The Chimney Sweeper Essay Example for Free

The Chimney Sweeper Essay William Blake wrote two versions of his poem â€Å"The Chimney Sweeper†, firstly in 1789 and secondly in 1794. They both describe the lives of children as chimney sweeps. Three poetic techniques carefully explored by Blake are imagery, tone and diction to bring a sense of sympathy to his audience. Though these poetic techniques are handled in both poems, they are shown through different perspectives. In both versions of the poem, images of death are depicted similarly using the color black. In the 1789 version, the speaker says that chimney sweeps are â€Å"lock’d up in coffins of black† and in the 1794 version, the speaker mentions that there is a â€Å"little black thing among the snow. † This outlines the blackness of the soot on the children, depicting the daily turmoil the children have to endure. Furthermore, illustrating the chimneys as ‘coffins’ describes their conditions: chimneys, like coffins, are claustrophobic and terrifying. Also noted in the 1794 edition, the speaker says â€Å"They clothà ©d me in the clothes of death.† This conveys the image that chimney sweeps live in fear, and that their work is that of death. Their clothes are black, like mourning, which once again illustrates death in both versions. Another type of imager is that of Heaven and God. The person who takes the children out of their work daily is referred to as an ‘Angel’, â€Å"And by came an Angel who had a bright key/And he open’d the coffins set them free.† He is mentioned as an Angel because he is the one who literally ‘frees’ them from their work. However, the tones of the two poems contrast; with one having a positive view on life and God, the other with a negative view. In the 1789 version, the speaker does not give out a personal opinion and listens to what he is told. God is seen as someone good, giving hope to people, â€Å"And the Angel told Tom, if he’d be a good boy/He’d have God for his father never want joy.† The tone of this poem is hopeful and prospective, the speaker looks forward to the future, saying that if the work is done, nothing will go wrong, â€Å"So if all do their duty, they need not fear harm.† On the other hand, the speaker of the 1794 poem is bitter; he blames his parents for having to work as a chimney sweeper, and looks on with detest, â€Å"They think they have done me no injury.† The speaker of this version is outspoken and, unlike the speaker of the 1789 version, is accusatory of God, â€Å"†¦God his Priest King/who make up a heaven of our misery.† God, like the child’s parents, is being blamed for the anxiety the chimney sweeps have to suffer. Diction is also an important element in both versions of the â€Å"The Chimney Sweeper.† In the 19 version of the poem, William Blake uses the word ‘white’ to raise feelings of both purity and innocence. In line 8, the speaker says â€Å"You know what that the soot cannot spoil your white hair† and in line 17, â€Å"Then naked white, all their bags left behind.† This also is a reminder of childlike innocence; how the children want freedom from their work. Other words mentioned in this version of the poem that invoke a similar tone are ‘bright’ and ‘shine.’ In the fourth stanza of the poem, the speaker says, â€Å"Then down a green plain, leaping, laughing they run, and wash in a river and shine in the Sun.† The phrase ‘wash in a river’ gives the thought of baptism, the children are being cleansed. This furthers the tone of innocence in the poem. The 1789 version is dominated by words of despair, such as ‘woe’, ‘black’ and ‘misery.’ It begins from the first line of the poem, which says â€Å"A little black thing among the snow.† This exaggerates the blackness of the soot upon the child. In line 8, the speaker refers to saying ‘sweep’ as â€Å"the notes of woe† and in line 12 calls his and other chimney sweeper’s lives as ‘misery.’ This choice of diction conveys a more serious tone to this version of the poem and helps to arouse more irritation at the fact that young children were being forced to work.

Gender Inequality In Educational Sector Of Pakistan Sociology Essay

Gender Inequality In Educational Sector Of Pakistan Sociology Essay Education is considered to be the most valuable possession for every human being today. Gender inequality is more pronounced in Pakistan. Women are disadvantaged with respect to the outcomes of schooling. My literature review incorporates all the questions regarding sex differences and I have mainly focus on the issues that are central to the questions of gender inequality in educational sector. Research remains focused on secondary information. Literature review consists of 10 articles as follow. The introduction to this article( the status of women in Pakistan,1988) written by HAQ, attempts to state that women constitute the majority about 52% of the worlds population, yet many societies discriminate them and Pakistan is one of those. The article mainly discuses that women in the rural areas are made to work as long as 14 to 16 hours without payments. Their status is mainly based on local custom rather than QURANIC verses. In a traditional society women occupy really low status. There is a history of female in the subcontinent that women are expected to function within their frame work before marriage they had to obey their fathers and brothers and after marriage their husbands. Most of the women live in the state of withdrawal deprived of their identity and this is because of the lack of education and Pakistani women are denied due to social prestige and economic activity. The variables that are extracted from this article are local custom and lack of awareness. The author define these variables in such a manner that he focuses on reducing gender disparity, should be the priority of the society and this gender disparity can be reduced by eliminating the traditional practices that are held in a society for example women should have equal participation in the decision making and increase women knowledge on family planning as the article states that average number of live birth is 5.8, maternal mortality is very high at an estimated 500 out of 100,000 births. The article discusses the status of women in Pakistan and due to gender discrimination how they are lacking in education. Educated and independent women are more enthusiastic towards life and are capable of understanding modernized changes rather than illiterate under nutritive dependant women .furthermore the article discuses that gender discrimination is mainly because of the traditional customs they are following especially in the villages. Hypothesis: the status of women in Pakistan should be enhanced or not This article gender inequality in education written by Nelly P.Stromquist in 1990 focuses on womens access to education, both in terms of the decrease in the rate of literacy and in years of schooling attained, the article says that there has been improvement over time. Compared to their mothers and grandmothers, women today have more education than ever before. The enrollment of women in primary and secondary school has improved in the last 30 years, and women have registered a slightly greater rate of growth, as women have increased their average years of schooling. Despite all these fact, women still continue to face lower levels of education than men. Women in the third world countries are considered to be feminine and weak in terms of reward and social prestige. The author states that there are still a sizable number of countries that do not collect statistics by sex, particularly at higher levels of education, indicating thereby that they do not consider the improvement of wome ns education a priority. The rate or level of women participation in educational sector reveals that it is the women from low-income groups and low status, ethnic affiliation who register the lowest levels of education. Above stated are the variables that were extracted from the article: low income group, low ethnic affiliation, rate of dropping out. The author defines the variables in a way he says that most of the gender disparity which is observed across the societies is a result of class difference that fully explains why the gender disparity exists and persists. Furthermore the article discuses that there have been few studies that specifically distinguish inequalities due to gender from those due to class or race. A study by Rosemberg (1985) showed that the discrimination by income was more pronounced than the discrimination by race. There is a difference in the education of different social classes. The particular article is relevant to the topic in such a way it states that the schooling of daughter is not deemed worthwhile in front of the schooling of a son. And another major reason of women lacking in education is of high dropout rates of girls in primary and secondary schools. And this is mainly because of early marriages. Insufficient places in secondary school, co education cost of education and low quality of education of girls. Many of the studies in this category do not ask why it is that womens education is considered less important than that of men or why it is that the education of women is so pervasively linked by social norms to their role as wives and mothers. The methodology that was used in the article was viewing different theories about social inequalities in education, are those that are derived from either the functionalist (or consensual) or the conflict (or neo-Marxist) approaches. Hypothesis: is women education considered less important than men The article class and gender in education-employment linkage written by Hanna Papanek focuses on the impact of global economic and political changes on low income nations. Poor families that depend entirely on returns to labor in order to survive are most likely to require participation in wage labor (or labor exchange arrangements) by all household members, including men, women, and children. Under these circumstances, educational participation becomes very difficult for both male and female, but because males generally have a wider range of earning opportunities, they are more likely preferred than females to be allowed to attend school. On the other hand at class and income levels where families are less dependent on female wage labor, womens education is preferred little bit. Family status has a direct bearing on access to economic and political resources that enhances education facility in women. Another factor that is discussed in this article is the family honor and these are the variables extracted from this article INCOME in terms of FAMILY STATUS. The author defines the variables in such a way that differences among classes are signaled by the extent of control over women which is family honor. In some cases girls may not be permitted to attend middle schools located outside the village because it would injure family honor and compromise marriage over it. In other cases, the attainment of secondary or tertiary education may confer so much prestige on the family that the possible status loss associated with daughters living away from home is offset. Marriage chances may also be enhanced when a daughter is sufficiently educated that she can just read and write her name and which can make her earn minimal amount of living. In Egypt as it is a highly stratified society, formal education for both men and women has long been associated with class and status. Higher education, in particular, has played an important role in the reproduction of the bourgeoisie , although not always in the predicted fashion. In Egypt, not all illiterate women can be presumed to be from poor families; at least some proportion of this group, especially among older women, comes from families that do not permit women contact with the outside world. The overwhelming majority of illiterate or barely literate women, however, are from poor families. The article is base from a comparative regional study in Asia that is now under way and from research in a nearby country (Egypt) that is similar in many respects to the countries included in the regional study. Many of the nations in the ongoing study have large Muslim populations (Indonesia, Bangladesh, Pakistan, India, Malaysia) etc. concluding the article female educational participation, especially at higher levels, is a consequence of higher family status rather than a means to upward mobility. Hypothesis: do females have less access to both schooling and employment than males do. This article Muslims, markets, and the meaning of a good education in Pakistan was written by Mattew J. Nelson in (October, 2006) examines the nature of local educational demands in Pakistan and show that parents favor religious education usually for girls. Girls access to education in Pakistan has been restricted. Despite improvements in the last 20 years, underlying factors still make the state education system inefficient and the current male to female literacy ratio is still at 65:40. And this is mainly because people wrongly assume that our religion dont permit girls for normal education. Girls are usually preferred to go to maddrasas which most of the parents in rural areas think is a better and accessible option and more convenient option for them. Furthermore the article describes the market and the meaning of good education in Pakistan. Families of middle class who can afford primary education of girls still prefer sending their girls to religious schools which cost them ver y little and prefer their boys to enjoy all the privilege of higher education because they think that it is in our religion that girls are suppose to stay at home. The variable that was identified from this article is religion (Islam). The author defines the variable in such a way that he himself carried a survey and a Questionnaire in which two type of people were questioned one for whom the local madrasa (Islamic religious school) was most important Secondly parents were selected from a variety of economic circumstance. However the outcome was that out of 112 respondents 91 were in the favor of madras for girls. The article is relevant to the topic in a way that it discusses about the how the choice of religious education for girls is forming a disparity in educational sector of Pakistan. The article mainly discuses the, substantive features of local educational demand and religious demand Hypothesis: is demand in favor of religious education rather than local The article Girls Are Boys Are: Myths, Stereotypes Gender Differences written by Patricia B. Campbell, Ph.D.Jennifer N. Storo in 2006 mainly discuses, how much the gender counts in education the author of this article states that Sex is not a good predictor of academic skills, interests or even emotional characteristics. The author discusses about the different myths that are related to girls for example biologically girls cannot handle the stress of higher education. Due to these myths parents have lower expectations from girls and they become gender biased and the variable that was extracted from this article was MYTHS AND STEREOTYPES. Now author further more discuses why myths persist based on gender and race. The history of myths will explain how author has defined the variable it is a common belief that men are principal producers and bread earners of the family so they should enjoy all the privileges and this is a primary reason why their education was considered more importan t than girls. And it was considered that women are property of husband and her only job is to produce children. Furthermore many of the people use to believe and still many of them do is that women reproductive capacity will destroy if her intellect is going to improve. Which in other words mean that women with better education will not listen to men. For example it was concluded that women in their menstrual cycle if uses their brain lose their mammary functions. This particular article is relevant to the topic in such a way as many of these myths are still believed and practiced in Pakistan when it comes to education specifically. This was both quantitive and qualitative form of research in which graphs, charts and theories were used to measure different type of myths Hypothesis: Is there a biological bias for sex differences The article The Impact of Gender Inequality in Education on Rural Poverty in Pakistan written by Imran shareef chaudray and Saeed ur rahman in 2009. The main purpose of this article was to identify the gender inequality in education on rural poverty in Pakistan. The article basically discuses that gender inequality in education persists in almost all the poor countries and Pakistan is one of those. Strong gender disparities exist in the rural and urban areas of Pakistan. Pakistan is one of those societies in which women suffer all sort of discriminations. There are countless issues of education in Pakistan including low level of investment, cultural constraints, poverty, gender and regional inequalities in budgetary allocation to education, low enrollment rates due to poor condition of public schools, high population growth producing more illiterates and poor, lack of implementation of educational policies. Violence against women, class discrimination, poverty, lack of educational fa cilities, and various parallel education systems in government and private education are the major emerging issues which should be dealt with curriculum reforms and effective educational policies. Above mentioned are all the variables extracted from this article but the major variable that I highlighted is POVERTY. Logit regression analysis on primary data was used to reach the conclusion. However it was concluded that poverty has adverse effects on gender disparity in education. Hypothesis: effect of poverty on education This article DOCUMENT TO DEBATE AND FINALIZE THE NATIONAL EDUCATION POLICY written by JAVED HASAN ALY in December 2006 is intended to stimulate discussion of major policy issues concerning Education Sector in Pakistan. The educational status of women in Pakistan is unacceptably low, in fact, amongst the lowest in the world. Development, only 19% of females have attained education upto Matric, 8% upto Intermediate, 5% Bachelors degree and 1.4% achieved a Masters degree. 60% of the female adult population is illiterate. Of the 3.3 million out of school children, 2.503 million are girls. 73.6% of primary age girls attend school, compared with 92.1% of boys. Although education has been seen to add value to a female worker but in Pakistan for female education is considered as a abuse. Different policies have been recommended to eliminate this gender gap in education but the fund allocation and human resources that were provided by the government to implement the policies. So the variables that were extracted from this article are Low level of financial allocation and inefficient utilization of resources. The author describes the variable in such a way that since 1947 the emphasis on girls education is laid down and many policies and reforms have been made to practice it but due to lack of financial resources Pakistan is still facing gender discrimination in education. The article on whole is relevant to the topic because it is discussing the policies and their effect on educational sector of Pakistan The particular article THE FUTURE OF GIRLS EDUCATION IN PAKISTAN written by Dr. Humala Shaheen Khalid Dr. Eshya Mujahid-Mukhtar: August 2002 discuses that although most children do get admitted to primary schools, but the major problem is their retention in primary classes. Given the poverty, high opportunity costs of children attending school (as sometimes they are required to contribute to the familys economic activities or towards daily household chores such as fetching water, fuel or sibling care), parents low perception about education, poor quality of education, teacher absenteeism and/or childs bad health, a very high proportion of students drops out from primary school. Reasons cited for leaving primary school varied between boys and girls. While most boys left school due to child not willing Most girls said they had to help at home. During the past decade, several policy initiatives were undertaken, each with a strong component for improving girls education in the country. Besides two educational policies, namely, the National Education Policy (1992) and the National Education Policy (1998-2010), the Government of Pakistan launched the Social Action Programmed (SAP) in 1993/94 which focused on improving the social indicators for girls and women. But none of these policies was followed properly so the variable that was extracted from this article was lack of of financial allocation and Lack of encouragement by government and lack of school facilities. The government of Pakistan is lacking way behind in providing educational facilities Great care needs to be exercised while portraying the future of girls education in Pakistan. Female education is subjected to the forces of both demand as well as supply barriers such as poverty, lower status of female in society and her security concerns, coupled with lack of school facilities, teaching materials and inadequacy or absence of female teachers. More importantly, there are strong linkages of the education se ctor with other sectors. The Study is based on secondary sources. National statistical sources have been extensively used which include the Population and Housing Census 1998; the Economic Surveys (various issues) and the reports published by the National (and provincial) Education Management and Information System (NEMIS). The Study also relies heavily on other data sources and relevant research reports issued by the Central Bureau of Education, Academy of Educational Planning and Management (AEPAM) and the Federal Bureau of Statistics (FBS). Hypothesis: future of girls education in Pakistan This article ROLE OF WOMEN IN ECONOMIC DEVELOPMENT OF PAKISTAN written by Jehan Qamar in 2000 is about the importance of role of women in economic development. And it contains a lot of information about state of women in education and their employment. This article also lays emphasis on political and cultural instability that is affecting the status of women in Pakistan. And this political and cultural instability are also the variables extracted from the article. Furthermore the article discuses that the implication of cultural norms are affecting the education of women a lot different policies made by the Pakistans government were reviewed before writing this article and whether there implication is active or not and how it is affecting the economy. However it was concluded that the role of women in economic development can be enhanced if women provided with proper education Hypothesis: role of women in economic development of Pakistan The article DISTANCE EDUCATION AS A STRATEGY FOR ELIMINATING GENDER DISPARITY IN PAKISTAN written by à ¢Ã‹â€ -Dr. Irshad Hussain in 2008. The article discuses about the role of distance education in addressing the issue of gender disparity in Pakistan The study was descriptive in nature and the researchers adopted survey approach. The study was conducted in Punjab province. The study consisted on three populations: (i). B.A level female students, (ii). their parents and (iii). academicians of Allama Iqbal Open University Islamabad. Researchers adopted stratified and convenient sampling technique for collecting data from students their parents and academicians respectively. The samples of the study comprised of 600 students, 60 parents and 60 academicians .The article starts with describing that gender discrimination is one of the major issue in Pakistan at present as we all know that the Pakistani society is male dominated and males enjoy all the privileges where as female population is a very small and neglected community of Pakistan. Unluc kily gender gap is wide and demands immediate attention to address the issue. However distance education is one of the solutions and incentives which provide girls an opportunity to study even in culturally restricted areas. It can cater educational needs of the society at the doorstep on equal basis and frees learners from time and place restrictions. Keeping in consideration the above characteristics Allama Iqbal University is offering different programs through distanced approach. As a result admission rate has increased specially in Allama Iqbal University. Hypothesis: Is distance education effective or not

Gdp And Economy Of Less Developed Countries Economics Essay

Gdp And Economy Of Less Developed Countries Economics Essay In the present days world, the economy of less-develop countries is rising. Some people live for their work. Some countries move forward all the time whereas some of them are taking a step backward or staying in the same position as before. What I mean by this is that we have to find equipment for measure domestic economy in each country. Gross domestic product (GDP) measures the output made in the domestic economy, regardless of who owns the production inputs. Furthermore, GDP is the value of net output of the factor of production located in the domestic economy. It can be measured in three equivalent ways: value added in production, factor incomes including profits, or final expenditure. (Begg, Fisher and Dornbusch, 2003:286) Whats more, The evaluation of GDP includes all of changes in market price such as inflation and deflation. In order to abstract from changes in overall price level, another measure of GDP called real GDP is often used. Real GDP is GDP evaluated at the market prices of some base year. For example, if 1990 were chosen as the base year, then real GDP for 1995 is calculated by taking the quantities of all goods and services purchased in 1995 and multiplying them by their 1990 prices. (Cliffsnotes.com, 2009) GDP can define by four parts Market value Securitys last report sale price or its current bid and ask prices. When we measure total production, we must add together the all of productions. In addition, the price as determined by dynamically by buyers and seller in open market also called market price. Final Goods and Services When calculate GDP, we value the final goods and services that are bought by its final user during a specified time period. There are available for purchase by ultimate or intended user with no plan for further physical transformation or as an input in the production of other goods that will be resold. For example, Canon camera is a final good, but a lens of camera is an intermediate good. Produced within a country All Goods and services that are produced within a country, is a part of that countrys GDP. For example, Addias is the German sportswear company that produces t-shirts in Thailand, the market value of those t-shirts is part of Thailands GDP, not part of GDP in Germany. Shiseido, a Japanese cosmetic company, produces some skincare lines in U.S.A, the production of those skincare products is part of GDP in U.S.A, not part of Japan GDP. In a given time period GDP measure the value of production that take place within a specific interval of time. Normally that interval is a year or a quarter but we have no measured GDP per monthly. Furthermore, GDP measures the economys flow of income and expenditure during that interval. The equality between the value of total production and total income is important because it shows the direct link between productivity and living standards. (Parkin, Powell and Matthews, 2008:470) Standard of Living Standard of living using the product or services (level of consumption) by group, the judgment of the observer as presented to what constitutes a high or low scale. The measure most frequently used to estimate standard of living is gross nation income per capita. (Investorwords.com, 2009) So, there are not includes only the equipment articles of consumption but also the number of dependents in the surroundings, family, education, health and social services. On other hand illiteracy, unemployment, low incomes, crowded living condition, drought, war, may bring a drop in the standard of living. For example, industrialized nations tent to have a higher standard of living than developing countries. Besides, Standard of Living, It is also referred to as the level of economic welfare, utility or real income. It refers to the level of material well-being of an individual or household. In economic analysis, the standard of living has been usually held to be determined by the quantities of goo ds and services (including leisure) consumed. (C.S.Nagpal, 2000:324) Real GDP and Standard of living. Economists are required to compare the standard of living between different countries or between difference time periods and estimate the standard of living in a specific year in a particular country by taking the total worth of products and services produced in that country, annually and separating by population. Producing the total value of goods and services is called real Gross Domestic Product, or real GDP. GDP is generally measured in dollars. While the Japanese measure their GDP in yen to dollars. We can trade yen to dollars; we can do such a conversion by using the yen/dollar exchange rate to compare it. When we compare GDP across time, we would like to adjust for inflation, which is a general change in prices. For example, if we produced 100 bags of sugar at a price of $0.50 each last year, and this year we produce 100 bags of sugar at a price of $1.50 each. If we said that our GDP increased three times from $50 to $150 thats mean we were calculating nominal GDP, which is the total dollar value of goods and services. Nominal GDP is a deceptive measure of the standard of living. For the reason that, we produced the same quantities of 100 bags of sugar each year. Whats I mean by this is that real GDP was exactly the same as last year. We adjust nominal GDP for price changes, to arrive at real GDP. We select one year as a base, and we measure price changes relative to that the base year. If last year was the base year, real GDP in the base year was $50. As the price of sugar went up from $0.50 to $1.50, that the price level tripled this year, As a result that our GDP price deflator is 3.0. We can divide nominal GDP in any given year by that years GDP deflator to arrive at real GDP. Hence, we divide $150 by 3.0 to obtain the correct $50 figure for real GDP. Real GDP=Nominal GDP/GDP Deflator Overall, an increase in nominal GDP has two factors. One factor is the increase in real GDP, which raise the average standard of living. The other factor is average inflation, which does not raise the average standard of living. In a financial system with services and goods, the enlargement in the inferred GDP deflator from one year to the next is a measure of average inflation. Inflation is a general increase in the prices of services and goods. Growth in nominal GDP = growth in real GDP plus growth in inflation Averaging standard of living in a country is defined as its real GDP divided by population, or real GDP per capita. This measure of the standard of living is directly related to labor productivity, which is defined as real GDP divided by the total amount of hours worked. Standard of living = real GDP/population Labor productivity = real GDP/hours worked Real GDP/population = (real GDP/hours worked)(hours worked/population) The ratio of hours worked to population the employment ratio. Hence, the standard of living is means to productivity multiplied by the employment ratio. Then, we can increase the standard of living by raising the employment ratio. Nevertheless that is an artifact of the way that GDP only measure goods bought and sold in the market. It does not include vacation and household work. An increase in the employment ratio has to be regarded as a reduction in the quality of life. A good argument can be made that productivity is more closely related to the real quality of life, although the ratio of output to population is commonly used to measure the standard of living. Therefore, it is significant to compare labor productivity across time and across countries than to evaluate the standard of living. In contrast, Employment ratio will mean more people for working-age population to support, if the employment ratio can change because of demographics. The extent output, population and hours work tend to grow geometrically. (Kling Arnold,Ph.D., 2009) Limitations of real GDP when measuring living standard of living Using estimates of real GDP for three main intentions. Economic welfare comparisons over time Economic welfare comparisons across countries Business cycle forecasts Economic welfare comparisons over time Economic welfare is an inclusive measure of the general state of well-being. This will be improve when all the goods and services grows by the production per person. The goods and services that make up real GDP growth are only a part of all items that influence economic welfare. In 2006, because of real GDP growth, real GDP person in the United Kingdom is twice what it was in 1976. But are we twice as well off? (Parkin, Powell and Matthews, 2008:480) It is mean real GDP depends on various factors that are not measured or measured accurate by real GDP. A number of these factors are: Quality Improvements The price indices can measure inflation give an upward-biased estimate of factual inflation. Normally, if we allow too much for rise in price, we take too lightly for growth of real GDP. Household Production The majority of production takes place every day in our home. Washing dishes, using computer and watching television are all examples of the productive activities that not involve market transactions and are not counted as part of GDP. However these activities grew at the same rate as real GDP and these are not measure them would not be problem. Nevertheless it is likely that market production is gradually more replacing household production, which is not part of GDP. Underground Economic Activity The underground economy is out of sight from view by the people operating in it to avoid taxes because the productions are illegal. Whats more, activity is unreported, it is absent from GDP. Health and Life Expectancy A higher real GDP does enable us to spend more on medical research, healthy food, the quality hospital, Leisure Time Leisure time is an economic high-quality that include to our economic welfare. Other factors remaining the same, the better off we are. Working time is valued as a part of GDP, but leisure is not. Environmental Quality Economic influences the quality of environment. Using car, rubbish from industries, the pollution of machine tool. Resources used to protect the environment are valued as a part of GDP. However we are not count the polluted from the atmosphere as a part of GDP. Political Freedom and Social Justice The majority of people evaluate Political Freedom and Social Justice should go to the same direction but in the real situation is not. A country might have a huge GDP but have limited political freedom. On the other hand they might have less social justice. For the example, Chain is the fastest-growing economy but they have limited political freedom. Economic Welfare Comparisons Firstly, the real GDP of one country should be changed into the same currency unit as the real GDP of the other country. Secondly, the same prices must be used to value the good and services in the country being compared. Hence, the real GDP must be use for make international comparisons of economic welfare. However, real GDP comparisons are a major component of international welfare comparisons and two special problems arise in making international comparisons. Business Cycle Forecast If policy makers plan to increase interest rates to slow an expansion that they believe is too strong, they look at the least estimates of real GDP. Business cycles are the irregular fluctuations in total economic activity observed in all developed market economic. Collection economic activity is measure by real GDP, the whole weighted by market prices, of all goods and services produced in an economy. The fluctuation in economic activity measured by real GDP tell business cycle that the economy is in. when real GDP grow, the economy is in a business cycle expansion and when real GDP shrinks, the economy is in a recession. Also, as real GDP fluctuates, so do production ad jobs. But real GDP fluctuations probably exaggerate or overstate the fluctuations in total production and economic welfare. (Parkin, Powell and Matthews, 2008:480-483) How to calculate Nominal GDP and Real GDP Nominal GDP is GDP of country that evaluated at current prices of goods and services. On the other hand, Real GDP is GDP of country that evaluated the value of productions for a given year at base year. For example, an economy producing printers and digital cameras in the year 2005 So, Nominal GDP 2005 = $(P printers * Q digital cameras + P digital cameras * Q printers) *P = Prices, Q = Quantities Table 1.1 GDP Data for 2005 GDP Data for 2008 Item Quantity Price Quantity Price Printers 100 $10.00 150 $30.00 digital camera 150 $30.00 175 $32.00 From the following data in the table 1.1, we can evaluate real GDP by using year 2005 to be as base year So, Real GDP2005 = $ (P2005 printers * Q2005 printers + P2005 digital cameras * Q2005 digital cameras) = $ (10*100 + 30*150) = $ (1,000 + 4,500) = $ 5,500 Then, Real GDP2008 = value of the 2008 quantities at 2005 prices = $ (P2005printers * Q2008printers + P2005digital cameras * Q2008digital cameras) = $ (10*150 + 30*175) = $ (1,500 + 5,250) = $ 6,750 Afterward, Comparing how many percentage that an economy in year 2008 has growth from year 2005 (as base year) So, = $ (6,750 5,500) * 100 = 22.73% $5,500 That is mean, an economy in year 2008, calculated and compared by real GDP measurement, has growth from year 2005 at 22.73 percentages. Generally, higher GDP is seemed to be better than lower GDP because more output produced mean higher potential standard of living. On the other hand, higher GDP doesnt promise that happiness is increasing because GDP often goes up when bad situations happen. For example, this table chart below illustrates the percentages of Singapores GDP and Chinas GDP in 2006-2008. Overall, it is clear that even China has had higher GDP real growth rate than Singapore but Singapore still has had higher GDP per capita than China. That is mean, Singapores standard of living is better than China Standard of living. Table 1.2 Singapore China GDP Real Growth Rate 1.1% (2008 est.) country comparison to the world: 175 7.8% (2007 est.) 8.4% (2006 est.) 9% (2008 est.) country comparison to the world: 16 13% (2007 est.) 11.6% (2006 est.) GDP per capita (ppp) $ 51,500 (2008 est.) country comparison to the world: 9 $ 51,600 (2007 est.) $ 28,500 (2006 est.) $ 6,000 (2008 est.) country comparison to the world: 133 $ 5,500 (2007 est.) $ 4,900 (2006 est.) *note : data are in 2008 US dollar Education expenditure 3.7% of GDP (2001) 1.9% of GDP (1999) Labor force 2.94 million country comparison to the world: 103 807.3 million country comparison to the world: 1 Labor force by occupation: Agriculture: 0% Industry: 27.8% Services: 72.2% Agriculture: 43% Industry: 25% Services: 32% Singapore Overviews Economic Singapore has a highly developed and successful free-market economy. It is an outstanding open and corruption-free situation and a per capita GDP higher than that of most developed countries. The economy depend on export, electrics equipment and information technology products. In 2004 and 2007 real GDP growth at about 7% but decreased to 1.1% in 2008. However, Singapores economy is predictable to go a broad-bases slowdown in 2009. The ministry said in a statement. The economy last saw a full year reduction in 2001 when it shrank 2.4 percent. Singapore, a major trading hub and financial center, has been hit by the sharp slowdown in the United States, Japan and Europe, which has also increased to emerging economic such as China and India. China Overviews Economy Chinas economy in the past 30 years has changed from a centrally planned system that was largely closed to international trade to a more market-oriented economy that has a rapidly growing private sector and is a major player in the global economy. Furthermore, the economy still grew by 9.0% in 2008, the highest growth rate among the major economy in the world. (Central Intelligence Agency, 2009) In that case, Singapore is a small country if you will compare landscape and population with China. However, the table 1.2 shows chinas economy seem to be grew up in last three years ago by real GDP growth rate. On the other hand, Singapores economy fluctuated in the same period times. In fact, these are can not measure or summary that Chinas standard of living is better than Singapores standard of living. And also, we can uses the measuring of GDP per capita, is the excellent system, to evaluate which countries have healthy financial system. When measured at the table chart that found Singapores GDP per capita in 2008 stood at $ 51,500, among the highest in the world. In contrast, Chinas GDP per capita in 2008 stood at $ 6,000. The reasons for this are Singapores standard of living is better than China because Singapores peoples earn more. Therefore, they could spend their money for quality products and services. In conclusion, GDP or Gross Domestic Product is the summary of produced good and services in the country during a given period. Whats more, GDP is measure by using the expense and income totals in the circular flow model of the expense and income. Real GDP or Real Gross Domestic Products is used to compare an economy between countries during times period as a given based year. Furthermore, Real GDP is not perfect interpretation of economic welfare. However, this measurement is rather useful for comparing the standard of living between countries and also providing the history of the economic growth of those countries. Real GDP is showed by the percentage change in the value of production is year base on an average of the prices in the current year and the previous year. On the other, this measurement does not include household and underground production, environmental damage and the value of health, leisure time and political freedom. In addition, Real GDP across a number of years is used for measuring economic growth.

The Pill Essay -- Birth Control Pregnancy Papers

Missing Works Cited "Should women alone bear the burden of contraception and its side effects  ­ including its failure  ­ while men enjoy the pleasures of sexual freedom and fatherhood? Must the word wait for the "perfect" male contraceptive to be created by researchers and manufacturers while women continue to experience actual and potential side effects? Can the world afford to wait while unwanted pregnancy and abortion abound in this country and populations continue to soar in developing lands? Might a less than perfect method be acceptable, in order to achieve better population stabilization?" - Diller et al. The above statement comes from an article in Fertility and Sterility written in 1977 appealing for greater funding for research in the field of male contraceptives. Due to the time in which it was written, and consequently, the research conducted up until then, the pill as a carcinogen had yet to be established. Instead, and coincidentally with the "sign of the times", the article took the high moral ground, extolling the importance of mutual responsibility between men and women towards reproductive behavior. However, the major dangers of the pill have extended beyond those of water retention, depression and/or loss of libido in 1977 to breast cancer risk in 2000. As a result of sufficient funding in breast cancer research this valuable information is now available to the general public. Similar information concerning equivalent male contraception and/or alternative female contraception and long term side effects might have been available, as well, had funding been allocated accordin gly some 50 years ago when the pill was invented by John Rock . Hopefully, with the advent of research in male contraceptives, men and w... ...much as simply to find a new contraceptive method, which subscribed to the teachings of the Catholic Church . This idea that a pill-induced regulation of the menstrual cycle is a necessary element in a woman’s life is falsely perpetuated time and again. There are exceptions, of course. "In obese women the failure to menstruate can signal an increased risk of uterine cancer and in female athletes, a failure to menstruate can signal an increased risk of osteoporosis". However, aside from that subset of women, younger women, especially, up the odds of developing breast cancer when they subject themselves to excessive hormones which 1. Are not necessitated in the least by any health condition and 2. Can be readily substituted with alternatives. Pregnancy is not a "disease", the pill is not a supplemental multi-vitamin and the dangers of the pill should not be belittled.

Groups and Teams Essay -- Groups Team Teamwork Essays Papers

Groups and Teams   Ã‚  Ã‚  Ã‚  Ã‚  Groups or teams can evolve into high performing, extremely effective, useful tools in any organization if developed and managed correctly. Demographic characteristics and cultural diversity can impact the behavior of groups or teams in positive and some negative ways. Diversity may impede the initial progress of a group; however, the long range benefit to creating high performing teams is great. An effective group is one that achieves high levels of task performance, member satisfaction, and team viability (Schermerhorn, Hunt & Osborne, 2003, p. 2). A team or group is two or more people working together to achieve common goals. Members of a group are usually dependent on each other and have regular interactions in order to reach a goal. They actively work together as a unit in order to fulfill a purpose. Organizations rely on groups to accomplish specific tasks. An effective group is one that achieves high levels of task performance, member satisfactions and team viability (Schermerhorn, Hunt & Osborne, 2003, p. 2). Synergy, the idea that the whole is greater than the sum of its parts, is also part of an effective group. If a group has synergy then they are able to accomplish far more than they would working as individuals. Synergy is crucial in group organizations if they want to be competitive and productive. Groups within organizations improve creativity, implement better decision making processes, increase commitment to goals, offer control and help to offset the size of a large organization. There are many types of groups within organizations including formal, informal, task groups and virtual groups. Group size and dynamics can affect performance. The larger the group, the more help there is to accomplish tasks. Although, a larger group can bring problems with communication, coordination and management. Dynamics or how a group works together in order to deal with issues can also affect performance.   Ã‚  Ã‚  Ã‚  Ã‚  Groups and teams have several stages of development in order to be considered effective; forming, storming, norming, performing and adjourning. Forming is the first stage and is primarily the initial entry into a group and getting to know each other stage. The storming stage of group development is a period of high emotionality and tension among the group members (Schermerhorn, Hunt & Osborne, 2003, p. 9). During t... ...ity within a high performing team is respected and embraced. Different opinions and ideas are welcomed and discussed. Team members are involved in clear problem solving procedures and they plans tasks completely before acting. Synergy is critical to team success. Management should reward team successes. High performance teams are high-energy, collaborative process groups. They are the playground and work center for capable people with strong, respectful voices who understand and appreciate the power of aligning diverse perspectives (Schutz, 1999, p 1).   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, groups or teams that are high performing, and critical to the success of any organization, are rich in diversity, synergy, team work. More can be accomplished, greater achievements and productivity gained, when groups or teams are used in organizations. References Cummings, Jonathon. (2001). Work groups, structural diversity, and knowledge sharing in a global organization. Management Science. (pgs. 1 ? 13). Schutz, Susan. (1999). Building high performing teams: putting the "I" back in teamwork. Ezine. (pgs. 1-2) Schermerhorn, J. R., Hunt, J. G. & Osborne, R. N. (2003). Organizational Behavior

Government :: essays research papers

Conservatives, liberals, and radicals have different perspectives in important areas such as attitudes toward change, views of human nature, individual behavior, family, the social system, and the government and the economic system.   Ã‚  Ã‚  Ã‚  Ã‚  Conservatives tend to resist change. They think change is more negative than positive. Social welfare programs generally represent nontraditional means of dealing with problems. So conservatives are very suspicious of almost all social welfare programs, because they strongly emphasize tradition saying that problems should be handled in time-tested ways to the greatest extent. When it comes to human nature conservatives take a pessimistic view. People are seen as being corrupt, self-centered, lazy, incapable of true charity and need to be controlled. Conservatives say that each person is responsible for his or her own current behavior. They also say that people possess free will and can choose to engage in hard work to get ahead.   Ã‚  Ã‚  Ã‚  Ã‚  Conservatives revere the â€Å"traditional† family and try to preserve it. They feel it is a source of strength. They also oppose abortion, public funding of day-care centers, rights for homosexuals, sex education in school and counseling for minors.   Ã‚  Ã‚  Ã‚  Ã‚  The conservatives perspective sees the social system as inherently fair. If some groups are poorer than others and have less power and low status it is because this situation is necessary for being for the well-being of society.   Ã‚  Ã‚  Ã‚  Ã‚  The view conservatives take on the government and economic system is that they think the less governments govern, the better. They think that most government activities constitute threats to individual liberty and to the functioning of the free market.   Ã‚  Ã‚  Ã‚  Ã‚  Liberals attitude toward change is a different one than conservatives. Liberals are generally in favor of change. They believe that the world can be changed for the better. They also think that continuing change will bring continuing progress. Liberals take an optimistic view of human nature. People do not have to be controlled, they need be protected from corrupting influences and given the freedom to follow their natural inclinations.   Ã‚  Ã‚  Ã‚  Ã‚  Although liberals and radicals do not completely deny free will and motivation, they put more emphasis on the environment as a factor in individual behavior. Family, to liberals is an evolving institution, and they can be more flexible and pragmatic in the ways in which they support it.   Ã‚  Ã‚  Ã‚  Ã‚  Liberals, like conservatives tend to view society as an orgasmic system, but they have less faith that the system will regulate itself without intervention.

Indian Past Is A Land Of Treasure English Literature Essay

Indo-nostalgia can non be defined in a individual sentence. It is more a thing of realisation, of perceptual experience. It does non lie in alien content but in the head behind the organisation of that content. Whether one writes about apples or flowers or Mangifera indicas or mountains. The point ‘life attitudes ‘ , ‘modes of perceptual experience ‘ is of import in this connexion. In other words, ‘It is India in microcosm ‘ . It is the sum sum of all that is reflected in the manner of life of Indian people- their thought procedures and mentality on life and their demands, purposes and aspirations. Furthermore it is an foreign esthesia. Indian consciousness is deep-seated doctrine hence there is no better yardstick than Indo-nostalgia to mensurate the civilization of the state and to value Indian fiction. Furthermore, Indo-nostalgia is a fictional technique to project the image of India, non merely to convey with her ain cultural individuality but besides to make an consciousness of this individuality in the heads of her ain people and the remainder of the universe.Indo-Nostalgic Writing- A Novel Experiment:Indian novels are thoroughly Indian in intervention and esthesia. What characterizes the Indo-nostalgic authorship is really the head, the psyche behind the organisation of the content, the life-attitudes and manners of perceptual experience. Rooted in the native psyche, the Indian author struggles to get by with the spirit of the modern universe and puts Forth its ain curious fruit. Bhabani Bhattacharjee says in an interview that the fruit-bearing- â€Å" has non merely been traditionalaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦a author can non populate without roots. An Indian author deeply concerned with lives of the people can non acquire transplanted from the Earth of centuries-old traditions despite full exposure to alien influences. † Indian English authors are nourished by the foreigner consciousness. They province how they have been in the Indian surroundings and compose about their experiences of today ‘s Indian society without losing the national individuality. Indian English literature is greatly conditioned by Indian geographics, Indian manner of life, and civilization and address wonts in different lingual countries. An Indian author can asseverate he is right in researching himself as an Indian English writer- that his landscape is Indian, his idea is moulded by his political, societal, economic and philosophical scene, so on and so forth. What they see is the Indian scene- the flowers, the fruits the trees, the mountains, the gardens, the temples, the huts, the trough, the motley, multi-lingual people and what they feel the effervescence of the Indian disposition. Professor Srinivasa Iyengar justly points out the true Indian consciousness as: â€Å" To be Indian in idea and feeling, emotion and experience, yet besides to tribunal the graces and submit to the subject of English for look, is a noel experiment in originative mutant. There are successes and failures, and the failures are possibly more legion than the successes. All the same there are the work forces and adult females who have courageously run the race and reached the end, and they deserve due acknowledgment. † I have chosen some representative novels of Shashi Tharoor for scrutiny, analysed and evaluated the selected novels against the background of the societal, political, cultural and literary scene of India to get at the much desired decision. I have tried to do it clear in my survey that the construct of Indo-nostalgia is neither a replacement for subject nor even a deliberate chase to make a sort of self-mystification. It is the self-generated flow of the heritage of Indian civilization and non merely a fast one that develop an inventive endowment. It is an artistic engagement that affects the Indian originative spirit.i.e. ‘Conscious fictions ‘ and ‘wistful symbols ‘ to detect Indo-nostalgia.Myth as a Particular characteristic technique of Indo-nostalgia:The word ‘Myth ‘ has been so invariably used in literature of the universe over the last few decennaries that it has now become something of a cliche of the literary unfavorable judgment. Besides i ts usage in literary unfavorable judgment, the term is besides used in a assortment of significances in sociology, anthropology, psychological science, doctrine and in comparative faith, each field of survey puting it with different intensions. But its usage in literature is more extended now-a-days and involvements the literary critics more widely than anyone else. One basic inquiry mom harvest up as to why are myths of import in the survey of literature? Why do myths run so strongly in the modern literary plants? Why are myths and legends a important factor in the thought form of the authors? The reply to these inquiries is non hard to happen. It is really interesting to theorize why poets and authors have ever been drawn towards myths and fables. The first and first ground may be their quality of eternity and antiquity. Myths are old faraway distant things ; of course they lend enchantment and appeal to the modern people. The appeal of the Indian fabulous narratives, in malice of their distance from modern-day world does hold a sort of cardinal significance. The Indian authors are cognizant of this and recreated the myths with all their literary possibilities. Another ground is that myths along with common people narratives and ancient fables provide abstract narrative forms. Northrop Fry has made a important comment on this: â€Å" Writers are interested in ( them ) for the same ground that painters are interested in still life agreements because they illustrate indispensable rules of story-telling. † There is another ground in favor of the presence of myths in literature. This position may non be accepted by all but its importance can non be ruled out entirely. It is the nature of all myths. Writers and poets are ever attracted to myths-mainly because myth is literature. Myth ethical, philosophical, spiritual and cultural. Indian myths are portion of Indian literature ; we can therefore assert that myth embodies the nature and spirit of full literature. Hence, Shashi Tharoor makes extended usage of myths in his fiction. At first, I make a comprehensive analysis of the differentiation between the witting and unconscious usage of myth. In literature, there are chiefly two ways in which myths are used. Of the two utilizations, the witting usage of myth is a popular literary device and portion of the modern universe. This is the method used by Eliontt in ‘The Waste Land ‘ by James Joyce in ‘Ulysses ‘ , by E. M. Forster in ‘A Passage to India ‘ and by O'neill in ‘Mourning Becomes Electra ‘ etc. All these authors differ widely in their techniques and purposes, but there is one common component in their diverse methods. Each of them uses fabulous or classical state of affairss or characters in a modern context, thereby seeking to light the quandary of modern-day adult male, sing him in a larger position of clip. The naive reader reads the narrative for its ain interest, but when the mythical or classical analogue is recognized, his response to the work is enr iched by an component of acknowledgment. To run into our terminals in this affair, we shall see non merely the literary myths used by them such as narratives from the Mahabharata, the Ramayana and the Puranas- but besides from the local fables, folk-lore every bit good as crude rites like the ritual for rain, for crop or birthrate and similar other beginnings in order to add to the novels a particular feature of Indo-nostalgia.The Scope of Myth in making Indo-nostalgia:The thing may non look to be hard at all because the people of India are closer to their mythology than the modern Irish or British people are to Celtic or Greek fables. The Indian people are profoundly consciousness of their civilization – their rich yesteryear. They still grow up absorbing the myths and fables of the state. Here it is about a usage to declaim the fabulous narratives to the kids and along with their growing they of course develop a strong captivation to this aureate exchequer of the myths. The public recitation of narratives from the Ramayana, Mahabharata and Puranas indicating out its modern-day relevancy is even now a life tradition. The influence of the heroic poems in our national life is so ascendant and far-reaching that if a universe position is required to do literature meaningful in footings of shared human experiences so the Indian Epics offer a widely accepted footing of such a common background which permeates the corporate unconscious of the whole state.Thematic Preoccupations of Indo-nostalgia:Indian novel reveals the Indian character and Indian life. The author and his audience portion a similar background and common experiences because the cultural units in India tend to be aliened on thematic lines such as faith, civilization, ethnicity etc. The creative activity of Indo-nostalgia in Indian novels is a fresh experience and the procedure by which it has been done is one of progressive ego find for the state. This creative activity of a clearly Indian consciousness and its appropriate look in art distinguishes Indian fiction from that of another state. In fact, these novels achieve a cosmopolitan vision through the representation of a existent piece of Indian life.