The Hidden Truth About Buy an Essay Online

The Hidden Truth About Buy an Essay Online Buy an Essay Online for Dummies Furthermore, the strategy assures the student that the man or woman isn't going to lose their investment and purchase an essay online with a high-quality. If people buy an essay online, it's an ideal practice. University students from all around the world have already ordered over 40 thousands of orders that were successfully completed. Very good news is you don't need to look any further. If you've got an already written paper or only a draft, we'll enable you to compose a perfect essay and receive the maximum grade. In every situation, an essay should be an entirely original paper. Whether you are in need of a comparative essay, a research paper, a journal entry, or just a fiction evaluation, we can help at the moment! If you purchase an essay with our service you're sure to receive 100% free of plagiarism paper. Who Else Wants to Learn About Buy an Essay Online? In addition, the strategy assur es students they won't lose their money. With us, you'll never get stuck without on-demand assistance. If you've got a pending essay that you're trying hard to finish, don't devote another day fretting about deadlines or worrying about how you're going to find everything done. Place your purchase here, and you'll observe that it's possible to purchase essay for college spending little money and time because purchasing a paper on the website is really a pleasure! The Advantages of Buy an Essay Online Therefore, online writing providers guarantee learners excellent grades. While you considering whether to get essays, it's a superb concept to think about the advantages of employing a customized sample writing service like Ultius. Our essay writing service will be pleased to aid you with academic or company writing. Many internet essay writing services operate beyond the nation, making it hard to track. Even should you need some emergency essay on Christmas, Easter, Independence day or another holiday you'll be able to order it here and be sure to receive it on time. You're going to be matched with a writer and your essay is going to be written perfectly once possible. You've got a chance to select a writer all on your own, or they is going to be assigned to your order by our manager. If you order a low-cost essay online on the website, you can rest assured our writers will finish a paper for you that connects to the readers and that's written according to all academic requirements. It's possible to receive ripped off when you go to purchase essay writing. Our essay writers will guarantee that the essay is going to be written based on your instructions. Therefore, if you'd like to purchase cheap essays, you're welcome to reach out to us at any moment. Thus, you turn to an on-line essay writing service to purchase essay papers. Why Almost Everything You've Learned About Buy an Essay Online Is Wrong Before you get an essay, lots of editors check it. It's possible to buy essays online from various companies nowadays, so please be conscious of the simple fact that a lot of them have already pre-written essays or maintain a database of the completed papers. You could get a paper which has been used by several students before but the risks are unnecessary when you are able to purchase custom writing essay work from. There are a million options but just a few are reputable. After you purchase an essay, you might have situations when you want to request a modification or even refund. There are many forms of essays, it is not difficult to shed an eye on all your writing assignments. If you're puzzling who will be able to help you with the assignment at the lowest price as you're a student and is occasionally pressed for money, you're at the proper place as we offer cheap customized writings. Placing an order is extremely straightforward. The ordering procedure is very straightforward. Therefore, when you purchase essay onli ne, you're sure to get your order within the agreed moment. The longer the deadline you're in a position to give, the lower the price is going to be, so order it the moment you are able to. If you believe you can purchase an essay sample for a reasonable price, then you're crazy since you can receive free samples on the internet to help you write your essay. So for those who have an essay due and if its not ultra urgent, you may use our discount and find the very first paper at an incredibly inexpensive price and STILL enjoy the very same, superior quality. Purchasing an essay from an expert online writing service is not hard. Purchase an essay online and be extremely delighted with the quality you have earned. Each grade of the essay is going to be written by means of a writer who's qualified to that level or higher, to ensure you receive the degree of content required. At writing services it's possible to buy best high quality custom essays. No matter whether you choose to purchase an essay on the internet or write it yourself, it's important to pay your closest attention to small details since they determine the level of your writing piece. The Fundamentals of Buy an Essay Online Revealed As a substitute option, when you want a particular sort of essay written, please check our writing services page so that you may pick the paper from the list fast and straightforward. To get papers, you merely have to place an order request on the website. If you're using writing services online for the very first time and not certain how it works, you may always contact our support agent who will help you through all the stages starting with the purchase placement right until the last paper is delivered to you. From the point when you purchase an essay online from us to the time we deliver the very same, you can be sure that you're likely to acquire a custom made paper that is tailored to satisfy your requirements. But What About Buy an Essay Online? All yo u need to do is to get an essay online from our reliable provider, essayelites.com. If you wish to purchase an essay online, our group of competent professionals is prepared to provide help. For most individuals it's tough selection to purchase college essay online. In summary, should you need to purchase college papers online, EssayYoda is the region for you! Essay writing is most likely the hardest portion of your studying in college. Using Ultius to assist you with your essay writing is not just convenient, but in addition it contributes to better outcomes. Essay writing one would say it's an easy job. Finding out how to compose an essay could possibly be simple, but completing one is a different story.

The Bluest Eye By Toni Morrison - 1760 Words

She is pulled in two separate directions, confusion filling her mind, not knowing whether to doubt herself or listen to her screaming thoughts. in Toni Morrison’s The Bluest Eye, we meet Claudia, a young girl growing up in a puzzling environment. Claudia is growing up in an era where society’s ideology has been carved out by a single group—White America. Beauty is one of the aspects that is forged by this group. Claudia is aware of what society tells her: beautiful is blue eyes and blond hair, and it is not dynamic. Her awareness takes her on a muddled journey, where she confronts societal views. At first, Claudia shows a fierce resistance to society’s standards. Claudia rejects Shirley Temple and white dolls, representatives of what society found beautiful. She â€Å"[hates] Shirley,† (Morrison 19) and destroys the white doll that is gifted to her. Through these actions we can see that Claudia does not believe white is beautiful, and ultimately hat es society’s perception of beauty. However, at Claudia’s â€Å"turning point,† (19) a point that seems to be Claudia’s point of maturity, Claudia acquires a better understanding of beauty It is unclear whether Claudia valiantly rejects White Beauty, or gruesomely succumbs to society’s standards. At this point Claudia says she learned to â€Å"love [Shirley]† (19). However, this appeal to Shirley is eventually labeled â€Å"fraudulent love† (23). Morrison makes it unclear to which side Claudia falls one—rejection or acceptance. What might an analysisShow MoreRelatedThe Bluest Eye By Toni Morrison1720 Words   |  7 Pagesof The Bluest Eye, Toni Morrison, criticizes the danger of race discrimination for any kinds of situations with no exception. The purpose of the paper is explain how pervasive and destructive social racism was bound to happen in American society. The intended audiences are not only black people, but also other races had suffered racism until now. I could find out and concentrate on the most notable symbols which are whiteness, blue eyes and the characterization while reading the novel. Toni MorrisonRead MoreThe Bluest Eye By Toni Morrison1587 Words   |  7 Pagessaid, â€Å"We were born to die and we die to live.† Toni Morrison correlates to Nelson’s quote in her Nobel Lecture of 1993, â€Å"We die. That may be the meaning of life. But we do language. That may be the measure of our lives.† In Toni Morrison’s novel, The Bluest Eye, she uses language to examine the concepts of racism, lack of self-identity, gender roles, and socioeconomic hardships as they factor into a misinterpretation of the American Dream. Morrison illustrates problems that these issues provoke throughRead MoreThe Bluest Eye By Toni Morrison956 Words   |  4 PagesHistory of Slavery Influenced the Characters of The Bluest Eye Unlike so many pieces of American literature that involve and examine the history of slavery and the years of intensely-entrenched racism that ensued, the overall plot of the novel, The Bluest Eye by Toni Morrison, does not necessarily involve slavery directly, but rather examines the aftermath by delving into African-American self-hatred. Nearly all of the main characters in The Bluest Eye who are African American are dominated by the endlessRead MoreThe Bluest Eye By Toni Morrison1189 Words   |  5 PagesA standard of beauty is established by the society in which a person lives and then supported by its members in the community. In the novel The Bluest Eye by Toni Morrison, we are given an extensive understanding of how whiteness is the standard of beauty through messages throughout the novel that whiteness is superior. Morrison emphasizes how this ideality distorts the minds and lives of African-American women and children. He emphasizes that in order for African-American wom en to survive in aRead MoreThe Bluest Eye by Toni Morrison1095 Words   |  5 PagesSocial class is a major theme in the book The Bluest Eye by Toni Morrison. Toni Morrison is saying that there are dysfunctional families in every social class, though people only think of it in the lower class. Toni Morrison was also stating that people also use social class to separate themselves from others and apart from race; social class is one thing Pauline and Geraldine admire.Claudia, Pecola, and Frieda are affected by not only their own social status, but others social status too - for exampleRead MoreThe Bluest Eye By Toni Morrison2069 Words   |  9 Pagesblack/whiteness. Specifically, white people were positioned at the upper part of the hierarchy, whereas, African Americans were inferior. Consequently, white people were able to control and dictate to the standards of beauty. In her novel, ‘The Bluest Eye’, Toni Morrison draws upon symbolism, narrative voice, setting and id eals of the time to expose the effects these standards had on the different characters. With the juxtaposition of Claudia MacTeer and Pecola Breedlove, who naively conforms to the barrierRead MoreThe Bluest Eye By Toni Morrison1103 Words   |  5 Pages Toni Morrison is known for her prized works exploring themes and issues that are rampant in African American communities. Viewing Toni Morrison’s novel The Bluest Eye from a psychoanalytical lens sheds light onto how, as members of a marginalized group, character’s low self-esteem reflect into their actions, desires, and defense mechanisms. In her analysis of psychoanalytical criticism, Lois Tyson focuses on psychological defense mechanisms such as selective perception, selective memory, denialRead MoreThe Bluest Eye By Toni Morrison Essay1314 Words   |  6 PagesThe Bluest Eye, by Toni Morrison, encompasses the themes of youth, gender, and race. The African American Civil Rights Movement had recently ended at the time the novel was written. In the book, Morrison utilizes a first-person story to convey her views on racial inequality. The protagonist and her friends find themselves in moments where they are filled with embarrassment and have a wish to flee such events. Since they are female African Americans, they are humiliated in society. One of Morrison’sRead MoreThe Bluest Eye By Toni Morrison1462 Words   |  6 PagesBildungsroman literature in the 20th century embodies the virtues of different authors’ contexts and cultures, influencing the fictional stories of children’s lives around the wo rld.. The Bluest Eye is a 1970 publication by Toni Morrison set in 1940s Ohio in America, focal around the consequence of racism in an American community on the growth of a child, distinct in its use of a range of narrative perspectives. Annie John by Jamaica Kincaid is a novel set in post colonial Antigua, published in 1985Read MoreThe Bluest Eye By Toni Morrison992 Words   |  4 PagesSet in the 1940s, during the Great Depression, the novel The Bluest Eye, by Toni Morrison, illustrates in the inner struggles of African-American criticism. The Breedloves, the family the story revolves around a poor, black and ugly family. They live in a two-room store front, which is open, showing that they have nothing. In the family there is a girl named Pecola Breedlove, she is a black and thinks that she is ugly because she is not white. Pecola’s father, Cholly Breedlove, goes through humiliated

Essential Elements Of Contract - Solution is Just a Click Away

Question: Describe an example of a contract that you or someone you know entered into (e.g., rental agreement, cell phone agreement, property purchase or lease [e.g., car, home, furniture, etc.], home or car repair, or student loan agreement). In your description, be sure to provide specific contractual details including parties and subject matter involved. Answer: Overview In general terms, a contract can be said to be an agreement between two or more parties where the parties are known as parties to the contract. The agreement creates rights and obligations under the common law and under the contractual statutes applicable in the USA and its states. The obligations created through the agreement require a party to the contract to perform something or refrain from performing something ("Uniform Commercial Code", 2016). In cases where the contractual obligations are not fulfilled, legislative and judicial remedies are available to the party aggrieved or suffering a loss. Contracts have become indispensable in the business fraternity throughout the world. However, the validity of a contract has always been questioned in matters of dispute. Validity of a contract depends on a few essential features that have to be fulfilled by the contracting parties in order to make such a contract enforceable under the eyes of the prevailing law. The purpose of this assi gnment is to bring out the essential elements of a valid contract and the consequences of a breach of contractual terms along with an explanation of the remedies available to the aggrieved party. Essential Elements of Contract The essential elements of a valid contract are as follows: Offer and Acceptance Offer is said to be a promise or a proposal that is made to a party to perform or refrain from performing something in exchange of something that has value. It is a definite promise to be bound by the terms of the contract that are proposed. The contractual obligations come into existence once the terms have been accepted by the other part to which the offer was made ("Principles of American Contract Law", 2016). Acceptance occurs when the offeree accepts the terms of the offer and such acceptance shall be unequivocal. Acceptance shall be communicated to the offeror by an act or a statement. Consideration Consideration is the price that is paid by the offeror to the offeree against the performance of the stipulated promise. The consideration must be something of value to the offeree and not necessarily money. Intention to Create Legal Relations Formation of an agreement requires an intention of the parties to create a legal relationship between them ("Contract Law", 2016). Presence of consideration is a proof that a legal relationship exists. It is a consideration for the sacrifice made by the offeree. Legal Capacity A person shall be legally competent to enter into a contract. In other words, the person shall not be a minor, of unsound mind (declared by a competent court) or intoxicated. A person is said to be a minor if such a person is below the age of 18 or 21 (depends on the state regulations and jurisdictions) ("Contract Law", 2016). Mutuality of Obligation Mutuality of Obligation is a doctrine under which both the parties to a contract are required to perform their contractual obligations otherwise the court may hold such a contract to be without any contractual obligations for both the parties involved. Contractual obligations are closely related to consideration. Contracts not fulfilling this element are mostly invalidated by the courts. Writing Requirement Contracts may be written or oral and both are considered to be valid under the law. However, under the State of Frauds, certain types of contracts are required to be reduced to writing for them to be valid and enforceable under the law ("Writing Requirement - Elements of a Contract - Contracts", 2016). Breach and Remedies When a party is unable to perform their contractual obligation, there is said to be a breach of contractual terms. The aggrieved party suffering a loss due to such a breach may sue the other party and claim damages. A few reliefs can be claimed under the prevailing legislative structure as follows: Monetary Damage: Monetary damages may be paid to the aggrieved against the losses faced. Compensation: Compensation can be paid by the breaching party to compensate the promise. This puts the parties back to a position where it will be assumed that the breach did not take place ("Contracts - Contracts", 2016). Specific Relied: After considering the circumstances of the case, the court may order the breaching party to perform a portion of the contract as deemed fit by the court. Punitive Damages Nominal Damages: Punitive damages are additional monetary penalties imposed by the court. Nominal damages are damages that are paid where it is not possible to determine the quantum of damage caused ("Contract Law", 2016). Example The sample agreement is an agreement for sale and purchase of a real estate property. The buyer of the property is Mr. John Smith and the seller is Mr. Mike Cooper. The contract contains the details of the property. Payment is to be made through an escrow account and the contract stipulates the details of the consideration and the mode of payment. The contract stipulates a period of sixty days regarding contingencies of closing. The main subject matter of contract revolves around the manner in which the transaction is to be executed. References Chapter 18: Contract Law. (2016).Businesslawbasics.com. Retrieved 8 June 2016, from https://www.businesslawbasics.com/chapter-18-contract-law Contract Law. (2016).Hg.org. Retrieved 8 June 2016, from https://www.hg.org/contract-law.html Contracts - Contracts. (2016).Contracts.uslegal.com. Retrieved 8 June 2016, from https://contracts.uslegal.com/ Principles Of American Contract Law. (2016).www3.uninsubria.it. Retrieved 8 June 2016, from https://www3.uninsubria.it/uninsubria/allegati/pagine/1438/Prof_Mootz.pdf Uniform Commercial Code. (2016).LII / Legal Information Institute. Retrieved 8 June 2016, from https://www.law.cornell.edu/ucc Writing Requirement - Elements of a Contract - Contracts. (2016).Contracts.uslegal.com. Retrieved 8 June 2016, from https://contracts.uslegal.com/elements-of-a-contract/writing-requirement/

Midsummer Night`s Dream Essays (724 words) - Hermia, Demetrius

Midsummer Night`s Dream In Shakespeare's "A Midsummer Night's Dream" the mortal teenage characters fall in love foolishly, and the character Bottom states, "O what fools these mortals be". They are foolish because they act like children. Although Lysander, Hermia, Demetrius, and Helena appear grown-up, when they are in love they act foolishly. The four teenage lovers are fools. Demetrius is a fool because he is unaware that his love changes through out the play. At the start of the play Demetrius does not love Helena. (II ii,line 188) Demetrius says, "I love thee not, therefore pursue me not." (II ii,line 194) "Hence, get thee gone, and follow me no more." In III ii, Demetrius after being juiced begins to love Helena. (III ii,line 169-173) Demetrius says, "Lysander, keep thy Hermia; I will none. If e'er I loved her, all that love is gone. My heart to her but as guest- wise sojourned, And now to Helen is it home returned, There to remain." This proves he is a fool, because he is not aware of his changing love for Helena. Helena is a fool because Demetrius does not love her but she still persists in chasing him. Demetrius shows no love for Helena. (II i,line 227-228) Demetrius says, "I'll run from thee, and hide me in the brakes, And leave thee to the mercy of wild beasts." (II i,line 199-201) "Do I entice you? Do I speak you fair? Or rather do I not in plainest truth Tell you I do not, nor I cannot love you?" Demetrius clearly illustrates to Helena that he has no interest, but Helena persists. (II i,line 202-204) Helena says, "And even for that do I love you the more. I am your spaniel; and, Demetrius, The more you beat me, I will fawn on you." (II i,line 220-222) "Your virtue is my privilege. For that It is not night when I do see your face, Therefore I think I am not in the night;" This proves that Helena is a fool because Demetrius does not love her, but she still persists. Lysander is a fool because he persuades Hermia to avoid death and run away with him. Hermia must marry Demetrius or she will be put to death. (I i,line 83-88) Theseus says, "Take time to pause, and, by the next new moon- The sealing-day betwixt my love and me, For everlasting bond fellowship- Upon that day either prepare to die For disobedience to your father's will, Or else to wed Demetrius, as he would," Hermia does not love Demetrius. (I i,line 140) Hermia says, "O hell! To choose love by another's eyes." Hermia loves Lysander. (I i,line 150-155) "If then true lovers have been ever crossed, It stands as an edict in destiny. Then let us teach or trial patience, Because it is a customary cross, As due to love, as thoughts and dreams and sighs, Wishes and tears, poor fancy's followers." Lysander has an alternative idea. (I i,line 157-159) Lysander says, "I have a widow aunt, a dowager Of great revenue, and she hath no child; *From Athens is her house remote seven leagues." (I i,line 164- 165) "Steal forth thy father's house tomorrow night, And in the wood, a league without the town." Lysander is a fool because he convinces Hermia to risk death and run away with him. Hermia is a fool because she risks death for love. Hermia is to marry Demetrius, or be put to death. (I i,line 95-98) Egeus says, "Scornful Lysander, true, he hath my love, And what is mine my love shall render him. And she is mine, and all my right of her I do estate unto Demetrius." Lysander suggests an idea. (I i,line 157-159) Lysander says, "A good persuasion. Therefore her me, Hermia. I have a aunt, a dowager Of great revenue, and she hath no child;" Hermia agrees with the idea. (I i,line 168-169) Hermia says, "My good Lysander, I swear to thee by Cupid's strongest bow," (I i,line 178) "Tomorrow truly will I meet thee." Hermia is a fool because she is risking death for the love of Lysander. Therefore this proves, the four teenage lovers are fools. (VI i, Theseus states) "Lovers and madmen have such seething brains, Such shaping fantasies, that apprehend More than cool reason ever comprehends." William Shakespeare's A Midsummers Night's Dream shows how childishly foolish lovers can be.

Tech Your Head essays

Tech Your Head essays Growth in technology is very similar to evolutionary growth. Our world has seen so much change since life first sprouted on our planet. Since the primordial soup of earths prehistoric waters created organisms life on earth has progressed quickly. Much like evolutionary processes found in life forms, technology builds on its own increasing order and thus speeds up. The technological developments of modern-day computer scientists will bring us computers faster than weve ever seen, a new intelligent life-form with mental powers equal or surpassing our own, and will raise moral and ethical questions currently unforeseen. Gordon Moore, the inventor of the integrated circuit, noted that the surface area of a transistor was being reduced by 50 percent every 12 months. When he made this observation he was chairman of Intel. Then, in 1975, he revised his observation to 24 months. With a biannual doubling of the number of transistors that you can fit onto an integrated circuit, the components on a chip as well as the speed of the computer are doubled. The idea of exponential growth in technological developments is known as Moores Law on Integrated Circuits. Almost all of the developments made in calculation technology from the abacus to the Apple II have laid appropriately on the timeline of technological evolution as prescribed by Thomas Moore, but now it seems there has been a recent acceleration in the acceleration of the evolution. Today, we use computers to design computers, and they meticulously calculate details in the newest design, then the designs are produced in factories that utilize full automation with very little intervention from humans. We can expect that computers will take their progression into their own hands, and at that point they will accelerate very rapidly. According to Ray Kurzweil, a highly educated and experienced man in the field of nanotechnology as well as the author of ...

What Romeo and Juliet Laws Mean for Teens

What Romeo and Juliet Laws Mean for Teens When Shakespeare brought Romeo and Juliet to life, he was intentional in choosing two young characters as his protagonists. Then as now, two teenagers having consensual sex is perfectly understandable. On the other hand, an adult molesting a child is reprehensible. The difference between the two situations would seem obvious. But in many states across America, from a legal standpoint, there’s little distinction between Romeo and Juliets mutual decision and the abusive actions of a child molester. An older teen who has sex with his younger girlfriend can be arrested, prosecuted, and jailed for the act. Even worse, they may carry the stigma of being labeled a sex offender for the rest of their life. The problem typically arises when the male is 18 or 19, the female is between 14 and 16, and the parent of the younger teen presses charges. (Even Romeo would be labeled a sex offender today, as he was believed to be 16 and Juliet 13 when their relationship began.) Consent and Advice Though the age of consent (i.e. the age at which an individual can legally agree to have sex) varies from state to state- and often splits along gender lines- it is definitive in one aspect: it refers to sexual acts between heterosexuals. In over half the states, sex between homosexuals is either not addressed by existing laws or is considered a crime. Recent changes in the laws governing consensual sex between minors or an adult 18 years of age and a minor 14-16 years of age have acknowledged that this intimacy is not the same as molestation. The new laws, named â€Å"Romeo and Juliet laws† after Shakespeare’s tragic teenage lovers, attempt to correct overly harsh penalties and prison terms meted out over the years. In 2007, these laws went into effect in Connecticut, Florida, Indiana, and Texas. Several other states have followed, with about half the states currently having some form of Romeo and Juliet law. Accidental Sex Offender In Florida, a 28-year-old man who’d been placed on the state’s sex offender registry was able to remove his name after the passage of Florida’s Romeo and Juliet law in July 2007. At age 17, Anthony Croce began having sex with his 15-year-old girlfriend; when he turned 18, the girl’s disapproving mother pressed charges and Croce pleaded no contest. He was then legally compelled to register as a sex offender. Florida’s new law still regards underage sex as a crime, but a judge may now determine whether to strike the sex offender designation from those previously convicted. Cases that may lead to an overturned designation would involve a victim who is age 14–17 and has agreed to consensual sex; the offender would have to be no more than four years older than the victim and have no other sex crimes on their record. Gay Bias in Rulings For teenagers who are gay or lesbian and engage in consensual sex, the laws are much tougher. A 2004 case heard by the Kansas Supreme Court had civil libertarians and gay rights groups protesting the existence of a double standard. Matthew Limon was a mentally disabled 17-year-old when he had consensual sex with a 14-year-old boy. Under the Romeo and Juliet law enacted in Kansas in 1999, Limon would have been sentenced to 15 months in prison if the boy had been a girl. But because the law states that partners must be members of the opposite sex, ​Limon was given a 17-year sentence. California state Sen. Scott Wiener, D-San Francisco, introduced a bill in 2019 to add same-sex relationships to the states Romeo and Juliet law. The law seeks only to bring equality to gay and lesbian offenders and still would bring sex-offender status for adults to have sex with underage teens of the same sex or for a teen to have sex with anyone of the same sex under 14. Papa Dont Preach and Dont Press Charges The Romeo and Juliet laws are frequently enforced unfairly says Mark Chaffin, a researcher with the University of Oklahoma-based National Center on the Sexual Behavior of Youth. In many cases, they are enforced largely by how angry the parents of the younger party are. 2-Year Difference 10-Year Sentence One well-publicized case demonstrating the need for Romeo and Juliet legislation is that of Genarlow Wilson, a 17-year-old who was imprisoned for having consensual oral sex with a 15-year-old female. An athlete and honor student, Wilson was videotaped at a New Year’s Eve celebration engaging in oral sex and was sentenced to 10 years for aggravated child molestation. After serving jail time from 2003–07, the Georgia Supreme Court ruled that Wilson should be released; and this decision was followed by a change in state law that reduced consensual sex between teenagers to a misdemeanor with a maximum sentence of one year. Sources Man shed sex offender status under new Romeo and Juliet law. Associated Press. Aug. 6, 2007.New Laws Take Romeo Into Account https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2007/07/16/new-laws-take-romeo-into-accountReynolds, Dave. Court to Decide on Discriminatory ‘Sodomy’ Law. The New Standard. Sept. 1, 2004.Why Is Gay Underage Sex Criminalized When Straight Sex Is Not? https://www.advocate.com/crime/2019/1/23/why-gay-underage-sex-criminalized-when-straight-sex-not

Causes and effects Essay Example | Topics and Well Written Essays - 500 words

Causes and effects - Essay Example sses, or sometimes also spirits and ancestral beings, who became involved in the material world of human beings in ways that were fickle and unpredictable. People attributed things that happened to these unseen beings, or to evil magic, and tried to influence events by making offerings and sacrifices, thinking that this would change the future (Iles-Jones, 2004, p. 454). There was little understanding of natural events like thunder, or volcanoes, or disease processes and so these things took on personal attributes. This vague linkage between natural and supernatural events means that we cannot speak of a true understanding of cause and effect in the ancient world. With the rise of monotheism, a single God was perceived to be the first cause of all that exists, and everything that is seen in the world began to be interpreted in terms of this initial cause, in tension with the lesser causes of human actions. Anything which was not immediately understood could be seen as an act of God. This all changed, however, in the period known as the Enlightenment in European history. For the first time theoretical ideas began to be linked with practical applications. It was Francis Bacon (1561-1626), a famous British lawyer and statesman, who first proposed a style of exploration which we now know as â€Å"the scientific method† (Gower, 1997, p. 45). He worked out that the best way to explain the world was to do controlled experiments and watch carefully what happened. By changing individual aspects of the experiment it was possible to work out what was causing different effects to happen. When the causes and effects were found to be consistent and repeatable, firm laws could be deduced, and events predicted, and this was an extremely significant advance for humankind. This line of thinking did not necessarily replace religious thinking, since a divine being could still be responsible for starting off these linked events, or for stepping in at any point, but it started off a

Critically discuss how knowledge of the chronic radiation induced long Essay - 1

Critically discuss how knowledge of the chronic radiation induced long term side effects have impacted on current treatment practices - Essay Example Wallace and Lorrie (2002) observe that fatigue is the most common and severe of all side effects of radiotherapy. Side effects caused because of radiotherapy are so dangerous that some result in serious permanent disabilities, death, or even some short-term side effects to the cancer infected patients who are undergoing radiation. Patients can evade this menace if doctors or radiologists take careful precautions. However, these prevention methods depend on the type of cancer that one is suffering from. It is worth noting that the intensity of side effects of radiotherapy treatment depends on which target tissues the treatment is being directed. The side effects may be minimal according to the type of tissue receiving the treatment. This paper explores the techniques of treating cancer, their side effects and the modifications in place to reduce the impacts on patients in future. The research paper will focus on fatigue, as the most serious side effect in treatment of cancer. Fatigue is the most serious side effect caused by radiotherapy. It is common among patients suffering from cancer, undergoing radiotherapy. This is an observation made by Wallace and Lorrie (2002) in their research. Fatigue has, among many, the following symptoms: loss of energy, being weak, problem of thoughts and being too moody. Fatigue comes because of the following techniques of radiotherapy during prostate cancer treatment. During radiotherapy, most of the cells usually die. This causes destruction of blood vessels around the tumors. This interferes with transport of blood into the tissues. Inadequate oxygen in cells lowers rate of respiration hence low energy quantities in the body. Discussed below are improved radiotherapy techniqu es, aimed to reduce the said fatigue. 3D conformal radiotherapy uses computer technology and radioisotope to concentrate the high radiation dose to the tumors while deterring the

Education and Economics Essay Example for Free

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

AIDS :: Free AIDS Essays

AIDS   Ã‚  Ã‚  Ã‚  Ã‚   Aids is a disease that effects the immune system. Your immune system is unable to fight off diseases, viruses, and infections. Aids usually makes you very skinny and tired, and it effects the nerves system in your brain. You also can get certain cancers from aids especially Kaposi’s sarcoma, are purple lesions on the skin, and tumors known as B-cell lymphomas. Aids can be transmitted through several ways by blood, through intimate sexual contact, from infected mothers to there babies in there uterus, and even through infected mother’s milk. A major way of getting the disease was through blood transfusion that was before they had a test for screening blood. Another major way of getting it is through blood contaminated needles by intravenous drug abusers. Blood donors and casual contact is definitely not a way you can catch the disease. It could take up to ten years for symptoms to develop because it usually stays dormant. There are several different strains of the aids virus and it continually changes in a persons immune system. Because of this it makes it very hard to develop a vaccine for aids. Dramatic progress is being made in short time to identify the aids virus and transmission and mechanisms, in which it produces the disease. Research centers treat people who have the aids virus, and those who have been infected but not yet have developed the symptoms. The first drug developed was AZT in 1986-87. It has been shown to be partially effective in clinical symptoms, but the death rate with aids are likely to survive in the long run with adequate treatment.   Ã‚  Ã‚  Ã‚  Ã‚  Aids raises many ethical, legal, and civil right issues. Live mandatory testing of all citizens or of particular populations, like for marriage license applicants. It also demands discrimination in housing , employment, and medical treatments and confidentiality versus notification of sex partners.   Ã‚  Ã‚  Ã‚  Ã‚  The first place aids was discovered was in New York in1979. The cause of this disease was retrovirus which is Human Immunodeficiency Virus, HIV. Which was identified in 1983-84 by scientists working at the National Cancer Institute in the United States and the Pasteur Institute in

An analysis of why economic sanctions are good Essay

â€Å"A person may cause evil to others not only by his actions but by his inaction, and in either case he is justly accountable to them for the injury.† John Mills OR Senator John Kerry once said â€Å"We must retool our nation to prepare for the challenge we already face to maintain our position in the global economy. And this much is certain: America will not have national security without economic security.† Therefore, I negate the resolution that: Resolved: Economic sanctions ought not to be used to achieve foreign policy objectives Definitions: Economic Sanctions- Economic penalties, such as stoppage of trade and financial transactions, imposed upon a country to force compliance with another country’s or UN’s or WTO’s demands. (businessdictionary.com) Ought- used to express obligation. Foreign Policy- the policy of a sovereign state in its interaction with other sovereign states. Objectives- : an aim, goal, or end of action. (In case of argumentation relating to resolve not confined to U.S.A) Sovereign- one that exercises supreme authority within a limited sphere. All unspecified definitions are from Merriam Webster Core Value: Societal Welfare- What is best for most of society Value Criterion- The neg shall prevail if I can prove that economic sanctions are a worthwhile method to achieve foreign policy objectives. But the aff shall prevail if, and only if he can prove otherwise†¦Ã¢â‚¬ ¦ C1: Smart economic sanctions are needed to compel foreign leaders. The resolution calls for a general ban on economic sanctions in dealing with foreign policy objectives. One of the foremost arguments against sanctions is the harm they may potentially bring. But these potential harms are mostly caused the imposition of broad, wide-ranging sanctions. But not all sanctions are harmful- there are good sanctions. The sanctions in the 21st century are targeted and narrow, not general. One of the common criticisms of economic sanctions is that they have injured civilian populations in the past. The problem with this line of reasoning is that it assumes that there is only one type of sanction to use, and that this type of sanctioning must necessarily hurt civilians. Most countries now understand that wide, indiscriminate sanction use may be counterproductive, so they take a smarter, tailored approach to economic sanctions that make sanctions more likely to achieve their policy objectives. Many countries now tailor their sanctions to specific goods. For exa mple, many countries place specific sanctions on narcotics related items or on materials that could be used to make weapons. These tailored sanctions still allow civilians to meet their basic needs, but also make it so that rogue states are unable to use their material resources to cause further harm. Additionally, economic sanctions are now being used to freeze assets and limit the travel of high ranking state officials, which puts pressure only on them to change their country’s policies. These â€Å"smart sanctions† create an opportunity for change without the harms that occurred from past sanctions. Another line of argument for the Neg is the â€Å"toolbox† argument: that the Affirmative would remove critical tools, including targeted sanctions, from the government’s disposal. This would lead to a second dilemma, this time for the Affirmative: without the carrot and stick of economic sanctions, the government is left with a feather of non-economic sanctions and the bloody spike of war. C2: Economic sanctions are necessary foreign policy tools So what are the alternatives to sanctions? More diplomacy and military action. These have the problem of being two extremes meaning that there needs to be something in the middle. Diplomacy is the most obvious alternative. It would be lovely if all foreign policy objectives could be met simply by diplomacy but with contradictory interests, this is never going to happen in all cases. Many countries, particularly dictatorships but quite often also democracies such as the US, feel they can just ignore diplomacy if it is not backed up by anything more than a verbal lashing. Diplomacy needs something backing it up. At the moment this is the threat of some form of sanction (be it direct economic sanctions or more indirect be reducing the opportunities for that countries firms to operate in your market) or military action of some kind. Using military action as a threat can be extreme. How do you move between diplomacy and on to military action without something in the middle to show how serious your country is? If a country does not believe your threats, and you don’t really want to attack him you have to be the one to back down. Providing economic sanctions creates a way of hurting him without having to go to the worse stage†¦ which is military action. Military action is the obvious ‘hard’ alternative to sanctions. However it is not always possible. This could be because of domestic politics or because there is other significant actors in the international system who would react unfavorably to you engaging in military action, or else the consequences might be too severe. There are quite a few problems with military action apart from that it cant always be used due to politics. The most obvious is that it is an immense step up from diplomacy. The country you are going to attack needs to have done something serious to be able to justify an attack. Even if it is justifiable there are problems. Military action relies upon your country being powerful and being able to engage in military action – whereas anyone can implement some form of sanctions – and it is very costly. This is not only of course in terms of monetary cost to your country but also in lives lost and destroyed. There can also me many unintended consequences. You can intend the action to be a small police action but there is no guarantee that your opponent will see it that way so he may well strike back escalating towards full scale war. At the other extreme your actions my push a country towards falling apart and becoming a failed state. Yes it provides a very powerful tool for changing a state’s behavior- but most people would believe that it is not worth keeping the possibility of military action while getting rid of sanctions. Get rid of both and you essentially have no stick at all. States do not always respond to carrots – you need to provide a big enough carrot that they can forgo a national interest after all. In the case of two interests being diametrically opposed then this cost could be immense. C3: Violation of Human Rights Natural rights of citizens are selfishly violated by corrupt leaders of governments. This impacts not only the natural rights of citizens from other countries; it also affects the natural rights of their own citizens. a. Citizens of countries oppressed by economic sanctions suffer when intended relief efforts are suppressed by their own government intercepting supplies. The citizens are never the target, but rather the behaviors of corrupt leaders. Natural rights of citizens are denied when a corrupt leader interrupts the harmonious relations and it becomes necessary to impose sanctions. Further, I extend my VPC in that when the naturals rights of other nations are infringed upon by these corrupt leaders, political justification demands punishment in the least destructive manner after diplomacy has failed. b. Citizens are justified to demand their natural rights which are being denied to them by the very government which is supposed to protect them. When corrupt leaders give in to decency and cooperate, the sanctions go away. Sanctions are nothing more than a legitimate form of punishment to achieve a defined and acceptable code of behavior. Natural rights of citizens are denied when a corrupt leader interrupts the harmonious relations and it becomes necessary to impose sanctions. Further, I extend my VPC in that when the naturals rights of other nations are infringed upon by these corrupt leaders, political justification demands punishment in the least destructive manner after diplomacy has failed. Possible Rebuttal: Although careful studies of economic sanctions have cast doubt on their effectiveness, 1 anecdote can be powerful rhetorical tools. A single important case that demonstrates sanctions’ potential allows advocates to argue that their cause is more akin to the success than to the failures. Frequently, advocates point to the case of sanctions applied in the mid-1980s against the apartheid regime in South Africa as just such a case. On the face of it, South African sanctions appear to have been successful. In response to the outrages of apartheid, many countries adopted trade and financial sanctions and a significant amount of foreign investment was withdrawn from South Africa. After the adoption of sanctions, South Africa experienced economic difficulty and numerous domestic actors commented on how the economic situation was untenable and required political change. By 1994, Nelson Mandela had been elected President of South Africa. He and other black leaders attributed to economic sanctions a significant role in bringing about the democratic transition.

Spending Habits of Students

What are the possible solutions that students must do to overcome/to control their spending habits? What is the main factor that affects the students spending habits? Introduction: Spending money is a habitual work of people, it can't be avoid because our world is full of price tag, but every stage of a person has its own habits in spending money. In this research, students will be the main topic in spending money.One day millionaire!!! That is how students practice their spending habits. These habits developed mostly during college. By then, students receive bigger allowance from their parents. This is the time when young men and women start to make decisions on their own. Students all over the world spend in several different ways; most students prioritize their school needs rather than their wants which affect their spending habits.What can be the possible solutions for the students to overcome or to control their spending habits? What can be the main factor that affects the stude nts spending habits? Students must learn how to handle their finances. They have to know the value of money even in its little amount. They have to develop positive spending habit; otherwise, it will be a future problem for him/her because he/she spends the money In an incorrect way.

Macroeconomics Essays - Apartment, Real Estate, The Tenant

Macroeconomics Essays - Apartment, Real Estate, The Tenant Macroeconomics ECO-2013-Section-77 Kurt Doherty July 29,1999 Assignment #4 To Each His Due All those who live in the United States are accustomed to private property. Everyday situation sometimes lead to what life would be like without it. One can see what the effects are to living in a private society and realize how efficiency and justice are raised to an overall level. This takes place within an apartment building in Washington DC, however many apartments throughout the United States would off the same aspects. Upon living in the apartments, tenants are charged a monthly rent as well as an additional bill for utilities, which includes gas, water, fuel, oil, and electricity. The apartments are considered master metered, which means those living in the apartments are allowed to use as much electricity, water and gas as they want. At the end of the month the utilities are added up and divided amongst the number of tenants and then billed appropriately. However, the idea of master metered brings up the problem of some getting a free ride off those who conserve. For example, take two people who live in the same apartment complex. One of the tenants is very aware of conserving energy. She always turns off the lights when she's out of the room, turns the air up a little in the summer and the heat down in the winter. She basically lives her life being a little uncomfortable for the sake of saving everyone in her building a little money. On the other hand, her neighbor does just the opposite. He never turns out the lights, keeps his apartment ice cold in the summer and nice and toasty in the winter. He even decides against turning his air off when leaves for the weekend, figuring he'll come home to a hot apartment. He feels he is just paying an average of everyone's consumption so why should he not be comfortable? So between the neighbors, the bill at the end of the month remains the same because one gives a little while the other takes. Unfortunately those living in an apartment will never compromise on the use of utilities. However, if the tenants don't abuse their use of the utilities and use only what they need to stay comfortable, the monthly bill will average out to be an acceptable amount. It is un-excusable for someone to leave their lights on all day while they are away at work. At the same time it is just as bad for someone to be cold in their apartment in the wintertime because they are trying to keep the bill down for everyone. Federal spending is managed in the same master meter manner. This occurs because the taxpayers are charged the same rate for projects weather they are financed in their area or not. This allows legislature to act just like greedy tenants in an apartment. They take and take from the money source as fast as possible without recognition of the taxpayers money. Just as stated before, it is important to maintain a balance to keep everyone happy. It is necessary for everyone living in a private society to not only think of themselves but also be aware of how their actions affect others. If everyone keeps taking while others continue to give, sooner or later the givers will give up and the free riders will be stuck without any help from anyone.

How to Calculate the Variance of a Poisson Distribution

How to Calculate the Variance of a Poisson Distribution The variance of a distribution of a random variable is an important feature. This number indicates the spread of a distribution, and it is found by squaring the standard deviation. One commonly used discrete distribution is that of the Poisson distribution. We will see how to calculate the variance of the Poisson distribution with parameter ÃŽ ». The Poisson Distribution Poisson distributions are used when we have a continuum of some sort and are counting discrete changes within this continuum. This occurs when we consider the number of people who arrive at a movie ticket counter in the course of an hour, keep track of the number of cars traveling through an intersection with a four-way stop or count the number of flaws occurring in a length of wire. If we make a few clarifying assumptions in these scenarios, then these situations match the conditions for a Poisson process. We then say that the random variable, which counts the number of changes, has a Poisson distribution. The Poisson distribution actually refers to an infinite family of distributions. These distributions come equipped with a single parameter ÃŽ ». The parameter is a positive real number that is closely related to the expected number of changes observed in the continuum. Furthermore, we will see that this parameter is equal to not only the mean of the distribution but also the variance of the distribution. The probability mass function for a Poisson distribution is given by: f(x) (ÃŽ »x e-ÃŽ »)/x! In this expression, the letter e is a number and is the mathematical constant with a value approximately equal to 2.718281828. The variable x can be any nonnegative integer. Calculating the Variance To calculate the mean of a Poisson distribution, we use this distributions moment generating function. We see that: M( t ) E[etX] ÃŽ £ etXf( x) ÃŽ £etX ÃŽ »x e-ÃŽ »)/x! We now recall the Maclaurin series for eu. Since any derivative of the function eu is eu, all of these derivatives evaluated at zero give us 1. The result is the series eu ÃŽ £ un/n!. By use of the Maclaurin series for eu, we can express the moment generating function not as a series, but in a closed form. We combine all terms with the exponent of x. Thus M(t) eÃŽ »(et - 1). We now find the variance by taking the second derivative of M and evaluating this at zero. Since M’(t) ÃŽ »etM(t), we use the product rule to calculate the second derivative: M’’(t)ÃŽ »2e2tM’(t) ÃŽ »etM(t) We evaluate this at zero and find that M’’(0) ÃŽ »2 ÃŽ ». We then use the fact that M’(0) ÃŽ » to calculate the variance. Var(X) ÃŽ »2 ÃŽ » – (ÃŽ »)2 ÃŽ ». This shows that the parameter ÃŽ » is not only the mean of the Poisson distribution but is also its variance.

No topic needed Coursework Example | Topics and Well Written Essays - 250 words

No topic needed - Coursework Example Doctrine of flux, however, asserts that opposite things are similar while unity of opposites confirms the being of all things. Therefore, Heraclitus should support ‘everything changes’ because society is dynamic. The light of the sun describes good in Plato’s allegory of the cave because it demonstrates man’s enlightenment and knowledge. Getting from imagination to intelligence encompasses four crucial steps that include acknowledgment of ignorance, accumulating knowledge, seeking wisdom, and testing the truth of what is learnt. Socrates raised pertinent matters during his Apology speech where he defended himself against charges of corrupting of youth by question the idea that defines corruption. On the other hand, in making them not believe God, he argued that his philosophy was more fundamental than any divine being (Lampert 121). Pattern of reason in deduction involves the arrival of conclusion based on the premise while induction is a generalization from a few observations. However, in abduction, premises do not necessarily lead to a conclusion. Consequently, deductive conclusions can only be true if premises are made valid. Other reasoning patterns cannot be necessarily true because they do not depend on the

Entrepreneurship of The Busters Research Paper Example | Topics and Well Written Essays - 3250 words

Entrepreneurship of The Busters - Research Paper Example This essay discusses that the owners of the business, i.e. The Buster’s have decided to expand the business size by opening up another store in a new building two blocks away from their current location. The proposed business venture will be designed on the similar basis, as the current business is established. Keeping in view, the expertise and skills of the owner and work force will be beneficial in providing a solid guarantee to the investors that their money will not be spend on a business venture that is non profitable at any point. This is because of the fact that The Buster’s is running smoothly and profitably at its current location. Keeping in view the small size of the business, the owner want to expand by opening up another small store in a new building of about 1,000 square feet of space, maintained and run by a work force of two to three employees. The new office building is located at 5th Avenue near Carroll gardens with the name, The Business Avenue. In t he Business Avenue, offices of different multinationals and domestic firms are located and there are around 15,000 different individuals who visit this 20 story building. The Buster’s is keen in providing superior quality canteen items, stationary products, news papers and magazines. In addition to these items, the owner of the store, Marsha Jones, has decided to add more items to store’s shelves as she is going to acquire a larger space in The Business Avenue, i.e. of around 1500 square feet of physical space at the ground floor of the building. 1.3 Business Aspirations The biggest aspiration that evoked Marsha Jones to open up a news Buster’s store was her dream of transforming The Buster’s into a chain of super stores within next 10 years. Opening up her second store in The Business Avenue is just one step towards making The Buster’s a popular super store where customers can get all what they want. She wants to open up another 10 stores like The Buster’s, no matter within New York or in other states and cities of United States of America. 2. Organization of the Business This section describes who will be managing the business affairs of The Buster’s and how many employees will be needed to run the business on daily business. In addition, this section also describes the legal status of the business, that whether it is going to be a partnership business or held solely by Marsha Jones. In the end, this section of the report also provides inside to the company’s vendors and suppliers. 2.1 Owners Marsha Jones, who is the owner and creator of the business, will be managing the store on daily basis. She is going to hire a personal assistant who will closely monitor the financial performance

Environmental Issues in Canada Essay Example | Topics and Well Written Essays - 1750 words

Environmental Issues in Canada - Essay Example Sooner or later the ozone layer is going to split wide open and the human beings and the animals will affected largely because of this. Skin cancer will become very common in human beings and this will also have other serious repercussions on human beings. This paper will largely focus on the environmental problems that exist in Canada. A comprehensive analysis of some of the most predominant problems in Canada will also be provided in this paper. The levels of acid rain are unprecedentedly high in Canada and this is because of the pollution. "On Feb. 2, 2007, the United Nations scientific panel studying climate change declared that the evidence of a warming trend is "unequivocal," and that human activity has "very likely" been the driving force in that change over the last 50 years. The last report by the group, the Intergovernmental Panel on Climate Change, in 2001, had found that humanity had "likely" played a role." (Science, 25 March 2008). Global Warming, Acid Rain and the depletion of the ozone layer will heavily affect the life of human beings; the depletion of the ozone layer will make human beings more vulnerable to skin cancer. The flora and fauna will inevitably get affected because of all the above concerns. Acid rain is acidic in nature and any rain which consists of unusual amounts of acid can be called as acidic rain. The main cause of acidic rain is the emission of nitrogen and sulfur; this is because of the human activities. There have been many laws introduced by the government to keep a check on human activities which trigger off acidic rain. Acidic rain is believed to have devastating impact on aquatic life, animals, and most importantly on the health of human beings. "Acid rain is a problem in eastern Canada because many of the water and soil systems in this region lack natural alkalinity - such as a lime base - and therefore cannot neutralize acid naturally." (Where is Acid Rain A problem 25 March 200 9). Areas like Nova Scotia are severely affected because of acid rain and the damage done in these areas are beyond repair. Canada has to join hands with the US in order to stop the devastation caused by acid rain; Canada alone cannot fight against acid rain. Only if Canada joins hands with the US this potential problem can be solved. The US is largely responsible for more than 50% of the acid rain caused in Canada and this is exactly why the country must join hands with the US in order to deal with this big problem. "In 1995, the estimated transboundary flow of sulphur dioxide from the United States to Canada was between 3.5 and 4.2 millions of tons per year." (Where do sulphur dioxide emissions come from 25 March 2009). The following diagram will bring to light the environmental condition of Canada These figures were recorded for the year 2000 and now the level of SO2 is exceeding high. These factors contribute largely toward issues like global warming and the depletion of the ozone layer. The Green House Effect There are many green house gases present on Earth, for instance Carbon dioxide which is exhaled by human beings is abundantly present in the Earth's atmosphere. Other gases include Methane, Ozone, And Nitrous oxide etc. There are some very important gases without the presence of which the green house effect can never take place, those gases include

Distribution Channel Design

Distribution Channel Design Distribution Channel Design Channel design facilitates the flow of goods from the manufacturer to the end-user. Hutt and Speh (2007) defined that, the link between the manufacturer and the customer is the distribution channel. The purpose of the distribution channel is to distribute the product from manufacturer to the end user to the right time to the right place (Klein and Frazier1990). The channel of distribution is the marketing managers bridge to the market. Channel design creates a competitive advantage that separates market winners from market losers. Stern Weitz (1997) , says the efficient distribution channel design and administration can offer opportunities to develop sustainable competitive advantage in the long term. The channel should achieve all tasks which are necessary to affect a sale and deliver products to the end user. The Tyre Company who is trying to enter into US market is a manufacturer of safety systems for vehicle tyres whose products allow the vehicle to continue to be driven even if the tires burst or are shot out. The main customers for the systems are police forces, security companies, emergency services like ambulance and fire service, armies, trucking companies (Original Equipment Manufacturers ‘OEMs), and even the general public. The organization cannot serve all types of customers through a single distribution channel, so depending on the size of the market, value and the level of usage, the market for safety systems can be divided into three segments. Ø Government Organizations (Ambulance, fire services, armies), Ø Private sector (Original equipment manufacturers like Trucking companies vehicle manufactures), Ø General public For the safety systems manufacturer there are many options to design a distribution channel. In the above figure, channel 1 comes under direct distribution channel where the organizations directly deal with the customers. This distribution channel does not have any intermediaries like distributors, wholesalers, retailers etc. Hutt and Speh (2007) says in, direct distribution channel the manufacturers own sales force deals directly with the customer segments, and the manufacturer has the complete responsibility for performing all the required channel tasks. Channel 2, channel 3 and channel 4 come under indirect distribution channels. Indirect channel distribution uses one or more intermediaries like distributors, retailers, sales representatives etc. Channel distribution for Government sectors customers: The safety systems manufacturer is entering into the U.S market for the first time, so the organization cannot contact the government organizations for selling their products. As the government uses the safety systems for emergency services, they cannot rely on the manufacturers words. So, the manufacturer should approach distributors and collaborate with them for doing business. These distributors can approach the government organizations and explain the products features and advantages. So, the best way to serve government sector customers is to design an indirect distribution channel which consists of distributors as Intermediaries. Corey et al. (1989) says indirect channel distribution is generally found where the markets are fragmented and widely dispersed, low transaction amount prevails and buyers typically purchase a number of items in one transaction. The government sector segment is widely dispersed and the buyers in the segment purchase a number of items in one transaction, indirect approach is recommended for dealing with this segment. The below figure shows the distribution channel design for government sector customers In private sector, the customers (original equipment manufacturers) for safety tyres are few. So, the company can directly approach the original equipment manufacturers that use the safety systems and can directly tie up with the vehicle manufacturers or OEMs. This increases the sales of the safety systems manufacturer. Hutt and Speh (2007), says the direct sales approach is feasible when the customers are large and well defined, the customers insist on direct sales, sales involve extensive negotiations with upper management. Here in this report the manufacturer has to negotiate extensively with the upper management of the OEMs to make them agree to fit the safety systems as the original equipment. Therefore direct distribution channel design is suitable for private sector customers. Distribution channel for general public: General public customers will maximum order 1-4 units per orders and its not so easy for the manufacturer to deal with every individual customer separately. So, the manufacturer should make tie ups with dealers or wholesalers. These dealers or wholesalers create awareness about the product and encourage the general public to buy the safety systems. These distributors or wholesalers intern make tie up with the vehicle repairing sheds and retailers. These vehicle repairing sheds play a vital role in increasing the sales of the safety systems. Therefore indirect channel is recommended for dealing with general public customers. The below figure indicates the distribution channel for dealing with general public. COMMUNICATION PROCESS: Kennaugh (2009), says the primary objective of marketing communications is to create awareness of a business, its products, and its position through customer-facing materials such as brochures, press releases, Web sites, and trade show presentations. Communication helps to spread awareness about products or services that are of some use to consumer and potential buyers. A good marketing communications plan requires an in-depth understanding of target audiences and the processes involved in buying, selling, and communicating. As the safety systems manufacturer has customers in different sectors, it should use different modes of communication for taking the product to the customers. Hutt and Speh (2007), says due to the technical complexity of the business products, the relatively small number of potential buyers, and the extensive negotiation process, the primary communication vehicle in Business to Business marketing is the sales person. As the Companys product in this report is a technical product, the primary communication for this company should through personal ­ selling. Personal selling is the most effective tool for building buyers preferences, convictions, and actions. Apart from personal selling the company can also communicate through sales promotion, advertising, public relations, Bouchers, E-Marketing, workshops, Direct Marketing etc. Advertising is also a most powerful tool of communication. Most of people believe the Media and attract to the media advertising. But media covers mostly general customers and some business customers. So, this can be used only as one of the communication tools for taking the safety systems into market. Aaker (1992), says Brochures are useful for the communication and this is the very cheapest way for communicating to the customers. Communication helps to keep the consumers informed about the new models of products or services that are available in the organisation. To communicate effectively, marketers need to need to understand how communication works .Communication involves the eight elements which are shown in the below figure. 1) Sender: The party sending the message to another party -in this case it is the Tyres Company. 2) Encoding: The process of putting the intended message into symbolic form that will differentiate us from other companies into an advertisement that will convey the intended message (Kotler et al 2008). 3) Message: This set of words, pictures or symbols that the sender transmits in the advertisements. 4) Decoding: The process by which the receiver assigns meaning to the symbols encoding by the sender -a consumer reads the ad and interprets the words and illustrations it contains. 5) Receiver: The party receiving the message sent by the company; the customer or the company that reads the tyres advertising. 6) Response: The reactions of the receiver after being exposed to the message -any of thousands of possible responses, such as the customer is more aware of the attributes of our tyres products. 7) Feedback: The part of the receivers response communicated back to the sender -tyres Company research shows that consumer like and remember the ad or consumers write or call the company praising or criticising the ad or its products. 8) Noise: The unplanned static or distortion during the communication process which result in the receiver getting a different message from the company. This is diagram shows that how message would pass to customers and how they would have respond by taking response and feed back like questionnaire, by filling feedback form, interviews and so forth. Scope for Conflict: Cannel conflict occurs when members of two channels fight for same goal. Organisational growth is badly affected by conflicts. Generally organisation doing business depends upon their Agents, Wholesalers, and Retailers. As long as the organization maintains a good relation with all its channel members the organisation gets good results, if the organisation does not maintain a healthy relations to all its channel members then the organisation sales growth decreases, and conflicts occur (Kogut, 1988). For instance, a premier distributor may be expected to share market analysis data, have an outside force and create account plans maintain specific inventory, and provide a complete service and repair function- in exchange for preferred pricing and product availability. An authorized distributor may be expected to share market analysis data, have a telemarketing operation, and maintain specific inventory. An affiliate distributor may have access to the manufacturers products without being given any special pricing or compensation. When there are too many distributors in a given area, or when one distributor â€Å"cherry-picks† accounts in another distributors territory, there can be price competition and conflict (Erramilli, 1991). Pricing related conflicts are most common in channel conflicts. It is very essential that the manufacturer creates the base for a pricing structure where each member is able to make a profit from the value they bring to the marketing channel process. Each members price must reflect his or her role within the channel (Aaker, 1992). For example, if a retailer is able to purchase directly from the manufacturer at a cost that is equal or less than the cost that their distributor gives them, then the distributor losses his business from the retailer. This is one of the reasons for channel conflict. The other reason for channel conflict is, if the organisation supply tyres to the end customer with help of the wholesaler/distributor and retailers in particular area, and also maintaining good relations with wholesalers and retailers as well. But, that area is very small or there is no need of retailers in that area. Then organisation distributes the tyres directly from wholesaler/distributor to end-user. In this regards retailers lose their business. So conflict may occur in between retailers and organisation or in between retailer to distributor. Based on this conflict Retailer may merges with the competitor which in turn effects the organization. Other sources of channel conflict may result from goal incompatibility, poorly defined roles and rights, perceptual differences, and interdependent relationships. All of these factors must be taken into consideration, addressed when necessary, and managed whenever possible (Nygaard, 1994). Relationship Marketing: Relationship marketing is a term introduced by Berry (1983) that puts forward that marketers should move away from transactional marketing and build longer term relationships with their customers, focusing on building trust between buyer and seller so that loyalty develops. Morgan and Hunt, (1994), say Relationship marketing refers to all marketing activities directed toward establishing, developing and maintaining successful relational exchanges. The idea of relationship marketing was developed by Gronroos (1994) whose opinion was that relationship marketing was all about identifying, establishing maintaining, enhancing and, occasionally, terminating relationships with customers. The objective of such relationships, he suggested, is to give mutual benefit through the exchange and fulfilment of promises as well as communication. Relationship Marketing involves organisations gathering information about their customers and then deciding with whom they can develop a dialogue; it allows buyers and sellers to work together in joint problem solving, easing the pressures on the buyer. Rather than employing market share as a measure of marketing success, this approach uses customer retention (Gummesson, 1994). The effectiveness of Business to Business marketing is largely determined by long-term relationships between buyers and sellers (Dion et al., 1995). According to Webster (1992), buyer-seller or customer-supplier interdependence is an integral part of business to business marketing. Over the past 10 or so years, there has been clear evidence to suggest that, in business to business marketing, the nature of buyer-seller interactions has changed from adversarial to relationship building, and, consequently, emphasis has moved away from discrete transactions and towards relational exchanges (Weitz and Jap, 1995). P ressures to meet the demands of global competition, reliance on single-source suppliers, the development and adoption of just-in-time systems, outsourcing and development of ‘partnerships have been cited as some of the main driving forces behind such developments (Metcalf et al, 1992). Over the last 20 years, relationship marketing has been espoused by many in the services and industrial arenas, where it is, perhaps, easier to developer longer term relationships. The acquisition, retention and nurturing of customer relationships is fundamental to an organisation engaging in relationship marketing. Nurturing the customer is a step along the path to invoking loyalty on the part of the customer. Loyalty is one of the objectives of relationship marketing because a loyal customer may be of strategic advantage our Company. In this case, as the manufacturer newly entering into the US market, he has to build the relationship with the channel partners. By building relationship, he can understand the market well. By building relationship all the channel members can work for the common goal and they can solve any problem effectively. References Aaker, D.A., (1992), â€Å"The value of brand equity†, Journal of Business Strategy, Vol.13, pp.27-32. Berry, L.L. (1983), â€Å"Relationship marketing†, in Berry, L.L., Shostack, G.L. and Upah, G.D. (Eds),Emerging Perspectives on Services Marketing, American Marketing Association, Chicago,IL. Corey, E.R., Cespedes, F.V., and Rangan, V.K., (1989). Going to Market: Distribution System for Industrial Products, Harvard University Press, Boston. Dion, P., Easterling, D., and Miller, S.J., (1995). What is really necessary in successful buyer/seller relationships, Industrial Marketing Management, Vol.24. Erramilli, M.K. (1991), â€Å"The experience in foreign market entry behavior of service firms, Journal of International Business Studies, Vol. 21 No.Fall, pp.479-501. Gronroos, C., (1994), â€Å"Quo Vadis marketing? Towards a relationship marketing paradigm†, Journal of Marketing Management, Vol. 10 No. 5. Gummesson, E., (1994). Making relationship marketing operational, International Journal of Service Industry Management, Vol. 5 No.5. Hutt, M.D., and Speh, T.W., (2007). Business Marketing Management: B2B, Thomson, USA. Kogut, B. (1988), Joint ventures: theoretical and empirical perspectives, Strategic Management Journal, Vol. 9 No.4, pp.319-32. Koltler.P, Armstrong.G, Wong.V and Saunder.J., (2008), 5TH Edition, Principles of Marketing. Prentice Hall. Klein, S., and Frazier, G.L., (1990), A transaction cost analysis model of channel integration in international markets, Journal of Marketing Research, Vol. 27 No.2. Metcalf, L.E., Frear, C.R., Krishnan, R., (1992). Buyer seller relationships: an application of the IMP model, European Journal of Marketing, Vol.26, No.2. Morgan, R.M., Hunt, S.D., (1994). The commitment trust theory of relationship marketing, Journal of Marketing, Vol. 58 No.3. Nygaard, A. (1994), The falsification perspective on theories in channel research, Journal of Marketing Channels, Vol. 3 No.4. Stern, L. W. Weitz, B. A.; 1997. The Revolution in distribution: Challenges and Opportunities. Long Range Planning . V. 30. pp. 823 829. Webster, F.E., (1992). Industrial marketing strategy. 3rd ed., Wiley, New York. Weitz, B.A., and Jap, S.D., (1995). Relationship marketing and distribution channels, Journal of the Academy of Marketing Science, Vol.23, No.4.