Case Study of Boots Plc Essay - 1168 Words

Case Study of Boots Plc Boots Plc have various kinds of stakeholders in their business who do various kinds of jobs suitable for which group there are in. Like any other Plc their stakeholders at least have a say in the business depending their role. E.g. shareholders have a bigger say than the employees who have very little say in the business. Boots Plc have the following external stakeholders in their businesses that play different roles between them are: - Ø Pressure Groups Ø Local Community Ø Government Ø Financers (Banks/Creditors) Ø Suppliers Ø Customers Although they have external stakeholders in their business the must have internal stakeholders for them†¦show more content†¦This shows that they have power and are important for the business. Usdaw who in the past have succeeded in other business when their announced that they have reduced they employment, at this point Usdaw came in and they succeeded in making things right. They have influnced loads of employees and helped them a lot over the years. Local Community Local Community are an important part of society as well to Boots Plc. Local Community depend on Boots Plc to provide Employment around their society. Local community expects the following things from Boots Plc are: - Ø They want Boots Plc to provide employment for people living around Batley and Dewsbury Ø People living in Batley and Dewsbury wants Boots Plc to prevent environmental pollution, noise or any other problems that might affect the local community Large business like Boots Plc needs to operate within the community in Batley. Boots Plc being a large business will provide employment; minority of the money earned will be spent locally. Boots PlcShow MoreRelatedMba, Managing Markets - Boots Plc4106 Words   |  17 PagesBoots PLC Contents:- Introduction to the assignment Main topics of discussion:-  · Market entry strategies, focusing on joint ventures/strategic alliances  · Elements of globalisation  · Marketing issues a company should consider in a global context Conclusion Appendices:-  · Appendix 1 Ââ€" SWOT analysis of Boots PLC  · Appendix 2 - PEST analysis of Japan Introduction The aim of this paper is to provide a detailed and critical analysis of the market and industry factorsRead MoreSainsbury3140 Words   |  13 Pagesbusiness but in the course of action the company has stayed true to its heritage. Sainsbury passion towards food at fair prices and its ethical approach have remained central for their success (J Sainsbury Plc, 2012). 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An offer is clearly differentiated from invitation to treat in the case of Pharmaceutical society of Great Britain v boots 1953 where the pharmaceutical tries to sue boots for the sale of a flick knife inRead MoreMarketing Theories Applied, And Calculations Essay1630 Words   |  7 PagesMarketing Theories Applied, and Calculations Return on Investment with Social Media Marketing While these mobile opportunities were enticing, Ms. Bornstein still had to make a business case to Suliteanu. It would be necessary to define key metrics to measure the success of social media, video, and mobile for 2011 and beyond, as part of her long-term strategy for Sephora’s online media spending. To measure its return on investment, Ms. Bornstein reviewed a Third Party Social Media Evaluation FrameworkRead MoreMorrisons Performance Analysis Report6345 Words   |  26 Pagesfinancial analysis of companies. 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Description of initiatives 5.1.3.2. Analysis of message contentRead MoreWh Smith9459 Words   |  38 Pages Ling WANG p09259669 Time: 16 December, 2010 Summary With TUI Travel PLC group revenue for 2009 was slightly lower than the prior year at  £13,863m (2008:  £13,932m) and adjusted profit kept showed deficit in recent years. TUI Travel needs to take over a company (WH Smith Plc) which has a strong free cash flow to rebalance its financial weaknesses. Simultaneously, the operation principles by WH Smith are useful to TUI Plc to keep further profit growth and strong cash generation. This report aimsRead MoreMarketing Project of Reckitt Benckiser19417 Words   |  78 Pagesin 1995. Benckiser Johann A. Benckiser founded a business in Germany in 1823. Its main products were industrial chemicals.[6]  Benckiser went public in 1997. 1999 to present The company was formed by a merger between Britains  Reckitt amp; Colman plc  and the Dutch company  Benckiser NV  in December 1999. Bart Becht became CEO of the new company and has been credited for its transformation, focusing on core brands and improving efficiency in the supply chain. The new management team strategy of innovationRead More Analysis of J Sainsbury’s Essay7590 Words   |  31 Pagesworld of business. For this unit I will encounter and evaluate information provided by certain businesses and actually gather my own information from at least one business. The business I have chosen to study is J Sainsbury’s. There are many types businesses in this world; these include Sole trader, Plc, Ltd, Partnership, Co-op and franchise. These types of businesses are all different from each other. Some of them need just one owner, some have hundreds. Sole Trader A sole trader is a one man businessRead MoreMarketing Project of Reckitt Benckiser19403 Words   |  78 Pages1995. Benckiser Johann A. Benckiser founded a business in Germany in 1823. Its main products were industrial chemicals.[6]  Benckiser went public in 1997. 1999 to present The company was formed by a merger between Britains  Reckitt amp; Colman plc  and the Dutch company  Benckiser NV  in December 1999. Bart Becht became CEO of the new company and has been credited for its transformation, focusing on core brands and improving efficiency in the supply chain. The new management team strategy of innovation

William Shakespeare s Macbeth Women s Agency - 2261 Words

Cory Weaver Michael R Kightley English 201 24 November 2014 Relative Masculinity in Macbeth: Women’s Agency William Shakespeare uses Macbeth to show the agency that is created for women when men are pushed into proving their own masculinity. In order to fully understand Shakespeare’s portrayal of masculinity in Macbeth we must first examine the stereotypes of the Elizabethan era that effected Shakespeare’s writing. â€Å"Defining what a female was supposed to be and do was an act of Renaissance culture, as it has been for other times. For Shakespeare, as well as for most of Renaissance society, women as the feminine represented the following virtues which, importantly, have their meaning in relationship to the male; obedience, silence, sexual chastity, piety, humility, constancy, and patience. However, gender characteristics were socially constructed and there was an easy cross-over of masculine and feminine traits to both genders.† (Gerlach, Almasy, Daniel, Revisiting Shakespeare and Gender). Defining masculine an d feminine characteristics allowed writers like Shakespeare to draw males with certain feminine characteristics and females with certain masculine characteristics. â€Å"This merging of masculine and feminine traits in both males and females helps to explain how easy it was for the Elizabethan stage to employ and accept all male casts.† (Gerlach, Almasy, Daniel, Revisiting Shakespeare and Gender). These plays utilized men to play strong female characters like LadyShow MoreRelatedEssay on The Character of Macbeth from Macbeth1960 Words   |  8 PagesMacbeth from Macbeth      Ã‚  Ã‚  Ã‚   In William Shakespeares tragedy Macbeth we find a guilt and fear-ridden usurper of the throne of Scotland. Let us study this character in this essay.    A.C. Bradley in Shakespearean Tragedy paints a portrait of Macbeth:    Macbeth, the cousin of a King mild, just, and beloved, but now too old to lead his army, is introduced to us as a general of extraordinary prowess, who has covered himself with glory in putting down a rebellion and repelling theRead More The Hero? In Macbeth Essay1952 Words   |  8 PagesThe Hero? In Macbeth      Ã‚  Ã‚   The tragedy Macbeth highlights an ambivalent character who wants to be king. This paper will take a close look at his character.    Samuel Johnson in The Plays of Shakespeare states that every reader rejoices at the fall of Macbeth (133).    In Shakespeare and Tragedy John Bayley talks about Macbeth as a responsible agent for his actions:    It is essential to the hypnotic tension of the play that Macbeth should not seem in any ordinary way responsibleRead MoreThe Complicated Politics Of Gender Identity Essay3466 Words   |  14 PagesQueerness in Macbeth: The Complicated Politics of Gender Identity Saswata Kusari and Prof. Mahua Bhattacharjee Abstract: The thematic concern of appearance and reality is dealt with at various levels in Macbeth. This paper is an exploration of how the conventional ideas of gender and sexuality are subverted in this play. The paper would also seek to explore how the paradigmatic shift in the conventional gender identity creates a sense of queerness. Our attempt is to interrogate the play from anRead More Psychoanalytical Criticism2775 Words   |  12 PagesThe focus of this essay is to apply these psychoanalytical techniques while interpreting Lady Macbeth’s character in William Shakespeare’s play Macbeth. However, before I begin my argument, I feel that Lacan’s concepts of psychoanalytical theory need some introduction. One of the more prevalent psychoanalytical theorists since Freud was Jacques Lacan and I will use Lacan’s â€Å"The Agency of the Letter in the Unconscious or Reason since Freud† as a starting point to explain some of his concepts of psychoanalyticalRead MoreThe Occupation of a Carpenter Essay2229 Words   |  9 Pagesworking as contractors themselves on small jobs. Jobs Carpenters held about 1.1 million jobs in 1998. Most of them, about 80 percent, worked for contractors who build or repair buildings. Most others worked for private firms, government agencies, retail stores, and schools. Nearly one-third were self-employed. Carpenters get jobs in most parts of the country. Preparing for the job Carpenters learn their work mostly on the job and through training programs. Many carpenters learn

15 and 17 inch Multimedia LCD TVs A Comparison Free Essays

In the case of comparing a 15 inch multimedia LCD TV system with that of a 17 inch one for the purposes of deciding product continuity, one of the most important factors to be considered is its appeal to the buying public. In this case, the scenario is such that the 15 inch model is quickly losing favor with many customers, while its counterpart is enjoying a rise in sales, buoyed by excellent reviews of the product. Given the options available, I would have to say that two plans of action are equally desirable in dealing with the situation. We will write a custom essay sample on 15 and 17 inch Multimedia LCD TVs: A Comparison or any similar topic only for you Order Now The first would be to modify the product’s (15 inch LCD) features, styling or performance. It is entirely possible that the reason lesser customers are buying the product is merely because of a physical attribute. Perhaps customers no longer find it modern or state of the art in terms of the overall â€Å"look and feel.† Maybe its technical capabilities are easily dwarfed by the competition. Either way, modifying or â€Å"tweaking† the product’s attributes could bring about renewed interest among potential buyers. However, another option would be to simply discontinue the 15 inch model and focus solely on the 17 inch one. After all, why stick with a losing product? Eventually, profits coming from other areas would only be overshadowed by production and operational costs of this product. By discontinuing it entirely, even more people may become amenable to purchasing the 17 inch model, thus reducing company expenditures while maximizing profit. Nevertheless, in the world of business, only one option must be chosen and this choice almost always involves considerable risk. For this situation, I would have to go with choosing option one first, before doing the second. I would first see if a revitalization of the 15 inch product would change the way customers see it and subsequently cause renewed interest. If it still fails, then a discontinuation would be in order. This way, I can say with certainty that all viable avenues of decision were considered and exhausted before giving up on the product entirely. References Kotler, P. Armstrong, G. (2005). Principles of Marketing. Prentice Hall: 11th ed. Hill, C. Jones, G. (2006). Strategic Management Theory: An Integrated Approach. Houghton Mifflin Company: 7th ed. Miller, W. (2001). Proactive Sales Management: How to Lead, Motivate and Stay Ahead of the Game. Broadway, New York: American Management Association How to cite 15 and 17 inch Multimedia LCD TVs: A Comparison, Essay examples

Enhance Postgraduate Psychology Students †MyAssignmenthelp.com

Question: Discuss about the Enhance Postgraduate Psychology Students. Answer: Introduction: Learning Experience can be termed as some interaction or course which takes place in either schools or classrooms or any other learning environments like outdoor environments (Arends 2014). An effective learning experience can create memorable, relevant and key educational experiences that will be of much help to the adult and postsecondary learners. A proper learning experience successfully addresses the specific challenges related to the adult learners. Being an avid learner I have identified some of the benefits of learning experience, they are; Design a purposeful journey- Learning experience helps aq student to walk in the right path. People like me who undertake different nontraditional learning courses needs to understand the journey that has been set for them. The understanding of the layout helps me to respond positively to the objectives set forth in front of me. Directly link learning goals to activities- A clearly designed learning experience can help the learners avoid the chance of engaging into monotonous and busy tasks (Boud et al. 2014). Rather it would be helpful for them to engage in different activities that are related to the course. Addressing the gaps of understanding and building upon the existing understandings- Learners who were not part of the traditional learning system have gained much of the learning knowledge based upon their experience. The main coordinator of the learning experience can easily leverage the knowledge and the experience of the learner whenever he wants to do so. Provide real world simulations- Learning experiences helps to provide real world simulations. The Experiences of such simulations helps me to acquire the experience of the practical situations and reacting to such situations promptly and efficiently. Future Needs- Learning helps us to prepare for the future and make us self efficient. It provides us with the different practical knowledges that are needed to survive in the future (Arends 2014). Life Lessons- Life lessons can help to find us the meaning of life and its purpose. It helps us to get a secure job and a good education. Learning experience helps us to be better equipped to face difficult situations. It also helps us to learn from our failures (Boud et al. 2014). Value of the Learning Experience Values are present are of specifications where there is the presence of the learning experience (Arends 2014). I have used some definitions of instructional designs and decided to explore the role of values in the learning experience. The Learning experience helps us in a number of different ways namely; Course- The course program that I was enrolled in helped me to gather a practical and real knowledge. The design of the course along with the timings and the related documents involved in the course has been of tremendous help for me to gather an expert knowledge on the same (Coulson and Harvey 2013). Program- The Learning process is very much important in my life as the programs have been helpful for me to gather the theoretical based knowledge on the different elements of the learning process (Coulson and Harvey 2013). Gaining an idea about both the theoretical and practical knowledge is an added advantage for me. Future Career- My future is one of the key factors which will determine whether I will be successful or I would fail in my upcoming endeavors. The learning process will be useful to determine the right path towards success. Life In General- The different theoretical and practical knowledge will be helping me to transform into a matured human being and will help me to face all the crisis situations in life with great strength. Transferring the Knowledge in Future Transferring the learning Knowledge into the future is one of the most arduous task for me. But I am left with little or no scope at all as because I have to fit myself in the modern competitive world and have to stand apart from the others. I have decided to apply the knowledge in the future by; Using the variety of Learning Media Keeping a focus on the relevance of what I have learnt Taking a time for self explanation Details of Learning Knowledge Learning knowledge refers to the knowledge that is acquired from the learning process and helps to change ones behavioral traits (Kassab et al. 2015). The people engaged in the learning process have to make sure that they acquire the knowledge of the skills to make sure that they can personalize in their own field. My own specification regarding such a case is a software engineer. I am engaged in creating and maintaining different kinds of software for multitasking purposes. After completing my boards I got myself admitted to one of the famous B-tech colleges and earned an engineering degree from there. My learning process has been quite helpful to solve different issues related to software and its complex management. Business research is very much useful for the learning process which I have undergone. I am successful in analyzing my strengths and weakness and can improve myself on such ground. The uses of Learning Experience are; Access to important Data Rise in positive emotions Improved problem solving skills Deeper understanding Use of Business Research in Learning Process There is lots of use of business research in my learning process, some of them are; Research helps me to identify my personal strengths and weakness It helps me to have a clear idea about the type of people that I would be facing in real world situations (Keller and Karau 2013) It is easy for the organization to perform a SWOT and PESTEL It helps us to get an idea about the targeted group of people As mentioned earlier my learning process has been a backbone of my life. It has helped me to attain the best possible results in my life. It has been extremely helpful and has opened up new inroads and unknown grounds for me to explore and conquer. Theoretical, practical, mental, skills have been a result of such a learning process (Kassab et al. 2015). Conclusions The analysis of the whole reflective journal will bring forth the importance of learning process in our life. After the readers will complete reading this report they will have the idea about the different types of advantages of learning process and will create a sense of awareness for the future generation to indulge themselves in the learning process. Learning Plan is generally applied in different phases and in a proper manner. Some of the steps are as follows; The selection of the Target audience Planning well in advance Implementation and integration of the plan in the business Getting the confidence of the targeted group of individuals References Arends, R., 2014.Learning to teach. McGraw-Hill Higher Education. Boud, D., Cohen, R. and Sampson, J. eds., 2014.Peer learning in higher education: Learning from and with each other. Routledge. Coulson, D. and Harvey, M., 2013. Scaffolding student reflection for experience-based learning: A framework.Teaching in Higher Education,18(4), pp.401-413. Kassab, S.E., Al-Shafei, A.I., Salem, A.H. and Otoom, S., 2015. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.Advances in medical education and practice,6, p.27. Keller, H. and Karau, S.J., 2013. The importance of personality in students perceptions of the online learning experience.Computers in Human Behavior,29(6), pp.2494-2500. Kolb, D.A., 2014.Experiential learning: Experience as the source of learning and development. FT press. Kolb, D.A., 2014.Experiential learning: Experience as the source of learning and development. FT press. Powell, R., Vlachopoulos, P. and Shaw, R., 2017. Development and Evaluation of a Reflective Log Assignment Designed to Enhance Postgraduate Psychology Students Learning Experience.Journal of Perspectives in Applied Academic Practice,5(3). Svinicki, M.D. and McKeachie, W.J., 2014.McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. Wadsworth, Cengage Learning. Trigwell, K., Ashwin, P. and Millan, E.S., 2013. Evoked prior learning experience and approach to learning as predictors of academic achievement.British Journal of Educational Psychology,83(3), pp.363-378.

CHAPTER 1-5 (NO PAGE) Essays (1152 words) - Language, Southeast Asia

Chapter 1 PROBLEM AND ITS SETTING Introduction There are many different languages spoken around the world. Sometimes, it can create a barrier when trying to communicate. Other times, it may cause you to be judged because you have different accent or you use different terminology. Language can play a small role in how people's identities are formed. Specifically, Filipino is a beautiful language that is quite easy to grasp but there are still a lot of Filipinos who do not know the balarila or Filipino grammatical rules. Because Filipino is not just about Tagalog, it is also about other regional dialects used across the country as well as it is a part of one's culture and identity. For a national language and respect for Philippine languages, youngsters must grow up hearing and using these languages as part of daily practice- not just for casual conversations but as the language of transaction for different subjects. It must be daily practice that becomes part of humanity, part of the way we think, and live. Particularl y, yes, it is important for the Filipinos to communicate very well in Tagalog and it is a responsibility to love the country of his birth, and naturally, his own language. From that, Filipinos are able to distinguish themselves from other peoples of Asia, especially now that there's already a possibility to change the color of the skin and the shape and features of the face. In a sense that it is only the language that seems to be the remaining link to the Filipino spirit and is potential towards a lasting national identity. Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter will discuss the review of related literatures and studies that would help the investigation to be valid and legitimate. Through this chapter, researchers tend to reveal the studies conducted before from not invent concept or ideas. Related Literature Last year, there was a controversial issue that was resurfaced, the Filipino subjects' removal in Commission on Higher Education (CHED). According to quora.com (2018), there is really no relevance in repeating the Filipino subject matters and that student is just taking the subject as requirements to graduate and not for nationalistic value. Aside from that, tertiary is about studying a course or degree a student want to be in the future, e.g. to become an Engineer, Architect, and Doctor, a Nurse and so on. Therefore, as possible subjects should and must be related to the course or degree that a student is taking up. In case there is a need to learn other languages either Philippine or Non-Philippine languages, they can have a selective/optional subject for that matter but NOT obligatory but is only for those who wishes to. In addition of that, teaching Filipino shall start from Kinder to Primary until Secondary only. However, this move was due to the inclusion of the subject in the senior high school (SHS) or Grades 11 and 12 under the controversial K-12 curriculum. The Commission on Higher Education is verifying the reported impact of the removal of Filipino and Panitikan subjects in the college curriculum, includ ing the Chapter 3 RESEARCH METHODOLOGY This chapter contains the research methodology that is suited in conducting this study. In this manner, the respondents of the study, the instruments used in gathering the data and the procedures made to accumulate the data needed will be discussed too. This chapter also shows the strategy of the researchers in analyzing the information collected, interpreting the answers of the respondents and presenting it in a clear and easiest way possible. Research Design Case study type of research design was chosen as the best research design associated in this study since it is a research strategy and an empirical inquiry that investigates within its real-life context that based on in-depth investigation of a single individual, group or event to explore the causes of underlying principle. Through this research design, it also aims to describe a person, a thing, or any creatures on earth for the purpose exploring the reason behind the nature of its existence. Hence, the researchers will be able to define and describe easily the reasons why CHED planned to remove Filipino subject and how

To investigate and demonstrate how the different wavelengths of red and blue light differ by finding their focal lengths using a converging lens Essays

To investigate and demonstrate how the different wavelengths of red and blue light differ by finding their focal lengths using a converging lens Essays To investigate and demonstrate how the different wavelengths of red and blue light differ by finding their focal lengths using a converging lens Essay To investigate and demonstrate how the different wavelengths of red and blue light differ by finding their focal lengths using a converging lens Essay Aim To investigate and demonstrate how the different wavelengths of red and blue light differ by finding their focal lengths using a converging lens. Apparatus * Red and Blue LEDs (light emitting diodes) * Wires to connect apparatus together * Power supply and mains access to control voltage supplied to the LEDs * Ruler in cm and mm * Converging lens * Blocks to adjust height of components Safety This experiment is relatively safe and there are few hazards. However I will be aware throughout the experiment of the electrical components thus minimising any risk of electric shock. Although LEDs them selves do not get sufficiently hot enough to burn skin the wires may get quite hot if the current passing through them is high enough. If I conduct the experiment with a high voltage not only may the LEDs fuse, the brightness of them may harm my eyes if they are looked at continuously. To reduce this effect I shall have a small voltage but with a high enough brightness within the LED to obtain accurate results. Chromatic Aberration Different wavelengths are refracted by different amounts. The refractive index is different for different colours. This leads to an effect called chromatic aberration. A simple lens has different focal lengths at different wavelengths (Colours). This is because the different colours have been refracted through the glass with different amounts. A well made lens therefore will give a sharp image in any single colour but the image will be blurred by the out-of-focus images of all the other colours combined that will have focused at other points beyond the lens. This experiment should show by how much the two extreme visible colours (red and blue) are refracted. Variables There are many different variables within this particular experiment. For example, it is possible to move the screen or the converging lens or the LED or any combination of the three components. Any of these ways will result in a change in the lens to object distance (u) and therefore a change in the lens to image distance (v). Thus producing an average result for the focal length of a specific wavelength (colour). I will measure u and v by moving the screen and the converging lens. By using this method I will be able to obtain the largest amount of corresponding pairs without the need to an extensive amount of space to conduct the experiment. As one length increases the other should decrease and my readings should be more consistent then if the area I was working with was large. A larger working area would lead to a larger possibility of greater inaccuracies within my findings. I will also repeat certain values of u to obtain an average v thus a more accurate focal length. The quality of the lens will affect me from comparing my results to that of a similar experiment. This is because lenses have other aberrations to take into consideration, along with the specific quality of the glass (does the quality differ within a lens?) and the fact that a perfect lens will not produce a perfect image because the different wavelengths will focus at different points. Using all these varying factors it is possible to determine that it will be very unlikely for any two lenses to be exactly compatible. Method * Assemble all of the equipment. * Fasten a metre ruler onto a tabletop running horizontally and ensure that when you fasten the LED down to the end of the ruler the filament of the LED is at 0mm. * Adjust height of all the components to ensure that the centre of the lens is level with the LED filament. * Turn on the electricity and move the lens and screen until a focused image is produced upon the screen. * Take down both u and v distances onto a table. * Remove the screen and then place it down again and focus the image without moving the lens. * Record the second reading for v and repeat once more to obtain a third reading for the specific u. * Repeat for other u readings. * Tidy away the equipment properly. Data Treatment. All u and v measurements will be taken in mm and only accurate to a mm because thats the smallest possible division on the metre ruler. The lens formula: 1 + 1 = 1 u v f u = Object to lens distance (mm) v = Lens to image distance (mm) f = Focal length (the distance from the centre of the converging lens to the principle focus of the lens i.e. the clearest image distance) When analysing my data I shall draw a graph. 1/u = 1/f 1/v by rearranging the equation like this I am able to see that y = c mx. Y = 1/u C = 1/f M = 1/v I shall plot 1/u against 1/v. If my results are accurate I should find that because my scales will be the same and the pairings should correspond to each other. I will produce a graph with the gradient of -1. This will also give my straight line an angle of 45à ¯Ã‚ ¿Ã‚ ½ with the x-axis. The point where the graph cuts the axes should by the same and they should both correspond to 1/f. Prediction Graph: With my graph I will be able to draw both the minimum and maximum lines of best fit to obtain an uncertainty reading. If my two uncertainty readings overlap I can conclude that my experiment was not completely conclusive in demonstrating the aim. It is difficult to obtain precise readings for v because it is everybodys individual perception of a focused image that is recorded. All of my readings will be consistent because it is only me who is estimating when the image is focused, this ensures that is the images are not all precisely focused they will all be out by the same amount.

Written Training Module Assignment Example | Topics and Well Written Essays - 1750 words

Written Training Module - Assignment Example After that it aims to provide them a small lecture through powerpoint on the importance of time and methods of time management. The students will then apply these concepts in their group activities, and will then be evaluated by the rest of the participants, thereby learning best time utilization practices. Students often complain of too many things demanding attention for their time, with very less time left to relax or rest. This translates into stress and reduced work performance in all areas of life, leading to an overall decrease in the quality of life. This then leads to students feeling bad about themselves, or inadequate to manage things in the appropriate manner. Time management and learning the importance of time are the key elements that distinguish the successful students from the less successful ones. The training aims to highlight some of the key areas in successful time management. Organizing things in life is not only a way to keep one’s room clean but also a need to keep the mind at rest. An organized system around a person allows for clarity of thought and action. It helps the person focus on one thing at a time, and in this way ensure that that particular area of life receives full focus. The topic was decided primarily due to a large proportion of students stating that they do not know how to balance the different elements of their life in an appropriate manner. For this reason, it was thought that a good way to teach time management skills would be to educate them in a non-traditional classroom format. For this reason, the use of powerpoint which would the primary source of instruction was complemented by other aids. The initial test would be a good starting point to gain student attention, and the initial and after the training evaluation of the test by the student himself would allow him to see how and

Information System Engineering (Case Study about system requirement) Essay

Information System Engineering (Case Study about system requirement) - Essay Example The purpose of this report is to elaborate the system design features for its better implementation. The Children Support Agency (CSA) has emerged as a national charity based organization for the betterment of the UK’s young people. This organization has aimed to facilitate young people of UK for their career and support them for spending their lives effectively. CSA has developed their setup very effectively and they have their central office in London. Recently they have moved their two main offices, a small one in London and a larger one on the South Coast of England in Brighton. In this situation this organization has running lot of projects on diverse domains, for the management of these projects and better information transfer in the overall organization structure is really essential. There is need of some distributed information management system that is able to handle the overall organizational information and have the capability to tenser the data and information to each client. CSA has initiated the development of the central information management system that will help the head office to monitor projects. The system will offer the effective tools to help regional directors, area managers and lead workers to manage their work. At the heart of the system will be the recording and monitoring of key performance indicators (KPIs) for each of the projects managed by CSA. Each department at head office should be able to see information as it relates to their department. Equally, the Regional Directors will need to see the data for their region, Area Managers for their area and Team Leaders for their project. This section will provide the deep insight into the kind of activities for this project to the developer. The developer first analyzes the project requirement. Then he will sort out the workable requirements. After that the developer will draw out the basic system development

Thinking Cross-Discipline Essay Example | Topics and Well Written Essays - 500 words

Thinking Cross-Discipline - Essay Example According to the biblical definition of saints, all Christians are saints and they are blessed with salvation from God. All bounties come from God, and so all glory belongs to Him. Hagiography is the study of saints. It was considered as an important literary genre in the early Christian church. It also provides information about history and stories of great legends. Several fundamental ideas broadly introduce the issue of Castilian medieval hagiography and justify the composition of this literature which can be drawn from reading critical texts on this subject. For a long time hagiography was an anonymous literature. If the author felt that he was supposed to emphasize fully pointing out the introduction, it is insignificant to describe the life of man marked by God. On the other hand, the hagiography of a hero is the sight of an ordinary man with an extra ordinary personality. For the compilation of the lives of people, a book could be taken versed in the work of the predecessors who had literary talent and was able to interpret the Divine Providence by analogy, mostly from the Scriptures. However, medieval hagiography knows the principle of unconditional devotion artistic personality and his scribe, "the authors will." As the lives of the ancient and medieval saints’ vary, there are often many different lists, editorials, differing greatly among themselves. This complicates the work of critical hagiography on preparing scientific publications lives, especially since most of them come down to us only in the later and heavily modified lists. Some of the old hagiographical documents are Martyr Acts, for example, Acts of the Scillitan Martyrs (180); Passions, for example, The Passion of Saints Perpetua and Felicity (202); and Martyrdoms, for example, The Martyrdom of Polycarp (about 156). The most important collections of hagiography are the Martyrs o f Palestine by Euse-bius of Caesarea who was a historian of

The Impact Of Living With Chronic Illness Social Work Essay

The Impact Of Living With Chronic Illness Social Work Essay Families and individuals have to overcome new challenges due to disability and chronic illness. Families have suffer financial burden related to providing health facilities, education and buying appropriate equipment for the disabled or chronically ill member of the family. Some times house needs to modified to accommodate the needs of affected individual. Sometimes families and affected individuals get financial help from social services but getting the whole procedure and paper work done puts an extra burden while caring for the affected family member. Sometimes the situation is more worse when affected families and individuals suffer because they are unaware of the facilities and help they can get from government institutes Stress: Caring for the affected member of the family on daily basis puts family members under constant stress, anxiety, and depression and also physical fatigue. Family members and the affected individual become uncertain about the future. The affected individual also suffers from the frustration of disability and losing function. Gender: Disability affects family members differently- female family members tend to be more considerate and affectionate towards the affected person while male family members tend to provide financial support. Most families who are responsible for the care of disabled/chronically ill members of the family find this division of labour according to gender an easy way to manage and cope with challenges. Gender also affects disabled individual- female and male individual show different attitudes towards physical disability or chronic illness/pain. Women do not feel comfortable outside their home anf find it dangerous while men tend to adapt to their reduced function and still tend to be as functional as is possible. Disabled females tend to be more dependent on family and friends compared to disabled males. Relationships: Often relatioships change their meanings within the family responsible to care for a disabled member. The person who is mainly responsible for the care/ entertainment/ diet and necessities of the disabled person tends to take more important position in the family and the rest of the family becomes less involved in decision making. If a mother is more involved in the care of a disabled child this can lead to father being less involved in the care responsibilities and tend to indulge himself more in work or activities outside home- this can sometimes lead to conflicts within the families with one member feeling overburdened. Lifestyle: Most of the resources (money, time etc) of a family with a disabled member are spent in the care of the disabled leading to an overall lower quality of life. Families have to give up entertainment plans such as holidays due to lack of resources, facilities and extra responsibility of care. Friends, neighbors, and people in the community may react negatively to the disability by avoidance, disparaging remarks or looks, or overt efforts to exclude people with disabilities and their families. Despite the passage of the Americans with Disabilities Act in 1990, many communities still lack programs, facilities, and resources that allow for the full inclusion of persons with disabilities. Families often report that the person with the disability is not a major burden for them. The burden comes from dealing with people in the community whose attitudes and behaviors are judgmental, stigmatizing, and rejecting of the disabled individual and his or her family (Knoll 1992; Turnbull et al. 1993). Family members report that these negative attitudes and behaviors often are characteristic of their friends, relatives, and service providers as well as strangers (Patterson and Leonard 1994). Social stigma: Families with disabled member and disabled individual themselves feel isolated from the society. Friends, neighbours and other family might not play their supportive role effectively Overall, stress from these added demands of disability in family life can negatively affect the health and functioning of family members (Patterson 1988; Varni and Wallander 1988). Numerous studies report that there is all increased risk of psychological and behavioral symptoms in the family members of persons with disabilities (Cadman et al. 1987; Singer and Powers 1993; Vance, Fazan, and Satterwhite 1980). However, even though disability increases the risk for these problems, most adults and children who have a member with a disability do not show psychological or behavioral problems. They have found ways to cope with this added stress in their lives. Increasingly, the literature on families and disabilities emphasizes this adaptive capacity of families. It has been called family resilience (Patterson 1991b; Singer and Powers 1993; Turnbull et al. 1993). Many families actually report that the presence of disability has strengthened them as a family-they become closer, more acceptin g of others, have deeper faith, discover new friends, develop greater respect for life, improve their sense of mastery, and so on. While there are many commonalities regarding the impact of disabilities on families, other factors lead to variability in the impact of disability on the family. Included in these factors are the type of disability, which member of the family gets the disability, and the age of onset of the disability. Disabilities vary along several dimensions, including the degree and type of incapacitation (sensory, motor, or cognitive); the degree of visibility of the disability; whether the course of the condition is constant, relapsing, or progressive; the prognosis or life expectancy of the person; the amount of pain or other symptoms experienced; and the amount of care or treatment required. John Rolland (1994) has outlined a typology of chronic conditions based on some of these factors and has described the psychosocial impact on families based on these factors. His argument, and that of several others (Perrin et al. 1993; Stein et al. 1993), is that the variability in the psychosocial impact of chronic conditions is related more to characteristics of the condition than to the diagnosis per se. Consider the course of the condition. When it is progressive (such as degenerative arthritis or dementia), the symptomatic person may become increasingly less functional. The family is faced with increasing caretaking demands, uncertainty about the degree of dependency and what living arrangement is best, as well as grieving continuous loss. These families need to readjust continuously to the increasing strain and must be willing to find and utilize outside resources. If a condition has a relapsing course (such as epilepsy or cancer in remission), the ongoing care may be less, but a family needs to be able to reorganize itself quickly and mobilize resources when the condition flares up. They must be able to move from normalcy to crisis alert rapidly. An accumulation of these dramatic transitions can exhaust a family. Disabilities with a constant course (such as a spinal cord injury) require major reorganization of the family at the outset and then perseverance and stamina for a long time. While these families can plan, knowing what is ahead, limited community resources to help them may lead to exhaustion. Disabilities where mental ability is limited seem to be more difficult for families to cope with (Breslau 1993; Cole and Reiss 1993; Holroyd and Guthrie 1986). This may be due to greater dependency requiring more vigilance by family members, or because it limits the persons ability to take on responsible roles, and perhaps limits the possibilities for independent living. If the mental impairment is severe, it may create an extra kind of strain for families because the person is physically present in the family but mentally absent. This kind of incongruence between physical presence and psychological presence has been called boundary ambiguity (Boss 1993). Boundary ambiguity means that it is not entirely clear to family members whether the person (with the disability in this case) is part of the family or not because the person is there in some ways but not in others. Generally, families experience more distress when situations are ambiguous or unclear because they do not know what to expect and may have a harder time planning the roles of other family members to accommodate this uncertainty. In addition to cognitive impairment, other characteristics of disabilities can create ambiguity and uncertainty for families. For example, an uncertain life expectancy makes it difficult to plan future life roles, to anticipate costs of care, or to make decisions about the best living arrangements for adults requiring assistance in the activities of daily living. For example, from 1970 to 1991, survival for children with cystic fibrosis increased 700 percent, to a life expectancy of twenty-six years in the United States (Fitzsimmons 1991). These young adults now face difficult family decisions, such as whether to marry and whether to have children. In more extreme cases related to severe medical conditions, persons may have their lives extended by using advances in biomedical science and technology. When this happens, families can be faced with very difficult decisions about what techniques and equipment should be used, for how long, with what expected gains, at what cost, and so on. Society is facing new issues in biomedical ethics, but there is no social consensus about how aggressively to intervene and under what circumstances. Family members who bear the emotional burden of these decisions do not always agree on a course of action and, furthermore, may be blocked by hospitals and courts from carrying out a particular course of action. While these kinds of cases may not yet be widespread, they have sparked intense debate and raised the consciousness of many families about issues they may face. In addition to type of impairment, there is variability in the severity of impairment. The degree to which a person with disability is limited in doing activities or functions of daily living (e.g., walking, feeding oneself, and toileting) can be assessed and is called functional status. The lower the persons functional status, the more assistance he or she will need from other people and/or from equipment and devices. Family members are a primary source of this needed assistance (Biegel, Sales, and Schulz 1991; Stone and Kemper 1989). Providing this assistance can create a burden for family caregivers, which may result in physical or psychological symptoms of poor health. For example, parents, especially mothers, experience more depression when their children with disabilities have lower functional status (Patterson, Leonard, and Titus 1992; Singer et al. 1993). For elderly caregivers, physical strain may be a limiting factor in how much and for how long assistance can be provided f or the disabled individual (Blackburn 1988). The age of the person when the disability emerges is associated with different impacts on the family and on the familys life course, as well as on the course of development for the person with disability (Eisenberg, Sutkin, and Jansen 1984). When conditions emerge in late adulthood, in some ways this is normative and more expectable. Psychologically it is usually less disruptive to the family. When disability occurs earlier in a persons life, this is out of phase with what is considered normative, and the impact on the course of development for the person and the family is greater. More adjustments have to be made and for longer periods of time. When the condition is present from birth, the childs life and identity are shaped around the disability. In some ways it may be easier for a child and his or her family to adjust to never having certain functional abilities than to a sudden loss of abilities later. For example, a child with spina bifida from birth will adapt differently than a child who suddenly becomes a paraplegic in adolescence due to an injury. The age of the parents when a childs disability is diagnosed is also an important consideration in how the family responds. For example, teenage parents are at greater risk for experiencing poor adaptation because their own developmental needs are still prominent, and they are less likely to have the maturity and resources to cope with the added demands of the child. For older parents there is greater risk of having a child with certain disabilities, such as Down syndrome. Older parents may lack the stamina for the extra burden of care required, and they may fear their own mortality and be concerned about who will care for their child when they die. The course of the childs physical, psychological, and social development will forever be altered by the chronic condition. Since development proceeds sequentially, and since relative success at mastering the tasks of one stage is a prerequisite for facing the challenges of the next stage, one could anticipate that the earlier the onset, the greater the adverse impact on development (Eisenberg, Sutkin, and Jansen 1984). There are many ways in which the accomplishment of development tasks is complicated for persons with disabilities. This, in turn, has an effect on their families as well as on which family roles can be assumed by the person with disability (Perrin and Gerrity 1984). For example, in infancy, disability may frighten parents, or the infant may be unresponsive to their nurturing efforts such that attachment and bonding necessary for the development of trust are compromised. The parent may feel inadequate as a caregiver, and parenting competence is undermined. For a toddler, active exploration of the social environment, needed to develop a sense of autonomy and self-control, may be restricted because of the childs motor, sensory, or cognitive deficits. Parents, fearing injury or more damage to their young child, may restrict their childs efforts to explore and learn, or they may overindulge the child out of sympathy or guilt. If other people react negatively to the childs disability, pare nts may try to compensate by being overly protective or overly solicitous. These parent behaviors further compromise the childs development of autonomy and self-control. As children with disabilities move into school environments where they interact with teachers and peers, they may experience difficulties mastering tasks and developing social skills and competencies. Although schools are mandated to provide special education programs for children in the least restrictive environment and to maximize integration, there is still considerable variability in how effectively schools do this. Barriers include inadequate financing for special education; inadequately trained school personnel; and, very often, attitudinal barriers of other children and staff that compromise full inclusion for students with disabilities. Parents of children with disabilities may experience a whole set of added challenges in assuring their childrens educational rights. In some instances, conflict with schools and other service providers can become a major source of strain for families (Walker and Singer 1993). In other cases, school programs are a major resource for families. Developmental tasks of adolescence- developing an identity and developing greater autonomy-are particularly difficult when the adolescent has a disability. Part of this process for most adolescents generally involves some risk-taking behaviors, such as smoking and drinking. Adolescents with disabilities take risks too, sometimes defying treatment and procedures related to their condition, such as skipping medications or changing a prescribed diet. Issues related to sexuality may be particularly difficult because the person with disability has fears about his or her desirability to a partner, sexual performance, and worries about ever getting married or having children (Coupey and Cohen 1984). There is some evidence that girls may be at greater risk for pregnancy because of their desire to disavow their disability and prove their normalcy (Holmes 1986). Teens with mental impairment may be subjected to sexual exploitation by others. When disability has its onset in young adulthood, the persons personal, family, and vocational plans for the future may be altered significantly. If the young adult has a partner where there is a long-term commitment, this relationship may be in jeopardy, particularly if the ability to enact adult roles as a sexual partner, parent, financial provider, or leisure partner are affected (Ireys and Burr 1984). When a couple has just begun to plan a future based on the assumption that both partners would be fully functional, they may find the adjustment to the disability too great to handle. The development of a relationship with a significant other  after  the disability is already present is more likely to lead to positive adjustment. Young adulthood is that critical transition from ones family of origin to creating a new family unit with a partner and possibly children. When disability occurs at this stage, the young adults parents may become the primary caregivers, encouraging or b ringing the young person home again. The risk is that the developmental course for the young adult and his or her parents may never get back on track. This is influenced in part by the extent to which there are independent living options for persons with disabilities to make use of in the community. When the onset of disability occurs to adults in their middle years, it is often associated with major disruption to career and family roles. Those roles are affected for the person with the disability as well as for other family members who have come to depend on him or her to fulfill those roles. Some kind of family reorganization of roles, rules, and routines is usually required. If the person has been employed, he or she may have to give up work and career entirely or perhaps make dramatic changes in amount and type of work. The family may face a major loss of income as well as a loss in health and other employee benefits. If the person is a parent, childrearing responsibilities may be altered significantly. The adult may have to switch from being the nurturer to being the nurtured. This may leave a major void in the family for someone to fill the nurturing role. If the person is a spouse, the dynamics of this relationship will change as one person is unable to perform as indepen dently as before. The partner with the disability may be treated like another child. The sexual relationship may change, plans for having more children may be abandoned, lifestyle and leisure may be altered. Some spouses feel that their marital contract has been violated, and they are unwilling to make the necessary adjustments. Children of a middle-aged adult with a disability also experience role shifts. Their own dependency and nurturing needs may be neglected. They may be expected to take on some adult roles, such as caring for younger children, doing household chores, or maybe even providing some income. How well the familys efforts at reorganization work depends ultimately on the familys ability to accommodate age-appropriate developmental needs. In families where there is more flexibility among the adults in assuming the different family roles, adjustment is likely to be better. The onset of disability in old age is more expectable as bodily functions deteriorate. This decline in physical function is often associated with more depression. An older person may live for many years needing assistance in daily living, and the choices of where to get that assistance are not always easily made. Spouses may be unable to meet the extra caretaking needs indefinitely as their own health and stamina decline (Blackburn 1988). Adult children are often in a position of deciding where their elderly parent or parents should live when they can no longer care for themselves. Having their parents move in with them or having them move to a nursing home or seniors residence are the most common options. However, each of these choices carries with it emotional, financial, and social costs to the elderly person as well as to his or her adult children. This responsibility for elderly parents is not always shared among adult children. Adult daughters are more likely than adult sons to be involved in providing direct care for their elderly parents (Brody 1985). The many decisions and responsibilities can be sources of tension, conflict, and resentment among extended family members. This period of disability in old age can go on for a very long time, given the medical capability to sustain life. While the practice is still not widespread, more elderly people are preparing a living will, which is a legal document preventing extraordinary means from being used to prolong their lives.

Growth Dynamics Of E. Coli In Varying Concentrations Of Nutrient Broth :: essays research papers

Growth Dynamics of E. coli in Varying Concentrations of Nutrient Broths, pH, and in the Presence of an Antibiotic Abstract The purpose in this experiment of growth dynamics of E. coli in varying media was to determine which media produces the maximum number of cells per unit time. First a control was established for E. coli in a 1.0x nutrient broth. This was used to compare the growth in the experimental media of 0.5x and 2.0x, nutrient broths; nutrient broths with an additional 5.0mM of glucose and another with 5.0mM lactose; nutrient broths of varying pH levels: 6.0, 7.0, and 8.0; and finally a nutrient broth in the presence of the drug/antibiotic chloramphenicol. A variety of OD readings were taken and calculations made to determine the number of cells present after a given time. Then two graphs were plotted, Number of cells per unit volume versus Time in minutes and Log of the number of cells per unit volume versus Time growth curve. The final cell concentration for the control was 619,500 cells/mL. Four media, after calculations, produced fewer cells than that of the control, these were: Chloramphenicol producing 89,3 01 cells/ml; glucose producing 411,951 cells/mL; lactose producing 477,441 cells/mL and finally pH 6.0 producing 579,557cells/mL. The remaining four media, after calculations, produced cell counts greater than the control: 2X with 1,087,009 cells/mL; 0.5X with 2,205,026 cells/mL; pH 8 with 3,583,750 cells/mL and finally pH 7.0 with 8,090,325 cells/mL. From these results the conclusion can be made that the environment is a controlling factor in the growth dynamics of E. coli. This was found through the regulation of pH and nutrient concentrations. In the presence of the drug/antibiotic, chloramphenicol, cell growth was minimal. Introduction E. coli grows and divides through asexual reproduction. Growth will continue until all nutrients are depleted and the wastes rise to a toxic level. This is demonstrated by the Log of the number of cells per unit volume versus Time growth curve. This growth curve consists of four phases: Lag, Exponential, Stationary, and finally Death. During the Lag phase there is little increase in the number of cells. Rather, during this phase cells increase in size by transporting nutrients inside the cell from the medium preparing for reproduction and synthesizing DNA and various enzymes needed for cell division. In the Exponential phase, also called the log growth phase, bacterial cell division begins. The number of cells increases as an exponential function of time. The third phase, Stationary, is where the culture has reached a phase during which there is no net increase in the number of cells. During the

Agents of Socialization Essay

The way a person develops and forms his/her unique personality, norms and beliefs in socialization. Socialization is the process in which an individual learns to participate in a group, it’s obvious that different people will be different because not every person is raised under the exact circumstances. Many agents influence the way a person develops. Some of the most predominant factors are the family the person is raised is, where they the person is educated, like school or home- school, the peer group the individual belongs to and all types of media the person is exposed to. In this essay I will discuss how these agents affected me when I was growing up and how they still affect me. The biggest agent that affected me was my family. When I was little, my family taught me a lot of the things I know today, without these essentials. Things like being polite and table etiquette. If I was raised by another family, one which didn’t pay attention to manners, I would have gro wn up to be a lot different. I would have been a savage person and might not have been able to fit it because I would have been rude and impolite. To this day, my family still contribute to how I grow up to be, by encouraging me and helping me when I need help. When children are going up, they go through stages where they develop how to trust and depend on people, If they do not pass that stage or stay in it too long they would wind up being insecure when they grow up and they won’t trust people. This is why I think the family is the most important agent of socialization because it basically determines how a person will grow up being from the very beginning, more so than the other agents. The next agents which I think is worth writing about next is peer group socialization. My circle of friends, or my peer groups are some of the people that I’ve known since I started school. I’ve known them for years and years. My peer group has taught me things I wouldn’t have been able to learn on my own, like how to make new friends, being a good team player and just being able to do something cooperatively with s omeone else. My peer group also helped me shape my personality and how I behave. Because most of my friends are well behaved, I grew up not being mischievous and naughty because I didn’t see my group of friends doing that so there was no reason that I should. Other circles of friends that I have also shaped my outlook on life by giving me different points of view and new ways of looking at and dealing with issues. Without my socialization with peer groups I wouldn’t have had anyone to look up to and say this is good or bad, I would just end up copying everything my family does which would just make me old fashioned. The next agent of socialization which relates to the last agents is where I’m educated. I go to a normal school like most of the people I know. Going to a normal school, and interacting with people of all ages and seniority levels, like teachers, principals and matrons has helped me develop my socialization skills by talking to a wide variety of people and not just interacting with a few people like people who are home-schooled. People who are home-schooled definitely aren’t as socialized as people who go to school every day are because they don’t speak to a lot of people, so most of them tend to be socially awkward. There’s also the aspect of how schools have rules and regulations that students have to abide by life dress code, the concept of due dates and how and when to speak. Rules like these are what made me socialized and civilized. If I was home-schooled instead, I would have been an outcast because I didn’t act like everyone else did. Then of course there’s the aspect that some people don’t even go to school, so they aren’t socialized at all because interact with others. If you were to talk with someone who didn’t go to school, you would instantly notice how different he is. The last agent of socialization is the media the person is exposed to, I personally don’t think I was affected by media at all. Media didn’t have a big impact on me when I was growing up, I did however learn a lot of things from watching movies like how to act when I’m in different places and situations. Media has also affected my judgment of who to look up to as a role model. When I think of someone who wasn’t exposed to media while he was growing up, I don’t imagine he would be different from everybody else. He would just have difficulty fitting in because most of the subjects people talk about are about media and entertainment, but in the end it wouldn’t be too bad. As you can see from the order in which I have the agents in, I believe that the family had the most impact on me while I was growing up, followed by the peer group he belongs to, followed by where he is educated and then lastly followed by mass media and entertainment. The change and variety of each of these four agents is what leads to people having different personalities, values, norms and social interactions. These four agents could be considered the pillars of socialization because without them an individual wouldn’t fit in with society and would just act strange compared to other people.

Impact of Passions in Life

Three passions, simple but vigorous, have made an impact in my life: love for soccer, affection for money, and craving love. These passions have carved the path I have walked and will continue for my life's Journey. For one thing, I have always had a passion for soccer; first, because It brings Inspiration- inspiration is a great feeling that I would take chances for the rest of my life, for many hours of this revelation. I find that soccer seems to follow me, even In my dreams.I always see myself In the biggest soccer stadium In the world and just breathing and playing soccer. â€Å"Goal: The Dream Begins† Is a soccer movie that has made the biggest Impact In my soccer career mainly because the movie was so Inspiring to watch. This movie seemed Like a reality because the mall character In the movie had such motivation and desire for the game of soccer. Nowadays, soccer Is making a bigger Impact In my elite, and the reason Is seeing all the professional soccer athletes trainin g hard In practice and working hard In games. Soccer will always be my passion, and this inspiration for this sport will help me continue in my life's journey. In addition to being inspired in soccer, I feel as if the affection for money helps me stay on track on my life's journey. My passion for money makes me think more positively and makes me strive to get more. For me, buying certain things such as clothes, food and health products always make me have a positive mindset because I realize that hard work pays off. I feel without hard work towards money I could never have a positive mindset and fantasize about doing good things with my earnings.I know this passion to get money helps release energy, and it doesn't make me too stressed, but instead it makes me dream and helps me talk about what to do next with my money. I feel having that affection for money helps me appreciate things and makes a positive determination on my life's Journey. Craving love has always been attainable, fo r it can bring positive relations with people and the world. Loving someone or something is a great feeling, and having that genuine passion for love can create positive things.I believe in karma, and doing meeting with good intention for a person or thing will come back and help you out. I feel if I love then later in the future karma will come around and bring a definite smile on my face. Love can have a strong connection towards people, and I feel If I can love then that connection will guide me to a safe place and enlighten my Journey. So far, this has been my life's Journey. I have found It worth living for these three passions, and I would do It all again If the chance were awarded to me because these emotions so far brought a pleasure In my life.For one thing, I have always had a passion for soccer; first, because it brings inspiration- inspiration is a great feeling that I would take chances for the rest of my life, for many hours of this revelation. I find that soccer seems to follow me, even in my dreams. I always see myself in the biggest soccer stadium in the world and Just breathing and playing soccer. â€Å"Goal: The Dream Begins† is a soccer movie that has made the biggest impact in my soccer career mainly because the movie was so inspiring to watch.This movie seemed like a reality because the main character in s making a bigger impact in my life, and the reason is seeing all the professional soccer athletes training hard in practice and working hard in games. Soccer will life's Journey. Stay on track on my life's Journey. My passion for money makes me think more smile on my face. Love can have a strong connection towards people, and I feel if I So far, this has been my life's Journey. I have found it worth living for these three passions, and I would do it all again if the chance were awarded to me because these emotions so far brought a pleasure in my life.

Development of Environmental Justice in India Essays

Development of Environmental Justice in India Essays Development of Environmental Justice in India Paper Development of Environmental Justice in India Paper This Project would e focusing into the development of concept of environmental justice in India. This project research study is based on achieving the following objectives: 1 . To trace the growth of environmental justice awareness in different phases 2. To explain the legislative and policy growth related to environment in India 3. To elaborate the sentinel role played by Supreme Court in growth of environmental jurisprudence in India 4. To discuss the adoption of international environmental principles in Indian scenario Overview of literature: Over the last three decades, the concept of right to environment has witnessed a paradigm shift. The declaration in the Ignited Nations conference, on human environment from 5th to 1 6th June, 1972, considered the need for a common outlook for common principles to inspire and guide the people of the world in the preservation and enhancement of human environment. The term Environmental Law refers to the gamut of statutes, treaties, conventions, regulations and policies addressing the myriad environment concerns. The Wild Life (Protection) Act, 1972, the Water (Prevention and Control of Pollution) Act, 1974, the Forest (Conservation) Act, 1980, the Air (Prevention and Control of Pollution) Act, 1981, the Environment (Protection) Act, 1 986, the National Environment Tribunals Act, 1995, the National Environmental Appellate Authority Act, 1 997, the Biodiversity Act, 2002 etc. Along with the Rules, Regulations and Notifications under these acts have provided regulatory measures, the Hard Law mostly in response to the treaties and conventions, the Soft Law, signed by India. In recent years, there has been a sustained focus on the role played by the higher judiciary in devising and monitoring the implementation of measures for pollution control, conservation of forests and wildlife protection. Devices such as public Interest Litigation (PILL) have been prominently relied upon to tackle environmental problems, and this approach has its supporters as well as critics. Hypothesis: Since the sass, the role of Indian Supreme Court in the evolution of environmental Jurisprudence has been significant, innovative and also partly controversial and deviating from its constitutionally assigned powers and function. The Government has yet to develop an explicit national policy on the environment. The Indian Constitution, in the 42nd Amendment, has laid the foundation in article AAA and AAA for a jurisprudence of environmental protection. Today, the State and the citizen are under a fundamental obligation to protect and improve the environment, including forests, lakes, rivers, wildlife and to have compassion for living creatures. These constitutional compulsions must vitality the rule of law into weaving a dynamic policy on environment lest the paramount law be stultified into a paper declaration. Our democracy, which rests on the peoples welfare and active participation, must not surrender to Necromancy which damages our environment and denudes our ecology. The right of access to justice is characterized as the most fundamental of all he fundamental rights. The environmental justice is part of socio-economic development of the society. The superior judiciary has made tremendous progress in distributing environmental justice. The orders passed by the Supreme Court have provided healing touch to many and even those, who are residing in remote places in hills, coastal areas and forests. The Courts, however, are not the forum to solve all environmental related challenges in the country. Judiciary has to be equipped with creation of additional capacities to deal with the whole gamut of environment related issues. Only he trained and motivated judges can take correctional measures and help in distributing environmental justice with human element, fairness and compassion. To that extent every Court in the country should be turned into environmental court, for environmental actions. Research Methodology: This study basically follows doctrinal research method in the compilation, organization interpretation and systemization of the primary and secondary sources material. The study is non-empirical and is not based on extensive field surveys. Primary sources like Indian Statues, rules and regulations report of the Working Committees, Standing Committees and Cabinet Committees, are the basis of study. Reports produced by non- governmental organizations (Nags) and autonomous statutory bodies have also been considered. Foreign statues, rules and regulations and their committee reports have been critically analyzed. International charters, covenants, declarations and other instruments have been duly referred to. As a secondary tool for study, books of eminent authors, articles in research journals, newspapers editorials and reports from Nags have been scanned and analyzed. Tentative Chapter Division: Tentatively the research work will be arranged in -10 chapters.

Henry David Thoreau's Civil Disobedience and Other Essays Essay

Henry David Thoreau's Civil Disobedience and Other Essays - Essay Example This paper will highlight which justification of the two camps was more persuasive to the public as well as the reason why the battle to win the public’s heart was important. Slavery was prominent in America in the 19th Century. In his sixth debate, Lincoln-Douglas said that domestic slavery, a â€Å"disturbing† and â€Å"dangerous element,† was existing in America (Lincoln-Douglas, Lincoln-Douglas 6th Debate 1858). Abolitionists fought to end slavery. Slaves underwent many hardships, as revealed by Frederick Douglass in his narrative. Such hardships included slaves working in huge plantations and were treated as animals. There were no laws that could protect slavery and the atrocities against them were never talked about. However, the abolitionists’ efforts to end slavery were resisted by the slaveholders, who felt they could be deprived of their rights should they lose the slaves. Slaveholders had a belief that in order for them to prosper economically, they had to keep slaves. Therefore, the continuation of slavery was essential. It was evident that African slaves provided cheap and readily available labor. Furthermore, the slaveholders feared for their own safety should the slaves be freed, since, according to them, the slaves might take over or revenge on their former masters. This triggered the most proactive, bitter and bloody struggle between the antislavery (abolitionists) and the proslavery (slaveholders) in the United States in the mid-19th Century. Abolitionists such as Thoreau made efforts to fight slavery. In his Civil Disobedience and other Essays, Thoreau talks about the necessity to give priority to the conscience of an individual over the demands of the law. He strongly criticizes the institution of slavery. He disputes the assertion that the government gets its power from the majority since this group is the strongest, and not because they have the most legitimate viewpoint (Thoreau 1993, p2). In this regard, Thore au continues to assert that individuals have the obligation to do what, according to their conscience, is right and not to blindly follow the law that favors the majority. When the government is unjust, people are supposed to refuse the law and distance themselves from such a government (Thoreau 1993, p7). Additionally, people should see to it that they educate themselves on the legitimate law and fight for their rights. This assertion is depicted when slaves began to read and were enlightened about the injustices they were facing (Douglass 2005 p29). The slaves and the abolitionists started fighting to end slavery because people tended to hold dear their own prosperity and liberty. Slavery has been the main threat of people’s liberty and prosperity, and this already worsening condition cannot be improved by enlarging slavery (Lincoln-Douglas, Lincoln-Douglas 7th Debate 1858). Therefore, abolitionists realized there was need for united efforts to improve the status of the bla ck population, which was being abused through slavery. Slaves regretted their own lives and wanted to empower themselves so that they can attain freedom (Douglass 2005 p30). While abolitionists were empowering themselves in order to attain freedom, slaveholders were having sleepless nights. Several slaveholders struggled to oppose the positive efforts that were being administered by the abolitionists. Most slaveholders found

The assignment should be presented as a Journal opinion article and Essay

The assignment should be presented as a Journal opinion article and address an economic issue of current interest to Wall Street - Essay Example Political economy integrates anthropology, sociology, philosophy and sciences of nature. All these together create building blocks for methodology to comprehend social change along with styles of development. The enactment of one must affect the other. There is a worldwide agreement that politics matter a lot in developing countries which implies that study of â€Å"Political Economy† plays a crucial role in economic development. Political goodwill and stability are the vital prerequisites for any government to understand socio-economic and political growth along with development. Political instability brings ambiguity in the future economy policies of a country and deleteriously affects investors. Political stability and economic progress must be determined jointly and must necessarily remain bedfellows. Mark Zandi is one of the foremost economists of Moody’s Analytics where he performs economic based research. Moreover, Dr. Zandi is the co-founder of economy.com. Dr. Zandi’s research primarily involves financial market, macroeconomics and public policy reforms. Dr. Zandi has defined economic impact of various governments expenditure policies as well as tax systems and has also evaluated numerous monetary policies (Moody's Analytics, Inc. â€Å"Mark Zandi | Chief Economist, Moody's Analytics†). ... Zandi (Tracy, â€Å"‘Corrosive’ Political Conflict Is Holding Back U.S. Growth†). A brief government shutdown lasting for 2 or three days is capable enough to create a modest impact in reducing real Gross Domestic Product (GDP) growth by 0.2%. If it continues for two or three weeks â€Å"significant economic damage† will be the result and GDP cut would be 1.4%. Economic growth diminished noticeably during the shutdown of about three weeks in the late 1995 and in early 1996 (Newsmax Media, Inc. â€Å"Moody's Zandi: Prolonged Gov. Shutdown 'would likely bring another Recession†). In this regard, it is determined the US Congress failed to sanction legislations appropriating funds for the year 2014 which is considered to be the main reason behind the US government shutdown. Social security along with Medicare are not entirely self-funded like Federal Reserve System but partly self-funded and subjected to administrate shut-down along with failure if the g overnment becomes unsuccessful to meet the financial obligation. The 16 days long US shutdown in October 2013 was the third lengthiest government shutdown. Around 700,000 thousand federal workers had been indeterminately furloughed after arising of deadlock between Democrats and Republicans. NASA was completely closed and passport applications as well as cheques remained unprocessed (Telegraph Media Group Limited. â€Å"US Government Shuts Down As Congress Misses Deadline†). During the October 2013 shutdown Congress was trying for a temporary conciliation to raise the US borrowing limit to reopen the government. The Congress was intending to maintain the compromise till market fall sharply. The business owners should be

Law Enforcement and Policing- (Deputy Sheriff) Essay

Law Enforcement and Policing- (Deputy Sheriff) - Essay Example The sheriff is the head of the department-wide authority. Different ranks have the scope of authority in a given county for analysis purpose we shall take an example of Montgomery county in Tennessee. Here we find that the sheriff is the department-wide authority with an insignia having five gold stars arranged in a pentagon, second in command is the chief deputy sheriff with a badge having four gold stars arranged in a line the chief deputy sheriff is responsible with department-wide jurisdiction with the authority to act in the stead of the sheriff. The captain is third in command where he acts as a division commander his badge is a double gold bars. The lieutenant is forth in command whom is the section commander and carries a insignia with a single gold bar (Inwald, 1988). The sergeant is the fifth in command who his responsibility is the unit or the shift commander for identification he has 3 chevrons. Next to him the investigator is basically called school resource officer, their responsibilities are to provide direction for deputies at crime scenes there is no way of identifying them since they do not wear any insignia. The corporal is responsible for field training officer for patrol shift supervisor or detection division, the corporal wears 2 chevrons with FTO notation for patrol. lastly in the basic organizational structure is the deputy sheriff who is the only one whose badge is silver as opposed to others who have a gold badge in color, he has no insignia (Inwald, 1991). The sheriff has is important in every county due to the functions that he is responsible for within the county, the sheriff is the chief law enforcement officer who is charged with the responsibility of policing the county and keeping the peace, he has the power to make arrests and administration of jail and custody of the inmates. The sheriff also serves as the treasurer of the county and is responsible for collecting all taxes which are levied by the

Report on Primary School Essay Example for Free

Report on Primary School Essay Drop-out problem is not caused by any single reason, in fact, a whole lot of different factors work behind it. These factors are also inter-related to each other and therefore one factor influences many other factors. For example, poverty has inter-linkages with many other factors that influences drop-out like quality of education, parental attitude etc. Poverty also has intra linkages with facts like direct cost, indirect cost and opportunity cost of schooling, early pressure for marriage. As poverty is one of the major reasons behind drop-out, it has various linkages with most of the other problems. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrollment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out because when survival is the issue, things like education is less important. Another problem was the hidden costs of schooling that are clothes, pen and paper, etc. all of the 12 samples and their parents said that buying clothes, pen and papers was a huge problem for them. All of the parents said that as they are poor people, these extra costs of schooling are unbearable to them. Almost all of 12 dropouts have missed school frequently due to failure in obtaining these articles. They feared that they will be punished if they go to school without pen or paper. Teachers said that children who come to school without pen or paper cause a lot of trouble because they are unable to do any class work and disturb the other students. So they are given punishment. The opportunity costs of schooling include chore time, sibling care and foregone earnings of children. The opportunity costs of educating children are higher in poor families because these families rely more on each member to contribute to the family’s economic survival. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Dropouts who belonged to large families, less earning members and unstable income due to illness of earning members had to do wage work for  cash. All of the female samples told that they had worked in rich households as domestic helps when their family needed cash or could not afford a satisfactory meal. It is difficult for poor families to afford the opportunity cost of schooling because the contribution of their child’s labour at household work or earning is essential at certain times for the survival of their families. All of these direct, hidden and opportunity costs are intra-linked with poverty, which causes poor attendance rate. This encourages dropping-out as the school terms clash with the agricultural cycle and those who miss school over several weeks drop behind, teachers withdraw their books and they are disqualified for stipend, as a result, they ultimately abandon school. Poverty is interlinked with quality of education as poor families cannot afford private tuitions for their children. Apart from a few parents most of them were illiterate and they could not give any effective help to their children in their studies. Hence these parents have regarded the need of going to private tuitions as a very urgent one. All the samples agreed that students who took private tuitions performs in the class and does well in exams. All the parents agreed that if the teachers had taught the students well in the class, then the parents would not have to spend extra money to send their children for private tuitions. The parents even said that the teachers do this deliberately to earn money. The students who receive private coaching get promoted to the next class regardless of their results, so they do not get dropped from the PESP receiver’s list. As a result, only the children from solvent families are able to continue their studies. Dropping out due to disqualifying for PESP have been observed in this research amongst those households who sent their children to school after hearing about the PESP. During harvest period, there are many works to be done, so a lot of the children do not go to school. Consequently, many of them fail in the exams as they fail to catch up with the class due to absence. As a result, they get dropped from the PESP receiver’s list. So again the economic factors affect the situation because it can be seen that only the children of the well to do families can receive stipend. This is because since the children of solvent people do not have to work at home, they can attend school regularly and on the other hand, they can attain private lessons by using the money they get from stipend, so they can pass in the exams. Poverty is interlinked to students’ eagerness to learn. As the drop-out children belonged to the poor households they all suffered from certain extent of malnutrition. The samples told that usually they went to school after eating rice, rice crisps, banana, molasses etc and 7 of the children said that very often they had to take insufficient food and so they felt hungry in the class. Some of the children had to do household works and they felt tired and sleepy in the class. All of these children said they found it hard to concentrate in the study. So the eagerness and motivation of the children of the poor households are affected by their economic condition. The irregular and low salary of teachers influences their motivation to teach and forces them to depend on alternative income sources like private tuition. As a result they are obligated to favour their private students which create frustration amongst the other students. These children found school unfriendly and unfair. They become reluctant to attend school and as a result they miss classes and this causes poor performance in exams. All of these factors contributes to disqualifying from stipend program and finally leads to drop-out. Societal reasons are also found to be affecting drop-out of children, especially girls. The people of this village are very pious and they think that school education is the trend of the new age. They think that receiving religious lessons is more important since it will help them in the afterlife. Maximum people think that it is foolish for children of poor people to receive higher education because there are no such job opportunities for them, and the people who have no certainty of their day meal will obviously send their children to work and earn money to run the family, this is reality. Pressure for early marriage is also present as most of the community members agreed that this the safest option for the parents. Incidents of eve teasing were seen and sadly the societal pressure was on the girl as she will earn a bad reputation and her prospect of marriage will be ruined. These types of societal pressures are interlinked with unsupportive parental attitudes, because all parents and especially the poor parents do not have much of a say in the society and they are the most vulnerable ones. So the parents of a girl child prefer marriage over education as that is safest option and also this is what the society expects them to do. So all of these different factors are interlinked with each other which affects dropping out of children. CHAPTER 7: IMPACTS OF PESP 7. 1 BACKGROUND OF PESP. The most notable among the incentive programs undertaken by the government at the primary level were the Food for Education Program (FFE) and the Primary Educational Stipend Program (PESP). The FFE Program was launched in 1993 to increase the enrollment, persistence, and attendance rates of children from landless and very poor families. Forty percent of the children enrolled in primary schools in the targeted poor areas received a monthly allocation of wheat or rice for their family if they attended primary school regularly. To be eligible for receiving the food, the children were to be present at school for 85 percent of classes each month. A sliding scale increased the amount if more than one child per family attended school. Ultimately, the FFE was implemented in 1255 unions, covering 27 percent of the country. The World Bank’s 1998 Poverty Assessment found that the FFE did raise enrollment and attendance rates, and by 2000, the FFE program had covered about 27 percent of all primary schools in Bangladesh. Out of 5. 2 million students enrolled in schools with FFE, about 40 percent received food grains (mostly wheat) through the program. About two million families benefited from the FFE program. But there negative issues related to the FFE program as well. It suffered from high levels of leakage (it cost 1. 59 taka to transfer 1 taka in benefits) and was poorly targeted (50 percent of the beneficiaries came from households above the lower poverty line). Increases in the price of the food commodities in 2001-2002 caused the government of Bangladesh to reduce the amount of food assistance, until the program was discontinued in June 2002. However, universal primary education was still far from achieving. So, a new program, the PESP was introduced. The new Primary Education Stipend Project was designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The targeted beneficiaries of the PESP were an estimated 5. 5 million pupils from the poorest households who were enrolled in eligible primary schools in all rural areas of Bangladesh (469 upazillas). In order to qualify for the stipend, selected pupils were to maintain 85 percent monthly attendance and attain a minimum of 50 percent marks on the annual exam administered for each grade. To continue to participate in the program, a school must demonstrate at least 60 percent pupil attendance, and 10 percent of its grade 5 pupils must sit for the Primary School Scholarship Exam. Households of qualifying pupils would receive 100 taka (about $1. 76) per month for one pupil (not to exceed 1200 taka annually) and 125 taka per month for more than one pupil (not to exceed 1500 taka annually). Six designated national banks would disburse the stipends on a quarterly basis to authorized parents/guardians on a pre-determined date at the local bank branch or at a temporary distribution post (â€Å"camp’) established at a convenient location within 5 kilometres of the school site. Stipends would be disbursed to pupils’ parents or legal guardians who present the proper PESP bank-issued identity card. Preferences were to be given to issuing cards to the mothers of the selected pupil. The new features of the PESP were: †¢Ã¢â‚¬ ¢ Subsidies provided in cash, rather than in kind (as in the FFE Program) would ease transfer to poor recipients and would limit the involvement of school personnel in distribution (FFE required teachers to dole out the wheat and rice). †¢Cost-effectiveness would increase as the government of Bangladesh can offer stipends to more families for the same cost and not be vulnerable to increases in food prices (as with the FFE Program that necessitated decreasing the amount of food provided). †¢The stipend amount is fixed at a level that will significantly offset household poverty (unlike the 25 taka offered through the PES Project). †¢The cash stipend is more flexible, so the family can determine its best use according to their needs—whether it is used for food purchase, school expenses or financing income generating activities (unlike the FFE Program where households often sold the food at less than market value to obtain cash). †¢Disbursing the stipend funds to the mother will increase her power within the household and she will be more likely to spend the money to improve the children’s welfare (earlier programs disbursed to fathers or male household heads). †¢Leakage will be reduced because (i) commodities (such as the FFE Program’s wheat and rice rations) are more liable to misappropriation and (ii) bank-mediated distribution eliminates scope for underpayment or kick-backs. †¢Provision of stipends on a nation-wide basis (rather than in selected areas) will reach the poor families throughout rural Bangladesh who must restrict their children’s participation in primary school. 7. 2 ProgramME Performance. The Primary Education Stipend Project (PESP) aims to increase the educational participation—enrollment, attendance, persistence, and performance–of primary school-aged children from poor families throughout Bangladesh by providing cash payments to targeted households. The new Primary Education Stipend Project is designed to provide cash assistance through a stipend program to poor primary school pupils and their families throughout rural Bangladesh. The impacts of PESP in the research area are described below according to the official objectives of the PESP: †¢ Increase the enrolment rate among primary school-aged children from poor families. The researcher found this objective successful to some extent because the statistics provided by the teachers show that enrolment rate has increased after the PESP have been introduced. The school enrolled the new students in only class one. The numbers of enrolment of last five years has been shown in the table below. YearNumber of students enrolled in class 1Total students of the school 200084270 200195280 2002102288 2003108295 2004116309 Table 6: The number of students enrolled in class 1. †¢ Increase the attendance rate of primary school pupils. The PESP rationale is that regular attendance will improve pupils learning outcomes and contribute to good grades on exams. Attaining 40 percent marks will motivate the pupil to study and the pupil’s family to support his/her studies, by ensuing school attendance (not withdrawing for labour) and providing the necessary supplies and inputs. Combined these conditions are expected to lead to reduced repetition and drop-out and increased completion. Meeting the attendance requirement on a monthly basis will  determine the amount of the quarterly stipend disbursement. If a pupil does not meet the condition, the stipend will not be paid for that month. Classroom teachers record attendance daily, checked by head teachers. The 85 percent target is relatively high, compared with average primary school attendance rates that are reported to be 61 percent or below and even with the FSSAP which has a target of 75 percent. This objective was not very successful as the attendance rate was very poor in the primary school were this research have been done. Teachers said that in general attendance rate is well below 85 percent. Students from the poor households are the most irregular ones. The reason for absenteeism is primarily due to the inability to pay for school expenses and/or the need to work either at home or outside the home. However, in some of the cases, reasons behind absenteeism were temporary or chronic illness, disinclination for schooling, bad weather, flooding, etc. During the rainy season the attendance was low as the roads were muddy and slippery and transportation was unavailable. During the bad whether some of them stayed absent as they didn’t want to damage their clothes. Two of the samples said that they had only two clothes, of which one was torn so they wore it in the house and the other one they wore in the school. They remained absent if the better cloth was wet as they couldn’t were the other one. The direct and opportunity costs of schooling, cultural constraints and prejudices, and special needs of vulnerable children—prevent these children from going to school. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee etc and with this there are many indirect costs like pen, papers, clothes etc. Though the stipend money was a help to some extent to the poor families, it was distributed after 3 months and during that time whenever the family couldn’t afford the necessary equipments, the children remained absent. Although the stipend receivers said that they bought pen, papers, clothes etc, they also said they still missed school whenever they couldn’t manage them as they were given punishments. Another reason for low attendance of the students was the opportunity cost of the child. Students frequently remained absent during different times of agricultural cycles as their labour was needed by their family. In the rainy seasons some of the boys helped their father in boat rowing so they stayed absent and because of this, they were dropped from the stipend receivers list. †¢ Reduce the drop out rate of primary school pupils and increase the cycle completion rate of primary school pupil. Unlike enrollment, persistence in primary school requires an ongoing household commitment that, especially among the vulnerable poor, is easily assailed by family circumstances (e.g. illness, death), the economy, and a host of other factors. The continuous payment of a stipend for the pupil’s entire primary school career—does provide both motivation and a monetary cushion for the family by helping to offset the opportunity costs associated with economic hardship that could pull a child from school. However, as a child ages both the direct and opportunity costs (for boys in the labour market and girls in the marriage market) increase, and the stipend is not sufficient to meet these costs. In addition, considerations other than monetary—such as lack of interest in schooling, dissatisfaction with the quality of schooling, cultural imperatives to marry, etc. –may come into play that are not amenable to financial incentives. Although primary education is declared as tuition-free, there are many direct costs like exam fees, enrolment fee; certain amount from the stipend money is also taken for various reasons. These expenses become a big problem for the poor households and it influences dropping out. The number of drop-out children in last five years is given below. Table 7: Number of dropouts in the last 5 years provided by the school YearNumber of drop-out childrenNumber of children completed class fiveTotal students in class five 1999104555 2000124254 2001114455 2002114960 2003124759 Chart: The number of dropouts and completions during last five years Although the dropout numbers provided by the school shows that dropout from school in class five is around 10 to 12, the researcher found that in reality the number was more than that as certain amount of underwriting is done so that the school remains in the PESP allotting list. The PESP stipend does not appear to meaningfully offset the opportunity costs of child labour, averaging less than 5 taka per day or $2 per month. But, its ability to attract children from the labour market to school clearly depends on the situation of the family. It is unlikely that a desperately poor family would be able to forego the income or even the food earned by a regularly-employed child. However, in some cases the child may continue to earn a sufficient amount outside of school hours and during school absences tolerated by the PESP (15 percent). The additional 25 taka per month for any subsequent children enrolled in primary school represents a much smaller contribution towards meeting the opportunity cost of schooling, and acts more as a reward to those households who have already made the decision to send their children to school than to encourage households to send non-attending children to school. Since opportunity costs must also be added to direct costs of schooling to assess the real cost, families of working children may not be able to cover both the sacrifice of a child’s income or labour and the cash outlays for the direct costs discussed above. Both the direct and opportunity costs of schooling increases as the child ages and progresses in primary school, increasing the burden for very poor families. Consequently, the PESP stipend may not be sufficient to overcome the financial barriers to primary schooling in families where children must work constantly to increase household production or income or to feed themselves. †¢ Enhance the quality of primary education. The PESP is least likely to be successful in improving the quality of education (as defined by learning outcomes and completion rates), because it places the entire burden of quality improvement on the child (maintaining high attendance) and household (purchasing educational inputs to ensure good grades), rather than on the teacher or school. First, failure to achieve is more often the result of poor instruction than of incapable students. Second, families targeted for support are poor, and it is far more likely that the stipend will be used to provide additional food and clothing for the family than purchase educational materials or tutoring for a primary school child. And while it would not be reasonable to expect a stipend program to also be a quality improvement program, the PESP may have negative consequences for educational quality of the 75-85 percent of primary school-age children already in school by diverting resources away from  needed supply-side improvements. The impact of PESP in the research area seemed to favour access over quality. The teachers said as the most of the parents who enrolled their children for stipend, they don’t worry about the quality of education; instead they want to receive the stipend money anyhow. This attitude can never help to improve quality of education. †¢ Ensure equity in the provision of financial assistance to primary school-age children and alleviate poverty. Bangladesh ranks as one of the poorest countries in the world, with a GDP per capita of $350. The poor account for about 50 percent of Bangladesh’s total population, and 37 percent are counted among the â€Å"hard-core† poor, who live in the direst circumstances (Bangladesh Human Development Report 2000, BIDS). That fifty-three percent of pupils in the primary education system come from poor households reflects the high demand for primary education among Bangladeshi parents. Ultimately, much of the success of the PESP in combating poverty and helping families deal with the direct and opportunity costs of sending their children to primary school will depend on the validity of the targeting mechanism and on the real value of the stipend in offsetting those costs. Primary school-age children become eligible for stipend benefits if their families meet at least one of the following five targeting criteria: ? Children from a landless or near-landless household that owns less than half an acre of land; ? Children of day labourers; ?Children from female-headed households (i. e. , a household headed by a female who is widowed, separated from husband, divorced, or having a disabled husband); ? Children from households that earn their living from low-income professions (such as, fishing, pottery, weaving, blacksmithing, and cobbling); and ? Children of sharecroppers. At present, the targeting methodology does not appear sufficiently well-defined to ensure that the poorest families in Bangladesh benefit, but rather the poorer families relative to their specific locale (which may not be terribly poor). With no clear-cut guidelines or empirical methods for identifying the poorest students, it is not clear how poor children can be identified. More over, a lot of community members and parents of the dropout children blamed the teachers and SMC members of deliberate biases and distortions. Almost universally, those interviewed said that SMC members and teachers complicit in giving favour to local elites and the non-poor in school admission and enrollment in the PESP or extracting some form of payment for consideration. Because the SMC members are generally members of the local elite, it has been told by the parents of the drop-outs and community member that they have a tendency to favour their own friends and relatives. The stipend amount appears sufficient to cover the education costs of one child, but the PESP often employs a rationale that double- and triple-counts the stipend, by stating that it will offset direct costs, eliminate opportunity costs, and increase household income. It is unlikely that the stipend is adequate to address all three at the same time. It does not appear to fully recognize that the PESP will also cause the families—especially those with working children—to incur significant costs that may not represent a net gain for the household (at least in the short-term). The PESP may be too expensive for very poor households whose children are not already enrolled, as the stipend amount is not sufficient to pay for education, compensate for lost wages/production and increase household income as well. Poverty impedes households’ ability to pay for school fees and/or other direct (e. g. textbooks) and indirect (e. g. â€Å"donations† for school authorities) costs that may be required for school admission or full participation in primary school. Poor households are more likely to need children’s labour for income-producing or cost-saving activities, and be less able to sacrifice the child’s time to schooling, resulting in frequent absenteeism and/or early withdrawal from school. The poor are more prone to disease and malnutrition than the non-poor. Poor health and nutritional status among young and school-aged children can result in illness and/or physical and cognitive impairment or delays, causing late enrollment, drop-out, absenteeism and poor learning outcomes. Additional objectives (mentioned by MOPME officials): Eradication of child labour and empowerment of women were the additional objectives. PESP could not eradicate child labour as it was seen that the samples often missed classes because of various household works. All of the 6 male samples helped their fathers in the field at different times of agricultural cycles. The boys who worked in the agricultural field worked in two phases. For working in the morning from 8AM to 1PM, they received 1 meal and 50 to 70 taka and for working from 2PM to 5PM, they are given 30 taka. In the rainy season a some of the male samples helped their fathers in boat rowing. Girls and women are the unpaid household labourers. All of the 6 female samples’ labour in the household is an economic necessity because it frees others to earn outside. All of them had to do important works like collecting water and firewood, washing utensils, helping in cooking and taking care of siblings. Because of these reasons, parents were reluctant to spare their daughters for schooling. There is no evidence of gender disparity in enrollment rates among the poor, but it is likely that girls who belonged to poor families are less likely to persist and perform in school than boys. But as there is a stipend programme for the secondary female students, girls are now getting the opportunity for higher studies. Social Impact of PESP: Irrespective of the PESP’s impact on primary education or its reaching the poorest 40 percent of families, the prevalence of poverty in Bangladesh is such that the PESP must be regarded as a positive move in improving social welfare, in that it represents a substantial redistribution or transfer of income from the wealthier sections of society to the poorer ones. Given the rural focus, it is seen that these cash transfers has some positive impact on the economies of small rural communities. As households spend the PESP stipend on commodities (books, food, clothing, etc) and services (tutoring, medical, etc. ), the effects are rippling through the community, generating additional income for merchants and suppliers. Insofar as mothers are the stipend recipients, it is expected that they will have decision-making authority over its use and their economic prestige will be enhanced somewhat. The political and social impact is also positive as beneficiary poor families and community members appreciate the recognition of need and the benefits offered by the PESP. But the major negative impact of this program is that those parents who sent their children to school after hearing about the stipend money, many of them withdrew their children when they were dropped from the stipend receivers list. These parents were unaware of the rules for achieving the stipend and they became angry and  annoyed by the rules. They also claimed that rules are strictly followed in the cases of poor students and teachers showed biasness while distributing stipends. According to them, the students who take private tuitions from the teachers and the children of the rich and powerful people receive stipend even if they are irregular or have failed in exams. Many of the parents said with anger that the strictness of rules happens only for the poor. Thus even though the stipend programme has increased the enrolment rate it has also became a reason for dropping out of children. The people who have two or more children enrolled in school do not support the rule of Tk. 125 for two children. They feel that all of their children should receive Tk. 100 each. Some of the parents of the dropouts were very annoyed with this rule. Few dropout children had their siblings reading in the same schools as well, so the amount of money received from PESP due to this rule made the parents take different strategy. Although both children received stipend, many of these parents withdrew their eldest child from school and engaged them in work, while the other children continued studying as long as they receive stipend. It is difficult for a poor family to afford the opportunity cost of more then one child. Matrix 1—Knowledge, attitude and perception towards the primary education stipend project Key issues Students ParentsTeachersCommunity 1. Knowledge regarding the project. Selection criteriaFor poor and regular students, in primary school are eligible for stipendFor poor and regular students85% attendance and at least 45% pass marks in each subjects in all examsGiven to all poor and good students schools Retention CriteriaRegular attendance and at least pass marks in all examsRegular attendance and good result85% attendance and at least 50% pass marks in each subjects in all examsRegular attendance in school and good result Disbursement ProcessDistributed by bank officials or teachers to the students in school/nearby camps arranged for disbursement. Distributed from school and received by studentsDistributed from school or camps arranged by UPO in the presence of headmaster, class teacher, and SMC members Distributed by school among students 2. Attitude towards the projectBeneficial for all especially the poor. Helpful for allHighly beneficial particularly to the poor studentsHelpful for children Adequacy of stipend amount Disbursement processNot sufficient and should be increased ReasonableInadequate for expenses of direct and hidden costs but still helpful. ReasonableThough inadequate but helpful for the very poor students Though reasonable but takes a whole working day Key issuesStudentsParentsTeachersCommunity 3. Impact of the project Enrollment Attendance Increased, particularly for the poor students Increased a little Increased Increased a little Increased for all, and especially increased for poor students Attendance is still the same amongst poor students but in general increased a little Increased Probably more regular than before Dropout Completion rate Incidence of early marriage. Support towards female education Family pressure for marriage Social pressure for marriageDecreased High Still the same Same as before Still the same Still the sameLess than before Higher than before Still the same Increased a little Decreased a little Still the sameDecreased a little Higher than before Still the same Increased a little Still the same Still the sameDecreased a little Higher than before Still the same Increased Decreased a little Still the same Key issues Students ParentsTeachersCommunity 4. Problems regarding the project. Inadequate stipend amount Late distribution of text books Late disbursement of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount, Indirect cost of schooling (fees, uniform, cost of education aids), Late distribution of stipend Extortion of stipend money in forms of school fees and private tuitionInadequate stipend amount for the very poor students, Lack of training opportunities for teachers in the project Late disbursement of stipend money by the government Inadequate stipend amount 7. 3 IMPACTS ON BENEF.