What are the implications for essays

What are the implications for essays What are the implications for management of each of the following trends? Reduction in cost of hardware with time o Businesses benefit from rapid processing by providing better service at a reduced cost. o For example, an automated teller machine (ATM) system in a bank can process customer withdrawals, deposits, and transfers faster and less expensively than a human teller because it uses computer hardware. Reduction in size of hardware with time o Finally, capacity is important in information systems, and computers provide the capacity to handle large amounts of data. o Businesses benefit from this capability by being able to process volumes of data easily. o For example, a sales analysis system in the marketing department of a business can examine data about thousands of sales because it uses computer hardware. o The results of the analysis help managers draw conclusions about sales trends. o A computer can handle these large amounts of data more easily than a human. Increase in power of hardware with time o Accuracy is also important in information systems, and computers ensure that the results of processing are correct by not making mistakes as people do. o Without accurate processing, a businesss costs would be greater and its information less reliable. o For example, a point-of-sale (POS) system in a supermarket is more accurate than a human clerk in recording the prices of items purchased by a customer because it uses computers. o Thus, the system reduces the cost of selling a product at an incorrect price. o A POS system also keeps an accurate count of stock because of its use of computer hardware, and therefore the system provides better information about inventory. o You sometimes hear about computer errors, but usually these result from mistakes made by humans, not by computers. All these benefits gained from the use of computer hardware in informa ...

Quotes From Princess Diana

Quotes From Princess Diana When Diana Spencer married Prince Charles, the world opened its arms to the new royal bride. Princess Diana was an overnight hero, a youth icon and a benefactor of the poor. She was a figure of passion, empathy, and kindness to the commoners. People thronged to wave at her, while she smiled at every face. As Princess of Wales, Diana was involved with many charitable organizations. She defied custom by involving herself with AIDS charitable programs. She was often photographed hugging an AIDS-afflicted child. Diana was grounded in her beliefs. In time, her marriage faltered and eventually ended in divorce. Her premature death in an accident on the streets of Paris shocked the world. Princess Diana lives on in the hearts of her well-wishers. In this collection of Princess Dianas remarks lie the passion, aspiration, hopes, and dreams of a young princess. Princess Diana on Random Acts of Kindness Helping people in need is a good and essential part of my life, a kind of destiny. Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you. Comments on Her Marriage There were three of us in this marriage, so it was a bit crowded. Any sane person would have left long ago. But I cannot. I have my sons. I think like any marriage, especially when youve had divorced parents like myself; you want to try even harder to make it work. The Importance of Family Family  is the most important thing in the world.   I will fight for my children on any level so they can reach their potential as human beings and in their public duties. I live for my sons. I would be lost without them. I want my boys to have an understanding of peoples emotions, their insecurities, peoples distress, and their hopes and dreams. About the Monarchy Being a princess isnt all its cracked up to be.   Its vital that the monarchy keeps in touch with the people. Its what I try and do. Id like to be a queen in peoples hearts, but I dont see myself being  queen  of this country. Call me Diana, not Princess Diana.   On the Meaning of Life Life is just a journey. The biggest disease this day and age is that of people feeling unloved. So many people supported me through my public life, and I will never forget them. The Importance of Love If you find someone you love in your life, then hang on to that love. I went to the school and put it to William, particularly, that if you find someone you love in life, you must hang onto it, and look after it, and if you were lucky enough to find someone who loved you, then you must protect it. My first thoughts are that I should not let people down, that I should support them and love them. I knew what my job was; it was to go out and meet the people and love them. Every one of us needs to show how much we care for each other and, in the process, care for ourselves. Happiness I dont want expensive gifts; I dont want to be bought. I have everything I want. I just want someone to be there for me, to make me feel safe and secure. When you are happy you can forgive a great deal. Princess Dianas Personal Philosophy I dont go by the rule book. I lead from the heart, not the head. I like to be a free spirit. Some dont like that, but thats the way I am. Anywhere I see suffering, that is where I want to be, doing what I can. I wear my heart on my sleeve. Is it a weakness that I lead from my heart and not my head? Hugs can do great amounts of good- especially for children.   Thoughts on Helping Others Nothing brings me more happiness than trying to help the most vulnerable people in society. It is a goal and an essential part of my life- a kind of destiny. Whoever is in distress can call on me. I will come running wherever they are. I think the biggest disease the world suffers from in this day and age is the disease of people feeling unloved. I know that I can give love for a minute, for half an hour, for a day, for a month, but I can give. I am very happy to do that, I want to do that. I want to walk into a room, be it a hospital for the dying or a hospital for the sick children, and feel that I am needed. I want to do, not just to be. Random Musings I dont even know how to use a parking meter, let alone a phone box. If men had to have babies, they would only ever have one each. People think at the end of the day that a man is the only answer to fulfillment. Actually, a job is better for me. Im as thick as a plank. Im aware that people I have loved and have died and are in the spirit world looking after me. The greatest problem in the world today is intolerance. Everyone is so intolerant of each other. The kindness and affection from the public have carried me through some of the most difficult periods, and always your love and affection have eased the journey.

Class work Assignment Example | Topics and Well Written Essays - 500 words

Class work - Assignment Example Waterfall used stages. With waterfall once the stage is over there is no going back except if a process change is followed that can take longer. In the case of Agile, where requirements are in need to change, then they are handled better with the process. Waterfall roles generally differ from those of agile. Agile does have the role known as scrum master that is a type of project manager as well as release manager and may fail to be IT specialist. Water fall does have a traditional manager of the project who happens to be an IT person always in the sense of tradition. What is needed ideally is a model that combines both the predictability as well as the accountability of waterfall approach with the agility as well as the adaptability of agile approach. An effective balance in between the both ideas could come up with a much more efficient model for software development. Mcrosoft. (2013). Microsoft Solutions Framework application development project plan. Retrieved may 20, 2014, from office.microsoft.com:

Strategic Business Management and Its Comparison to the Case of Research Paper - 1

Strategic Business Management and Its Comparison to the Case of iCreative - Research Paper Example The researcher states that for expansion of business through internal venturing and joint ventures, iCreative requires managers and leaders who possess strategic leadership skills along with market intellect and cultural awareness of foreign markets. Being an entrepreneur and introducing a new concept in the market requires a different approach altogether than running family-owned businesses or other established organizations, be it a company or a partnership. Where every organization model requires a different leadership approach, entrepreneurship demands innovation and creativity. Entrepreneurial leaders are required to be dissatisfied with the status quo and should have the ability to question imperfections and present a better alternative. For this purpose, learning ways of existing businesses and modifying them effectively is the gist of entrepreneurial leadership. Entrepreneurial leaders need to have flexibility in their approach and ability to learn continuously. Furthermore, these leaders are expected to have authenticity in their tone when they communicate. Such leaders not only share their insight but also have the humility to encourage their peers and subordinates to share their views. Since an entrepreneurial model is never perfect in the inception, therefore feedbacks and ideas of a team could help this new venture. Entrepreneurial leaders are also expected to have a vision and ability to examine their organizations at different levels of businesses. It not only includes operational and strategic management levels but also involves capability of identifying gaps between existing and desired efficiency and effectiveness. Entrepreneurs are provided with a huge amount of advice and negative feedbacks having the critical effect on business performance.

Evaluate the Claim That Britishness Is an Ethnic Construction Essay Example for Free

Evaluate the Claim That Britishness Is an Ethnic Construction Essay Introduction The purpose of writing this paper is to analyze and evaluate the argument that ‘Britishness is an ethnic construction’ from the perspective of both its advocators and opponents. The discussion will include evidences that support the claim and also those who go against it in relation to the cultural and ethnic dimensions of britishness in order to provide a better understanding of the events and circumstances that have shaped the past and present of Britain and have led to the development of the identity of britishness. Many sociologists have tried to define britishness in diverse ways. Some have defined it as a ‘mixture’ of races resulting in the emergence of a unique ‘British Race’ with distinguishing characteristics while others have termed it as ‘national character’ that encompasses national customs, traditions, norms and values, molded by historical and environmental factors (On the Meaning n. d. ). Such definitions, however, are not sufficient and deep enough to give a complete explanation of what Britishness really is. Being a matter of perception, britishness has different meaning for different people, but the argument that it is merely a product of ethnic factors is quite debatable. Ethnic groups are often viewed as homogenous, bounded entities with ethnic labels associated with them and referring their connection with a particular material culture. Those who view Britishness as an ethnic identity only argue that it is an unsolidified, diverse and mobile ethnic identity that began 1. X1783213 to establish itself during the nineteenth century with British Monarchy. Concerns regarding religion, ethnicity and national identity have always been at the forefront of political and social debates in modern Britain. Sociologists and political analysts have discussed Britishness among ethnic minorities for many decades, sparked by popular intergroup events such as Rushdie Affair in 1989, Notting Hill in 1958, the Oldham Race riots of 2001 and numerous others. Britishness often tend of get muddled with Englishness, and it is supposed to because there are no clear boundaries that separate Englishness with britishness. An authoritative answer can be a simple ground of differentiation that Englishness is the unique identity of people living in England while Britishness refers to custom values and traditions of Britain citizens (Betts 2007). Whichever definition we present of both the entities, it is clear that there is no clear boundary marking what we can call britishness and Englishness given that the individualistic nature of both the identities are quite similar in terms of ethnicity and social trends. Although the sense of britishness is often considered as a construct of ethnicity, but is can be argued that race and ethnicity are not the only determinants of this national identity as geography, national symbols, political events and historic achievements, diversity, citizenship and immigration trends that have led to cultural diversity in Britain and have influenced the British culture in the realms of language, literature, arts, practices, habits and behaviors, are also equally important tools that have a fair share in shaping up the idea of britishness (Ethnos Research 2005). Although the British Isles and distinctive topographic features like Scottish Highlands and rolling hills, have been subject to influences of conquest and immigration since before the era of Christianity, most anthropologists and sociologists studying and writing about developments of race 2. X1783213 and ethnicity in the region restrain their historical contextualizing to the age following the second World War . The understandable reason for this confinement is that in this period only Britain saw huge numbers of non-white immigrants from different parts of the world. In fact, many diverse non-white populaces had already been residing in Britain before the arrival of Indian traders, (Banks 1996, p. 86). London Docklands was where migrants would arrived not only to sette in the Uk but other parts of the world. Between 1885 and 1905, a number of Eastern Europeans and Russians moved through these and other ports in the UK on their way to North America and South Africa. Between 1876 and 1990 about 2 million adult males left the UK for North America alone. (Green, MacKinnon and Minns, 2003). According to a research conducted by Ethnos Research and Consultancy organization to find out how people living in Britain and belonging to varied ethnicities perceive britishness, it was revealed that the ways in which ethnic groups in Britain, equally sharing britishness, personally relate to their national identity were quite varied (Ethnos Research 2005). The subjects for this research were UK passport holders, knowing that they are British citizens but most of them did not attach any significant value to it. However, white people and those belonging to ethnic minority groups in Wales and Scotland relate to the identity more strongly with the countries rather than with Britain. In England, white participants considered themselves English first and then British, while those belonging to ethnic minorities perceived themselves as British, completely failing to identify themselves as English as they viewed Englishness as something exclusively associated with white people. In short, people from ethnic minority backgrounds residing in England were the ones who identified strongly with britishness (Ethnos Research 2005). It was also revealed that people mainly 3. X1783213 relate to the ethnicity (geographical origins and their traditional cultures), religious and race or cultural sources of identification and these elements of national identifications are widely perceived as being compatible with britishness. It should also be kept in mind that, despite of identity connections and disconnections between people, the advent of internet and modern communication technology has influenced social connectedness, to a great extent, that drives the factors particularly crucial to forming a unified concept of identity including the geographical, socio-economic and cultural factors as explored the research study ‘Connected lives’ undertaken by Victoria university (Wellman et. al 2005). Most of the white population residing in Britain do not consider themselves as Britishers and prefer to register their identity as Scottish, Irish, English or Welsh. But a huge number of people from the ethnic groups confidently proclaim their Britishness and do not feel they are associated to any other national group (Carvel 2002). These issues regarding national identity were explored for the first time in 2011 by a survey conducted by governments general household, an extensive poll of approximately 9,000 British households, issued recently by the office for national statistics. As generally anticipated, the Scots were the ones least tending to assert their identity as British. More astonishingly, citizens old enough to recall the memories of the last war were less likely to acknowledge their Britishness than the young ones (Carvel 2002). Grown-ups were asked to register how they like to describe themselves, picking one or more options from a national identities list including British, Welsh, English, Irish, Scottish or other. The results revealed that, for Britain as a whole, 31 percent people declare their nationality as British and gave 4. X1783213 no other varying reply, 50 percent of participants labeled themselves only as Scottish, English, Irish or Welsh, while 13% claimed both of these (Carvel 2002). Hence from what ground reality depicts, geographical origin and social and political history has much influence on shaping people’s perspectives of identity rather than only ethnic background. Since the cultural influence as part of the region’s diversity has given rise to a mixed society, incorporating various cultural elements; Asian food, black music, morocco drugs, etc. Furthermore, 1997 landslide labor elections brought a more adaptive government to Westminster, which had a flexible attitude towards the matters of national identity as compared to the Pluralist Liberal establishments of the 19th and early 20th century. The concept of britishness has changed over the course of last two centuries, adapting to the changing demands and circumstances. The new version of Britishness not only embraces diversity but is constituted of this multiplicity, that not only engages religiousness and ethnicity, but also races, common customs, traditions, new ideologies and social concepts, geographic inheritance and arts and literature (Ward 2004, p. 10). As stated by Paul Ward, identification categories which people have allocated themselves have not been strictly defined along ethnic lines (Ward 2004, p.115). During a research carried out to address the questions related to national identities, a white youngster belonging to Southall described himself as related to ‘English black’ culture, conveying the wide scale existence of hybridity which is a very significant concept for understanding sense of Britishness that prevails today. According to various studies aimed at understanding the psychological factors behind the notion of Britishness, it was indicated that just like any other concept portraying social identity, the concept of Britishness is to a great extent fluid and flexible, which can be linked with a range of varied and, in 5. X1783213 most cases, contradictory meanings. Yet, even though it has a flexible nature, the Britishness conception is also grounded in a specific social, economic, political, ideological and cultural reality (Ethnos Research 2005). Strong relationships related to age, class, ethnicity, religion and gender are primarily involved in outlining and maintaining the notion of Britishness. It should also be kept in view while drawing out the connections of ethnicity with Britishness that ethnicity itself is not self-enclosed, rigid and exclusive. According to a practical definition of ethnicity, it entails a belief system in realms of cultural distinctiveness or an identification founded on mutual cultural traits (Ward 2004, p. 115). This indicates that ethnicities are not fixed, neither there are any clear cut boundaries defining communities or races because today hybridity and diversity together has blur the lines separating ethnicity, races and communities. Hence the amalgamation of ethnic groups and social communities has changed the rigidness that could have been allied with formation of a hard-edged concept of Britishness. Now there exists a ‘collective’ or ‘combined’ sense of identification owing to the ethnic and racial diversity that have emerged as a result of a long and consistent history of migrations leading to a society with multi-ethnic nature and diverse social and political ideological frameworks that, along with a number of other features, majorly including historical events, immigration trends, socio-economic and political changes, terrain origin, attitude towards gender and racism etc. have a crucial contribution in constructing the concept of Britishness (Ward 2004, p.116). References Banks Marcus1996, Ethnicity: Anthropological constructions, Routledge, London. Betts Alex 2007, Through my eyes: Englishness vs britishness, Albion Magazine Online, 6. X1783213 Carvel John 2002, Sense of britishness more prevalent among ethnic minorities, survey shows, The Guardian Ethnos Research and Consultancy 2005, Citizenship and belonging: What is britishness? , Commission for Racial Equality, London. Spearhead, On the Meaning of Britishness, n. d. , Spearhead Wellman Barry et.al 2005, ‘Connected lives: The project’, in Purcell P (ed. ), Networked neighbourhoods, Springer, Berlin. Introducing the Social Sciences – Part 2, Exploring Social Lives. The Open University. Simon Bromley, John Clarke, Steve Hinchliffe and Stephanie Taylor. 2010 Self Reflection I did enjoy writing this essay quite a lot as I can be quite controversy and did a lot of sourcing on the subject as I hope it shows. However it just comes down to time for me to get it done on time and make sure that its worthy of sending in. 7.

Television and Media - TV Advertising - Selling Magic Potions and Happy

Advertising - Selling Magic Potions and Happy Pills The marketing world is a sea of fishermen waiting for some starving little fish to snatch up the bait. The bait is the commercial. Although the advertising industry provides the consumer with the opportunity to explore what is available, this industry can also lead people into believing that there are magical cures that can eliminate the unwanted and create the wanted. For instance, the print ad for Dove Nutrium Age Defying Body Wash implies that by using this product you can [look] as young as you [feel]. However, by analyzing the impact of the ad, the visual and verbal content, and the audience that it targets, the consumer is able to conclude that this product may help your skin, but will not affect "feeling" in the way of your emotions as portrayed by the laughing lady. The impact of this ad encourages consumers to buy this product so that they can feel the way the Dove woman feels. The term "feeling" is mentioned three times in the print, and the look on her face is expressing an exhilarated emotion. If I were to attach words to the expression on her face, they would say, "I am so happy and full of joy that I want to throw my head back and laugh." Is the Dove Company trying to tell me that this body wash is going to make me feel like that and defy age at the same time? So the next time I am feeling broke, fat, ugly, old, alone, and depressed, I will whip out my Dove and it will wash [all those bad feelings] away. I may have gone too far with the emotion, but the lure is about "how I feel." I would love to feel the way the laughing lady feels. But smart consumers wi... ...men that I know that fit into this category, are looking for age-defying products that reduce signs of wear and tear and that increase the youth they once had. In some form or another, everyone is trying to be healthy, and being healthy helps improve the way they feel. Women above the age of 29 are beginning, if they don't already, to feel the decline in their health. This ad is a decoy for those women. The commercial world is full of disguised promises. Through images, trick sentences, gripping messages, and society made into moving targets, the consumer is trapped into believing that magic potions and happy pills exist in the world. Not all advertisers are out to pull the wool over our eyes, but they all want our attention and they will do mind-twisting acrobats to get in to the world of the consumer's unconscious.

Education and Economics Essay

I. Introduction: The conventional theory of human capital developed by Becker (1962) and Mincer (1974) views education and training as the major sources of human capital accumulation that, in turn, have direct and positive effect on individuals’ life time earnings. In the Mincerian earning function, the coefficient of school years indicates the returns to education, i. e. , how much addition in earnings takes place with an additional school year. There exists a wide range of literature that estimated the rates of returns to education for different countries [Pascharapoulos (1980; 1985; and 1994); Pascharapoulos and Chu Ng (1992)]1. In Pakistan, most of the nationally representative household surveys do not contain information on variables, such as, completed years of schooling, age starting school, literacy and numeracy skills, quality of schooling, and technical training. Due to the unavailability of completed school years, one can neither compute the potential experience nor observe the effect of an additional year of schooling on individual earnings. Therefore, the available literature in Pakistan is lacking in estimating the returns to education by using the Mincerian earning function2. In recent years, the government of Pakistan has started nation-wide survey, Pakistan Integrated Household Survey (PIHS), to address the imbalances in the social sector. This survey ? The authors are Senior Research Economist and Research Economist at the Pakistan Institute of Development Economics (PIDE) Islamabad. 1 Pascharapoulos (1994) provide a comprehensive update of the estimated rates of returns to education at a global scale. He observed high social and private profitability of primary education (18%and 9% respectively) in all regions of world. The private rate of returns at this level were found highest in Asia (39%) as compared to other regions. He also noted a considerable increase in total earnings by an additional year of education in all regions of world; 13% in Sub-Saharan Africa; 10% in Asia; 12% in Europe/Middle East/North Africa; and 12% in Latin America/Caribbean. 2 At national level, only two studies are available in Pakistan that used the Mincerian earning function approach to examine the returns to education [see Shabbir and Khan (1991) and Shabbir (1994)]. However, both these studies are based on twenty years old data set. 2 provides rich information on the above mentioned variables that were missing in the earlier household surveys. This study uses the data of PIHS to examine the returns to education by using Mincerian earning function and thus aims to fill the vacuum that, due to the lack of appropriate data, exists in the literature on returns to education in Pakistan. In this paper we will first estimate the earning function with continuous school years with the assumption of uniform rate of returns for all school years. It is argued that different school years impart different skills therefore we extend our analysis to examine the addition in earning associated with extra years of schooling at different levels of education, i. e. , how much increase in earnings takes place with an extra year of schooling at different levels, such as, primary, middle, matric, intermediate, bachelors and masters. By doing so we overcome the problem that exists in the available literature in Pakistan. To our knowledge no study has yet adopted this method to examine the returns to education in Pakistan3. The impact of technical training and school quality on the earnings of fixed salaried and wage earners will be examined in this study. Based on the available data in Pakistan, most of the studies, for example, Haque (1977), Hamdani (1977), Guisinger et al (1984), Khan and Irfan (1985), Ahmad, et al (1991); and Ashraf and Ashraf (1993a, 1993b, and 1996) estimated the earning functions by defining the dummy variables for different levels of education4. These studies observe low rates of returns at different levels of education as compared to other developing countries. However, a positive association between levels of education and earnings and an inverse relationship between the degree of income inequality and educational attainment has been noted. In order to examine the inter- 3 Most of the studies on returns to education in Pakistan used dummy variables for different levels of education where the rates of returns at different levels of education are computed by the estimated coefficients. 4 In Pakistan, the data on education in most of the nationally representative household surveys have been reported in discrete form that denotes the completion of different levels of education, such as, ‘primary but incomplete middle’, ‘middle and incomplete matric’, and so on. 3 provincial differentials in returns to education, Shabbir and Khan (1991) estimated the Mincerian earning function by using a nationally representative sample, drawn from the of Population, Labour Force and Migration Survey (1979) for the literate wage earners and salaried males. Later Shabbir (1994) estimated the earning function on the extended sample of the same data set. These studies found 7 to 8 percent increase in earnings with an additional year of schooling. Although the results are consistent with those of comparable LDCs but may not reflect the recent developments in Pakistan’s economy as these studies are based on the data set which are 20 years old now. Since 1979, the economy of Pakistan has passed through various changes, especially after the inception of the Structural Adjustment Programme in late 1980s. For example, the literacy rate has increased from 26 percent to 45 percent and enrolment at primary level has increased by 67 percent. Public and household expenditures on education have also increased [Economic Survey (1998-99)]. Moreover, due to the fiscal constraints, the employment opportunities in the public sector have started shrinking and the economy is moving towards more openness with stronger role of private sector in recent years. In this scenario, it becomes imperative to re-test the role of human capital as both private and public sectors are moving towards more efficiency and productivity. This study is important from three standpoints. First, in order to estimate the effect of education on earnings, the most recent and nationally representative household survey data is used which provides detailed information on the variables that were missing in previous surveys. Second, it uses the splines of education in the earning function to examine the additional earnings associated with extra school years at different levels. Third, this study investigates the role of some important factors such as, technical training, school quality, and literacy and numeracy skills on earnings for the first time. 4 The rest of the paper is organised as follows: section 2 presents an overview of the education sector. Section 3 outlines the model for empirical estimation and describes data. Section 4 reports the results. Conclusions and policy Implications are presented in the last Section. II. The Education Sector in Pakistan: An Overview: Education plays an important role in human capital formation. It raises the productivity and efficiency of individuals and thus produces skilled manpower that is capable of leading the economy towards the path of sustainable economic development. Like many other developing countries, the situation of the education sector in Pakistan is not very encouraging. The low enrolment rates at the primary level, wide disparities between regions and gender, lack of trained teachers, deficiency of proper teaching materials and poor physical infrastructure of schools indicate the poor performance of this sector. The overall literacy rate for 1997-98 was estimated at 40 percent; 51 percent for males and 28 percent for females; 60 percent in urban areas and 30 percent in rural areas. These rates are still among the lowest in the world. Due to various measures in recent years, the enrolment rates have increased considerably. However, the high drop-out rate could not be controlled at primary level. Moreover, under-utilisation of the existing educational infrastructure can be seen through low student-institution ratio, (almost 18 students per class per institution) low teacher-institution ratio (2 teachers per institution) and high studentteacher ratio (46 students per teacher). The extremely low levels of public investment are the major cause of the poor performance of Pakistan’s education sector. Public expenditure on education remained less than 2 percent of GNP before 1984-85. In recent years it has increased to 2. 2 percent. In addition, the allocation of government funds is skewed towards higher education so that the benefits of public subsidy on education are largely reaped by the upper income class. Many of the highly educated 5 go abroad either for higher education or in search of better job opportunities. Most of them do not return and cause a large public loss. After mid-1980s, each government announced special programs for the improvement of the education sector. However, due to the political instability, none of these programs could achieve their targets. The Social Action Program was launched in early 1990s to address the imbalances in the social sector. This program aims to enhance education; to improve school environment by providing trained teachers, teaching aids and quality text books; and to reduce gender and regional disparities. The Phase-I of SAP (1993-96) has been completed and Phase-II is in progress. The gains from the Phase-I are still debatable because the rise in enrolment ratio has not been confirmed by the independent sources. Irrespective of this outcome, government has started work on Phase-II of SAP. In this Phase, government is paying special attention to promote technical and vocational education, expanding higher education in public as well as in the private sector, enhancing computer literacy, promoting scientific education, and improving curriculum for schools and teachers training institutions in addition to promoting primary and secondary education. Due to low levels of educational attainment and lack of technical and vocational education, Pakistan’s labour market is dominated by less educated and unskilled manpower. A considerable rise in the number of educational institutions and enrolment after 1980s is not yet reflected in Pakistan’s labour market. This might be due to the fact that most of the bachelor’s and master’s degree programmes emphasise only on academic education without developing specific skills. The sluggish demand for the graduates of these programs in the job markets leads to unemployment among the educated and the job market remains dominated by the less educated. In this scenario, it becomes important to explore the role of education for the economic benefit of individuals. 6 III. Theoretical Model and Estimation Methodology: We start with the human capital model developed by Becker (1964) and Mincer (1974) where natural logarithm of monthly earnings are the linear function of completed school years, experience and its square. In mathematical form the equation can be written as: ln Wi = ? 0 + ? 1 EDU i + ? 2 EXPi + ? 3 ( EXPi ) 2 + Ui (1) where ln Wi stands for natural logarithm of monthly earnings, EDUi represents completed years of schooling, and EXPi is the labor market experience of ith individual. ?1 implies the marginal rate of return to schooling. A positive value of ? 2 and negative value of ? 3 reflects the concavity of the earning function with respect to experience. Ui is the error term, assumed to be normally and identically distributed. It has been argued in the literature that different school years impart different skills and hence affect earnings differently. Therefore, it is misleading to assume a uniform rate of return for all educational levels. Most of the previous studies used dummy variables to capture the effect of different levels of education. In order to examine the effect of school years at different levels of education, van der Gaag and Vijverberg (1989) divided the years of schooling according to the school systems of Cote d’ Ivore. Similarly Khandker (1990) also used years of primary, secondary and post-secondary schooling in wage function for Peru. Both studies found significant differences in returns to education at different levels of education. Following van der Gaag and Vijverberg (1989), we divide the school years into seven categories according to the education system of Pakistan. In Pakistan, the primary education consists of 5 years of schooling; middle requires 3 more years; and by completing 2 more years of schooling after middle, an individual obtains a secondary school certificate i. e., Matric. After matric , i. e. , 10 years of schooling, students have a choice between technical and formal education. Technical education 7 can be obtained from technical institutions which award diploma after 3 years of education while the certificate of intermediate can be obtained after two years of formal education. After the completion of intermediate certificate, students can enter either in the professional colleges for four years or in non-professional bachelors degree program for two years in a college. Those who choose non-professional degree can pursue their studies in a university for masters for two more years. At this stage the graduates of professional and non-professional colleges complete 16 years of education. They can now proceed to the M. Phil. or Ph. D. degrees. In order to examine the returns to education at different splines of education, we estimate the following extended earning function. ln Wi = ? 0 + ? 1Yrs Pr imi + ? 2 YrsMid i + ? 3YrsMati + ? 4 YrsInteri + ? 5 YrsBAi + (2) ? 6 Yrs Pr of i + ? 7 EXPi + ? 8 ( EXPi ) 2 + Ui where YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf are defined as: YrsPrim = D5EDUi YrsMid = D8EDUi YrsMat = D10EDUi YrsInter = D12EDUi YrsBA = D14EDUi YrsProf = D16EDUi where D5 = 1 if where D8 = 1 if where D10 = 1 if where D12 = 1 if where D14 = 1 if where D16 = 1 if 0< EDU ? 5 5< EDU ? 8 8< EDU ? 10 10< EDU ? 12 12< EDU ? 14 EDU > 14 The coefficients associated with YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf in equation 2 imply an increase in income with one year increase in education at respective levels. For example, the returns to five completed years of education at primary level will be 5*? 1. Similarly, the returns to for six, seven and eight of education will be 5*? 1+? 2, 5*? 1+2? 2, and 5*? 1+3? 2 respectively. On the same lines we can compute the returns to education at each level as: 8 Returns to Primary =5*? 1 Returns to Middle =5*? 1+3*? 2 Returns to Matric= 5*? 1+3*? 2+2*? 3 Returns to Intermediate=5*? 1+3*? 2+2*? 3 +2*? 4 Returns to Bachelor’s =5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 Returns to MA/Prof=5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 +2*? 6 The data are drawn from the nationally representative Pakistan Integrated Household Survey 1995-96. In order to assess the performance of the Social Action Programme (SAP), the government of Pakistan has launched the series of Pakistan Integrated Household Surveys (PIHS), a collaborative nation wide data collection effort undertaken by the Federal Bureau of Statistics (FBS). So far two rounds have been completed. The first round of the PIHS is different from other round on two counts. Firstly, the information on employment and wages is available only in this round. Secondly, only 33 percent of the sample used in the first round is being repeated in the subsequent rounds. This implies that all of these rounds are independent cross-section data sets and can not be properly linked with each other to be used as panel data. Therefore, the appropriate sample can only be drawn from the first round of PIHS. This round was conducted in 1995-96, which covers 12,622 households and more than 84,000 individuals. The 1995-96 PIHS provides a detailed information on completed school years5. In addition, this survey contains information on age started school. This information is particularly important for our study to calculate the potential experience of a worker. The indicator for experience used by Mincer (1974) is a good proxy for U. S. workers as they start school at the uniform age of six years6. However, this assumption does not hold in Pakistan, as in this country there is no uniform age to start school. In urban areas, children as young as three years start going to school whereas in rural 5 This is the only nation-wide data set that provides this particular information. Similarly no other survey contains information on public and private school attendence and year starting school. 6 Mincer defined experience as (Age-education-6). 9 areas the school starting age is higher. 7 This information enables us to construct potential experience as (age-schools years-age starting school). Although experience is still a proxy for actual experience but it is relatively better measure than age and the Mincer type potential experience. In addition to education and experience, various other factors, such as quality of schooling, technical training and quality of schooling have significant impact on earning8. It has been argued that because of the market-oriented approach adopted by the private schools, the graduates of these schools earn more as compared to the graduates of public schools9. According to Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997), the quality of education has positive, significant and substantial impact on cognitive achievements and hence on post school productivity, measured by earnings. These studies observed higher earnings of the graduates of high quality school than those who attended a low quality school. A recent study by Nasir (1999) found considerably higher earnings for the private school graduates. These schools, however, charge higher fees. â€Å"Estimates of average annual expenditure per pupil in both government and private schools indicates that the total cost of primary level in rural areas is Rs. 437 (Rs 355 for government schools and Rs. 1252 for private schools), compared with Rs. 2038 in urban areas (Rs.1315 for government and Rs. 3478 for private schools). This means that the cost of primary schooling is almost three times that of public schools in urban 7 The issue of age starting school has been highlighted by Ashraf and Ashraf (1993) and because of the nonavailability of this information, they used age as proxy for experience. 8 See Summers and Wolf (1977); Rizzuto and Wachtel (1980); Behrman and Birdsall (1983); Booissiere, Knight and Sabot (1985); Knight and Sabot (1990);Behrman, Ross, Sabot, and Tropp (1994); Behrman, Khan, Ross and Sabot (1997). 9 Various studies found the effectiveness of private schools to acquire cognitive skills [Colemen, Hoffer and Kilgore (1982); and Jimenez, Lockheed, Luna and Paqueo (1989)]. For Pakistan, Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997) found a significant variation in the cognitive skills among children with same number of school years. These studies conclude that some of the differences are due to the family characteristics while some are due to the quality of schooling. 10  areas and nearly four times in rural areas. The differences in cost of schooling also reflect the degree of quality differentials in public and private schools, and between urban and rural schools. A relatively better provision of school facilities and quality of education in private schools is causing a continuous rise in school enrolment in urban areas† [Mehmood (1999) page 20]. The PIHS provides information on the type of school attended10. On the basis of this information we can identify workers according to the school they attended and therefore examine the effect of type of school on individual earnings. In order to capture the quality of education an individual received, a dummy variable is included in the model that takes the value ‘1’ if individual is a graduate of private schools and ‘0’ otherwise. The effect of post-school training on earning has been found positive and substantial in many developing countries [see Jimenez and Kugler (1987); van der Gaag and Vijverberg (1989); Khandker (1990); and Nasir (1999)]. The PIHS contains information on years of technical training. This information helps us to examine the effect of technical training received on individual earnings. We use completed years of technical training as independent variable in the earning function. The existence of vast gender gap in human capital accumulation is evidenced by various studies in Pakistan11. The PIHS reports vast gender disparities in literacy and enrolment rates. The literacy rate among females is half than that of males’ literacy rate for whole Pakistan. This difference has increased to three-folds for rural areas. The gender difference is however smaller for the gross enrolment rate at primary level. For the higher levels of education, this difference 10. The coefficient of private school may also capture the effect of socio-economic background of workers. The data, however, does not contain such information, therefore we are unable to separate the effect of parental characteristics from the effect of private schools in worker’s earnings. 11 Sabot (1992); and Alderman, Behrman, Ross and Sabot (1996b); Sawada (1997); Shabbir (1993); and Ashraf and Ashraf (1993a, 1993b, and 1996) 11 shows an increasing trend. Similarly vast gender gap has been observed in returns to education where males earn more than the female workers [Ashraf and Ashraf (1993a, 1993b and 1996) and Nasir (1999)]. In order to capture the effect of gender, a dummy variable is introduced in the model that takes the value ‘1’ for males and ‘0’ otherwise. The regional imbalances in the provision of limited available social services are more pronounced in Pakistan. Rural areas are not only underdeveloped in terms of physical infrastructure but also neglected in gaining basic amenities. Haq (1997) calculated the disaggregated human development index for Pakistan and its provinces. He noted that nearly 56 percent of population is deprived of basic amenities of life in Pakistan; 58 percent in rural areas and 48 percent in urban areas. According to the 1995-96 PIHS, the literacy rate in urban areas is 57 percent and in rural areas it is 31 percent. The gross enrolment rate was noted 92 percent in urban areas and 68 percent in rural areas. Because of these differences low returns to education are observed in rural areas [Shabbir (1993 and 1994) and Nasir (1999)]. To capture the effect of regional differences, a dummy variable is used that takes the value ‘1’ if individual lives in urban areas and zero otherwise. The four provinces of Pakistan exhibit different characteristics in terms of economic as well as social and cultural values. Significant provincial differentials in rates of returns to education have been noted that reflect not only the differences in market opportunities but also indicate uneven expansion of social services across provinces [Khan and Irfan (1985); Shabbir and Khan (1991); Shabbir (1993); Shabbir (1994); and Haq (1997)]. The effects of these differences are captured through the use of dummy variables for each province in the earning function, Sindh being the excluded category. 12 For the purpose of analysis we restrict our sample to wage earners and salaried persons. Our sample contains 4828 individuals. Among them, 4375 are males and 453 are females. Table 1 presents the descriptive statistics of some of the salient features of the important variables. According to the statistics in table 1, average age of the individuals included in the sample is 34 years with 18 years of experience. A typical worker in the sample has completed approximately 10 years of education. A majority is graduated from public schools. Most of the workers live in urban areas. On average an individual earns Rs. 3163 per month. In our sample, there are only 22 percent individuals who received technical training. The average years spent for training are less than one year. A majority of wage earners belong to Punjab, followed by Sindh and Balochistan. Table1 Mean, Standard Deviation and Brief Definitions of Important Variables Variables W Age EDU EXP RWA MALE Urban Private Training Punjab Sindh NWFP Balochistan Mean SD Variables Definitions 3163. 34 3397. 39 Individual’s monthly earnings in rupees consist of wages and salaries. 34. 07 12. 36 Age of an individual in years. 9. 53 4. 36 Completed years of schooling. 18. 14 11. 80 Total Years of labour market experience calculated as (age-school years-age starting school). 2. 37 1. 07 Categorical variables, contains 4 categories of literacy and numeracy. 0. 91 0. 29 Dichotomous variable equal to 1 if individual is male. 0. 60 0. 49 Dichotomous variable equal to 1 if individual belongs to urban area 0. 04 0. 19 Dichotomous variable equal to 1 if individual is a graduate of private school 0. 35 0. 87 Completed years of technical training 0. 38 0. 49 Dichotomous variable equal to 1 if individual belongs to Punjab 0. 31 0. 46 Dichotomous variable equal to 1 if individual belongs to Sindh 0. 15 0. 36 Dichotomous variable equal to 1 if individual belongs to NWFP 0. 16 0. 36 Dichotomous variable equal to 1 if individual belongs to Balochistan 13 IV. Empirical Results The estimated results of equation 1 and equation 2 are reported in table 2. The highly significant coefficients of school years and experience indicate the applicability of human capital model for Pakistan. An additional year of schooling raises individual’s monthly income by 7. 3 percent, which is very close to the prior studies. 12 13 The coefficient of experience shows substantial increase in wages with each additional year. The concavity of age-earnings profile is evident from the negative and significant coefficient of experience squared. The results reveal that an individual with five years of experience earns 31 percent higher wages as compared to non-experience worker. The highest level of earnings is achieved with approximately 30 years of experience. These estimates are relatively low compared to prior studies14. The positive and significant coefficients of gender (0. 401) and regional dummies (0. 178) strengthens the a priori expectation that males earn more than females and earnings are higher in urban areas as compared to rural areas. These estimates are consistent with earlier studies [see Arshaf and Ashraf (1993), Khan and Irfan (1985)]. Furthermore, significant inter-provincial differences in individual’s earnings can be observed in the estimated model. Many studies indicate substantial differences in earnings across school levels. For example, van der Gaag and Vijverberg (1989) noted that an increase of one year in elementary, high and university education causes an increase of 12 percent, 20 percent and 22 percent respectively in 12 The estimated coefficients of school years by Shabbir and Khan (1991), Shabbir (1991), Shabbir (1993) and Shabbir (1994) are found to be in the range of 6 percent to 9. 7 percent. 13 The returns to education are calculated by taking the anti-log of 0. 092 (estimated coefficient of completed school years) and subtracting from 1. To convert into percentage, multiply the value by 100. For details, please see Gujrati (1988) page 149. 14 The difference in the returns to experience could be due to the approach adopted by these studies. Most of the studies used age as a proxy for experience [see for example Khan and Irfan (1985); Ashraf and Ashraf (1993); and Nasir (1999)]. Shabbir (1991) used the Mincerian approach to calculate experience. The present study uses actual age of starting school and actual years of education. These information enable us to calculate total years of labor market experience. This approach is also not the perfect alternative for actual experience, as we do not have information about the starting time of the first job. But when compared with other approaches, it is more precise in measuring experience. 14 earnings. In order to examine the returns to education across different school years, we include the information on schooling according to the education system of Pakistan (equation 2). The results reported in column 3 of table 2 show a positive and significant impact of school years at each educational level on earnings. For example, an increase of one year in education at primary level increases the earnings by 3 percent. Similarly, at middle level, one year of schooling brings about an increase of 4 percent in earnings and the total returns to schooling at middle level are 27 percent. Table 2 Earning Function with and without Levels of Education Variables Coefficient s 6. 122 0. 072* 0. 058* -0. 001* 0. 178* 0. 401* 0. 127* -0. 113* -0. 203* 0. 412 t-ratios Coefficient s 6. 380 0. 058* -0. 001* 0. 150* 0. 264* 0. 098* -0. 112* -0. 166* 0. 027** 0. 040* 0. 050* 0. 057* 0. 071* 0. 082* 0. 429 t-ratios Coefficient s 6. 342 0. 058* -0. 001* 0. 152* 0. 262* 0. 096* -0. 108* -0. 164* 0. 052* 0. 007 0. 025* 0. 038* 0. 047* 0. 063* 0. 075* 0. 429 t-ratios Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab RWA Yrs-Prim Yrs-Mid Yrs-Mat Yrs-Inter Yrs-BA Yrs-Prof Adj R2 148. 91 46. 71 26. 49 -19. 20 10. 31 13. 98 4. 94 -4. 34 -10. 21 – 92. 03 23. 85 -16. 84 7. 87 8. 15 3. 40 -4. 06 -7. 75 2. 03 5. 07 8. 69 11. 41 16. 85 21. 98 – 89. 25 23. 84 -16. 88 7. 98 8. 09 3. 32 -3. 91 -7. 63 2. 41 0. 45 2. 45 5. 02 7. 28 11. 47 15. 57 – * significant at 99 percent level. ** significant at 95 percent level. One can note higher returns of additional year of schooling for higher educational levels from this table. For example, the returns to masters and professional education (Yrs-Prof) are more than five- 15 times higher than that of primary school years (Yrs-Prim). The results exhibit a difference of 15 percent between primary graduates and illiterates, the excluded category. This category includes illiterates as well as all those who have not obtained any formal schooling but have literacy and numeracy skills15. To further explore the earning differential between primary school graduates and those who never attended school but have literacy and numeracy skills, we have constructed an index RWA that separates illiterates from those who have literacy and numeracy skills. This index takes the value ‘zero’ if individual does not have any skill; ‘1’ if individual has only one skill; ‘2’ if individual has two skills; and ‘3’ if individual has all three skills. We re-estimated equation 2 with this new variable and the results are reported in column 5 of table 2. According to our expectations, the coefficient of RWA is found not only large (0. 05) in magnitude but also statistically significant at 99 percent level. This indicates that the individuals with all three skills earn 15 percent more than those who have no skill. On the other hand, the coefficient of Yrs-Prim dropped to 0. 007 and became insignificant16. The differential in the earnings of illiterates and those having five years of primary education was 15 percent (0. 03*5=0. 15). This differential however, reduced to approximately 9 percent (0. 007*5+0. 053=8. 8) when we include those who have no formal education but have literacy and numeracy skills. These high returns to cognitive skills indicates the willingness of employer to pay higher wages to the able workers as compared to those who have five or less years of schooling but do not have these skills. Now we examine the effect of technical training and quality of schooling on earnings, first in separate equations and then in a single equation. The impact of technical training on earnings is examined by including years of apprenticeship as continuous variable in our model. The results are reported in column 1 of table 3. The results show a positive and significant impact of technical 15 There are 48 wage earners in our sample who have education less than primary but do not have any of these skill. Whereas we found 76 wage earners who do not have any formal education but have at least one of these skills. 16 This result is consistent with van der Gaag and Vijierberg (1989). 16 Table 3 Earning Functions : Impact of Technical Training and School Quality (Separate Functions) Variables Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab Tra.

Philosophy Exam Questions Essay

  1.what is soft determinism? Soft determinism( compatibilism) is the doctrine that determined actions can nevertheless be free.   2. What is traditional compatibilism? Traditional compatibilism is the doctrine that free actions are caused by one’s will and not externally constrained. 3. What is stace’s explanation of how all our actions have causes ,yet some actions are free?   His explanation is those acts that are directly cause by the internal psychological states of the agent are free. we can be held responsible only for the acts we perform freely. 4. What is Taylor’s ingenious physiologist thought experiment?What is Taylor’s drug addiction thought experiment?how do these two experiments undermine traditional compatibilism?   Taylor’s ingenious physiologist thought experiment is about a man who is hooked up to wires and controlled by various button, sort of like Frankenstein. Taylor’s drug addiction thought experiment is about being addicted to drugs simply by being given the drugs over a course of time. These two experiments undermine traditional compatibilism because in the ingenious physiologist experiment both of the conditions of traditional compatibilism are met but the person being controlled actions aren’t free because his desires are not his own. They come from the physiologist, not from himself.in Taylor’s drug addiction experiment undermines traditional compatibilism because if your will is under your control your actions aren’t free. 5. What is frankfurt’s decision inducer thought experiment? How does it attempt to undermine the traditional notion of responsibility?   Frankfurt’s decision induce thought experiment describes a situation in which jones can’t do otherwise because black won’t let him.but if jones does what black wants him to do without blacks intervening, then jones is responsible for what he does even though he couldn’t have done otherwise.   6. What is hierarchical compatilism? Hierarchical compatibilism is the doctrine that free actions are caused  by second- order volitions that one decisively identifies with. 7. What is slote’s hypnotized patient thought experiment? How does it attempt to undermine hierarchical compatibilism? >> Slote’s hypnotized patient thought experiment is about a man who is undecided between x any y so he visits a hypnotist who induced him into deciding in favor of x. It attempts to undermine hierarchical compatibilism 3.3 1. What is the libertarian argument? The libertarian argument is our free actions are under our control because they are caused by our selves. Your desires must be your own. 2. What premise of this argument is accepted by both libertarians and hard determinists? 3. What is event causation? Event causation is causation that occurs when one event causes another. 4. What is agent causation? Agent causation is causation that occurs when an agent (self, person) causes an event.   5. some people claim that our experience does not provide evidence that we sometimes act freely.what is their argument?what is the libertarian reply to this argument?

Free Essays on Ivy League Education

Is there any cost too high for success? According to David Brooks, the author of â€Å"The Organization Kid†, America’s youth are hard at work striving to achieve. These leaders of tomorrow progess step-by-step towards their ambitious goals; but they do so in a society that has molded achievers, with the cost of character. In his article, Brooks brings to light the question of whether morals are sacrificed as a result of increased emphasis on achievement and success. Growing up during a period of relative political, economical, and cultural stability in America, Brooks maintains that the elite have acquired a changed values system. Rather than being taught to be individuals, they have learned to be conformists. Rather than challenging authority, they accept it without question. This generation of achievers has been programmed to please since early childhood when activities were planned specifically for enrichment and development. Brooks sheds some light on the direction in which the country is going: â€Å"The Romantics- and the neo-Romantics of the 1960s and 1970s- thought that children were†¦natural beings, as yet uncontaminated by the soul-crushing conventions of adult society. Hence they should be left free to explore, to develop their own creative tendencies, to learn at their own pace. Now, in contrast, children are to be stimulated and honed.†(Brooks). Brooks implies that the country is moving in a direction which sacrif ices moral character for accomplishment. This viewis supported when he states, â€Å"The most striking difference between and this one is that its members were relatively unconcerned with academic achievement, but went to enormous lengths to achieve character. We, on the other hand, place enormous emphasis on achievement, but are tongue-tied and hesitant when it comes to what makes for a virtuous life.†(Brooks). The American youth work from point â€Å"a† to point â€Å"b† for the sake of reaching ... Free Essays on Ivy League Education Free Essays on Ivy League Education Is there any cost too high for success? According to David Brooks, the author of â€Å"The Organization Kid†, America’s youth are hard at work striving to achieve. These leaders of tomorrow progess step-by-step towards their ambitious goals; but they do so in a society that has molded achievers, with the cost of character. In his article, Brooks brings to light the question of whether morals are sacrificed as a result of increased emphasis on achievement and success. Growing up during a period of relative political, economical, and cultural stability in America, Brooks maintains that the elite have acquired a changed values system. Rather than being taught to be individuals, they have learned to be conformists. Rather than challenging authority, they accept it without question. This generation of achievers has been programmed to please since early childhood when activities were planned specifically for enrichment and development. Brooks sheds some light on the direction in which the country is going: â€Å"The Romantics- and the neo-Romantics of the 1960s and 1970s- thought that children were†¦natural beings, as yet uncontaminated by the soul-crushing conventions of adult society. Hence they should be left free to explore, to develop their own creative tendencies, to learn at their own pace. Now, in contrast, children are to be stimulated and honed.†(Brooks). Brooks implies that the country is moving in a direction which sacrif ices moral character for accomplishment. This viewis supported when he states, â€Å"The most striking difference between and this one is that its members were relatively unconcerned with academic achievement, but went to enormous lengths to achieve character. We, on the other hand, place enormous emphasis on achievement, but are tongue-tied and hesitant when it comes to what makes for a virtuous life.†(Brooks). The American youth work from point â€Å"a† to point â€Å"b† for the sake of reaching ...

How to Speak English

How to Speak English Most English learning boils down to the question of how to speak English. There are other goals as well, but learning how to speak English will help you communicate with others, and lead to better test scores on the TOEFL, TOEIC, IELTS, Cambridge and other exams. In order to know how to speak English, you need to have a plan. This guide on how to speak English provides an outline that you can follow to learn to speak English. If you already speak English, this guide will help you more quickly improve your English speaking skills. Difficulty Average Time Required From Six Months to Three Years Heres How Discover Which Type Of English Learner You Are When learning how to speak English you first need to find out what type of English learner you are. Ask yourself questions such as Why do I want to speak English? Do I need to speak English for my job? Do I want to speak English for travel and hobbies, or do I have something more serious in mind? Here is an excellent worksheet What Type of English Learner? to help you find out. Understand Your Goals Once you know what type of English learner you are, you can begin to better understand your goals. Once you know your goals, youll better understand what you need to do to speak English well. This is similar to understanding what type learner you are. Write down a list of the things you would like to do with your English. Would you like to speak English fluently in two years? Would you like to have enough English to travel and order food in a restaurant? Understanding exactly what you want to do with English will help you learn how to speak English because you will work towards your goals. Find Out Your Level Before you begin to learn how to speak English, youll need to know where to begin. Taking a level test can help you understand what level you are at and then you can start using resources appropriate for your level in order to learn how to speak English well. Of course, youll not only learn how to speak English, but also how to read, write and use English in a variety of settings. These quizzes will help you find your level. Start with the beginning level test and then move on. Stop when you get less than 60% and begin at that level. Beginning TestIntermediate TestAdvanced Test Decide On Learning Strategy Now that you understand your English learning goals, style and level its time to decide on an English learning strategy. The simple answer to the question of how to speak English is that you need to speak it as often as possible. Of course, its more difficult than that. Start off by deciding which type of learning strategy you will take. Do you want to study alone? Do you want to take a class? How much time do you have to dedicate to English study? How much are you willing to pay to learn to speak English? Answer these questions and you will understand your strategy. Put Together A Plan For Learning Grammar If you want to know how to speak English, youll also have to know how to use English grammar. Here are my five top tips on how to speak English with good grammar. Learn grammar from context. Do exercises that have you identify tenses and from within a short reading or listening selection. When learning how to speak English you need to use your muscles. Read your grammar exercises aloud which will help you learn to use correct grammar when speaking. Dont do too much grammar! Understanding grammar doesnt mean you speak. Balance grammar with other English learning tasks. Do ten minutes of grammar each day. Its better to only do a little every day than a lot once a week. Use self-study resources at this site. There are lots of grammar resources you can use here on the site to help you improve. Put Together A Plan For Learning Speaking Skills If you want to know how to speak English, youll have to have a plan for speaking English every day. Here are my top five tips to make sure you speak - not just study - English every day. Do all exercises using your voice. Grammar exercises, reading exercises, everything should be read aloud. Speak to yourself. Dont worry about someone hearing you. Speak out loud in English to yourself often. Choose a topic each day and speak for one minute about that topic. Use online exercises and speak in English using Skype or other programs. Heres some practice English speaking sheets to get you started. Make lots of mistakes! Dont worry about mistakes, make many and make them often. Put Together A Plan For Learning Vocabulary To make sure you know how to speak English about a wide range of topics youll need plenty of vocabulary. Here are some suggestions and resources to get you started. Make vocabulary trees. Vocabulary trees and other fun exercises can help you group vocabulary together for faster learning. Keep track of new vocabulary youve learned in a folder. Use visual dictionaries to help you learn more vocabulary faster. Choose to learn vocabulary about subjects you like. Theres no need to study vocabulary that doesnt interest you. Study a little bit of vocabulary every day. Try to learn just two or three new words / expressions every day. Put Together A Plan For Learning Reading / Writing If you want to learn how to speak English, you may not be too concerned with reading and writing. Still, its a good idea to learn how to read and write in English, as well as learn how to speak English. Remember to use your own native language reading skills. You dont need to understand every single word. Practice writing short texts on blogs or for comments at popular English learning web sites. People expect errors at these sites and youll feel very welcome. Read for pleasure in English. Choose a subject you like and read about it. Dont translate directly from your own language when writing. Keep it simple. Put Together A Plan For Learning Pronunciation Learning how to speak English also means learning how to pronounce English. Learn about the music of English and how it can help with English pronunciation skills. Find out about typical pronunciation mistakes people speaking your native tongue make. Consider using a pronunciation program to help you learn better pronunciation through practice. Get a dictionary that has good phonetic transcriptions to help you understand the sounds of English. Use your mouth! Speak out loud every day the more you practice the better your pronunciation will become. Create Opportunities To Speak English Using English as often as possible is the key to learning how to speak English well. Join English learning communities online to practice speaking English with others using video chatting software. Join local clubs that focus on speaking English, speak to tourists and give them a helping hand. If you have friends who are learning to speak English, set aside 30 minutes every day to speak English together. Be creative and create as many opportunities as possible to speak English. Tips Be patient with yourself. It takes a while to learn how to speak English well. Remember to give yourself time and treat yourself well.Do everything everyday, but only do ten to fifteen minutes of the more boring tasks. If you want to improve listening skills, just listen to the radio fifteen minutes rather than an hour. Do ten minutes of grammar exercises. Never do too much English. Its better to do just a little bit every day rather than a lot only twice a week.Make mistakes, make more mistakes and continue to make mistakes. The only way you will learn is by making mistakes, feel free to make them and make them often.Learn how to speak English about the things you like doing. If you enjoy speaking about the topic, it will be much easier for you to learn how to speak English well in a shorter amount of time. What You Need PatienceTimeWillingness to make mistakesFriends who can speak English with youBooks or internet resources in English

Contemporary business leaders Essay Example | Topics and Well Written Essays - 1250 words

Contemporary business leaders - Essay Example rectors and well as the National Football Foundation, and in 2014, he was made a public declaration that he was gay, making him the first chief executive of a Fortune 500 company to make such as a declaration. After Tim Cook Graduated from the Auburn University, he worked for twelve years in IBM personal computer business and eventually served as the director in charge of North American Fulfilment. He went on to serve as the Chief Operations Officer in charge of the computer reseller section on Intelligent Electronic and then became the president for Corporate Materials at Compaq for a short period. Cook joined Apple in 1998 after he met the then CEO, Steve Jobs for the first time with his first assignment being to become the Senior Vice President, where Cook stated that the management approach he preferred could be compared the dairy business, where if the product goes past its date for freshness, then there is a problem. In his role as the Senior Vice President, he closed factories as well as warehouses, and replaced them with contact manufacturers, which resulted in a significant reduction in the inventory of the company from several months to a few days (Jose, 2014). After forecasting its significance, his group made investments in long-term deals including prior investments in flash memory from 2005, and this guaranteed a steady supply of a critical component of various Apple products including the iPhone, iPad and iPod nano. The actions that were taken by Cook at Apple were considered to have reduced the costs of production and together with the design of market savvy of the company, were a source of great profitability. At the beginning of 2007, Cook was appointed as the Chief Operations Officer and went on to serve as the CEO in 2009, in an acting capacity when Steve Jobs had taken a leave of absence so that he could manage his failing health. At the beginning of 2011, the Board of Directors of the company approved the third medical leave of absence for

Fashion and Celebrities in time of Modernism Essay

Fashion and Celebrities in time of Modernism - Essay Example The essay "Fashion and Celebrities in time of Modernism" talks about Fashion and Celebrities in the Modernism era. Paul Poiret and Madeleine Vionnet share the tribute for liberating women from their corsets. Swan bill, S-bend, or â€Å"health corset† was designed to ease pressure on the diaphragm and stomach and take the shape of the natural figure of the body of a female. Gibson, an American graphic artist designed the â€Å"Gibson Girl† hair style that was an ideal description of the gorgeous, autonomous American woman at the twist of the 20th century. A little boy kneeling down visualizes Gibson Girls magnifying him under a pair of lens, like an insect. Mariano Fortuny designed a Delphos Gown which was a finely pleated silk dress. Modernism at the same time has to do with futuristic, which is always connected with streamline and simplicity. One of the famous artist in the modernism faction was Pablo Picasso‘s cubism and futuristic. This is best demonstrated by the revolutionary fore-front leader in fashion, Paul Poiret with his illustrious lampshade dress in the year 1992 that depicted the best impression of modernism in fashion with simple lines and vivid color. Geometric patterns are among the common elements that can be seen in modernism. The space-age modern giant Pierre Cardin, in his design that combined esthetic strong lines and geometric shapes that were simple and remarkable, best illustrates these modern patterns. His style was simple, straight forward and emphasized some minimalism of ornament.