Taran Swan At Nickelodeon Latin America Essay Example | Topics and Well Written Essays - 1250 words

Taran Swan At Nickelodeon Latin America - Essay Example The essay "Taran Swan At Nickelodeon Latin America" discusses the mass media, and television and its great impact on the development of children. Twelve years ago, Taran Swan explored the possible opportunities for penetration into Latin America media market. She found that the market did not look promising, because â€Å"Latin America was a volatile market, subject to frequent currency fluctuations and devaluations, and the cable industry infrastructure was in its infancy†. She saw no opportunities to develop Nickelodeon in Latin America but for four months experience in Germany where she worked around the clock being involved in all aspects of TV programming decisions. She understood that â€Å"in international markets, even key decisions had to be made with minimal information†. Taran Swan understood that children who watch television are not only entertained but assume, consciously or unconsciously, they are learning more about the world they live in, who they are in that world and how they should behave. She has everything – ideas, enthusiasm, desire, hope to modify and reconstruct the channel, but for money. Taran Swan had found that â€Å"for kids in Latin America there was nothing on TV except for the same old cartoons. Because it was largely a poorer, developing region, people thought they could put anything on the air, and they did. Nickelodeon was good for kids, gender-neutral, pro-social, and gave kids a voice†. Worldwide there are not enough local, relevant programs that affirm the identity of children.

Slumdog Millionaire Essay Example for Free

Slumdog Millionaire Essay ‘Slumdog Millionaire’, directed by Danny Boyle, is the uplifting story of a young street boy who exceeds expectations and wins big on the TV game show ‘Who Wants To Be A Millionaire. ’ Two key themes that the film highlights are Money and Justice, an example of these themes being used is that Mumbai is portrayed as a place of terrifying poverty and unforgettable brutality where both money and justice are a thing of scarcity, Justice in particular is seen as favouring the rich while Money is used as a dividing line between the rich and the poor. Slumdog Millionaire’ presents money as something of high value and a symbol of wealth in comparison to the high level of surrounding poverty; this is clearly seen early in the film when gangster boss Javed is being driven through the slums, his rich facade contrasting with the surrounding poverty. The film commonly suggests that money corrupts; this can be seen in many instances such as when Jamal and his brother Salim begin scamming people into tours of the Taj Mahal or how Javed expresses his wealth through a richly decorated house. Matthew 6:24 explains that you either serve God or are a slave to money, this Christian perspective from the gospel ties in with the theme that money corrupts and emphases the fact that Jamal, Salim and Javed where all at a time slaves to money. A key message brought in towards the end of the film is that Money is less important than love, we see this when Salim sets Latika free and sacrifices himself for the preservation of others, it can also be seen when Jamal speaks to Latika over the phone and realising that she is safe no longer cares about the million dollar question at hand. The story line of ‘Slumdog Millionaire’ is centred on the theme of Justice; the Christian view of justice is the ‘Justice of God’ meaning the prevalence of sin. Justice in the film is seen from a variety of perspectives including that of sinful nature, for example, the film glorifies the cheating, lying and stealing that Jamal and Salim undertake to survive. The overall theme evealed towards the end of the film is that in the end justice prevails, this is seen when the bad guy (Javed) dies and Jamal and Latika are finally free to be together (and win 25 million rupees). Psalm 106:3 basically says that blessed are those that do what is right, this Christian perspective supports the films outcome as Salim’s role as a morally decent person is truly blessed with love and wealth in the end. After watching the film and analysing its key points and themes it is clear that ‘Slumdog Millionaire’ is both uplifting and inspiring, it does however explore the harshness and cruelty of reality in the slums of Mumbai, these negative aspects somewhat dominate the film and for this reason I am led to believe that the film lacks hope, the film presents a succession of depressing obstacles that Salim must face, only ending on a positive note. From the Christian gospel: Luke 6:20-21 explains that those that suffer in the present need not fret as they will be joyous in eternity, this statement in my personal opinion summarises the film from a Christian perspective and provides a clear indication that (even if it wasn’t on purpose) themes from the Christian gospel are present throughout the film.

Antidepressants and Peritoneal Dyalisis Essay examples -- Health, Trea

Antidepressants and PD Medically based treatments are commonly used in treating depression in PD patients. It is suggested that when choosing the correct antidepressant medication, the major symptom should be of focus. For example, if an anxious patient presents with sleep difficulties, a sedative antidepressant should be prescribed. However, it is noted that with the progression of PD, antidepressant should be monitored as some have negative effects with the course of PD (ex. psychomotor retardation in the case of the sedative antidepressant) (Reichmann et al., 2009). Tricyclic antidepressants are commonly used with patients presenting exclusively with major depression, but little research has been done with PD patients and should be used with caution (Reichmann et al., 2009). A Cochrane review conducted in 2003 found only three randomized control trials of 106 depressed patients diagnosed with PD and the researchers concluded that there was limited data to support the effectiveness of antidepress ants (Ghazi-Noori, Chung, Deane, Rickards & Clarke, 2003). Further research is warranted on the effects of medications used to treat anti-parkinsonism symptoms in tandem with drugs used to treat depression. The most common antidepressant used with PD is selective serontonic re-uptake inhibitors (SSRI), and interestingly, very little research has been conducted on its use and long term treatment (Reichmann et al., 2009). Treatment of depression for PD patients There is a lack of research literature on psychotherapy treatment of depression with PD patients (Veazey, Cook, Stanley, Lai & Kunik, 2009); this may be due to feasibility of long term research with this population as well as sample being unable to come to treatment... ...omplex as that found within the literature on depression and anxiety in PD. Research has linked cortical Lewy bodies and has shown cholinergic deficiency linked to cognitive impairments (Kandiah et al., 2009). Early diagnosis of dementia in a PD patient is important as effect treatments are available (Dujardin, Dubois, Tison, Durif, Bourdeix, Pere et al., 2010). Successful treatment using cholinesterase inhibitors rivastigmine and less successful with dopamine therapy have been found (Davie, 2008; Leroi, Collins & Marsh, 2006). Dementia with Lewy bodies differs from PD with dementia in that the latter has greater cell loss found in the substantia nigra and the former has greater cortical beta-amyloid deposition. Dementia with Lewy body patients is less responsive to dopamine treatment and it can intensify cognitive confusion and hallucinations (Davie, 2008).

European Motivations for Exploring and Conquering the New World Essay

Suez Canal in Egypt was recently completed in 1870s when Britain purchased approximately half share. Suez Canal was considered as a highly important route through which trade had become possible to India. So Britain got hold over Suez Canal to limit the trade to and from India. Then the European Empire had expanded to other regions as well such as Africa, the Persian Gulf and in the Middle Eastern countries. Europeans were expanding their Empire to bring about the â€Å"New Imperialism† during which colonization was in accelerating phase. This process was encouraged by the Berlin Conference of 1884, which in effect provided a charter for the division of Africa into ‘spheres of influence’. European Motivations There were various motives behind European zealous participation in the New Imperialism. Firstly, there were intensified rivalries with other powers, as states such as the newly-unified Italy and Germany, along with France, which sought to compensate for its defeat in the Franco-Prussian War in 1870, looked to the non-European world for expansion An expansionist Russia posed a particular threat in the decaying Turkish (Ottoman) Empire in the Middle East. British policy-makers wanted to secure further gains before their rivals did, in case they lost out in the international ‘balance of power’. Secondly, there were economic motives, notably the desire to capture new markets and sources of raw materials, preserve or expand trade links and to prevent the loss of existing overseas markets to other countries, Countries such as Nigeria, for example, offered valuable resources such as palm oil, which was used as a lubricant for industrial machinery. Thirdly, there was a growth of imperial nationalism, militarism and a sense of racial superiority (‘jingoism’) throughout British society. This jingoistic sentiment may have been as much an effect as a cause of British expansionism, but in combination with the other factors it helped to push Britain further along the colonial path In relation to Africa, for example, between 1885 and 1914 Britain took control of nearly 30 per cent of the continent’s population, compared to 15 per cent for France and nine for Germany The formalization of British rule in Africa included Somaliland (1884), Bechuanaland (1885), East Africa (1887), Rhodesia (1888), The Gambia (1888), Nyasaland (1889), Swaziland (1890), Uganda (1894), the Sudan (1898) and Nigeria (1900). Expansion before 1914 largely ended with the Second Boer War against the Afrikaner republics of the Orange Free State and the Transvaal in 1899-1902 Britain’s underlying reason for starting this war was the discovery of gold and diamonds in the region Although Britain annexed the two Boer Republics in 1902 and established the Union of South Africa in 1910, the conflict had strained British military capabilities and imperial resolve. In any case, Africa and elsewhere now offered fewer opportunities for expansion. British statesmen also found themselves more and more embroiled in the power politics of the European continent. Although the First World War was primarily a European conflict, about 2. 5 million colonials fought for Britain and there was intensified exploitation of the Empire’s material resources. Strain and Unrest during 1918-39  In 1919-20 the Empire gained an extra 1 million square miles of territory and 13 million new subjects, mainly in the Middle East, which was now valued because of its recently-discovered oil reserves as well as its proximity to India Under the League of Nations ‘mandates’ system, Britain took over Palestine, Transjordan, Iraq and the Gulf States from Turkey, and Tanganyika and other areas from Germany In Britain itself between the wars the Empire remained a source of national pride and identity, not least through the yearly celebration of Empire Day and the opening of the Empire Stadium at Wembley in 1923 In general, though, the 1920s and 30s saw the Empire become more tight-knit economically. The Empire Marketing Board, created in 1926, and the introduction of Imperial Preference (1932), a system of tariff walls around the Empire and Commonwealth, led to a rise in colonial imports from 25 per cent of British imports in 1910-14 to 40 per cent in 1939. Exports to the colonies rose from 36 per cent in 1910-14 to 50 per cent in 1939. But the fact that British industry, once ‘the workshop of the world’, was able to do reasonably well only in sheltered imperial markets was a token of Britain’s general economic decline as a result of the cost of the First World War. In the 1930s the balance of payments was persistently in deficit, making it difficult to afford the cost of stationing large forces across the world. Overall, during the 1920s and 1930s the Empire was outwardly secure but contained forces of strain and unrest. Collapse and Revival during 1939-45 In some ways the Empire was a strategic burden during the Second World War, stretching British resources and tying up troops who might have been better employed closer to home. The loss of Malaya, Singapore, Burma and Hong Kong to Japan by 1942 changed perceptions of Britain’s ability to maintain its empire. There were strikes and uprisings against British rule in India, Egypt, Kenya and Northern Rhodesia. For ideological and economic reasons the United States, which entered the war in 1941 and whose support was vital to Britain’s survival, opposed imperialism? Washington’s voice could scarcely be ignored. Under the ‘Lend-Lease’ program the United States provided Britain with $26 billion worth of aid, twice that from the dominions and colonies. Yet despite such challenges the Empire staged what was on the whole an impressive show of strength and unity, providing nearly 5 million troops, almost as many as Britain itself. In 1940 London set aside ? 20 million for colonial development and welfare, suggesting that in the event of victory the Empire might well have a secure and economically viable future. When Japan surrendered in August 1945 the British were able to reclaim the Asian territories that had previously been lost, many quite undamaged. American anti-imperialism had been more rhetorical than real, especially after the death of President Roosevelt in April 1945. In short, the Empire’s fortunes were revived. Conclusion By the mid-1960s, and certainly by 1980, the British Empire was practically no more. It had expanded from around 1870 until about 1900 as a result of rivalry with other European states, economic pressures and a sense of ‘jingoism’ at home. There were further gains after the First World War due to opportunities presented by the defeat of Turkey and Germany, and economically the Empire became more tightly knit than ever between the wars. Yet the interwar years saw growing pressure for self-rule among the colonial peoples. During the Second World War much of the Empire in Asia fell rapidly at Japanese hands only to be regained equally swiftly in 1945. Decolonization occurred due to colonial agitation for self-rule, changing trade patterns, and the fact that in the age of the superpowers colonial empires seemed anachronistic and because of the indifference of the British public to the Empire. In essence, no real advantage was to be found in its maintenance. Apart from a few remnants such as Hong Kong, Gibraltar, the Falkland Islands and Bermuda, by 1980 the once vast British Empire had disappeared.

A drama by Arthur Miller Essay

The Crucible is a drama by Arthur Miller wrote in the 1950’s. It tells the tail of a village in America, Salem. This is overcome with mass hysteria witchcraft trials. In the opening scene of the film, Act 1, the director chooses to go straight to one of the main characters, Abigail. She is the center of the group of girls and the scene moves straight to forest where the girls are dancing. There is spooky music playing in the background. They start to chant and partake in the practice of witchcraft. Abigail whispers to Tituba (the servant of Rev. Paris and we then find out later that she want John Proctor to fall in love with her. Abigail picks up the chicken and uses it to put a spell on John. The background is dark and with witchcraft, chanting and music all builds up tension very well. In the original play you do not see the witch craft practiced at the beginning. Instead Author Miller chooses to go stright to a young girl affected by the witch craft Betty (the Rev. Paris daughter) who appears to be in a comma. This is due the girls getting cauter while practicing there witch craft. We find out that Rev. Paris saw the girl in the forest dancing, this called them all to freak out and run around like headless chickens and it scared Betty so much that she was now in a comma. Paris say â€Å"†¦ my daughter and my niece I discovered dancing like heathen in the forest†¦ † Abby denies they were doing witchcraft, she says they where just dancing when her uncle, the Rev. Paris, came along and frightened them Betty fainted. In the play Arthur Miller’s introduction is calm but the film has a spooky, eerie and dramatic feeling. Abby is very dominant over the other girls and has a lot of control over them. She is the main character and one of the oldest so she has the most control over them. She seems to sense the girl’s weakness and uses this to her advantage by making them copy her when she wants. Tituba become more powerful with every one surrounding her listen to her every word of what happened in the forest which make her feel more important and less like a slave. In Act 2 in the pace of the play stat to build up as the sentences become small and I found my self read much quicker which seemed to keep me in suspense building tension. We find out that Abbey has an affair with John Proctor and that his wife knows about this some thing you would not expect from a Nobel man like John. All this seemed to make Abbey a stronger character which may seem odd as Abbey started out as an innocent girl having a bit of fun in the forest. Mary Warren enters the Proctor’s house suddenly. The sight of here make john Proctor furious. It is very dramatic when he grabs her and shakes her and shouts â€Å"I’ll whip you if you do not dare leave this house again. † But the tension drops as Mary Warren goes limp in his grip and claims to be sick. Proctor’s anger is draining and Mary’s staye is emphasized when she give the limp rag doll to Elizabeth Proctor. The tension rises very dramatically when proctor finds the needle in the rag doll.

The eNotes Blog 8 To Kill a Mockingbird Quotes that Exemplify Harper LeesLegacy

8 To Kill a Mockingbird Quotes that Exemplify Harper LeesLegacy Weve decided to compile some of the best lines from To Kill a Mockingbird- inarguably  one of the most influential and important novels  in our lifetime. These lines, in context and out, are simultaneously ethereal and grounded, simple and complex. Lees legacy in TKAM  will be continuing  to show  students and readers about the importance of love, tolerance, and friendship. Rest in peace, Harper Lee. Until I feared I would lose it, I never loved to read. One does not love breathing. You never really understand a person until you consider things from his point of viewuntil you climb inside of his skin and walk around in it. Were paying the highest tribute you can pay a man. We trust him to do right. Its that simple. Atticus told me to delete the adjectives and I’d have the facts. I dont want to hear any words like that while Im here. Scout, youll get in trouble if you go around saying things like that. You want to grow up to be a lady, dont you? I said not particularly. Neighbors bring food with death and flowers with sickness and little things in between. Boo was our neighbor. He gave us two soap dolls, a broken watch and chain, a pair of good-luck pennies, and our lives. But neighbors give in return. We never put back into the tree what we took out of it: we had given him nothing, and it made me sad. People generally see what they look for, and hear what they listen for. Hey Boo.

8 Steps to Writing a Magnetic College Student Resume

8 Steps to Writing a Magnetic College Student Resume This right here is a post that approached the art of magnetic college student resume writing from a rather unorthodox perspective. But hey, that’s what it’s going to take for most grads in the modern world to land a sweet job! This is current, insider info. Step 1. Quality Approaches vs. Quantity The first thing to realize is that it’s better to focus fire your efforts on a small number of ideal options (1-5), rather than planning on designing a resume to send out en masse. Why? Who cares why? It should be obvious. If it’s not, then you better keep reading because you’re out of touch with the inbound marketing world. Because of the modern job market, you need to come across in a serious and personalized way to stand out from the crowd. How many other grads are applying to this position? Furthermore, if you lack experience and haven’t had the chance yet to prove yourself, then you’re going to need to really make up for that fact with a magnetic and irresistible college student resume (among other things). More details in our blog post on how to write a resume with no job experience. Step 2. Inventory Specs Benefits Take an hour out of your day, grab two pieces of paper and a pencil and do some masterminding. On one page, list your specifications. These are all the basic skill-sets and book smarts you have relevant to the position. Include certifications, degrees etc. On the other page, you list the benefits of hiring you from the company’s perspective. Now, realize that in today’s world, the specs don’t mean too much. It’s a results-driven world out there. Where’s the results you’ve created? If there are none, then the only leverage you have are the benefits of hiring YOU. And, the good news is that there’s only one of you. How can you capitalize on that fact? Step 3. Consider How You Might Break the Rules Study the resumes that most HR personal will expect to see and then ask yourself if there’s anything you can do to break the rules, but in a way that works in your favor. It’s hyper-competitive out there folks! Snap some intern out of their daze for a minute and get noticed! What do you have to lose by showing a bit of personality? Because guess what, most startups out there (and there’s millions of them paving the way for the future of the technologically driven world) are looking for young, creative and personable folks to work with. Communicate that millennial spirit. However, you should take into consideration that there are still some rules about writing a resume that are better to follow. Step 4. Come Out Swinging Be Direct Don’t think you can beat around the resume bush and get away with it. You can’t. Get straight to the primary benefit of hiring you and then list off your most impressive specification first. Stack the deck so that they see only the biggest selling points you have. Then, taper as you go but keep your resume ideally packaged on one page. With every word and sentence you put on that resume, ask yourself if you’re getting to the point or avoiding something. Boom! You’re not knocking on the door here folks, you’re kicking it in. â€Å"Here’s why you should hire me†¦Ã¢â‚¬  Bam, Bam, Bam! Also, dont forget about the power of words. Find out what good adjectives for a resume are and try to use them! Step 5. Harness the Power of Formatting I want you to look at your resume the way a copywriter looks at an expertly formatted advertorial web article. You know, the kind that you can’t help but reading and then have you pulling out your credit card for something. The title of your resume is as important to you as it is to a business trying to land on the first page of Google search results. The content must be easy to scan through. Subtitles, bullet-point lists, benefits and specifications. The content begins with a short introductory paragraph that serves as the hook. This should be crafted using your primary benefits. Check out good resume examples on websites which weve added to the list of top 10 resources about college graduate resume writing. Step 6. Yes, Have an Editor or Proofreader Look at It There’s no question. Unless you yourself are some kind of trained editor or proofreader, have someone else do it. In fact, you might want to consider actually paying a professional to look at it. Speaking of which†¦ Step 7. Consider Outsourcing These days you can hop online and pay freelance resume writers to craft something super-professional and impressive. All they’ll need is everything you wrote on those two pieces of paper from earlier and the list of companies you’re focusing on. Step 8. Maintain a Current Resume As time goes by and you collect more benefits and specifications that are resume worthy, be sure to update your resume. Things move quickly. Jobs can come and go before you know it. Always maintain your resume with the mindset that you could be on the job hunt at any moment. After the perfect resume is created, you should send it out! If you wont get the answer soon, dont be desparate. Consider sending a follow-up letter after sending a resume!

When Should I Take the SAT Math Level 2 Subject Test

When Should I Take the SAT Math Level 2 Subject Test SAT / ACT Prep Online Guides and Tips Are you planning to take the Math II SAT Subject Test for your college applications? As you know, the Math 2 subject test covers more advanced math concepts than the Math I. Because of this, you want to make sure you're taking it at the right time to achieve a high score. This article will help you figure out exactly when is the best time for you take this test. First, let's quickly review what's on the Math 2 SAT Subject Test. What's On the Math Level II Subject Test? Like the Math I Subject Test, the Math II test covers algebra and geometry. Additionally, it tests trigonometry and elementary functions, which describe a relationship between an input and output. A simple function question may ask you to solve for x, while othersmay ask you to definea function's range or domain or to graph it. I'll show some example problems of function questions that appear on the Math II test below. First, here'sthe breakdown of what percentage of the test covers each content area. As you can see, algebra and geometry make up a significantly larger portion of the questions than number / operations and data analysis / probability. Math Concept Approximate Percentage On Test Number and operations 10-14% Algebra and functions 48-52% Geometry and measurement (coordinate, three-dimensional, and trigonometry) 28-32% Data analysis, statistics, and probability 8-12% Some of these concepts appear on the math section of the general SAT, while others, like trigonometry, elementary functions, and graphing, are more advanced and specific to the SAT Math 2Subject Test. The following areexamples of function and graphing questions you might see on the Math II Subject Test. The SAT Math Level 2test contains questions that ask you to definethe range or domain of a function. Function questions may also present you with a graph or, like in the question below, ask you to draw or visualize your own graph and manipulate it to reflect changes in a function. The answers to these questions are D, D, and B, respectively. Studying with lots of official practice questions, along with excelingin your school math courses,isthe best way to prepare yourself for the Math II Subject Test. Like all the SAT Subject Tests, the Math Level 2test is 60 minutes long. In this hour, it asks you to answer 50 questions. Now that we've reviewed what's on the Math Level 2test, when's the best time for you to take it? When Should You Take the SAT Math Level 2 Subject Test? What Year Should You Take the Test? College Board recommends that you should take more than three years of college prep math before you take the Math II Subject Test. These years should include two classes inalgebra and one classin geometry, at least. A class in trigonometry and/or precalculus is very helpful, too. So if you takealgebra in eighth grade, geometry in 9th, algebra again in 10th, and trigonometry/precalculus in 11th, then you would probably be in the best position to take the Math II Subject Test at the end of 11th grade. If you are taking trigonometry/precalculus as a sophomore, then you may be in a good position to take the Subject Test at the end of sophomore year. Usually you want to take Math II, and any other Subject Test, at the end of your school year when the course content is freshest in your mind. That being said, which Subject Test dates coincide with the end of the academic year? What Test Date Should You Choose? The Math Level 2 test is offered at various dates throughout the year. June may be the best time to take it, with May as a close runner up. Math II is offered on May 5 and June 2. Its tentative spring dates for 2020 are May 2 and June 6. Sign up by about a monthin advance, if not sooner, just like the SAT. If you're taking the general SAT in the same year as the Subject Test, which one should you schedule first? What About All Your Other Tests, like the SAT/ACT and APs? A smart way to schedule your Subject Test is to sign up for it after you take the general SAT. You'll likely study a lot for the math section of the general SAT, and this studying could overlap with your Subject Test prep. If you're taking both testsin the same year, you could take the general SAT in March (or May), and the Subject Test in May or June. Remember, you can't take the Subject Test on the same day as the general SAT, but you can take up to three Subject Tests on one date. While SAT prep can be helpful for the Math II test, aligning these tests should be a secondary concern. The most important consideration is subject mastery. So if you've taken trigonometry and precalculus as a sophomore, then you'll probably be best served taking the Subject Test at the end of your sophomore year (which may be a year earlier than you're taking the general SAT). This could also be a good way to spread out your tests and have less on your plate in the spring of junior year. While the Subject Test may or may not coincide with your studying for the SAT, it may overlap with a class final or even AP test. This could further help you know the math concepts inside and out, so you can achieve a strong Subject Test score for your college applications. To Sum Up... A high score on the Math II Subject Test is impressive to any college, and especially to selective technical and engineering schools like MIT and CalTech! By planning your study schedule and choosing the best test date, you'll be in the best position to score high on this competitive and impressive Subject Test. What's Next? You might be familiar with what's a good score for the general SAT, but what's a good test score for the SAT Subject Tests? Good scores actually differ by each Subject Test. Learn all about the averages and good scores for each test here. Are you a math whiz aiming for a perfect score on the SAT math? Read all about how to get an 800 in math by a perfect scorer on the SAT. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Discussion the physics of collisions Essay Example | Topics and Well Written Essays - 1000 words

Discussion the physics of collisions - Essay Example This paper will use information from the statements recorded to prove, both theoretically and scientifically, that it was not Sandy Dayton fault that the accident happened. It will also confirm that Sunday Dayton was not speeding before the crash occurred. From the Accident Investigators report, the 1988 Chevrolet cargo van had hit Sandys 1978 Ford Mustang from the rear. Secondly, both vehicles had skidded on braking before the crash, with Sandys car making a 90 feet skid mark while the Cargo van slid for 45 feet. The 1978 Ford Mustang was pushed 30 feet into the intersection after the crash. The kinetic friction coefficient was determined to be 0.59 using a drag sled. The weight of Sandys car was 2700 lbs while that of the cargo van was not reported. West Trenton speed limit is 35mph. This paper will use this data to determine the speeds of both vehicles before the drivers hit the brakes. This speed will show which of the two vehicles was speeding before the accident. Analysis of skid marks is essential in an auto accident reconstruction in estimating the speed of the car exactly before the driver hit the brakes. A simple friction model is used, provided the information on the cars tires, and the surface of the road is provided (Bohan, Damask, and Bee). In this case, the accident investigator provided us with the kinetic friction coefficient between the surface of the road and the tires, given as 0.59. Since both vehicles were initially in motion, the Kinetic Energy approach will be used to determine the work done to bring the car to a stop. The Kinetic energy K due to the motion of the car of mass m and speed v is given by; Kinetic energy was converted to heat energy in the tires, the road, and the air when the car skidded to a stop. This conversion is as a result of the work of Friction W. Work done is given by force f

Definition a glance Essay Example | Topics and Well Written Essays - 500 words

Definition a glance - Essay Example Unlike before when personal conversations are rather necessitated for important discussions, today, agreements can already be achieved using social networking sites, e-mail, and text messaging. Moreover, business activities are greatly upheaved; production level has risen. Newly invented machines like the automated guided vehicles and industrial robots make significant contributions to the economy. These technologies have maintained the level of productivity and provided more accuracy considering that these technologies can work non-stop with precision, which precludes the delays thereby ensuring business profit. Lastly, technological innovation has also affected human behaviour and ethics. Due to the prevalent availability of and the ease of access to the internet, more people are using this means to conduct illegal trades. In developing countries, cybersex is rampant – utilizing minors to carry out profane online businesses. What is worst is that more people have become fascinated with such kinds of activity because of how easy earnings can be obtained. Technological innovation is a good manifestation of modernization. This means that people have adopted avant-gardism and modernistic views. While technology brings so much improvement in our economy, lifestyle, healthcare, etc.; nevertheless, sometimes, it is also being used in the wrong way. The bottom line, however, is that technological innovation inspired so many transformations in the society: good and bad. â€Å"For a long time I used to go to bed early (Lawall, 2003)† is the well-known opening of the novel. The speaker tells his episodic encounters of arising from slumber without having any perception of his present state or location. It demands an instant of strain of establishing his thoughts and reclaiming his ego. It also suggests at the point where what comes next will involve the speaker with regaining back his identity, locating himself, and

Comparing Larry McMurtry's Lonesome Dove to the Reality of the Essay

Comparing Larry McMurtry's Lonesome Dove to the Reality of the American West - Essay Example This is also an obvious example on how the Americans try to look for the thrill in the midst of the challenges and once again, rise and see the co-called modern reality of boundary expansion. Going back to the story, we can recall that each character has different internal conflicts that make up and or create their identity. A brief example of this is Woodrow Call and Augustus McCrae who have different persuasions and trips in life. Call is a loner which solely justifies his need for distance seeing that he is a very responsible person and a leader in image as seen and felt by people around him. McCrae on the other hand has his on longing for love and acceptance from Lorena Wood which in the end, only after he dies shall he get upon the realization of Wood that the short time marriage that MacCrae offered at the middle part of the story is indeed significant. Other characters also have their own mini conflict if that is the perfect way to see it, and these conflicts when joined all together will form one particular dilemma that can only be triggered by Call and McCrae's wanting to travel and search for the best time in their lives traveling away from the Lonesome Dove. It is surprising and or rather ironic to know that while the title suggests of the name of the place where the characters belong and where their identities are formed, the events happen away from the place of the subject. The characters are moving away from their identities which can all be related to the idea of American expansion. By the time the story is written, in the late 80' s to be specific, Americans have been struggling to fight against the Indians, all for the sake of land. This issue on land can all bring us back to the movies that proliferated in the early 80's with a topic of mostly protecting the boundaries which in history Americans try to defend. In short, this story of the Lonesome Dove presents to us a myth like art which can be seen as a rationalization of the movement being made in history, the movement of development from the part of the Americans and even from the European people as they join the world in settling for a culture that will soon be part of their identity and social living. However, the movie is not enough to conclude white male supremacy and its longing for Western expansion because it will be a harsh generalization to say such idea exists when others, specifically those in Europe are themselves finding a way to move to different directions to look for lands to toil and improve. The decline of the western as a commercially viable film and television genre in the 1970s and 1980s is not tied only to its traditional association with white male supremacy, however. After all, other currently popular action genres, including those that have absorbed some of the western's traditional thematic concerns, are similarly dominated by white male protagonists (e.g., the science fiction film: The Road Warrior "solves" the problem of the vanished wilderness by blowing up the world and starting from scratch, placing Mad Max as the reluctant and cynical avatar of a new civilization in a post-apocalyptic frontier). Rather, the western was rendered obsolete primarily because of its close ties with the nineteenth- and early twentieth-century myth of free-enterprise capitalism. In the present postindustrial era, as more and more people find themselves permanently un- or

Colosseum as an enormous triumphal monument Essay

Colosseum as an enormous triumphal monument - Essay Example This research will begin with the statement that building of the Colosseum started under Emperor’s Vespasian rule around the 70-72 AD. This construction was funded by the spoils that were retrieved from the Jewish Temple after Jerusalem was taken over. The location chosen in constructing the Colosseum was a flat region on the floor of a valley amid the Palatine, Esquiline, and Caelian Hills., all the way through which a canalized watercourse ran. By the second century, this area was densely populated. The Great Fire of Rome devastated the area in AD 64. After the occurrence of this event, Nero grabbed a bigger part of the area adding a lot to his personal domain. Nero built the grandiose Domus Aurea on the location, creating a man-made lake that had pavilions, porticoes, and gardens surrounding it. The Aqua Claudia that existed was extended in supplying water to the locality and the gigantic bronze, Nero’s Colossus was mounted nearby at the Domus Aurea entrance. Even th ough the Colossus was conserved, to a great extent of the Domus Aurea was taken down. The land was used again as an area for the latest Flavian Amphitheatre and the lake was filled. Gladiatorial schools and various support buildings were developed nearby within the Domus Aurea former grounds. As stated in reconstructed writing found at the location, â€Å"emperor Vespasian ordered this new amphitheater to be erected from his general’s share of the booty.† This is believed to refer to the immense treasure the Romans seized after they won the Great Jewish revolt in the 70 AD.

Community Health Advocacy Project Part Five Essay

Community Health Advocacy Project Part Five - Essay Example Another key observation from the result of the questionnaire was that after the research was done to Belle Glade community was leading in number of the individuals infected, with 447 (73%) of the addresses randomly selected found with HIV as compared to Western Palm Beach Country which had HIV prevalence of 7/447 (1.6%, 95% CI: 0.4, 2.7) and 5/286 (1.7%, 95% CI: 0.2, 3.3) in Belle Glade (p = 0.2 in comparison with 1986). My aim, therefore, is to bridge the depravity gap, ascertaining the needs, and helping to decrease HIV/AIDS in the Glades area For the aforementioned objective to be met that is intensifying and mobilization of resources, both the Government and the Non-Governmental organization has to play a vital role in achieving this, the government should come into partnership with world-wide anti-HIV organization such as the Chevron as these organizations accumulate funds, from charity organizations, donation, these funds can then be channeled into the three levels of prevention to our aggregate’s health concern, Belle Glade Community. Another intervention, is by the social media, the social media should stress and emphasis the importance of abstaining, and having protected intercourse, that is for the primary level of the disease, and for the tertiary level of the disease, the media should advocate for the use of retroviral drugs, encouraging the victims, to use them, â€Å"it should advise the youths on substantial abuse, making it well-known that it is one way through which they can acquire the Immune Deficiency Virus† (James, 2008). Following the results, it will be rather prudent for men themselves to take care for their lives, by taking care of themselves, abstaining from unprotected sex, and attending regular medical checks in case of any suspicion. Towards my next objective that is, ascertaining the needs, and helping to

Review the pages provided then answer the 5-Questions. (Read Essay

Review the pages provided then answer the 5-Questions. (Read fulldirections) - Essay Example B. On the other hand, when it comes to the trip to Cancun, again those with more disposable income may have the motivation to purchase the trip. Older people with disposable incomes, middle-aged empty nesters both married and single, and young people with no kids all may have the motivation and may probably purchase the trip. In terms of the Household Life cycle therefore, both the young and those who are older, who have empty nests, those who are married, and those who are single all have the motivation, and are the likely customers for the trip to Cancun (â€Å"The American Society: Families and Households† 190). C. Breakfast bars are the probable purchase of young people across all groupings in the household life cycle, from singles to single parents, to married people with and without kids, because of the way the breakfast bars signify movement and convenience, as well as price consciousness and easy availability, whereas older people and middle-aged people may have different food preferences for breakfast. The latter groups in the household life cycle may prefer cooked breakfast food, either cooked at home or in restaurants and even fast food outlets, having more money for breakfast and in the case of older people more time and a greater concern for health and nutrition in food (â€Å"The American Society: Families and Households† 190). A. The most relevant reference groups for the brand of toothpaste is arguably parents across the different HLC groups, from young single parents, to full nest parents, to delayed full nest parents, because of the way these groups make the purchase decisions for household items for the rest of the family. This reference group is also the appropriate target for marketing and advertising campaigns for toothpastes, even when the toothpaste caters to younger people in terms of its product attributes and in terms of the other elements of the marketing

Community Health Advocacy Project Part Five Essay

Community Health Advocacy Project Part Five - Essay Example Another key observation from the result of the questionnaire was that after the research was done to Belle Glade community was leading in number of the individuals infected, with 447 (73%) of the addresses randomly selected found with HIV as compared to Western Palm Beach Country which had HIV prevalence of 7/447 (1.6%, 95% CI: 0.4, 2.7) and 5/286 (1.7%, 95% CI: 0.2, 3.3) in Belle Glade (p = 0.2 in comparison with 1986). My aim, therefore, is to bridge the depravity gap, ascertaining the needs, and helping to decrease HIV/AIDS in the Glades area For the aforementioned objective to be met that is intensifying and mobilization of resources, both the Government and the Non-Governmental organization has to play a vital role in achieving this, the government should come into partnership with world-wide anti-HIV organization such as the Chevron as these organizations accumulate funds, from charity organizations, donation, these funds can then be channeled into the three levels of prevention to our aggregate’s health concern, Belle Glade Community. Another intervention, is by the social media, the social media should stress and emphasis the importance of abstaining, and having protected intercourse, that is for the primary level of the disease, and for the tertiary level of the disease, the media should advocate for the use of retroviral drugs, encouraging the victims, to use them, â€Å"it should advise the youths on substantial abuse, making it well-known that it is one way through which they can acquire the Immune Deficiency Virus† (James, 2008). Following the results, it will be rather prudent for men themselves to take care for their lives, by taking care of themselves, abstaining from unprotected sex, and attending regular medical checks in case of any suspicion. Towards my next objective that is, ascertaining the needs, and helping to

Recommendation Report Assignment Example | Topics and Well Written Essays - 750 words

Recommendation Report - Assignment Example By becoming energy efficient the company becomes cost efficient which provides not only the economic benefit but also a marketing benefit. One way YEG can tap into the eco-consumer market is by providing LED light bulbs that reduce utility bills by up to 80% and have the lifespan of as long as 20 years. In this report, a cost benefit analysis of LED bulbs and its non-LED counterparts will be done and the pros and cons of each product will be analyzed. Green Marketing Analysis Green marketing is essentially the, â€Å"consumption an disposal of products and services happen in a manner that is less detrimental to the environment† (Choudhary & Gokarn, 2013). With the rise in the awareness about nonbiodegradeable waste, impact of toxic pollutants and global warming, marketers are consumers are now shifting towards green marketing and becoming more environmentally conscious. We believe YEG can achieve success in green marketing if three key principles given below are followed (Chou dhary & Gokarn, 2013): Consumer Value Positioning Calibration of Consumer Knowledge Credibility of Product Claim Customers are looking for these three principles when they consider the green products. Consumer value positioning entails providing a product that is just as good if not better, than its alternatives. The value that the customer is looking for should be present in the eco-friendly product. Calibration of consumer knowledge means that you educate the consumers about the specific environmentally friendly attributes of the product. This involves using the ‘green’ aspect of the product as a marketing tool. Marketing the product as a ‘green solution’ for their needs is essential as studies show that if all other things are constant, consumers will prefer the green alternative (Ginsberg & Bloom, 2004). Credibility of product claim means that the business should market the products’ benefits in a specific and meaningful manner. Studies show that consumers don’t like ‘green marketing’ if it is done as a, â€Å"token gesture flashed as eye candy on market literature† (Univsersity of Vermont, 2012). Hence credibility of the claims being made is important while implementing this strategy. Keeping in mind these three principles that the customers require, if YEG will provide a product that delivers on all three factors with its value and is a ‘green solution’ then YEG can tap into this market. Annotated Bibliography Mishra, P., & Sharma, P. (2012). Green Marketing: Challenges and Opportunities for Business. Journal of Marketing and Communication, 8(1), 35-41 This paper analyzes the need for green marketing in a business, the goals of green marketing and the challenges associated with it. It also examines the benefits it can give to the business if implemented properly and the role this strategy will play in the future. The core theme of this paper was how to pursue green marketing along w ith its environmental and social dimensions. It suggests that environmental impact assessment must be done in a systemized and effective manner. The three goals that companies must achieve to become ecofriendly include: Cleaning up their products by eliminating hazardous substances, take back and recycle products and reduce climate impact. The marketers should educate the consumers about the benefits of green products and form a policy that addresses their need for a quality product that does not

A view from the Bridge Essay Example for Free

A view from the Bridge Essay Eddie: Listen, you been givin me the willies the way you walk down the street, I mean it. The relationship between them is that of a father and a daughter. The tension increases in the relationship when Eddie hears about Catherines new job. Eddie: .. plumbers; theyll chew her to pieces if she dont watch out. Eddie is overprotective about Catherine especially when she has a new job. However, then he allows her to take the job. He gives Catherine some advice. Eddie: . dont trust nobody. He calls Catherine Modonna this is a religious overtoues. He worships her. If I was directing the play I would make that scene a bit intense and make Eddie feel hurt when Catherine has got a new job but Catherine and Beatrice dont see it. The tension grows in the relationship when Beatrices cousin, Marco and Rodolfo arrive. Eddie becomes jelous of Catherines interest in Rudolfo. Rudolfo and Catherine have gone to the Parmount and they come home having enjoyedtheir evening. Eddie tells Rudolfo to go into into the house because he wants to speak to Catherine. Eddie tells Catherine that Rudolfo only likes her so that he can get a passport. Catherine disagrees with this and refuses to believe Eddie. Eddie: Katie, hes only bowin to his passport. I think that Eddie is using this to come between them because I think Eddie has feelings for Catherine and he likes her. If I was the director I would bring more tension into this scene and create some kind of argument between Eddie and Rudolfo. Eddie comes home drunk and sees Rudolfo coming out of Catherines bedroom. He becomes angry and upset. He tells Rudolfo to leave the house, but Catherine says no and she is the one who will be leaving the house. In that scene Eddie kisses Rudolfo to show that he is not straight(gay). Catherine: I think I cant stay here no more. Im sorry, Eddie. The relationship between Eddie and Catherine is getting worse and more tense. Catherine is very angry with Eddies anti social behaviour. Catherine tells Eddie that she is going to marry Rudolfo. Eddie tries to tell her that she is too young and that this is the first guy she has met. Eddie doesnt want Catherine to go ahead with the marriage. But you never knew no other fella, Katie! How could you make up your mind? If I were to direct this play, I would put more action into this scene and a little argument about the wedding. The final relationship which I am going to explore is the one between Catherine and Beatrice. Beatrice loves Eddie and wants to respect Eddie, but Catherine comes in her way. Beatrice understands that Catherine is growing up and she is not a baby, but Eddie is being over protective of Catherine. Beatrice becomes more certain that Eddie is heading towards disaster. Eddie: Beatrice, shes a baby, how is she gonna know what she likes? Beatrice: Well, you kept her ababy, you wouldnt let her go out. Beatrice tries to reason with Eddie. She tries to tell him that hes being selfish. Catherine try to affect Eddie. Catherine is confused and innocent throughout the play. If I was directing this scene I would create a havoc between Beatrice and Eddie and their relationship would break up. I think that Beatrice is jelous of Catherine but she is doing the right thing. She tries to push the girl out to work so that she doesnt come into the relationship between her and Eddie. Beatrice is aware that Eddie some sexual desire for Catherine but she doesnt blame Catherine for this. She tries to tell Catherine to move on with her life and she does this by standing up for her when she found her first job and when she is going out with Rodolfo. Catherine doesnt encourage Eddie purposely. She is not deceptive. Catherine takes Beatrices advice to move on with her life. Beatrice: You still walk around in front of him in your slip. Beatrice: well you cant do it. Beatrice tells Catherine that she is not a baby and she shouldnt walk around in her slip when Eddie is shaving his underwear. She tells her to go on and marry Rodolfo. Beatrice is doing the right, but inside I think she feels jelous of Catherine. Beatrice was happy when Catherine announced her engagement. Beatrice is ready to attend the wedding but Eddie doesnt want to. Catherine: Im gonna get married, Eddie. So if you wanna come, the wedding be on Saturday. I would direct this be instructing Beatrice to shout at Catherine, teaching her to get on with her life. I would tell Catherine to actas if she is confused why Beatrice is shouting at her. In conclusion, I think Arthur Miller has done well to show the relationships between the characters. He has used different types of techniques and he has been succesful in doing this. Relationships are a major factor in the play because actions come from the characters and their prejudice attitudes etc. Miller shows conflicts, love and arguments through characters. I think the main point of the story is it shows if relationships dont work, it leads to death and conflict. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Air Pollution :: essays research papers

Air Pollution Then the sky turned red, toxins over head, everybodies dead, everybodies dead. (GutterMouth; Nitro Records; 1995)   Ã‚  Ã‚  Ã‚  Ã‚  In 1948, the industrial town of Donora, Pennsylvania suffered 28 deaths because of the thick smog. Air pollution is an ecological problem having to do with toxins in the air. There are a few things the human race has done to try to prevent air pollution from taking such a serious toll. Two of these are the Clean Air Acts and the increased use of solar power over coal power. By creating electric cars, the pollution caused by gasoline powered cars will be lessened. If the pollution is not stopped, it will cause life on earth as we know it to cease.   Ã‚  Ã‚  Ã‚  Ã‚  Air pollution causes a number of health and ecological problems. It causes health problems like cancer, emphysema, and asthma. It also causes the depletion of the ozone layer which results in global warming and melting of the ice caps. Up until the industrial era, the air was fairly clean. The use of smokestacks and the burning of fuels put many pollutants in the air during this period of time. The increased use of fossil fuels today also builds on this.   Ã‚  Ã‚  Ã‚  Ã‚  There have been many attempts at stopping air pollution. The Clean Air Acts were effective for a little while. They made using some polluting substances illegal. This did not work because people simply did not listen. Solar Energy is another attempted solution. This type of energy is good because it is an alternative energy source to coal and other polluting fossil fuels. The problem with solar energy is that it is extremely expensive, but it has been used extensively throughout the world.   Ã‚  Ã‚  Ã‚  Ã‚  One of the more effective ways of eliminating air pollution is the making of electric cars. The use of these electric cars would completely reduce the amount of pollution in the air caused by gasoline powered cars. These cars are run on batteries instead of gasoline or other fuel. Though the use of solar cars seems more realistic, it would also be very expensive and unreliable. The difference primarily between solar and electrical power is the fact that solar cars would be much more expensive to make. The possibilities of making a cost efficient electric car are much more realistic than making a cost efficient solar car.   Ã‚  Ã‚  Ã‚  Ã‚  By making the ecologically safe and inexpensive electric car, the pollution caused by gasoline powered cars would go down. Without making these changes, the globe will continue to heat up at an annual rate of .

Honda Cars :: essays research papers fc

Racial Riots in America   Ã‚  Ã‚  Ã‚  Ã‚  Over the past century, beginning before World War I, many incidents have occurred involving white mob assaults against entire black communities. In most of the cases these white mobs attacked the black neighborhoods, beating and killing the residents in many numbers. They also set fire and destroyed the blacks property. This was the result of the white society trying to maintain their superiority over the black communities, keeping them as the minority. These brutal confrontations are mostly referred to as race riots. Out of the many and many of these race riots that have been committed over the years, I have chosen a few to talk about in my paper.   Ã‚  Ã‚  Ã‚  Ã‚  In September of 1906, in Atlanta, Georgia, months of fury had broken out of race hatred. The newspapers had begun to treat black crime, mostly rape and assault, in an inflammatory manner. It had been reported that twelve white females had been raped in on week. The impression was given that it was black males who had been doing this. That began the riot. Mobs of whites murdered blacks, also destroying and looting their homes and places of work. This came with little help from the local authorities. The blacks attempted to resist the whites, but were too outnumbered. Some blacks armed themselves in self-defense, but were arrested. After the rioting went on for four days, two whites and ten blacks were dead with hundreds injured, and over a thousand had left the city. In 1917, in East St. Louis, many white working men felt that blacks were threatening their political and social status. After workers of a labor union at an aluminum plant went on strike in April of 1917, the plant hired blacks to do the work. When a militia, of both white and black, destroyed the strike the whites blamed the blacks for the defeat of the strike. A rioted was started, when whites began to burn and demolish black’s buildings. Many blacks were also beaten, and the only thing that the police did was to take the injured to the hospital. On July 1, a few whites in a Ford car drove down streets in a major Negro part of town. They shoot into many homes and buildings. After this the blacks armed themselves, so when the police came to investigate, who also were driving in a Ford, the blacks fired upon them, killing two police men.

Factors that affect the communication process Essay

There are various factors that affect the communication process. Among many of the factors some are very important and play a very important role throughout society, cultural, ethical and individual ways of perspective and communication. Throughout life people have and/or will be faced with the challenge of playing out these roles in society. For example, there are different cultures around the world. In some culture women are to be covered up at all times and are married off to as trade for cattle or money to their father. Where in cultures women are free to dress and marry by there choice. These two women will experience culture shock while communicating with each other. Culture is the values, attitudes and morals, someone is thought that carry over into their social lives. By taken the time to make sure we as people can cultural communication it can keep down most of the confusing in workplace, school and just maybe the world. Ethnical identify also is an important factor that affects the communication process, because of what is taught cultural and/or in people homes. The ethnicity plays in how two co-workers from different and same cultures interact with one another. For example, in the United States of America during slavery most White Americans where taught and believed they were superior when communicating with African-Americans so the communication was only a one direction channel. When African-American communication between each other back then where thru songs and marking. Ethnical identify is a very touchy subject all over the world and causes  racial profiling among all Ethnical groups. The most important factor that these minority races consider are their backgrounds. Ethnical issues can arise due to terminations, promotions, and bonuses. The individual identity is also an important factor that impacts communication. An individual communicates with others depended upon their own social imagination. This can play a role in which supervisor is admired in the workplace and willing to work with you, or who is most resented. Once others realize this they accept it, and find ways to work around with but  remove themselves from the person outside of a work environment. This includes someone’s own personality traits and how they esteem themselves. Finally the last factor to be discussed is societal identity. This references the roles others play in society. Some people may object to others actions, because they have different backgrounds. In the workplace younger works are said to be better at handle the rapid pace of how things change with technology in the workplace than older worker. This is not a true statement; however this is the depiction of society. The roles people paly such as a supervisor. It allows us to present ourselves a certain way towards our supervisors. I for one have taught and seen older coworkers take the time to learn and catch up with the pace of the change in the workplace.

Alcohol Abstinence Essay

Ever known someone that was a victim of an alcohol related death or had their lives ruined because of it? Well I have. More than 100,000 US deaths are caused by excessive alcohol drinking each year. Alcohol is a huge fetter to people and I believe that everyone should be abstinent from it. Alcohol is harmful to the body, teens abuse it and drink underage, and it has harmful effects on children. Every year, more money is spent promoting alcohol than any other product. Perhaps through its elaborate and creative marketing, the most basic, yet important fact about alcohol is often overlooked: It is a drug. One concept that many people find difficult to accept is that alcoholism and alcohol problems are a disease. Research has shown that alcohol interacts with the bodys systems in predictable ways to lead to physiological addiction. Alcohol significantly impairs judgment and coordination, it can increase the chance of aggressive acts, it can do permanent damage to vital organs, and it can cause cancer, gastrointestinal irritations such as nausea, diarrhea, and ulcers, malnutrition and nutritional deficiencies, sexual dysfunctions, high blood pressure, lowered resistance to disease, and others. Alcohol is the most commonly used drug among young people today. Underage drinking costs the United States more than 58 billion dollars a year. Thats enough to buy every public school student a state of the art computer. Concerning the past 30 days, 50% of high school seniors reported drinking, with 32% report being drunk at least once. About 30% of failures in school are caused by alcohol and 2-3% of teens die from it. Despite the tireless efforts of thousands of advocates, impaired drivers continue to kill someone every 30 minutes, nearly 50 people a day, and almost 18,000 citizens a year. Lots of people think the only people affected by alcohol are adults and teens but children can also be affected by it. More than 18% of American children experience alcohol abuse by a parent or other adult in their lives. Parents can influence the use of alcohol as well. Almost 65% of youth surveyed said that they got the alcohol they drink from family. Mothers who drink alcohol during pregnancy can also affect children. These infants may suffer from mental retardation and other irreversible physical abnormalities. In  addition, research indicates that children of alcoholic parents are at greater risk than other children of becoming alcoholics. Since alcohol is something that would be extremely hard to ban and probably wouldnt work if tried, people need to refrain from poisoning themselves with it and become abstinent. Alcohol forces people to do irrational things and endanger peoples lives. People need to be abstinent from alcohol so this world can become a better and safer place for the generations to come. Bibliography â€Å"Alcohol.† GDCADA- Greater Dallas Council on Alcohol on Drug Abuse. 6 Mar. 2006. 14 Feb. 2009 . â€Å"Alcohol and Drugs.† Alcohol and Drug Information. SAMHSA. 14 Feb. 2009 .

“50 first dates” Movie Review Essay

50 first dates was a fun and a colorful movie, which brings the audience into curiosity. The movie is about a guy named Henry trying to build a romantic relationship with a girl named Lucy. Henry before was in to short-term attractions to the tourist. He was afraid of commitment because of what he went through in college. He would jump from one sexual attraction to another not think anything of it. While Lucy who had a mental disorder called Goldfield Syndrome, which made her lose her short-term memory. Really had no chose on being in a relationship because she wouldn’t remember the person the next day. That all changed the moment Henry first saw her in the cafe. From then on Henry made all the effort he could give just to win Lucy’s heart. Despite the syndrome Henry managed to let Lucy know how much he loves her through a video tape that he takes every single day. In this way, Lucy will know what happened to her and the tape is used to remind her what she did the past days. Visual arts was important to Henry because without it he could’ve not let Lucy remember what happened to her. Besides the story of Henry and Lucy in 50 first dates, visual arts plays a big role in my life. Not only because it makes life more colorful, but to think that art can express itself into a greater way that is through what a man can see. Not only do the visual arts provide pleasure and creative inspiration, but they also help foster dialogue and bring important issues to the public eye.

Eastman Kodak and Fujifilm Essay Example | Topics and Well Written Essays - 1250 words

Eastman Kodak and Fujifilm - Essay Example On the other hand, Fujifilm is a Japanese concern, established in the year 1934, operating in the segment of photography and imaging. But within a very small time frame, the organization became successful in captivating the entire market into its grips that contributed in cementing its reputation and competitiveness in the market of Japan (Fandel, 2007). Soon, it tried to expand its popularity and brand image on the entire globe by offering value-added products at a quite competitive price. This strategy proved effective for the organization of Fujifilm to enhance its leadership and reliability in the global market as compared to others. In order to amplify the sustainability and productivity, Eastman Kodak offered more attention over innovation as well as development of products. However, in order to offer innovative products, the organization concentrated more over digital imaging by utilizing digital print Kiosks in the entire globe. This strategy or product innovation proved extremely effective for the organization that amplified its reputation and demand in the market. Moreover, due to the utilization of digital kiosks, the organization was able to offer online photo services to its target customers that intensified its image and loyalty within their minds among others. Furthermore, in order to improve the customer base and profitability in the segment of ink jet printer, the organization developed digital camera. This helped the organization to increase its total sales and dominance in the market, in spite of numerous competitive rivalries. On the other hand, Fujifilm, tried to implement a different management strategy, in order to amplify its reputation and customer base (Markham, 2006). The organization ventured in different markets and offered varied types of new executions to its existing technology. This strategy of making various alliances and

DQ1 Essay Example | Topics and Well Written Essays - 500 words

DQ1 - Essay Example Within change opposing corporations, the administrators characteristically do not get or take note of the awakening calls unless the signals grow to be so throbbing as well as hazardous that they intimidate the corporation's very existence. At this very early on phase during the change, it is vital to recognize and appreciate what awakening calls subsist, what they denote, also what is being done with all of them by those within the positions to set off a modification attempt. The approach of the leaders has a key influence on the sense made of the information within the awakening call. If the leaders at all levels are mindful and open to culture and altering, they will tackle with the awakening call in a different way than if they are not. The changed line of attack that the leaders eventually blueprint will be resolute by their deepness of considering the wake up calls. This is the foremost instance of reality within the change attempt; it can signify the distinction amid an immediate, external change along with the one that is mindful, resolute, and reflective for one and all concerned ( Dean, 2001, pg 79). For instance, if an organization realizes with time that they need to change, they might never be prepared

Managing a project Assignment Example | Topics and Well Written Essays - 2000 words

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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 Train.