How Is The Theme Of Suffering Shown Throughout All Three...

How is the theme of suffering shown in all three poems? Chinua Achebe’s sonnet is a story of a defiant mother, in a poorly kept refugee camp loving and caring for her ill son whose death is inevitable. The theme of suffering is prominent across the whole poem. For instance the mother’s son who is suffering in pain and will eventually die, this is shown in the poem when it says, ‘she soon would have to forget’, this statement suggests that her son is dying and that she will soon have to move on. Not only that the mother is suffering due to the fact she herself is starving this shown when there is a sudden ellipsis in the paragraph, the ellipsis is a projection of her own thoughts being interrupted due to the fact that she is suffering from hunger. The mother would also be suffering from distraught and stress due to her circumstances. The villanelle is structured quite freely and flows without interruption. The tone softens as the poem goes on this is to represent the fact that the boy is dying. Soft language is u sed towards the end such as, ‘a ghost smile’ also, ’flowers’ which lay on his somewhat of a grave. I used the word somewhat due to the fact that his grave is describe as, ‘tiny’ which suggests that his grave is not designated to his size. The boy has suffered enough and even in his grave the boy’s body will be suffering due to the lack of space and a proper burial. The villanelle that is War photographer is about a war photographer that seems to care about doing goodShow MoreRelated Exile And Pain In Three Elegiac Poems Essay912 Words   |  4 PagesThere is a great similarity between the three elegiac poems, The Wanderer, The Wife of Lament, and The Seafarer. This similarity is the theme of exile. Exile means separation, or banishment from ones native country, region, or home. During the Anglo Saxon period, exile caused a great amount of pain and grief. The theme is shown to have put great sadness into literature of this time period. The majority of the worlds literature from the past contains the theme of exile.nbsp;nbsp;nbsp;nbsp;nbsp;TheRead MoreLiterary Analysis Of Maya Angelous Caged Bird1341 Words   |  6 Pagesrights, fair play, justice, are all like air: we all have it, or none of us has it.† This quote was taken by the poet Maya Angelou, who stressed the idea of equality in many of her works. One of her poems being, â€Å"Ca ged Bird.† In the poem the poet references two birds; one who is trapped in a cage, and the other bird who is free. Growing up as an African American in the 1920’s Angelou faced many hardships. She suffered many racial prejudices, and her writing reflects how cruel her society was. When AngelouRead MoreTragic fall of Icarus--compares the myth and how it relates to Musee des Beaux Arts, Landscape with the Fall of Icarus, and Waiting for Icarus.1166 Words   |  5 Pages The story of Icarus is a classic Greek myth that has fascinated people all over the world. The tale of his demise has been retold many times throughout history. The myth has been honored in art, songs, poetry and by literature artists, with one apparently inspiring the other to explore the tale in one different approach or another. Three of the most appealing of these versions of the tale of Icarus can be found in the poems Musee des Beaux Arts by W. H. Auden, Landscape with the Fall of IcarusRead More`` The Beat Goes On, I Am Your Host, By Caleb Argent, And Today1629 Words   |  7 Pagesand today we will be going on a journey of reflection as we analysis the power words have in evoking human emotion through poems and modern songs alike. Poetry has been motivating, inspiring and inviting people to reflect on themselves for centuries. It has made people look back on the errors of their ways and come to terms with their mistakes. Poetry has the power to do all this because of the way the words within are written. Poets in the Romantic age (1800-1850) were very avant-garde minded andRead MoreSuicide in the Trenches Analysis Essay1105 Words   |  5 Pagesis war like? How do soldiers feel in a war? Glorious? Depressed? This poem accurately shows the harsh but sadly true reality of war - death, suicide and depression. Indeed, as quoted by Sir Williams Henry - â€Å"Nobody in his right mind would enjoy war†. The point of view is third person. This is effective in showing one case of suicide, in third person observation, representing the depression and desire to quickly die in everyone else. Life is really worse than death - and this is shown through theRead MoreThe Friendship, By William Shakespeare And Friendship `` By Ralph Waldo Emerson1346 Words   |  6 PagesThese two poems are the â€Å"Friendship Sonnet† by William Shakespeare and â€Å"Friendship† by Ralph Waldo Emerson. The poems talk about the idea of friendship and what it means to them separately. These poems are kind of different in nature. One poem talks about how great it is to have a friend and that friend will care for you for eternity. The other poem is talking about a friend that he has lost and this makes him so sad that he cannot take it anymore. In these two poems they use a different type ofRead MoreThe Jim Crow Laws Stranglehold On The American People1247 Words   |  5 PagesSeparate but equal. These three words were used to justify the countless lynchings, riots, as well as legal segregation. The Jim Crow laws stranglehold on the American people was slowly diminishing. The racist regimes which dictated that African Americans be granted the basic rights but not a thing more, only perpetuated the idea of keeping the African Americans as second class citizens, was slowly coming to a close. Langston Hughes could not accept to be thrown into being a second class citizenRead MoreDante s Inferno, By Dante899 Words   |  4 PagesIn Dante’s Inferno, one chapter of three in Dante Alighieri’s Divine Comedy, the main protagonist of the poem, Dante frequently uses romance and love as one of the main themes to express his message and vision of Hell he portraits in the story. Dante’s Inferno is an epic poem about a recounting of Dante and his incredible journey through Hell and its many levels while he is being guided by Virgil. In the story, Hell is shown to have nine levels of suffering depending on what kinds of sin you committedRead MoreThe Themes of Love and Loss in My Last Duchess, La Belle Dame Sans Merci, When we Two Parted, and Villegiature1688 Words   |  7 PagesThe Themes of Love and Loss in My Last Duchess, La Belle Dame Sans Merci, When we Two Parted, and Villegiature Works Cited Missing The poems, My Last Duchess, La Belle Dame Sans Merci and When We Two Parted and Villegiature by Robert Browning (1812-1889), John Keats (1795-1821), Lord Byron (1788-1824) and Edith Nesbit (1858-1924) respectively, have all been written in the nineteenth century. All these poems deal with the different aspects of love and the different Read MoreChildhood Innocence Is Veiled By Joy And Ignorance1722 Words   |  7 Pagesthat children seem to have masked over them is the importance of reality and how simplistic matters such as having electricity, food on the table, and a place to live is not given but earned. The luxury of the having a home and food can be expected from a child’s mind considering they have no worries about how they will pay the rent or pay the bills for the electric company. Children have no worries or comprehension of how the adults world works but do understand a sense of adult actions influencing

The Iliad and Greek Heroes - 1500 Words

The Iliad is an epic tale of war and heros within the Greek way of life. A predominant and consistent theme of honor and glory reside throughout the poem. The motivation for any Homeric Greek is glory, or Kleos, that is to be honored and respected among their people. Emphasis is put on living by the heroic code. Honor is essential to the Greeks and life would not be worth living without it. When a warrior or hero is advised to avoid risking their life in battle it almost drives them even further towards the deed. It is better to be killed in action rather than to live and be thought a coward. By our rational standards one would certainly not be thought a coward if they didnt rush into battle to almost†¦show more content†¦In contrast, the Greeks always remember their heros and would respect and honor that warrior for the rest of their lives. A Homeric hero wins glory by performing great deeds, the memory of which will outlive him For instance, an athlete in ancient times would be taken care of and all his basic needs met if he were to win a medal in competition. Hunting was another way for someone to achieve Kleos, however no methods were greater and looked upon with more respect than defeating your enemies in battle. Achilleus felt some shame in letting his good friend Patroclus die in battle while wearing his armor. He refused to eat or drink and deprived his body of any satisfaction until he got a chance to avenge his loyal friends death. He finally did so by risking his own life and taking on Hektor in the great individual battle. Hektor had the chance not to risk orphaning his son, but Hector knew that fighting among the front ranks represents the only means of winning his father great glory, he says. Paris, on the other hand, chooses to spend time with Helen rather than fight in the war; accordingly, Homer and the other characters treat him with less respect and honor. The characters prize so highly the inherited values of honor, noble bravery, and glory that they willingly sacrifice the chance to live a longShow MoreRelatedEssay on The Iliad of Homer and Greek Heroes1495 Words   |  6 Pages The Iliad is an epic tale of war and hero’s within the Greek way of life. A predominant and consistent theme of honor and glory reside throughout the poem. The motivation for any Homeric Greek is glory, or â€Å"Kleos†, that is to be honored and respected among their people. Emphasis is put on living by the heroic code. Honor is essential to the Greeks and life would not be worth living without it. When a warrior or hero is advised to avoid risking their life in battle it almost drives themRead MoreDevine Interaction: Greek Mythology Essay1398 Words   |  6 PagesIn Greek mythology and literature, the Gods are always present in some shape or form. It has been recorded in ancient Greek literature that the Gods interacted with mortal humans quite often. Nothing would change a mortal human’s life more than interacting with the Gods. What is the reason for such events? The Olympian Gods constantly intervene with the mortals, but what is the cause? The Gods show their power over mortal men through divine interaction, physically and psychologically. The GodsRead MoreHeroes Found in the Iliad and the Odyssey by Homer767 Words   |  3 Pages In Greek culture it is customary to find a very strong social prototype in society , especially in men, heroes are usually found in every story, such is the case of the literary works of the Iliad and the Odyssey by Homer. Homer’s poems reflect the qualities that should be found on men of this stage, these were predominantly heroic values. Is Homer building an ideal world through his poems? Is he writing about the quiet desires of every man and woman of Greece from these times? The idealRead MoreThe Impact of Classical Literature on Machiavellianism Essays1442 Words   |  6 PagesMuch of what we know today of Greek culture was passed on through history via The Iliad by Homer. The Greeks, one of the earliest recorded civilizations that our species is aware of, had a large influence on the Roman Empire and by extension most of the civilizations of our known history. Through history and different cultures, there are various stories of heroes and heroism, and it seems that the definition of heroism has changed frequently since classical antiquity. â€Å"Goddess, sing the rage ofRead MoreThe Epic Poem Of Troy1356 Words   |  6 Pages The Ancient Greek History is famous for its many fascinating civilization and great heroic people surrounding the history. Iliad portrays the siege of a dynamic ancient Greek epic poem of Troy, which is attributed to Homer. Adventurous and braveness with god-like qualities is used to describe the ancient classic Gree k heroes in this poem. Iliad is now known as one of the aged surviving ancient Greek epic poems, which directly relates to the events near the end of Trojan War. HeroicRead MoreThe Song Of Roland And The Iliad933 Words   |  4 Pages The Song of Roland and The Iliad are both epics that represent the cultural viewpoints of medieval France, and Ancient Greece, respectively. The Song of Roland, based on historical fact, details the heroism of one of Charlemagne’s knights, Roland, when fighting against an overwhelming force of foreigners to defend the rear of Charlemagne’s army. In comparison, The Iliad accounts the triumphs of Achilles during the mythical Trojan Wars to win possession over the beauty of Helen. Despite similaritiesRead MoreHomeric Vs. The Iliad1654 Words   |  7 PagesHomeric View of War in the Iliad Being a milestone for all ancient Greek Literature, the Trojan War was discussed and narrated in many different works, most notably Homer’s epic poem the Iliad. Depicting a classical style of mass battle, Homeric warriors were thus treated equally as fighters, but were disregarded in the text in order to illustrate the sheer power of the heroes and leaders. Every warrior was just another piece of the phalanx, which is why the army was so withstanding of attackRead MoreA Dynamic Greek Epic Poem Iliad1354 Words   |  6 PagesAncient Greek History is very well known as fascinating due to its many civilization and great heroic people surrounding their history. A dynamic Greek epic poem Iliad portrays the siege of Troy, attributed to Homer. Adventurous and braveness with god-like qualities describe an ancient classic Greek hero in this poem. Iliad is known now as one of the oldest in two surviving ancient Greek epic poems relating the events near the end of Trojan War. Hero’s are known as important figures inRead MoreComparison between The Iliad and The Women of Troy Essay903 Words   |  4 PagesThe Iliad by Homer and the Women of Troy by Euripides are both Greek works of literature that look at the Trojan War from different perspectives. Book 6 of the Iliad illustrates that the ultimate glory is to fight for the city with no regard to the impact on the family. The Women of Troy focuses on the negatives that war causes, especially towards the soldier’s wives and children. Whereas the Iliad focuses on the battle itself and centers on the warriors, the Women of Troy focuses on the wrathRead MoreThe Role Of Women And Their Influence On The War1446 Words   |  6 PagesNevertheless, another vital component in The Iliad is the role of women and their influence on the war and their association with different characters. Scholar Mary R. Lefkowitz, disputes that ladies had some freedom and were under the supervisions of man. Th e scholar inscribes: In the Homeric epics, women seem to have little independence; they were always under the guardianship of a man, whether a husband, father, or even a son. Wives must live in their husband’s cities; women like Chryseis or Briseis

Harmonization And Statement Comparability -Myassignmenthelp.Com

Question: Discuss About The Harmonization And Statement Comparability? Answer: Introducation The audit fees included in the operating expenses comprises of service charges for tax compliance services, advisory services linked with accounting standards and crisis management training and cyber security training as these are the additional services provided by the auditors. The wages and salary that is included in the operating expenses of the company includes the salaries drawn by the Chief Executive Officer, General Manager (Sales and Marketing), General Manager (Technical) and Chief Financial Officer which are $255000, $223000, $185000 and $181000 respectively. The members of the staff draw salary in between the range of $121000 to $110000 (as per NZ IAS 27). The income tax that is deducted from the profit before tax leads to the final net profit that is further deducted from the retained earnings (as per NZ IFRS 10). The net profit is added to the retained earnings of the year of 2016 and then the amount of total is arrived at. This is done because this gives the amount of profit that is incurred in a particular financial year including the dividend that has to be paid to different stakeholders of business (as per NZ IFRS 10). The interim dividend and final dividend paid is subtracted from the retained earnings in order to get the final amount of revenue that is really incurred by a company in the financial year (as per NZ IFRS 10). In the statement of changes in equity the share capital in the year of 2017 increases by the amount of $17000. This is because in the year of 2017 new share capital was issued by the company. This also indicates the fact that the company is doing enough profit and its reputation among the investors is increasing which is why more shares are purchased by them. Thus the new increased share capital becomes $157000. Again the net profit is added in the same way as in the year of 2016 for the same reason and the total amount is arrived at (as per NZ IFRS 10). In the balance sheet of the company the total current asset of the company is recorded, that is the assets that are used by the firm in the daily operations of business. In note 10 the accounts receivable is recorded. It is generally a current asset . In note 11 the provision for impairment of trade receivables is recorded as a current asset, as this is a provision that offsets the accounts receivables in the financial the non-current assets are recorded. These assets are non-current in nature that is they are not used in the course of day to day operations of business. The accumulated amortization is recorded under the head of non-current assets and it is always a negative figure, hence subtracted (as per NZ SIC 32). The same goes for accumulated impairment goodwill and it is also a negative figure hence subtracted (as per NZ SIC 32). The inventory or stock in hand has been recorded under non-current assets. The inventory is evaluated either on the base of lower cost or on the basis of net realizable value. At the end of the financial year of 2017, finished goods became 30% and raw material became 25% and the remainder became work in progress (as per NZ SIC 32). The investment at cost is recorded under non-current assets and essentially represents the cost incurred while making investments. At the date of balance the investment at cost of the company was valued at an amount of $8820000. This was done in accordance with the IFRS 9 standards (as per NZ SIC 32). The PP and E represents the property and equipment. In regarding to this it was decided by the directors that land and building with a developed historic cost should be subjected to revaluation as at 30th June, 2017. The Land and Building was revalued separately at $1550000. The current liabilities are incurred or generated in the day to day course of a business thus is current in nature (as per NZ IFRS 10). The GST Liability refers to the liability that is kept aside by the company for the purpose of paying the goods and services tax (as per NZ FRS - 43). The Income Tax payable or the income tax expenses come down to $11260000 which is payable by the company and therefore is recorded under current liabilities (as per NZ FRS - 43) There are two borrowings done by the company. Firstly the company has arranged for a mortgage loan on the basis of land and buildings. Secondly a bank loan has been obtained by the company from the Westpac Bank. The company also can avail the facility of bank overdraft of $100000 (as per NZ FRS - 43).the mortgage is included in the borrowings as mentioned above. The asset revaluation reserve is the reserve that is kept aside for the purpose of reserving the revalued amounts of assets. It is also included in the statement of equity (as per NZ FRS - 43). He issued and paid up capital is the total amount of share capital that is required to distribute among the shareholders. It was decided by the company that a final dividend of 25 cents per share would be paid (as per NZ FRS - 43). The retained earnings in the provided in the trial appears twice. Once in the Equity section ofthe balance sheet and another time in the statement of equity (as per NZ FRS - 43). References Biondi, Y. (2014). Harmonising European public sector accounting standards (EPSAS): issues and perspectives for Europes economy and society. Accounting, Economics and Law, 4(3), 165-178. Brown, P., Preiato, J., Tarca, A. (2014). Measuring country differences in enforcement of accounting standards: An audit and enforcement proxy. Journal of Business Finance Accounting, 41(1-2), 1-52. Cordery, C. J., Simpkins, K. (2016). Financial reporting standards for the public sector: New Zealand's 21st-century experience. Public Money Management, 36(3), 209-218. De Silva, T. A., Stratford, M., Clark, M. (2014). Intellectual capital reporting: a longitudinal study of New Zealand companies. Journal of Intellectual Capital, 15(1), 157-172. Ellwood, S., Newberry, S. (2016). New development: The conceptual underpinnings of international public sector accounting. Public Money Management, 36(3), 231-234. Habib, A. (2015). The new Chinese accounting standards and audit report lag. International Journal of Auditing, 19(1), 1-14. Jones, R., Caruana, J. (2014). A perspective on the proposal for European public sector accounting standards, in the context of accruals in UK government accounting. Accounting, Economics and Law, 4(3), 265-282. Newberry, S. (2014). The use of accrual accounting in New Zealands central government: Second thoughts. Accounting, Economics and Law, 4(3), 283-297. Stent, W., Bradbury, M. E., Hooks, J. (2017). Insights into accounting choice from the adoption timing of International Financial Reporting Standards. Accounting Finance, 57(S1), 255-276. Wang, C. (2014). Accounting standards harmonization and financial statement comparability: Evidence from transnational information transfer. Journal of Accounting Research, 52(4), 955-992.

Stem Cell Research an Example of the Topic Education and science by

Stem Cell Research Should the United States Allow Stem Cell Research? From scientific obscurity to moral and ethical pre-eminence, stem cell research; or more specifically embryonic stem cell research, has risen to become one of the major ethical and moral hazards in the 21st century. The controversies are linked to the potentialities carried by this highly advanced technology. At the basic, the controversies are driven by the fear that stem cell research may be used to clone human beings as a way of providing designer stem cells whose uses are as wide as the potential of the technology (Lind & Tamas 50). Need essay sample on "Stem Cell Research" topic? We will write a custom essay sample specifically for you Proceed Controversies range from the need to offer protection to the sanctity and respect for life together with a set of associated ethical and legal considerations. On the other hand, the technology possesses the ability to conquer so many debilitating diseases and conditions. It is on this latter basis, that Ill pose my support for the need for the government to allow stem cell research to go on. Just four years ago, Mr. Steve Rigazio was a normal, happy young man operating his business with the enthusiasm and ambition so common among young successful entrepreneurs. Now he forms the statistics of people diagnosed with Lou Gehrigs disease; a devastating disease that affects the spinal cord nerve cells, causing muscles to wither and die off quickly. Just like everybody else diagnosed with this condition, the doctors gave him 18 months of life. Two years after diagnosis Steve is still alive and his doctors are baffled. No need to mention he quit his job and even though the disease is ravaging his body, his mind is contact. His vibrancy is a stark contrast to his gradual deterioration unto death. Just in the same neighbourhood in which Steve lives are two beautiful girls; twelve years of age struggling with juvenile diabetes since they were barely four years old. With thousands of pricks on their skins, life is completely unbearable. Miles away in New York is Anne; a twenty three year old young woman buoyed down with Alzheimers. Steve, Anne, the twins and millions of Americans suffering from these genetic degenerative diseases has been forced to watch their approaching deaths with utter hopelessness. Yet hidden in this hopelessness is the understanding that despite the moral, ethical and political undertones, stem cell research may offer them the only remaining hope for a meaningful life. We should allow stem cell research to offer relief to millions of Americans suffering from these diseases. These stem cells are pluripotent and in some cases totipotent primordial cells. Embryonic stem cells have the ability to differentiate into many different human cell types. Their cell lines are immortal implying that scientists can culture them indefinitely hence creating a limitless supply of cells for different purposes. It is no secret, owing to the avalanche of scientific literature, that stem cells are greatly instrumental in the treatment of genetic degenerative diseases. Alzheimers, juvenile diabetes and Lou Gehrigs disease are just a few of these diseases. However, for embryonic cells to be fully exploited for therapeutic purposes they have to be destroyed and their destruction, elicits mixed reactions with regard to the personhood of the embryo. A majority of opposition to stem cell research is driven by the understanding that embryos are human beings and their destruction is a violation of the respect and dignity to life. Thus, embryos are defenceless human beings. Destroying them for the benefit of other human beings is unethical and immoral. Even though embryos and fully developed human beings are arguably genetically similar, they do no in essence possess attributes and capacities that are considered in the definition of personhood. Embryos cannot be defined in terms of consciousness, sentience and reasoning and yet the existence of these attributes in the realm of humanity is what defines personhood. The position that stem cell research mercilessly destroys defenceless human beings fails to recognize the inevitability of the wastage of embryos in the natural process. It is thus ironical, that we should leave such embryos to go into wastage if there is in existence a beneficial use to humanity. Considering the broad objective of scientific research as a tool of offering humanity relief from such diseases, it is extremely unethical to prevent such a technology from meeting the therapeutic demands of this age. The fears that it may be misused hence leading to disastrous consequences for humanity is null and void in the presence of strictly instituted legislations. Many scientists predict that stem cell research present as the only option in the treatment of damaged cells, tissues and even organs. Additionally, stem cell research is useful in studying embryo development, testing pharmaceuticals for safety and developing new techniques in gene therapy. All these potentials are halted by the governments cut on funding and overall restriction of stem cell research. Stem Cell Research Foundation (STRF) predicts that if fully legalized, stem cell research create novel treatment for the 4 million Alzheimers disease patients, 8 million cancer patients, 250,000 patients with spinal cord injuries, 43 million with arthritis and 58 million Americans suffering from heart diseases (Hayry et al 101). Despite the restrictive nature of federal funding and the current nature of the US policy on stem cell research, stem cell research is underway as various sets of federal regulations regulate facets of the research (NRC 79). In many other countries, the therapeutic potential of stem cell research is being appreciated by permitting and public funding stem cell research projects. This is not only detrimental to the global leadership of American researchers but the fact that the research is being carried elsewhere, in some cases without proper regulatory and standards, poses as a threat to the same supposed moral or ethical considerations that slow down the pace of research in America. Since the therapeutic potential of stem cell research has been proven and reproduced by a multitude of researchers, the United States should instead focus on instituting regulatory framework necessary for the full operation of stem cell research. The tide of current controversy should be stopped as it has only served to pert attention from the real issues. Without ignoring the gravity of the ethical and moral questions, analysis should instead focus on the fundamental issue: that of saving millions of human lives from debilitating diseases. Works Cited Hyry, M., Takala, T., Herrisson-Kelly, P., CAPRON, A. M. Ethics in Biomedical Research: International Perspectives Rodopi, 2007; 100-105 Lind, S. N., Tamas, I. B. Controversies of the George W. Bush presidency: pro and con documents. Greenwood Publishing Group, 2007; 49-53 NRC. Guidelines for human embryonic stem cell research. National Research Council (U.S.). Committee on Guidelines for Human Embryonic Stem Cell Research, National Research Council (U.S.), Institute of Medicine (U.S.). Board on Health Sciences Policy, Institute of Medicine (U.S.). National Academies Press, 2005; 79-80

The Jungle (1390 words) Essay Example For Students

The Jungle (1390 words) Essay The JungleThe JungleBy Upton SinclairThe Jungle portrays the lower ranks of the industrial world as the scene of a naked struggle for survival. Where workers not only are forced to compete with each other but, if they falter, are hard pressed to keep starvation from their door and a roof over their heads. With unions weak and cheap labor plentiful, a social Darwinist state of the survival of the fittest exists. The real story revolves around the integration and eventual disintegration of Jurgis Rudkis and his family, Lithuanian immigrants who move to the Chicago stockyards in hopes of a better life. Unfortunately, their hopes quickly disintegrate; like thousands of other unskilled immigrants at the turn of the century, financial necessity forces them into virtual slave labor in order to survive. For Jurgis and his family, the slave master is the ruthless and greedy meat packing industry, whose leaders value their workers no more than the animals they slaughter. We will write a custom essay on The Jungle (1390 words) specifically for you for only $16.38 $13.9/page Order now The Jungle shows the relationship between the animals that were being slaughtered and the workers who were slaughtering them, from very early in the novel. It compares the workers to the animals who are penned up and killed every day in the stockyards, which are moved along on conveyer belts by machinery that cares nothing for their individual desires. In the monotonous killing of each of the hogs, They had done nothing to deserve it; and it was adding insult to injury, as the thing was done here, swinging them up in this cold blooded, impersonal way, without a pretense of apology without the homage of a tear.(Pg. 35) The key comparison is the condition of the workingmen; as cold, efficient machinery assimilates them, a blind fate swallows them up. A few of the men are even swallowed up literally when they would fall into huge vats and emerges as Durhams Pure Leaf Lard. (Pg. 99) The Jungle also shows precisely how wounded, diseased, and pregnant animals are turned into food under jus t the same unhealthy conditions that soon leave healthy men wounded and diseased; There was no heat upon the killing beds; the men might as well have worked out of doors all winter?. On the killing beds you were apt to be covered with blood, and it would freeze solid; if you leaned against a pillar, you would freeze to that, and if you put your hand upon the blade of your knife, you would run a chance of leaving your skin on it. (Pg. 79 ; 80) Grotesque injuries were inevitable, injuries for which the company would rarely take responsibility. While a man was laid up his family could starve or freeze to death, and after a series of such injuries, if he survived, he would be too crippled to go on doing the work. When Jurgis is healthy and overflowing with life, he gets a job immediately. When he becomes an empty husk of his former self he is reduced to beggary. Even among beggars he finds a jungle of savage competition, in which the truly needy are often at a disadvantage. And each of them had an individuality of his own, a will of his own, a hope and a hearts desire; each was full of self-confidence, of self-importance, and a sense of dignity. (Pg. 35) Here is another part of the story that shows the relationship between the animals and the people of packing town. Immigrants with peasant backgrounds, and even migrants from Americas own rural regions, are especially ill equipped to survive the urban jungle because of their stubborn individualism. Jurgis relies on his own strong back to carry his family, to cope with inhuman work, but he simply becomes a screw in the industrial machine, to be discarded as soon as he shows the signs of being broken. Jurgis and his family are desperate to own something, to be on their own, to make them feel more apart of their new country. To try to make their American dreams come true. .ucba58510f38e1812125fab4c4d2ea500 , .ucba58510f38e1812125fab4c4d2ea500 .postImageUrl , .ucba58510f38e1812125fab4c4d2ea500 .centered-text-area { min-height: 80px; position: relative; } .ucba58510f38e1812125fab4c4d2ea500 , .ucba58510f38e1812125fab4c4d2ea500:hover , .ucba58510f38e1812125fab4c4d2ea500:visited , .ucba58510f38e1812125fab4c4d2ea500:active { border:0!important; } .ucba58510f38e1812125fab4c4d2ea500 .clearfix:after { content: ""; display: table; clear: both; } .ucba58510f38e1812125fab4c4d2ea500 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucba58510f38e1812125fab4c4d2ea500:active , .ucba58510f38e1812125fab4c4d2ea500:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucba58510f38e1812125fab4c4d2ea500 .centered-text-area { width: 100%; position: relative ; } .ucba58510f38e1812125fab4c4d2ea500 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucba58510f38e1812125fab4c4d2ea500 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucba58510f38e1812125fab4c4d2ea500 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucba58510f38e1812125fab4c4d2ea500:hover .ctaButton { background-color: #34495E!important; } .ucba58510f38e1812125fab4c4d2ea500 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucba58510f38e1812125fab4c4d2ea500 .ucba58510f38e1812125fab4c4d2ea500-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucba58510f38e1812125fab4c4d2ea500:after { content: ""; display: block; clear: both; } READ: Meet John Doe: Fighting for Social Integrity EssayAnd trusting and strong in faith he had gone about his business, the while a black shadow hung over him and a horrid fate waited in his pathway. (Pg. 35) Jurgis and his family tried as much as they possibly could to hold on to their hopes and dreams of truly succeeding in this town. Jurgis was the worst of all of them with his famous saying Leave it to me; leave it to me. I will earn more money- I will work harder. (Pg. 19) Even after Grandmother Majauszkiene told the family about the history of the house they lived in. How each of the families came in with the same hopes and dreams. Each time only being crushed by the jung le that they lived in. (pg. 65) Jurgis and his family were not going to give up they were going to be the ones who defeated the odds that were up against them. They were going to rise on top of this whole mess and live to tell the stories of the way it used to be. Each of them not realizing what they were in for, not knowing what the jungle had up its sleeve. Now suddenly it had swooped upon him, and had seized him by the leg. Relentless, remorseless it was; all his protests, his screams, were nothing to it-it did its cruel will with him, as if his wishes, his feelings, had simply no existence at all; it cut his throat and watched him gasp out his life. (Pg. 35) This passage, explaining the brutality of the slaying of the animals in the stockyards, also shows how similar the lives of the workers or the people of packing town were to the animals being killed. The passage also resembles the turning point in Jugis life when everything seems to fall apart. Starting from when Jurgis sprains his ankle and all the cursing and protesting did him nothing. Leaving him paralyzed and helpless from doing any sort of good for his family. Like the thumbscrew of the medieval torture chamber(pg. 109) the jungle starts to squeeze its grip around Jurgis neck when he finds out that the love of his life, Ona, has passed away trying to give birth to her superv isors baby. Then to finish him off, squeezing out his last breathe of air, his son, little Antanas drowns out in the street while playing outside, taking away the only thing left that was precious to him. And now was one to believe that there was nowhere a God of hogs, to whom this hog personality was precious, to whom these hogs squeals and agonies had a meaning? Who would take this hog into his arms and comfort him, reward him for his work well done, and show him the meaning of his sacrifice? (Pg. 36) This passage represents after all Jurgis went through, after all the work, pain, and suffering he has lived there had to be something out there for him. There had to be something to show him the meaning of his sacrifices. It is then that he happens upon a Socialist political meeting. At this point, Jurgis truly is a beaten man. However, when he listens to the political speaker, he finds that he expresses the essence of all his pain and frustration. He takes Socialism to his heart, believing that it is the only political philosophy that can save his kind. They were so innocent, they came so very trustingly; and they were so very human in their protests-and so perfectly within their rights!(Pg. 35) This is exactly how each of the immigrant families came over to America just like the hogs, cattle, sheep and many other animals that came into to the stockyards of Chicago only to find that a shadow of a deadly fate was awaiting their arrival. Each family arrived with hopes and dreams of succeeding in this free country were they could work for honest wages and live peacefully, but with each dream and hope came death and despair. It was a huge rat race, in which it was every man for himself, but not even the strongest could survive in this urban jungle for only the wealthy and corrupt were the ones who made it to the top. Book Reports

Use of Hopfield Networks as Analytic Tools

Use of Hopfield Networks as Analytic Tools Through the study of Sheikhan Hemmati (2011), it is seen that Hopfield networks act as a means for researchers to understand the processing and retrieval of memory in human beings (Sheikhan Hemmati, 2011).Advertising We will write a custom research paper sample on Use of Hopfield Networks as Analytic Tools specifically for you for only $16.05 $11/page Learn More The reason behind this is connected to the concept of memory vectors which are utilized as a way in which patterns are conceptualized, retrieved then subsequently pieced back together in order to create a somewhat synonymous pattern as its original conception. As an analytic tool, this helps researchers to better understand how memories are retrieved and then combined to create the thoughts and actions that we have at the present. What must be understood is that while cognitive psychology has enabled researchers and students alike to understand how memory works, there is still a gap in knowledge in being able to see so to speak how memories from a variety of different memory vectors are combined into what we know as memory. This is where Hopfield networks come into play, they are designed as an artificial neural network from which the input of content utilizing a variety of learning rules are implemented so as to understand how they would be applicable in a human neural network. Through this, psychologists are better able to understand the processes that go into learning and potentially discover new methods that could help to resolve learning impairments or even improve the process of learning as a whole. One possible theoretical approach to this can be seen in the study of Hsu (2012) which explained that as analytical tool, the Hopfield network can actually be considered an early start to the development of artificial learning networks which could potentially create an A.I. (Artificial Intelligence) (Hsu, 2012).Advertising Looking for research paper on psychology? Le t's see if we can help you! Get your first paper with 15% OFF Learn More Hsu (2012) explains this by stating that over time the processes that go into creation of computers will increasingly attempt to replicate the efficiency and learning ability of the human mind. As such, understanding how learning actually works is the first step to creating an artificial neural network that is independent from outside input and can merely learn on its own. Other potential applications of the network can be seen in the study of Menezes Monteiro (2011) which proposed that the discrete-time neural network proposed by Hopfield can be used for storing and recognizing binary patterns (Menezes Monteiro, 2011). Through their study, which investigated the removal of simulated neurons within the network, helps to show how there is the potential for the use of the Hopfield model to potentially help in the rehabilitation of individuals that suffer from memory loss as a direct result of da mage to some part of their brain which would impact either their short term or long term memory. For example, one model for understanding the processes involved in working memory is the Baddeley and Hitch (1974) multi-component model which states that working memory operates via a system of slave systems and a central controller which supervises the transmission and coordination of information (RepovÃ…   Baddeley, 2006). Despite understanding how memory works and is retrieved to a certain extent, it is still unknown what processes go into combining it to create what we know of as working memory. The Hopfield model helps to resolve this issue by presenting a â€Å"rough sketch† of what we perceive of as a model of a neural network in order to understand that processes may go into the individual memory vectors resulting in present day learning mechanisms.Advertising We will write a custom research paper sample on Use of Hopfield Networks as Analytic Tools specifically for you for only $16.05 $11/page Learn More One example of this process at work can be seen in the astronomical charts and models that are used to represent the present day solar system. While they are not 100% accurate in terms of correctly showing how the planets move, they do give a rough approximation of positions and processes thereby enabling a better understanding of the process as a whole. The same can be said of Hopfield networks wherein researchers are aware that they are not a 100% accurate method of understanding the complexities of neural networks and the processes that go into them. However, by gaining a rough idea of how such mechanisms work in the first place, researchers are able to know how they work and through such discoveries enable the creation of more accurate models and theories regarding the means and methods of human learning and memory creation. Inherent shortcomings The inherent shortcoming of such a network though lies in the fact that intrusions can, and often do occur, and, as a result, it cannot really be stated that Hopfield networks act as a mirror for the associative memory mechanisms of the human brain. On the other hand, studies such as those by Liu, Huang Chen (2012) attempt to explain such intrusions by stating that even in human memory, the retrieval mechanisms are not 100% accurate with the brain filling in so to speak the apparent gaps that occur. It is this filling in process that Liu, Huang Chen (2012) associates with the intrusions within Hopfield networks as the network attempts to conceptualize the initial image it had to work with the jumble that came about as it was processes through the network (Liu, Huang Chen, 2012).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The end result is a kind of filled in image that is based on the network trying to fill in the gaps with what information it had available. Thus, for (Martinelli, 2010), the Hopfield network is an accurate representation of a primitive associative memory network (Martinelli, 2010). However, it should also be noted that the degradation of information in the Hopfield network is also explained instances such as the Ericsson and Kintsch (1995) model which explains that all individuals utilize skilled memory in everyday tasks however most these memories are stored in long term memory and then subsequently retrieved through various forms of retrieval mechanisms (Martinelli, 2010). When these memories are retrieved there is no degradation and in fact the act of daily retrieval actually reinforces the memory. The Hebb learning rule attempts to explain this by stating the learning (as seen in humans or in the case of the Hopfield network) occurs as a direct result of weights strengthening th e retrieval mechanism. Thus, over time and repetition, the accuracy of a retrieved image gets better. Such is the case when it comes to Hopfield networks wherein daily retrieval of the memory does result in a more accurate image. Hopfield Networks and Learned Behavior Based on the article Extended Hopfield Network for Sequence Learning: Application to Gesture Recognition by Maurer et al., it can be seen that Hopfield networks can be utilized in order to model what is known as learned action. It is described as sets of motion that are learned based on observation and mimicry (i.e. shooting a basketball, swinging a baseball bat etc.). However, it must be questioned whether Hopfield networks are an accurate representation of the brain’s learning behavior or if it is merely a vague representation of how information is accurately brought up and translated into action. It is often the case that people associate memories as a collection of neurons and synapses working in conjunction with each other in order to record pertinent information on a daily basis yet few think of the way in which the concept of memory can be comparable to that of a library where information is stored, recorded and categorized based on its type and attributes. In the case of learned behavior, the application of Hopfield model as a means of understanding how the brain works is applicable if we assume that memory vectors within the human mind exist which result in the retrieval mechanism of memories. For example, a memory vector can be considered as a node which connects other memories together that is utilized by a central controller in order to create a distinct action or image. The action of turning on a faucet can thus consist of several nodes where aspects related to vision, mechanical action and grasping are derived and combined by the central controller in order to create the motion of turning on a faucet. This can be seen in the case of the Hopfield networks wherein multiple node s act in order to reproduce the information/image that was inputted into them. One way in which the Hopfield model, as an accurate model for examining the learning behavior of the human brain, has attempted to be proven can be seen in studies as those by Popescu et al., (2012) which explain that the memory models such as those by Ericsson and Kintsch show that it would be impossible to hold so to speak all memories within our working memory rather what occurs is that individuals hold only a few concepts related to a task within their working memory and then use those as indicators to retrieve the information from long term memory (Popescu et al., 2012). As such, the way in which nodes within the Hopfield model work are the same as how memory retrieval mechanisms work in real life wherein what you consider as learned behavior is the result of combined information from various nodes which in turn result in memory that is being sought. Unfortunately, studies such as those by Liu et al. (2011) indicate that while the Hopfield model may seem to be an accurate model of how learning mechanisms work over time, it still fails to properly show the connection between storage and retrieval. What you must understand is that the input mechanism of the Hopfield network is not the same as what is present in the human mind. The nodes in the model essentially receive information from different sources and attempt to create an approximate â€Å"whole† from the collected information. This action does not explain how the memory vectors within the human mind know how to store the correct kind of information (Liu et al., 2011). Despite this, Liu et al. (2011) does state that Hopfield networks are capable of helping us understand how memories are learned and reinforced but not necessarily the mechanisms that enable them to be stored in a variety of possible storage locations. Reference List HSU, W. (2012). Application of competitive Hopfield neural network to brain-computer in terface systems. International Journal Of Neural Systems, 22(1), 51-62. Liu, Y., Huang, Z., Chen, L. (2012). Almost periodic solution of impulsive Hopfield neural networks with finite distributed delays. Neural Computing Applications,  21(5), 821-831. Liu, W., Fu, C., Hu, H. (2011). Global exponential stability of a class of Hopfield neural networks with delays. Neural Computing Applications, 20(8), 1205-1209. Martinelli, G. (2010). A Hopfield neural network approach to decentralized self- synchronizing sensor networks. Neural Computing Applications, 19(7), 987-996 Menezes, R. R., Monteiro, L. L. (2011). Synaptic compensation on Hopfield network: implications for memory rehabilitation. Neural Computing Applications, 20(5), 753-757 Popescu, D., Amza, C., LÄÆ'ptoiu, D., Amza, G. (2012). Competitive Hopfield Neural Network Model for Evaluating Pedicle Screw Placement Accuracy. Strojniski  Vestnik / Journal Of Mechanical Engineering, 58(9), 509-516. RepovÃ…  , G. G., Badde ley, A. A. (2006). The multi-component model of working memory: Explorations in experimental cognitive psychology. Neuroscience,  139(1), 5-21. Sheikhan, M. M., Hemmati, E. E. (2011). High reliable disjoint path set selection in mobile ad-hoc network using Hopfield neural network. IET Communications,  5(11), 1566-1576.

Works of Karl Marx and Georg Simmel Essay Example | Topics and Well Written Essays - 2500 words

Works of Karl Marx and Georg Simmel - Essay Example The so-called "commodity fetishism," as Marx (1976) tell us, is the fact that a "definite social relation between men themselves' assumes here, for the, the fantastic form of a relation between things, [or] to the producers' the social relations between their private labours appear' as material relations between persons and social relations between things." (p. 165) This concept was conceived wherein humans are the real actors whose social relationality was obscured in the reified commodity form. (Brah & Coombes 2000, p. 116) The concept of "autonomy of objective culture", on the other hand, is Simmel's characterization of the prevalence of monetary relations in modern society. Here, he is suggesting that, paradoxically, it is the fact that money empowers us that accounts for the fragmentation of subjective life and that monetary freedom is abstract and devoid of substance because it becomes alive and valuable only through being incorporated into the substance of real social relations. (Dodd 1999, p. 38) This principle by Simmel is, in a way, an extension of Marx's commodity fetishism to cultural production in line with the idea that objective culture exists in an autonomous realm that follows an immanent developmental logic. Here, the commodity, money and capital - with money as the "consummate fetish" of money making more money - appear in such a way that they are immediately present on the surface of the bourgeois society but their immediate being is pure semblance. (Simmel 200p, p. xxvi) The comparison of the commodity fetishism and autonomy of objective culture is best illustrated in Marx and Simmel's discourse on money, the aesthetic sphere and freedom. On Money A common ground between Marx and Simmel is their extensive discourse on money and its effects on culture. Marx utilized the Shakespearian theme of money in Timon of Athens wherein it was said that money is an unnatural power which converts the morally bad into the morally good, the antisocial becomes social and that the ugly becomes beautiful. In Shakespeare's Timon of Athens, Timon talked about his gold: Thus much of this will make black, white; foul, fair; Wrong, right; base, noble; old, young; coward, valiant' Thou common whore of mankind, that putt'st odds Among the rout of nations. (Timon of Athens: Act 4, scene 3) Marx adopted this and elaborated more in his effort to illustrate that money is an alien medium - one that conceals the true value of labor and that it takes upon itself and its possessor qualities that are external to man. To quote: That which money can create for me, that for which I can pay (i.e., what money can buy)- that I, the possessor of the money, am. The extent of the power of money is the extent of my power. The properties of money are the properties and essential powers of me - its possessor. Thus what I am and what I am capable of is in no way determined by my individuality. Therefore I am not ugly, for the effect of ugliness, its power of repulsion, is destroyed by money. I - according to my individual nature - am lame, but money gives me twenty legs, therefore I am not lame. I am wicked, dishonest, unscrupulous, stupid man; but people honour money, and therefore also its possessor. (cited in

Western Civ Essay Example | Topics and Well Written Essays - 500 words

Western Civ - Essay Example Firstly, at the end of the British feudalism, after the 17th Century English Civil war, scientific knowledge and entrepreneurial skills quickly started growing in Britain creating an onset of the industrial revolution. Many people wanted things to change for the better. They wanted to improve efficiency and quality of activities they were doing. According to Pearson Education (2010), these people wanted improved transport; manufactured cloth to match with growing demographic needs; maximize agricultural production; agricultural produce to be preserved in the best way; trade to expand beyond the frontiers and others. As such, many people with scientific and entrepreneur skills engaged in heavy technological advancement. Scientists started inventing various technologies such as improved textile machines and the steam engine whilst entrepreneurial capitalists supported the inventions with funding. Such technologies later improved transportation, cloth manufacturing and agricultural prod uction. While this was happening in Britain, other countries had not yet started. Secondly, Britain had a very big advantage over the other countries on natural resources. She had a very big base of natural resources such as iron, copper, coal, lead, tin, limestone and water power. Such minerals were abundant in places such as the English Midlands, South Wales and Scottish Lowlands. Pearson Education (2010) agrees that advancement in technology, agriculture and abundant labor made it easy for Britain to extract the natural resources and use them to expand manufacturing. On the other hand, other countries had limited natural resources; and it was difficult to extract them because of several reasons such as insufficient capital, poor political systems and lack of labor. Such a situation gave Britain an opportunity to lead in industrial revolution. Thirdly, it should also be noted that aristocracy in continental Europe helped to

Student teachers, educational judgement In the 21st century classroom, Essay

Student teachers, educational judgement In the 21st century classroom, 'using the knowledge of good ends to decide appropriate - Essay Example This paper provides a brief philosophical view of education to identify the good ends that mentors should aim for in their teaching education program. Guided by traditional and modern philosophy of education and the insights offered by the current literature in the field, the present paper hopes to contribute to the proposal of identifying good ends to decide appropriate means for training 21st century teachers. Identifying the ‘good ends’ ‘Good ends,’ in the teaching field are the ideal characteristics student teachers should possess in order to prepare them for the challenges in the field. Good ends would serve as guide to help mentors determine the process that student teachers should undergo during education. To identify these qualities, we take light from the wisdom of the great philosopher, Aristotle. In addition, we dig upon the current literature to reveal further insights on the qualities of an effective teacher. Coulter and Wiens (2002) explored Ar istotle’s view of phronesis and related it to the desirable qualities of a teacher. According to the authors, the term phronesis may mean the same as practical wisdom or practical judgment. By practical wisdom, Coulter and Wiens (2002) mean the possession of knowledge and the ability to apply knowledge in actual terms. In their discussion of phronesis, Coulter and Wiens consider the arguments made by Hannah Arendt, a Jew philosopher who distinguishes between good thinking and making good decisions. Coulter and Wiens point out that there are teachers who possess knowledge yet are unable to transform their ideas into concrete actions, in other words, they are unable to attain phronesis as they stop in merely possessing knowledge. A review of current literature on the qualities of an effective teacher confirms the importance of knowledge or subject matter expertise as one ideal teacher quality (McNamara and Webb, 2008; Auger and Wilderman, 2000; Chickering and Gamson, 1991). How ever, the said sources do not reflect qualities relating to the concept of phronesis, thus confirming the lack of realisation of the difference between the possession of knowledge and its application. Coulter and Wiens (2002) articulate Arendt’s argument that to possess phronesis, teachers should be ‘judging spectators’ and ‘judging actors’ at the same time. Judging spectators are able to think and reflect on what is happening around them. They possess an understanding of occurrences, and are able to interpret these occurrences on their own. Following this, future teachers should be trained to make good judgments. This is possible if teachers will be allowed to think and decide for themselves. Krishnaveni and Anitha (2007: 28) identify the exercise of autonomy and proper decision making as a form of teacher empowerment. Thus, to promote the attitude of judging spectators, mentors should provide opportunities for student teachers to make their own dec isions whether in terms of instruction, classroom management, and assessment. Moreover, teachers who are judging spectators are able to deal with ‘plurality’or the ability to coexist with others, even those from other cultures.

Parental Influence On Children

Parental Influence On Children A human is a social animal. In social life gender stereotypes and biases, children regularly learn to adopt their roles in the society that are not fair and same for both sexes. As children reach into adolescence, they are exposed to the different layers of the social life, this exploration knowledge has been gained through different sources among these sources, their parents are the main sources of their knowledge. Parents are the most influential personality for their children. Social life is categorized in many functions layers that a person has to perform in the particular era of his age. Every child have to play his gender role in the society as it grow up and passes through various stage of its growth life cycle.(Martin, Wood, Little, 1990). INTRODUCTION Children learn often very soon what it means to be a boy or a girl in our society through numerous activities, encouragements, discouragements, opportunities, overt behaviors, covert suggestions, and various forms of guidance, children experience the process of gender role socialization. This is very difficult for a child to grow to the adulthood without experiencing some form of the limitations and privileges that a gender does have in our society. These privileges and limitations are called the gender roles that a human being has to play based on relation with the same gender. (Martin, Wood, Little, 1990). A childs mushrooming sense of self, or self-concept, is a result of the whole host of ideas, attitudes, behaviors, and beliefs to which he or she is exposed and the knowledge stream flow around the child surroundings. This surrounding has been initiated from the parents and then it widens with the growth of the children.(Santrock, 1994). As children moves in the larger world their social circle widens and they include the friends and other members of family and teachers and so many people who make them realize their social responsibilities and rights. Parental Influence A childs earliest exposure to what it means to be male or female comes from parents (Lauer Lauer, 1994; Santrock, 1994; Kaplan, 1991). The parents treat their children male or female in different manners when they are babies. The discrimination has been made in the style of dressing, type of dressing, colors of the dresses and their toys and expecting different behavior from the children belonging to different genders.(Thorne, 1993). One study indicates that parents have differential expectations of sons and daughters as early as 24 hours after birth (Rubin, Provenzano, Luria, 1974). Children began to respond the internal messages of their parents belonging to their gender roles of social life when they are just of two years old. (Weinraub et al., 1984). A research has resulted with a conclusion that children of the age of two and a half years of age use gender stereotypes in negotiating their world and are likely to generalize gender stereotypes to a variety of activities, objects, and occupations (Fagot, Leinbach, OBoyle, 1992; Cowan Hoffman, 1986). Parents provide first glimpse of social behavior to his child. They instruct their child how to converse with each class and category of the social components of the whole society. Parents are the first social teachers of their children; they teach them how to react and how to resolve the conflicts of the life and how to advance in social life. (Fagot, Leinbach, OBoyle, 1992; Cowan Hoffman, 1986). Role Models The most important influence on the social life of a child that the parents have is the role modeling. Parents are the first role models for the child. This is proven fact that visualization and practical implications have deeper effects on the mind in comparison of listening. When the children observe the practical behavior of their parents towards different people relating to their social circle they learn the same and implement in their upcoming life. For example, if a child observes a polite behavior of his parents towards the home servants, they would also start to respect and polite attitude with them and if their parents would be rude with them, they would be like wise. This also have been researched that the children of the shy and non-confident parents remain shy and non-confient and unsuccessful and the children of sharp and intelligent parents become socially strong and confident. This is all because of role modeling effect. (Hoffman, 1977). Instilling Confidence:C:Documents and SettingsNaveedDesktopindex.jpg Socialization revolves around the globe of confidence. Confidence is the key to achieve success in every portion of life. Parents can instill confidence in their children in a number of ways. Parents can instill confidence in their children through allowing them in independence and providing them friendly and cooperative environment.. As the children grows up and enter his feet in the Middle School or high school this concept become so important. Children start to build the basis of their career and social life from this age. Children with great deal of confidence become the team players and team leaders depending on their level of confidence that have been given through their parents. If a parent has taught her child that the sky is the limit and has promoted his self confidence, he will be more likely to act upon that, leading him to make friends easier and stand up for himself. But here is a very important factor to consider by the parents the independence would be folded in the s ocial and moral limits. Independence does not mean to be unsocial or beyond the limits of the morality and modesty. (Haslett, Geis, Carter, 1992). Social Image and Ambition Building: Many studies have shown that parents treat sons and daughters differently (Jacldin, DiFietro, Maccoby; Woolett, White, Lyon; Parke OLeary, in Hargreaves Colley, 1986; Snow, Jacklin, Maccoby, 1983; Power, 1981). However, parents play vital role in the development of the sense of ambition about the social status for the children. For example, if the parents are constantly encouraging the child and seeking to mold its attitude towards someone great, the child is more likely to believe that this fate is possible. So the children will be confident enough to speak with college admissions counselors or potential employers, because all of her life he or she has had a support system that told her she could do it. On the other end the children who are taught the limitations of destiny ad fate, they always would be least confident and put all their lack of efforts at the fate and luck and would not try much in life to attain the expected social and professional expectations imposed by his or her parents. . (Miller Lane in Ber- ryman-Fink et al., 1993). Conclusion: Parents are the key elements in the social life of the children. As the consolidated and strong base ensures a strong and reliable building. Likewise, parents are start of the social life of the children and they are role model to their children. Their social behavior would be developed with observation of their parents social behaviors. Children first friend would depend on the social circle of their parents. Their per-school and school, their field of study and their social status would all be dependent on their parents.

Family Created Essay -- essays research papers

The Family Created The dream of a getting married, starting a family , a house with a white picket fence, two kids and a dog eludes a huge number of couples in America and abroad. The perfect picture of a family is usually made complete with the addition of children. There are now more options to create a family than the traditional natural conception. The advances in technology have opened up the option of assisted reproduction such as artificial insemination, invitro fertilization, donor egg or sperm, and assisted hatching. Another option for family creation is adoption. Each option has advantages and drawbacks. With either option there are emotional, financial, and moral issues associated with these options. Finding a perfect fit for the fertility impaired couple, each option, assisted reproduction, or adoption, must be reviewed and weighed for the emotional, moral, and financial aspects, to see whether the end justifies the means. It is important to explain the emotional issues associated with infertility. A couple who has tried for many months to conceive a child and find that there are physical issues that are causing this continued problem, are emotionally mortified. The shock causes feelings of loss and failure that at affect the very core of a person, delivers a terrible blow to their self esteem and self value. Once the shock has passed and decisions need to be made about the option of assisted reproduction or adoption, a whole new slew of emotions arise. In assisted reproduction the initial testing and prodding and digging into the couples lives and sexual history causes a huge amount stress and emotional strain. There are skeletons in the closet for most people that are exposed, in an attempt to find a cause for the infertility. The secrets exposed very possibly can lead to a breakdown of the trust respect and bonds for a couple, discussions then become loaded and judgmental. Once the testing is over and the relationship is back on a somewhat even keel, the treatment plan comes along. The person who is found to have the main infertility problem suffers additional emotional trauma besides being the cause of the problem they are now being pumped with either pills or shots of hormones. These hormones cause such a change in that persons chemistry their emotions are swinging from moment to moment. The time comes near for the plan to ... ...range of $3000.00, just to find the root of the fertility problem. The range of costs for the medications associated with the procedures can be anywhere from $10,000 to $18,000 for one cycle. Many couples do not have insurance policies that will cover the costs, because it is generally deemed as elective. For adoption the costs can be free if state adoption is a consideration. The children that are wards of the court have been victims of some sort of abuse. Infants usually have been abandoned or are drug addicted. The time involved in seeking termination of parental rights is a drawn out process. The other options for adoption would be either private domestic adoption or foreign adoption. The costs for either are in the ranges of $8,000 to $25,000. In review, both assisted reproduction and adoption come at extremely high costs, emotionally, morally and financially. The decision in choosing one or none depend heavily on the situation and desperation of the people who are trying to create a family. The considerations are great and the outcome is dependant on many outside individuals. The question still remains which end justifies the means for the perfect family.

Education Finance Essay

1. 1Background to the Study The importance of education particularly in the 21st century to the total development of an individual is increasingly being over emphasized. This is due to the fact that an uneducated individual has little or nothing to offer the society; in terms of acquired wisdom. It is therefore not surprising that most parents are now developing keen interest about the education of their children, a situation that leads them to want to know more as well as partake in what goes on within the school system. In all countries of the world, education is recognized as the cornerstone of any structure for sustainable development of any nation. It is a fulcrum around which the quick development of economic, political, sociological and human country revolves. In Nigeria, the demand for popular education is so high because education is not only an investment in human capital, but also pre-requisite as well as correlated for economic development (Adeyemo 2000). The belief that education is an engine of growth rests on the quantity and quality of education in any country. In fact, the National Policy on Education (1981:6) states that education is the greatest investment that the nation can make for the quick development of its economic, political, sociological and human resources. It further adds that education shall continue to be highly rated in the national development plans because education is the most important instrument of change and that any fundamental change in the intellectual and social outlook of any society has to be preceded by educational revolution. Education, from the pragmatics perspective could be seen as the organization of experience into a holistic social intelligence for dealing with future experiences. The idealists see education as the cultivation of the desirable state of mind. Sociologically, it is seen as the dissemination of culture to the young generation. In other words, education is the â€Å"process by which the individual acquires the many physical and social capabilities demanded of him by the group into which he is born and within which he must function†,(Ohikhokhai, 2002 :154). A Similar definition by Fafanwa states: It is the aggregate of all the processes by which a child or adult develops the abilities, attitudes and other forms of behaviour which are of positive value to the society in which he lives, that is to say it is a process of disseminating knowledge either to ensure social control or to guarantee rational direction of the society or both. (Fafanwa, 1972: 8) There is no gainsaying the fact that Nigeria’s educational system at every level (Primary, Secondary and tertiary) has been experiencing a down turn in the last few years. One of such reasons could be attributed to the under financing of the educational sector. The success of a child in education depends largely on what the child is taught in primary school. In other words, primary school education is a foundation upon which all other levels of education are built. Many researches have revealed that good teaching particularly at the primary level, lay a solid foundation for higher studies and can make a lot of difference in pupils learning and ability to cope with other life challenges (Adepoju 2001). In order words, since the rest of the education system is built upon primary education, the primary level is the key to the success or failure of the whole system. Apart from home as the first agent of socialization, primary school is the first place that introduces formal education or literacy to the children. The National Policy on Education [2004] defines Primary Education as the â€Å"education given in institutions for children aged 6 to 11 plus† for a duration of six years. This definition is also supported by the International Standard Classification of Education (ISCED) which states that, â€Å"Primary Education (ISCED level 1) also known as elementary education, refer to the education programmes that are normally designed on a unit or project basis to give pupils a sound basic education in reading, writing and mathematics, along with an elementary understanding of other sources such as history, geography, natural science, social science, art and music† The goals of primary education as stated in the National Policy on Education [NPE, Section 3(16) is to: i. Inculcate permanent literacy and numeracy, and the ability to communicate effectively; ii. Lay a sound basis for scientific and reflective thinking; iii. Give citizenship education as a basis for effective participation in and contribution to the life of the society; iv. Mound the character and develop sound attitude and morals in the child; v. Develop in the child the ability to adapt to his/her changing environment; vi. Give the child opportunities for developing manipulative skills that will enable him to function effectively in the society within the limits of his/her capacity vii. Provide the child with basic tools for further educational advancement including preparation for trades and crafts of the locality Inspite of government’s commitment to the provision of basic education for all, dwindling financial resources coupled with sectoral competition for resources may hinder its progress. According to Hallak (1990), successive waves of economic and educational crises affected the efforts of government and social demand for education so that education both the general tensions in the development of education and the imbalances that had emerged in the previous two decades were aggravated. Nevertheless, inspite of the huge financial commitment and the high priority given to education, experts and scholars still doubts the adequacy of the fund in meeting with the growing students’ enrolment. In view of the foregoing, the government alone may not be able to meet the social demand for quality basic education. Therefore, private sector participation in the ownership and control of schools is inevitable thereby complementing the efforts of government. The decade from 1990 witnessed an upsurge in the number of private institutions of learning in Africa in general and Nigeria in particular. Before this decade, most African Countries committed much of their expenditures on public education, which served as an instrument for building the nation, following independence. Today, there is pressure on African governments to shift from subsidization to privatization of their educational systems. Friedman’s (1955) theories on the privatization of education were and continue to be supported by researches who contended that public educational institutions lack incentives to improve educational systems. Among others, Chubb and Moe (1990) and Coleman (1997) argued that allowing school choice, mainly through the promotion of private schools, would improve educational markets. Many important educational decisions are related to costs of schooling. Information on costs is necessary to monitor resource allocation over time, to diagnose the function status of the education system, and to evaluate the efficiency in resource utilization (Tsang 2002). Specifically, cost of education refers to the resources used in the production of education services. They include not only public expenditure on education, but also private resources invested in education (Tsang & Kidchanapanish, 1992) Costs in this study are used to signify private cost of education incurred by the individual pupils and their families, and institutional costs of education incurred by the institution of learning. Tsang (1995), refers to private cost of education as those resources provided by household, individuals, and the community to support the production of educational services, which could be in form of Direct Private costs [Tuition Fees] which is only included in this study, Private Contribution [donations in the form of cash/gifts] and indirect costs [economic value of forgone opportunities of school] Babalola [1995] defines institutional costs of education as costs borne by the institution of learning. They consist of recurrent and capital cost. The recurrent costs are mainly what we are concerned with in this study. An ideal costing system relative to the input-output will enhance quality decision and planning programme for schools. The accurate knowledge of costing pattern will aid decision makers in the schools on the best alternative that may be considered in the management of the schools system. An ideal costing system will also enable parents, families etc to determine the cost effectiveness of enroling their children into private primary schools. 1. 2Statement of the Problem. The problem of rising cost [tuition fees] in educating pupils in private primary schools in Akinyele Local Government which has become an issue of concern to parents, families, wards and stakeholders alike. There is the need for private primary school administrators to pay serious attention to the causes and consequences of these rising costs [which could sometimes be as a result of high recurrent costs], with a view to controlling them while keeping pace with quality and productivity in the private primary school system. In view of the above therefore, this study endeavours to provide answers to the following research questions: 1. 3Research Questions 1. What is the total enrolment of each of the five [5] selected private primary schools in Akinyele Local Government Area from 2006-2010? 2. How much is the amount incurred by the schools in the five (5) years period on recurrent cost? 3. How much is the amount borne by families, parents or wards with five (5) years period on direct private cost per pupil [tuition fees]? 4. What is the correlation between direct private cost per pupil [tuition fees] and recurrent cost per pupil? 5. What are the sources of revenue available to the schools in sourcing for funds for the smooth running of the school? 1. 4Purpose of the Study The main aim of this study is to attempt to provide an analysis of the total direct private cost [tuition fees], total recurrent cost and sources of finance of private primary school system in Nigeria over the period of 5 years (2006-2010 academic years) with private primary schools in Akinyele Local Government as the case study. The study also attempt to highlight on the following: a. To determine the total enrolment of the five (5) selected private primary schools in Akinyele Local Government Area from 2006-2010 b. To determine the recurrent cost per pupil incurred by the school for five (5) years. c. To determine the direct private cost [tuition fees] per pupil borne by pupils, parents families etc for five (5) years d. To determine the Correlation between direct private cost per pupil and recurrent cost per pupil incurred will be determined for the five years (2006-2010) e. To determine sources of revenue available to the schools from 2006-2010 1. 5Significance of the Study This study will be significant in the following ways Firstly, it would serve as a source of statistical data information to primary school administrators and stakeholders alike for effective and efficient planning and cost control in private primary schools. Secondly, the study will provide the basic x-ray of cost pattern in Nigerian private primary schools from which future judgement with respect to plans, policies and programmes can be made. To this end, primary school administrators will be able to guide against any future deviation from expected goals Thirdly, the study could also provide private primary school administrators knowledge on the best decision to make with regards to the issues of pupils enrolment, staff employment, maintenance and so on. Also, the study will disclose the amount of money expended by the five (5) schools within the five (5) years period in recurrent costs. Furthermore, the study will disclose the direct private cost borne by pupils, families etc in the schools within the five years period. Lastly, the study will find the relationship between private direct cost per pupil and recurrent cost per pupil in the five (5) selected schools 1. 6Scope and Limitation of the Study This study focuses on the historical analysis of recurrent costs, private direct costs [tuition fees] and revenue sources using private primary schools in Akinyele Local Government as a case study. The study is, however limited to 5 out of the 24 registered private primary schools in Akinyele Local Government Area of Oyo state as at 2006-2010. Owning to the fact that the recurrent education expenditure increasingly accounts for greater percentage of the total capital and recurrent expenditures in Africa, this study concerns only the recurrent expenditure incurred by the schools, direct private costs borne by the pupils, families etc and sources of finance. This is in line with Coombs and Hallak (1987:55) and Mingat and Tan (1988:26) who rightly observed that most analysis of unit costs focus on recurrent spending because capital costs typically are only small part (in Africa, less than 20 percent) of the cost of education. According to Mingat and Tan, unless the objective is to access the cost of building additional school places (which is not the case in this study), the analysis of unit costs is usually directed at recurrent spending. Federal government primary schools and public primary schools are not included in this study because the study deals with only selected private primary schools 1. 7Operational Definition of Terms In order to enhance better understanding of this research project, certain operational terms that were used are clearly defined to reflect the specific situation with which they are used. Cost: This refers to the actual or notional expenditure incurred on or attributes to, a specific thing or activity. It refers to what is given up in order to educate an individual or group of individual. Although, total cost in education is a function of capital and recurrent cost, the cost referred to in this research work is specifically recurrent expenditure which constitutes about 80% of the total expenditure in the primary schools. Cost is used interchangeably with expenditure in this research Institutional Cost: This refers to what the institutions of learning (primary schools) have to give up in order to provide education or train the pupils. They are both capital and recurrent costs. However, institutional cost in this project excludes capital costs. Private Cost: These are borne by the individual pupils and their families. They relate to both direct and indirect costs of education which are borne through tuition fees, earning forgone, additional living costs, books uniform and transport. However, private cost in this project includes only tuition fees [direct private cost] Recurrent Cost: These are those costs for goods and services consumed in the course of a budget year, and which must be regularly replaced. Here, it include such expenses incurred on items such as staff salaries and allowances, maintenance, payments of electricity bills, purchases of materials needs etc Recurrent cost is also known as the running cost of education Unit Cost: This is the average cost incurred in providing academic service to the pupils. It is calculated by dividing the total expenditure per session by the number of students enrolled. In its operational term, the unit cost here refers to the actual amount or expenditure incurred per pupil during the course of the teaching-learning process in the primary schools. Its determination here does not however include expenditure on Capital items. Finance: Finance according to the context of this study is the act of raising or sourcing for funds for the running of the school. School: A school according to the context of this study refers to primary schools where formal teaching process takes place. CHAPTER TWO REVIEW OF RELATED LITERATURE In this chapter the literature review is made under the following headings: 1. Concept of Cost 2. Cost of Education 3. Private Cost of Education 4. Direct Private Cost of Education [Tuition Fees] 5. Institutional Cost of Education 6. Recurrent Cost 7. Unit Cost of Education 8. Cost Determinants 9. Cost Control Strategies 10. Sources of Revenue for Education 1. CONCEPT OF COST The definition of cost is very open, as it means a lot to different people. People tend to define or use it to say their purpose. To some cost is the price paid for a commodity or for the consumption of goods and services. In economic term, the concept of cost if perceived as something which is given up in order to have another. In more a precise way, we can monetary say that cost is alternative forgone. It may be the monetary expense on education. In its broad usage cost implies the resources [money, materials and men] used up for the operation of a business enterprise [Lipsey, 1976; Aghenta, 1993] Babalola [1991] also gave credence to this assertion that cost is a measure of what is given up in order to produce or consume a commodity. Adedeji [2002], see cost as a measure of what is given up in order to produce or consume a commodity, Agunbiade [1997] citing Pandit [1979] stated that expenditure is the total financial resources allocated to a specific economic activity for a given period usually a year. Unit cost analysis helps the understanding of the internal efficiency of the use of resources at the institutional level. Cost effectiveness analysis relates cost of inputs used up in the teaching-learning process with the output. This helps decision makers to make rational choices between various alternative courses of action. Unit cost helps planners to know the cost of keeping a student at school, operating a school etc. The unit cost required by a student in a year is referred to as input and educational planners have of recent named it the â€Å"student year†. Unit cost has been the basis for funding education in Nigeria, for example, when the Federal Government launched its Free Education Programme in 1977, it used unit cost in allocating funds to the scheme, that is forty naira per pupil (Daily Times of Nigeria, 4th January 1980, Editorial Comment). Longe (1988) maintained â€Å"cost information is crucial in decision making as it facilitates efforts to make the best but the least costly choice among alternatives†. In the event of embarking on any programme without considering the cost such programme end up being a white elephant project which will only lead to wastage of heard earned resources. 2. COST OF EDUCATION Many scholars have tried to define cost of education over the ages. Akanbgou [1981] defines cost of education as being â€Å"all the real resources used up in the production of human assets†. He agreed with Pandit and Bourgeis who define cost as the real resources used up in the form of educated manpower. Obasi [1983] observed cost of education as â€Å"the sum total of all the resources used up in the production of human capital asset in the form of educated manpower†. Longe [1988] defines cost of education as the value of all the resources in terms of money and sacrifice used to accomplish educational project. That is, to produce and educated person. This definition could imply not concerned with monetary outlay and expenses on education but also the income forgone on opportunity cost which represents the real charges resulting from the operation of the educational system. Babalola [1995] posited that education cost is a measure of what a student, an institution of learning or the public has to give up in order to educate an individual. While Adedeji [1994] quoted by Oladejo [2002] opines that educational cost represent the value of all the resources in term of money and sacrifice used to accomplish a given educational or project. This definition implies that the expenditure in an educational institution is the monetary expenses incurred by the institution to produce an educated person. In the view of Babalola [2000], he sees cost of education as the â€Å"total resources devoted to education, this includes direct money outlays† [tuition fees, expenditures on additional living items, books, uniform and transport]. They also include indirect financial burdens [in form of opportunity cost measured as the loss of income incurred either by the individual or by the society as a result of schooling]. He stressed further by saying cost of education include non monetary cost [which include such things as the burden of study and for some students, pain of being away from home]. The loss of opportunity to earn wages or salaries in the labour market is the true cost of the individual student of his or her decision to enroll in a full-time or part-time course of education. The cost of education to a country consists of total public education expenditure, total direct private cost, total indirect private cost measured in terms of forgone earnings, improperly estimated educational cost on government education expenditures. Expenditure on education overtime has been observed to be on the increase across different levels of education in most countries of the world and in Nigeria in particular. It should be noted however, that the cost of emphasizes is the recurrent cost which constitute a greater percentage share of total expenditure in education and direct private cost [tuition fees] According to Ojo [1986] quoted by Oladejo [2001], education has enjoyed a higher share of national budget over the years due to the increasing level of expansion brought about by a continue increase in education demand. Agunbiade [1997], observed that there was a staggering figure for educational expenditure during the third national development plan. This expenditure has continued to be on the increase over the years in most different institutions which of cause differ from one institution to the other. However, as an institution’s enrolment increases, the tendency is that both the expenditure and revenue should increase equally. But, according to Agunbiade [1997], revenue do not correspond with the increase in enrolment. Psacharopulars and Woodhall [1997] posited that attitude towards educational expenditure began to change as predicted by Jallade [1973] partly due to the huge increases that has occurred during the period. According to them there is increasing evidence of financial constraints in many developing countries as proportion of expenditure has began to decline. However, Zymelman [1982] cited Psacharopoulos and Woodhall [1997] explained that expenditure on education at all level in African nations including Nigeria has remained fairly constraint. Afolabi [2001] in his article asserted that the cost of education in recent times in Nigeria has become astronomical which according to him is attributed to increase in teachers salaries and allowances to meet with the hyper-inflation condition in the country. This statement is posited by Shehan [1973:16] where he explained that real expenditure per pupil has risen in many countries of the world. Real expenditure in this context means money expenditure deflated by appropriate price indices for the various inputs [teachers, books, equipment etc] which are used in the educational system. The higher level of education demand more expensive buildings and equipment and more emphasis on high-cost research activities. Enrolment increases has been greatest at these high cost levels. The increase in enrolment at the high-cost end of the system continue to increase demand for more resources [that is, financial resources which represents the expenditure to be incurred in the production process] Institutions overtimes, have witnessed continue increase in the expenditure pattern. This continues expenditure increase as argued by Shehan [1983] have a weakening effect on institutions considering the overall level of finance available to them, hence the need for a comprehensive system of cost control private primary school system. 3. PRIVATE COST OF EDUCATION. Concepts of cost from the viewpoint of economic analysis; the proper definition of cost (real cost or economic cost) of an input to education is its opportunity cost, which is measured by the value of the input in its best alternative use. Applying this concept to the cost of an education system, the real cost of education includes not only public expenditure on education but also private costs (Bowman, 1966). Private resources to education can be classified into three categories: direct private costs of education, household contributions to school, and indirect private costs of education (Tsang and Kidchanapanish, 1992). Direct private costs of education are expenditures by parents on their children’s schooling, such as expenditures on school fees (tuition and other school fees), textbooks and supplementary study guides, writing supplies, uniform, school bag and transportation. Expenditures on school fees are part of the revenue for a school to be used to finance institutional costs; they may be used to pay teachers in a private school or used to support non-personnel costs in a government school. Non-fee expenditures are additional financial resources to schooling not captured in institutional costs. For primary school pupils in some countries there are also boarding costs. Household contributions to school are contributions, in cash or kind from families to school and/or school personnel (e. g. teachers). Contributions to school can be used in a variety of ways, for example, to purchase reading materials for a library, to purchase sports equipment, or to construct a school building. They are captured in the institutional costs of a school. In some countries, household contributions to teachers are the main source of income for rural primary teachers (Paulsen, 1981; World Bank, 1991). Household contributions can be important in the financing of education in that they augment public resources to education and they can be managed by school personnel. Indirect private costs of education refer to the economic value of the opportunities foregone as a result of schooling. The opportunities foregone can be a child’s labor in family production, in looking after younger siblings, and/or in performing other household chores. Such costs are usually difficult to estimate and assumptions have to be made about the economic value of a child’s labour, nevertheless, they are still important to consider in that parents sometimes withhold their child from school because of the need for the child’s labor, especially for parents in the rural areas (Psacharopoulos and Woodhall, 1985). In a recent study of India, Tilak (1985, p. 22) estimated that the indirect private cost in terms of foregone earnings accounted for about 40% of the real cost to education, based on 1977-78 data. For purposes of improving education quality, there are at least four reasons for considering private resources to education. First, direct private costs and household contributions are direct private resources that augment public resources to education. Some of these direct private resources (such as school fees and household contributions) can be used by the school as intentions to raise quality. Second, how parents allocate their resources to schooling is also relevant. Parents may be encouraged to spend more on items (such as textbooks and other learning materials) directly related to student learning. Third, differences in private resources to education among social groups may exacerbate educational inequalities among social groups. A good understanding of the variations in private resources to education will inform educational policies designed to mitigate educational inequalities. And fourth, the omission of private resources can significantly underestimate the true costs of education and may lead to erroneous estimates of the costs of quality-improvement interventions. To date, there are very few studies of private resources to education in developing countries, and information on private resources to education in these countries is either lacking or fragmentary (Tsang, 1988). However, the available evidence indicates that private resources to education are very substantial (Tilak, 1985; Tan, 1985; Paulsen, 1981); they also vary significantly among countries and type of school (Wolff, 1985; Schiefelbein, 1986). These preliminary findings indicate the potential of private resources to education as a policy option for educational decision makers for influencing educational quality. 4. DIRECT PRIVATE COST OF EDUCATION [TUITION FEES] According to Tsang (1995), Direct private costs are defined as household educational expenditure related to a child’s schooling, including tuition expenditure and non-tuition expenditure (such as spending on other school fees, textbooks and supplementary study guides, uniforms, writing supplies, school bag, transportation, and boarding). Thus, direct private costs are divided into two components, non-tuition costs and tuition costs. Non-tuition costs are put into two groups: instruction-related costs (such as parental expenditures on textbooks, workbooks, and writing supplies) and non-instruction costs (such as parental expenditures on uniform, school bag, transportation, shoes and sportswear, and school fees on sport activities and other school events). However, private direct cost in this project includes only tuition fees. Wolff provided measures of the direct private costs for students in secondary schools in nine eastern African countries (1985, pp. 51-55). The ratio of total direct private cost to total cost per student varies according to the type of secondary schools and country. It ranged from 0% for day schools in Somalia for 1981-82 to 81% for assisted Harambee schools in Kenya for 1981-82. The ratio for boarding schools was consistently higher than that for day schools. On the average, direct private costs accounted for one third of the total cost per pupil. High direct private costs were also reported in Tan’s study of secondary schools in Tanzania (1985b). She found that even though state school students paid no fees, their school-related expenditure added up to US$139 per student in 1981. The direct private costs for students in private schools were even higher (US $439). Bray (1996) surveys educational cost studies in nine East Asian countries. He finds that direct private costs as a percentage of total costs in public primary schools range from less than 10% in Lao PDR to over 70% in Cambodia. Most hover around 20%. Carnoy and Tores (1994) finds that parents assume about 30% of the total cost of public primary education in Costa Rica. Carnoy and McEwan (1997) carry out a similar study in Honduras. Restricting their attention to uniforms, school supplies, and matriculation fees, they find that direct costs account for 43. 5% of total costs; under more conservative assumptions, the figure is still 27. 4%. 5. INSTITUTIONAL COST OF EDUCATION This consists of capital cost and recurrent cost. Capital costs are associated with durable educational inputs particularly land, building, furniture and equipment which are made use of in a single fiscal year. Usually people talk of capital stock versus capital flow. The stock of capital is inventory of buildings equipments and other capital items out sting at a given point in time. It is like reservoirs that can be drained down by depreciation or renovate and enlarge by new inflows. The volume of an educational system capital stock can be measured by depreciating the original cost of each in the inventory at the appropriate rate (adjusted for major repair, additional and replacement made in the items). Educational expenditures are those that contribute directly to teaching, learning and research, for example, teachers’ salaries and allowances, salaries and allowances of administrator, that is, non-teaching staff, expenses on books and stationeries, transport cost other consumable materials like water, electricity, post and telegram etc. and additional buildings. Thus, expenditures on consumable goods such as materials and personnel salaries, rent, interests, grants etc used up within an accounting year are classified as recurrent expenditure (cost). While capital (cost) expenditures include the purchase of durable assets such as buildings or equipment, that are expected to yield benefits over a longer period. To Psacharopoulos and Woodhall (1997), the crucial distinction between recurrent and capital cost lies in the source of finance. To them, recurrent expenditures are financed from current income or revenue, while capital expenditures are financed by loans from international agencies as well as other sources of income. Owning to the fact that the recurrent education expe.