Implications of Economic crisis on Greece economic Essay

Implications of Economic crisis on Greece economic - Essay Example Advancement in globalization can also be as a result of the advancement of internet. Business globalization can be termed as the idea of business organizations moving beyond their domestic markets to other markets in other countries. This paper aims at discussing globalization and how it affects the management of contemporary businesses. Globalization of businesses avails foreign goods in local markets. For instance, a person in South America can be sitting in their office sipping Italian wine while typing on a Chinese keyboard. This does not necessarily mean that this person had to travel all the way to Italy and China to seek such products. This is good for consumers of such products worldwide. For the business this will be good because with their goods being sold all over the world, they will not have to rely on the local markets (Etemad & Wright 2003, p. 89). With international markets, businesses will be able improve the diversity of their products to match the various needs and wants of different types of potential customers. This difference is always as a result of geographical, political, cultural, and economic differences of various people in the world. Globalization cannot be termed as a new concept. It is a concept that has been in business for centuries. However, it is only in the 21st century that globalization has become a common concept in business and business management. When business organizations exhaust the local markets they always find a way of stretching their territories into the international markets. At a point like this there are always many challenges that are always involved. However, as a business manager it is always good to take such challenges because they are always accompanied by best result. Globalization also leads to exchange of technologies. Businesses firms that have an international orientation always use new technologies to exploit new business opportunities. For instance, e-commerce and

Education and Economics Essay Example for Free

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

The Loss of Freedom in Modern America Essay -- Argumentative Persuasiv

The Loss of Freedom in Modern America    Society exists in two realms: public and private.   Thousands of years ago, the public realm was clearly defined as the political arena, where men interacted one with another, and the private realm dwelled among the work and labor of man.   The progression from ancient Greece to modern day society has blurred the defining line between the two due to the increasing influence of money.      Ã‚  Ã‚  Ã‚  Ã‚   In Greek society, the public realm was a place of action: a place to achieve freedom.   As time progressed, wealth increased among individuals, making it less defined.   These changes blurred the division between public and private realms because the public realm became controlled by wealth.   This forced many out of the public realm and into the private realm, making it more difficult to achieve freedom.   Simultaneously, individual thinking led to an increase in knowledge about the world in general, leading to disproving what man commonly accepted as fact until that point.   Now freedom was no longer as easily attainable and man's necessity for freedom merged into the private realm of work and labor.   Therefore as the society progressed, individuality decreased and public and private realms were not as distinctly separable as they once were.      Ã‚  Ã‚  Ã‚  Ã‚   In today's society, this blurred definition of what is necessary and free and how it is obtained is observed in modern America.   Over the years, politics in general are no longer a public arena where every man can achieve freedom.   In America, there is a representative democracy, in which the people elect represent... ... loss of individuality in the public realm and the increase in conformity in society has led to some extreme expressions of desires for freedom.      Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, society was at one time clearly defined by public and private realms.   The first was a place to achieve individual freedom while the other was a way to obtain basic human necessities through work and labor.   Throughout the ages, there has been a progressive diminishment of the definition between these two realms of society due to the increasing influence of wealth on the public realm.   As a result, individuals have become frustrated, for they can no longer achieve freedom in the public realm.   Now, they result to extreme forms of expression to achieve their necessity of freedom in the hybrid society where public and private realms coexist.

Law of Diminishing Marginal Utility Essay

In economics, utility is a measure of personal satisfaction or level of meeting a need that a good or service meets. For example the initial cup of coffee in the morning meets a large need and provides a large amount of satisfaction (utility). Another example is go under water and hold your breath, keep holding it until you think you will pass out. Then come up out of the water, that first breath is wonderful — tremendous utility. That is utility – the meeting of a need or being satisfied. Now Marginal Utility is the change in utility from one more good or service being consumed. So the amount of utility from the first cup of coffee or that first breath is huge. Diminishing Marginal Utility is the fact that each addition good or service consumed, creates a smaller and smaller amount of additional utility. In the examples above, that second cup of coffee in the morning or the second breath after the first will provide additional satisfaction or need meeting, but it will not provide near as much satisfaction (utility) as the first one did. The third cup or third breath has even less additional satisfaction or need meeting ability (utility) as the second and the first. Some products or services may have some increasing marginal utility at first, but every good or service at some point provides decreasing additional utility (or diminishing marginal utility). When the total utility curve stops increasing at an increasing rate and starts increasing at a decreasing rate, that is the point where the marginal utility curve reaches its max and starts decreasing — this is the point of diminshing marginal utility. Let me give you another example, if you had no shoes and someone gave you only one shoe, you would receive some utility. You can now hop through the sticker patch. But a second shoe that completes the pair might actually give you more utility than the first shoe, because you are clumsy and you keep falling down with only one shoe. But with two shoes, you can run and hop and not worry about stickers and stones. So the second shoe actually has increasing marginal utility. Now going on, a second pair of shoes doesn’t add as much utility as the first pair; though it is still better to have two pair of shoes than just one. So total utility has increased with the second pair of shoes, but marginal utility has diminished with the additional shoes.

A Perspective of Cultural Conflict in Classroom Essay

This paper draws from the understanding that cultural differences and imbalance has extensively repressed the process of learning as well as literacy development. This factor is evident by the continual differential treatment of teachers on white and black children thus affecting the progress of colored children in literacy development. Learning literacy encompass the efforts employed by the teacher to help the child develop reading and writing skill in the second language. As such, this process occurs within the threshold of culture and is influenced by social factors ranging from the belief of the teacher and the ability of the children to literary skills. The evaluation of methods of literacy practice help in deigning validity and reliability of the instruments of instruction used in literacy acquisition and development amid cultural differences and conflicts reflects an element that formulates an important factor in situations where the teacher and his beliefs as well as the literacy practice extensively leverages the varying degrees of the whole language. Introduction Literacy acquisition and development is a pedagogical aspect that begins long before children commence their formal education as well as formal school instruction. During these years, children acquire skills and knowledge that are typified by literate behavior in a setting that is guided by socio-cultural manifestations. The whole process is influenced by a number of factors ranging from cultural implications, the beliefs of the teacher and the instruction methods for literacy practice. The teacher should emphasize on the development of literacy as a process that is ongoing, and through a classroom learning environment. This means that for the efficiency of literacy acquisition development, all aspects of literacy must develop simultaneously, with the language and literacy sharing similar features hence allowing students to encounter a natural hierarchy to the stages of development. Methods of Literacy Practice The complexity of literacy development rests on the pedestal of the children’s ability to effectively read and write in English as the formed literate culture. Delpit argues that our cultures and communities lay the basis on which differences in instructing children as they learn new language is evidenced (Delpit, 2006). This cultural bias and weakness presents a conflict which should be resolved by the teacher’s attempt to maximize the educational potential of children from colored racial background.   The teacher and his belief about literacy development play a significant role in the entire process of literacy and language development.   There is an interrelationship between literacy and language such that, the teacher should base his instruction on language; which plays a key role in building the foundation for reading and not on the racial backgrounds. Accordingly, the teacher should use the method of immersion to enable children develop literacy by being surrounded by spoken language. In so doing, children will not only learners to talk but will also encounter print language in charts labels and stories and an organized library which enables students to read and write in areas of the   print language. In addition, it is plausible to note that as a teacher, it is vital to use   a practical method of   instruction that help children demonstrate the literacy skill being learned in a context where the teacher uses good classroom management to root out racial power imbalance that exist in classrooms. As such, this should be done both in classroom and outside classroom situations. For example, Delpit contends that when people around children use language positively, things happen positively. Ideally, language, which the backbone of literacy, become part of life around children (Delpit,2006). This out of classroom situation means that a teacher should emphasis on the importance of language which is mirrored through books, literacy events and writing and thus children will learn the language at home, in town and in the villages where they are. In a classroom setting, demonstration of literacy skills should be enhanced by the teacher through modeling where children learn the four skills of language such as reading skills, writing skills, speaking skills and listening skills throughout the day. In this way, children will acquire and develop literacy skills by observing purposeful literacy in a myriad of ways. Furthermore, the teacher should advise parents to highly expect their children to talk thus relieving the whole process the pressure and tension of literacy development from learning in an environment that is cultural conflict. The teacher works on helping the students to learn literacy skills by working on these skills at appropriate levels. As a result, a teacher should provide children with enough materials that match their literacy levels and by catering for individualized differences; a teacher sets the pace of developing literacy skills thus structuring the class with expectation of leaning. To illustrate, the ways by which people respond and react during a conversation influences the behavior of a child and usually non verbal expressions such as smiles, cuddles and other remarks creates a verbal interaction that shapes the development of literacy. Therefore, acquiring and developing literacy skills does occur anywhere; at home, in groups, with relatives among others and this natural way should be used in helping the process of literacy acquisition and development. With the classroom, the teacher should create a collaborative learning environment where children have the opportunity to provide positive feedbacks to their peers which specifically is encouraging and constructive in terms of learning literacy skills. With regard to this, little children should be engaged in learning whether at home or in school the teacher should help the children to aim at better speaking skills, reading skills, writing skills and listening skills at school in activities that help them to make sense of their acquired literacy knowledge and skills. Racial, class, ethnic and gender conflicts influence the quantity of literacy instruction in a racially mixed class. However, a teacher should influence children and parents from disfranchised cultural groups to develop measures of subverting negative pressure dominant group. Delpit notes that the community environment as well as home leverages the literacy development of a child. As such, schools, homes, families and classroom are learning environments situated in the community. In this case, the out of class element extensively influences learning opportunities and gives a chance to take part in the process of literacy acquisition and development of their child (Delpit, 2006). Significantly, this narrows down to a cultural aspect in learning and impacts on the literacy development children acquire. For example, a child from a poverty stricken neighborhood encounters a disintegrated learning environment and owing to the fact they are likely to be face social emotional and behavioral conditions that are strong makes them develop non Standard English hence their literacy skills being interfered with. In addition, Delpit contends that the culture and environment directly relate to the ability of the child to develop vocabulary skills and thus the literacy development at kindergarten should be well structured because it determines how the child’s academic achievement varies in school and classroom. Children’s, socio behavioral, emotional self regulations are viewed within the precincts of cultural orientations   and all these are influenced by homes, families, schools and society at large. On this ground, Delpit postulates that the development of a child’s literacy skills should be allowed to take place at all times and in every place (Delpit, 2006). Accordingly, literacy is construed to be composite of varied dimensions that transcend the boundaries of classroom and society and this interplay strongly affect the learning opportunities that children are presented with both at home and in school. In light of this, there is considerable evidence that shows that proficient literacy obligate that children must have strong foundation in oral language; an element that borders phonological and vocabulary skills as well as the overall language skills which is basically determined by the cultural orientations. This falls in the wider dimension of influencing how a child demonstrates systematic and explicit ways of decoding, comprehending and writing language which is greatly impacted by the cultural base of the child. Due to the cultural influence in learning language and literacy skills, the preschool experience forms an important factor in the acquisition and development of literacy skills. Therefore, it has been speculated that achieving this learning element depends on the social economic status of the child’s family. Accordingly, children form less fortunate families begin their literacy levels late and without financial ability to buy literacy resource, many children from such backgrounds become literate very late. As such, the teacher should come to the aid of this group of children by working out a correlation that will improve home and classroom learning environment through what is inarguably called direct parent training and education. In essence, Delpit portends that parents from such economic thresholds should strongly embrace the concept of early preschool interventions in a bid to socially and academically make a vital difference in the literacy acquisition and development of their children. Similarly, the classroom environment influences the belief and mindsets of a teacher in their literacy development instruction. In essence, the attitude of the teacher over the children he is instruction posses a shared characteristic that   is marked by a safe and orderly environment high expectations for the literacy achievement of the students, strong educational leadership, the amount of time given to literacy instruction classroom management and available methods of evaluations and instructions. Accordingly, a flexible and homogenous literacy skill provides a more successful effect on reading, speaking and writing thus making the instruction children receive in the class more substantially. However, in the event of a heterogeneous literacy skill, it becomes difficult as the teacher to have clear cut expectations on the literacy achievement thus his beliefs may not allow him to substantially provide instruction that enhances literacy awareness. For the most vulnerable children in the black American community, the development of literacy skills is under certain progression challenges such as underachievement but Delpit shows that the social and motional support offered by the teacher creates a climate that leads to the efficiency in building literacy levels of children from multicultural backgrounds. The classroom setting should provide a highly social, emotional support and the teacher should therefore come in with a n instructional support which will systematically a stronger child literacy development and social outcomes. Particularly, such learning environment become important for children from the back community because they are typical of social problems and during the development of literacy skills, they may exhibit weak social skills. The engagement of children in different learning environment helps boots their motivation to learn and this contributes to their literacy growth. Conclusion From the foregoing discussion, it is evident that the type and amount of literacy instructions that a teacher should give to children in classroom and the continuous learning of literacy skills at home and in the society facilitates a constant and systematic literacy growth. Accordingly this involves a combination of methods that range from code focused strategies o holistic and meaning strategies prove to be the effective models of enhancing literacy development. Teachers therefore should use sustained interventions that range form intensive and balanced pedagogical aspects in literacy acquisition and development. Teachers therefore need to structure the instructional designs on the structure of the language and other social cultural elements that aids in the acquisition of literacy skills. Reference   Delpit, L (2006) Other People’s Children: Cultural Conflict in Classroom. New York: News press

Definition and Discussion of Graphology

Definition and Discussion of Graphology Definition ​Graphology is the study of handwriting as a means of analyzing character. Also called handwriting analysis. Graphology in this sense is not a branch of linguistics The term graphology is derived from the Greek words for writing and study. In linguistics, the term graphology is sometimes used as a synonym for graphemics, the scientific study of the customary ways in which spoken language is transcribed. Pronunciation   gra-FOL-eh-gee Examples and Observations In general, the scientific basis for graphological interpretations of personality is questionable.(Graphology. Encyclopedia Britannica, 1973) In Defense of Graphology Graphology is an old, well-studied, and well-applied projective psychological approach to the study of personality. . . . But somehow, in the United States, graphology is still often categorized as an occult or New Age subject. . . . The purpose of graphology is to examine and evaluate personality and character. Its use is comparable to assessment models such as the Myers-Brigg Type Indicator (which is widely employed in business), or other psychological testing models. And while handwriting can provide insight into the writers past and current state of mind, abilities, and compatibility with others, it cannot predict when he or she will meet a soul mate, accumulate wealth, or find peace and happiness. . . .   Though graphology is sure to meet its share of skeptics, its use has been taken seriously [for] years by many scientists and psychologists, and, most important, by some of the largest and most renowned corporations and government agencies in the world . . ..  In 1980 the Library of Congress changed the classification for graphology books from the occult section to the psychology section, officially moving graphology out of the New Age.(Arlyn Imberman and June Rifkin,  Signature for Success: How to Analyze Handwriting and Improve Your Career, Your Relationships, and Your Life. Andrews McMeel, 2003) An Opposing View: Graphology as an Assessment Tool A report published by the British Psychological Society, Graphology in Personnel Assessment (1993), concludes that graphology is not a viable means of assessing a persons character or abilities. There is no scientific evidence to support the claims of graphologists, and there is no relationship at all between what graphology predicts and subsequent performance in the workplace. This is a view endorsed by research evidence provided by Tapsell and Cox (1977). They maintain that there is no evidence to support the use of graphology in personal assessment.(Eugene F. McKenna,  Business Psychology and Organisational Behaviour, 3rd ed. Psychology Press, 2001) The Origins of Graphology Although there are some mentions of graphology as early as 1622 (Camilo Baldi, Treatise on a Method to Recognize the Nature and Quality of a Writer From His Letters), the practical origins of graphology are in the mid-19th century, based upon the work and writings of Jacques-Hippolyte Michon (France) and Ludwig Klages (Germany). It was, in fact, Michon who coined the term graphology which he used in the title of his book, The Practical System of Graphology (1871 and reprints). The origin of the term graphoanalysis is attributed to M.N. Bunker. Very simply, graphology [in law] is not Questioned Documents.  The purpose of  graphology is  to determine the character of the writer; the purpose of a questioned document examination is to determine the identity of a writer. Thus, graphologists and document examiners cannot trade jobs, since they are involved in very different skills.(Jay Levinson,  Questioned Documents: A Lawyers Handbook. Academic Press, 2001) The Promise of Graphology (1942) If taken away from fortune-tellers and given serious study, graphology may yet become a useful handmaiden of psychology, possibly revealing important traits, attitudes, values of the hidden personality. Research for medical graphology (which studies handwriting for symptoms of nervous diseases) already indicates that handwriting is more than muscular.(Handwriting as Character. Time magazine, May 25,1942)

Gender Oppression essays

Gender Oppression essays Since the beginning of time every angle of life has been looked at from a male/female standpoint. People begin to feel uncomfortable when the ground between man and woman gets broken. After watching Sally Potters Orlando (1993), a movie based on a novel written by Virginia Woolf (1923), in which a man transforms into a woman over a four-hundred year period, and watching Kimberly Pierces film, Boys Dont Cry (1999), I began to understand more how the world looks at the two genders. Although Orlando managed to end her life happily, she still had to fight the battle of gender, whereas when Branden Teena was discovered as Teena Branden, the people around her became uncomfortable, and unfortunately, she did not get the same ending as Orlando. Orlando projects a feminist future full of promise, while Boys Dont Cry answers Woolfs optimism with a brutal, resounding not yet! Throughout Orlando, Orlando never changes who s/he is no matter what body s/he inhabits. When he changed into a woman he simply looked into the mirror and said, Same person, just a different sex. Branden Teena, on the other hand, feels completely determined by her body and her self-presentation. When discovered as a girl, Branden did not want to be seen by others, she felt closed up and very insecure. Even though she knew that people knew she was not a boy she still denied that she was female, she had the mindset to be man and still faced things like a man. When being questioned by the police, Branden kept up the tough act and kept her secrets, that is until the police began to harass her because of the manner in which she behaved, calling her a dike or a lesbian and so forth. Even Brandens family criticized her for the way that she exposed herself. Brandens cousin tried to relate the way she was, but all he saw was a girl wearing his underwear, dating other wom...

How to Be a Good College Roommate

How to Be a Good College Roommate Living with a roommate can often seem complicated and overwhelming, especially in college. Between sharing a tiny space with someone you barely know and trying to respect each others very busy lives, your roommate relationship can quickly implode if you arent careful. So just what can you do to be a good roommate amidst everything else you have going on? Fortunately, being a good roommate boils down to a few simple rules. Be Kind Sure, youre both stressed out, have way too much work to do, need to get more sleep, and havent had any privacy since the day school started. No matter how stress/tired/cranky/annoyed you are, however, you still must be kind. Always. Be Respectful Respect comes in all forms in a roommate relationship. Respect your roomies need for space and quiet sometimes. Respect the requests your roommate makes of you, even if you think those requests are silly. Respect your roommates stuff, from their laptop to their milk in the fridge. And respect them as a person. Be a Good Listener Sometimes, your roommate may want to talk to you about something they have going on in their personal life; sometimes, they may want to talk to you about things theyd like changed in the room. And sometimes theyll communicate a million things to you without opening their mouth. Be a good listener to your roommate, paying attention to them when theyre communicating with you and truly hearing what they have to say (even if it is through silence). Be Clear and Communicative Being forthcoming with your own needs is just as important as being a good listener. If something is bothering you, talk about it; if you just want some alone time, say so; if you are feeling overwhelmed and just need to vent to your roommate for a little while, ask if they have a few minutes. Roommates arent mind readers, so its important for you to communicate with your roommate in a genuine, clear, constructive way as often as possible. Be Honest Trying to gloss over little problems will just make them grow until they get humongous and unavoidable. Be honest about what you need as a roommate and ask that your roommate do the same. Additionally, if something happens that will affect your roommate, confess it. Its much better to be honest from the beginning than further corrode a delicate situation. Be Flexible Living with a roommate requires a lot of flexibility. Be honest with yourself about what kinds of things you can compromise and bend a little on. The things that matter most to you might not matter at all to your roommate, and vice versa. You might be surprised by how much you can learn by being flexible and adaptable when needed. Be Generous You dont have to buy your roommate tons of things to be a generous roommate. Generosity comes in all kinds of forms in college. Offer to help in little ways, from adding their towel to your load of laundry to saving a piece of pizza from your own delivery when your roommates up late somewhere else finishing a lab report. A little generosity can go a long way without costing you too much money or effort. Be Firm on Whats Important Although it might feel like youre doing the right thing at the time, you wont be a good roommate if you compromise too much of yourself and what you need. Be firm on whats important to you, no matter how silly you might feel at first. The things that matter most to you are the things that help define who you are; being firm in some areas of your life is healthy and productive. Your roommate ideally will respect your principles, value systems, and unique living preferences once you communicate about what you value most.

INDIGENOUS IMMIGRANTS and INDIGENOUS RIGHTS Research Paper

INDIGENOUS IMMIGRANTS and INDIGENOUS RIGHTS - Research Paper Example The arrival of Italians in what is now referred to as Bolivia for instance changed the Bolivia political topography, with foreigners governing the land (Postero, 2007). That was until 2001 when Bolivia elected a president from one of the indigenous groups. This long reign by people who were not originally from these areas has caused tension among the indigenous people who felt hat not only are their rights not respected and given a place in the modern governments run by the foreigners, but also that they have been sidelined. Looking closely at the social-political issues in Latin amerce indicates that economic issues have contributed very much to these issues. The hype to push for the recognition of indigenous culture can be seen as fuelled by the economic depravation of most of these people. Most people who are of the indigenous origin in the Latin America are actually the most economically deprived as well as politically unrepresented. This has left a space for these people to feel that the new order of things is not part of then and that it is not in any way serving their interests. As a result, it has led to politicians of indigenous origins, with many politicians who are of indigenous cultural background using this hype as a way to hike up their popularity and get the votes from the indigenous people. This has been seen for example in Bolivia where the current president, the first indigenous since the arrival of the Italians five hundred years ago, used this hype for indigenous culture as a way to get the vote. He did not only use this to get the vote, but has also used this as a way to try to unite the indigenous groups after his election and also as a way to help in making sure that there is restoration of hope. However, this hype for indigenous culture has been criticised by many academics, describing it as a way for these indigenous politicians to get political edge. Part II: Discussion There is adequate literature on the issue of indigenous culture an d the definition of indigenous people in Latin America. In the recent times, it can be seen that scholars are finally having differing views in the politics of indigenous culture in many parts of the Latin America. As Hale (2004) says, in the past, the approach by many scholars has associated this push for traditional culture as a way for politicians to achieve their selfish interests by appealing to the indigenous people. But as Hale (2004)says, a closer look and a more critical look at these issues has indicated that this attitude by indigenous leaders is not only about them getting power, but that it is a deep seated need for most of these people to be able to connect with their past. However, in light of the fact that the so called foreigners have been in the region for over half a millennium, and also in the consideration of the fact that even the indigenous people have migrated within the Latin American from region to region, it becomes very hard to determine who is a foreigne r and who is indigenous (Stephen, 2007). For instance, people from the main Mexico regions are known to have migrated towards the Baja California region in search of better economic conditions. Although these people are indigenous Latin American, they are not indigenous to the Baja California region. In such a case, if issues of indigenous cul

Comparative analysis essay Example | Topics and Well Written Essays - 500 words

Comparative analysis - Essay Example It focuses on a discussion on the socio-economic opportunities that exist in the United States of America. The author of the article goes further and highlights challenges that are usually ascribed to the processes or efforts directed by different quarters towards accessing these opportunities. Both the article focus on the realities ascribed to the socio-economic opportunities that have been associated with the United States of America, which are compared to other socio-economic opportunities of other countries. The first article, by Tim Harford highlights specific challenges that poor people face in the United States as they strive to access socio-economic opportunities for development. This is compared by some countries like; Finland, Denmark and Canada. The second article by Elisabeth also focuses on the realities associated with accessing socio-economic opportunities in the United States; she compares this with other countries located in Europe and Asia. The two articles also exhibit similarity in owing to the fact that they point out the reasons why certain groups have not been able to access the socio-economic opportunities in the United States, for instance: In the article by Tim Harford, he posits that many young people have not been able to access socio-economic opportunities in the United States due to the fact that they do not commit their efforts and time towards accessing these opportunities. In the second article, Elisabeth indicates that many people in the United States fail to access the socio-economic activities available owing to the fact that they fear failure hence do not attempt to make any effort. However, the two articles also exhibited slight differences in relation to the information provided. The article published by Tim Harford focuses more on the comparison of the manner through, which poor people access socio-economic opportunities in

Response to the scenarios Case Study Example | Topics and Well Written Essays - 250 words

Response to the scenarios - Case Study Example When the administrator asks what I did with John, I would reach for my notes and explain all the details of the counselling session. In the second scenario involving Cedric, I feel that the counsellor is becoming overly involved in his life and this is unethical. This is owing to the fact that he never turns him away and this means they spend too much time together outside what is recommended by the school as well as the code of ethics governing the profession. A dual relationship is developing between the counsellor and Cedric. This can be observed from the fact that the counsellor has started taking manifold roles in his life (Nickel, 2004). I would have taken a different approach if I were Cedric’s counsellor as I could have tried to get a reliable family member to support Cedric by attending his matches and in performing other roles that are fit for family members. There are various codes of ethics that should be adhered to including the ASCA Code of Ethics, the APA ethics code and the ACA Code of

Analysis of Electronic Medical Records Essay Example | Topics and Well Written Essays - 750 words

Analysis of Electronic Medical Records - Essay Example The system should have the capacity to store quite a large amount of information at any one time. The operations of such information should also be manageable for ease of retrieval by the hospital officials and other users (Skolnik & Neil, 121). The hospitals also want the EMR to address the problem of mishandling, error, and confusion associated with operation manual information.The patients have their share of information requirement as far as their wellbeing is concerned. Firstly, they need a system that makes it easier to keep their information as confidential as it can be possible. EMR provide electronically storage of information that should offer confidential features for the storage of sensitive data about their personal details, medical records, and history. Secondly, the electronic systems should provide for immediate processing of claims and processing of payment as well. Thus, people seeking health care services would find it convenient to receiving health care and making the payments for the services (Skolnik & Neil 122). The patients are also seeking a system that should have the capacity to reduce the need for hospital admissions or their stay in the hospital. This means that they can receive equally quality services online, saving a lot of expenses. Physicians, on the other hand, are set to benefit from the implementation of EMR operations in the hospitals. Firstly, they are looking forward to an electronic system that can provide for immediate access to data. Manual storage of records is the source of immense time wastage in the hospitals where the health professional has to spend a lot of time looking for information in past stored files. Thus, the EMR should resolve this problem by providing an easy and convenient way of accessing information about any given patient. Secondly, the health professional is in need of a system that makes

The Motivational Factors That Affect Workers Dissertation

The Motivational Factors That Affect Workers - Dissertation Example They play a great role in determining whether the organisation succeeds or not. On this basis, an organisation needs to enact motivational strategies that will be effective in ensuring that the restaurants workforce is are motivated. This in turn should reflect on their work performances. That is, there should be efficiency in the manner in which the employees of the organisation handle their duties and work. On this basis, this research seeks to specifically find out which motivational strategies are sufficient for Michelin Rated restaurants (Goalen, 2011). The main reason as to the interest of these motivational factors that can help in improving the efficiency of employees in the Michelin rated restaurants is based on the numerous challenges that workers usually face in the course of carrying out their duties. In a restaurant industry, there are a variety of employees; this includes chefs, waiters, cashiers, and cleaners (Ferguson, 2008). These employees normally serve a variety o f customers and interests, working for long hours within a day, and even working at odd hours of the night. For these employees to achieve efficiency in their work, they have to be motivated enough. Motivation is therefore is important factors that contributes in the quality of a restaurants cuisine, and hence determine whether a restaurant will receive, one star, two stars, or even three stars (Burke and Greene, 2007). The other interest emanates from the quality of guests that Michelin rated restaurants serve.

Celebrities Endorsement Essay Example | Topics and Well Written Essays - 500 words

Celebrities Endorsement - Essay Example Within the advertising arena, celebrity endorsement has created a global phenomenon of product acceptance through the successful promotion of brands that virtually influences fans associating with a specific celebrity. In addition, these types of advertisements are associated with good memory among recipients and product consumers as remembering celebrity advertisements is very easy as compared to normal advertisements. Even though the art of celebrity endorsement appears to have many advantages, it is wise to note that the art has a number of risks that may not seem very serious, but may affect a brand. The essence of introducing celebrities into the advertising arts is mainly to act as selling points or advertising tools for firms and marketers. However, this good will might be overturned in the event that they overshadow the promotion and end up promoting themselves. In addition, the advertised firms or products might be exposed to direct exposure of harm and thus having a negativ e impact to the brand’s character.Celebrity endorsement in advertising is not a new topic as the last few years the art has rapidly grown to form a major marketing communication strategy practiced by major firms in carrying out branding and promoting a corporate image.Celebrity branding presents itself as a type of advertising through which celebrities become ambassadors of firms or products and use their status in the society to win people by endorsing and promoting their respective advertisements.

The Motivational Factors That Affect Workers Dissertation

The Motivational Factors That Affect Workers - Dissertation Example They play a great role in determining whether the organisation succeeds or not. On this basis, an organisation needs to enact motivational strategies that will be effective in ensuring that the restaurants workforce is are motivated. This in turn should reflect on their work performances. That is, there should be efficiency in the manner in which the employees of the organisation handle their duties and work. On this basis, this research seeks to specifically find out which motivational strategies are sufficient for Michelin Rated restaurants (Goalen, 2011). The main reason as to the interest of these motivational factors that can help in improving the efficiency of employees in the Michelin rated restaurants is based on the numerous challenges that workers usually face in the course of carrying out their duties. In a restaurant industry, there are a variety of employees; this includes chefs, waiters, cashiers, and cleaners (Ferguson, 2008). These employees normally serve a variety o f customers and interests, working for long hours within a day, and even working at odd hours of the night. For these employees to achieve efficiency in their work, they have to be motivated enough. Motivation is therefore is important factors that contributes in the quality of a restaurants cuisine, and hence determine whether a restaurant will receive, one star, two stars, or even three stars (Burke and Greene, 2007). The other interest emanates from the quality of guests that Michelin rated restaurants serve.

Domestic policies of presidents Reagan, Bush, and Clinton Essay

Domestic policies of presidents Reagan, Bush, and Clinton - Essay Example According to Tannsjo, this attitude â€Å"is the first step towards an adequate characterization of conservatism† (3). Conservatism focuses on the economic autonomy and the measures to maintain a small government with guaranteed protection against terrorism. The concept of conservatism has seen some modification after the postwar era or since some decades, and this new concept has affected the meaning of political and public verve in the United States. Ronald Reagan, the 40th American president from 1981-1989, was a Republican politician and a conservative leader. The history of America shows that most of the conservative politicians belonged to the Republican Party. Reagan’s domestic policies focused on lowering down the federal regulation. He emphasized upon the importance and establishment of private enterprises and worked toward lowering the taxes. The aim behind tax cuts was to improve productivity with reduced government spending and investment in domestic field so that more should be spent on national defense and protection against violence. Although his conservative policies did face some difficulties in the form of recession in the beginning of his career, yet the economical infrastructural strengthened its roots afterwards. This way, we can say that Reagan’s domestic policies were a reflection of rise of conservatism in the American politics.

The tools of the early civilization Essay Example for Free

The tools of the early civilization Essay The tools used by hunters-gatherers in order to survive within their environment are undeniably more primitive than those of the farmers. Born in a period when the benefits of technology and advanced industrialization were not yet present, the hunters-gatherers simply relied on bow and arrow and spears which they themselves made. Most of the time, these tools were only made by wood and trunks of trees which they only gathered around their surroundings. These tools are what they use in chasing for food. They also hunt stray animals for them to have something to cook. They also obtain fruits and other edible plants along their itinerary. The simplistic way by which these tools were constructed accounted for the kind of labor hunters-gatherers had to undergo just to provide for their basic needs. The resources that are immediately available and provided by nature were their principal recourses while using crude tools to exploit these resources. As mentioned above, the tools were usually man-made so the challenge of conceptualizing the design of the tools and the scarcity of materials that can be used really pressed hard on them. However, as man’s thinking developed, he learned that he can settle in some definite place where he can sustain his livelihood. This is in contrast to the stage of hunting and gathering where he had to ambulate in order to exhaust the available resources in all of the places. Once all the edible plants and animals have been plunked down in a certain area, they were obliged to transfer to another location where there will be new resources waiting to be consumed. Upon learning that they can stay put in one location, they subsequently learned to maximize the resources available in their surroundings. He begun cultivating the land around him and plant crops on it. The tools that they used to aid the farming process are much complex but are more helpful to what they are doing. They were also able to come up with simple machines that are far more advanced compared to the tools used by the hunters and gatherers. On the other hand, the tools used by the hunters-gatherers and farmers also have similarities. The tools used by both parties have facilitated their modes of production in the early civilization. Although slightly different in terms of the complexity of design, the tools developed by both hunters-gatherers and farmers were of large contribution to the mode of production. These tools were also mostly hand-made and manifest the simple industrial skills which the early men have possessed. Through their inventiveness and innovative thinking, they were able to come up with the tools that helped them in grappling for survival and sustaining their existence.

The AFL Canadian: Labor, National Identity, and Transnational Discourse

The AFL Canadian: Labor, National Identity, and Transnational Discourse 1936-1955 â€Å"The American Federation of Labor is an American organization,† declared William Green, president of the AFL, in his 1947 keynote speech, â€Å"It believe[d] in American, the fundamental law of the United States, the Constitution, freedom, liberty and democracy. We will have nothing to do with Communism in any shape, or form ... This sixty-sixth convention will redeclare its opposition to Communism and to Communist philosophy, and ... to [those who would] attempt to establish it among the organized labor of our country.† Though Green declared â€Å"Communism abhorrent to American labor† not all the members of the AFL were American. Indeed, Canadians and their unions had been part of the AFL since its inception in 1881. Craft unions in Canada were primarily organized under the Trades and Labor Congress of Canada (TLC), which had been a subdivision of the AFL since 1910. However the power relation between these two groups had been hotly contested over that time. Should the Trades and Labor Congress be able to act independently of the AFL leadership? After all, as Green said in his 1947 speech, â€Å"The American Federation of Labor is an American organization.† Canada was a sovereign state, yet its labor organizations were dominated by a foreign power. At the 1939 American Federation of Labor convention in Atlantic City, NJ, this issue of Canadian labor sovereignty in regards to the AFL came to the fore. The executive council of the AFL recommended giving the Trades and Labor Congress sole authority to grant central labor body charters. Although primarily an economically unimportant act, as central labor bodies did not arbitrate wages or work conditions,... ...f the AFL, I am well acquainted with the particularities of union research. Additionally, over the summer and continuing through this year, I have been working on a labor economics research project between the National Bureau of Economic Research, the Federal Reserve, and Columbia. Developing econometric models of wage variation between industries, I could perform statistical analysis of data, although the focus of my project will always be on the voices of the rank-and-file, not an aggregation of the quantifiable. As I am conversant in economic theory however, I can use my knowledge of international trade and labor economics to detail the backdrop against which the Toronto AFL story develops. I believe I can bring the voices of the Toronto rank-and-file into the Canadian historical conversation, which will bring greater detail to the Canadian historical narrative.

Vimy Ridge :: essays research papers

 Vimy Ridge   Ã‚  Ã‚  Ã‚  Ã‚  This essay will describe the events that took place at Vimy Ridge during World War I. Britain and France both attempted to take control of the Ridge which was currently occupied by the German Army and both failed. It was left to the Canadian Army to take the Ridge. This essay will prove that after many struggles, and careful preparation, Canada was defined as a Nation at Vimy Ridge.   Ã‚  Ã‚  Ã‚  Ã‚  Vimy Ridge was a key to the German defence system. It rose 61 m. above the Douai Plain which favoured the Germans because there was a gradual incline on the West. This meant that the Canadians would have to attack over open ground where they would become prime targets for German artillery, machine guns and rifle fire.   Ã‚  Ã‚  Ã‚  Ã‚  Military mining played a big role in the battle of Vimy Ridge. Engineers built a network of tunnels under no-mans land. They also dug subways totalling more than 5 km. in length, through which assault troops could move to their jumping-off points. The subways provided protection from enemy artillery fire, and permitted the wounded to be brought back from the battlefield. Chambers were cut into the walls of the subway for brigade and battalion headquarters, ammunitions stores, communication centres and dressing stations.   Ã‚  Ã‚  Ã‚  Ã‚  The taking of Vimy Ridge fell to the Canadian Corps under the command of the British General Julian Byng. He appointed the Canadian born Major General Arthur Currie as the Commander of the 1st Canadian Division. Currie believed â€Å"Thorough preparation must lead to success. Neglect nothing.†. He left nothing to chance, every stage of the attack was planned to the very last detail. General Currie had a full scale model of Vimy Ridge built to train his soldiers. They got the locations of every trench, machine gun and other valuable information about the enemy by using aerial photographs taken by the Royal Flying Corps and information from intelligence raids across enemy lines. Over 1,400 Canadians lost their lives retrieving this information. The key positions of the model were marked with flags and coloured tape. Currie had his soldiers practice and rehearse every step they would take on the day of the attack, so when the day came, the troops would be fully informed about their objectives and their routes. Maps were given out to guide even the smallest units. The soldiers were also trained to use the enemy machine guns so when the enemy guns were captured, they would know how to use them.   Ã‚  Ã‚  Ã‚  Ã‚  The German defence system was made up of three defensive lines. They consisted of a maze of trenches, concrete machine gun strong points that had

Rene Descartes and a discription Essay

Rene Descartes (1596-1650) was not only a philosopher but also a mathematician and scientist. As a philosopher, he used skepticism as a means of finding the truth of all. His idea was to doubt everything, and in doubting everything, anything that couldn’t be doubted was definite. â€Å"I will doubt everything that can possibly be doubted, he reasons, and if anything is left, then it will be absolutely certain. † (Moore/Bruder 93) This, Descartes felt was the only way to obtain truth and knowledge. This method was to take away all the confidence in everything that was taught to us, what we sense and believe, and the things we take as being obvious. To truly determine if we know anything is for certain we must doubt it all disregarding all we knew about it before. So everything we currently believe is open to discussion and can be questioned. Descartes’ ‘Method of Doubt’ incorporated two well-known conjectures, a dream conjecture and the evil demon conjecture. What the dream conjecture is, is the notion that everything that is reality might just be a dream. Adding to the dream conjecture, is the evil demon conjecture. This evil demon conjecture, in essence, is the concept that if this all [reality], is just a dream, then perhaps there is an evil demon that is deceiving our minds with these false images of reality. So, we can’t assume that our bodies or that anything of our experience exists and can be trusted to be true. For everything we know could be just a dream and not real at all and controlled by a deceiver. No, Descartes was not out of his mind. He was aware that these two conjecture he composed sounded far-fetched. However, that was the whole point. Descartes was on a quest to find certainty in an any-case-possibility. What Descartes came up with after going through and doubting everything was the cogito, ergo sum or â€Å"I think, therefore I am. † What this meant was if you are thinking, you are existing. â€Å"The self that doubts its own existence must surely exist to be able to doubt in the first place. † (Moore/Bruder 93) Subsequently, this was the only true thing we can know to be real. We know that we exist at least in a form of a mind. So we can doubt our physical existence but not our mental existence because you can think. To take this a step further he developed the clear and distinct test. The clear and distinct test was a test to find out what was true with â€Å"clarity and distinctness. † Meaning, anything that is clear and distinct is true. Using this clear and distinct test, Descartes came to the conclusion that God, in fact, exists. Descartes believed he viewed God clearly and distinctively, and further, God would not let an evil demon toy with his mind, if such a thing did exist. Descartes also thought that there were two distinct substances beyond God, and these two substances were material substance and mind substance. The material substance was all that exists and occupies space and the mind substance is that of thought. â€Å"Because a substance, according to Descartes, â€Å"requires nothing other than itself to exist,† it follows that mind and matter are totally independent of each other. † (Moore/Bruder 95) The result to these two substances being independent of each other is called parallelism. â€Å"The mind, they argued, does not really cause the body to move. When I will that my hand should move, my act of willing only appears to cause my hand to move. † (Moore/Bruder 97)Descartes felt that God was the one who was involved in the mental things that happened and the sequence of material actions. He believed God was the reason those two things happened to happen together. This idea was called occasionalism. Descartes was first to make this systematic account of the mind and body relationship, and also the soul’s contact with the body. (Rorty). Descartes essentially through everything, approached all metaphysical issues by going back and trying to pick apart everything about the basic things. â€Å"Descartes tried to discover metaphysical truth about what is through epistemological inquiry about what can be know. † (Moore/Bruder 97) The profit of Descartes’ ideas is that in the dismissal of everything makes you question and look at elements that may be overlooked because it is human to draw on experience. So, to clear oneself of all former beliefs leaves everything wide open for exploration and opens up a wider scope. The problem I find in his distinct and clear theory is Descartes proof of God’s existence. In â€Å"proving† the existence of God he uses circular reasoning. This circular reasoning is called the Cartesian Circle. The Cartesian Circle is the circular reasoning that, on one hand, we can only know that God exists because we clearly and distinctively perceive it, and on the other hand, we can only know that our clear and distinct perceptions are true because God exits. (Loeb 200-235) This type of reasoning doesn’t make any concrete conclusions on the existence of God. It just keeps going around in a circle, one right after the other. Descartes believe that only his perceptions could be deceived not his mind. So since God was good and perfect, he wouldn’t allow him to be deceived, therefore God exists. To explain his ideas on the existence of God, Descartes states that if one can have an idea of a perfect being, which is God, then a perfect being must exist if we can think it in our minds. All of this to me, doesn’t show any solid proof. Even though you can think something in your mind, doesn’t mean it must exits. I can think lots of things in my mind personally, that doesn’t necessary mean that somewhere, maybe not in the physical world I experience, truly exists. Also, if God did exists, and if God is perfect, as Descartes claims, then why does Atheism and such religious beliefs exist? Wouldn’t perfection be if God could exist and not be questionable? Because what Descartes believes is all that we can perceive clearly and distinctively exists, and he had not given any way that explains how you can perceive God clearly and distinctively, other than stating he can perceive in his mind. Also, another thing that is a problem in Descartes’ method is his goal of proving the existence of the outside world was not valid by any substantial means. There is no proof that any physical object exists aside from a near universal belief that the external world exists. What Descartes says, is that since God makes us believe that there is an external world, then there must be one. However, there are lots of mistakes in his proof of God and it isn’t truly valid. So, therefore we cannot say anything in this external world does exist or either God, based on the knowledge I have obtained on the subject matter on Descartes. From what I have read on Descartes and his philosophical ideas, there are many holes and things to argued; as I’m sure is in most theories. Nonetheless, even though his ideas aren’t entirely credible to myself, I feel that his contributions to the field of philosophy are eminent. Descartes had brought lots of old questions of past philosophers and tried to rationalize them, he failed in my opinion to come up with any competent answers for what he was trying to prove. However, he did prompt other philosophers in his progression to come up later with some better answers to some of these ideas.

An Effective Technique and Material in Learning English Essay

An Effective Technique and Material in Learning English English has an important role in many aspects of life. This statement leads us to the reason of why this language should be taught in schools. In Indonesia, English is used as the first foreign language that should be learned by the students even from elementary school until university. In using the language, there are many elements that have to be mastered, covering reading, listening, speaking, and writing. Song refer to a piece of music that have words and can be used in language teaching. It is suggested to include songs in language learning as well. The possibility of using songs in English as a foreign language class has been actively considered for the last two decades. It is considered because songs have many values in language teaching. Orlova (2003), states that it is possible to suggest that among the methodological purposes that songs are used in class, it is possible to rank the following: 1. Practicing the rhythm, stress and the intonation patterns of the English language. 2. Teaching vocabulary, especially in the vocabulary reinforcement stage 3. Teaching grammar. In this respect songs are especially favored by teachers while investigating the use of the tenses. 4. Teaching speaking. For this purpose, songs and mainly their lyrics are employed as a stimulus for class discussion 5. Teaching listening comprehension 6. Developing writing skills. For this purpose a song can be used in a variety of ways. From the songs, we can learn many things such as vocabulary, grammar, listening, speaking, writing, and of course reading. Benefit of Song Griffe (1992: 4) points out some advantages in using songs and music in the language classroom. There are some categories mentioned by Griffe, namely in classroom atmosphere, cultural input, text and student interest. They are as follows; 1. Songs create enjoyable classroom atmosphere Dealing with classroom atmosphere, songs and music can be used to make students relaxed and provide enjoyable classroom conditions. 2. They can introduce the culture of the songs. Either songs or music is reflection of the time and place that produce them. When the teacher brings songs into classroom, he will also bring the culture of the songs in the classroom. 3. Songs can be used as texts Songs also can be used as texts in the same way that a poem, short story or novel provided in the language classroom. From explanation above, songs have many benefits. Some of them are songs can motivate the students and make them more confident in their ability to listen the materials. The Criteria of Song Selection The important thing about choosing a song to do with a class is to make sure that the lyrics are clear. It can be very frustrating for the students not to understand a word. The recording should also be a good one. Lynch (2008), provides three principal song selection criteria, as follows: 1. Use songs that are popular with the students whenever possible. Unfortunately, students frequently select songs for classroom use which are objectionable in some way making the song unusable. 2. Songs must have clear and understandable lyrics. Nothing is worse than a song almost nobody can understand. If you have trouble understanding the lyrics by listening, then another song needs to be selected. 3. Songs should have an appropriate theme. There’s enough bad news, negativity and violence in the world already. Songs with any type of negative theme should be avoided. There are plenty of positive, upbeat, even humorous songs available. It is realized when teaching the students; we should choose the songs with suitable level of difficulty. The suitability of the song is a particularly important issue. It should be known whether or not the students like the song. The use of Singing Procedure There are various ways of using songs in the classroom. The level of the students, the interests and the age of the learners, the grammar point to be studied, and the song itself have determinant roles on the procedure. Apart from them, it mainly depends on the creativity of the teacher. Some examples of these techniques are: 1. Gap fills or close texts . Focus questions 3. True-false statements 4. Put the lines into the correct sequence 5. Dictation 6. Add a final verse 7. Circle the antonyms/synonyms of the given words 8. Discuss Many experienced textbook and methodology manual writers argue that songs have a great educational value. It can’t be denied that children, teenagers, and adults like music. While they are singi ng it, they are also doing other activities like learning, remembering new vocabulary, studying to pronounce words, etc. So, let’s try to learn English by using song and get the result!

“Hunger Games” Movie vs Book

The Hunger Games The Hunger Games is the first novel of The Hunger Games series written by Suzanne Collins in 2008. This novel is written in the first person point of view of the main character, Katniss Everdeen. Throughout the story, Katniss’s opinions are made clear to the audience. This intriguing novel shares Katniss’s struggles and overall victory of the 74th Annual Hunger Games. The Hunger Games story takes place in a post-apocalyptic society. The Capitol is a highly advance city that holds reign over the 12 districts.The Hunger Games is an annual contest hosted by the Capitol in which each district offers one boy and girl chosen by lottery or by choice, if willing. These tributes fight to the death in an arena where they have to fight for weapons and necessities for survival. Prim Everdeen, Katniss’s sister, is chosen by lottery to be tribute for District 12. Without hesitation, Katniss volunteers to be the tribute for District 12. Katniss and Peeta, the b oy tribute from her district, are transported to the Capitol. This is where the audience gets to see the difference between the 12 districts.Katniss’s district, District 12, is the poorest, where many people starve to death; however, District 1 is the wealthiest and don’t face the same challenges as Katniss. The tributes from District 1 and 2 are trained from birth to be tributes in the Hunger Games. These â€Å"Career† tributes volunteer themselves to participate in the Hunger Games and believe it is an honor to serve their district. This story leads the audience in further when Peeta confesses his love for Katniss during the interviews held prior to the Games.When the Games begin, Katniss shows her true ability to survive in the wilderness. She uses her knowledge from surviving in District 12 to help her eat and sleep high in the trees. In the beginning of the Hunger Games, Peeta forms an alliance with the Career tributes, while Katniss forms an alliance and f riendship with Rue, the tribute from District 11. After Rue is killed, Katniss is back to surviving the games on her own until the announcer informs the tributes that two contestants can win if they are from the same district. Katniss finds Peeta and nurses him back to health.Finally, the only tributes that are left are Katniss, Peeta, and the Career Tribute from District 1. The tribute is eaten by â€Å"mutations†, which nearly killed Katniss and Peeta. However, the tributes from District 12 are not out of the Games, because the announcer tells them that the rules have changed once again and now only one may be victor. When neither Katniss nor Peeta can kill each other, they decide to eat the night lock berries which would kill them immediately. Quickly, the announcer declares that Katniss and Peeta are both the victors of the 74th Annual Hunger Games.The Hunger Games was later turned into a movie in 2012. The book and the movie have several similarities. In both the movie a nd the novel, Katniss volunteers for the Games, saving her sister Prim. Another comparison is the Capitol’s power amongst the 12 districts. The most important similarity is that in both the novel and the movie, Peeta states that he does not want the Games to change him, for he wants to stay true to himself. Katniss does not know how that is possible, until she participates in the Hunger Games.In both the movie and the novel, Peeta does not murder any other tributes during the Games. The novel has some major differences as well. The mockingjay pin that Katniss wears for good luck represents District 12. In the book she receives this gift from the mayor’s daughter, Madge; however, in the movie, Katniss receives this pin from her younger sister, Prim. Another difference is Katniss’s relationship with her ally Rue. In the book, the author emphasizes their relationship and how they work together as a team during the Hunger Games.However, in the movie they keep their relationship short. The last difference occurs at the end of the novel. In the novel the beasts that kill the last tribute are called â€Å"muttations. † There are 9 of these beasts which resemble the fallen tributes. In the movie they are just beastly looking mutated dogs. The Hunger Games is a great book. It shows the differences in social class and has many underlying meanings. The movie was just as good and follows the plot very well. It was a little more futuristic looking than I had imagined from the novel, but still captured the overall theme well.