A Color Purple essays

A Color Purple articles The characters social personality towards each other in The Color Purple assumed a noteworthy job in the advancement of each character. In particular, the connections among Celie and different characters start to characterize her and change her all through the novel. The connection among Celie and Shug Avery is the attention from at an opportune time in the book just as the connection among Celie and her sister, Nettie. Once Netties letters are discovered a portion of the center returns back towards Nettie. Celie and Nettie are sisters that are close, with Nettie being the more youthful one. At an early stage in the book Nettie fills in as a more grounded character than Celie despite the fact that Nettie is a lot more youthful than her. In the wake of wedding Mr. , Celie takes Nettie into her home after Celie flees from their progression father. After some bombed lewd gestures by Mr. _ towards Nettie, Nettie is driven out Celie behind moreover. This disregards Celie with Mr. _ and makes Celie essentially feeble. She is basically observed as somebody who is exceptionally detached in her showdowns, particularly with Mr. _, just as other men. In any case, Celie shows she realizes that others consider her to be a weak article when she tells Sofia, Celies huge prevailing companion who weds Celies stepson, she is desirous of her solid, self-protective character. I like Sofia, however she dont act like me by any stretch of the imagination. On the off chance that she talking when Harpo and Mr. _ come in the room she keep right on. Nettie reveals to Celie that she will keep in touch with her yet in the end the letters get grabbed up by Mr. _ and he never enlightens Celie regarding them. Celie expect Nettie is dead since she has not gotten notification from her since she left. One day Shug Avery sees a couple of letters that Mr. _ has been keeping down. With them all b eing covered up in Mr. _ trunk Celie, with the assistance of Shug Avery, recovers her feeling of self-personality by finding out about her earlier fa... <!

History of Pueblo Revolt Essay

â€Å"Every bit of recorded history begins when someone gets inquisitive and asks questions.†[1] In Weber’s aggregation he assembles a few of these inquisitive people groups works and ties their compositions together to shape a kind of proceeded with conversation. Contending from various sources and originating from various foundations, they undeniably come to various end results. From Garner to Gutiã ©rrez and from Chã ¡vez to Knaut, they all are a piece of a proceeded with exchange on what that caused the Pueblo Revolt of 1680. By tending to the readings as a total rather than singular records, one can increase an increasingly point by point see. While some jab openings in others hypotheses, more often than not, the authors basically offer alternate points of view. The tremendous scope of the contentions address the trouble of the theme. Analyzing an occasion (or arrangement of occasions, all things considered) 300 years prior is a burdensome errand, however attempting to decide causation of such occasions is significantly progressively unwieldy. Normally various elements exist and to give these components any kind of rankings requires a reasonable piece of sweat with respect to the specialist. This article will endeavor to assess this varied blend of analyses to filter out the solid contentions from the frail. In 1598, when Juan de Oã ±ate showed up in northern New Mexico with a little gathering of settlers to Pueblo nation, Spain requested installment of tribute and the ministers requested faithfulness of religion. For more than 80 years Spanish lived with Pueblo before the revolt †different generations.[2] As Knaut calls attention to, that as â€Å"colonists were separated from the south in a land where indigenous occupants numbered during the several thousands†, which means there was a lot of contact between the two groups.[3] Within that time families intermarried, and an enormous mestizo populace emerged, making a crossing point in the Venn outline of early New Mexico. What Knaut contends in Acculturation and Miscegenation isn't really as hard as the others to demonstrate who or what caused the revolt, yet rather works vigorously to introduce what he sees as the making of a blended culture, with syncretism happening on the two sides. Maybe in this paper more inquiries tha t answers are created†¦ why following 82 years of living respectively would the Pueblos revolt? Earn has a more straightforward response to this inquiry. He, dissimilar to Knaut, doesn't invest as much energy underlining the syncretism that happens, yet invests additional time inspecting the connection among Pueblo and Franciscan, and reigning in the maybe uncalled for cruelty of past works according to the legislature. Accumulate accepted that dry season, starvation and Apache assaults caused the revolt, shedding the contending thoughts that strict contrariness or having an appropriate pioneer as essential causes.[4] The two contentions in the procedure articles before Garner †that religion was the essential driver †crash and burn from Garner’s focal point. In one occurrence, he refers to the contact between Father Isidro Ordonez and Governor Pedro de Peralta because of the administrations uncalled for treatment of the Indian. Peralta in the long run chooses to have Ordonez captured, yet the homesteaders (or ecomenderos) continue to relinquish the governor.[5] Garner goes on that governors of early New Mexico are deciphered in a negative light basically on the grounds that â€Å"documents are firmly one-sided against them.†[6] He clarifies that the explanation that these reports are so one-sided is a direct result of the characteristic strain between the authors of these records, the Franciscans, and those whom they expounded on, the governors.[7] Garner keeps on intriguing that the Franciscans were the companion to the Indian and enemy to the senator. He refers to Scholes who states, â€Å"the strict and financial intentions of domain were adversarial if not basically incompatible.† Having prior set up an alternate relationship structure than what was commonly observed, (a move from the Hispanic-Pueblo division to an increasingly perplexing relationship of minister Indian-mestizo-settler senator) Garner at that point proceeds onward to the essence of the issue †the reason for the revolt. â€Å"The sort of harmony that had been swarming New Mexico was dependent upon relative prosperity,† composes Garner. The Spanish had utilized their hierarchical aptitudes to make surpluses in the Pueblo economy †yet the starvation of 1670 was so relentless it basically fallen the framework. The dry spell of the 1660s †the antecedent to the starvation †was so serious it caused â€Å"Indians and Spanish the same to eat stows away and straps,† as composed by Fray Francisco de Ayeta in a record to the King. Even with such a harsh situation, Indians normally started to address why Spanish controlled their food source. This, combined with another accentuation on nativism, turned up the warmth and carried the effectively tense circumstance to a stew. This development towards nativism maybe may have been a response to Indian culture growing up in both mestizo and Spanish life. Collect proceeds on this string taking note of that Governor Lopez de Mendizabal had to â€Å"crack down on Pueblo strict and social activity.† While syncretism among the Pueblos was passable, among the Spanish it was seen as indefensible. These two elements were the foci of the Pueblo Revolt of 1680.[8] Conversely, the setting that Bowden and Gutiã ©rrez endeavor to develop in their expositions is a strict conflict, one that, while not recognizable quickly, was exacerbated by the dry seasons and starvation. Subsequent to presenting the article, Bowden then talks about the likenesses of the Pueblo religion, and afterward features a portion of the stumbles the Franciscans took in their connections and, a large portion of all, the transformation procedure. First they demanded that the Pueblos ought to learn Spanish, and â€Å"almost without exception,† neglected to make any endeavor to learn local language. Likewise, they founded obligatory mass participation for all Indians †however abnormally not all Spaniards. On this, pioneers who kept rehearsing the past conventions were whipped or executed.[9] (27-28) Bowden raises various admirable sentiments †the Franciscans don't have all the earmarks of being similar people that challenged the shameful acts to the Pueblos by the Governor Peralta. Or maybe, they appear to be makers of a harsh domain that was very coldhearted toward the Pueblo individuals. Be that as it may, on the off chance that you note Bowden’s sources, he refers to course readings for his long revilement. Gather, conversely, depends heavier on theme explicit articles composed by regarded names, for example, France V. Scholes and Jack D. Forbes. While Bowden’s sources are genuine, he is by all accounts utilizing data that is progressively summed up, and not as concentrated on the significant issues. Gutiã ©rrez focuses to â€Å"loss of authority† among the Franciscans as the focal explanation behind the revolt.[10] He noticed that this continuous loss of intensity started in 1640s. Due to the vulnerability and anxiety that followed, the Friars pushed for progressively uncommon measure to adjust this loss of intensity †a crackdown on syncretism and an accentuation on suffering. Yet, the associations that Gutiã ©rrez makes are frail; he focuses to the loss of intensity during the 1640s, yet doesn't refer to any sort of guide to help his point until 1655.[11] furthermore, the majority of instances of this â€Å"loss of authority† don't come until the mid 1660s and the mid 1670s amidst dry season, quarreling among Spaniards and assaults by Athapascan looters. Also, Gutiã ©rrez’ instances of Franciscan severity emerge, strikingly enough, around the time that Garner focuses to cumbersome reaction by the Spanish to battle syncretism. Gutiã ©rrez’ outlines appear to help Garner’s thought of the Indians being â€Å"like kids in another world and ensnared in the battle between the Franciscans and Hispanic community.†[12] Angã ©lico Chã ¡vez gives one more interpretation of the Pueblo Revolt. While Gutiã ©rrez, Garner and Bowden all invest impressive energy in relations, Chã ¡vez †as his title Pohã ©-yemo’s Representative and the Pueblo Revolt of 1680 †puts considerably more accentuation on setting up another pioneer as an essential driver of the Pueblo revolt. Chã ¡vez appears to abstain from handling the revolt unequivocally (like Knaut) incompletely in light of the fact that he gives the majority of his time supporting his contention for Domingo Naranjo as the pioneer (apparently 21 of the 24 pages). Regardless of Chã ¡vez extensive account supporting Domingo Naranjo, the dark head with yellow eyes, numerous researchers dismiss this idea, since it appears to contradicts what most sources propose. History specialist Stefanie Beninato concurs that Naranjo was a pioneer, however â€Å"one of several† as â€Å"the idea of a solitary head isn't suitable in the religious social structure of the Pueblo world.†[13] Garner as well, while perceiving Popã © as instrumental, rejects that he was a â€Å"unique Indian leader,† yet rather he emerged due to legitimate need, instead of the formation of necessity.[14] While, many evaluate Chã ¡vez’ phenomenal understanding, it reminds one to reevaluate the mestizo and mulatto populace in New Mexico. Naranjo, genuine or not, speaks to reality that the dark/white Pueblo/Hispanic definition was progressively obscured in the years paving the way to the revolt, and an altogether extraordinary culture had risen. Pohã ©-ye mo had numerous windows into this culture of variety. Garner’s exposition is by all accounts worked around the most rationale since his paper focuses to absence of essential necessities as the genuine reason for the revolt. When there is sufficient food and success individuals get along. When there is a deficiency, it pushes gatherings to remarkable measures. Once in a while has a revolt happened without specific variables relieving access to peoples’ essential needs. Gather additionally invests abundant energy with the fight itself, and gives a lot of

Lifespan development free essay sample

Human turn of events  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Studying change and steadiness all through the life expectancy. Essential Issues in Lifespan  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Continuous or broken?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ One course of improvement or many?  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Nature or support? The Lifespan Perspective: A Balanced Perspective  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as deep rooted.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as multidimensional and multidirectional.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as plastic.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Development as inserted in numerous specific circumstance:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ age-reviewed impacts  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ history-reviewed impacts  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ nonnormative impacts Times of Development Pre-birth Origination to birth Outset and toddlerhood Birth to 2 years Youth 2 to 6 years Center adolescence 6 to 11 years Puberty 11 to 18 years Early adulthood 18 to 40 years Center adulthood 40 to 65 years Late adulthood 65 years to death Logical Beginnings  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Scientific investigation of human improvement goes back to the late nineteenth and mid twentieth century.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Charles Darwin (1809-1882)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Forefather of logical youngster study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Natural choice and natural selection.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The regularizing time frame  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ G. Stanley Hall (1844-1924) à ïÆ' author of the youngster study development and Arnold Gesell (1880-1961).  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Both were known due to their regulating way to deal with improvement. Logical Beginnings (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychological testing development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Alfred Binet (1857-1911) à ïÆ' made a knowledge test which started enthusiasm for singular contrasts. Mid-Twentieth Century Theories  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ In the mid-twentieth century, human turn of events ventured into an authentic order. As it pulled in expanding interest, an assortment of hypotheses rose, each of which despite everything has supporters today:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic point of view  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ People travel through a progression of stages in which they stand up to clashes between organic drives and social desires. The manner in which these contentions are settled decides the person’s capacity to learn, to coexist with others, and to adapt to tension. Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ The psychoanalytic viewpoint (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sigmund Freud (1856-1939) à ïÆ' parts of character and psychosexual turn of events.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Erik Erikson (1902-1994) à ïÆ' psychosocial advancement.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ A methodology that sees legitimately discernible occasions as the fitting focal point of study.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Traditional behaviorism: John B. Watson (1878-1958) à ïÆ' old style molding and B. F. Skinner (1904-1990) à ïÆ' operant molding Freud s Three Parts of the Character nï  ® Id nï  ® nï  ® nï  ® Sense of self nï  ® nï  ® nï  ® Superego nï  ® biggest bit of the psyche oblivious, present during childbirth wellspring of natural needs/wants cognizant, reasonable piece of brain rises in early earliest stages diverts id driving forces acceptably the soul creates from ages 3 to 6 from communications with parental figures Erikson s Psychosocial Stages Essential trust versus doubt Birth to 1 year Self-governance versus disgrace/question 1â€3 years Activity versus blame 3â€6 years Industry versus mediocrity 6â€11 years Personality versus job disarray Puberty Closeness versus seclusion Early adulthood Generativity versus stagnation Center adulthood Uprightness versus despair Late adulthood Behaviorism and Social Learning Traditional molding Stimulusâ€response Operant molding Reinforcers and disciplines Social learning Demonstrating Mid-Twentieth Century Theories (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Behaviorism (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social learning hypothesis: proposed by Albert Bandura à ïÆ' stressed on demonstrating, otherwise called impersonation or observational learning.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cognitive-formative hypothesis  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Inspired by Jean Piaget à ïÆ' kids effectively develop information as they control and investigate their reality:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sensorimotor †birth to 2 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Preoperational †2 to 7 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Concrete operational †7 to 11 yrs.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Formal operational †11 yrs. onwards Late Theoretical Perspectives  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Information handling  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ A methodology that sees the human brain as a symbolmanipulating framework through which data streams.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology and transformative formative brain science  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ethology is worried about the versatile or endurance, estimation of conduct and its transformative history.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Evolutionary looks to comprehend the versatile estimation of specieswide intellectual, passionate, and social capabilities as those capabilities change with age. Late Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Vygotsky’s sociocultural hypothesis  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ It centers around how culture †the qualities, convictions, customs, and abilities of a social gathering †is transmitted to the following ages.  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Social association †agreeable discoursed with progressively proficient citizenry †is vital for youngsters to obtain the perspectives and carrying on that made up a community’s culture. Late Theoretical Perspectives (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Ecological frameworks hypothesis  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Urie Bronfenbrenner (1917-2005) sees the individual as creating inside an intricate arrangement of relations influenced by various degrees of the general condition:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Macrosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Exosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Mesosystem  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Microsystem Contemplating Development  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Common research strategies:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Systematic perception à ïÆ' naturalistic and organized perceptions  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Self reports à ïÆ' clinical and organized meetings  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Clinical, or contextual investigation strategy  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Methods for considering society à ïÆ' ethnography Considering Development (cont.)  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ General research structures:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Correlational plan à ïÆ' relationship coefficient  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Experimental plan à ïÆ' IV/DV  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Modified trial plans à ïÆ' field test/semi  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Designs for considering advancement:  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Longitudinal structure à ïÆ' same gathering at various occasions  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Cross-sectional plan à ïÆ' various gatherings at same time  ¤Ã¯â€š ¤Ã¢â‚¬ ¯ Sequential structures à ïÆ' blended

How to Find Expository Writing-Essay Topics

How to Find Expository Writing-Essay TopicsOne of the most important steps in writing a well-researched, well-structured essay is finding and choosing the best expository writing essay topics. Different essay topics can be related to every topic in every field of knowledge, for example, you may need an expository essay topic on the needs of the common man in order to provide him or her with a clear picture of his or her current and future. This article will highlight some of the more popular and powerful expository writing essay topics.Every writer's need is different and his or her skills are quite diverse. It would be impossible to write an essay on everything. Therefore, you would need to choose a topic that can be approached from a variety of angles and approaches. A writer should have a wide range of writing skills in order to cover as many topics as possible.A variety of expository essay topics are possible for students who do not intend to go into writing as a profession. Howe ver, there are many websites online that offer the students a platform to write on any topic they want. Students who do not know where to start with their essays can find a wide variety of subjects through these websites. These topics are not meant to be included in a dissertation but instead can be used in tutorials or for personal purpose.The most popular expository essay topics are related to historical events, politics, the arts, food, and history. History has always been the most popular area and should be the subject that students are most interested in. There are many great resources available to them, such as PBS, the internet, and books that they can look at. Reading a lot of books will help you understand your history better and this will enable you to write an informative essay about the subject in a simple and effective manner.Politics is a subject that many people find it interesting and exciting to write about and also interesting because of the nature of the topic. Th is is the topic that many students find very interesting because it allows them to explore the political aspect of their country. Since politics is a very popular topic, there are many topics related to it.Another popular expository essay topics are politics, sociology, economics, history, and ethics. These topics allow students to explore and analyze various social issues and societal developments. They help students to explore and analyze the relationship between society and its major social factors, in which they can use their ideas in order to shape their society.These expository writing essay topics provide the student with a variety of ways to express themselves and give them a broad view of the topic. Essay topics are important to convey a large variety of information. They can also be used as a tool to promote a specific cause or organization. By creating a well-researched, well-structured essay, you are able to make a statement to your audience and prove yourself as an info rmed individual.

Travel Motivation and Tourist Typologies - 2366 Words

Numerous attempts to understand the complex inner works of human behaviour and motivation have been sought amongst researchers in the tourism field for many years. After all, motivation is ‘the trigger that sets off all events in travel’ (Parrinello, 1993 cited in Sharpley, 1994), thus making it the most indispensable subject in tourism studies. Hence, it is the aim of this paper to critically examine the different theories on travel motivations and tourism behaviour typologies and discuss their usefulness for practitioners involved in marketing and planning tourism. The first part of the discussion will be focused on the existing theories on ‘push factors’ that drive upon individuals the desire to travel, and the latter part, will look at†¦show more content†¦As a response to this, Pearce and Lee (2005) proposed the Travel Career Pattern (TCP), an approach that described the dynamic motivational structure of the tourists changing needs (during and in between holidays). Supported with empirical research, Pearce and Lee propounded that the ‘backbone’ of travel motivation consisted of four central motivations (novelty, escape/relax, relationship and self-development) present in all tourists regardless of their experience. It was argued that these central motivations had no relative change from tourist to tourist, yet it was the less-dominant motivations that modified and brought uniqueness to each individual’s motivation. Even though it is evident that Maslow’s hierarchy of needs and Pearce and Lee’s TCP have many similarities, the latter theory is of greater usefulness for practitioners in the tourism industry as it allows for a simple yet multi-dimensional understanding of motivation instead of a linear progression from one set of needs to the other. For example, if a tour operator wants to find the best way to promote a new packaged holiday for senior Chinese tourists to the UK, it may want to use the TCP in order to detect in which phase of the travel career are senior Chinese tourists and then be able to focus on the needs that motivate that specific phase. In this case, we could say that since China is a relatively new tourist-generating region, its senior citizens would certainly be in the initialShow MoreRelatedTourist Typologies and Travel Motivations3187 Words   |  13 Pagesverb â€Å"to travel† encompasses many connotations as people around the world, from different backgrounds, socio-cultural, linguistic and professional, choose to travel to a particular destination for different reasons, influenced by a variety of extrinsic and intrinsic factors. Throughout the years, many researchers in the field have sought a more academic answer to the question â€Å"Why do people travel?† It is the aim of the present paper to critically examine different authors’ views on travel motivationsRead MoreTourism Essay2568 Words   |  11 Pagesguests/tourists about the information that shows on the brochure and a further explanation of it. Theory of authenticity of tourism and tourist typology, motivation and determination are linked together with the brochure which would be expounded as well. Table of Content Introduction 1 Table of Content 2 Definition of tourism 3 Highlights and plans of the day tour 3 Theories link to brochure 3 Authenticity of the day tour 3 Theory of authenticity 3 Link to brochure 4 Tourist typology of theRead MoreTour1000653 Words   |  3 Pagesresearch? 3. Explain the relevance of a systems approach to tourism studies. 4. Identify and describe the five core elements of the basic whole tourism system. 5. What is the definition of a tourist? What are the criteria used to define a tourist? 6. What are the main travel purposes in contemporary tourism? 7. What can we learn from tourism past and present that may help us project into the future of tourism? 8. What was the Grand Tour? Does the Grand Tour have anyRead MoreExternal Factors That Influence Tourism Development And Demand2684 Words   |  11 Pagesthey not only have increased disposable income, but also sufficient time for travelling (Jang Wu, 2006). The majority of these seniors are capable, both physically and financially, of going for vacation trips, and many of them have strong motivation to travel for pleasure. The tourism industry is highly vulnerable and the industry must constantly take into account the demographic and social changes. The changing age structure in favor of the old, especially in developed countries coupled with theRead MoreNegative Impacts of Technology on Tourism2744 Words   |  11 Pagesto determine the consumer behavior for particular product or service. b. Psychological Factors There are four important psychological factors affecting the consumer buying behavior. These are: perception, motivation, learning, beliefs and attitudes. * Motivation The level of motivation also affects the buying behavior of customers. Every person has different needs such as physiological needs, biological needs, social needs etc. The nature of the needs is that, some of them are most pressingRead MoreUnderstanding Tourist Motivation and Behaviour Concerning Dark Tourism Sites3254 Words   |  14 PagesUnderstanding tourist motivation concerning the term dark tourism with a focus on Alcatraz Table of Content 1. Introduction 3 2. Abstract 4 3. The definition development of dark tourism 5 4. The different types of Dark Tourism 6 4.1. Holocaust Tourism 6 4.2. Battlefield tourism 6 4.3. Cemetery Tourism 7 4.4. Slavery-Heritage Tourism 7 4.5. Prison tourism 7 5. Motivation factors vary from person to person. 7 5.1. Belonging to a particular community and education 7 5.2. Concept of SchadenfreudeRead MoreThe Dark Tourism, The Concept1945 Words   |  8 Pagesstill yet to fully understand. The concept of Dark Tourism has been around thousands of years, dating back to before even Roman times. The idea that people from all over the country would travel to the colosseum just to see a fight to the death was a form of tourism. One academic in 2005 described it as â€Å"travel to sites of death and suffering† (Stone, 2005). Despite the attraction to this form of tourism being around for countless years, it has only recently made its way into the literature booksRead MoreOverview of Religious Tourism3240 Words   |  13 Pagesï » ¿2.2 DÐ µfÃ'â€"nÃ'â€"ng RÐ µlÃ'â€"gÃ'â€"ous Tourism Religious tourism is an ancient practice, although it has not been called this for very long. For millennia, individuals have travelled alone or in groups for religious regions. These travels have included pilgrimages, or visiting places that they considered to be holy, and making missionary trips, in which people travelled to tell others of the nature of their faith. People have also travelled simply for their own pleasure or for other personal reasons while incorporatingRead MoreEnhancing the Tourist Destination: An analysis of the Official Tourism Website of Indonesia1378 Words   |  6 Pagesdevelopment depends on language use and how to construct and define the tourist experience and destination images. As Boyer and Viallon (1994) discovered that it is not so many destinations which is integrally touristic but rather the language use creates them be touristic. This concept was then developed by Graham Dann (1996) who was one of the first scholars conducted a comprehensive socio linguistic analysis about the use of language in tourist texts and to distinguish the landscapes which portray tourismRead MoreSpecial Interest Tourism : Special Tourism2517 Words   |  11 Pagescharacterized intrests, exercises or support; is regularly used in conjuction with niche tourism marekting. While niche tourism centers upon typologies of the tourism supply. In a basic meaning, Uncommon Interest Tourism (SIT) alludes to the touristic enthusiasm to any particular fields of tourism. Douglas et. al., (2001) have endeavored to clarify this tourism typology as the specially designed essential of recreation with charming experience; that is centered by particularly verbalized gathering or

A Segment Of The Will Die Slowly Gene From Drosophila...

Title: â€Å"PCR amplification, TA cloning, sequencing and sequence analysis of a segment of the will die slowly gene from Drosophila melanogaster.† Abstact: A seemingly novel gene sequence has been discovered in fruit flies from Nicholas Harden’s lab at Simon Fraser University using random PCR primers. Attempts at purifying and characterizing this gene have been elusive. Here, we show methods for isolating, amplifying, and purifying the gene of interest for analysis. Using polymerase chain reaction to amplify the gene, it is then ligated into a pGEM-T Easy vector for TA cloning experiments. Transformation for further vector proliferation is done on competent Escherichia coli cells. Subsequently, the vector is purified through plasmid preparation and sent to an off-site location for sequencing. Upon sequence analysis, it is suggested that the gene of interest, will die slowly, belongs to the WD repeat WDR5/wds family, and has implications in histone acetyltransferase activity. Introduction: Research is a slow and meticulous process required to understand the smallest details of the universe. That is why, in order to study an organism, we must delve deep into their molecular biology. With that said, to understand the processes of the common fruit fly, Drosophila melanogaster, we must look at their genome to which their function comes from. So with the discovery a new gene, we must be able to isolate, amplify, purify, and characterize it. To do this, many techniques of

Community Health Nursing Medical

Question: Describe about the Community Health Nursing for Medical? Answer: TB Outbreak in Haiti Evidence-based research literature reveals the event of tuberculosis outbreak across Haiti under the influence of tubercular strain that resulted in the low level rpoB Mutation attributing to the multidrug resistant nature of this contagious condition (Ocheretina, et al., 2015). CDC statistics describe Haiti in terms of the highest burden of tuberculosis across the American subcontinent (CDC, 2012). The findings also state that 40% of the TB cases remain overlooked and undiagnosed in Haiti by the local authorities. The earthquake disaster in 2010 in Haiti disrupted its tuberculosis surveillance mechanism in entirety that resulted in the rapid progression of drug resistant tuberculosis across the international borders. TB Outbreak that Crossed International Borders Clinical studies by (Mitruka, et al., 2014) reveal the events of tuberculosis outbreak across the international borders facilitated by cross border traveling of the infected patients. For example, the tuberculosis outbreak across the Hispanic community in Southern Nevada Health District resulted due to inappropriate treatment of tuberculosis cases across the region. Infected patients from Nevada travelled to the region of Arizona that became the preliminary cause of the transmission of tubercle bacilli from Nevada to Arizona. Similar reasons attribute to the widespread international transmission of tuberculosis infection following its origin across Haiti. The TB pandemic occurred due to the poor sanitation, overcrowding, and international traveling of the TB patients, immigration, inappropriate utilization of antibiotics and nutritional inadequacies across the Haitian region (Denham, Eggenberger, Young, Krumwiede, 2015, p. 5). The predominance of the risk factors attributing to the broken roads, unclosed gutters, infected food and water sources influenced the transfer of tuberculosis infection from Haiti to the neighboring countries. Furthermore, lack of appropriate laboratory testing systems, healthcare facilities and medical interventions across international borders failed to cease the transmission of tuberculosis infection from Haiti to the international borders. Epidemiological Determinants of TB Outbreak The statistical findings by (Glaziou, Falzon, Floyd, Raviglione, 2013) reveal 8.7 million newly reported cases of tuberculosis attributing to its elevated epidemiological burden across the global societies. The clinical literature describes children as the significant source of tuberculosis progression across the community environment. Infants exposed to the source of tuberculosis infection remain predisposed to develop this disease at a risk of 50% among communities (Seddon Shingadia, 2014). Events of HIV pandemic facilitate the progression of Mycobacterium tuberculosis between individuals and the clinical manifestations further intensify under the influence of psychosocial determinants leading to the reported cases of mortalities of the infected individuals (Migliori Lange, 2012, pp. 14-16). The length and density of tuberculosis exposure and state of the immune system of the infected patients attribute to the intensification of tuberculosis patterns across the community environ ment. The epidemiological determinants of tuberculosis pandemic across Haiti attribute to the undetermined contacts between the tuberculosis patients due to lack of TB awareness among the local residents. Unchecked visits of tourists to Haiti resulted in the transmission of droplet infection to the healthy individuals that reciprocally added to the burden of the disease. Furthermore, international healthcare workers experienced a high risk of transmission of tubercle bacilli in the absence of acquiring protective measures for mitigating the clinical manifestations of tuberculosis infection. The direct exposure of the infants to the infected adults increased the pace of tuberculosis transmission across the community environment in Haiti. Routes of Disease Transmission The preliminary source of tuberculosis infections attributes to the infected patients carrying M. tuberculosis bacterium; however, Mycobacterium-avium progresses through soil and water resources leading to the epidemic outbreak across the community environment (Gangadharam Jenkins, 1998, pp. 179-180). The most common mode of M. tuberculosis infection attributes to the transfer of infectious bacterium through airborne droplets that travel between the individuals through coughing, shouting or sneezing. Infected droplets invade the alveoli of the exposed individuals and release tubercle bacilli leading to the onset of bacterial infection (CDC, Transmission and Pathogenesis of Tuberculosis, 2012). Risk Factors Attributing to TB Outbreak Environmental risk factors of tuberculosis progression attribute to the pattern of smoking, administration of injectable drugs and alcohol dependence. Furthermore, disease conditions including malignancies, silicosis, measles, renal disorders, gastrectomy-status, HIV, diabetes and corticosteroid interventions increase the risk of developing tuberculosis among the predisposed individuals (Schaaf Zumla, 2009). Influence of TB Outbreak at Community Level The progression of tuberculosis across community environment influences functionality of schools that become the centers of infection during the tenure of an epidemic. The school premises provides several opportunities for the spread of tubercle bacilli to a wide range of subjects including the children as well as the adolescent individuals, as evidenced by the clinical studies (Smallman-Raynor Cliff, 2012, p. 110). The tuberculosis outbreak adversely influences the functionality of local governmental agencies while increasing their economic burden in the context of extending social welfare programs for mitigating the adverse socioeconomic outcomes (Sharp, 2012, p. 38). The tuberculosis outbreak proves to be a potential epidemiological burden for the developing nations of the world and leads to their economic decline while affecting the business activities (Jamison, Breman, Measham, 2006). Hospitals across the community environment become the source of nosocomial infections followi ng the tuberculosis outbreak. Furthermore, the increased burden of tuberculosis leads to an acute shortage of medicines and healthcare interventions that reciprocally decrease the wellness patterns of the predisposed individuals until the progression of the outbreak. Reporting Protocol of TB Outbreak The reporting protocol for tuberculosis outbreak follows the appropriate investigation of TB transmission and corresponding mortalities across the community environment (Davies, Gordon, Davies, 2014, p. 66). The identification of high incidence rates of TB infection following the efficient retrieval of epidemiological information by executing routine surveillance studies and utilizing social networking tools gives an insight regarding the possible modes of TB transmission across the community environment. Adequate reporting of the outbreak statistics assists healthcare professionals in developing mitigating strategies for controlling the adverse epidemiological manifestations of tuberculosis. The protocol for reporting the tuberculosis cases to the local community attributes to the submission of detailed reports for the patients confirmed with TB infection while specifying their demographics, laboratory findings, and nationality and treatment interventions. Furthermore, the reporting of cases of latent TB infection requires execution within three days of determining progression of the disease. The laboratory findings attributing to tuberculosis culture require reporting the appropriate genotype of the infectious organism to the local communities in the context of devising appropriate therapeutic interventions for reducing the progression of tuberculosis across the region of the outbreak. Furthermore, reporting of patients occupation, ethnicity, chest X ray findings, HIV status, history of alcoholism and residential status require execution in the context of updating this relevant information to the local health communities. Discharge of any TB patient in the absence of co rrectional measures by the healthcare facility requires prompt reporting to the local community in the context of determining the predisposition of the healthy individuals toward developing tuberculosis manifestations. Events of non-adherence to prescribed medicines by the TB patients require prompt reporting to the local community for evaluating the burden of the disease across the community environment. Furthermore, the cessation of TB treatment or development of co-morbid states by the affected patients requires reporting to the local state agencies in the context of devising mitigating strategies for reducing the progression of disease across the community environment. Structured reports with the above-mentioned information require submission to the local communities for timely reporting the progression of TB outbreak and its deterministic factors to the local health authorities. Plan of Action Tuberculosis outbreak requires timely reporting to the healthcare authorities as well as the key stakeholders of the state health agencies in the context of challenging infectious manifestations across the community environment. The healthcare professionals need to retrieve the details of immigrants, patterns of transmission of tuberculosis across the hospital settings and the extent of infrastructure disintegration during the TB outbreak for reporting these findings to the stakeholders to facilitate the administration of appropriate healthcare interventions for the affected patients. Health professionals also need to evaluate the population groups at high risk of infection for their prompt reporting to the healthcare agencies for implementing effective quarantine measures in the context of reducing the progression of tuberculosis following the epidemic outbreak. Mitigating Strategies for Preventing the TB Outbreak The mitigating strategies for reducing the progression of tuberculosis across the community environment attribute to the organization of training sessions for patients in the context of increasing their patterns of compliance to the prescribed medication (Woo Robinson, 2015, p. 1251). Healthcare professionals need to facilitate the effective dissemination of significant information regarding pathophysiology of tuberculosis to increase their awareness regarding the prognostic outcomes (of tuberculosis) following its progression across the region of the outbreak. The effective collaboration of healthcare professionals with the communities highly required to facilitate the implementation of hygiene and healthy life style measures for reducing the probability of infection transmission following the onset of TB outbreak (World Health Organization, 2008). Governmental agencies require undertaking financial measures for enhancing the healthcare resources in practicing preventive approaches for encountering challenges posed by tuberculosis invasion across the communities. Healthcare policies and guidelines require configuration with the intent of enhancing the capacity of the healthcare system to efficiently measure and evaluate the progression of tuberculosis manifestations to undertake their evidence-based treatment across the community environment. The concepts of advocacy and communication require implementation for evidently displaying the epidemiological state of tuberculosis, the corresponding healthcare measures and their advantages with th e engagement of the common masses to facilitate the wellness outcomes. Effective communication requires utilization as an evidence-based tool for influencing the perceptions of communities in terms of enhancing their quality of life to reduce the scope of TB progression among the predisposed individuals. References CDC. (2012, September 14). CDC Home. Retrieved from CDC.Gov: https://www.cdc.gov/tb/topic/globaltb/haiti.htm CDC. (2012). Transmission and Pathogenesis of Tuberculosis. In CDC, Transmission and Pathogenesis of Tuberculosis (pp. 19-44). Retrieved from https://www.cdc.gov/tb/education/corecurr/pdf/chapter2.pdf Davies, P. D.-O., Gordon, S. B., Davies, G. (2014). Clinical Tuberculosis (5th ed.). Florida: CRC. Denham, S., Eggenberger, S., Young, P., Krumwiede, N. (2015). Family-Focused Nursing Care. Philadelphia: F. A. Davis. Gangadharam, P. R., Jenkins, P. A. (1998). Mycobacteria: I Basic Aspects. USA: Springer. Glaziou, P., Falzon, D., Floyd, K., Raviglione, M. (2013). Global epidemiology of tuberculosis. Seminars in Respiratory and Critical Care Medicine, 34(1), 3-16. doi:10.1055/s-0032-1333467 Jamison, D. T., Breman, J. G., Measham, A. R. (2006). Disease Control Priorities in Developing Countries. Washington, DC: The International Bank for Reconstruction and Development. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK11724/ Migliori, G. B., Lange, C. (2012). European Respiratory Monograph 58: Tuberculosis. UK: ERS. Mitruka, K., Blake, H., Ricks, P., Miramontes, R., Bamrah, S., Chee, C., Hickstein, L. (2014). A Tuberculosis Outbreak Fueled by Cross-Border Travel and Illicit Substances: Nevada and Arizona. Public Health Reports, 78-85. Ocheretina, O., Shen, L., Escuyer, V. E., Mabou, M. M., Royal-Mardi, G., Collins, S. E., . . . Fitzgerald, D. W. (2015). Whole Genome Sequencing Investigation of a Tuberculosis Outbreak in Port-au-Prince, Haiti Caused by a Strain with a "Low-Level" rpoB Mutation L511P - Insights into a Mechanism of Resistance Escalation. PLoS One, 10(6). doi:10.1371/journal.pone.0129207. eCollection 2015. Schaaf, H. S., Zumla, A. (2009). Tuberculosis: A Comprehensive Clinical Reference. USA: Saunders Elsevier. Retrieved from https://books.google.co.in/books?id=5wFM7Bu8FG0Cpg=PT1091dq=tuberculosis+risk+factorshl=ensa=Xved=0ahUKEwjAptWY4e_JAhWUA44KHRQqARAQ6AEIQTAI#v=onepageq=tuberculosis%20risk%20factorsf=false Seddon, J. A., Shingadia, D. (2014). Epidemiology and disease burden of tuberculosis in children: a global perspective. Infection and Drug Resistance, 153-165. doi:10.2147/IDR.S45090 Sharp, E. B. (2012). Does Local Government Matter?: How Urban Policies Shape Civic Engagement. Minnesota: University of Minnesota. Smallman-Raynor, M., Cliff, A. (2012). Atlas of Epidemic Britain: A Twentieth Century Picture. New York: Oxford. WHO. (2008). Community Involvement in Tuberculosis Care and Prevention: Towards Partnerships for Health: Guiding Principles and Recommendations Based on a WHO Review. Geneva: WHO. Woo, T. M., Robinson, M. V. (2015). Pharmacotherapeutics For Advanced Practice Nurse Prescribers (4th ed.). Philadelphia: F.A.Davis.

Me Up at Does free essay sample

The Alternate Perspective E. E. Cummings invites readers to â€Å"put yourself in someone else’s shoes† in his 1963 poem, Me up at does. We will write a custom essay sample on Me Up at Does or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though short and, when evaluated according to traditional English sentence structure, â€Å"grammatically incorrect,† the poem exhibits the same basic elements found within any other form of poetry. Included in these elements is a speaker who narrates the poetry to the audience; the author’s unique selection of words, otherwise known as diction; an original use of syntax; the inclusion of various forms of figurative language; the incorporation symbols and allegorical elements into the poem; the use of symbolism requiring an imagination of each individual reader; and, of course, an underlying theme, which this author leaves to our own interpretation. This seemingly-simple poem actually provides a variety of themes for exploration in seeking to determine the author’s overall meaning behind the composition of E. E. Cummings’s Me up at does. Me up at does introduces us to a 3rd person (limited) speaker, by which the audience is able to view the situation from the eyes of the narrator; but this knowledge of the ongoing situation is limited only to the information provided by the speaker themselves. We are then briefly introduced to the two major characters (and only characters, for that matter) in the poem— the narrator and the mouse. We can extrapolate many details of the situational structure presented in the poem- the narrator had set a â€Å"mouse trap† (likely within his own home) to poison and kill the mice living amongst him; the mouse, innocent and helpless, has recently consumed some the poison; as the mouse’s life is coming to a rapid end, it is able to send an unspoken message while staring up at the narrator; the message tells the speaker of his proclaimed innocence and struggle to understand what he did differently than anyone else (especially the narrator) to deserve such a punishment, especially such a punishment as harsh as death. The primary and most obvious conflict presented in Me up at does is that of the character struggle between the poem’s narrator and the poisoned, quickly-ailing mouse. In this particular poetic conflict, we can draw the conclusion that the mouse’s character takes on that of the protagonist— the mouse is identified as the â€Å"good guy† in this poem because he is presented as the innocent victim who has been unrightfully discriminated against without reason. The mouse could also be considered the static character in this poem because his character does not really change from beginning to end; he is more of a role-player used to provide a means for delivering the author’s message. Therefore, the antagonist (who is held accountable for the bringing about of conflict) can be identified to the character of the poem’s speaker, who is accountable for initially setting up the mouse trap and is ultimately responsible for putting a harsh and undeserved end to the life of the mouse. The narrator is also likely considered to be the more dynamic character of the two; this is because he or she is the one who shows the most notable demonstration of change by or within a character in the poem. While the mouse does not have much time or ability to change his poetic character before dying, the narrator has the ability to consider and dwell upon the attention that the mouse brought to his wrongdoings; not only during the time period presented within the poem, but also during the remainder of his or her [ongoing] life afterward. However, the struggle between the protagonist and antagonist analyzed above is not the only conflict developed amongst the characters within Me up at does. E. E. Cummings leaves open the potential to evaluate another struggle developed; this alternative poetic conflict is that by which the narrator faces an internal struggle with his own actions, and the possible feeling of regret and realization of wrongdoing that simply came too late. This allows the narrator to learn a lesson and thus gives the poem a â€Å"point† or lesson. In doing so, it not only allows the narrator to reflect on his or her own actions, but also for the reader to open their own mind to the possibility of a similar situation within their own life. This inclusion of the reader to the poem provides a base for interest of the audience, allowing readers to relate the lessons explored through the poetry and make these lessons applicable within their surroundings. It is important not to underestimate the struggles noted within a poem; as such, we must note that an inner struggle of both the narrator and the mouse is definitely possible. The inner struggle within the narrator has already been explained. The mouse, on the other hand, may be suffering an inner struggle dealing with self-esteem issues. Not only is the mouse confused as to what it has done so wrong that the narrator himself would not do, but the mouse could also be beginning a pattern of blaming this on himself and developing self-esteem issues that have been building up as a result of continued prejudice against the â€Å"mouse,† or whoever this mouse may be representing (but this is a matter of talked about in the themes of the poem, which will be discussed later). Perhaps the most notable detail of Me up at does is brought out in the syntax of the poem. The arrangement of words within the poetry seem to be strategically fixed; they seem to somewhat â€Å"mock† the setting and situation of the poem. For instance, the first half of the poem is very difficult to read. The last half, on the other hand, seems to flow as smoothly as any other poem. ‘Why is this? ’ a reader may wonder. One possibility of this arrangement is that E. E. Cummings intended for both the halves of Me up at does to be facing the center; that is, the first half of the poem can be read much more clearly when the poem is read from the center up to the top backwards. Then, the second half can be read straightforward from the center down. As mentioned before, this balance was likely used to â€Å"mock† the situation taking place during this poem- the narrator is intended to represent the first half of the poem, and the mouse is supposed to represent the second half; and the two are supposed to be facing each other. This creates a feeling amongst the poem’s words of representation of the poem’s current setting and perhaps makes the poem feel more alive or recent, and makes the reader feel more engaged in the poem- more like a participant than a bystander of the situation at hand. The possible symbols used within Me up at does are those of the mouse standing for one who has been discriminated against at any point in history, and the narrator may stand for one who experiences an epiphany or realization of guilt for the wrongdoing brought about by this discrimination exhibited. For instance, a possible example that may be suitable are Hitler standing for the narrator and his realization of wrongdoing; and the mouse representing the Jews during the Holocaust wondering what they had done that Hitler or any of the other Nazi would not have done. Or, the narrator could stand for a slaveholder during the time of segregation and the mouse may be a representation of an African American, also wondering what he had done so wrong- was the unfair treatment based solely upon his skin? Symbols such as these, and other similar relations, may be drawn from the poem with a sufficient amount of evidence to support an argument for distinct symbolism demonstrated within the poem. E. E. Cummings allows his readers to draw a variety of possible themes from his poem. Me up at does simply does not provide a message direct enough for all readers to draw the same conclusion about the author’s message. For instance, an animal rights activist may view this poem as a means to bring attention to the innocence of all animals, large and small. However, as open for interpretation the poem may be, performing a little background research on the author’s message lends somewhat of a bias toward one potential theme over another. Other readers of this poem have a more concrete interpretation of E. E. Cummings’s underlying meaning; one that includes a focus on those looked down upon by others who consider themselves to be of a higher ranking status. This interpretation common views the mouse’s death as a symbol of the product of undeserved prejudice, and the narrator’s nonverbal communication with the mouse as his or her first realization of this unwarranted discrimination. Upon reflection of Me up at does, one reader writes, â€Å"The poisoned mouse is a representation of a person, race, or someone from the lower status of society who is ostracized and experiencing diminution†¦ The mouse, I would say, is one who experiences exploitation and dehumanization by people and the social order under which he exists† (Alforte). The reader also addresses a view of symbolism, much like my own personal interpretation, used within this poem, â€Å"Why the mouse is poisoned is a symbolism of the many social insights and norms in his society, which the personal himself is a victim by believing and following them. ‘What have I done that you wouldn’t have? ’ is a query asked to those who regard themselves as normal and usual individuals under a normal society that punishes the non-normal and the usual, and treats them like a mouse— to be poisoned and eliminated, not to allow them to achieve equality with the rest of the members of the society† (Alforte). The essential theme of this poem, though still open for individual interpretation, seems to be about the human life experience and the opportunity to live that we have each been given; but with this opportunity comes hardships and it should be expected that, at some point or another, each of us will feel subjected and be treated unfairly by others.

Foreign Affairs, Economics and the Articles of Confederation essays

Foreign Affairs, Economics and the Articles of Confederation essays The Articles of Confederation adopted in 1777 were designed to provide an effective form of government but did nothing of the sort. Although the Confederation attempted to strengthen foreign relations by maintaining peace with Great Britain and Spain, it failed. It also tried to better the nation's economic conditions through means of taxation and an increase in the national government's power, neither of which worked. Ultimately, the Articles of Confederation were unsuccessful and only added to the stack of problems the nation had to fix. The rest of the world did not think highly of the Confederation, making it challenging for it to convince Great Britain and Spain to honor their part of the peace treaty of 1783. The British had agreed to repay all slaveowners whose slaves had been seized by the British army, as well as promise to leave the United States. The British did not follow through with either of these agreements. John Adams was sent to London as a minister to resolve such issues but returned with no such achievement. Great Britain declined to even send a minister to the American capital. The debility of the Confederation was obvious throughout this all, as it was in its troubles with Spain as well. The Confederation had similar problems when dealing with Spain. The United States had land issues with the Spanish over the border between the United States and Florida, which was owned by Spain. The United States diplomats agreed to a treaty with Spain promising American recognition of Spanish possessions in North America and an agreement that the United States would only have the rights to navigate the Mississippi for twenty years in return for the acceptance of the American views of the Florida border. The southern states refused to ratify the treaty, meaning the problems between the two countries would remain. Foreign tribulations appeared again when the Confederation tried to repair the country's economic troubles as ...

Modern Managers Essay Example | Topics and Well Written Essays - 1500 words

Modern Managers - Essay Example Newman (1995) stated that a person's identity is not just a function of one's personal values and traits but it is also a function of the behavior and attitudes of people who have made a significant impact in their lives. As the other people's cultural values change, then their friends also do likewise. Newcomers to a business firm learn the appropriate roles and behaviors to become effective and participating members of that organization. Third, people who work together tend to share the same cultural values and ethics. Watson (1995) stated that a human grouping be it a school or the workplace shares a system of meanings which define what is good and bad and what are appropriate ways for members of that grouping to act and behave. Moreover, he also explained that being part of an occupation involves engagement on a regular basis in a part or the whole of a range of work tasks which are identified under a particular title by both those carrying out these tasks and by the general public. (Watson 2005). Fourth, a person's educational background has an impact on his socialization. The correspondence principle sets this general model - the higher you rise in education hierarchy, the better job you will get. However, the UK has fundamental inequalities in its educational system. The British students experience education not on the basis of merit but in terms of their ability to take a series of opportunities which is hugely dependent on their available resources. Only seven (7%) of the UK student population can afford to attend private schools. These students them move on to become Oxbridge students. About 100 schools (80% of them are private) provide almost one-third of all Oxbridge students. This inequality in education leads to other forms of inequalities such as social class, gender and ethnic groups. A way to expand educational opportunity to all would be to make university tuition fees affordable. In this sense, the students will be able to widen their participation. Fifth, managers who possess excellent social skills tend to succeed more. For instance, likeability is a valuable tool that complements crucial management skills such as the ability to communicate with employees, give inputs to senior management, interact with customers, and build effective teams. A manager who cultivates this skill is bound to become more successful. Customers are more likely to purchase products and services from someone they like. However, the value of being liked does not end with a job promotion.Moreover, managers may be required to communicate to corporate employees the specifics of a difficult company policy, A manager who learns how to become a genial salesperson and a good communicator will get better results. Managers need to learn the art of listening skills by listening more attentively to someone they like or to someone they merely tolerate.In order to be an effective manager, one must know several socialization skills. An important socialization skill is the recognition of the importance of getting along with others. Managers strive to be genuinely appreciated for who they are, how they act, and what they stand for. The linchpin of likeability is mutual respect which is based on the right attitude towards work and people, and then develops as managers work on providing the right communication climate, staying well-attuned to employee reactions, meeting or managing expectations, and seeking a balanced approach to issues.The second

A short review of Nancy Folbre, Valuing Domestic Product New York Term Paper

A short review of Nancy Folbre, Valuing Domestic Product New York Times, May 28, 2012 - Term Paper Example One of its major points is the significant economic effects of domestic work to the economy. This is because the unpaid domestic workers offers a supplementary role to the employed member of households, roles that would have been paid for if they were for example taken over by a house help. The article illustrates this with the example of marrying a paid worker thereby ceasing to pay. This will reduce the gross domestic product while a divorce in the arrangement to effect payments for the services would increase the gross domestic product. This identifies the significance of unpaid domestic work to the gross domestic product (Folbre, 2012). Another identified issue in the article is the undervaluation of the value of unpaid domestic works. One of the reasons for the underestimation of the unpaid domestic work is its equivalent rating with average rate for commercial household workers. The difference in family based skills, and probably self-interest in the unpaid domestic work, howev er illustrates a higher value for the unpaid work. As a result, published estimates are less than the actual value of unpaid domestic work. ... Similarly, those who still dedicate to it have a reduced invested time in the work. The reason for such reduced time is the technological developments that provide time efficiencies and cheaper substitutes. These have also led to loss of significance of unpaid domestic work (Folbre, 2012). The article also explains the role of homemakers, as unpaid domestic workers, as social and economic equalizers. This is because their shift from the domestic chores into paid works leads to a significant difference across households a factor because of the less volatility in the value of domestic chores as compared to employment opportunities (Folbre, 2012). Why full time homemakers are income equalizers Full time homemakers are income equalizers because the value of domestic roles and domestically generated products are less volatile that the value in employment opportunities and market products. This means that the homemakers generate almost equal utility levels to harmonize the differences from the breadwinners’ market income. The transition from full time homemakers to the employment market however increases wage rate inequality. Similarly, the shift from a full time homemaker into an employee means that market products whose values are highly volatile substitute the almost uniformly valued domestically produced products. The volatility factor that is less significant in domestic roles than in the market therefore explains the role of full time homemakers as income equalizers (Folbre, 2012). Unpaid household work in Canada The value of unpaid household work in Canada is estimated to fall within the range of between 35 percent and 55 percent of the country’s gross domestic product (Perelman, 2011).

By close reference to the Lumber Room Essay Example for Free

By close reference to the Lumber Room Essay By Close Reference to The Lumber Room and The Destructors examine the behaviour of Nicholas and Trevor and stay how far you feel that actions are understandable and justified The two boys, Trevor and Nicholas have a very different behaviour but they have the same reason to perform their actions on their enemies. This reason is revenge. Although, the action they take to gain revenge are very different. Trevor carries out his revenge on society by destroying Mr Thomass or Old Miserys house whereas Nicholas takes his vengeance on his sio-distant aunt by spoiling her image as an adult. Trevor plans to destroy the house when Mr Thomas will be away all tomorrow and Bank Holiday, and after he becomes the leader of the Wormsley Common Gang. This gives him more confidence and power to plan the tactics, and more respect from the gang. Trevor does this by going to see the interior design and structure of the house. As Trevor said to Blackie; He showed it to me, proves this. He is determined to demolish the house with the help and support of the gang. As Blackie said to the gang; Its proposed that to-morrow and Monday we destroy Old Miserys house, shows this. He orders them to perform different jobs using different tools such as nails, chisels, saws, and hammers to carry out the operation. As Trevor orders Blackie; When youve finished in here crack the plaster in the passage up with you sledge-hammer, illustrates an idea of this. To completely tear down the house they attach a piece of rope from the house to a lorry and wait for the lorry driver to start the vehicle. However, Nicholas prepares to ruin his sio-called aunts image as an adult. When Nicholas is not given a special meal he puts the frog in his milk to prove to the adults that they can be wrong at certain times and that they dont listen to him. This causes his aunt to make him stay at home after annoying them. Nicholas goes into the lumber room to trick her into thinking that he has entered the gooseberry garden when he is not suppose to. As the aunt remarked to herself; Only because I have told him he is not to, proves this. She tries to catch him into doing something wrong by entering the garden but slips into the rain-water tank. Nicholas then hears her calling him and reaches the front of the garden. He informs her that he is not allowed to enter the garden and accuses her of being the Evil One as she lied to him. As Nicholas shouts to his aunt; Now I know that you are the Evil One and not aunt, illustrates this. Nicholas finally punishes his aunt by not rescuing her out of the tank. His behaviour is excessive and unnatural as a young child. Trevors action is understandable because the house was constructed and designed by Christopher Wren and not by his father, it contained panellings and stairs, its survived in the Blitz, and its state was still looking beautiful. Trevor also did this as his family had dropped down their position in society. This was that his father had lost his high position job as an architect and had to apply for a low position job as a clerk. As Trevor said to the gang; Wren built that house, father says, proves this. All of these factors make Trevor jealous as he does not have these things now, and so this causes him to destroy the house to take his revenge on society. Although, Nicholass action is understandable because he tries to prove to the adults that they can be wrong at certain occasions and that they dont listen to him when he mentions something important. As Nicholas repeated to them; You said there couldnt possibly be a frog in my bread-and-milk; there was a frog in my bread-and-milk, proves this. This causes him to stay at home as a punishment from his aunt. All of these aspects cause Nicholas to take his revenge on his soi-distant aunt by spoiling her image as an adult. Trevors action is not justified because he is taking his revenge on the wrong sector of society. This is futile as it does not affect the people who made Trevors family descend down in society but Mr Thomas, an innocent and old person who lived in the beautiful house all alone, and did not cause any of this to them. I also feel that Trevor does not have the right to destroy the house because it is not his property but Mr Thomass. Nevertheless, Nicholass action is justified because he was debarred to go to Jagborough sands with the other children by his soi-distant aunt, and so had to stay at home as a form of punishment from her. Therefore, my opinion on this is beneficial because Nicholas feels that his aunt should not have punished him in trying to prove the characteristics of the adults. I also approve of his action because I feel that adults should admit their mistakes, listen to what children say, and not disregard their views.

God :: essays research papers

Anthropomorphism is defined as attribution of human motivation, characteristics, or behavior to inanimate objects, animals, or natural phenomena. The Bible teaches many lessons for life, including how to be a good parent. In Genesis, the first book of The Bible, God is given human motivation, characteristics, and behaviors of a father. God sets rules and limits, he protects and provides for his people, and he punishes his people. In the beginning, God creates the world. He separates the dark from the light, the oceans from the dry lands; he creates all wildlife, animals and people. The story starts in the Garden of Eden, in which Adam and Eve are living. God sets one rule for them and it is to not eat from the tree of knowledge of good and evil. Although there is only one rule set on them, both Adam and Eve both disobey it and eat of the tree. Another rule that is set by God is that nobody is to kill Cain. Cain murders his brother Abel and God puts a mark on Cain. This mark is to let people know that he is a murderer and if anyone kills him â€Å"vengeance shall be taken on him sevenfold.† In Genesis 9:6, God says, â€Å"Whoso sheddeth man’s blood, by man shall his blood be shed.† This is saying that if a man kills someone else, then that man will be killed. This is another rule that God sets, even though there are other parts in The Bible that will contradict this. God protects and provides for everyone and everything that he has created. When God creates the first man, Adam, he decides that he should provide him with a wife. He removes a rib from Adams body and out of it, he creates Eve, Adams wife. God provides Adam and Eve with everything they need while they are in the Garden of Eden. All their food sources come from the wildlife around them. Food from the trees, drinks from the rivers, anything they need, they had. When God sees that the entire world is turning wicked, he wants to punish them, but also protect the one righteous family that he knows of. He also wants to protect all species of animals. He tells Noah to build an ark, and to bring on it: his wife, his three sons and their wives, and a pair of every animal. By doing this, God protects this family and all of the animals from total destruction. To be a

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.