Extra-Terrestrial Civilizations Essays - Planetary Science

Extra-Terrestrial Civilizations Introduction Ever wondered what lies beyond our own Solar System, beyond our furthest planet Pluto, beyond what our most powerful telescopes can project. With the latest in Technology and Sciences, we (The Human Race) have only chipped off a flake of the great Pillar of Technology and Civilization. The question is: Are we alone? Are human beings the only possessors of eyes that search the night sky for new galaxies. The only builders of devices that extend the natural senses. The only owners of minds that think and derive the meanings of everything around them? And the answer is just possibly: We are not alone! There are others that see, touch, feel, smell, and taste. There are others that think and explore, fight and make peace, or are they completely different? It is all unknown... and it is all waiting to be found... The Search Within The early Astronomers believed that the Moon was a another world, with a entire new civilization at heed. The first person that took advantage of this well spoken of legend, was a reporter for The New York Sun, whose name was John Herschel (1792-1871), Herschel was interested in life on other planets, so he went to South Africa with decent equipment. But what he saw was not what he wrote, when he returned to New York he made up a story about seeing men with flaps over there eyes to shield them form the brightness which the Moon gave off. He told of rivers and lakes and green everywhere, that story had made the Sun the best-selling newspaper for a month, but was soon revoked when a famous astronomer noted no such thing as life because of the "Airlessness" of the Moon. After a few years, past the first man on the Moon, there was the first launch to Mars to examine the possibility of life. The idea was that because Mars was still in the Sun's Ecosphere and that it had ice caps meant that there was or still is water on Mars. When the Crew of the NASA ship Titan landed on Mars with 150 lbs. of equipment they began work immediately, first they analyzed the soil, which was rich in minerals, then the atmosphere which was 1.06 % of the atmosphere of Earth, therefore the atmosphere would leak a dangerously high level of UV rays into the planet. So Mars was rendered inhabitable for human life and quite possibly the only life found on planet like Mars would be low intellect single celled beings. So then we cast out our Inner Solar System as a possible space for extraterrestrial life. The Outer Solar System In the Outer Solar System there is only one "Satellite" that has a atmosphere, the moon Titan of the Planet Jupiter, it mostly made up of gassy methane and is much denser than Mars atmosphere, it is the only planet in the Solar System with an Atmosphere, it was visualized that Titan had lakes and oceans with near freezing Methane, in other words it was a huge lake of lighter fluid. On Jupiter the biggest planet in our Solar System it mostly made out of boiling Hydrogen which means that there a little bit of water on Jupiter, but, taking the size of Jupiter, a little bit would be alot. The temperature on Jupiter is cold but the core of Jupiter is near the crust and the heat it gives off would be adequate to support life, IF the life was underwater life and during the frigid cold just dove deeper where it was nearer to the crust. So Jupiter is a possibility, a slim one, but a possibility. Nebular Hypothesis Having gone rather exhaustively through the Solar System, it would appear that although there may be life on several worlds other than Earth. In the book "Extraterrestrial Civilizations" by Isaac Isamov. An early astronomer by the name of Thomas Wright in 1750 who began counting the stars in the universe in sectors and/or quadrants. He noticed that as soon as he started to get nearer to the milky way the more stars per quadrant there were so we came up with a rough chart of the galaxy and derived a system to count the ammount of stars in the universe. So this gives us the first note... ? Ammount of Stars in the Galaxy = 300,000,000 In Outer Space, there a Nebular Clouds that form all the stars, planetary systems, etc. In these clusters the planets are formed and the due to the

Agrarian Reforms in the Countries of Latin America

Agrarian Reforms in the Countries of Latin America The twentieth century was the period of many significant agrarian reforms in the countries of Latin America. In spite of the fact these reforms were developed in order to address the interests of peasants and landless rural population, in most cases the definite results of these reforms were not associated with the social and economic aspects, but reflected the peculiarities of the political situation in the countries.Advertising We will write a custom essay sample on Agrarian Reforms in the Countries of Latin America specifically for you for only $16.05 $11/page Learn More However, to have the opportunity to make certain conclusions about the phenomenon of agrarian reforms in Latin America, it is necessary to concentrate on its peculiar features. This paper will focus on the examination of the positive and negative results of the agrarian reforms for the rural population in the countries of Latin America because each process or phenomenon always has two sid es of its representation. Positive Effects of Agrarian Reforms The period of agrarian reforms started in Latin America with the Mexican revolution which was developed at the beginning of the twentieth century and ceased with the progress of neoliberal policies in the territories. Providing agrarian reforms, governments were inclined to attract the rural masses and contribute to their political goals. That is why the question of the agrarian reforms’ positive effects for all the social classes is rather controversial. The poor peasantry was not discussed as the potential force for the progress in the field of the countries’ economy and agriculture. All the accents were made on the capitalist farmers. Their activity was connected with the income distribution. Thus, the opportunities to invest in agriculture and to develop the land market appeared (Gwynne Kay, 2004, p. 233). However, the situation changed with the period of neoliberal policies when the governments began to accentuate the importance of privatization land taxes. Thus, the advantages which were acquired by the poor peasantry as a result of the agrarian reforms were incomparable with the benefits which were provided for the developed capitalist farmers. Negative Effects of Agrarian Reforms In spite of definite positive shifts in the sphere of agriculture, the majority of the rural population is not satisfied with the agrarian reforms because the main promises are not completed (Gwynne Kay, 2004, p. 235). Poverty and landlessness remain the main issues for the rural population of the countries in Latin America. From the social point, the agrarian reforms had not positive effects on the changes in the situation of unemployment and poverty in the territories. From the economic point, many agrarian reforms in the countries of Latin America can be considered as the causes for the development of the further more influential and even dramatic reforms which were the part of the political cont ext.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Peasants remained to be the weakest class in the social system which were also negatively influenced by the implemented land titling projects (Gwynne Kay, 2004, p. 233). Thus, the agrarian reform in Cuba was closely connected with the revolution and developed in the political field. Moreover, many results of the reforms were rather unexpected for the governors and that is why are difficult to be overcome effectively. The agrarian reforms of the twentieth century in Latin America can be discussed from the point of their positive and negative effects on the rural population of the countries. The positive effects are connected with the development of the countries’ market, the change of the position according to the global market, and the role of the capitalist farmers. The negative effects are associated with the position of the pe asants and the situation of poverty of the rural population which are more influential from the social point. Reference Gwynne, R. N. Kay, C. (2004). Latin America transformed: Globalization and modernity. New York, NY: Oxford University Press.

Describe a domain name, and provide examples of domain names Essay

Describe a domain name, and provide examples of domain names - Essay Example The name is divided into two parts. The first part is a unique string selected by the owner of the name. The second part appears to the right of the last period (dot) and refers to the type of presence. For the second part, there are standard strings which define various types or groups, some of which are given below: .edu Educational institutions .gov Government .com Commercial organizations .org Non-profit organizations .net Network organizations The Internet is a web (and thus the name) of countless computer servers internetworked with each other through the IP communication protocol where each node has a unique IP address assigned to it. The domain names, described above, map to one or more IP addresses and help to create a friendlier, easy to remember layer on top of the IP numbers. The Domain Name Service accessible through every server helps to translate these names to IP addresses. In this way, it is easier to remember www.google.com rather than a string of numbers representi ng it. Some examples of domain names are: www.microsoft.com Microsoft www.apple.com Apple www.icann.org ICANN Finally, several countries have their own suffixes at the end of the domain name. For example, .au Australia .uk United Kingdom .mx Mexico References ICANN-Accredited Registrars. (2011, Jan 10). Retrieved from http://www.icann.org/en/registrars/accredited-list.html

Intangible assets Research Paper Example | Topics and Well Written Essays - 750 words

Intangible assets - Research Paper Example The increased globalization of international trade and investment has been accompanied by adoption of International Financial Reporting Standards IFRS by many countries. Other reasons for the adoption of IFRS are that international investors can access and understand more information with regards to capital markets and financial statements. In addition, adoption of IFRS decreases the cost of doing business across borders. There are differences on the reporting requirements between US GAAP and IFRS. Firstly, US GAAP differentiates specific financial instruments that are liabilities if they fall within the categorization of being both debt and equity. On the other hand, IFRS requires that such categorization should focus on whether there are contractual obligations involved in delivery of an organization’s own equity shares, cash or assets2. Another key difference relates to the presentation of financial statements. IFRS requires the preparation of a third balance sheet with related notes at the start of the comparative period where an entity restates the financial statements or adopts a new accounting policy. Meanwhile, there are no such requirements under the US GAAP. IFRS forbids presentation of extraordinary items in income statements whilst the US GAAP is confined to unusual and infrequent entries. Under stock costing methods, IFRS is strictly prohibited while under US GAAP LIFO is allowed, but a consistent cost formula must be used. The measurement of stock uses the lower cost of market value in US GAAP whilst IFRS values inventory at the net realizable value or the lower cost 3. The concept of intangible assets is found under US GAAP in (ASC 350) intangibles Goodwill and others (ASC 805) Business combinations and (IFRS 38) Intangible Assets or IFRS 3(R) Business Combinations. Similarly, both systems view intangible assets as identifiable non monetary assets without physical substance. Identifiable

Innovation and The Sustainable Organisation Individual written Essay

Innovation and The Sustainable Organisation Individual written assignment - Essay Example cance to these aspects, this paper intends to explain the green technologies strategized by Toyota along with a literature review on the stated area of research. This paper also deals with fruitful ranking of the industry compared to its rivals from the global market based on the sales of the company. Toyota is currently reputed as among the most competitive business, which provides variety of vehicles with new models linked but entirely differentiated on dimension of financial services. The company is much credited for its ability to meet the needs of the customers, which has also empowered its competitive advantages, brewing talented employees valuing their innovative ideas. In its recent endeavors, Toyota has implemented an advanced set of green technologies for improving the lifestyle of the customers by providing them better eco-friendly services. The products produced by Toyota are also preferred for their good quality and new design approach, without compromising the comfort needs of its customers. Overall, these features help in grabbing the attention of customers (Deeppa & et. al., 2012). A major feature providing differentiating advantages to Toyota products is its use of green environmental technologies that also display the responsible attitude of the company towards its stakeholders. The company is also attaining competitive advantages by providing vehicles or cars based on the lifestyle choices of the modern environment and the market structure. Green technologies are thus required for the economic development of the company as well as to attain competitive advantages through greater sustainability of the products (Deeppa & et. al., 2012). Green technologies applied by Toyota also involve durable and comfortable designs, innovations and greater viability of the products that has significantly contributed to the overall development of the company. In accordance with several subject areas, green technologies can be identified as environmental science,

Sociological Perspectives On Education Education Essay

Sociological Perspectives On Education Education Essay Education is the key to achieving sustainability. Sustainable education or Education for Sustainable Development encompasses three main areas: the environment, society and the economy (Pace, 2010). ESD is meant to inculcate ideals and values about key sustainable issues such as poverty reduction, environmental protection, human rights, health, gender equality, sustainable livelihoods and so on. The basic concept of ESD entails helping people to develop the right attitude and knowledge to facilitate decision-making and create a better future for themselves and others (UNESCO, 2011). For the last decade, there has been increasing pressure on educators to incorporate concepts and values of Sustainable Development in the curriculum. Consequently, it has become crucial for educators to be knowledgeable and fully committed to making SD an integral part of all curricular activities (Lozano-Garcia al., 2008). Formal educational systems, at the primary, secondary and tertiary levels, have considerable social and economic roles vis-Ã  -vis the society. However, the issue of private tutoring has not been subject to much attention until recently. Private tutoring has been found to carry major social and economic implications. Recent years have brought about changes in the forms and impacts of tutoring. Moreover, private tutoring has been given ample consideration and is not merely viewed as an informal activity (Bray, 2009). Private tutoring helps the student to acquire knowledge and later use his know-how to contribute to economic development. On a social front, it allows for interactions between peers. It is also a means of generating incomes for tutors. More basically, private tutoring enables students to better grasp lessons which they did not understand previously. Nevertheless, private tutoring also has some negative implications. For instance, it emphasizes social and economic inequalities and can also limit childrens leisure time which can have undesirable effects on the latters social and psychological well-being, and thus affect the overall academic performance (Bray, 2009). Tutoring can be difficult to measure because it varies across cultures. Tuitions can be given individually, to a whole class or even via the internet. Moreover, some students may receive tutoring in all subjects, while others receive it in only specific ones. According to Silova, private tutoring has become a major enterprise since the 1990s (Bray, 2009). In this regard, private tutoring can become a tool to inculcating a sustainable lifestyle to present and future students. Sustainable Development entails changing peoples behavior to ensure that they adopt a sustainable path for the future. Sustainability is about securing resources and retaining future benefits. Education thus plays an important role in providing lifelong opportunities and in enhancing the quality of the learning process. Education can bring about changes in norms, values and interests which can significantly influence peoples behavior (Wong, 2003). Private tutoring can thus create an improved learning environment for both students and tutors. It can remove the traditional boundaries to create a sustainable way of doing things (Lipscombe et al., 2008). However, this would require genuine effort and commitment from the part of policy planners and educators, in creating a new paradigm which values the need to attain and maintain social, economic and ecological well-being (Sterling, 2008). 1.2 Problem Statement Private tutoring is in itself not a bad alternative. In fact, many students do actually benefit from it. However, out of the 40% of students who fail the CPE exams annually, the issue of private tutoring has yet again resurfaced (Le Mauricien, 2011). According to Kadress Pillay, former minister of education, Right now, private tuition is a jungle (Prayag, 2011). Others go to the lengths of saying that private tuition is a disease in the Mauritian culture. This statement probably stems from the fact that private tuition is a must, irrespective of the level of education. To start with, parents ensure that children have the best private tuition teacher at the beginning of the school year (Varma, 2005). This issue may or may not have been previously discussed with the child. While there are teachers who can manage to have a class of 40 in their garages for private tuitions, some teachers have a limit of 4 to 15 at a time. Some teachers are very committed to their profession and wont charge a cent, however nowadays private tutoring is mostly business (Chady, 2011). But more importantly, we should concern ourselves with students actually acquiring some sort of lifelong knowledge through these private tuition sessions instead of learning restricted to passing exams only. In addition, students have been found to be excellent throughout their academic career, but unable to cope with other spheres of real life, for instance work, socializing, etc. The concept Maurice Ile Durable was introduced in 2008 by Dr. Navin Ramgoolam as a means to ensure Sustainable Development of the country. This new concept will be the key driver to transforming the country into an intelligent nation state (Maurice Ile Durable, 2011). Education for sustainability can sensitize Mauritians mainly through schools. This would however require a review of the current education system in terms of the curriculum and opportunities for the development of the child. The successful integration of this concept would also largely depend on the collaboration of the government and educational institutions in promoting extra-curricular activities like music, sports and arts. Moreover, learning should be geared towards creating awareness of economic, social, political and ecological issues, rather than the focus being solely on academic subjects. 1.3 Aims and Objectives Aims The aim of this study is to evaluate whether private tutoring contributes to Education for Sustainable Development in Mauritius. Objectives The objectives of the study are listed below: To produce a comprehensive Literature Review To assess how private tutoring is carried out in Mauritius To determine the impacts of private tutoring on students To evaluate students views and expectations of private tutoring To determine whether private tutoring actually contributes to sustainable education To evaluate how private tutoring can be improved in this regard 1.4 Research questions: Does private tutoring actually benefit the student? What is being done to inculcate a sustainable lifestyle at school? What are students views on ESD? Are students prepared for a sustainable future? Does the current education system promote ESD? 1.5 Dissertation Flow Chapter 2: Literature Review Chapter 2 basically gives an overview of the practice of private tutoring across countries and its particular contribution to Education for Sustainable Development. Moreover, a thorough explanation will be provided on the concept of Sustainable Development and the importance attributed to education in achieving sustainability. Finally emphasis will be laid on the Mauritian context, more specifically on the introduction of the concept Maurice Ile Durable. Chapter 3: Research Methodology This chapter outlines the methods used to conduct the research and the variables that have been taken into account while designing the questionnaire. It also elaborates on the sampling method, data collection technique and the obstacles encountered while conducting the research. Chapter 4 : Data Analysis The data gathered from the survey has been analyzed and presented in a more practical form in this chapter. This will help to get a clear picture of whether private tutoring actually contributes to Education for Sustainable Development. Chapter 5: Results Discussion This chapter is an extensive discussion of the results obtained through the questionnaire survey in terms of the theory and observations made throughout the research. Chapter 6: Conclusion and Recommendations This chapter summarizes the findings and results of the study. It also recommends some measures that can be undertaken to improve the current situation. 2.0 Literature Review 2.1 Sociological perspectives on Education In a more general sense, education is one aspect of the socialization process. It involves learning and acquiring a set of skills. Education also, directly or indirectly, helps to shape a persons belief and moral values (Haralambos and Holborn, 2007). Education was hard to define in non-literate societies. However, the young would learn and imitate adult behavior by joining social groups. Such behaviors for instance, entailed boys accompanying their fathers to hunt and girls assisting their mothers for the cooking. Educational institutions slowly developed in pre-industrialized countries with the specialization of the role of the teacher. It was only after industrialization that formal education was provided to the large mass (Haralambos and Holborn, 2007). Sociologists and educators have different views on the functions of education. Two main theories debate on these functions : The functionalist theory and the conflict theory. Functionalist perspectives According to Durkheim (1961), the main function of education is to transmit societal norms and values. He argues that the school serves a function that the family or peers cannot provide. The school is a medium where skills and knowledge can be contextually provided. Moreover, the child interacts with others while abiding by some fixed set of rules. This eventually prepares the latter for interactions in society based on societal rules (Haralambos and Holborn, 2007). According to Talcott Parsons (1961), the school acts as a bridge between the family and society, thus preparing the child for his future role. The school treats the child in terms of universalistic standards, which are applied to all. It also prepares the child for the transition to adulthood and each pupil should achieve his own status. Status is achieved based on merit, whereby achievement is usually measured by performance in examinations. Parsons saw the educational system as a means to select individuals for their future roles. Thus schools enable pupils to match their talents and skills to the jobs for which they are best suited (Haralambos and Holborn, 2007). Conflict perspectives From a conflict perspective, education serves the interests of the powerful at the expense of the less powerful. According to Bowles and Gintis (1976), education benefits the capitalists by providing them with a more productive workforce. They believe that education shapes the future workforce by creating more docile and passive workers. Moreover, school is used as a mechanism of control whereby teachers can monitor students by giving orders (Haralambos and Holborn, 2007). More importantly, teachers impose their knowledge, thus students get little satisfaction from studying. This is not surprising that many children do not enjoy schooling, but instead seek satisfaction from external rewards, that is results at the end of their studies. Like in the world of work, according to Bowles and Gintis, the worker enjoys no fulfillment, but instead toils based on the capitalists desire for maximum profit (Haralambos and Holborn, 2007). 2.2 The private tutoring phenomenon Private tutoring is defined as tutoring in academic subjects which is provided for financial gain and which supplements the provisions by mainstream schooling. In England, private tutoring refers to face-to-face tutoring usually in the home of the student (Ireson and Rushforth, 2004). In Egypt, private tutoring refers to the classes that take place in the afternoon during the week-ends, in line with the school syllabus geared towards helping the pupil improve his performance or results (Hartmann, 2008). Private tuitions had a major role to play in learning for many young people. In England, parents started to select tutors more precisely during the 18th century. In the past, private tutoring was basically a hidden market, therefore very little information was gathered on the matter (Tanner et al., 2009). However, during the last decade, private tutoring has reached a whole new dimension and has caught the attention of many analysts. It has evolved in a vast enterprise which involves thousands of people and carries huge economic implications (Bray, 2007). Private tuition is commonly referred to as shadow education. This metaphor, according to Mark Bray (2009) is very appropriate in the sense that private tuition exists because of the already existing mainstream education system. Secondly private tuition changes as the education system changes. Third, more importance is given to the mainstream globally than to the shadow. Finally, the features of the shadow are more or less invisible. The shadow is generally criticized for its dominance over the lives of pupils and their families. But we should note that the world has become a global village and is more knowledge-based. Countries compete for the best workforce, which is determined by high levels of education. Since completing secondary education and even becoming a university graduate provides no guarantee against unemployment, the best a family can do is provide good education to their children at all cost. According to a study in England by Ireson and Rushforth (2005), around one quarter of students received private tuitions firstly in mathematics, followed by English and thirdly science. Students had received tuitions in these prevalent subjects at some point in time during both primary and secondary levels. A student receiving private tuition is heavily dependent on the level of education and working status of the parents. For instance, parents who were university graduates were more likely to employ a tutor for their kid compared to those who received a school education. A much recent survey indicated that a child receiving private tuition was also dependent on the household income. In addition, despite wanting to pay for tuitions for their kids, some parents were unable to afford the high tuition fees (Tanner et al., 2009). In Vietnam, 76% of students are tutored privately. This can be explained by a shift from a centrally-planned economy to a market-driven economy since 1986. This saw the rapid expansion of the private tuition market. Both children and parents aspired for good qualifications to open new paths for higher education, thus better jobs. The curriculum reforms in Vietnam caused the demands on students to be much greater than they were in the past (Dang, 2011). The private tuition industry is difficult to measure because it is rather complex and varies across cultures. Private tuitions also take a variety of organizational forms. These include high profile agencies and low profile teachers who dont necessarily advertise their services. This could also explain why there is no specific requirement for teachers to practice (Tanner et al., 2009). 2.3 Different forms of private tutoring While school prevails as the main form of education, private tuition has reached a whole new dimension globally. However the practice of private tutoring is beyond government control. According to a study by Bray, private tutoring extends to almost every regions of the world, including Asia, America, Australia, and Europe, irrespective of their income levels (Bray, 2009). As mentioned earlier, private tuitions vary across countries and cultures. Bray (2009) identified some important variations of what he called shadow education. Those are: Government-driven tutoring v/s market-driven tutoring Online tutoring v/s face-to-face tutoring Obligatory v/s voluntary tutoring Tutoring provided by professionals v/s untrained students One-on-one v/s large lectures tutoring style On an economic front, private tutoring implies more expenses for parents and additional income for tutors. Socially, it may increase pressures on family members and exacerbate inequalities but on the other hand may bring relief and support to some families (Bray, 2009). In countries like Korea, private tutoring is driven by a competitive environment. However, too much reliance on this system might seem unhealthy. In countries like France, private tutoring is mostly government-driven. Moreover, the government uses a tax system to encourage families to invest in tuitions. These contrasting cases allows for a distinction between private tuition as deeply ingrained in society and on the other hand as a useful tool (Bray, 2009). Private tutoring can also happen via the net. More commonly referred to as online tutoring, this form of tutoring is created by a virtual environment whereby teachers and students communicate via a screen. Compared to face-to-face tutoring, online tutoring is more flexible, in the sense that tuition materials can be pre-recorded, tutors are requested on demand and there are no geographical constraints. Online tutoring however has proved to be more effective for students who were prepared beforehand (Hedrick, 2009). On the other hand, face-to-face tutoring can allow for a correlation between actual syllabus and tuition material. These forms of tutoring might be beneficial for certain groups of people, based on important dimensions like income, gender, ethnicity, etc. While in some countries private tutoring is more of an academic routine, in others it is only a helping hand. In countries like Vietnam for instance, parents and childrens aspiration for a better future, that is finding a place in the competitive job market, has led private tuition to become a must. It is also important to consider that the culture in Vietnam dictates that hard work and good education is the basis of a good life. This would explain the high rate of 76% actually receiving private tuition (Dang, 2011). By contrast, in countries like France as stated above, private tuition is more or less encouraged and is generally viewed as a useful and promising. Since private tutoring, cast as shadow education is difficult to measure, there is no proper control on the matter. In more simple terms, anyone can be a private tutor. There is therefore the risk of encountering unqualified tutors. Parents usually employ a tutor based on word-of-mouth, that is from friends or acquaintances who previously trusted a particular tutor and were satisfied with the overall performance of their children. Private tutoring classes may vary from 1 to 40. While some teachers are perfectly comfortable in squeezing 40 pupils in a class after school hours, others prefer one-on-one sessions whereby the child can receive individual attention. 2.4 The prevalence of private tutoring across the globe, and its implications Private tuition is a worldwide educational phenomenon. It has been practiced for several years now. In fact, it has become part of the educational system to such an extent that nobody really questions its existence. An extreme case in Korea, reported that parents actually spend 150 % the sum that the government invest in education (Bray, 1999). In many countries, having a diploma doesnt weigh much. Moreover, the rapid developments in the labour market fuelled the demand for private tuitions. In addition, many teachers have established these tuitions as a means to generate more income. This to and fro cycle clearly underlies an extreme reliance on private tuitions. Millions of children across the world leave their schools without a break and rush to private supplementary tutoring as the bell rings. Sometimes, the private tutors are the very school teachers the children just had a class with. Many children also receive private tuitions on week-ends and holidays (Bray, 1999). Despite knowing the social and economic implications of these tuitions, not very much is done to try to regulate or change this system. Private tuitions seem to have an upper hand on the lives of many and people do not want to leave their comfort zone, because it would imply too big of a change to handle. Below is a table which indicates the prevalence of private tuitions in selected countries. Country Scale of private tutoring Sources Brazil A study in Rio de Janeiro public schools found that over 50% of students received tutoring and saw it as a way to reduce the likelihood of having to repeat grades Paiva et al., 1997 Cambodia Respondents in 31% of 77 primary schools surveyed in 1997/98 indicated that pupils received tutoring. Bray, 1996a; 1999 Egypt In 1991/92, 54% of 9000 Grade 5 pupils (300 schools) and 74% of 9000 Grade 8 pupils were receiving private tutoring. A 1994 survey of 4729 households found that 65% of urban primary children and 53% of rural ones had received tutoring. Fergany, 1994; Hua, 1996 Guinea A 1995/96 survey of Grade 6 pupils in two urban and four rural schools found 19% receiving private tutoring. Tembon et al, 1997 Hong Kong A 1996 survey of 507 students found 45% of primary, 26% of secondary, 34% of middle secondary, and 41% of upper secondary students receiving tutoring. Lee, 1996; Liu, 1998 Japan A 1993 survey found 24% of elementary pupils and 60 % of secondary pupils attending tuitions. Another 4% receiving tuitions at home. Nearly 70% of all students had received tutoring by the time they had completed middle school. Japan, 1995; Russell, 1997 Korea A 1997 survey indicated that in Seoul, 82% of elementary, 66% of middle and 59% of academic high school students received tutoring. In rural areas, proportions were 54%, 46% and 12%. Paik, 1998; see also Yoon et al., 1997 Malaysia In 1990, 8420 students were surveyed in secondary Forms 3, 5 and 6. Respective proportions receiving tutoring were 59%, 53% and 31%. About 83% of students had received some form of tutoring by the time they reached upper secondary level. Marimuthu et al., 1991 Malta A 1987/88 survey of 2129 pupils found that 52% of primary and 83% of secondary students had received tutoring at some time during their careers. In that year, 42% of Grade 6 and 77% OF Grade 11 pupils were receiving tutoring. Busuttil, 1988 Mauritius A 1991 survey showed 56% of students receiving tutoring in secondary Form 2. Proportions rose to 98% in Forms 3 and 4 and 100% in Form 5 and 6. A 1995 survey of 2919 Grade 6 pupils reported that 78% received extra tuitions. Foondun, 1998; Kulpoo, 1998 Morocco A 1993 survey of 1953 mainstream secondary science teachers indicated that 53% provided after-school tutoring. The lowest proportion (27%) was in the first year of secondary education, but the figure rose to 78% in the most senior grade. Caillods et al., 1998 Myanmar A 1991 survey of 118 Grade 9 and 10 students in Yangon Division found 91% receiving tutoring. Among 131 students in Grades 5-8, 66% received tutoring. Gibson, 1992 Singapore A 1992 survey of 1052 households plus interviews with 1261 students found 49% of primary pupils and 30% of secondary pupils receiving tutoring. Findings matched an earlier study of tutoring in languages among 572 primary and 581 secondary students. Kwan-Terry, 1991; George, 1992; Wong; Wong, 1998 Sri Lanka In 1990, 1873 students were surveyed in Years 6, 11 and 13. Proportions receiving tutoring in Years 6 and 11 were 80% and 75%. In Year 13 the proportions were 62% for arts students, 67% for commerce students and 92% for science students. De Silva et al., 1991; De Silva, 1994a Taiwan Government statistics indicate that in 1996, Taiwan had 4266 tutoring centres with 1,505,491 students. Other centres are unregistered and are illegal. A 1998 survey found 81% of 397 senior secondary students receiving private tutoring. Taiwan, 1997; Tseng, 1998 Tanzania A 1995/96 survey of Grade 6 pupils in three urban and four rural schools in mainland Tanzania found 26% receiving tutoring. In a Dar es Salaam school, 70% of Grade 6 pupils received tutoring in 1998. A 1995 survey of 2286 Grade 6 Zanzibar pupils found 44% receiving extra tuitions, though not all pupils paid for the classes. Peasgood et al., 1997; Nassor; Mohammed, 1998 Zimbabwe A 1995 survey of 2697 Grade 6 pupils in all nine regions reported that 61% received extra lessons. The regional range of proportions was from 36% to 74%. Machingaidze et al., 1998 Source: International Institute for Educational Planning, http://www.unesco,org/iiep Along with the expansion of the private tuition industry, came huge economic implications. For instance in Japan in the mid-90s, tutoring revenues accounted to $ 14,000, in Singapore households reported spending $ 200 million on private tutoring in 1992, in Egypt private tutoring cost accounted for 20% of total household expenditures and in the Republic of Korea $ 25, 000 million have been spent on private tuitions in 1996 (Bray, 1999). In addition to fees, parents had to add books, stationery and travel to the list. Private tutoring also bears an opportunity cost, mainly from the time children had to provide in lessons, preparations and travelling. According to a study by Marimuthu et al. in 1991, 70% of students receiving tutoring had to spend 3 hours per week to and from tutors, and 17% spent more than 6 hours (Bray, 199). Since tutoring is mainly a shadow activity, the government cannot exert any control on the amount of revenue received by tutors. The intensity of private tutoring also varies. Children in high-income countries would be expected to receive more tuitions than those in lower-income countries. In general, the subjects given more attention in private tuitions are those which are the most needed for educational and socio-economic advancement. For instance, demand for english tuitions was low in countries where English is spoken at home (Bray, 1999). The higher demand for tuitions in urban regions is normally due to competitive nature of urban life. Also, parents in urban society have higher educational backgrounds than those in rural societies and are thus better off and can afford tuition fees. Private tutoring, in different forms, is practiced in almost every country. This certainly gives an overview of the importance attributed to tuitions. While the impacts of private tuitions are debatable, we should perhaps reflect on the lasting consequences of such practices on our young brains and future society. 2.5 The good side to private tuitions Private tuitions may be considered as a good thing in that it provides an income to many teachers, who are very often underpaid and also to university students who teach on a part-time basis to cover their fees. For instance, in Sri Lanka, a good private tutor earned up to 130 USD per month in 2007, which is equivalent to one months pay for only 4 days of work (Borodchuk, 2011). Parents invest huge amounts in private tuitions yearly, because its the only option they have in securing their childrens future in terms of the best possible preparation to eventually gain access to prestigious schools or universities, and get the best jobs (Bray, 1999). Through these private tuition sessions, children get the opportunity to better grasp lessons which they previously didnt understand at school due to various reasons. Each pupil has his/her own learning speed, and very often classes are filled with up to 40 students which can render things difficult for the latter in receiving personal attention. Thus private tuition is an outlet for a more interactive class. More positively, it is a mechanism through which current students can extend their knowledge and gain human capital, which eventually benefits the society as well as themselves. This can allow for opportunities to work abroad; i.e. to travel, meet people from different culture, gain experience which is in itself a challenge to ones potential. Private tutoring may also reduce the workload of teachers in a way, since the major teachings are effectuated at school (Bray, 1999). Therefore, the job of private tutors is to supplement the school syllabus. The situation can also be reversed, in the sense that mainstream teachers have less to do, since students rely more on private tuitions, thus pay less attention to school lessons. Mainstream teachers usually benefit from this situation and work for namesake and still receive a salary at the end of the month. According to Ireson and Rushforth (2004), the main reason for students to take tuitions was to pass the examinations. Private tuitions were also very important in case the child missed school. According to their study of the British education system, Ireson and Rushforth also found out that most secondary students took private tuitions to improve their GCSE grades, especially in Mathematics. Tuitions were in this case were helpful in making a successful transmission to higher levels of education. Private tuitions can also be considered as a constructive way of engaging students after school hours. Some parents even report sending their children to tuition because they are not around when the child gets back from school (Borodchuk, 2011). 2.6 The other side of the coin Private tuitions have potential negative implications. In many countries, parents and educators are seriously concerned about the extent to which private tutoring is dominating the lives of pupils and their families (Bray, 2007). Private tuitions do not only affect the social and economic structure of a country but can have considerable impact on the psychological well-being of the child. This can affect the latters academic performance and can impede his/her healthy development. Over-reliance on private tuitions has also affected overall mainstream education. Private tutoring thus affects: the mainstream system Private tutoring also affects the dynamics of teaching and learning in the mainstream curriculum. For instance, mainstream teachers are not required to work hard because every pupil receives tuitions. Moreover, this enlarges the gap in the classroom between quick (generally those taking tuitions) and slow learners. In cases where the mainstream teacher is the private tutor as well, those not receiving tuitions may find themselves lagging behind. This pressurizes parents to invest in tutoring regardless of their financial status or their beliefs (Bray, 2003). According to Yasmeens culture of dependency, most students tend to rely explicitly on private tutors. This includes dependence on homework and even exam tips. Hussein points out that tutoring has caused students to lose interest in mainstream classes. Students have even reached the point of thinking that private tutors are better, since they are paid. So they attend school only when stipulated by school regulations. Hussein also report that the rate of absentees has risen, more particularly two months before the end of the semester, during which the child stays at home in the morning and att

Level of Stress Among Call Centre Employees Essay

Level of Stress among Call Centre Employees Submission date: 8th January, 2008 Submitted By: Ayesha Khalid Ayesha Sarfaraz Nazool-e-Tabassum Saira Khan Mussaffa Butt Submitted to Dr. Farah Malik Associate Professor Department of Psychology Government College University Lahore Introduction Stress is used as a general label for a vast complex, interdisciplinary area of interest and study, much of which is health related. Most often stress is related to personal discomfort associated with an over demanding or distressinglifestyle situation (Adams & Bromley, 1998) stress is a part of everyday life, we experience stress each day, although it is acknowledged that the degree of stress varies considerably depending on the complexity of the situation and availability of support. For some, the stress is manageable and work or home life is not affected. For others, however, the stress reaches a critical point where there may be a need for medical or psychiatric assistance (Weiten, 2001). The causes of stress can include any event or occurrence that a person considers a threat to his or her coping strategies or resources. Researchers generally agree that a certain degree of stress is a normal part of a living organism’s response to the inevitable changes in its physical or social environment, and that positive, as well as negative, events can generate stress as well as negative occurrences (Frey, 2002). There can be innumerable stress factors since different individuals react differently to the samestress conditions. Extreme stress situations for an individual may prove to be mild for another,for yet another person the situations might not qualify as stressing at all. (http://www. lifepositive. com/stress. html). The fact that women report and exhibit higher level of psychological distress than men has been explained in three major ways. The methodological artifact explanation suggests that women are socialized to be more expressive and therefore will admit more emotional symptoms than men in response to the standard psychological stress (Frey, 2002). The stress exposure argument suggests that women face more stressor in general or more severe, persistent stressors than men. Whereas the vulnerability argument suggest that women lack coping resources such as high self esteem, a sense of mastery or appropriate coping strategies for handling the stressors to which they are exposed. Newman (1984 c. f. Eckenrode, 1991) suggested that women over report minor symptoms that inflate over all distress scores (Eller, 2000). Stress in humans in general results from interactions between persons and their environment that are perceived as straining or exceeding their adaptive capacities and threatening their well-being. The element of perception indicates that human stress responses reflect differences in personality, as well as differences in physical strength or general health (Frey, 2002). Stress is often termed asa twentieth century syndrome, born out of man’s race towards modern progress and its ensuingcomplexities. For that matter, causes such as a simple flight delay to managing a teenage child athome can put you under stress. Listing the causes of stress is tricky yet replete with practical diversity (http://www. lifepositive. com/stress. html). General cause of stress include primarily, Threat; a perceived threat will lead a person to feel stressed. This can include physical threats, social threats, financial threat, and so on. Fear; Fear leads to imagined outcomes, which are the real source of stress. Uncertainty; When people are not certain, they are unable to predict, and hence feel they are not in control, and hence may feel fear or feel threatened by that which is causing the uncertainty (http://www. workstress. net/causes. htm). Apart from certain general causes another reason is cognitive dissonance; it is when there is a gap between what people do and what they think, then the outcome experience is cognitive dissonance, which is felt as stress.