Martha Peer review MS2 Essay Example | Topics and Well Written Essays - 500 words

Martha Peer review MS2 - Essay Example Many typographical mistakes were seen in your paper. If you go back and review it once again I am sure you will also see them. E.g. pg 1 â€Å"household andwhat better†, on pg 2 â€Å"can assessa critical†, on pg 3 â€Å"training andpassed the post- training† and many more. Some sentences were very long and thus were confusing e.g. on pg 4 â€Å"The primary goal was to support abusive and neglectful parents, change their unhealthy patterns of †¦..The hope is to improve their parenting skills so that they will begin to derive pleasure from being with their child(ren) and will no longer abuse or neglect them.† Here there is a sudden change tense. On pg 4 â€Å"However, her line of questioning made me†¦. I vacillated between feeling exposed and judged by her as she continued to try and get me to reveal experiences from my past† is unnecessarily long and could have been divided into two sentences. There was some repetition of word like â€Å" Abuse and neglect†, â€Å"albeit†, and â€Å"learned† that did not give a very good impression. Synonyms could have been used. There were some sentences that were poorly constructed like on pg 1† I knew I was a compassionate, sensitive, caring person and was often told by friends that I was easy to talk to† could have been written as I knew I was a compassionate, sensitive, caring and was often told by friends that I was someone who is easy to talk to, On pg 3 â€Å"I felt certain that if I encountered domestic violence, I too, could become a victim by merely being in the wrong place at the wrong time† could have been written as I felt certain that if encountered domestic violence, I too, could become a victim by merely being in the wrong place at the wrong time and on pg 10 â€Å"In situations where I couldn’t relate to a particular event, I explored my own feelings about the situation and handled it the best way I could with patience, tolerance and a sense of humor† as In situations where I couldn’t relate

Finding Reasons - The Story of an Hour Essay Example | Topics and Well Written Essays - 1000 words

Finding Reasons - The Story of an Hour - Essay Example As Berkove mentioned, the story was first published in Vogue Magazine in 1894 (158), a time when women were still perceived as â€Å"housekeepers†, associated to the home rather than the modern liberal women who have the freedom to compete for a job with men. This was a time when women who expressed themselves freely, do a man’s job, hold offices or work along with men, were considered taboo. With such information, one would understand that the story reflects the very culture described above and would comprehend more clearly the symbolisms and statements used in the story. In the case of Berkove’s article entitled Fatal Self-assertion in Kate Chopin’s â€Å"The story of an Hour†, the tone of the writer in his analysis seems to be seen through the eyes of one looking at modern times. This could be fatal as there are norms and mores that could really affect the mentality, actions and perceptions of people from different ages, cultures, beliefs and edu cation. For instance, he concludes that the story is not about society or marriage but about Louise Mallard (berkove, 153). Sure, the story is about the protagonist nevertheless, she represents some, if not most of the women during that time. Since men were considered to be the breadwinners, they were expected to go out and work while women stayed in the home to do the household chores and attend to the needs of the men. This was the general concept of men and women’s roles and Brently and Louise Mallard conformed to such norms as a couple. Louise however was a woman who did not agree with such patriarchal practices as expressed in her strongly made up mind that â€Å"There would be no powerful will bending hers in

Education Is Considered As An Investment Economics Essay

Education Is Considered As An Investment Economics Essay Education is considered as an investment in human capital. Human capital can be described as the knowledge, abilities and skills of an individual, acquired through education, training and experience, which help the latter to be more productive and thus improve his potential income earning. Ismael (1998), Becker (1964) and Mincer (1974) have emphasized on the fact that, by investing in human beings, we will gain from some forms of benefits in the future. However, Blankneau and Simpson (2004) find no clear evidence on the link between government spending on education and economic growth. Human capital is one of the most important components of sustainable economic development of a country as illustrated by Lucas (1988) and Romer (1990) in their new growth literature. The expanded neoclassical growth model developed by Mankiw, Romer and Weil (MRW) (1992) and the endogenous growth models developed by Lucas (1988), Romer (1990), Barro (1990) and others have only recently stressed on the importance of human capital in growth theories. Even though human capital incorporates health, experience, skills, education and other social factors, in this paper we will concentrate only on the role of education and its effects on the economic development of Mauritius. One problem that arises is when dealing with the measurement of human capital. In fact, there is no agreed definition of which proxy should be used to represent human capital. Generally, the average number of years of schooling has long been seen as a convenient proxy. For example, Mankiw et al. (1992) use secondary enr ollment as proxy for education and Barro (1998) uses enrollment in different levels of education, i.e. primary, secondary and tertiary, and also enrollment by gender as proxies. In our study we will be using the average number of years of different schooling levels as proxies for education. Petrakis and Stamatakis (2002) have stressed on the fact that each different level of education has different impact on growth. For example, they find that the effect of primary and secondary education on the economic growth of developing countries is more significant than that of tertiary education, and for developed countries it is the opposite that takes place. Since it improves human capital, we could say that education does affect economic growth predominantly, but actually, the impact of education on the economic development is quite ambiguous. There were countless debates over the years by researchers over whether education has a positive, negative or no relationship at all with the economic growth of a country. Barro (1991) finds that education has a positive and significant impact on economic growth. He observes that any rise in enrollment rate, raises GDP too. De Meulmester and Rochet (1995) provide evidence that this relationship may not always be true. Devarajan et al. (1996) find that education has a negative impact on economic growth for some developing countries. They deduce that developing countries are not productive at the margin because these countries do not fairly allocate their public capital expenditure and this explains the opposing relationship between education and economic growth. The purpose of this paper is to dete rmine the impact of education on the economic growth of Mauritius. Empirical Evidence Barro (1991) finds that education and economic growth are highly correlated. He uses enrollment rate as a proxy for education and per capita GDP as a proxy for economic growth. Data are collected across more than 100 countries during the years 1960 to 1990 and Barro finds that each additional year of enrollment increases per capita GDP. Bils and Klenow (2000) also come across similar results in their research. They find that variation in schooling explains approximately one third of the variation in economic growth. Although Bils and Klenow (2000) provide evidence of the positive relationship between education and economic development, they also claim that more growth would result in more education and not the opposite, i.e. a reverse causation effect. Akcabelen (2009) uses the ARDL approach to determine the short-run and long-run effects of different levels of education on Turkeys economic development. Secondary enrollment and tertiary enrollment are used as different proxies for education and this enables us to examine the impact of each level of education on the economic growth. Akcabelen concludes that there is positive correlation between all levels of education and the long-run economic development of Turkey. Loening (2002) uses time-series data from 1951 to 2000 and applies the error-correction methodology to analyze the impact of education on the economic growth of Guatemala. He observes that output per worker increases by 0.16 percent following a 1 percent rise in the average years of schooling. So he agrees on the fact that education does have a positive impact on the overall economic development of the country. Afzal et al. (2010) use time series data from 1970-2009 to analyze the relationship between education, physical capital, inflation, poverty and economic growth in Pakistan. According to their findings, education and physical capital have both a positive and considerable effect on economic growth in the short-run as well as in the long-run. They also find that inflation slows down economic growth in the long-run and poverty has no effect at all on the economic development of Pakistan. Other researchers, such as Kakar et al. (2011), have used time series data for the time span 1980-2009 and apply the Error Correction Model (ECM) and come to the conclusion that education influences Pakistans economic development only in the long-run. They also observe that the quality of education is more important than the quantity of education in achieving economic growth, so the government should increase its investment in education with the aim of enhancing the quality of education further. Since Mauritius is part of Africa, it is also good to see the results of researches conducted in other African countries. Fonkeng and Ntembe (2009) use enrollment and GDP as proxies for education and economic development and they notice that education at higher level, i.e. at tertiary level, is positively correlated with economic growth of Cameroon. Musila and Belassi (2004) use government expenditure on education as proxy for education for the years 1965 to 1999. They apply the cointegration and the ECM methods and find that there is positive correlation between average workers expenditure on education and the economic growth of Uganda. Ndiyo (2007) uses time series data from 1970 to 2000 on real education expenditure, real capital formation and GDP, and employs the VAR technique. Based on the results obtained after computations, Ndiyo (2007) demonstrates that education does not have a positive effect on the economic development of Nigeria. He suggests that this result can be explai ned by various factors such as labor market distortions, redundancy, brain drain, industrial disputes and job discontinuities, and government failure etc. Khorasgani (2008) analyses the impact of higher education on Irans economic development for the period 1959 to 2005. The proxies used for human capital are education attainment and research expenditures. Khorasgani (2008) also uses Cobb-Douglas production function together with the ARDL method to determine the short-run and long-run effects of higher education on the economic growth. The study demonstrates that real output increases by 0.314 percent in the long run and 0.198 percent in the short run following a 1 percent increase in higher education attainment. Hence, higher education has a positive and significant impact on the economic development of Iran.

Spiritual Shallowness in The Great Gatsby :: Great Gatsby Essays

Spiritual Shallowness in The Great Gatsby The American Dream was based on the assumption that each person, no matter what his origins, could succeed in life on the sole basis of his or her own skill and effort. The dream was embodied in the ideal of the self-made man. The Great Gatsby is a novel about what happened to the American dream in the 1920s, a period when the old values that gave substance to the dream had been corrupted by the vulgar pursuit of wealth. Spiritual shallowness is portrayed in The Great Gatsby through the characters' pursuit of power and pleasure, the character groupings and images and the forgotten past. The characters of The Great Gatsby are Midwesterners who have come east in pursuit of this new dream of money, fame, success, glamour, and excitement. Tom and Daisy must have a huge house, a stable of polo ponies, and friends in Europe. Gatsby must have his enormous mansion before he can feel confident enough to try to win Daisy. The energy that might have gone into the pursuit of noble goals has been channeled into the pursuit of power and pleasure, and a very showy, but fundamentally empty form of success. Fitzgerald employs clearly defined character groupings and various images and symbols in developing the theme. Character groups include Nick, the observer and commentator, who sees what has gone wrong, Gatsby, who lives the dream purely, and Tom, Daisy, and Jordan, the "foul dust" who are the prime examples of the corruption of the dream. The primary images and symbols used are, the green light, the eyes of Dr. T. J. Eckleburg, the image of the East and Midwest, Owl Eyes, Dan Cody's yacht; and religious terms such as grail and incarnation. Both the character groupings and the images and symbols suggest a second major theme that may be referred to as "sight and insight." The novel contains many images of blindness, perhaps because hardly anyone seems to "see" what is really going on. The characters have little self-knowledge and even less knowledge of each other. Especially Gatsby- he lacks the insight to understand what is happening. He never truly sees either Daisy or himself, so blinded is he by his dream. The only characters who see, in the sense of "understand," are Nick and Owl Eyes. Spiritual Shallowness in The Great Gatsby :: Great Gatsby Essays Spiritual Shallowness in The Great Gatsby The American Dream was based on the assumption that each person, no matter what his origins, could succeed in life on the sole basis of his or her own skill and effort. The dream was embodied in the ideal of the self-made man. The Great Gatsby is a novel about what happened to the American dream in the 1920s, a period when the old values that gave substance to the dream had been corrupted by the vulgar pursuit of wealth. Spiritual shallowness is portrayed in The Great Gatsby through the characters' pursuit of power and pleasure, the character groupings and images and the forgotten past. The characters of The Great Gatsby are Midwesterners who have come east in pursuit of this new dream of money, fame, success, glamour, and excitement. Tom and Daisy must have a huge house, a stable of polo ponies, and friends in Europe. Gatsby must have his enormous mansion before he can feel confident enough to try to win Daisy. The energy that might have gone into the pursuit of noble goals has been channeled into the pursuit of power and pleasure, and a very showy, but fundamentally empty form of success. Fitzgerald employs clearly defined character groupings and various images and symbols in developing the theme. Character groups include Nick, the observer and commentator, who sees what has gone wrong, Gatsby, who lives the dream purely, and Tom, Daisy, and Jordan, the "foul dust" who are the prime examples of the corruption of the dream. The primary images and symbols used are, the green light, the eyes of Dr. T. J. Eckleburg, the image of the East and Midwest, Owl Eyes, Dan Cody's yacht; and religious terms such as grail and incarnation. Both the character groupings and the images and symbols suggest a second major theme that may be referred to as "sight and insight." The novel contains many images of blindness, perhaps because hardly anyone seems to "see" what is really going on. The characters have little self-knowledge and even less knowledge of each other. Especially Gatsby- he lacks the insight to understand what is happening. He never truly sees either Daisy or himself, so blinded is he by his dream. The only characters who see, in the sense of "understand," are Nick and Owl Eyes.

Hotel Rwanda and United 93 Analysis of Film Techniques Essay

Hotel Rwanda, directed by Terry George, is a 2004 film made depicting the Rwandan genocides. The historical context of the film is in 1994 in Rwanda, when the extremist Interahamwe militias were gathering forces to kill Tutsi tribe’s people. They succeeded for the most part, killing more than 800,000 innocent people within a hundred days. The film is shown entirely from the point of view of Paul Rusesabagina, who hosted over 1200 Rwandan refugees in his Hotel Mille Collines. The camera only leaves Paul’s situation very rarely. The effect that this has on the veracity of the film is that it shows that this story is only his story. It recreates all the emotions of unpredictability, suspense and unsureness of what’s going to happen next. For example, in one of the scenes after Paul and his family enjoy a safe night together, the next morning he wakes up with a gun to his head. However, following Paul’s situation is used more than just for dramatic value. The audience is drawn in to the film, as if they are right there with Paul, and this creates a very â€Å"real† experience. United 93 uses second-skin camera placement to achieve effectively the same result. For example, during the hijacking, you would have all noticed the jerky motion of the camera and the â€Å"imperfect†, out-of-focus shots. They illustrate the confusion in the atmosphere. Again the audience feels as if they are the person watching through the lens of the camera and that they are actually involved in the situation, thus recreating reality for the viewers. In Hotel Rwanda, footage shot of the Interahamwe beating their victims is shown. It is footage that a news reporter catches on tape in the film, but is a replica of that which another man found in reality. Additionally, Paul says that after people see the footage they will intervene. The reporter replies to him that â€Å"People will watch the footage and say, ‘Oh my god that’s horrible,’ and then they’ll go back to eating their dinners.† This quote sums up the harsh and ugly reality of the Rwandan people’s situation – that it was seen as insignificant and trivial. Similarly United 93 uses a lot of broadcasted material in the film. For  example, the coverage of the trade centres being attacked enhances the genuine nature of the film and allows the audience to remember the news coverage of the day as well. In some of the scenes in Hotel Rwanda, real Rwandan soldiers are used. Their experience brings an authenticity to the film. However, in United 93, the professionals re enact their role on the day of the attacks. For example, after the second attack, in the military, the woman had to continue giving coordinates despite the emotional turmoil and shock that she was feeling. Using real people deters from the drama of the film and brings it back to the real world where they must continue their duties in spite of whatever may happen. During almost all of Hotel Rwanda, there is the diegetic sound of gunfire in the background. Sometimes, gunfire disturbs even the most beautiful and peaceful of scenes. For example, when Paul and his wife are on the roof of the hotel enjoying a talk, they can hear and see the gunfire as they look out into the city. These kinds of intrusions constantly remind the audience of the graveness of the situation, and engage them in the atmosphere, creating a constant fear and paranoia of what will happen next. United 93 sometimes has talking in the background and never focuses on one person’s speech either. Especially in the scenes with Ben Sliney, it was sometimes difficult to tell who was talking. The people working in the background even had voices to answer to. That’s exactly what it would be like if we were there – there would be people talking over people and constant confusion. This texture of sound again adds to how genuine the film is perceived to be. Terry George and Paul Greengrass employ similar and different techniques to achieve verisimilitude in their films. Greengrass kept his movie as true to the events as possible. Terry George added in a few extra bits to add to its entertainment value, yet managed to capture the scope of the genocides very well, tell the story of Paul Rusesabagina in a credible manner, and maintain historical veracity. â€Å"Hotel Rwanda† (2004) directed by Terry George†United 93†³ (2006) directed by Gary Ross

European Studies Essays – Welfare State and the European Nations

Welfare State and the European Statesâ€Å"The phrase ‘welfare state’ was foremost used in the late thirtiess, to separate between the policies of the democracies and the war province of European dictators† ( Spicker, 2003 ) . From the late 19th century, characteristics of a public assistance province began emerge in parts of Western Europe. The first European state to set in topographic point a public assistance province was Germany in 1883. The so Chancellor Otto Von Bismarck introduced a compulsory national accident and illness insurance jurisprudence. The insurance was financed by province subsidy ( Spicker ) . A public assistance province is â€Å"a province where more than one half of all authorities outgos are devoted to societal policy, as opposed to the economic system, the armed forces, jurisprudence and order, substructure and other traditional maps of the state† ( Spicker, 2003 ) . Judt ( 2006 ) defines a public assistance province as a province which is chiefly concerned with distributing public assistance to its citizens. Such provinces spend the bigger proportion of their public outgos on public assistance. Get aid with your essay from our adept essay authors†¦ Harmonizing to Gough ( 2006 ) , welfare provinces in Europe were established during the Second World War. Their chief intent was to undertake the five evil giants that were confronting most of Europe at that clip. These immoralities included: Poverty: Because of the war, many people were ill, idle or widowed hence were hapless. Diseases: Despite many people being ill, they could non afford to seek intervention. Ignorance: At that clip, school-leaving age was 11. Most kids were forced to drop out of schools because they could non afford to pay fees. Sordidness: Majority of the population lived in hapless lodging installations ( slums ) because council houses were unequal. Idleness: As a consequence of the war, most people lost their occupations and became unemployed. The public assistance province was hence established to guarantee that kids stayed in school ; free medical intervention for all was introduced ; new council houses were built and more towns established to supply better lodging installations to the slum inhabitants and more industries were started to assist cut down the unemployment rate. There are several aims of a public assistance province. Equitable distribution of wealth and resources: Welfare provinces used progressive method of revenue enhancement aggregation whereby people with higher incomes paid more revenue enhancements and those with lower incomes paid less revenue enhancement. This method of revenue enhancement helped in reallocation of public money and shifting of resources from the resource-rich parts to resource-poor parts. This was effectual in accomplishing regional balance and in contracting the spread between the rich and the hapless ( Spicker, 2003 ) . Income and criterion of populating care: Peoples can temporarily or for good be rendered incapable participating in the labour market. This can be due to old age, or illness. This usually consequences in loss of income for themselves and their households. But in a public assistance province, income care was assured whether or non person was working. This was usually â€Å"achieved through a assortment of public insurance strategies, † ( Judt, 2006 ) . These included tax write-offs from an employee’s wage, parts made by the employers and the province. These tax write-offs and parts were deposited into an insurance fund from which persons were entitled to certain benefits, depending on the degree and the figure of parts made. These â€Å"insurance strategies covered unemployment, ill wage and old age pensions, † ( Gough, 2006 ) . Helping the deprived groups: public assistance provinces started plans to help those groups that were considered worse-off than others. Gough ( 2006 ) says that: For case, European states have taken specific steps to battle rural poorness ; support households with kids ; supply for re-training and early retirement in industrial job parts ; help particularly those with structural employment job ( the long-run and older unemployed ; youth unemployment ) . Provision of a public safety cyberspace was another aim of public assistance provinces. Welfare States ensured that each single enjoyed â€Å"a minimum degree of nice human being if no other resources are available, † ( Gough, 2006 ) . In the pre-industrial epoch proviso for such persons was chiefly done by â€Å"local charities, communities, nobleness oblige, and the churches †¦ on a much smaller scale† ( Gough ) . Most Welfare States used their public assistance policy as a signifier of economic administration. Harmonizing to Gough ( 2006 ) , â€Å"the economic systems of Continental Europe, frequently called organized market economic systems, are characterized by a more marked function for the authorities in the economic system †¦.† Unlike in other provinces, the different economic sectors were normally in harmoniousness instead than in competition with each other. This contributed to the overall economic organisation and stableness, and is the ground why such economic systems were frequently labeled ‘organized market economies.’ Welfare provinces put up policies aimed at poorness obliteration. Such plans included Medicaid and Aid to Families with Dependent Children ( AFDC ) . However, such plans were non popular among the bulk of the population because they merely served the marginalized people who comprised a smaller proportion of the population. The creative activity and development of the public assistance province followed different forms in each of the European states. The work forces behind the European public assistance province shared Keynes’s position which he voiced before his decease in 1946. Keynes said that â€Å"after the World War II, there would be a craving for societal and personal security in Europe. And there was. The public assistance province was constructed chiefly as a security revolution instead than a societal revolution, † ( Judt, 2006 ) The German public assistance system was based on the three chief rules. The first 1 was â€Å"subsidiarity.† This rule holds that â€Å"services should be decentralized or independently managed† ( Spicker, 2003 ) . The function of the province was limited merely to countries which could non be covered by other agencies like military services. In Germany, high income earners were non covered by the chief societal insurance system ; they were left to do their ain determinations. Economic development was another rule environing the German public assistance system. Provision of societal services was based on this rule. This was clearly apparent in â€Å"the close relationship of services to people’s place in the labour market. Social benefits were earnings-related, and those without work records found that they were non covered for of import contingencies† ( Spicker, 2003 ) . Additionally, the state’s disbursement on public assistance had to be straight related to the rule of economic development and growing. Welfare province in Germany was originally established by Chancellor Otto Von Bismarck who introduced the rule of ‘corporatist structure’ . Harmonizing to Spicker, 2003: This rule was developed by Bismarck on the footing of bing common assistance associations, and remained the footing for societal protection later. Social insurance, which covered the costs of wellness, some societal attention and much of the income care system, was managed by a system of independent financess. The Gallic system of public assistance was regarded as the most generous public assistance system. It involved proviso of a broad scope of societal services, rendering it really complex and expensive to keep it. In France, the public assistance system was â€Å"based on the rule of solidarity, † which was declared in the first article of the Gallic Code of Social Security ( Spicker, 2003 ) . However, the term â€Å"solidarity† was equivocal and was used in different fortunes to intend different things. To some people, solidarity referred to cooperative common support whereby people who benefited from national public assistance strategies were expected to lend on an equal footing. To others, solidarity meant mutualist relationships, â€Å"common action, common duty and shared risks† ( Spicker, 2003 ) . The Swedish Welfare System was viewed as an ideal signifier of public assistance province. The system offered institutional attention in that it offered â€Å"a cosmopolitan minimum† ( Judt, 2006 ) . Like all public assistance provinces, the Swedish authorities offered benefits to the unemployed, the ill people, and retired citizens. However, for a long clip this public assistance system was non efficaciously practiced because as Judt ( 2006 ) says, â€Å"the Swedish population had a strong tradition of entrepreneurship and difficult work and continued to work hard even though they now had the option to populate off government.† However, with clip, people adapted to the public assistance system. The public assistance province of the United Kingdom was established by William Beveridge in 1942. The purpose of the province was to control the societal jobs that British citizens were confronting due to the effects of the Second World War. The authorities took the duty of supplying for its people. This policy resulted in high authorities outgo and an addition in the state’s cardinal duties. In add-on to the proviso of the basic services ( instruction, wellness, lodging and employment ) the province besides increased â€Å"regulation of industry nutrient and redistributive taxation† ( Gough, 2006 ) . Most Welfare States did non last long because of assorted grounds. The first major ground was the nature of revenue enhancement and the salary construction. In most public assistance provinces, the societal benefits and wages for the low-skilled workers were among the highest in the universe, whereas those for the high-skilled workers were lower comparison to those of other states. Additionally, the high-skilled workers paid much higher revenue enhancements than the low–skilled workers. This attracted more low-skilled workers into these provinces, going a load to the Welfare State. The issue of in-migration besides led to the prostration of the public assistance province. Because of the societal benefits a public assistance province offered, it attracted people from the low income states. Fjordman ( 2006 ) notes that â€Å"†¦ they experienced †¦ decomposition with the debut of mass in-migration of individuals who did non hold the cultural background necessary to continue the public assistance state.† Last, the nature of the services that a public assistance province provided contributed to its prostration. Education and wellness services particularly are â€Å"ones on which people wish to pass more money as they become richer. Old age and retirement pensions imply that the authorities would hold to pass more as the population ages† ( Fjordman, 2006 ) . Because of this, the ratio of public disbursement to Gross Domestic Product was high and it became practically impossible to run into all the societal demands of its citizens. Mentions Fjordman, C.The Welfare State: The Root of Europe’s Problems. The Brussels Journal. 2006, March 08 Gough, I.European Welfare States: Explanations and Lessons for Developing States. University of Bath hypertext transfer protocol: //64.233.169.104/search? Judt, T.The Future of Decadent Europe. The Globalist. 2006, June 02. Spicker, P. The Welfare State.Centre for Public Policy and Management: Robert Gordon University hypertext transfer protocol: //www2.rgu.ac.uk/publicpolicy/introduction/wstate.htm