Jack Dykinga Works

The works of Jack Dykinga have longed appealed to because this photographer is always able to emphasize the beauty of nature by paying attention to color patterns and space. His pictures show that the choice of lighting, angle, and equipment is extremely important for every photographer.Advertising We will write a custom essay sample on Jack Dykinga Works specifically for you for only $16.05 $11/page Learn More Moreover, this person should be able to find the moment when one can capture colors and shapes in the best ways. In this paper, I would like to discuss two photographs by Jack Dykinga. In particular, I would like to discuss his picture of Mexican Poppies1 and Organ Pipe Cactus2. In my opinion, these works represent the typical characteristics of Dykinga’s style, namely saturation of colors and ability to show the illusory aspects of space. These are the main issues that I would to discuss. There are several things that make these photograph s stand out among others. It should be noted that Jack Dykinga uses a large-format camera that enables to depict almost panoramic landscapes (Fox, 2005, p. 20). First of all, the photographer attracts the viewer’s attention to the foreground of the picture and they can see it in close detail. For instance, one can see his picture of Organ Pipe Cactus. Jack Dykinga lets the viewer see the growing brittlebush and cactuses. However, the silhouette of the Ajo Mountains is almost blurred. This approach to photography was developed by David Muench (Fox, 2005, p. 20). The same technique can be seen in the photograph of Mexican Poppies. This is one of the techniques that this photographer often applies. Nevertheless, there is another aspect that has always appealed to me. Jack Dykinga is able to demonstrate the illusory nature of space and material objects. For instance, in the background of his photograph, the viewers can see a see a mountain chain covered with mist. At first glance , it seems that some of these mountains are not real. Overall, I can say that very few photographers can show nature in such a way. These examples suggest that Jack Dykinga is indeed a prominent photographer who captures unique images of nature.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, the pictures of this photographer are usually color-saturated. For example, one can look at his picture of Mexican Poppies, especially the presence of deep blue color. In order to render it, a photographer should choose a particular angle and moment. In some cases, such a task can be very difficult. This is one of the reasons why Jack Dykinga’s photographs stand out among others. Overall, I can say that the works of Jack Dykinga are very difficult to imitate. First of all, it is important to choose appropriate lighting that would enable a photographer to render the colors and details of the landscape. When I tried to take a similar picture, I had to spend much time in order to recreate his use of space and palette. I learned that photography requires much preparation. Certainly, I may not want to imitate the works of this photographer, but his use of saturated colors greatly appeals to me. The works of Jack Dykinga show that photographers can rediscover the beauty of nature, but in order to it they should be able to choose the most suitable moment at which one can render rich palette of the landscape and illusory aspects of its forms. Appendixes Picture 1. Mexican poppies by Jack Dykinga Picture 2. Organ Pipe CactusAdvertising We will write a custom essay sample on Jack Dykinga Works specifically for you for only $16.05 $11/page Learn More Reference List Fox, W. (2005). Desert Water. New York: Graphic Arts Center Publishing Co. Footnotes 1 Please, refer to the Appendixes, Picture 1 2 Picture 2. This essay on Jack Dykinga Works was written and submitted by user Eliza Hogan to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Diversity In The Workplace

Organizational Behavior STAYING AFLOAT IN THE STORMY SEAS OF DIVERSITY MANAGEMENT INTRODUCTION While the benefits of diversity in the workplace have long been trumpeted, businesses would do well to consider the problems surrounding diversity and diversity training. Research into the subject reveals startling and costly problems that can arise if the subject is handled wrong. A focused approach is necessary to avoid any one of the problems that can lead to disaster for a business. The first of these problems is that managers face an automatic uphill battle: most employees, minority and majority groups alike, are largely distrustful of diversity training. This effect is multiplied by the tightrope walk of neither over- or under-emphasizing diversity, with either extreme leading to resentment and ineffectiveness. This is possibly the biggest danger in diversity training and helps explain the controversy of whether or not diversity is really good for business. Many companies using ineffective programs have either seen no advantage or worse, the programs have caused the opposite effect of resentment and a fractured corporate culture. While sustaining this balancing act, managers must also face pressure from above. During the economic downturn of the last few years businesses have cut spending across the board. In this environment expensive diversity programs have been among the first areas that businesses look to scale back in order to conserve. The final challenge facing diversity programs is a new dimension in diversity programs. Learning the etiquette and customs of other cultures becomes necessary as companies look to expand into the global market. The sheer complexity and breadth of knowledge needed to operate on an international scale promises to bring the subject to the forefront of diversity programs in the next decade. RESEARCH Employee cynicism is the first hurdle that diversity managers must ov... Free Essays on Diversity In The Workplace Free Essays on Diversity In The Workplace Diversity in the Workforce Diversity is the things about people that make them different, not just culturally but human differences. Having a multitude of differences in the workforce gives an organization the ability to utilize many ideas to reach one common goal. One could say that a diverse group of people together in one room can accomplish greater achievements than a room filled with the same types of individuals. In the workforce diversity can be gender differences, age, education levels, and marital status. Diversity in the workplace can also create diversity in the other areas of life. When companies value diversity it gives the organization the ability to utilize the opinions and viewpoints of all it employees to create a better working environment as well as allowing the employees to know that the company they represent cares about its workers. Manager?s understand this concept of diversity and how important diversity is to the success of a companies ability to implement programs that continues to de velop a harmonious and diverse workplace. According to Daft (2003) such programs that ?builds a corporate culture that values diversity; changing structures, policies, and systems to support diversity, and providing diversity awareness training? (p.450). Cultural change starts with the CEO?s, the presidents, as well as top managers. They are the leaders of organizations. Managers should first educate themselves of different cultures and the behaviors of people, how they interact with one another. Managers can utilize this information to understand the behaviors of their employees. They can also get to know different cultures so that there are no bias opinions about a particular group of people. Employees want to know that the organization they are with will be concerned with their personal needs as well as continuing to provide a comfortable work environment no matter what their cultural background is. Centuries ago, workin... Free Essays on Diversity In The Workplace Organizational Behavior STAYING AFLOAT IN THE STORMY SEAS OF DIVERSITY MANAGEMENT INTRODUCTION While the benefits of diversity in the workplace have long been trumpeted, businesses would do well to consider the problems surrounding diversity and diversity training. Research into the subject reveals startling and costly problems that can arise if the subject is handled wrong. A focused approach is necessary to avoid any one of the problems that can lead to disaster for a business. The first of these problems is that managers face an automatic uphill battle: most employees, minority and majority groups alike, are largely distrustful of diversity training. This effect is multiplied by the tightrope walk of neither over- or under-emphasizing diversity, with either extreme leading to resentment and ineffectiveness. This is possibly the biggest danger in diversity training and helps explain the controversy of whether or not diversity is really good for business. Many companies using ineffective programs have either seen no advantage or worse, the programs have caused the opposite effect of resentment and a fractured corporate culture. While sustaining this balancing act, managers must also face pressure from above. During the economic downturn of the last few years businesses have cut spending across the board. In this environment expensive diversity programs have been among the first areas that businesses look to scale back in order to conserve. The final challenge facing diversity programs is a new dimension in diversity programs. Learning the etiquette and customs of other cultures becomes necessary as companies look to expand into the global market. The sheer complexity and breadth of knowledge needed to operate on an international scale promises to bring the subject to the forefront of diversity programs in the next decade. RESEARCH Employee cynicism is the first hurdle that diversity managers must ov...

Financial Statement Analysis Report Assignment Example | Topics and Well Written Essays - 1000 words

Financial Statement Analysis Report - Assignment Example The preparation of financial statement analysis requires financial ratios, accounting data from financial statements. The ratio assists in measuring strengths and weaknesses of the firm and allows trends and comparisons with other firms within the industry to be identified. It also covers the areas of liquidity, operating profits, financing and stockholders' return on investments (Collier, Grai, Haslitt, McGowan, 2004). In the condition given, Track Events Ltd. is owned by a local independent ticket agent who sells tickets for sporting events, and that is why he needs to analyse his financial accounts in order to determine boost in sales and to make sure that his business is not suffering from insolvency. Total revenue from commissions and profitability has varied widely over the last year. Revenue from commissions peaked over ?1,073,000 in 2010 and dropped to ?1,053,000 in 2011. This may be due to decrease in the demand for the tickets being sold. Assessing the profitability of Trac k Events Ltd. is very significant in order to determine future business plans. These profitability ratios indicate the increase in the profitability of current operations of the business. Operating profit margin helps to provide useful information for investors when examining the trend for determination of the company’s quality. It has risen from 9% in 2010 to 28% in 2011. This shows that the company’s management has succeeded in generating income from the business operations. This increase is due to revenues from commissions increasing faster than the expenses of the business. Furthermore, the net profit margin which shows the earning capacity of business has gradually increased over the year from 5% to 29%. This is a clear indication of the company being considered as more stable and profitable, after payment of all taxes and expenses. Possible reasons of this are the reduction in operating expenses and increase in sales. Return on Total Assets is a measure of net pr ofit earned against the use of total assets. It has increased considerably from 2% to 14% over the year. This means that Track Events Ltd. is able to make use of its assets efficiently thereby increasing its profits. Decrease in the staff costs as a percentage of commissions earned from 62.5% to 48.7% informs that the company is able to keep more fraction of the commission after paying its staff costs as less staff costs per pound of commission earned is being paid. This drastic fall in salaries may either be due to reduction in salaries or laying off workers thereby increased productivity and reduced costs. Besides this, the evaluation in 2011 relative to the previous year concludes that the liquidity has increased, with the current ratio increasing over the year. This indicates that the position of the firm has improved and the firm is liquid enough to repay its debts. This significant increase may have been due to the increase in current assets by conversion of non-current assets into current assets, by borrowing or ploughing back profits. In addition, the decrease in current liabilities by paying off debts may also have caused this increase. The interest coverage of Track Events Ltd. has increased from 4% to 10%. This notifies that the debt burden of the company is lower and bankruptcy or default is less likely to be possible. This is due to the fact that this year Track Events made huge profits due to a radical increase in its incomes and a reduction in its expenses. Moreover, the

Financial management and risk analysis Essay Example | Topics and Well Written Essays - 2000 words

Financial management and risk analysis - Essay Example The new assembly cell requires three cell programmer/operators recruited at a salary of  £20,000 per year each. The cell robots are expected to last for 5 years, after which they can be sold off for an estimated price of  £1,000 each. The company’s cost of capital is currently 10%. This is a two-option financial investment appraisal case which compares the cost of operating an existing sub-assembly line with the cost of a new automated assembly cell. Both options incur costs we could compare to find out which option results in lower expenses over the next five years. Any savings will increase profits, which we can then transform into additional value that would benefit our shareholders. We utilised common investment criteria to analyse this project, and considered other factors that may affect its financial viability. We included our suggested solutions and potential effects on the final decision through a sensitivity analysis, which takes into account: 1. The cost of replacing our eight fitters and with three skilled operators. We included the effect of granting separation pay to each displaced operator and made a recommendation on how much we could afford to pay. The key insight to our problem is to match the cash flows for both options. Option 1 is our existing sub-assembly line, whilst Option 2 would be our proposed investment in new automated machines. Each option has a cash outflow over the next five years. Whilst Option 1 would not require a large cash outflow now, it has the same level of cash flows we are currently spending to maintain the line. In contrast, Option 2 demands a large cash outflow now, but this would result in lower cash flows over the next five years. We compared both cash flow forecasts and arrived at a net cash flow, which is the amount of working capital we would save from the lower cash requirements of Option 2. A basic assumption is that the sub-assembly line’s productivity would be constant, and that

Analysis of balance sheet and income statement Essay

Analysis of balance sheet and income statement - Essay Example The company focuses their services on the following four markets: clean energy, oil and gas, environment and infrastructure and mining (Annual report: AMEC plc 2013, pp. 1-8). On a similar note, Carillion plc is headquartered in Wolverhampton, United Kingdom. The company was founded in 1999. Carillion plc offers services on management in the following fields: efficient energy, buildings and infrastructure, project management and facility management. Carillion plc operates in the following business segments: construction services, support services, Middle East construction services and support services (Annual report: Carillion plc 2013, pp. 1-6). The key item considered in the analysis of the income statement is the revenue. Concerning AMEC plc, the revenue levels in the year 2012 and 2013 were  £ 4,088 million and  £ 3,974 million respectively. The company’s revenue decreased by 2.789% between the periods (Annual report: AMEC plc 2013, pp. 94). Comparatively, the revenue levels for Carillion plc for the same period were  £ 4,402.8 million and 4,080.9 million. The company’s revenue decreased by 7.311% between the two periods. Based on the analysis, Carillion plc’s revenue level were higher than that of AMEC plc, during the two years (Annual report: Carillion plc 2013, pp. 76). The analysis of the statement of financial position covers the total assets. Concerning AMEC plc, the total assets in 2012 and 2013 were worth  £ 2,518 million and  £ 2,384 million respectively. The company’s total assets decreased by 5.322% between the two years (Annual report: AMEC plc 2013, pp. 96). Comparativel y, the total assets for Carillion plc during the same period were worth  £ 3,862.4 million and  £ 3,639.9 million respectively. The company’s total assets decreased by 5.761% between the two years (Annual report: Carillion plc 2013, pp. 79). Based on the analysis,

The relationship between education and development

The relationship between education and development Development, which implies positive values, has been the concern of mankind from time immemorial. Many renowned thinkers devoted efforts to understand development better consequently theories of development have emerged. Ingemar Fagerlind and Lawrence J. Saha (1983) cited at least four clusters of development theories, namely, the (i) classic cyclical theory, which includes the Greek and Roman views of the never ending cycles of growth and decay of all material things, including nations and civilization; (ii) Augustinian Christian theory, which represented the views of doomsdayer who sees the world as heading toward major catastrophe, including the threat from a nuclear war or the explosion of the population bomb; (iii) linear theory, represented by optimists who see development as a never-ending progress; and (iv) cyclical linear theory which combines the essence of the conflict orientation of the cyclical theory and the optimistic orientation of the linear theory. By and large, people who see a dynamic interactive relationship between education and development are advocates of the linear model theory. Within this model, however, are three groups of social scientists, namely, the so called structural functionalists (e.g. Talcott Parsons and Robert Merton), the human capitalist theories (e.g. Theodore Schultz), and the modernization theorists (Alex Inkeles). The human capitalist theory and to a certain extent the modernization theory constitute the framework for building cases to show that education enhances development. The human capital theory postulates that the most efficient path to national development lies in the improvement of a countrys population. And of course, educators and almost all socio-economic planners are convinced that the best way to improve the population is through various forms of education and training Those who think of education as crucial to development also draw inspiration from the modernization theory. Alex Inkeles and his colleagues think that to modernize is to develop. Society cannot develop unless its population holds modern attitudes and values. They see a direct relationship between education and socio-economic development, in that education brings about a change in outlook in the individual which promotes productivity and work efficiency. Education has a modernizing influence on values, beliefs and behaviours which make human beings more development-oriented. Viewed from the modernization theory, education is called upon to re-orientate and/or suppress beliefs, attitudes and values which tend to obstruct the initiation of the modernization process. EDUCATION, DEVELOPMENT AND HUMAN CAPITAL THEORY S.G. Strumlin first attempted to quantify the role of education in economic growth in 1925. It was not until the late 1950s and early 1960s that interest in the study of the nature of the changes occurring in the different sectors of the economy in the United States of America pushed economists to search for explanations. Some of these economists such as Denison and Solow found out that a large part of growth in Gross National Product (GNP) in the United States over the first half of the 20th Century remained unexplained when they tried to attribute the growth to conventional economic factors. Even after taking into account increases in real physical capital like equipment, structures and the like, and total number of hours worked, a large residual still remained to be explained. However, they came to realize that important qualitative changes in the labour force had occurred. People were more productive for each hour they worked because of the greater skills and knowledge they posse ssed. The assumption was made that formal education was instrumental to these high levels of productivity that they were observing in the economy. Economists such as Schults and Becker, and economists of education such as Welch and Hoffman explained a part of the residual by what they called Human Capital of which education through formal schooling was considered a major factor. It is the view of Fagerlind and Saha that one of the first systematic articulations of the Human Capital Theory occurred in 1960 in Theodore Schultzs Presidential Address to the American Economic Association on the topic investment in Human Capital. In the address, Schultz suggested that education-was not to be viewed simply as a form of consumption but rather as a productive investment. He also argued that an educated population provided the type of labour force necessary for industrial development. Proponents of Human Capital Theory assume that formal education is highly instrumental to the improvement of the productive capacity of a population. The improvements of the productive capacity of the human work force in this sense is a form of capital investment. Human capital theorists postulated that the most efficient path to national development lies in the improvement of human capital through education. They also contended that the two pre-conditions for economic growth and development in any nation were investment in education and improvement in technology. Klees and Wells put this argument as follows: Human Capital Theory considers educational activities explicitly as investment that contribute to efficiency now and growth over time. From this perspective, education develops an individuals productive skills and therefore yields benefits over time to the individual and to the society as a whole. Thus we can evaluate, at least in part, the relative worth of allocating resources to educational activities compared to other alternative uses of these resources by examining educational costs and benefits. This framework has provided the basis for a considerable amount of educational resource and policy through the developed and developing world. This orientation championed by Schultz and Associates dominated the thinking in Economics of Education throughout the sixties. It formed the basis for manpower planning models used in forecasting educational enrollments required for specific development needs. Human Capital Theory also gave economists the conceptual tools with which to link man -power demands, their changes over time in response to economic growth and the educational system; and to incorporate them into elaborate national development plans and growth targets. Four manpower planning strategies or guidelines emerged from Human Capital research. They are the Social Demand Approach, the Manpower Requirements Analysis, the Cost-Benefit or Rate of Return Analysis and the Optimum Allocation of Resources Method. The social demand approach assumes that education is a social good. It is believed that its expansion as the demand arises will eventually result in benefits for the society. Therefore the state should bear the costs of educational expansion. Demographic data and social conditions are used in planning educational provisions when using this approach. Manpower require-ments for certain economic production targets can be estimated and produced through the formal education system. Planning education using this technique involves estimating skill requirements for certain occupational categories needed for economic development over a period of time. In cost-benefit analysis, estimates of the costs of acquiring various levels and kinds of education and the benefits associated with each kind and level are made. The assumption is that the value of the ratios so estimated would guide planners in decision-making with respect to the kinds of education to be offered or changed. In so doing, competitive rates of return on investment in education relative to other investment portfolios in the conventional capital markets can be maintained. The method used in optimum allocation of resources is to describe the principal relationships between education and other sectors of the economy and then to allocate resources optimally, given some objective functions and constraints. In general, linear programming techniques are used to derive the education production functions. In most developing countries, the manpower requirements approach was used as a guideline to relate educational planning to economic needs. A survey in 76 countries in 1968 showed that 65 of them had educational plans modeled after the manpower needs of the country. How-ever, as Sobel pointed out, protagonists of the manpower planning approach subsequently developed systematic mathematical models integrating manpower needs and educational planning which resulted in a proliferation of single-occupation studies in virtually all societies by each university or national university system, governmental manpower department, education ministry or vocational training department. Linear programming techniques were used to combine rates of return or cost-benefit analyses approaches with manpower requirements techniques to generate models of demand for education from the expected level and distribution of output in a given economy. These were done in an effort to ascertain whether the resultant manpower and education mix would maximize the growth of Gross National Product, maximize the excess of benefits over the costs of education. Most of the research findings showed that in country after country, a correlation exists between levels of education and subsequent lifetime earnings. In a comprehensive research study, Psacharopoulos standardized 53 rate of return studies for 32 different countries and sought to determine what generalizations could be made from the results. Some of the findings are as follows: * rates of return are generally higher in less developed countries; * primary education tends to yield the highest returns; * returns to human capital exceed those on physical capital in underdeveloped countries but roughly equal those on physical capital in developed countries; and * differences in per capita income can be explained better by differences in human than in physical capital. This theoretical orientation of the Human Capital Theory, as Kless and Wells point out provided a basic justification for large public expenditure on the expansion of formal school systems in developing countries. Its appeal was based on the presumed economic returns to investment in education both at the macro and micro levels. Thus governments intensified efforts to invest in Human Capital so as to achieve rapid economic growth and development.The obvious policy implication for most governments given the results of such empirical research was to expand enrollments and to provide for a longer period of schooling in order to maximize the benefits from schooling. In Africa, a Conference of African States on the development of Education in Africa was organized by the United Nations Economic Commission for Africa and the United Nations Educational, Scientific and Cultural Organization (UNESCO) from May 15 25, 1961. The Conference, as Thompson noted, firmly grasped the concept that education was an investment in productivity and urged that educational provision should be planned continuously in relation to manpower needs at all times. EDUCATION, DEVELOPMENT AND MODERNITY THEORY Another dimension from which the relationship between education and development was vigorously examined and explicated during the 1960s was in the social psychological and sociological formulations of modernity theory. Modernity theorists argued that modernization is essentially a social-psychological process through which a country becomes modern only after its population has adopted modern attitudes, values and beliefs. They tried to show that there were causal links between modernizing institutions, modern values, modern behaviour, modern society and economic development. They maintained that the creation of modern values can be planned. Particular social institutions like the school, the family, the media and the workplace were identified as being of extreme importance in the emergence of modem values. However, most modernity theorists placed considerable emphasis on education because the school was perceived as a major agent in producing the skilled manpower and the modem attitudes and values necessary for the existence of a modern society. In the early postà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬World War II era, approximately twenty societies were regarded as highly modernized and roughly another ten to twenty were depicted as having passed a threshold on the path to modernization. Definitions of modernized varied. Some noted structural features, such as levels of education, urbanization, use of inanimate sources of energy, and fertility. Others pointed to attitudes, such as secularization, achievement orientation, functional specificity in formal organizations, and acceptance of equality in relationships. Conscious of the ethnocentric nature of many earlier explanations for growth in national power and income, social scientists in the 1950s and 1960s generally omitted cultural traits associated closely with Western history from definitions of modernity. Yet, given the rhetoric of the Cold War and a preoccupation with democracy in U.S. national identity, political institutions became a central factor in many definitions. The theory of modernization normally consists of three parts: (1) identification of types of societies, and explanation of how those designated as modernized or relatively modernized differ from others; (2) specification of how societies become modernized, comparing factors that are more or less conducive to transformation; and (3) generalizations about how the parts of a modernized society fit together, involving comparisons of stages of modernization and types of modernized societies with clarity about prospects for further modernization. Actually, reasoning about all of these issues predated postwar theory. From the Industrial Revolution, there were recurrent arguments that a different type of society had been created, that other societies were either to be left permanently behind or to find a way to achieve a similar transformation, and that not all modernizing societies had equal success in sustaining the process due to differences in economic, political, and other institutions. In the middle of the 1950s, these themes acquired new social science and political casting with the claim of increased rigor in analysis. (Modernization Theory Defining Modernization Theory Modernization Theory Modernization theory is a description and explanation of the processes of transformation from traditional or underdeveloped societies to modern societies. In the words of one of the major proponents, Historically, modernization is the process of change towards those types of social, economic, and political systems that have developed in Western Europe and North America from the seventeenth century to the nineteenth and have then spread to other European countries and in the nineteenth and twentieth centuries to the South American, Asian, and African continents (Eisenstadt 1966, p. 1). Modernization theory has been one of the major perspectives in the sociology of national development and underdevelopment since the 1950s. Primary attention has focused on ways in which past and present premodern societies become modern (i.e., Westernized) through processes of economic growth and change in social, political, and cultural structures. In general, modernization theorists are concerned with economic growth within societies as indicated, for example, by measures of gross national product. Mechanization or industrialization are ingredients in the process of economic growth. Modernization theorists study the social, political, and cultural consequences of economic growth and the conditions that are important for industrialization and economic growth to occur. Indeed, a degree of circularity often characterizes discussions of social and economic change involved in modernization processes because of the notion, embedded in most modernization theories, of the functional compatibility of component parts. Although, there are many versions of modernization theory, major implicit or explicit tenets are that (1) societies develop through a series of evolutionary stages; (2) these stages are based on different degrees and patterns of social differentiation and reintegration of structural and cultural components that are functionally compatible for the maintenance of society; (3) contemporary developing societies are at a premodern stage of evolution and they eventually will achieve economic growth and will take on the social, political, and economic features of western European and North American societies which have progressed to the highest stage of social evolutionary development; (4) this modernization will result as complex Western technology is imported and traditional structural and cultural features incompatible with such development are overcome. For example, in the social realm, modern societies are characterized by high levels of urbanization, literacy, research, health care, secularization, bureaucracy, mass media, and transportation facilities. Kinship ties are weaker, and nuclear conjugal family systems prevail. Birthrates and death rates are lower, and life expectancy is relatively longer. In the political realm, the society becomes more participatory in decision-making processes, and typical institutions include universal suffrage, political parties, a civil service bureaucracy, and parliaments. Traditional sources of authority are weaker as bureaucratic institutions assume responsibility and power. In the economic realm, there is more industrialization, technical upgrading of production, replacement of exchange economies with extensive money markets, increased division of labor, growth of infrastructure and commercial facilities, and the development of large-scale markets. Associated with these structural changes are cultural changes in role relations and personality variables. Social relations are more bureaucratic, social mobility increases, and status relations are based less on such ascriptive criteria as age, gender, or ethnicity and more on meritocratic criteria. There is a shift from relations based on tradition and loyalty to those based on rational exchange, competence, and other universally applied criteria. People are more receptive to change, more interested in the future, more achievement-oriented, more concerned with the rights of individuals, and less fatalistic. Educational Reform and Human Capital Development. Aga Khan University Examination Board (AKU-EB) is a Federal Board of Intermediate and Secondary Education established by Aga Khan University (AKU) in response to demand from schools for more appropriate school examinations. AKU-EB was founded in August 2003. It offers examination services to both Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) throughout Pakistan. Its primary purpose is to improve the quality of education by making examinations of reputable standard more accessible to Pakistani students and having them increasingly valued by leading higher education institutions in and outside the country. In 2000, AKU-BOT approved the recommendation of the task force to establish and examination board. Its principal aim was to offer high quality public examinations using modern methods of assessment to test achievement within the national curriculum in order to enhance the quality of education. AKU-EB from the beginning was envisaged as a small undertaking which would be able to serve as a role model to have positive impact in field of education. There has been great amount of funds poured in to AKU EB. Besides AKU, USAID supported through the Governments Educational Sector Reforms throughout Pakistan . After the initial start-up period of five years, the University expects to become solely responsible for AKU-EBs financial affairs. The general objective of the AKU-EB is to design and offer high quality public examinations in English and Urdu based on the national curriculum for secondary and higher secondary education. It also arranges training sessions for teachers to develop appropriate learning materials to prepare teachers and students for the new examination system. It is intended to serve as a model of internationally recognized good practice in order to enhance the countrys capacity for educational assessment and tests, and therefore to improve the quality of education in schools, and through them, the quality of education in the national universities. The concept of human capital and education revolutions intertwined because formal education is an important factor in human capital formation. One of the objectives of AKU EB is to improve school environment by improving their curriculum by changing assessment strategy. Generally an individualà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s levels of human capital are raised producing better school results. Hence this effect the policy making in public and privte sector involved in educational reforms. Education is an investment in human capital, that is, in the skills and knowledge that produce a return to the individual in the form of higher earnings. Education also has social returns or spillovers. The presence of educated workers in a region enhances the earnings of those who, regardless of their own educational level, work with or near educated workers. I would be interested to know about how AKU EB is measuring its impact on schools and teachers. How it can be explained by human capital development theory perspective? How is it investing in building infra structure and equiopment and training? What are individual and social returns of AKU EB efforts? And what are its effects on changing other local boardsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ assessment strategies and curricula. How are teachers and parents looking at AKU EB as source of human capital development?

conscience :: essays research papers

Conscience   Ã‚  Ã‚  Ã‚  Ã‚  Decisions that add or take away from their love for God, love of self, or love of neighbour is the job of every conscience. All people are faced with moral and immoral choices in every day life. What helps solve ones problem is their conscience. There are three things that help one develop their conscience. They are the teachings of the magisterium, tradition and scripture.   Ã‚  Ã‚  Ã‚  Ã‚  The Magisterium. The Catholic faith tells one that if one follows the Church’s teachings on moral issues, one will become a more loving and Christ- like person. A Catholic has a responsibility to pay attention to what the church teaches and take into consideration how this will affect our relationships with God. When one solves a problem through magisterium, one must solve this problem with humility. This means that one can admit that they need help, and turn to the Catechism of the Catholic Church to help solve the problem. When one does this, it is difficult to admit to God and the Church that one needs help.   Ã‚  Ã‚  Ã‚  Ã‚  Scripture. Another teaching that helps develop a person’s conscience is scripture. Scripture is the teachings of God and Jesus in the bible. Scripture helps to solve problems because it reminds one of the moral problems Jesus faced. The teachings of scripture have set guidelines on how a person may solve a problem. This helps one to analyze their own problems and relate them to the teachings of Jesus, God and the bible. The Scripture teaches one what to do in a Christ- like way.   Ã‚  Ã‚  Ã‚  Ã‚  Tradition. Tradition is the third thing that helps one develop their conscience. Tradition sometimes makes it difficult for a person to solve a problem through magisterium and scripture. Tradition is the way the world around us is and a person is often influenced by their society. When one is faced with moral dilemma and the decision is based on tradition, it can make us further away from God. These decisions are normally based on family and friends doing the same thing, and one may feel that they should do something, because everyone else is.   Ã‚  Ã‚  Ã‚  Ã‚  Magisterium, Scripture and Tradition are the three important components that we take into consideration when facing a problem. They shape and develop ones conscience.