiencing the consequences. Contrary to the popular statement, knowledge is power; the application of knowledge is power. Let us take the example of Law of Attraction. Many people who got their information from the popular movie or the book The Secret failed to manifest what they want because they applied the Law incorrectly. They were told they would be able to get something if they think about it. However, the Law does not work that way. On the other hand, many people had put in the effort to know how exactly the Law works and applied it correctly and manifested everything they wanted in life. Become powerful by applying the knowledge Are you one of those people who have heaps of self-improvement books and notes gathering dust in your drawers? If so, it is time to take them out, revisit them and immediately start using the information in those pages. Your life is not magically going to change if you dont apply the technique and put in the effort to actually change your experience of life. Lets again take the example of Law of Attraction. It states that once you form a clear picture, think about it and feel like you have already achieved it, you must surrender your thoughts to the universe and allow it to manifest your desire in the best way, meaning you must let go of the need to control how things happen to you. Many people, despite having tons of knowledge about the Law, fail to apply this part effectively not willing to let go of the control. When you take a class or a seminar, you will benefit more if you ask questions and understand exactly how to apply the knowledge. With the wisdom gained from applying the knowledge, you can slowly become more adept at using the knowledge to better your life. Because of your deep understanding of the workings of the knowledge, you might even be able to help others if you choose to. You can start applying the knowledge by actually practicing every day. Write down your desires. Make mental pictures of your fulfilled desires, draw vision boards, write affirmations and practice a technique that can change your existing limited belief system. Just start doing! Power of Focus to Manifest Did you know that a power as meager as 800 watts, which is barely enough to sustain an average room, when focused within a diameter of 1mm, can cut through sheet steel accurately? This is a powerful testimony of the power of focusing energy. This fact can help us understand that scattered energy produces little to no desired result; whereas the same energy when focused can produce tremendous results. This principle can surely be applied to Law of Attraction. You can manifest everything you want in life if you develop the power of focusing your attention and mental energy on achieving your goals. Understanding what focus is Merriam-Webster.com defines focus as directed attention. This is exactly what focus is. It is the ability to direct your attention towards the fulfillment of your desires. Famous self-help author and motivational speaker Tony Robins once said, What you focus on consistently, you tend to manifest in your life. The power of this quote cannot be taken lightly because it sums up an important principle of Law of Attraction. Many people are struggling to manifest their desires because they are implementing this principle ineffectively. Focus must be made a habit. With initial effort and persistence, the habit of focusing can become a second nature and starts showing up in your behavior naturally. With the power of focus, you can perform the necessary actions that dictate how you manifest your desires. Understanding how the brain works Human brain is a massive processing system that processes gargantuan amount of data every second. On an average, the brain takes about 2 million sensory inputs every second through the five sensory stimuli sight, smell, sound, touch and taste. Like a computer, which crashes if we run all the information stored on it, our brains, to avoid overload, filter the information against existing memory and belief system and consciously process only a little amount compared to the entire lot. Although this process is helping us to keep up with massive data we are inputting, we might be missing crucial information that can be the next big opportunity or miss the approach of danger. To better understand this process, let us take the analogy of a dark room. If you are given a torch light and are asked to find a door to get out the room quickly, you would try to focus the light in one direction and try to find a door. If you just focused the light on the floor, all you would be able to see is the floor and not the door which is to your right. You would then walk along the focused path and may bump into the wall. On the other hand, if you focus the light everywhere by waving the torch light in all directions, you might be able to see more of the room, but you could still miss the door. Similarly, in life, if you focus on the wrong place and narrow your vision to only this place, you might miss the opportunities that are all around you. On the other extreme, if you scatter your energy everywhere and try to focus on too many things, you get confused and still could miss the right opportunity for you. Hence, it is important to learn how to focus the attention in the right place. What you focus your energy on, manifests in your life. Are you focusing your energy in the right place? When a person focuses on poverty, he/ she will manifest more poverty. When he focuses on lack of health or diseases, he manifests more disease. On the other hand, if the same person focused on prosperity, he will surely manifest prosperity in life through Law of Attraction. If he focused more on health, he will manifest more health in his life. This is an important concept to grasp because it is the difference between you manifesting all your desires and you failing because of all the negative conditioning. Awareness is power Be aware of what you are focusing on in your life. Focus your attention more on achieving your desires and exclude other unnecessary aspects of your life and see the magic of power of focus in manifesting. Focus on being thankful Being grateful for all that you have right now is a powerful feeling that will put you immediately in tune with positive manifesting force of the universe. Take time everyday to be thankful for what you have. On days, you cant see anything to be grateful for, stop, calm down, and ask yourself, If you can be grateful for 3 things in your life right this moment, what would you be grateful for? Learn to see the best in any situation in life instead of focusing on things you dont have. Plan Planning eliminates confusion and gives you direction. Have an end result in mind and write down achievable goals that can help you progress towards the desired end. Practice acceptance Every person is just as he or she is because of his/ her unique past experiences. Be aware of all that happened in your life that made you who you are today. Acknowledge that all your negative and positive conditioning is a result of the unconscious beliefs you have come to accept as truths. Accept yourself for all that you are and accept everybody around you for all that they are. This is powerful because it releases you from the trap of negative memories. Focus on how you would like to be starting from now and only focus on that. Program your subconscious mind for success We all have the same amount of time in a day. Your success depends on how you use this time to focus on your desires and how to manifest them. Take time in your day to quite your mind of the clutter and meditate upon your dreams and desires. Write down specific plans to achieve them. Write down powerful affirmations that you can repeat to clear the negative conditioning and impress your subconscious mind to attract all the necessary resources you need for manifesting your desires. Make a list of your goals and stick the copies of the list in several places where you are likely to go in your home. Always constantly remind yourself of your goals. Keep them fresh in memory. To make time for yourself in a day, turn of all your electronic gadgets and let other people know that you are not available for this particular slot of time. Enter a quite room to work in peace and completely focus on your dreams. No matter how busy your day is, even if you can spare only half an hour, do it. Well known author Catherine Ponder explains Law of Vacuum this way to make room for something, we must have space to fill, meaning we must clear the existing unwanted garbage in our lives. Always remember this vital truth when you, in a day, feel like you are being pulled into some drama that serves no purpose towards the achievement of your goals. The amount of time you allot to manifest your desires determines your progress. Make this time of your day most important and complete all the tasks that you have been procrastinating about. Also, remember to always finish only the tasks can help you progress in terms of achieving your goals. Remember that focusing on too many things will only scatter your mental energy and prevents you from seeing the right opportunity in front of you. Take the example of a fox and the hedgehog. While fox is clever and knows many tricks to use to get a meal, hedgehog is rather dull and but knows one trick, which is to roll into a spiked ball for protection. Fox, even with its many clever ideas and strategies cannot win with the spiked ball and obtain its meal. Hence, the hedgehog always wins. This analogy is very apt in describing the many failed efforts of intelligent people who waste their precious energy doing too many things at a time. One good strategy is always the best to follow instead of diluting effort to make several different clever strategies to work. Focus your energy on one project and finish it completely to your satifaction before you take on the next task. Approach your goals by taking one step at a time. This process can make even the daunting of goals seem achievable. Another important aspect of practicing to focus is to be in the present. Many people spend their time focusing on the past or the future. For achieving any goal, your mind and body should be present now and hence your mind should be focused on the present moment instead of the future. There will be time to reflect on the future and make necessary plans in the present to achieve the desired goals. But when you have tasks you need to finish now, no matter how mundane and intolerable you find the present tasks, perform them being grateful. In summary, human beings are conditioned in such a way that we experience what we focus on in our lives. Hence, it is important for us to learn how to focus on achieving our desires. We must learn to focus on the positive aspects in life that propel us towards achieving all that we desire. To develop this power of focus, we must learn to manage our time properly. We must learn to make time in a day to focus on what is necessary by clearing out the unnecessary through clever discerning skills. But more importantly, we must learn to act and not procrastinate. So, starting right now, decide on a goal that you can achieve in the immediate future. Make a plan on how to achieve this goal based on what resources are available to you at this moment. Make time to work on these plans and complete tasks. Keep repeating powerful affirmations powerfully with feeling to focus on your goals. Be grateful and be consistent with working on your goals until you achieve them. Transform your life by taking action. Manifest all you desires one desire at a time with the power of focus. The Secret of Happiness and Success Most Law of Attraction gurus will tell you the secret to attracting everything you want in life is to think positively about your dreams. They will tell you to expect the best always so that you will receive the best. Although this message has its merit, positive expectation alone cannot materialize what you want in life. Many people failed to manifest their desires by just following the information that was given in The Secret. You think about it, you receive it may be true but Law of Attraction does not work that way. Without right action on your part, you cannot expect to your desires manifest. Inaction does not prepare you for the future. Neither does it take proper precautions to protect you from the present challenges and problems. Only you can do that by making necessary choices and performing necessary actions. Some people are fortunate to have found their purposes in life and making a living out of them. What about the rest of us? Many self-help experts tell us that the secret to happiness is to find our unique purpose in this life and make a life around it. Although this also is a fair point, the problem with finding a purpose is that it takes time. In the mean time, you will have to deal with financial difficulties and other personal problems. Dont get me wrong. It is actually quite noble to develop the strength of character to be able to be satisfied with what you have and be happy despite the circumstances. But this process is also very hard. If you ask a few happy people what is the secret to their happiness, you will often hear one popular answer service is the secret. But what if your life is full of resentment and problems? You can only share what you have abundantly in life. Hence, you would be only sharing more negativity unconsciously. If what you have is abundance in life, it will certainly bring you happiness to share this abundance with the rest in need. So, sharing and social service is really not the number one secret to happiness. What then is the ultimate secret to happiness? It is you. It is your ability to become active in life and become adept at solving your own problems effectively. Nobody can just tell you how to be happy because nobody knows what makes you happy. When you get involved in your own life and work hard at solving your own problems, you slowly gain the ability to deal with daily challenges. As you solve more of your problems, you can start to become happy. Your involvement in your own life is then the true secret to happiness and success. As you become happy and successful, you might feel the need to share this joy with the rest, which will only multiply your own success and happiness. Thinking positively about life comes automatically without any effort and when this attiude is combined with right action; you can expect great results and see all your dreams come true. As you focus on yourself and your own unique talents, being entirely satisfied with your life, you will become free of the limitation of competition. Then, you will experience a different level of joy. What is important to you? Do you know what is important to you in your life? Can you tell me what the values you stick by in your life? Most people cannot answer these questions because they dont know what are their personal values are. They live by other peoples values. For example, an employee who lives according to the values of his employer such as accountability, work ethic, results and profits, might consider he is successful if he can live up to these values and get promoted. But for most people, success means much more than just earning money. Most of us may not define our success by how much we are able to please an employer by living by his values. It is essential to realize that other people have their own values and these values are important and note worthy, especially when these values work to influence in our lives. But the secret to true happiness is to follow our own core values that are important to us. When we prioritize our wishes and values over others values, we start to truly enjoy life. So, take out a paper and write down what is important in your

Thursday, September 19, 2019

Catcher In The Rye - The Conte :: essays research papers

J.D. Salinger is considered one of the most critically reviewed author in modern literature. In particular his only novel Catcher in the Rye has received the most criticism. The book has been constantly debate and sometimes banned in some states because of its vulgar language and sexual content. On the other hand it is used in freshmen English and praised as the greatest book in the twentieth century. Catcher in the Rye has been reviewed in many aspects. People had drawn many conclusions in trying to decipher the meaning of Catcher in the Rye and the mind behind the mysterious Salinger. Buddhism is one apparent aspect in this book and it is also apparent in Salinger’s life. Does Salinger exhibit Buddhism on different levels in Catcher in the Rye? The main character in the book is Holden Caulfield. He attends a rich prep school called Prency prep. It is a school that typifies the idealistic American school, where the dirt and grind does not have a space, at least not on the surface. Holden is then expelled from the school, and starts to venture out the world on his own. He goes back down to New York, the dirt and grind capital of the world. He gets more and more sickened by the fakeness, and cruelty of the world. An example of this would be in the Catcher in the Rye, when he goes in to the museum â€Å"he notices an obscenity written with a child’s red crayon on the wall†(121 bloom). Holden says in the novel â€Å"That’s the whole trouble,† he realizes. â€Å"You can’t ever find a place that’s nice and peaceful, because there isn’t any. You may think there is, but once you get there, when you’re not looking, somebody’ll sneak up and write ‘Fuck you’ r ight under your nose†(264 Salinger). He throws up because of the whole idea and from that point he then begins to understands the real meaning of life and learns to accept life as life. Holden’s life is a mirror image of the life of Siddharta Gotama the price of Nepal in 563 B.C. The story of the Prince is the prince lived in his kingdom where he was shielded from suffering. He never saw the dead, the dying, the suffering, the hungry. He knew none such existed. Until one day he had ventured out of the kingdom and saw the things he had been shielded from.

Wednesday, September 18, 2019

Civil War Essay -- essays research papers fc

Civil War During the American Civil War, which lasted from 1861-1865, over 620,000 accounted soldiers were killed. Known as the "the first modern war", historians generally agree that the reason for this was because this was a time of transition for the military. Armies and Navies were still using tactics where they would gather large forces of firepower to bear on the enemy. At the same time, weapons were being developed which were accurate and lethal well beyond any arms of the earlier conflicts. As a result of these two conditions many more casualties were sustained. Add to that the lack of medical knowledge of disease and infection and the numbers truly began to grow. This paper is an overview of the types of weaponry that was used during this time. Artillery generally falls into three basic categories; guns, howitzers and mortars. The main difference between them being the trajectory of the round fire. A gun has a high muzzle velocity and a very flat trajectory. Normally a gun is used in a direct fire mode where the target can be seen and penetration is desirable. Good targets for a gun would be things like brick or earth forts, ships, buildings, and targets in tree lines. Howitzers have a somewhat lower muzzle velocity and arc their shells onto a target. They are used in both a direct fire and indirect fire mode. Keep in mind with the limited range of the pieces available during the Civil War there was no indirect fire such as we know it today. Targets were generally always within the line of sight of the artillery men. This is especially useful when an enemy is concealed behind a prepared position or the artillery men desire to have a shell explode over an enemy’s head. The air-burst does less damage to hardened targets such as masonry walls, and redoubts, but causes many more human casualties due to the shrapnel covering a large area. Mortars have a very pronounced arc of flight. They have a relatively low muzzle velocity and are unsuitable for direct fire. Their principle value comes from being able to lob shells behind an obstacle such as a fort or a hill. Unlike modern mortars, those used during the Civil War were bulky devises and mounted at a fixed angle usually between 45 and 50 degrees. They were not very accurate and depended solel... ... of War suggesting that the gun be officially used by the North, but nothing was done. Later, the Navy adopted the gun in 1862 and so did the Army but not until 1866. My conclusion is that I would not want to be shot by any of these guns. They used very heavy ammunition that devastated what ever it hit. I guess that is why the American Civil War was called the bloodiest war of all time. Not only are you trying to kill your opponent, you are trying to kill a fellow American which must of been tougher. Also, if we adopted the Gatling gun, I feel that the war would of been over a lot faster than it was. To be able to fire 250 to 300 rounds in one minute is devastating. That gun was very mobile because it could be moved around by the horses because it was on wheels. I give these men lots of credit for going out there and fighting like they did. Many really did not know why they were fighting and they still fought with courage. And with a total of 620,000 casualties, a lot of men did not come home. Bibliography 1. "The Civil War", Ken Burns, 1994, tape 5, "Weapons of the Civil War" 2. "The Civil War", CD-ROM, by Mathew Brady, Rom-Man technologies,1995

Tuesday, September 17, 2019

Corruption in India Essay

CORRUPTION ï‚ §Corruption is defined as the misuse of any power of public consequence for private gain. ï‚ §Corruption is not something new, as per Arthasastra of Kautilya ( around 3rd century B.C) : â€Å"Just as it is impossible not to taste the honey(or the poison) that finds itself at the tip of the tongue, so it is impossible for a government servant not to eat up, atleast, a bit of the king’s revenue.† â€Å"Just as fish moving under water cannot possibly be found out either as drinking or not drinking water, so government servants employed in the government work cannot be found out (while) taking money( for themselves)† Major Scams in India Year 1976 1981 1987 1987 1991 1991 1992 1992 1994 1995 1996 1996 1996 2000 2001 2002 2006 2009 2009 2010 2012 Scam KUO OIL DEAL SCAM ANTHULAY TRUST (PAY OFF) HDW COMMISSION BOFORS SCAM TELGI SCAM JMM BRIBE SECURITY SCAM(HARSHAD MEHTA) INDIAN BANK RIP – OFF SUGAR IMPORT BHANSALI SCAM FODDER SCAM HAWALA SCAM UREA DEAL UTI SCAM MUTUAL FUND SCAM HOME TRADE SCAM IPO SCAM MADHU KODA SCAM SATYAM SCAM THE 2G SCAM (MOTHER OF ALL SCAMS) COAL ALLOCATION SCAM TOTAL AMOUNT Amount (In crore) 2.2 30 20 64 43000 0.3 4000 1300 650 1200 950 810 233 32 1350 600 61 4000 24000 1,76,000 1,85,591 4,43,894 Effect Of Corruption On Poor Brought Out By CMS-TII †¢With special focus on BPL household’s 2008 survey shows the following results. †¢About one third of the BPL families paid bribe in the last one year for one or more of the eleven public services covered in the study. †¢ This shows that even the poorest of the poor are not spared in their targeted programs. †¢The survey shows that about 3.4 % of people paid a bribe for a school education and 48% in the case of police service. †¢4% BPL households used contacts for PDS ,school education & electricity as they could not pay the bribe. †¢2% of the people could not get the above services sine they could not pay the bribe or had no contacts. Effects Of Corruption On The Poor BREAK UP OF BRIBES PAID FOR 11 BASIS SERVICES IN MILLION Services covered Public distribution system Hospital School education (up to class XII) Electricity Water supply National rural employment guarantee scheme Land record / registration Forest Housing Banking Police Total for 11 basic services of BPL families Total bribe paid in an year 450 870 120 1050 240 70 1240 240 1570 830 2150 8830 Source: TII-CMS India Corruption Study (2007) CPI – Corruption Perceptions Index-2012 ï‚ § As per the data for the year 2000 , India was in the 69th rank with CPI score of 2.8. ï‚ §As per Ratan Tata â€Å"Corruption has become worse after liberalization†¦Prior to 1991, corruption was in the form of granting licenses. Now, it’s replaced by the award of contracts and in changing the terms of contractual obligations.† Source: Transparency International 2012 CPI score. CORRUPTION PERCEPTIONS INDEX 2012 Source: Transparency International 2012 Corruption Stifles Economic Progress Agents Role In the Licensing System †¢Corruption leads in reduction in efficiency. †¢Corruption leads to wastage of public funds and Resources. ï‚ §Institutionalization of corruption. †¢Most prevalent form of corruption in India. Eg: Driving Licensing Process in most states. †¢Willingness to pay bribes. †¢Bounce back on the society. Source: February 2, 2008-Economic & Political Weekly. What Is The Root Cause Of Corruption ? †¢Traditional practise. †¢Government services being monopolistic in nature. †¢Lack of trans-parency. †¢Lack of efficient and review monitoring mechanism. †¢Issues with electoral process (funding). †¢ Corporate politician nexus-(State Capture). †¢Socio economic divide. †¢Lack of effective grievance redressal system. Major Demands Of The Team Anna and Kejriwal †¢All govt. servants under the jurisdiction (Including PM). †¢Election and removal be independent of the govt. authorities. †¢CBI’s corruption investigation agency shall be brought under the admin control. †¢Investigation procedure shall be in tune with the criminal investigation procedures. †¢Setting up of lokayuktas. †¢Provision for the citizen’s charter. †¢Effective grievances redressal forum. Earlier Movements Against Corruption: †¢1974 Navnirman movement of Gujarat. †¢Jayaprakash Narayan’s (JP) anti-corruption movement in Bihar of 1974-75 were both against corruption. †¢Other movements: †¢Farmers movements. †¢Dalit movement. †¢Womens Movement. †¢Environmental Movements. †¢RTI Movement. India Against Corruption Movement -How it Differed ? †¢Anna’s Image. †¢Political Vacuum at its peak. †¢Media coverage. †¢In the first phase it seemed completely detached from existing political establishment. †¢Second phase suggested a political alternative. †¢Pan Indian image. ADVANTAGES: †¢Gave a very strict dead line. †¢Proposed several use full amendments. †¢His is a political struggle backed by a moral struggle. †¢Attracted the Youth. †¢Advantages of formation of a political party : †¢Other parties tend to choose better candidates. †¢Other parties tend to give more freedom to the lower level workers. †¢Other parties tend to function more transparently. †¢Could be a failure in election. But politically success. DISADVANTAGES: †¢Less features to prevent corruption prospectively. †¢Based on the assumption that Lokpal will be full of honest and efficient people. Lessons From Karnataka Lokayukta Lessons learnt : ï‚ §Lokpal should have the power of a criminal court. ï‚ §Selection of right candidate . ï‚ §Including PM ministers and MPs under the jurisdiction of the bill. Recommendations by Hegde : ï‚ §Powers to implement recommendations of the Lokpal should be the authority of Lokpal rather than the government. ï‚ §Lokpal to have a separate police force for investigation. ï‚ §Lokpal to have the administrative control over CBI’s corruption investigation team. ï‚ §Making CVC answerable to Lokpal. WAYS TO PREVENT CORRUPTION †¢We need a complete overhaul (holistic approach). †¢Bottom up approach will not work (top officials are also corrupt). †¢We need a top down approach (bring all levels of officers under the jurisdiction of Lokpal). †¢Have faith in the citizens. Emphasis on decentralized the governance structures. †¢Better salaries. †¢Better discipline (accountability and other related aspects). †¢Better recruitment process (importance of Attitude, Aptitude, Ethics). †¢Better automation (Transparency and related aspects). †¢Political will/commitment. †¢Social norms/values should change. †¢Electoral reforms. Question & Answer Session

Monday, September 16, 2019

Primary Education System in Bangladesh Essay

Introduction : As a newly independent (1971) country Bangladesh is struggling with huge population, low per capita income, mass poverty, unemployment and underemployment, illiteracy, child labor, malnutrition, corruption, and related social problems. The economy of the country is poor and based on the rural agricultural sector, but natural disasters – mainly floods, affects the economy annually which delays economic progress. Rural-urban disparity in terms of per capita income, consumption, education, health facilities, and physical infrastructure is an important developmental issue in Bangladesh. The Government of Bangladesh and a significant number of non-government organizations (NGOs) are working to improve the socioeconomic conditions through a variety of programs. Education is one of the key elements of human asset. It is also one of the principal sources of increased economic growth, development and enhanced welfare of an individual and a household in the process of economic transformation. Increased labour productivity, effective use of land and other physical assets, and improved socio-economic empowerment are three important routes through which education can contribute to economic development. On the other hand, education can also lessen the burden of poverty ? one estimate for Bangladesh reveals that households without any formal education have about six time higher poverty incidence than those who have access to education. Because of all this, educational attainment is considered to be the most important indicator of development. Right to education is a fundamental human right. However, the importance of primary education cannot be overstated because it creates the literacy base of a nation (Rahman et al, 2003). Therefore in most developed countries primary education is considered to be more important than higher education. In all the least developed countries including Bangladesh, it is also considered to be an important element of social progress and economic development. Primary education has been made universal and compulsory, and there is a large-scale national campaign for enrolling all school-aged children at primary educational institutions. THE PRESENT SCENARIO OF THE EDUCATION SYSTEM IN BANGLADESH: GENERAL EDUCATION Formal education in Bangladesh is provided in four stages: pre-primary or early childhood education; primary (grade I-V), secondary education (grade VI –XII of which first three grades are considered junior or lower secondary, grade IX-X as secondary, and grade XI-XII as higher secondary); and tertiary education which includes two-year bachelor’s courses, along with three and four-year bachelor’s honors courses and one-year master’s degree courses. A parallel system of formal religious education exists for Muslim students, and this is known as Madrassa education. For Madrassa education, Ebtedayee, Dakhil, Alim, Fazil and Kamil are the equivalent to primary, secondary, higher secondary, bachelor’s and master’s respectively. PRIMARY EDUCATION After independence, under an Act of the Parliament all primary schools in Bangladesh were nationalized in 1973 with a view to improving quality of education (Jalaluddin and Chowdhury, 1996). In 1990 the Compulsory Primary Education Act was passed. Primary education in Bangladesh is characterized by i) Substantial progress made in increasing enrollment during the 80s and early 90s, ii) Large number of children from very poor backgrounds and from illiterate families who are now attending school, and iii) Diverse types of schools serving children who have diverse needs including working children (The World Bank, 2000). Primary education level is from years 1 to 5,(starting at age 6) and the primary curriculum is competency-based and was developed by the National Curriculum and Textbook Board (NCTB). The Directorate of Primary Education (DPE) implements the curriculum and manages the primary education system. There is no nationwide examination at the end of the fifth year. However, government education boards conduct a scholarship examination at the end of year 5. There are 11 types of primary schools: government, non-government registered, non-government unregistered, schools attached to high schools, PTI’s experimental schools, Ebtedayee Madrassas (independent), Ebtedayee attached to high madrassas, kindergarten, satellite schools, community schools, and non-formal schools run by NGOs. Presently about two-thirds of students are enrolled in government schools. Over 65% of primary schools are government schools; the rest being registered non-governmental schools – assisted by the government. There also are some private schools – much fewer, in number – that cater to the social elite. Many secondary schools also have primary school sections. The following TABLE shows the percentage of children attending different types of primary schools in Bangladesh. Percentage of children attending different types of primary schools: |Type of primary school |% of total enrollment | |Government |59-66 | |Registered non-government |18-21 | |Non-registered non-government |2 | |Community schools |very small percentage | |Satellite schools |very small percentage | |Primary attached to high schools |very small percentage | |NGO’s non-formal primary schools |8 | |Ebtedayee madrassas |2 | [Source: Jalaluddin and Chowdhury (1996)] ? Government Primary Education For the formal system, primary education is five years in length, starting at age 6. In government schools, teacher-student ratio varies greatly among schools, with the average of 1:66. In some cases, teachers may have as many as 100 students in a classroom. In government primary schools, the curriculum is based on 53 terminal competencies to be achieved by the end of primary cycle. Five subject areas are covered, i. e. , Bangla, Mathematics, Science and Environment, Social Studies, and English. Statistics show that in 1996 percentage of female teachers in government schools was 28%, which has gradually increased from 20. 6% in 1990. The government has plans to raise the ratio of female teachers in government schools (Chowdhury, 1999). On average, government school teachers have about 12 years of schooling. Training is provided by the government. The government has large training facilities. ? Non-Formal Education Non-formal education is an innovation aimed to reach the poorest children who did not have a chance to attend formal school, and has many characteristics that differ from formal education in order to suit the needs of the rural poor. In Bangladesh, NGOs play an important role in the provision of non-formal education. The largest NGO working in the field of education in Bangladesh is the Bangladesh Rural Advancement Committee (BRAC). When BRAC started non-formal primary education in 1985, the main objective was to provide basic education to the children who did not have an opportunity to attend formal schools. BRAC developed a model of primary education programme that has today become highly successful. Out of 1. 4 million children currently receiving non-formal education, 1. 2 million are in BRAC schools. Over 90% of BRAC school teachers are women. BRAC school teachers on average have 10 years of schooling. The teachers are hired on a temporary, part-time basis. As one education specialist at the World Bank Dhaka office comments, â€Å"Teachers in non-formal schools really teach, and children like to go to school because it is fun. † ? Madrassa Education Madrassas are the social sites for the reproduction of Islamic orthodoxy. In most of the madrassas there are no formal admission procedures, and academic schedules are often flexible. This education is divided into five distinct levels—ibtedai (elementary), dakhil (secondary), alim (higher secondary), fazil (B.A. ), and kamil (M. A. ). These madrassas teach all the required modern subjects such as English, Bangla, science, social studies, math, geography, history, etc. These Alia madrassas are registered with, and supervised by, the government-appointed Bangladesh Madrassa Education Board, which also prescribes the curriculum and syllabi and conducts examinations. In recent years Madrassa education has gone through some modernization and to make the system more closely equivalent to the Bangladesh general education system. Nearly 3 million students are currently enrolled in Madrassa education. At any rate, the important thing to note here is: a) the significant contribution of ibtedai madrassas in providing elementary education in areas where no government primary schools are available; and b) that these ibtedai madrassas are now acting as feeder institutions for both the Alia and Quomi madrassas. The social significance of the madrassa education lies not only in the fact that it imparts religious education to a large number of students, but that it also ensures access to employment. It has been observed that while there has been considerable unemployment among the youth educated at secular schools and colleges, the graduates of madrassas have rarely faced such problems and usually find jobs commensurate with their training. ? Community School Community Schools provide effective linkages between the structures of formal and non-formal education and make both mutually reinforcing. While the community schools provide formal education to its students, its physical and human resources, are being utilized with appropriate supplement to provide a range of programmes of non-formal education and training for adult. It also provides job opportunities to secondary school drop-outs and their parents. Community Learning Centre (CLC) is used to create a learning situation for the whole community in which the children are the main beneficiary. The idea is to make parents regard education of their children as a part of total community activity. The most important component of the CLC is to educate the parents various aspects of life and environment including functional literacy and numeracy keeping in view the requirement  of childhood education. STEPS TAKEN: ? Bangladesh has achieved gender equity in primary enrollment. The increase in girls’ enrollment rate in recent years is believed to have been brought about by a number of ‘positive discriminatory’ actions taken by the state and non-governmental organizations (NGOs) in favor of girls and poor children in rural areas. ? Following education for all (EFA), the government of Bangladesh made primary education compulsory for all children between the ages of six and 10. This had a major impact on the system, and the gross enrollment rate increased since from 75% to 95% by 1996 (Sedere, 1996). Bangladesh has 18 million children in 62,000 primary schools; one of the largest primary systems in the world. ? The government of Bangladesh distributes free books and education kits to students in all primary schools. ? Government stipend programme ? Non-formal education is targeted for a variety of reasons. The broad objective of non-formal education is to provide basic education – sometimes equivalent to primary education. But depending on age group, gender dimension and a variety of socioeconomic factors, elements like life skill training or functional literacy, awareness building, credit program and so on, are incorporated or emphasized. ? Female stipend programme, where the state provides stipends to girls in secondary school (grades 6 to 10) and does not require them to pay any tuition. () Food for Education programme, where the state provides a food ration to children from rural poorer families for attending school. ? Non-formal primary education provided by NGOs, which aim at the poorest children who do not have an opportunity to attend formal schools. Non-formal schools target girls, who make up about two-thirds of students attending non-formal schools. ACHIEVEMENTS: Bangladesh is the only country in South Asia to have achieved gender equity in primary enrollment. As reported by UNICEF and the World Bank, over the period 1980-1995, net enrollment rate1 at primary level has increased from 62% to 79%, while girls’ enrollment rate in the same period has increased much faster from 47% to 73%. The significant increase in primary enrollment rate of girls in Bangladesh in recent years marked an achievement of the country’s education system. Efforts by the government, non-governmental organizations, and the private sector have all contributed to this achievement. One of the main factors that is believed to have brought about the increase in girls’ primary enrollment rate is the involvement of NGOs’ non-formal schools, which aims to provide basic education to poor children who are non-enrolled or have dropped out of school. The most prominent school characteristic that encourages girls’ enrollment is the percentage of female teachers in non-formal schools. LIMITATIONS TO MEET THE NEEDS OF BANGLADESH ECONOMIC DEVELOPMENT. Although in the recent past Bangladesh has achieved considerable progress in terms of primary education enrolment, further analysis suggests that the education system in Bangladesh fails to meet the needs of the Bangladesh economic development needs in general. Because, the current status of education system of Bangladesh is not well planned. Most Notable Issues: ? A shortage of fund and staffs ? A lack of physical infrastructure and facilities: Inadequate infrastructure and facilities often result in overcrowded classrooms that adversely affect scholastic achievements ? High teacher-students ratios (up to 1:70),? Poor quality teaching: The instructors lack training experience, initiative and motivation to fulfill their responsibilities ? Lack of diversity in training ? Inadequate monitoring and assessment of student learning. ? Political instability, ? Lack of coordination between government and non-government organization. These limitations result in poor performance in terms of improving students’ life situation. Due to the gaps between and within education systems, the current status of education in the country is quantitatively inadequate, and qualitatively incompetent to address the education needs of the nation population. Due to internal inefficiency and lack of responsiveness of the societal requirements, the education system has failed to benefit individuals who need to make a good living and to broaden their personalities with information and essential human qualities. RECOMMENDATIONS: Human resource development through education and training is particularly important for a country like Bangladesh where the natural resource base is very poor, the land-person ratio is extremely adverse, and the population is likely to continue to grow putting pressure on the economy well into the middle of the 21st century. Inadequacy is reflected in availability of facilities and access to these facilities which suggest that rapid and extensive development of education is needed for socioeconomic development, globalization and integration with world market. 1. The vast human population of Bangladesh is the only potential resource, and this needs to be utilized to its full. 2. The rural populations are not idle, nor are they incapable. Light of education should be reached to them to enhance their contribution to the national economy and to increase their livelihood capacity. 3. In addition to the formal education network, the non-formal and informal education networks need expansion to cover the greater rural population, and to educate them for a changed national and international scenario. 4. Supplementary and complementary supporting policies, along with appropriate education policies, also are necessary to ensure proper utilization of human resources. 5. Bangladesh needs to provide service training programs to the teachers at different levels, and for different subjects. 6. To progress well in the face of increasing global competition, it is essential to provide modern up to date technological knowledge to students; 7. It is notable that not all students have the academic ability or interest to gain technological knowledge; they should be involved in vocational education and training. 8. Government should increase their contribution to make proper plans to use the huge population to achieve economic growth. 9. Non-government, private and the educated and established citizens of the country should try to help the government to achieve the goal. LITERATURE REVIEW: Many arguments support policies of investments in schooling, not the least of which is that basic equity demands it. But perhaps the easiest case is made in terms of the simple economic benefits. The greater impacts of investments in female education are: First, such investments lead to increased labor force participation and a subsequent expansion of the economy. Second, a variety of positive health outcomes for women and their families are known to flow from increased education. Third, education generally leads to lower fertility rates. Fourth, as primary caregivers, women have a key role in the intergenerational transmission of knowledge. As powerful as these additional benefits may be, the case for increased investments in girls’ education is nonetheless easy to make on the simple benefits to the economy. The genius of early researchers, led by Jacob Mincer (1970, 1974), was to recognize that different amounts of schooling signified different amounts of human capital and thus could be a clear measure of the abstract idea of human capital. From a research perspective, various census and survey databases routinely provide school attainment information that can be linked to incomes and other individual outcomes. From a policy perspective, school attainment is also a concrete notion—leading virtually all countries of the world to devote attention to rates of school completion and the promotion of access to further schooling. The worldwide quest to improve schooling is highlighted in the developing world by the establishment of the Education for All (EFA) movement (headed by the United Nations Educational, Scientific, and Cultural Organization, UNESCO) and the Millennium Development Goals (MDG) of the United Nations. The EFA initiative grew out of the World Summit on Education in 1990 and was given more specificity in the Dakar Summit in 2000. The key elements of the EFA initiative (all to be accomplished by 2015) are †¢ expand early childhood care and education; †¢ provide free and compulsory primary education for all; †¢ promote learning and life skills for young people and adults; †¢ increase adult literacy by 50 percent; †¢ achieve gender parity by 2005 and gender equality by 2015; and †¢ improve the quality of education. The innovative analyses by Mincer (1970, 1974) considered how investing in different amounts of schooling affects individual earnings, and over the last 30 years, literally hundreds of such studies have been conducted around the world. These studies have been reviewed in many interpretative articles, including Psacharopoulos (1994); Psacharopoulos and Patrinos (2004); and Heckman, Lochner, and Todd (2006). By all accounts, the rate of return to additional years of schooling is large. In estimates of Mincer earnings functions for 98 countries, Psacharopoulos and Patrinos (2004) found that average returns for the world are above 17 percent, and they are systematically higher in developing countries (see table 2. 1). 4 These findings have been reinforced in analyses of the relationship between schooling and economic growth. The standard method to estimate the effect of education on economic growth is to estimate crosscountry growth regressions where countries’ average annual growth in gross domestic product (GDP) per capita over several decades is expressed as a function of measures of schooling and a set of other variables deemed to be important for economic growth. Socioeconomic effect of primary education in Bangladesh Primary Education is one of the key elements of human asset. it is one of the principal sources of increased economic growth and enhanced welfare of an individual and a household in the process of economic transformation. Effective uses of land increased labour productivity, physical assets, and improved socio-economic empowerment are the routes through which education can contribute to economic development. Primary education does have a major effect on fertility. The primary education of women stands out as a significant factor in determining fertility. Education as a determinant of fertility: Among the various socioeconomic determinants of fertility, primary education, especially female education has received significant attention from research. Female education and supply of children: Education leads to desire for better qualified children. Level of education of children tends to have a direct relationship with mothers schooling Education affects the supply of children through many overruling variables. These are: Age at Marriage: Women’s education and age at marriage relationship has been found in almost all fertility studies. Cleland and jejeebhoy show that in almost every country in South Asia, women with education get married â€Å"roughly two to five years later than uneducated women† Desired family size: Educated women become less fatalistic regarding their family size. Normally uneducated women believe that fertility will be determined by God. In most research studies have been found that desired family size becomes smaller with the increase in women’s educational level. Son preference: Son preference increases the family size in the long run. Chowdhury finds that in Bangladesh son preference is so strong that even education above primary level cannot stop it. People in Bangladesh as a gender satisfied society want more sons so there is an incentive to increase fertility. They believe children are as providing means support in old age. With increasing levels of education, women tend to rely less on their children for support in old age for economic help. Nonmarket and External Benefits of Education |Benefit type |Findings | |Child education |Parental schooling affects child’s schooling level and | | |achievement. | |Child health |Child’s health is positively related to parental education | |Fertility |Mother’s education is inversely related to daughter’s births. | |Own health |More education increases life expectancy | |Spouse’s health |More schooling improves spouse’s health and lengthens life | | |expectancy | |Job search efficiency |More schooling reduces cost of search, increases mobility | |Desired family size |More schooling improves contraceptive efficiency. | |Technological change |Schooling helps research and development and diffusion. | |Social cohesion |Schooling increases voting and reduces alienation | |Crime |Education reduces criminal activity. | | | | Long run benefits of primary education: One may, however, be interested to know about the statistical features of the primary education budget in the long run. In that case the relationship among primary education budget (PEBUD), education budget (EBUD) total budget (BUD), and GDP becomes PEBUDt = ? 1 + ? 2EBUDt + ? 3BUDt + ? 4GDPt + u; t = 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 lnPEBUDt = ln? 1 + ?2lnEBUDt + ? 3lnBUDt + ? 4lnGDPt + u; That is, there will be an increasing trend of PEBUD if the absolute amounts of BUD and GDP increase and vise versa since the positive relationship between investment on primary education and poverty reduction is well recognised in Bangladesh for many years. Table I: Regression results |Variable |Coefficient |T-ratio |Variable |Coefficient |T-ratio | | |(Standard error) | | |(Standard error) | | |Constant |474. 1 |0. 66 |lnConstant |0. 906 |0. 17 | | |(713. 9) | | |(5. 32) | | |EBUD |0. 367 |0. 49 |lnEBUD |0. 869 |0. 97 | | |(0. 754) | | |(0. 892) | | |BUD |0. 028 |0. 63 |lnBUD |0. 154* |1. 82 | | |(0. 045) | | |(0.084) | | |GDP |– 0. 004 |– 0. 22 | lnGDP |– 0. 176 |– 0. 173 | | |(0. 019) | | |(1. 01) | | | | | | | | | R2 = 0. 739, Adjusted R2 = 0. 66, F = 9. 43, Durbin-Watson d = 1. 94 R2 = 0. 898, Adjusted R2 = 0. 867, F = 29. 26, Durbin-Watson d = 1. 86 Note: * indicates that the estimated coefficient is significant at 10 per cent level Based on data from 1990/91 to 2003/04 the estimated regression results have been shown in Table I. It reveals the fact that on average Tk one crore increase in education and total budgets on average led to net increase in primary education budget about Tk 37 and 3 lac respectively. On the other hand, as opposite to our expectation, Tk one crore increase in GDP is associated with on average Tk 40 thousand decrease in primary education budget keeping other regressors constant. That is, there is no guarantee that an increase in GDP will result in increased level of expenditure on primary education. Loglinear regression provides almost similar results. However, GDP elasticity of primary education budget is much less than one. Durbin Watson d values indicate the absence of autocorrelation in both the regressions. We can also explain the long run effect using the Solow growth model. Suppose there is only physical capital (K1) present in the economy. We can define the production function as [pic] If we divide the both sides of the production function by L, we will get the output per worker as follows: Now, in the presence of human capital (primary education) we can define the production function as follows: [pic], Where [pic] If we divide the both sides of the production function by L, we will get the output per worker as follows: Now, consider the following graph. It shows that in the presence of only physical capital the economy reaches at a steady state where per capita capital is [pic]and per capita output is[pic]. However, in the presence of human capital (primary education) both the production curve and break even investment curve shifts upwards. As a result, we will get a new stable steady state point where both per capita capital and per capital output will increase to [pic] and[pic]. In other words, we can say in the long run the social welfare of Bangladesh will increase in the presence of compulsory primary education. [pic] Government programmes in primary education: The government of Bangladesh has been regularly implementing a few development projects over the years to â€Å"develop† the state of primary education. The names of the projects have been mentioned in various Annual Development Programme (ADP) documents. For example, some of the important projects (being) implemented during fiscal year 2000/01 to 2004/05 are Food for Education, Sub-stipend for Primary Education, Non formal Education, Primary Education Project, Registered Non-Govt Primary School Development Project, Reconstruction and Development of Govt Primary Schools, Primary Education Development through Intensive District Approach, and Primary Education Development Programme. Many of these programmes are important for improving the state of primary education in Bangladesh, no doubt. But when the quality comes as the most important concern, there must be some thrust programmes for improving quality. The National Strategy for Accelerated Poverty Reduction, popularly known as â€Å"Preleminary Draft PRSP† has considered quality as an important ingredient in future government budgetary intervention so as to relate it with greater impact on poverty reduction. Outlined in the Policy Matrix 13, the strategic goals regarding primary education in this document are: a) Introduce a unified and common primary education opportunity for all children. b) Increase access to primary education c) Improve quality of education at primary level d) Ensure equality and equity in education at the primary level e) Improve quality of madrasha education at the primary level However, education is not an opportunity, it is a fundamental right ratified by the Constitution of Bangladesh. Accessibility has two dimensions: physical and economic. In terms of enhancing physical accessibility the current government development programmes have their own merits, but regarding economic accessibility there is only one programme (Sub-stipend for Education) that directly transfers resource to the poor parents to make their children interested to be enrolled and complete Grade V. The earlier version of the programme, Food for Education was pro-poor (Osmani et al, 2003), and the current programme has also been identified as pro-poor (Rahman and Ali, 2003). But the other programmes are mostly related to school infrastructure and construction works. PRSP document forecasted that PEDP-II would improve quality of education for three-quarters of primary school students subject to its ‘effective’ implementation. Nevertheless, PEDE-II is a quite ambitious project, and its effective implementation needs major reform in primary education sub-sector. Absence of regular training of the primary school tutors2 amid their low quality, high pupil-tutor ratio, poor physical facilities, inadequate female tutors, oldfashioned tutors’ training, excessive burden of administrative and other works, low salary package, etc. are the serious problems, which has not been adequately addressed by the contemporary budgets and PRSP. Policy Implications: Primary education is sometimes even more important than higher education in terms of its impact on poverty alleviation. The problems of primary education in Bangladesh are, inter alia, poor educational background of the tutors, inadequacy of female tutors, very high pupil-tutor ratio, poor physical facilities, old-fashioned tutors’ training, excessive burden of administrative and other works, and low salary package. Primary education budget in Bangladesh has been meager over the years with respect to its requirement particularly in improving quality of education. The Annual Development Programmes directed to primary education sub-sector are quite inadequate to bring about desirable social returns. Share of primary education in GDP has also been very low, around one per cent, over the past fifteen years. The South Asian scenario is almost similar compared to Bangladesh. Long-run relationship between GDP and primary education budget is negative for Bangladesh. All these have negative implications to common goal of quality primary education in Bangladesh as well as in South Asia. Despite all these budgetary constraints Bangladesh and other South Asian countries have been doing vary well in terms of attainments in primary education. Given this reality there are some budgetary imperatives in order to achieve desirable social impact of primary education in Bangladesh: †¢ Share of primary education both in budget and GDP needs to be increased consistently. There should be a positive relationship between increase in GDP and primary education budget in the long run. †¢ Primary education revenue budget should be substantially increased in order to attract quality tutors in this profession by handsome salary subvention package. †¢ The primary focus of development budget should be enhancing quality of primary education. Regular and modern training programmes should be designed and implemented in order to bring about motivation and dynamicity among the tutors. †¢ Pupil-tutor ratio should be substantially reduced to at least 20:1; that is, the number of tutors will have to increase three-fold. This will require substantial budgetary intervention. †¢ Adequate administrative personnel should be recruited in the primary schools so that they can extend services in different school related programmes, administrative activities, surveys, immunization programmes and other works. This will help reduce tutors’ burden of other works substantially, and they will be able to concentrate on the classrooms and students. †¢ Primary education sub-sector needs long-term reform programmes in order to reach its standard at a level so that it can effectively create knowledge workers for the twenty-first century. Conclusion: In summary, education is a human right, and such, should receive priority in allocation of natural resources. It is very short-sighted to keep education bound and ‘gagged to the role of manufacturing skilled manpower’ or to judge one’s success by the number of either children or adults who have efficiently undertaken a ‘learning package’ (Hallak, 1990). Education was previously seen as fundamental, not only to economic development, but also to the social or political development.