The Impact of the Peace Pact between Palestine and Israel Research Paper

The Impact of the Peace Pact between Palestine and Israel - Research Paper Example Moreover, Hamas in the eyes of Israel is the perpetrator of violence on Israelites (Gilbert 84). Â  3. Israelites feel that Palestinians should refrain from terrorism because it adversely affects the chances of a successful peace pact between Israel and Palestine. In essence, it makes Israelites mistrust Palestinians regarding their willingness to strike a peace pact and implement it. Â  1. The Palestinians believe that their course against Israel is an act of claiming what is rightfully Palestinian’s. In other words, the destruction of Israel is part of reclaiming their land which was grabbed by Israelites. Â  A. The peace agreement between Israel and Palestine will improve the security of both sides of the conflict. In relation to this, there are various benefits that are dependent on the peace pact. For instance, the peace pact could lead to a decrease in military inventions from both sides. However, for a decrease in a military intervention to become a reality, there are various conditions inclusive in the peace pact process that ought to be.

International Finance and Financial Management Essay

International Finance and Financial Management - Essay Example The bottom-up approach is the opposite of top-down approach, dealing first with companies and then the industry groups and finally the economy. Fundamental analysis has its strengths in forecasting long-term trends, determining the company's fair value in terms of asset valuation, strong balance sheet, earnings stability, and staying power1. There are certain risks that investors have to put up with when investing in stocks. A company may face one or more of the several sources of fundamental risk, namely, business risk, financial risk, liquidity risk, exchange rate risk, country risk, interest rate risk, and credit risk2. Domiciled in Seattle, US, Microsoft has its offices in 100 countries. As per the information excerpted from its annual report for the year 2006, Microsoft reported a net income of $12.5 billion. Such profitability, however, does not get achieved without taking risks. Investors need to be aware of what risks Microsoft tackles with in order to satisfy its stakeholders. Microsoft, in its operations, encounters business risk which is the risk of uncertainty over cash flows caused due to a number of reasons. Microsoft faces intense competition across all markets for its products and services. 1Jones, C.P. (1996). Investments: Analysis and Management. John Wiley & Sons Inc., New York. 2Clark, E., Levasseur, M., & Rousseau, P.(1993). International Finance. Chapman & Hall, New York. Its competitors range from Fortune 100 companies to small, specialized single-product businesses. With low barriers to entry, this business segment is facing a fierce competition worldwide. These competitive pressures have the capability to threaten Microsoft's sales volumes and operating costs resulting in lower revenue. Microsoft faces a challenge in combating unlicensed use of its software and intellectual property rights3. It spends a fortune every year to educate the public regarding abuse of its software. However, continued educational efforts may not succeed in implementing Microsoft's desired security objectives and any reductions in the legal protection of its intellectual property rights can adversely affect revenue. Due to its geographic dispersion, Microsoft is subject to tax risk. Tax risk affects investors because it affects net earnings4. Being accountable for tax in the US as well as numerous foreign jurisdictions, there is uncertainty over Microsoft's tax liabilities . Therefore, tax provisions may not be accurate which can significantly impair its earnings. Other examples of business risk that may affect Microsoft's revenue are delays in product development, lawsuits and claims, changes in accounting standards, and maintaining uniformity in pricing structures due to global presence. Another challenge for Microsoft is to tackle with market risk that comprises of foreign exchange risk and interest rate risk. It is quite obvious that having operations worldwide Microsoft is deemed to face risk of foreign currency losing value relative to its domicile currency. However, as mentioned in its annual report, Microsoft manages this risk by hedging its foreign

Genetically Modified Foods and the Labeling Debate Essay Example for Free

Genetically Modified Foods and the Labeling Debate Essay There has been an ongoing debate between consumers and the government regarding the use of Genetically Modified Foods in the market today. â€Å"Since the introduction of the Flavr Savr tomato, biotechnology companies continue to introduce genetically engineered agricultural products to consumers† (Whittaker). The â€Å"Flavr Savor† tomato was the first food available to consumers that was produced using technology involving the recombinant DNA techniques in 1993. This was the dawn of a new generation in food production, and thus a whole new world of genetically engineered foods. At the present time the government, more specifically, the United States Food and Drug Administration (FDA) has not regulated labeling products that contain genetically engineered foods. Currently the policy for labeling all consumer products must meet the standards of the safety and nutritional assessment. The evaluations of genetically engineered foods by legal authority require that bioengineered foods must meet the same standards set forth for all imported and exported foods marked for human and animal consumption and according to the US FDA genetically modified (GM) foods meet these guidelines. Since the early 1990’s scientists has been researching new and improved techniques to bring plumper, juicer and insecticide resistant agricultural products to all consumers. But research such as this is nothing new to the scientific community and for over 50 years techniques have been used to create strains of wheat, rice, pears and many more crop species to create high yielding products that are capable of growing anywhere and anytime of the year. Currently, only one tenth of the world actually uses GM plants with the countries of Canada, US, Brazil and Argentina growing 90 percent of the GM crops (Freedman). With the majority of these crops being produced in North America, the US is seeing GM foods everywhere and this is drawing attention to different agencies and groups pushing to educate the public by labeling any products that contain genetically engineered foods. The US Food and Drug Administration has been dealing with the battle against labeling products with genetically modified organisms (GMO) for years, but regardless of the consistent scrutiny the FDA sticks firmly to the current regulations that govern the labeling of all foods for human and animal consumption. Under the Federal Food, Drug and Cosmetic (FDC) Act, which drives the FDA’s safety regulations for food and food ingredients, â€Å"unless a significant safety risk exists or there is a sincere need for consumers to distinguish between food products before purchase, the FDA hesitates to mandate labeling of food products† (Leggio). Joseph A. Levitt, Director of the Center for Food Safety and Applied Nutrition with the US Food and Drug Administration states in his â€Å"Should the FDA Adopt a Stricter Policy on Genetically Engineered Foods? † testimony that â€Å"bioengineered foods and food ingredients must adhere to the same standards of safety under the FDC act that apply to their conventionally bred counterparts† (Levitt, 81). With the strict laws set forth, the FDA remains consistent with its decision to maintain their current labeling program as it adheres to all safety standards of any food for consumption. The US FDA also assures the public that they have done significant research for decades on biotechnology foods to ensure it is safe for consumers, and additional testing is conducted years prior to the release of a GM product to the shelves. Scientists address all of the potential concerns to include the potential to adding new allergy causing proteins, removing vital nutrients and the possibility of introducing toxins, in these studies to ensure that unexpected results do not occur, â€Å"this testing provides a way to detect such changes at the development stage† (Levitt, 79) and it will also delay any release of products until they are able to find a solution. The FDA takes such precautions and studying all aspects of this technology to be confident that the risks are non-existent. Although the government has provided the public with research, publications, testimonies and scientific proof that the current law governing the labeling of food and animal products is appropriate and doesn’t require change, there is still much concern of the risks that the technology poses to humans. Barbara Boxer, a US Senator from California, introduced the Genetically Engineered Food Right-To-Know Act in 2001 in her testimony in â€Å"Should the FDA Adopt a Stricter Policy on Genetically Engineered Foods? † which states â€Å"all foods containing or produced with genetically engineered material bear a neutral label† (Boxer, 76). This act was created based on the lack of data and concerns that GM products are introducing risks of exposure to many health issues to include food allergens, lack of nutrition and toxic ailments. These claims are legitimate, however, the US FDA does take precautions as stated by Joseph A. Levitt, specifically with these risks while conducting trials during the developing stages of the product. In 2011 there was a petition filed against the FDA which warranted the need for labeling of GM products. According to this petition â€Å"consumers are misled when food labels do not differentiate foods with known health properties from novel foods with unknown health consequences† (Burgaard). An example of such health concerns come from a study performed in Scotland at the Rowett Institute in 1998. A plant biochemist named Arpad Pusztai conducted an experiment on rats who consumed a genetically engineered potato and his experiment concluded that the rats that were fed the modified potato â€Å"suffered growth and immune system-related changes† (Freedman). Ironically, the genetically modified potato used in this study â€Å"was not intended for human consumption it was, in fact, designed to be toxic for research purposes,† (Freedman) discrediting the research altogether. Additionally, â€Å"American Medical Association, the National Academy of Sciences, the World Health Organization, and more than twenty-five Nobel Prize-winning scientists have concluded that there is no scientific evidence that GM food carries any risk to human health and that genetically engineered crops are safe,† (Burgaard) which ties into the overall nutrition and safety assessment that genetically engineered foods meet the same standards that imported and exported foods at held too. In the end, the US Food and Drug Administration stands by the current law governing the policy on labeling genetically modified foods. They maintain their standing on mandated labeling even under the microscope of doubters, but most importantly the â€Å"FDAs process for evaluating bioengineered foods is one in which the public can have confidence that food biotechnology products must meet the laws safety standards† (Maryanski). The FDA cares deeply of the health and wellbeing of the consumers in America and strive to meet the needs of the public in both food and nutrition education. Until the studies show significant risks or changes in the GM products warranting the need to readdress the process, the government and the US Food and Drug Administration believe their approach is relevant and remain firm to the present policies. Annotated Bibliography Whittaker, Michael A. Reevaluating The Food And Drug Administrations Stand On Labeling Genetically Engineered Foods. San Diego Law Review 35. 4 (1998): 1215. Academic Search Premier. Web. 2 Jan. 2014. This journal review argues that the United States Food and Drug Administration (FDA) must reconsider its position on the labeling of genetically engineered food as well as consumer perceptions of the threat posed by genetically engineered foods. Freedman, David H. Are Engineered Foods Evil?. Scientific American 309. 3 (2013): 80-85. Environment Complete. Web. 2 Jan. 2014. This article discusses the debate over the safety of genetically modified (GM) crops. It covers comments from agricultural and environmental economist at the University of California, Berkeley, David Zilberman, on the benefits of GM foods compared to their health risks, a ban on GM crops by the European Union (EU), and the difference between selective plant breeding and mutagenic techniques. Leggio, Kelly A. Limitations On The Consumers Right To Know: Settling The Debate Over Labeling Of Genetically Modified Foods In The United States. San Diego Law Review 38. 3 (2001): 893. Academic Search Premier. Web. 3 Jan. 2014. This journal review supports the decision of the United States Food and Drug Administration (FDA) to reject mandatory labeling of genetically modified foods as a solution to accommodate consumer fears. There is a description of an approach designed to evaluate whether mandatory initiatives are appropriate to protect consumers right to know and the importance for states to follow guidelines established by the FDA. Should The FDA Adopt A Stricter Policy On Genetically Engineered Foods? PRO/CON. Congressional Digest 80. 3 (2001): Pages 76-95. Academic Search Premier. Web. 2 Jan. 2014. This is a two part article that discusses genetically engineered foods and the potential need to adopt a more strict policy. The articles provided information from the perspective of the US Food and Drug Administration (FDA) Joseph A. Levitt, the director of the Center of Food Safety and Applied Nutrition and US Senator, Barbara Boxer who speaks on behalf of the Genetically Engineered Food Right-to-Know Act and additional interviews that were conducted to give the audience an overall understanding of both sides of the debate. Burgaard, Sudhir. The Labeling Of Genetically Modified Foods Debate. Natural Resources Environment 28. 1 (2013): 55-57. Environment Complete. Web. 2 Jan. 2014. This article focuses on the debate on labeling of genetically modified (GM) food which reflects food safety concerns in the U. S. It highlights various legal issues related to use of GM foods which includes increased risk of antibiotic resistant bacteria, increased use of pesticides, and environmental effects. It briefs the audience about the Center for Food Safety filing a legal petition with the U. S. Food and Drug Administration regarding labeling of genetically engineered food. Maryanski, . James H. , Ph D. News Events. Genetically Engineered Foods. US Food and Drug Administration, 19 Oct. 1999. Web. 2 Jan. 2014. This testimony is from the perspective of the Biotechnology Coordinator with the US Food and Drug Administration (FDA) that discusses the current regulations governing genetically engineered foods and the process that dictates what and how determines what a DNA derived food is labeled. It includes a variety of examples that justifies the current labeling regulations and why GM Foods may not require additional information for the consumers.

Population Learning Importance To Quantity Of Education Economics Essay

Population Learning Importance To Quantity Of Education Economics Essay In every economy, the education sector is considered to be one of the biggest industries and in the twenty first century it is regarded as major contributor to economic growth and development of any country. There is a positive link between economic productivity and investment in human capital as they both are dependent on each other. Many authors have studied that a country can earn high returns if they invest properly in human capital. However today, many developing countries are facing problems with education quality. And there is an argument in academics also that what contributes to economic development quality or quantity in education (Hanushek Kimko, 2000, Gills et al., 1996, Mingat and Tan, 1996; Psacharopoulos, 1994; Krueger Lindahl, 2000; Hanushek Woessmann, 2007, Heyneman, 2004). Many theoretical and empirical findings have suggested that the economic development of a country is determined by its human capital and human capital is considered to be critical especially for the under developed or developing countries as they need to strive hard to achieve high economic growth (Barro, 1991, 1997, Barro Lee, 1993, Chen, Feng, 1996, Feng, 1997, Persson Tabellini, 1992 cited in Chen Feng, 2000). UNESCO Institute for Statistics, 2007. As in the case of China, whose GDP growth rate has been very impressive from several years the demand for education has been increased. However, the resources required to meet this educational demand are not sufficient. Hence the government in China has decided to invest immensely in the education sector in coming years as that leads to economic development and also raises the standards of living. (Wen and Yang, 2005 cited in Iacov.D, 2009).13.0% of government spending goes to education in China (UNESCO, 2007). There has been a debate in the literature as to whether what matters the most in the economic development of a country is it quality or quantity of education? (Ferranti, 2003, Cheng Tam, 1997, Link Ratledge, 1975). It has been argued when evaluating approximately the effect of education on economic development of a country it is crucial to focus on knowledge and learning instead of counting how long students have attended the school i.e. Quality is more important rather than mere quantity. It has also been suggested that although quality and quantity of education both leads to economic development of a country but quality of education has major effect on economic growth of a country (Hanushek Woessmann, 2007, Barro, 2001, Bosworth Collins, 2003). From several years the literature on link between education and economic growth of any country has been focusing on the importance of quantity of education and purely neglected the issue of quality of education and has also overlooked the core of what education is all about. It has been suggested that the earnings of an individual is directly affected by improvement in quality of education as it leads to greater productivity. An individual who procures more knowledge can enter the labour markets quickly and with greater capacity. However, it has been argued by Wolf, 2004 that although higher education can lead to high productivity and better quality of education but then it differs from country to country as circumstances are different in each of the countries. It has also been suggested that the workers productivity cannot be increased in the labour market by just spending long years of schooling (quantitative) rather than that it depends on workers experience (qualitative) (Solmon, 1985, Monastiriotis, 2002, Wolf, 2004). However, it has been argued that measuring the impact of quantity of education on the economic development of a country is not easy. And one of the main reasons for this is that both quality and quantity of education are equally necessary in order to determine the effects of education on the skills of work force i.e. High levels of schooling and greater amount of knowledge acquired at each level of education. However, Mingat 1996 argues that Quantity can be easily measured through various means like enrolment ratio and years of schooling because as the technology changes the demand for higher level of education increases. It has also been argued that there has been no sufficient research conducted on the subject of quality of education by the academics (Cheng, 1995, Mingat, 1996, Smart, 2004). However it has been argued that if an individual possesses higher education he is in better position to earn higher wages in the labour market than those who just have knowledge and skills. But this may not necessarily lead to the economic development of the country. In the past there was limited need of education because people were mainly engaged in agriculture which required less knowledge and experience. But today at the various stages of economic development of a country labour market demands for well qualified, trained and educated workforce has been increasing. Therefore, the central issue here is that quantity of education is more important as the supply of qualified people in the labour markets is a necessary criterion today which contributes to the economic development (Ramlee, 2007, Card 1994, Sianesi Reenen, 2003). Behrman and Birdsall, 1983 Boissiere et al., 1985 cited in Mingat 1996 that the governments throughout the world are investing heavily in the quality of education. In several countries like Brazil, Tanzania and Kenya research that was linked to job performance and education was conducted and it was seen that not only quantity but the quality of education is crucial for economic development of a country. It has been stated that to measure the returns from education and its impact on economic development of a country both the quality of learning and the quantity of schooling must be considered (Mingat, 1996). However in the case of developing country like China, the country is struggling with the issue of quality of education as there has been rapid massification of higher education in China. In China quality of education is very low than what has been expected. This is because their attitude towards adopting western culture is not very encouraging. But still China is making efforts to increase its quality of education by joining hands with Germanyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s experts on quality management and quality assurance. This will be beneficial for China as Germany has one of the worldà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s best known quality education system. Also In vocational training and higher education, Germany has developed quality management and quality assurance standards in accordance with the Bologna Process and Copenhagen Process. From several years China has been mainly focusing on the issue of quantity of education and they have completely ignored the qualitative a spects which had led to the mismatch of demand and supply of Chinese Graduates in the labour market, thus leaving many graduates unemployed (Guyer, 2005, Brandenburg Zhu, 2007, Schulte, 2010, RIETI, 2010). Also For example in a country like Mauritius, they have been concentrating on improving both the quantity and quality of its higher education system. Since 1989, the number of students enrolling themselves in universities has been increasing tremendously it was around 40 initially which has risen to over 400 students today. It has also collaborated with other universities for improving their quality issues in education. Economic Growth of the country has been the central focus of the education system in Mauritius. They have designed their educational courses in such a way that the economy benefits the most from courses like engineering, it has lead to the technological development, textile, it has been the major contributor of economic growth since several years in Mauritius, law and management etc as all the above degrees contributes to the economic growth of the country and the economy can diversify into the highly profitable sectors. Hence quality and quantity of education has bee n the crucial factor for the economic development of Mauritius. (Bloom, Canning Chan, 2006). However, it has been critically argued that as and when the earnings of an individual increases, and people become richer the demand for education in turn also increases but there is lack of empirical evidence as to whether the countries who spend more on education and training reap economic benefits or not an also there is still consensus in the literature that whether quality or quantity of education leads to economic development of a country (Wolf, 2004). The second issue has been the role of Human capital theory and screening theory in quality and quantity of education and its effect on economic growth. Both of these theories are considered to be most important theories in the economics of education. These theories suggest that there exists a direct and positive relationship between earnings and education which leads to the economic development of the country. Human capital theory suggests that the skills of an individual are directly affected by education and it also affects ability of a person to earn profits in the labour market. The main reason behind this is that the better educated and trained workers have higher productivity and also they possess ability to learn more which in turn leads to the economic benefit as well as social benefit. This further leads to economic development of a country. The Human capital theory suggests that if an individual enrol themselves in number of courses, obtain high scores in their exams and fi nd a suitable job for themselves this all will improve the earning capacity of an individual. Human Capital theory further states that the education comes with economic benefits so it is generally productive. (Weiss, 1995, Becker, 1964, Schultz, 1975, Feng Liang, 2009). However in contrast to human capital theory, screening hypothesis assumes that the capacity for productivity depends on individuals themselves and that the education rarely has any effect on productivity of an individual. And according to screening hypothesis, high test scores and class ranks will not necessarily lead to significantly higher earnings or economic development of a country. Also screening theory argues for the informative value of education. In short human capital theory suggests that economic value of education is productive as compared to screening theory which argues that greater productivity can be obtained through informative value of education which enhances economic growth. (Spence, 1973; Stiglitz, 1975; Riley, 1979 cited in Feng Liang, 2009). On the basis of empirical research it was seen that Chinese labour market for higher education graduates is characterised by the signalling or screening hypothesis. In the Chinese labour market, employers give priority to the total number of degrees obtained by an individual and years of schooling i.e. quantity of education rather than the ranks of an individual in class or credits obtained by them i.e. quality of education. Also the higher education system of China has adopted screening hypothesis to admit deserving students (FengLiang, 2009). There is another major argument in the literature, about who should pay for education? It was observed that in many developing countries the Central Government finances the basic education on a large scale. It has been suggested that the subsidies which government provides to finance education of a country increases the quality as well as quantity of education. Also many Individuals consider education as a cost rather than an investment this may hamper the economic development of a country because less number of students will enrol themselves in the higher education courses. And governments should pay only for primary education as it leads to social benefit whereas investment in higher education leads to private benefits. Hence investment in mandatory education increases the quality of education as people are equipped with basic knowledge and skills which also leads to the economic growth of a country as its literacy rate increases. An individual should pay for higher education becau se he gets better qualifications and he can eventually earn more when he enters the labour market. High earnings can lead to high productivity and lower the rate of unemployment, also when well educated and trained individuals earn more they need to pay more taxes to government and hence the burden of government finances on education decreases which will increase quality and quantity of education and thus the government can use that money to invest in other sectors of the economy which further contributes to the economic development of the country. (Cummings Riddell, 1994, Woodward, et al, 2000, Bloom et al, 2006). However the idea of individual spending on education has remained a subject of debate and it has been argued that government alone should not pay for education. Tilak argues that an individual benefits the most from the basic as well as higher education so he should pay for his education expenses and government should not intervene in this. Moreover the demand for training and education institutions have been increasing this clearly indicates that people are willing to invest in private education so government should not be the main suppliers. It has been argued that if the governments are the only suppliers of financing the education then there can be a problem because the education resources for public are declining and the demand for the same has been increasing tremendously so if only the government pays for education then the quality of education will be declined this is the case with China as well. (Alchian, 1968 cited in Brown, 2001 and West, 1995 cited in Raines, Leathers, 2003, Mwikisa, 1999, Tilak, 2003). Ling and Zhang, 2006 cited in Iacov, 2009 that the funding of education in China has been very low and this is still the same. The education system in China has undergone a change wherein previously they had centralised system of financing for education i.e. the Central Government was considered to be the main supplier of education. But now they have adopted decentralised system of education and hence the Central Government is not the sole administrator or financier of basic and secondary education. The local Chinese governments mainly finances the mandatory education and generally the full cost of secondary education this will improve the quality of education (Iacov, 2009, Rong and Shi, 2001, Zhao, 2009). However, Zhang Kong, 2009 argues that the Chinese Government must make increasing efforts to raise their investments in the education system because it is essential for the economic development of a country and also education is the major contributor to the GDP of any country. People must be relieved from contributing to the cost of education (Zhang Kong, 2009) Summers, 1992 cited in Mingat, 1998 that investment in primary education is generally regarded as a cost effective instrument as broader social objectives can be achieved which leads to the social economic development of the country. Harbison and Hanushek, 1992 Hanushek, Lavy, and Hitomi, 2006 cited in Hanushek, Woessmann, 2007 that there is the direct link between education quality and primary education as in the case of Brazil there are increasing rates of repeaters and school dropouts hence achieving skills through primary education can lower the chances of getting failed. In many primary schools of Egypt the dropout ratios of students are higher because of the low quality of Primary education and failure to achieve cognitive skills at primary level. This in turn has affected the economic growth of the country, hence it is crucial for governments to invest in quality of Primary education so that the dropouts and repeaters ratio is reduced and economic development of the country is achieved (Mingat, 1998, Hanushek, Woessmann, 2007). It was also found that the Asian Economies who were investing heavily in the primary education were very successful in achieving the quality of education which further leads to the social benefits and the overall economic growth for the country. It has been stated that the economic growth and productivity of a country depends upon its investment in quality of primary education. In a study done by Hanushek and Wobman, 2007 it was suggested that as the number of years of schooling advances it contributes to the economic growth of the country by 0.58% (Burnett, 1996, Yeung Mathieson, 1998, UNESCO/ OECD 2003). However, Psacharopoulos, 1994 cited in Mingat, 1996 and Hanushek and Wobman, 2007 argues that in the developing countries even though rate of return is higher from lower levels of education but this higher rate of return from lower levels do not necessarily contribute to the economic development of country. It has been critically argued that in the countries like Ghana, Brazil, Pakistan, United States, Mexico, and Indonesia although investment in Primary education leads to greater returns but as compared to the secondary and higher education the returns are relatively low. Also it has been argued that if the quality of primary education is very poor then the returns will also be low. Some of the countries like India, China, Sri Lanka and Bangladesh they donà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢t spend much for primary education it is just around 7% of the per capita Gross Domestic Product (Fasih, 2008, Schultz, 2003, Ferranti, 2003, Manacorda, Sanchez, Paramo and Schady 2005 cited in Fasih, 2008, Kingdon and Soderbom, 2007, Copper, 1980). However, there have been many problems in investing in the primary education one of them is there is a wide gap between years of schooling and the investments made in it hence it takes long time for educated and well qualified people to enter the labour markets. Secondly, some portion of Investments are also lost due to number of dropouts, repeaters and if the quality of training and education is low. The Third main problem of investing in the primary education is that some of the individuals after completing their education they never take part in the labour markets because of some restrictions this is generally prominent in the case of women and also many talented, well qualified and trained individuals migrate to some other countries hence there is a loss of stock of human capital which further affects the development of any economy as brain drain is a kind of loss to the country (Psacharopoulos and Arriagada, 1986). Conclusion

Appeal to Aesthetics in Death in Venice Essay -- Literary Analysis

In the late 19th century decadence was a tremendously popular theme in European literature. In addition, the degeneracy of the individual and society at large was represented in numerous contemporary works by Mann. In Death in Venice, the theme of decadence caused by aestheticism appears through Gustav von Achenbach’s eccentric, specifically homoerotic, feelings towards a Polish boy named Tadzio. Although his feelings spring from a sound source, the boy’s aesthetic beauty, Aschenbach becomes decadent in how excessively zealous his feelings are, and his obsession ultimately leads to his literal and existential destruction. This exemplifies how aestheticism is closely related to, and indeed often the cause of decadence. Although the narrative is about more complexities, the author’s use of such vivid descriptions suggest the physical, literal aspect of his writing is just as important to the meaning of the story. The first and most obvious instance of aestheticism and decadence as correlating themes in this story is the title, Death in Venice. By fore-grounding the name of the city in the title, Mann is highlighting the city's key role in the unfolding narrative. Mann aligns the word 'Venice' with the word 'death' in the title. This creates a relationship between these two words - the word 'death' strongly infuses the word 'Venice' with all its connotations. Death and decay are important ideas within the context of decadence. By shear nature the title relates the concepts of death and dying to the city of Venice, which implies that the location is where a death will occur. However, this is paralleled by the opening of the story when Mann drearily tells of Aschenbach’s stroll through Munich. In the reading of this passage it ... ...nternally decadent through his indulgence in Tadzio’s appearance. He then changes his appearance to please his idol which in turn corrupts himself by turning him into the type of decadent man he once despised. These themes of aestheticism and decadence, not in juxtaposition but in duality, are used frequently by Mann throughout the novella. Works Cited Mann, Thomas, and Clayton Koelb. Death in Venice: a new translation, backgrounds and contexts, criticism. New York: W.W. Norton, 1994. Print. Ritters, Naoimi, and .Jeffrey B. Berlin. "the Tradition of European Decadence." Approaches to teaching Mann's Death in Venice and other short fiction. New York: Modern Language Association of America, 1992. 86-92. Print. Shookman, Ellis, and Rene-Pierre Collins. Thomas Mann's Death in Venice: a novella and its critics. Rochester, NY: Camden House, 2003. Print.

Edgar Allan Poes Writing Essay -- Literacy Analysis

Often times, authors use specific instances from their lives to produce ideas for stories and incorporate them into his or her works. In the gothic times, dark, threatening, horrific, morbid, depressing, bizarre, bewildering, death and insane are just some words that best describe the popular type of literature at that time. One man’s name can summarize these words, Edgar Allan Poe. He is considered to be one of the greatest obscure American authors/poets whom many literary scholars still try to make heads or tails of. People throughout the history often wondered why Poe’s writings are so fantastically diverse and unusual, why his literary style is dark, and why he has so many supernatural connotations in each of his writings. He displays his tragic life, achievements, and mostly his disappointments which occurred over the course of his life in a series of stories and poems. Edgar Allan Poe's works are not only a product of creative genius, but also a reflection of his countless struggles and devastating personal experiences. These occurrences spawn the themes of untimely death, insanity, and revenge that become the focus of his macabre style of writing. Poe's life experiences have a major influence in his writings, including the use of the nature of death and provocative questions about the afterlife. The favorable reason to his macabre works has been thought to be the result of experiencing the many deaths of his loved ones early in his life. Based on Poe’s works, he believes that the death of a beautiful woman is unquestionably the most poetic topic in the world. For example, in his later poems, most notably, and represents the imaginative repetition of his painful experiences. Jeffrey Scraba, one of the literature critics ... ...oston, Massachusetts: G.K Hall&Co, 1987. N. pag. Print. Medline Plus. U.S. National Library of Medicine, 29 Aug. 2011. Web. 7 May 2012. . Poe, Edgar Allan. The Literature Network. N.p., 2012. Web. 7 May 2012. . Scraba, Jeffrey. "Repetition and Remembrance in Poe's Poerty." Critical Insights The Poetry of Edgar Allan Poe. Ed. Steven Frye. Pasadena California: Salem Press, 2011. 34-46. Print. Stauffer, Donald B. "Style and Meaning in "Ligeia" and "William Wilson"." Critical Essays on Edgar Allan Poe. Ed. Eric W. Carlson. Boston, Massachusetts: G.K Hall&Co, 1987. 115-25. Print. Zlotnick-Woldenberg, Carrie. "Edgar Allan Poe's `Ligeia': An Object-Relational Interpretation." American Journal Of Psychotherapy 53.3 (1999): 403. MasterFILE Premier. Web. 29 Apr. 2012.

Conscience vs. Society

Conscience vs. Society Conscience and society are often in conflict with one another. Your culture and the people around you may be telling you to do one thing, while in your heart; you feel that a different way is the way to go. This is exactly what happens in Sophocles’ play Antigone. Ismene, Haimon, and Creon all have a difficult time choosing between following what their conscience is saying and what society thinks, which leads to conflict between the characters. Ismene faces this conflict of conscience vs. society when deciding whether to help Antigone bury Polyneices or not.When Antigone asks her if she is going to bury him with her, and if she even cares about her brothers, Ismene says â€Å"They mean a great deal to me; but I have no strength to break laws that were made for the public good. † (Prologue, 62-63) Ismene wants Polyneices to have a proper burial as much as Antigone does, but she does not feel that it is worth the risk of her own death. She has to ch oose between risking her life to bury her brother, or living with the guilt of Polneices never being fully put to rest. This leads to conflict between her and Antigone because she feels abandoned by her sisters’ choice to not help her.Haimon faces the problem of conflict vs. society when he talks to his father, Creon. After Creon sentences Antigone to death for breaking his law about burying Polyneices, Haimon says; â€Å"For me your judgments and the ways you act on them are good. I shall follow them†¦ don’t let you mind dwell on just one thought, that what you say is right and nothing else. † (Scene 3, 720-21 and 799-800) At first, Haimon is saying that he will follow and agree to anything his father does or says; but then, he goes on to say that his judgments may not be correct and that he should stay more open-minded on his decision.At first, Haimon starts by saying what his father would want him to say, but then changes his mind and speaks of what he k nows is right. This leads to conflict between his father and him because he is not just saying what his father wants to hear anymore. Finally, Creon faces this conflict after Teiresias shares his prophecy. When he tells Creon of his fate if he does not bury Polyneices and free Antigone, he faces a hard decision: â€Å"It’s dreadful to give way, but to resist and let destruction hammer down my spirit, – that is a fearful option too. (Scene 5, 1225-27) He has to choose between what everyone (even the gods) wants to happen, which is to let Antigone go and give her brother a proper burial, and what he thinks is right, which is to kill Antigone off and let Polyneices rot on the battlefield. This is the first time in the play he actually listens to reason, even if it is for his own benefit. This leads to conflict within himself. The characters in this play go through many conflicts, a lot of which have to do with choosing between what society thinks and what that character thinks.Ismene has to choose between following the law and breaking it to bury her brother, Haimon has to choose between following his father or going against him for the woman he loves, and Creon must choose between letting Antigone die and Polyneices stay unburied or burying him and letting Antigone go. This all leads to conflict between the characters and themselves. The concept of conscience vs. society is nothing new and will continue to be a point of conflict in peoples’ lives until the day they die.