Economic Development Essay Example | Topics and Well Written Essays - 750 words - 3

Economic Development - Essay Example Population growth is presently considered as a vital event in relation to economic development. The aspect is often regarded as a major determinant of the pace of development witnessed within an economy or a specific region. Based on a similar perspective, the article named â€Å"Falling Fertility† emphasized on reviewing the study conducted by Thomas Malthus during the late 1790s signifying population to be a vital event in the economic development process. As mentioned in the article, it was predicted by Thomas Malthus during 1798 that the growth rate of the population might outdo the food supply of the world in the upcoming era. However, the article states that the predictions made by the author were termed as undependable.Furthermore, the article states the fact that the author connoted that with the rapid growth in the process of industrialization there was fall in the rate of fertility in the then ‘developing countries’ such as France, Europe, America, and B ritain. According to Malthus (1998), it was observed that when people became prosperous with the virtues of industrialization, the families became smaller in terms of the total number of members. On the flipside, Thomas Malthus also noted that when families reduced, people became wealthier. Taking the inspiration from Thomas Malthus’ study, a similar scenario has been depicted in the article published through ‘The Economist’ replicating the aspect that it is with the increasing rate of industrialization that families tend to shrink.

Soap Operas and the politics of everyday lives Essay Example for Free

Soap Operas and the politics of everyday lives Essay Language is use for communication and to convey our ideas. It can also be used as a social marker. It creates meanings and it is also considered as a source of power (Larson, :180). Power relations are also embedded in the langauge of soap operas. Soap operas are said to be reflections of reality, it mirrors the class struggle between the rich and the poor. It demonstrates how those who are in power easily manipulate the poor but later in the story the poor will be vindicated. This is the semantic dimension of language; solidarity and power assymetry of superior over inferior. Identification with both the hero and the heroine does not entail a cognitive choice, but draws upon a repertoire of unconscious process. Both is not a random object, but rather a particular commoditized human, routed through a system of signs with exchange value (Friedberg, 1990:109). To look at an object may mean various things in the subconscious mind, one is to grow like it by forcibly trying to imitate it. Working-class members are more inclined to identify with dramatic character, whereas people with higher cultural capital, including aesthetics, are more inclined to maintain a critical distance to the narrative. The ideological problematic of soap opera – the frame or field in which meanings are made, in which significance is constructed narratively – is that of ‘personal life’. More particular, personal life in its everyday realization through personal relationships. This can be understood to be constituted primarily through the representations of romances, families and attendant rituals – birth, engagements, marriages, divorce, and deaths. In Marxist terms this is the sphere of the individual outside waged labor. In feminist terms it is the sphere of women’s ‘intimate oppression’ (Brunsdon, 1997:58). The spectator is a person who experiences little, who feels that he [sic] is a â€Å"poor wretch to whom nothing of importance can happen,† who has long been obliged to damp down, or rather displace, his ambition to stand in his own at the hub of world affairs; he longs to feel and to act and to arrange things according to his desires†¦ And the playwright and the actor enable him to do this by allowing him to identify himself with a hero†¦ His enjoyment is based on an illusion. (Freud, 1990:89). By identifying with the person onscreen, the person is displacing oneself, which Freud suggests as â€Å"blowing off steam†. Identification with the actor serves the audience to make this an outlet for unfulfilled desires, by identifying with the performer, one would create a venue where the actor serves as a tool for the satisfaction of the viewer. The viewer puts himself in the actor’s place and relates with all the ups and downs that the actor experiences in his life. The actor’s success is also the fan’s success. Soap operas are usually criticized by the stereotypical and unrealistic manner in which they portray women, which confirms them more in their subordination in the society. According to Brunsdon, there was a feminist rejection of soaps which is in effect homologous with the traditional cultural contempt for soaps. This was followed by a certain reevaluation which coincides across the women’s movement of conventionally feminine skills such as embroidery and the admission of enjoyment in some of the pleasures of traditional femininity, like dressing up. ‘Heroine television’ is centrally about female characters living their lives, usually working both inside and outside the home, usually not in permanent relationships with men, sometimes with children, and trying to cope. Soap opera is not quite ‘heroine television’ but it was mainly attractive to feminists as an object of analysis because it was perceived to be both for and about women. The ‘personal is political’ is the most resonant and evocative claim of the 1970s western feminism. If the personal is political, if it is in the home, in relationships, in families, that women’s intimate oppression – or the oppression of women as women – is most consensually secured, then the media construction and representation of personal life becomes fascinating and an urgent object of study. If the traditional leftist critique of the media, with its structuring sense of class conflict, was drawn to the reporting of the public world – to industrial disputes, to the interactions of state and broadcasting institutions, to international patterns of ownership and control – emerging feminism scholarship had quite another focus. The theoretical impulse of feminism pushed scholars not to the exceptional but to the everyday. So the theoretical conviction that there was politics to everyday life and that women’s hidden labor in the home was essential to capitalism coincides with the actual generic distribution of women on television (Brunsdon, 1997:57). Television is very important in the struggle for meaning and representation, especially in the construction of daily life common sense. Television can fortify the existing cultural domination by presenting inequality as normal or contribute, in special cases, to subversion by providing discourses which present it as oppressive and illegitimate, or offering possibilities for alternative reading (Vink, 1988:124). In most soap operas, women are seen as commodities that are subordinate to men, yet women can kill in order to get the man she loves. The poor are manipulated to the rich man’s desires and are helpless to fight back. Women are subjected to physical violence or symbolic oppression. Thus, resonates male dominance in the society. Women as inferior entity while men are the superior ones (Larson, :185). In these lopsided relations, the poor are powerless against the people in power. This powerlessness further widens the gap between the rich and the poor. The use of language of a particular group can de attributed to their class position in the society. Social class can be a combinationof wealth, power and prestige. Likewise, it is also attached to individuals or group of individuals relationship to economic production. A persons class position is determined by their economic power (Labov, 1997:45). Because soap operas are viewed on primetime, which means that the whole family is able to watch since the children are back from school and the husband is back from work, soap operas have a bigger audience. They see on television acts rendered on the poor and females thus making the viewers docile and passive. Consequently, they refrain from doing things that are not supposed to be done by their class which is to assert their rights. Soap operas also justify violence and show that it is just part of normal occurrence. Thus it is accepted that women, poor and orphaned children may be maltreated, exploited or beaten up; men can beat up their wives and use alcohol as an excuse; and the privileged status of spoiled brats in convent uniforms give them a right to abuse household help. The treatment an authority imposes on everyday life seems to be so strong that people project it onto the speech of the characters and refer to them while placing themselves in a subordinate position in this fictive relationship (Fachel, 1985:216). Television, as a dominant cultural industry, plays a central role in imposing a view of this type of social world. The understanding of the power relations in society and of the categories necessary for them is the basis of political struggle which the powerful appropriate to themselves. Another effect of the television is that people can relate more to the celebrities than to their neighbors. Example of this is the death of Rico Yan which was given too much hype by the media. Most poor went out of their way to view his body as it lay in state. His death even surpassed that of National Artists who died almost the same week as the young actor. The people’s sympathy is even stronger for someone who they do not have ties with than with people form their own packages. Because a celebrity’s life is an open book, they know more about that person than their next-door-neighbors. In the Philippines, a person, an actor, can be voted in the highest position in the land. Because of extensive media mileage a person can get elected. An important factor is identification with the personality. In urban poor areas, people usually identify with someone they see on television as â€Å"one of them†. If the actor portrays roles as the hero of the masses, then this will be what people will remember off screen. They are voted because the people think that since they have already portrayed the role therefore they are presumed to have the background and experience regarding governance. Watching soap operas during prime time also contributes to the disintegration of families. These hours are the only time that members of the family are present in the households and should be the venue for family gathering during dinner. This should serve as the time to talk about what happen during the day, instead the members of the family are in front of the television watching soap operas. Instead of eating in the dining table, some members of the family eat in front of the television so that they would not miss a scene in the soap opera. The only time where they could talk and bond as a family is robbed by the viewing of telenovelas. Though soap operas can also contribute to the topics that are discussed, the things that happened in the soaps would be discussed to friends during the afternoons and not with the family members. After watching soap operas during prime time, it would be late in the evening that there is no more time to interact with one another. People can relate to the events in soap operas because somehow it is also what they are experiencing in their daily lives thus art reflects life. By watching telenovelas, they can pick up something that can somehow relieve the burden of their problems. But whether this can solve their problems is another story. Passivity and acceptance of their lot is the order of the day. It is precisely this confrontation between fiction and reality which can have a subversive effect: showing the viewer that reality can be different, that class and/or gender oppression are not natural but changeable. It is not only identification with telenovelas heroes or heroines, but also with the villains that can open the eyes of the viewers to the fact that life can be different. This can produce a suspension of the immediate attachment to the existing social world and is, as such, a first step in the process of emancipation, a precondition of collective action, based on a common identity (Vink, 1988:169). Soap opera viewers should be able to distinguish between reel and reality. Even if there are some celebrities with good credentials who can be elected for a public position, being an actor and the role that one portrays should not be the only factor why they are voted. Instead of portraying reality, media in this case shapes the perspective and view of people according what they media want to represent. Watching soap operas should also be limited because they create stereotypes and limit critical thinking among its viewers. Also, family disintegration would continue if members of the family would continue to ignore each other by watching television. The family is still the most important unit in a society. Instead of just identifying themselves with the actors and actresses in soap operas, the viewers should know that they can do better than just identify themselves with them. As individuals they also have the capacity to succeed on their own without just being satisfied by what their idol accomplishes because they can also do the same.

The Quakers and Arts in Utopian Societies :: Essays Papers

The Quakers and Arts in Utopian Societies Today, we can still find many examples of past utopias. A utopia is an ideally perfect place, especially in its social, political, moral and legal aspects.1 They do not approve of any actions that are superficial and unnecessary. In addition to these beliefs, people from utopian societies are strong believers in God. Sharing many of these same ideals, the Quakers are a group with a strong faith. Despite the fact that Quakers feel art is a luxury and a frivolous thing that they should not take part in, many great artists and writers are members of the Quaker society. George Fox founded the Quakers also known as the Society of Friends in 1650. This was a time of religious turmoil in England due to people searching for an uncorrupted version of Christianity. For their form of religion, the Quakers relied primarily on spiritual searching done by individual members, congregations and meetings. The Quakers were mainly involved in humanitarian work, seeing the good in everything. They sought to practice total Christianity, with their main opposition toward slavery. During the civil war, "the Quakers took the lead in the abolitionist movement and in running the Underground Railroad, which aided runaway slaves."2 In 1671, William Penn, a leader of the group, worked solely on expanding the Quakers and joining them with other groups.3 Fox developed the idea of "Inner Light". This is found within each person, and is a divine inspiration that brings joy and an enlightened conscience. It is God’s spirit found in every human soul. Fox felt that "following the inward light would lead to spiritual development and towards individual perfection." He taught the members to worship in silence and people only spoke when they felt moved by the Holy Spirit when they were in their meetings. George Fox promoted simple living; he was against alcohol, holidays, sports, theater, and jewelry. They thought of themselves as friends of Jesus and later, the Quakers also became known as the Society of Friends.4 The Quakers have been associated with the color gray, or drab, because of the simple living that they remain faithful to. Drab is a color that is a mixture of yellow and gray, or a dull light brown. The Friends found colors to be a distraction, using gray to avoid the excitement that was looked down upon. This was also used to keep the divine inspiration within themselves.

Plato’s and Aristotle’s Views on Knowledge

Plato and Aristotle view knowledge and the process whereby it is obtained. They both point out that many epistemological concepts which they believe where knowledge comes from and what it is actually. Most of them have been astonished me in certain ways, but I found that rationalism and â€Å"wisdom consists in knowing the cause which made a material thing to be what it is† make the most sense to me regarding the nature of knowledge. As the following, we will discuss about why these two philosophical viewpoints are superior and the others are inferior. Aristotle believes that sensory perception of material objects is knowledge and he says, â€Å"Our senses begin the process of finding the answer, because they are physically close to our minds. † However, sensations and feelings are very subjective, and the results of sensation vary from person to person and even within the same person, depending on the circumstances. What to one person is cold might be warm to another, one person may be more fatigued in the afternoon than in the morning, so that his or her perceptions may temporarily less accurate. Therefore one cannot claim that sensations provide sure knowledge for human beings. | On the other hand, Aristotle sustains that the perceptions of the senses form the foundation which leads to true knowledge. The senses â€Å"give the most authoritative knowledge of particulars† (individual material objects). The senses, especially sight, â€Å"make us know and bring to light many differences between things. † The senses thus provide a foundation that will ensure that human knowledge is true or accurate. Back and forth, we have already discussed that sensations cannot provide true knowledge for humans because of subjectivity, as in this case, this is not necessarily that perceptions of senses form the foundation which leads to true knowledge for humans. Plato believes that innate knowledge of eternal Forms that exist separately from material objects is true knowledge because innate knowledge does not require that the mind interact with the external world in order to be apprehended. It is present in the mind at birth, for it is God given, and has always been resident in the mind. Nevertheless, how does one know there is a God? For all we know, the existence of god cannot be proven by scientific methods, and this is for certain. In this case, how can humans get knowledge from god or gods? Therefore, innate knowledge should not be viewed as the origin of knowledge nor to help one to obtain true knowledge. For Aristotle's substance, it states that when one knows the substance (matter and form) or essential nature of a material object, one knows the first cause that made it to be what it is. This knowledge is true wisdom and is therefore true knowledge. I felt this philosophical viewpoint when I first saw it; however, this knowledge begins in sensory perception. Stated in premise, sensations and feelings cannot assist individuals to acquire true knowledge. For this reason, I do not fall in this epistemological concept afterwards. Moreover, a syllogism also cannot help one to acquire human knowledge. To Aristotle, these universal ideas are self-evident. The mind, having received appropriate sensory input, immediately sees that they are true. Although premises are formed as the result of inductive reasoning, it is based on sensory perception. Consequently, human beings cannot acquire knowledge by a syllogism. I personally fall with rationalism and wisdom lead us to attain knowledge. Plato and Aristotle both believe that thinking, defined as true opinion supported by rational explanation is true knowledge; however, Plato is a rationalist but Aristotle is not. Plato thinks that the external world can be obtained proceeding from the inside out. Thus, the foundation of true knowledge for the rationalists is that it originates in the faculty of reason. Furthermore, reason has the capacity to discover ideas or beliefs independently of the senses. These ideas or beliefs are self-validating and therefore have the status of knowledge because the rational faculty, which has discovered them, is the most accurate of the means by which human beings obtain knowledge. In Plato's Theaetetus, he says, â€Å"Any one forms the true opinion of anything without rational explanation, you may say that his mind is truly exercised, but has no knowledge. † This is quite true that when one can state a true opinion supported by a rational explanation, one's opinion constitutes knowledge, since perceptions of senses are excluding in this case. Moreover, a rational explanation does not contain any subjectivity, it is an objective entity for humans to understand true knowledge. For this reason, I fall with rationalism and believe it is a superior philosophical viewpoint about the nature of knowledge. Aristotle sustains that wisdom consists in knowing the cause which made a material thing to be what it is. For Aristotle, wise people know more than just what something is; they also know why it is what it is, or what causes it to be what it is. People with wisdom, for instance, a master worker understand not only that fire is hot, but also know why it is hot. Those with experience only, who do not know why something works in a certain manner, cannot teach. Say physicians understand that there is a relationship between the medical condition of this class of patients and the ingredients in this particular drug. They are then motivated to learn why the drug works on these people, or what causes it to be more effective with this group of patients than with others. In achieving this knowledge, one achieves wisdom. Once the physicians found out what causes the drug works, it will increase the confidence of other physicians to use it with similar patients of their own. If they just used it because it â€Å"works,† they might be more hesitant. Knowing why it works makes them feel more certain that it will be helpful. Moreover, by understanding how the ingredients work, another researcher might find another use for the drug on a related but different medical infirmity. Thus, the ability to teach something is important to one because it implies that the person who teaches has knowledge. In these cases, I believe wisdom is the ability to teach something to someone and it also contains a path for one to acquire true knowledge, therefore, it is also a superior philosophical viewpoint for individual to understand true knowledge. In my own life, I believe that one's knowledge is taught by parents, teachers, peers, and culture, and this is the reason for humans to have education. Our knowledge is received from the earlier generation to the next generation and so on. When I was a kid, I did not know why I had acne at that time. Now I am a teen, I know that during adolescence, hormones called androgens become active and stimulate oil glands in one's skin, increasing oil production. This, in turn, clogs pores, causing pimples and blackheads. I am educated in school and I understand the causes of acne now. In this case, I have true knowledge about what acne is and the causes of it because I have the ability to teach someone about acne, and it constitutes wisdom. This example fits in Aristotle's thought which wisdom consists in knowing the cause which made a material thing to be what it is, and therefore, the origin of knowledge. On the other hand, a study states that sunlight can prevent some types of cancer because vitamin D is manufactured in the skin when it is exposed to sunlight and it is this vitamin that may have a protective effect against certain cancers by preventing the overproduction of cells. In this case, a true opinion is supported by a rational explanation, and this study can help one to acquire knowledge because the study itself is knowledge. In this essay, we have examined different epistemological concepts of Plato and Aristotle about what knowledge is and the process whereby it is obtained. Since sensations are subjective, many of their philosophical viewpoints have been objected. Rationalism and â€Å"wisdom consists in knowing the cause which made a material thing to be what it is† make the most sense to me because they are not perceived by sensations, and they can be observed in our daily lives. Those are the reasons that I found these two concepts are superior to others.

The Hunters: Moonsong Chapter Ten

The pub where Elena and Damon ended up was lively and ful of people, but of course Damon made sure they didn't have to wait for a table. He lounged across one side of the booth, looking as arrogant and relaxed as a big gorgeous cat, and listened peaceably as Elena talked. Elena found herself gaily chatting away, fil ing him in on al the minutia of her campus life so far, from finding out that Professor Campbel knew her parents to the personalities of the other students she'd met in her classes. â€Å"The elevator was real y crowded, and slow, and my lab partner's back was against the buttons. Somehow she accidental y pushed the alarm button, and the alarm started going off.† Elena took a sip of her soda. â€Å"Suddenly, a voice came out of nowhere and asked, ‘Do you have an emergency?' And she said, ‘No, it was an accident,' and the voice said, ‘What? I can't hear you.' It went on like that, back and forth, until she started shouting ‘Accident! Accident!'† Damon stopped tracing patterns in the condensation on his glass with one finger and glanced up at her through his lashes, his lips twitching into a smile. â€Å"When the doors opened on the ground floor, there were four security men standing there with a medical kit,† Elena finished. â€Å"We didn't know what to do, so we just walked past them. When we got out of the building, we started to run. It was so embarrassing, but we couldn't stop laughing.† Damon let his slight smile expand into a grin – not his usual cool twist of the lips or his brief, bril iant, and enigmatic there-then-gone smile, but an honest-to-God cheek-puffing, eye-squinching grin. â€Å"I like you like this,† he said suddenly. â€Å"Like what?† Elena asked. â€Å"Relaxed, I suppose. Ever since we met, you've been in the middle of some crisis or another.† He raised his hand and brushed a curl away from her face, gently touching her cheek. Elena was vaguely aware of the waiter standing by the booth, waiting for them to look up, as she answered with just a touch of flirtation, â€Å"Oh, and I suppose you had nothing to do with that?† â€Å"I wouldn't say I am the one who's been most to blame, no,† Damon said cool y, his grin fading. He looked up, his eyes sharp and knowing. â€Å"Hel o, Stefan.† Elena froze in surprise. Not the waiter, then. Stefan. One look at him, and she winced, her stomach dropping. His face could have been carved from stone. He was looking at Damon's hand, stil stretched across the table toward Elena. â€Å"Hey,† she said tentatively. â€Å"How was your study group?† Stefan stared at her. â€Å"Elena, I've been looking everywhere for you. Why didn't you answer your phone?† Pul ing out her phone, Elena saw that there were several messages and texts from Stefan. â€Å"Oh, no, I'm so sorry,† she said. â€Å"I didn't hear it ring.† â€Å"We were supposed to meet,† Stefan said stiffly. â€Å"I came to your room and you were just gone. Elena, people have been disappearing al over campus.† He had been scared, afraid that something terrible had happened to her. His eyes were stil anxious. She started to reach out to comfort him. The fact that she'd lost the Power she'd had so briefly was hard for Stefan to accept, she knew. He thought her mortality made her fragile, and he was afraid he'd lose her. She should have thought it through, should have left him more of a message than a quick text saying she would return soon. Before she could touch him, Stefan's gaze turned to Damon. â€Å"What's going on?† he asked his brother, his voice ful of frustration. â€Å"Is this why you fol owed us to col ege? To zero in on Elena?† The look of hurt that crossed Damon's face was only a subtle shadow and was gone so quickly that Elena wasn't entirely sure she had actual y seen it. His features settled into an expression of lazy disdain, and Elena tensed. The peace between the brothers was so fragile – she knew that – and yet she had let Damon flirt with her. She'd been so stupid. â€Å"Someone should be keeping her safe, Stefan,† Damon drawled. â€Å"You're too busy playing human again, aren't you? Study groups.† He lifted an eyebrow scornful y. â€Å"I'm surprised you've even noticed that there's something going on around this campus. Would you rather have Elena alone and in danger than have her spending time with me?† Tense lines were forming around Stefan's mouth. â€Å"You're saying you don't have an ulterior motive here?† he asked. Damon waved a hand disparagingly. â€Å"You know what I feel for Elena. Elena knows what I feel for Elena. Even that sports-loving Mutt of yours knows how things are between us. But the problem isn't me, little brother – it's you and your jealousy. Your wanting to be an ‘ordinary human'† – Damon made quote marks with his fingers – â€Å"and stil carry on with Elena, who is hardly ordinary. You want to have your cake and eat it, too. I haven't done anything wrong. Elena wouldn't have come with me if she didn't want to.† Elena winced again. Was this the way it was always going to be? Was any minor misstep on her part going to set Damon and Stefan at each other's throats? â€Å"Stefan†¦ Damon,† she implored, but they ignored her. They were glaring at each other. Stefan stepped closer, flexing his fists, and Damon clenched his jaw, silently daring Stefan to make a move. For the first time, Elena saw a resemblance between them. â€Å"I can't do this,† she said. Her voice sounded smal and soft to her own ears, but both Salvatore brothers heard her and whipped their heads toward her with inhuman speed. â€Å"I can't do this,† she said again, louder and more firmly this time. â€Å"I can't be Katherine.† Damon scowled. â€Å"Katherine? Believe me, darling, nobody here wants you to be Katherine.† Stefan, his face softening, said, â€Å"Elena, sweetheart – † Elena interrupted him. â€Å"Listen to me.† She wiped her eyes. â€Å"I've been walking on eggshel s, trying to keep this – this thing between the three of us from tearing us apart. If anything good has come out of al the stuff that's happened, it's that you found each other, you started being brothers again. I can't – † She took a deep breath and tried to find a sensible matter-of-fact voice somewhere inside herself. â€Å"I think we should take a break,† she said flatly. â€Å"Stefan, I love you so much. You're my soul mate, you're it for me. You know that.† She looked up at him pleadingly, silently begging him to understand. Then her eyes moved past him to Damon, who was staring at her with a furrowed brow. â€Å"And Damon, you're part of me now. I †¦ feel for you.† She looked back and forth between them, her hands clutching each other. â€Å"I can't lose either of you. But I need to figure out who I am now, after everything that's happened, and I need to do it without worrying about destroying the relationship between you. And you need to figure out how you can be friends with each other, even if I'm in both of your lives.† Damon let out a skeptical noise, but Elena kept talking. â€Å"I'l understand† – she gulped – â€Å"if you can't wait for me. But I wil always, always love you. Both of you. In different ways. But for now, I just can't be with you. Either of you.† She was tearing up again, and her hands shook as she wiped her eyes. Damon leaned across the table, a smal twisted smile hovering on his lips. â€Å"Elena, did you just break up with both of us?† The tears dried up instantly. â€Å"Damon, I never dated you,† she said angrily. â€Å"I know,† he replied, and shrugged. â€Å"But I've definitely just been dumped.† He glanced at Stefan, then quickly away, his expression closed off. Stefan looked devastated. For a moment, his face was so bleak that it wasn't hard to believe he was more than five hundred years old. â€Å"Whatever you want, Elena,† he said. He started to reach for her, then pul ed his own hand back to his side. â€Å"No matter what, I wil always love you. My feelings aren't going to change. Take whatever time you need.† â€Å"Okay,† Elena said. She stood up shakily. She felt like she was going to be sick. Half of her wanted to pul Stefan to her, kiss him until that broken expression on his face went away. But Damon was watching her, his own face inscrutable, and touching either of them felt †¦ wrong. â€Å"I need to be by myself for a while,† she told them. At any other time, she knew, both of them would have objected to the idea of her walking the campus alone. They would have argued, fol owed her if she wouldn't walk with them – anything to keep her safely under their protection. Now, though, Stefan moved aside to let her out of the booth, his head bowed. Damon sat very stil and watched her go, his eyes hooded. Elena didn't look back at them as she crossed to the door of the pub. Her hands were shaking, and her eyes were brimming with tears once more. But she also felt as if she'd carried something very heavy for a while and had final y been able to put it down. This might be the best choice I've made in a long, long time, she thought. Dear Diary, Every time I remember the look on Stefan's face when I told him I needed space, my chest aches. It's like I can't breathe. I never wanted to hurt Stefan. Never. How could I? We're so close, so wrapped up in each other that he's like a piece of my soul – without him, I'm not complete. But†¦ I love Damon, too. He's my friend – my dark mirror image – the clever, plotting one who will do whatever it takes to get what he wants, but who has a kindness deep inside him that not everybody sees. I can't imagine living without Damon, either. Stefan wants to hold on to me so tightly. He cares for his brother – he does – and Damon cares for him, too, and having me between them is messing that up. All three of us have been held so closely together by the crises we've had to deal with recently – my death and rebirth, Klaus's attack, Damon's return from the edge of death, the phantom's attack – that every move we've made, every thought we've had, has been wrapped up with the other two. We can't go on like this. I know I've done the right thing. Without me between them, they can become brothers again. And then I can sort out the tangled threads of my relationships with both of them without having to worry that any move I make will snap the tenuous bond between us. It's the right decision. But still, I feel like I'm dying a slow death. How can I live for even a little while without Stefan? All I can do is try to be strong. If I just keep going, I'll get through this time. And in the end, everything will be wonderful. It has to be.

An investigation of the role of SIS in The (Especially, In A Rural Part Of Our Planet)expand Health Servicing The WritePass Journal

An investigation of the role of SIS in The (Especially, In A Rural Part Of Our Planet)expand Health Servicing Introduction An investigation of the role of SIS in The (Especially, In A Rural Part Of Our Planet)expand Health Servicing ). The overarching argument for this is that firms perform well when IT resources including knowledge assets, managerial and technical IT skills and physical IT infrastructure elements are aligned with the business strategy, and when suitable structures are employed in effectively managing the IT resources and supervising their deployment (Coltman et al., 2015). This alignment is ever important in the current environment where new information technologies continue to fundamentally alter conventional business strategies by allowing firms to function across the boundaries of function, time, and distance by leveraging these technologies (Bharadwaj et al., 2013). This report discusses the role of strategic information systems in expanding the health service in rural areas. Specifically, it focuses on the implementation of a telemedicine program for managing diabetes for patients in rural areas by a hospital in an urban centre. The investigation focuses on the planning and the implementation of this technological solution by considering the perspectives of different stakeholders. The report starts by discussing literature on telemedicine in diabetes management. Telemedicine and Diabetes Management The management of diabetes and its associated complications is quite costly. Targeted glycaemic control is necessary for minimising the complications of this chronic condition. Conversely, less than 70% of individuals with diabetes are attaining targeted glycaemic control, showing that effective management of the disease continues to be a challenge (Fatehi et al., 2014a). Patients in rural areas are unable to attain targeted glycaemic control partly because of poor access to specialised healthcare providers. Because of the increasing need for quality healthcare and the declining availability of clinicians, information and communications technologies have demonstrated the potential for improving access to healthcare services and reducing the costs of delivering healthcare (Fatehi et al., 2014a). Telemedicine involves providing health and medical services remotely using ICT. Telemedicine facilitates the expansion of healthcare by bridging the physical gap between consumers and healthcare providers thus reducing costs. Synchronous telemedicine entails consumers and healthcare providers interacting in real time by relying on communication technologies. For instance, video conferencing, where there is exchange of image and voice in real time, is increasingly becoming popular in telemedicine in the delivery of various healthcare and clinical services at a distance (Fatehi et al., 2014b). Verhoeven et al. (2010) systematically reviewed asynchronous and synchronous teleconsultations in diabetes and reported that these offer a reliable, cost-effective, and feasible solution for the delivery of diabetes care. Video conferencing is used in collaborative goal setting, nutrition counselling, self-management training, and diabetes education for patients (Siriwardena et al., 2012). According to Faruque et al. (2016), telemedicine is helpful in the provision of care t o individuals with diabetes especially those in rural areas who are unable to travel to healthcare facilities due to large distances.   Therefore, telemedicine, especially teleconference, is a technological solution for managing diabetes for individuals in rural areas who are underserved by specialists. The next section explains the methodology used to obtain stakeholders views on the adoption and use of teleconferencing for diabetes management. Methodology This report collected data using interviews to understand the implementation of telemedicine for expanding access to healthcare services for people with diabetes in rural areas. The report included the views of various perspectives including patients, healthcare providers at the hospital, and in the rural areas to understand the adoption and implementation of this information system.   Semi-structured interviews were conducted with these stakeholders in locations and time that were convenient for the stakeholders. The interview was based on the interview schedule found in Appendix 1. These interviews were digitally recorded followed by verbatim transcription. After transcription, the interviews were analysed using coding (Vaismoradi et al., 2016). The coding led to the identification of various thematic categories including the strategic intent of adoption of telemedicine, benefits of telemedicine, and challenges during implementation as explained in the section below. Findings and discussion Strategic intent of implementation of telemedicine The telemedicine intervention was adopted by the hospital after it was discovered that some of the patients from the rural areas were not coming for the follow- up appointments to get information on ongoing management of their diabetes. An endocrinologist at the hospital stated that: I noticed that some of my patients were not coming for their appointments†¦ I looked at their records and realised that they were unable to do so because they came from rural areas. Therefore, we had to find a way of ensuring they got the much-needed information and support to manage diabetes at home The hospital identified the need for providing cost-effective care for their diabetes patients in rural areas who were unable to access specialised care in their communities. The hospital considered the adoption of telemedicine as a way of providing quality care while minimising unnecessary patient admissions due to diabetes complications. Thus, this was a critical component of the hospital’s strategic intent. According to Coltman et al. (2015), having a strategic intent involves the allocation of resources and engaging in activities to assist in achieving their objectives. In line with this, the stakeholders at the hospital had to consider how the telemedicine program will improve access to healthcare for patients with diabetes in a cost-effective manner. The CEO of the hospital said that: We recognised that the telemedicine would provide us with an opportunity for providing the required care to our patients†¦ However, we had to consider the overhead costs to set-up the telemedicine infrastructure both on our side and the rural side. Additional funding was required for this initiative. The implication of this is that the hospital had to set aside funds for the telemedicine infrastructure and this entailed working with managers from the finance and IT departments. The manager from the IT department determined the costs of using telemedicine intervention in terms of initial costs and ongoing upgrades to achieve a sustainable system.   The IT manager identified a cost-effective technological solution provider for the information systems that was required for the provision of diabetes care and support to patients from rural areas. The manager from the finance department and the CEO worked together in determining how to get the funding for this initiative. The initiative was funded using funds from the hospital’s contingency budget. Furthermore, the CEO of the hospital had to talk with administrators and nurses, and pharmacists in the rural areas to participate in the project as they critical to its success. This is captured in this statement â€Å"we realised that we needed professionals on the ground to provide some aspects of the care. We approached healthcare providers to get their buy-in into this initiative’’ (hospital’s CEO). Therefore, the strategic intent of the hospital in the implementation and use of video-conferencing in reaching individuals with diabetes in rural areas and providing them with the necessary care reflects a strategic alignment between IT and business, particularly, strategy execution. Specifically, the hospital adopted a strategy execution alignment where the business strategy influenced the IT infrastructure, but this was constrained by the business infrastructure (Gerow et al., 2014). In other words, the hospital’s business strategy was to provide quality care in a cost-effective way to individuals with diabetes in rural areas. In turn, this strategy influenced the IT infrastructure in terms of the kind of technological solution required to meet the business strategy. Therefore, the hospital ended up selecting videoconferencing as the appropriate IT infrastructure.   However, this was constrained by the hospital’s business infrastructure in terms of skills and proce sses in the provision of diabetes care and support to individuals in rural areas. The telemedicine initiative involved using interactive video-conferencing between a multidisciplinary diabetes care team from the hospital and the patients in the rural homes. The multidisciplinary team consisted of diabetes specialists including diabetes education experts, nurses, endocrinologist, and ophthalmologist who provided personalised care to diabetes patients based on their clinical status. The patients were provided with tablets that allowed them to engage in video conferences with the multidisciplinary team on a daily basis. The patients shared with the specialists about their psychological, emotional, and physical health during the interactive video conferences. Furthermore, the patients’ health data including glucose levels, blood pressure, and weight were automatically captured by the tablets and transmitted on a daily basis to the clinicians. The outcomes of the consultation between the specialists and the patient were then communicated to the physician in the rural area to facilitate care coordination. According to a local physician, the implementation of this initiative required a change in how care was delivered to individuals with diabetes†¦the hospitals care team got in touch with me and communicated their daily consultations with patients to ensure that I was prepared to provide the necessary care at the local level.   This approach to the implementation of video-conferencing reflects strategic information systems planning to achieve alignment between the business and IT. In particular, this planning was characterised by the identification of the required IT applications together with the necessary change management, resources, and infrastructure for implementing the technological solution (Maharaj Brown, 2015). Benefits of telemedicine The diabetes specialists were positive on the potentiality of video-conferencing in enhancing and expanding access to diabetes services to individuals in rural areas to promote self-management of the disease. A diabetes education expert said that: This technology increased my ability to provide education on exercise and diet modifications to my patients by talking to them via the video-conference, and this has empowered our patients to manage their diabetes in their homes. Patients were enthusiastic that the telemedicine would support the clinical needs even though they had no or limited experiencing in using video-conferencing. Some of the patients stated that: I didn’t have experience when it comes to telemedicine. But, I knew that it would be benefit me by providing  Ã‚   with ongoing support and information for diabetes management at home (patient 1) I had never used video conference before, but it provided me a way to talk with the physician and get timely advice and guidance on managing my diabetes (patient 2) In recognition of the limited experience that patients had in video-conferencing, the hospital’s IT department together with the external technological solution provider offered the required training. According to the IT manager at the technological solution provider: We collaborated with the hospital’s IT department in sending out individuals to provide training to the patients. The patients were taught on how to use the video conference system and provided with the necessary equipment. The stakeholders highlighted the benefits of video-conferencing for diabetes management for the patients in the rural areas. The statements below capture some of the stakeholders’ perspectives. During the video-conferences, we used the daily clinical status reports of the patient, and we were able to discuss appropriate interventions to implement with the patient. This benefitted the patients because they got personalised interventions, information, and support (Hospital endocrinologist). I got e-prescriptions from the healthcare team, and when the patients picked their medications, I talked to them about complying with their medications. By collaboratively working with the healthcare team, the quality of care of patients improved in terms of medication compliance (Rural Pharmacist) The use of video conference has contributed to preventing unavoidable admissions for diabetes for these patients. The daily support and education they got from us has improved care coordination and connections between the patients and us to minimise the use of emergency departments (Hospital ophthalmologist) A few months after the implementation of this project, we had seen a reduction in the admission of patients with diabetes in our area (Rural physician) I had problems before in controlling my diabetes because I did not have access to the kind of doctors who provide the necessary care†¦ but this changed with the daily video conferences (Patient 3) I am satisfied with information and guidance I get from the consultations with the doctors each day in managing my diabetes. I no longer need to travel to the hospital to get the care I need (Patient 4) The stakeholders perspectives highlight the impact of teleconferencing on the delivery of healthcare services to diabetes patients in rural areas.   These perspectives have received support in literature. For instance, patient satisfaction is highlighted in the study by Fatehi et al. (2015) in an assessment of patient satisfaction levels with remote consultations for diabetes via video conference in a virtual outreach clinic using a cross-sectional survey. The results revealed that the patients were generally satisfied with remote consultation as they had no problem with building rapport with the clinical specialists over video conferences (Fatehi et al., 2015).   Furthermore, the positive impact of telemedicine on the management of diabetes has been shown in the literature. Specifically, Huang and colleagues (2015) carried out a systematic review and meta-analysis of randomised controlled trials on the impacts of telecare intervention on glycaemic control in type 2 diabetes. It was demonstrated that patient monitoring by telecare demonstrated significant improvement in glycaemic control in comparison with patients monitored by routine follow-up (Huang et al., 2015). Weinstock et al. (2011) also found that improvement in glycaemic control related to telemedicine was sustained over a period of five years among medically underserved patients with diabetes. In their randomized controlled trial, Steventon et al. (2014) discovered that telemedicine led to modest improvements in glycemic control among patients with type 2 diabetes over 12 months. Self-management as a critical aspect of diabetes management in telemedicine has been investigated by Young et al.(2014) who focused on the effect of person-centred health behaviour coaching model delivered through telehealth with patients with diabetes living in underserved, rural communities was assessed. The results showed that the interventions led to significantly higher scores in self-efficacy, which supported self-management of the disease (Young et al., 2014). According to Steventon et al. (2014), the greater self-care and oversight related to telemedicine might lead to fewer unplanned hospital admissions. Challenges during implementation Implementation of the technological solution was accompanied by some challenges. One of the major challenge identified by the stakeholders was unanticipated technical issues.   This is explained by the IT manager at the hospital: Sometimes the video conferences failed because of a drop in the internet connection. This meant that the encounter could not take place. When this occurred, communication occurred via cell phones to address important issues. The technical issues had a negative impact on the interactions between the patients and diabetes care team. According to the endocrinologist, Sometimes in the middle of the video-conference, the connection dropped. I could wait till past the time I had allocated for that specific consultation. Mostly, by the time the connection was up again, I would be consulting with a different patient at the hospital, and I missed my encounter with the patient in the rural area. In those cases, I worked with the rural nurses via a cell phone to communicate important information about the patient. Technical difficulties in teleconference are due to problems with accessing broadband in rural areas, which is still lagging behind urban areas. Patients homes might lack high-speed cable internet that has more bandwidth capabilities and a highly reliable signal, and this causes connection problems during video conferencing (Batsis, Pletcher Stahl, 2017). Schulz et al. (2014) reported in their study that 25% of all video conferences consultations experienced a drop in internet connection. Consequently, it is suggested that unanticipated technical issues with implementing teleconferencing should be anticipated and this highlights the importance of providing strong IT support with ongoing updates in protocols for patients in rural areas (Slusser et al., 2016). Another challenge reported was issues with reimbursements. This was identified by the finance manager at the urban hospital.   She said that: I had problems with suitable billing of encounters between the patients and the doctors and capturing this. Sometimes, I billed an encounter, but the insurer failed to pay or took longer to do so. I had to go through convincing them [insurers] that the consultation actually occurred by talking with the patient and pharmacists or nurses in the rural areas for confirmation. One of the patients also talked about this issue by stating that, â€Å"after talking with the doctors on the video conference they tell you to pick up the drugs at your pharmacy and when you get there, you are told there are problems with your insurer in terms of payment. I had to call my insurer to follow up and address this issue’’ (patient 5). According to Batsis et al. (2017), low reimbursement is a problem for the lasting sustainability of telemedicine systems in a fee-for-service model. This problem is due to limitations that are placed on the type of telemedicine covered by health insurers. Conclusion In conclusion, this report has focused on the strategic information systems in expanding the health service in rural areas.   This has been achieved by examining the implementation of video-conferencing between individuals with diabetes and diabetes specialists in the provision of diabetes care to patients in rural areas. This report has highlighted how the hospital ensured alignment between its business strategy of providing cost-effective diabetes care to individuals with diabetes in rural areas and the use of the video-conferencing as its IT infrastructure.   The hospital had to plan for its strategic information systems by identifying the appropriate IT infrastructure, processes, and changes to how care was delivered to the targeted population in rural areas. The analysis revealed how the implementation of video-conferencing addressed the interests of the different stakeholders including the hospital, diabetes specialist care team from the hospital, the patients, and healthca re providers at the local level.   Thus, the implementation of this technological solution was beneficial to all the stakeholders. Overall, this report highlights how strategic information systems are vital in the expansion of health service in rural areas. References Arvidsson, V., Holmstrà ¶m, J., Lyytinen, K. (2014). Information systems use as strategy practice: a multidimensional view of strategic information system implementation and use. Journal of Strategic Information Systems, 23, 45-61. Batsis, J., Pletcher, S., Stahl, J. (2017). Telemedicine and primary care obesity management in rural areas-innovative approach for older adults? BMC Geriatrics, 1-9. Bharadwaj, A., El Sawy, O., Pavlou, P., Venkatraman, N. (2013). Digital business strategy: toward a next generation of insights. MIS Quarterly, 37(2), 471-82. Coltman, T., Talon, P., Sharma, R., Queiroz, M. (2015) Strategic IT alignment: twenty-five years on, Journal of Information Technology, 1-10. Faruque, L., Wiebe, N., Ehteshami-Afshar, A., Liu, Y., Dianati-Maleki, N., Hemmelgarn, B., Manns, B., Tonelli, M. (2016). Effect of telemedicine on gylcated haemoglobin in diabetes: a systematic review and meta-analysis of randomized trials. CMAJ, 1-25. Fatehi, F., Armfield, N., Dimitrijevic, M., Gray, L. (2014b). Clinical applications of videoconferencing: a scoping review of the literature for the period 2002-2012. Journal of Telemedicine and Telecare, 20(7), 377-83. Fatehi, F., Martin-Khan, M., Gray, L., Russell, A. (2014a). Design of a randomized, non-inferiority trial to evaluate the reliability of videoconferencing for remote consultations of diabetes. BMC Medical Informatics and Decision Making, 1-7. Fatehi, F., Martin-Khan, M., Smith, A., Russell, A., Gray, L. (2015). Patient satisfaction with video teleconsultation in a virtual diabetes outreach clinic. Diabetes Technology Therapeutics, 17(1), 1-6. Gerow, J., Thatcher, J., Grower, V (2014). Six types of IT-business strategic alignment: an investigation of the constructs and their measurement. European Journal of Information Systems, 1-27. Huang, Z., Tao, H., Meng, Q., Jing, L. (2015). Effects of telecare intervention on glycaemic control in type 2 diabetes: a systematic review and meta-analysis of randomized controlled trials. European Journal of Endocrinology, 172, R93-R101. Maharaj, S., Brown, I. (2015). The impact of shared domain knowledge on strategic information systems planning and alignment. South African Journal of Information Management, 17(1), 1-12. Schulz, T., Richards, M., Gasko, H., Lohrey, J., Hibbert, M., Biggs, B. (2014). Telehealth: experience of the first 120 consultations delivered from a new refugee telehealth clinic. Internal Medicine Journal, 44(10), 981-5. Siriwardena, L., Wickramasinghe, W., Perera, K., Marasinghe, R., Katulanda, P., Hewpathirana, R. (2012). A review of telemedicine interventions in diabetes care. Journal of Telemedicine and Telecare, 18(3), 164-68. Slusser, W., Whitley, M., Izadpanah, N., Kim, S., Ponturo, D. (2016). Multidisciplinary paediatric obesity clinic via telemedicine with thin the Los Angeles metropolitan area: lessons learned. Clinical Paediatrics, 55(3), 251-9. Steventon, A., Barsley, M., Doll, H., Tuckey, E., Newman, P. (2014). Effect of telehealth on glycaemic control: analysis of patients with type 2 diabetes in the Whole Systems Demonstrator cluster randomized trial. BMC Health Services Research, 1-12. Vaismoradi, M., Jones, J., Turunen, H., Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110. Verhoeven, F., Tanja-Dijkstra, K., Nijland, N., Eysenbach, G., Van Gemert-Pijnen, L. (2010). Asynchronous and synchronous teleconsultation for diabetes care: a systematic review. Journal of Diabetes and Science Technology, 4(3), pp.66-84. Weinstock, R., Teresi, J., Goland, R., Izquierdo, R., Palmas, W., Eimicke, J., Ebner, S., Shea, S. (2011). Glycaemic control and health disparities in older ethnically diverse underserved adults with diabetes: five year results from the Informatics for Diabetes Education and Telemedicine (IDETel) study. Diabetes Care, 34, 274-9. Yayla, A., Hu, Q. (2012). The impact of IT-business strategic alignment on firm performance in a developing country setting: exploring moderating roles of environmental uncertainty and strategic orientation. European Journal of Information Systems, 21(4), 373-87. Young, H., Miyamoto, S., Ward, D., Dharmar, M., Tang-Feldman, Y., Berglund, L. (2014). Sustained effects of a nurse coaching intervention via telehealth to improve health behaviour change in diabetes. Telemedicine and E-Health, 828-34. Appendix 1: Interview Schedule Please explain why the hospital decided to implement videoconferencing in providing diabetes care to individuals in rural areas? What was involved in the planning for the implementation of the technological solution? Did the hospital work with external stakeholders in the implementation process? How did the implementation of the technological solution affect the aims of the hospital and its specialist clinicians? How has the use of videoconference affected your (patient) access to diabetes care? Were there any challenges that were experienced during this process? If so, which ones? To obtain answers to these questions and/or get a Custom Essay for you research, feel free to reach out to us and place an order today.

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Thirdly, the assumption is that there are no taxes or transaction costs. In reality, the composition of the optimum portfolio will be changed by taking taxes and transaction costs into account since both of them have an influence on real financial products. Last but not least, the assumption is that investors can borrow and lend unlimited money under the risk free rate of interests. Yet, in fact, every single investor has a credit limit. Thus, they cant borrow or lend money as much as they want. The assumptions are drawn because the CAPM cannot be worked efficiently and precisely without the assumptions. Limitation In CAPM, there are several limitations. Firstly, the risk free rate of return is hard to be estimate by CAPM under different economic environment. Secondly, the CAPM is impossible to be used for a project which last for more than one year as CAPM is a single period model. Firstly, investors cannot always foresee that return of assets precisely as its limitation. Its because all data about the share prices and the market portfolio investors have are past data. Therefore, to estimate the betas which are used to forecast future returns, investors can use the historical data only. It is acceptable that the future risk is measured based on historical beta if the betas are stable over time. However, the betas of individual securities are not stable over time, which has shown by researches. Thus, historical betas are not a good indicator of the future risk. Secondly, CAPM is based on unrealistic assumptions which are just mentioned above. In reality, it is hard to reach all assumptions. For example: the assumption of the equality of the lending and borrowing rates is not correct. In fact, the rates would be different or hard to be the same. Therefore, the market indices may not well vary or investors may not hold highly diversified portfolios. By these reasons, CAPM cannot explain the investment behavior of investors precisely and betas cannot capture the risk of investment. Thirdly, the risk free rate of return is hard to be estimate by CAPM under different economic environment and lastly the CAPM is impossible to be used for a project which last for more than one year as CAPM is a single period model. The Use of CAPM CAPM is used to look for explaining the relationship between risk and return in a rational equilibrium market. By doing that, there are many uses of CAPM. Firstly, investors can determine if the portfolio should be undertaken or not by analysing the CAPM. Secondly, it can give the idea for investors what decision they should make if the securitys risk versus expected return is plotted below or above the SML in the graph. For example: if a stock is plotted well below the SML, the investor should not buy it because the investor can get the higher expected return by investing half their money in Treasury bills and half in the market portfolio. Thirdly, in dividend valuation models, an asset is valued with the provision of an appropriate discount rate. Such valuation is obtained with the help from CAPM which indicates the expected or required rates of return on risky assets. Comparisons can be made between the two rates implied by CAPM with a result of over or under valuation. Thus, investors can determine the decision conveniently. Conclusion To conclude, Capital Asset Pricing Model is an easy and sensible theory which can explain the behavior of security profitability. It is very popular nowadays because this model is built on modern portfolio theory and it can distinguish between systematic risk and non-systematic risk easily. Therefore, people can understand and make the financial decision easily. 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Romanticism - Essay Example He becomes more of a life force than a person and can see and experience almost anything. These are some of the most powerful lines: Here Whitman shows that even the smallest things around us—a grain of sand, a pismire, a cow—contain an enormous history and an enormous power. A leaf of grass can stand in for all of creation. A tree-toad is a masterpiece. A mouse is capable of inspiring the awe of an entire religion. Most significantly, he writes that â€Å"the narrowest hinge in my hand puts to scorn all machinery.† This is a celebration of all that has gone into creating the world and how deeply it can inspire us—like the best romantic poetry. Once again nature is an enormous canvas which is all interlinked and inspires great beauty. The bee is â€Å"kinsman† to the grass, and all the things of the world are â€Å"sweet litigants for life.† And on top of these sentiments, the bee is â€Å"sovereign,† not unlike the other small creatures of great inspirational power in Whitman’s poem. Two important elements of romanticism are the individual versus society and a reliance on human emotion over cold rationality. Both of these principles can be seen in effect in Rousseau’s Confessions and in Wordsworth’s poem â€Å"Tintern Abbey.† Rousseau’s long autobiography Confessions constantly points out how different and apart he is from other people. "I am not made like any of those I have seen; I venture to believe that I am not made like any of those who are in existence. If I am not better, at least I am different." This is a central theme of romanticism. The person who lives truly, understanding himself and nature, in tune with his emotions, is a person apart. The romantic is often portrayed as alone and sensitive—either ostracized by others because of his uniqueness or choosing like a hermit to be free of the conformist and corrupting world

Ethical dilemma.organizations ethical dilemmas Essay

Ethical dilemma.organizations ethical dilemmas - Essay Example According to McManus, â€Å"ethics involves learning what is right and what is wrong, and then doing the right thing†. The main thrust of this paper is to discuss what is an ethical dilemma and how are organizations responding to these dilemmas. If an organization’s leading moral principles could not distinguish between what is right and what is wrong or when values are in conflict, then it is in a situation called an ethical dilemma. However, most of the time, an ethical dilemma has no absolute answer because determining right and wrong is a subject matter of what the organization believes. The main thrust of this paper is to discuss what is an ethical dilemma and how are organizations responding to these dilemmas. Ethical Dilemma Ethical dilemma in an organization is complicated because it is necessary for the organization to make a decision among competing values or set of principles in a safe fashion that the organization is morally responsible. These dilemmas are o ften found in every organization and profession where there are people that have diverse personalities, behaviors, goals, and perceptions that are asked to work in the same fashion despite of these differences (Johnson 259). There are ethical dilemmas in an organization that are hard to settle because of their complexity and this kind of dilemmas are aided by a formulated written ethical guidelines, the code of ethics, in order to guide the organization in coming up with a sound decisions.

Romanticism Essay Example | Topics and Well Written Essays - 500 words

Romanticism - Essay Example He becomes more of a life force than a person and can see and experience almost anything. These are some of the most powerful lines: Here Whitman shows that even the smallest things around us—a grain of sand, a pismire, a cow—contain an enormous history and an enormous power. A leaf of grass can stand in for all of creation. A tree-toad is a masterpiece. A mouse is capable of inspiring the awe of an entire religion. Most significantly, he writes that â€Å"the narrowest hinge in my hand puts to scorn all machinery.† This is a celebration of all that has gone into creating the world and how deeply it can inspire us—like the best romantic poetry. Once again nature is an enormous canvas which is all interlinked and inspires great beauty. The bee is â€Å"kinsman† to the grass, and all the things of the world are â€Å"sweet litigants for life.† And on top of these sentiments, the bee is â€Å"sovereign,† not unlike the other small creatures of great inspirational power in Whitman’s poem. Two important elements of romanticism are the individual versus society and a reliance on human emotion over cold rationality. Both of these principles can be seen in effect in Rousseau’s Confessions and in Wordsworth’s poem â€Å"Tintern Abbey.† Rousseau’s long autobiography Confessions constantly points out how different and apart he is from other people. "I am not made like any of those I have seen; I venture to believe that I am not made like any of those who are in existence. If I am not better, at least I am different." This is a central theme of romanticism. The person who lives truly, understanding himself and nature, in tune with his emotions, is a person apart. The romantic is often portrayed as alone and sensitive—either ostracized by others because of his uniqueness or choosing like a hermit to be free of the conformist and corrupting world

Events Management- Evaluate the current level of understanding of Essay

Events Management- Evaluate the current level of understanding of Events Impact and Events Stakeholder Management and how it integrates into the Events Management Process (EMP) - Essay Example One example can be Thredbo Jazz Festival which continues for three days. This community festival entertains people with popular Australian jazz music, good food and wine. This festival helps to bring extra revenue in the region (Thredbo Jazz Festival, n.d.). One example of an academic event in Netherlands is the Holst Memorial Lecture held on 29 November 2012. It was organized by Philips Research and the Technische Universiteit Eindhoven. The social purpose of the event was to bring together scientists, research students and professionals from different institutions (Holst Memorial Lecture 2012, n.d.). In small towns, events and festivals help to develop the economy as major part of local revenue is garnered from the employment and tourists that are part of such events. The Peter Anderson Arts Festival which was first started over 30 years ago has been a huge source of income for downtown Ocean Springs. This festival attracts 100,000 people annually in a community which has only over 18,000 residents (Carter & Zieren, 2012). Events can have social impacts on communities as they offer people outlets for various activities. Events and festivals are reflections of the ideological values of the community and this helps in establishing the image of the local community. Through such events people of a community find opportunities to strengthen relationships with one another (Tassiopoulos & Johnson, 2009, pp.76-77). The environmental impacts of events can be both positive and negative. Events can create environmental awareness in the community. The transport and communication system gets improved as a result of events and this leads to urban transformation. But, events can also pollute the air and water by littering and carbon dioxide emissions from excessive travelling. Also, events use considerable resources like water and lights thus putting pressure on the local resources (Heitmann & David, 2010, p.187). The triple bottom line (TBL) which

Education and Economics Essay Example for Free

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 Individuals 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.