Chinas Economic Growth Due to Recent Foreign Poli Essay Example For Students

Chinas Economic Growth Due to Recent Foreign Poli Essay ciesRecent Chinese financial approaches have shot the nation into the worldeconomy at max throttle. As declaration of this, Chinas total national output hasrisen to seventh on the planet, and its economy is developing at more than nine percentper year (econ-gen 1). Beginning in 1979, the Chinese have executed numerouseconomic and political strategies to open the Chinese commercial center to the rest ofthe world. Only a couple of zones Chinas government is tending to are agriculturaltechnology, the clinical market, and frameworks, similar to telecommunications,transportation and the development business. Chinese change measures evenanticipated the surge of remote speculation by opening recently extended industriesto out-of-nation financial specialists. Impacts of this abrupt change in financial strategyby a politically influential nation can be felt by for all intents and purposes each country of the globe involvedin universal exchange. The adjustment in the measure of imports and far es to andfrom China will expand the interest on innumerable markets, from vehicle, topetrochemical, to pharmaceuticals, and optical fiber. Additionally, with all theforeign speculation China is accepting, the communist republic will just growmore and progressively reliant upon the world economy. Notwithstanding, the impressivegrowth pace of Chinas economy isn't without its deficiencies. Issues suchas swelling and wasteful state-claimed undertakings plague the ascent of theChinese economy. The principle objective for Chinas present day international strategies is the improvement ofthe Chinese framework. The centrality of improved correspondence andtransportation can't be over-focused. Monetarily, upgraded implies ofcommunication and transportation permits progressively practical flexibly and demandscheduling. Two of the most recent Chinese change measures to help in the developmentof the nation are the Provisional Regulations on Direction Guide to ForeignInvestment and the Catalog Guiding Foreign interest in China. Both thesepolicies place explicit businesses including broadcast communications, hardware, andelectronics on top need. Subsidizing for these ventures originate from foreigninvestments and apportionments from the Chinese government through grantfinancing, and authoritative or managerial help. One more case of the Chinese accentuation on modern based growthis the broad objective of having just shy of 100 million telecommunicationlines continuously 2000. Chinas Central Ministry of Posts and Communication saidthat so as to finish this significant errand China will enroll the guide of majoroverseas providers and make producing plants inside the country. AT;T,Motorola, Northern Telecom, Alcatel, Erricsson, NEC, and Siemens are only ahandful of the worldwide organizations which hold an extensive portion of theChinese telecom showcase, by and by demonstrating that China is turning into a gathering toglobal relationship. The Chinese pharmaceutical market, much like Chinese modern markets,is encountering quick development because of changes in Chinas financial system. Thenations government has chosen to bring down import duties and expel the necessityof an import permit to carry pharmaceuticals into the nation. Additionally, patentedforeign drugs, for example, Tylenol, are presently being shielded from forging byadministrative activity. The aftereffect of these arrangements are abroad contractualinvestments totaling $1.5 billion in the previous five years, and salary from themedical industrys sends out arriving at 2.6 occasions the sum five years ago,according to Zheng Xiaoyu, chief of the State Pharmaceutical Administration(scitech/prescription 1). The pharmaceutical markets development is another case of theeconomic progress China has made. Significantly subsequent to representing all the monetary advantages perceived by theworld, the Chinese despite everything come out as the nation with the most gains. However,there are a greater number of thought processes behind Chinas advertise changes than just absolutely financial. On the political front, China is quick turning into an essential piece of internationalorganizations. The Chinese government is putting forth a cognizant attempt to reenterGATT (the General Agreement on Tariffs and Trade), understanding the significance ofcreating a great exchanging status among remote countries. Easing back thisprogress, the 124 country solid exchange alliance has mentioned that numerousconditions must be met by China before the country can turn into an individual from GATTonce once more. A few of these arrangements are the disposal of importprohibitions, prohibitive permitting necessities and different controls orrestrictions; lifting of all limitations on access to outside trade and fullconvertibility of the Chinese cash (china-tr. 2). Other significant keythemes behind Chinas Open-Door approaches are monetary and technologicalcooperation with the West (china-tr 1) and that Chinas government no longersupports Third World insurgency. Rather, China understands that collaboration withdeveloping nations would be unmistakably increasingly pragmatic. .u8b1b85549609c817a5343ca3d1c5e1a4 , .u8b1b85549609c817a5343ca3d1c5e1a4 .postImageUrl , .u8b1b85549609c817a5343ca3d1c5e1a4 .focused content region { min-stature: 80px; position: relative; } .u8b1b85549609c817a5343ca3d1c5e1a4 , .u8b1b85549609c817a5343ca3d1c5e1a4:hover , .u8b1b85549609c817a5343ca3d1c5e1a4:visited , .u8b1b85549609c817a5343ca3d1c5e1a4:active { border:0!important; } .u8b1b85549609c817a5343ca3d1c5e1a4 .clearfix:after { content: ; show: table; clear: both; } .u8b1b85549609c817a5343ca3d1c5e1a4 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; change: darkness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .u8b1b85549609c817a5343ca3d1c5e1a4:active , .u8b1b85549609c817a5343ca3d1c5e1a4:hover { obscurity: 1; progress: mistiness 250ms; webkit-change: haziness 250ms; foundation shading: #2C3E50; } .u8b1b85549609c817a5343ca3d1c5e1a4 .focused content zone { width: 100%; position: relative; } .u8b1b85549609c817a5343ca3d1c5e1a4 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-beautification: underline; } .u8b1b85549609c817a5343ca3d1c5e1a4 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u8b1b85549609c817a5343ca3d1c5e1a4 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe range: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-improvement: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u8b1b85549609c817a5343ca3d1c5e1a4:hover .ctaButton { foundation shading: #34495E!important; } .u8b1b85549609c817a5343ca3d1c 5e1a4 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u8b1b85549609c817a5343ca3d1c5e1a4-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u8b1b85549609c817a5343ca3d1c5e1a4:after { content: ; show: square; clear: both; } READ: â€Å"October Sky† by Joe Johnston and â€Å"Every Day Use† by Alice Walker’s EssayAlthough Chinese international strategy is planned for opening the countries entireeconomy to the world, it dismisses the rural market essentially, withthe special case of specialized agreements. These agreements are intended to improvethe move

Henry Wadsworth Longfellow an American Writing Icon Essay Example

Henry Wadsworth Longfellow an American Writing Icon Paper Henry Wadsworth Longfellow an American Writing Icon Henry Wadsworth Longfellow was an amazing figure in nineteenth century America. He is viewed as one of the most compelling authors of this time. There are numerous purposes behind the notoriety and noteworthiness of Longfellows verse. The most obvious is the way where he utilizes the endowment of easy rhyme. He composes verse with a characteristic elegance, read or heard once, his rhyme and meters stick to the brain long after the underlying sense might be overlooked. No other American writer has so entered the general cognizance of the whole English talking world as is obvious through the way that he utilizes basic subjects which request to a wide range of individuals. To initially comprehend the special virtuoso of Longfellow and the manner in which he made his compositions one must find out a little about his life. Henry Wadsworth Longfellow was conceived in Portland Maine; he grew up of humble methods and was presented to the states of regular day to day existence. His first significant accomplishment in quite a while litaray vocation was his accepentce to Bowidian College at 14 years old; he remained there for a couple of years and graduated in 1825. We will compose a custom paper test on Henry Wadsworth Longfellow an American Writing Icon explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Henry Wadsworth Longfellow an American Writing Icon explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Henry Wadsworth Longfellow an American Writing Icon explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer After his graduation he went to encourage his examination in Europe and afterward returned to America and acknowledged a situation at Bowidian College educating as an educator of current language. In the wake of instructing for a long time he indeed came back to Europe to read and remained for a year yet once he returned he acknowledged a situation at Harvard University and educated there for a long time. Numerous individuals who have been aquatints with Longfellow concur that he was â€Å"such a pure breed refined man, in his regular daily existence that even the most tentative were calm in his company† (Moulton 386). While Longfellow was at school he turned out to be old buddies with a man named Nathaniel Hawthorne. Longfellow was a respectable man in his public activity as well as was a dedicated spouse to his two wives, both which finished in catastrophe because of their less than ideal passings. Longfellow grew up as your normal offspring of the mid nineteenth century with nature encompassing him. He saw the things that occurred in regular day to day existence individuals working and the changing of the seasons. His childhood was spent for the most part in his local town, which he never stopped to cherish, and whose excellent environmental factors interesting and unadulterated, discovered its way into a portion of the principle subject of his sonnets. Despite the fact that they shifted a little they had a similar hint one of effortlessness that any person that got his compositions could interface with and get them. A significant number of his sonnets were gotten from nature some of them comprised of â€Å"The Tide Rises, the Tide Falls†, â€Å"A Gleam of Sunshine† and â€Å"Autumn†. The following significant impact in his sonnets was the reconciliation of American history, including Indians, the ride of Paul Revere and the life of slaves. The last determination was that of regular daily existence the exercises, such as â€Å"Something Left Undone† and â€Å"The Reaper and the Flowers†. The plan to consolidate regular topics, of nature, American history and regular daily existence was a first and really engaged the perusers. The subjects of Longfellow’s verse are, generally, parts of nature as impacting human inclination, either straightforwardly or through authentic affiliation, the delicate or terrible sides and occurrences of life, or gallant deeds saved in legend or history. He had a unique affection for records of human commitment and altruism, regardless of whether they were monkish legends, Indian stories or bits of American History. The explanation behind his decision of such recognizable points was to arrive at the overall population and associate with them. The entirety of the themes which he picked were straightforward and were basic events in people’s lives as of now. The selection of themes, for example, waves in the sea, a man working and the life of a slave were points that the individuals identified with and up until this time most writers expounded on European thoughts, things that had no connection transport with the individuals who lived in America. He achieved the subjects of Native Americans and their lifestyle, in the numerous sonnets of â€Å"Hiawatha†. The idea of these sonnets was to take the peruser once again into early America and give them what the life of an Indian resembled, this caught the peruser â€Å"With the Song of Hiawatha Mr. Longfellow has ended the quiet constrained us to listen by and by reestablished the legends by giving them zest† (Harris 447). At the point when Longfellow utilized the subjects of Nature in his sonnets, he associated with the peruser and clutched him. He discussed the waves slamming on a sea shore and the sun radiating through the sky in the sonnet â€Å"Milton†, when he composed of these themes he realized that the individuals would associate for various reasons, the most apparent are the normality of the sonnets and the way that numerous individuals on the planet have just observed these occasions happen, successively the perusers can relate. Perusers reaction to his better approach for composing were surprising and it made him one of the most progressive writers of his time, some considered him the dad of advanced verse. By composing sonnets that mitigated and supported perusers, Longfellow turned into the principal American to arrive at such a wide range and make an enthusiasm for verse. Numerous individuals concur that â€Å"The same delicate soul which portrayed his works showed itself additionally in the habits of man† (Moulton 384). Longfellow on numerous records can be credited with the development of verse through shared trait. The focal thing that set Longfellow apart with his sonnets was that they â€Å"appeal to the feelings, and falls inside the understanding of each reader† (Harris 479). The effect from his first sonnet assortment â€Å"Voices of the Night†, accomplished him practically quick ubiquity among American and soon the entire English talking world. With sonnets like â€Å"A Psalm of Life† and â€Å"The Light of Stars† he associated with the peruser and they couldn't sit tight for additional. â€Å"So when tempests of wild feeling/Strike the ocean† (Longfellow 1). The striking picture that this sentence typifies shows the way of which Longfellow would compose his sonnets. He needed the peruser to see and feel the sonnets not simply sit and tune in. All through his sonnets Longfellow’s utilization of symbolism is consistently clear climate discussing the Native Americans or portraying nature. â€Å"The verse or Mr. Longfellow is set apart by an exceptionally distinctive creative mind, incredible defenselessness to the impressions of common scenery†¦. also, the sentiments of the human heart† (Harris 471). This utilization of symbolism permits him to associate with the peruser and show him the world. The setting for his sonnets were basic, they were of a typical spot like a work place a house or a woodland. This thought for a typical spot to set his verse was with the goal that every one of his perusers could identify with the sonnets. Despite the fact that his decision of setting was not lavish his sonnets despite everything enamored the world through his clear portrayal. In the sonnet â€Å"Milton† Longfellow portrays the location of him strolling on the sea shore â€Å"I pace the sounding ocean sea shore and see/How the voluminous surges roll and run/Upheaving and dying down, while the sun/Shines through their sheeted emerald far unrolled† (Longfellow 1). With this depiction the majority of the individuals had the option to relate and hence, his sonnets became begun a sensation. The subjects in his sonnets have a profound association with the story; through this the peruser feels a connection to the story. His method of composing causes it to feel as though the story is occurring directly before your eyes. â€Å"In his cabin adjacent to a waterway,/Close next to a solidified stream,/Sat an elderly person, pitiful and forlorn. /White his hair was as a snow-float;/Dull and low his fire was consuming,/And the elderly person shook and trembled† (Longfellow 1). Through way Longfellow depicts a scene makes it life like and thus catches the peruser. Longfellow utilizes many key scholarly components in his sonnets to summon the reader’s reaction it is said that â€Å"He had a skill for communicating typical musings very memorably† (Derbyshire 3). The most evident apparatus that he utilized was his normal, stunning endowment of rhyme; his sonnets streamed easily and established a long term connection with the peruser. One of his most well known sonnets to utilize this blessing was â€Å"The Song and the Arrow† â€Å"Long, long a while later, in an oak/I found the bolt, still unbroke;/And the tune, from start to finish,/I discovered again in the core of a friend† (Longfellow 1). This utilization of rhyme so basically dazzles the peruser and makes him read on. The second most apparent execute that Longfellow utilizes is meter. Longfellow was renowned for utilizing meters that had never, or barely ever, been utilized in English verse previously. In the prologue to The Song of Hiawatha is one of his most acclaimed models, utilizing the equivalent metre,Should you ask me,/whence these accounts (Longfellow 1) for some lines, and all going to demonstrate that there is an explanation behind this to catch a crowd of people through another method of composing. Through Longfellow’s extraordinary way to deal with composing that caught the entire English talking world, it is said that he is one of the most powerful essayists of the nineteenth century. He was the first to utilize local themes about our legacy and things that individuals of the time can identify with. Not exclusively did his compositions spellbind the re

A friendly reminder COLUMBIA UNIVERSITY - SIPA Admissions Blog

A friendly reminder COLUMBIA UNIVERSITY - SIPA Admissions Blog HAPPY NEW YEAR! New Year has been a time for looking back to the past, and more importantly, forward to the coming year. Its a time to reflect on the changes we want (or need) to make and resolve to follow through on those changes.   Usually help others and learn something new make the list of things to accomplish in the new year what better way to achieve those goals than to be at SIPA.   Our mission is to empower people to serve the greater public interest so as a student here; you will learn new skills that will prepare you to make a positive impact on peoples lives. Dont miss your opportunity to be considered for 2012 admission.   Learn more about our programs at:   www.sipa.columbia.edu.   Our application deadline for our two-year MIA/MPA program is this Thursday, January 5th.   Our MPA-DP application deadline is Friday, January 20th.   Please keep in mind that all materials must be received by the due date.     You can check online if we received documents you have submitted. As always, feel free to contact the Office of Admission with any questions or concerns. Good luck everyone!

Health Care System Analysis - 707 Words

The salient aim of the health care system is to provide patients with superlative care and medical treatment. However, it has been established that healthcare workers often have to subsist with poorly designed equipment, which hinders their ability to provide optimum care for patients and often leads to life threatening medical errors (West et al. 2014). To combat this problem, the design team, West et al., employed an interdisciplinary, evidence based approach to â€Å"Design out Medical Error† (DOME) from health care systems. One of the areas arising from this tasks included redesigning five high risk processes defined by hospital staff and patients. The advantage of addressing multiple processes at once, is that an integrated solution could†¦show more content†¦Gradually, the salient ideas emerged and they were continually refined until the concept of the â€Å"CareCentre† was proposed, which addressed the high risk processes of hand hygiene and prevention o f infection. At this time, the design team interviewed over 100 healthcare workers to devise and implement the first prototype. Although the design was successful at this stage, it underwent three further rounds of feedback which continued to refine the â€Å"CareCentre† design. The testing stage was then implemented by asking nurses to perform common clinical tasks in a simulated ward environment. Those with access to the â€Å"CareCentre† utilised the WHO moments of hand hygiene more often and more correctly used gloves and aprons, than those without. Our evaluation From this case study, we have extracted relevant aspects to implement in our design process and evaluated their usefulness in assisting with creating a suitable final solution. For example, the interdisciplinary approach used by West et al. (2014), evidently produced an all encompassing final design, by allow the various team members to lead the discussion in the areas where their skills were relevant. 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Essay The Stroop Word-Color Test - 1200 Words

Introduction: In this Stroop experiment we attempt to investigate the inference in perception by showing 20 participants a Stroop color model and a controlled black and white model and compare the reaction times of the two. Stroop investigated in interference in perception demonstrating perception is a dynamic process open to influence. The Stroop word-color test can be modified into other languages other than English, thereby demonstrating how the Stroop Effect works across a range of languages, i.e. it is cross-cultural. In the traditional Stroop effect, naming the print color of a word is delayed if the word itself is a color word which names a different color (e.g., responding red to the word blue displayed in red letters is†¦show more content†¦Word colour incongruence will not slow word recognition. Method: Design: The variables we are presented with in this experiment are a dependent variable, and independent variable, and a controlled variable. The independent variable is the interference in perception put to use by changing the color of the words. The dependent variable is the processing and this is put to use by the time taken to read the words. There are no ethical considerations in this experiment because all participants were debriefed and signed a consent form, and no psychological or physical harm was done. Participants: The target population was 11th graders and teachers from UNIS (The United Nations International School in Hanoi). The participants come from all different parts of the world to ensure diversity and eliminate any cultural bias or concerns. The participants were both male and female and their ages ranged from 16 to 45. This sample was an opportunity sample because it was the most convenient and hassle free method of collecting data in the amount of time we had. Name Clint Hamada Karen Hafner Robert DeAbreu Heather Buck Wayne Hodgkinson Steve Powers Melissa Griffin Julie Shaw Ali Shebani Jeremy Thompson Nivedita DHuys Mana Kanatsu Matthew Rickard Mikaela Westwood Nadia Asmal Jennifer Mullen Liza Gatineau Peter Reardon Mandy Baxter LaurenShow MoreRelatedStroop Effect Essay1125 Words   |  5 PagesExamination of the Stroop Effect among College Students Esmeralda Fierro Dixie State University  Abstract 250 word summary of the paper One paragraph only Do not indent the paragraph An Examination of the Stroop Effect among College Students The Stroop experiment by J. 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Rural-Urban Linkages, Their Role in Sustainable Development Free Essays

string(76) " migration and reduce food production per capita \(Richardson, 1987: 210\)\." Although policy makers and the development community have widely used the phrase â€Å"rural development. The concept of rural development has changed significantly during the last 3 decades. Until the 1970s, rural development was synonymous with agricultural development and, hence, focused on increasing agricultural production. We will write a custom essay sample on Rural-Urban Linkages, Their Role in Sustainable Development or any similar topic only for you Order Now This focus seems to have been driven primarily by the interests of industrialization to extract surpluses from the agriculture sector to reinforce industrialization. With the focus on increasing agricultural production, the stated objective of most countries was to promote smallholder agriculture. Over time, this smallholder agriculture-centric concept of rural development underwent changes. By the early 1980s, according to Harris, the World Bank defined it as â€Å"†¦a strategy designed to improve the economic and social life of a specific group of people—the rural poor. Four major factors appear to have influenced the change: increased concerns about the persistent and deepening of rural poverty; changing views on the meaning of the concept of development itself; emergence of a more diversified rural economy in which rural non-farm enterprises play an increasingly important role; and increased recognition of the importance of reducing the non-income dimensions of poverty to achieve sustainable improvements in the socio economic well-being of the poor. The establishment of the Millennium Development Goals has significantly reinforce d the concerns about non income poverty. With the paradigm shifts in economic development from growth to broadly defined â€Å"development,† the concept of rural development has begun to be used in a broader sense. It is also more specific, as Harris noted â€Å"in the sense that it focuses (in its rhetoric and in principle) particularly on poverty and inequality. † In more recent years, increased concerns on the environmental aspects of economic growth have also influenced the changes. Today’s concept of rural development is fundamentally different from that used about 3 or 4 decades ago. The concept now encompasses â€Å"concerns that go well beyond improvements in growth, income, and output. The concerns include an assessment of changes in the quality of life, broadly defined to include improvement in health and nutrition, education, environmentally safe living conditions, and reduction in gender and income inequalities. â€Å"Today there seems to be a universal consensus that the ultimate objective of rural development is to improve the quality of life of rural people. As the concept of rural development changed so has the focus and approach to tackling and planning for rural development also change. Thus as already explained, today rural development is an integrated concept that that requires an integrated approach to development . thus the focus now is on sustainable development; hence an integrated sustainable rural development strategy is used to plan for rural development. However in order to successively design a strategy for integrated sustainable rural development, one must take into consideration rural-urban linkages because of the significant role it plays in sustainable rural development. Before proceeding with a discussion about the role that rural-urban linkages play in integrated rural sustainable development strategy, it may be necessary to define rural-urban linkages. In general, â€Å"rural-urban linkages† refers to the flow of (public and private) capital, people (migration, commuting) and goods and services (trade) between rural and urban areas. It is important to add to these three economic flows, the flow of ideas, innovation and information. These rural urban linkages could be expanded as; * The movement of people between rural and urban households many of which are of circular nature. These include temporary migration(as in seasonal moves ) and labour migration including weekly commuting; * The more permanent migration of people from rural to urban areas and vice versa. * The movement of people operating from a single rural urban household as in daily commuting or school trips, shopping and short term visits. * The movement of resources such as money and remittances, commodities and services. * There is also the more permanent type of linkages found mostly in infrastructure such as roads railway lines water and electricity telecommunication etc. Over the past few years, interest in the linkages between urban and rural areas has increased considerably. This is clear, for instance, from the activities of the United Nations. The Habitat Agenda, adopted at the second United Nations Conference on Human Settlements (Habitat II) in Istanbul in 1996, states that â€Å"policies and programmes for the sustainable development of rural areas that integrate rural regions into the national economy require strong local and national institutions for the lanning and management of human settlements that place emphasis on rural-urban linkages and treat villages and cities as two ends of a human settlements continuum. † (UNCHS, 1997: 93-94). however, Studies of rural urban linkages indicate that the nature of the linkages differs from one place to another and differs for different sectors in the same place. It is equally necessary to identify successful practices that promote local rural and urban development and alleviate poverty, using rural-urban linkages, and to build the capacity of rural and urban local governments to review, adapt and replicate such practices. The growing understanding and the pool of good practices should form the basis for capacity building of local governments. Among the above linkages the ,focus would be on the point 1 and 4 that’s the migration and the economic exchange of goods and services and their implication on rural development . this is because they are among the important rural urban linkages necessary for integrated sustainable rural development. These would be dis cussed shortly. To begin with the economic exchange between urban and rural areas can be beneficial or detrimental to either or both areas . hus with economic links between rural and urban areas, the extent to which economic development in the one area benefits or obstructs economic development in the other area. For instance an exclusive focus on rural areas would result in an under-investment in urban areas and this would limit the growth of the urban sector and its ability to absorb the rural labour surplus. Likewise an exclusive focus on urban development would produce similar results, because it would accelerate rural-urban migration and reduce food production per capita (Richardson, 1987: 210). You read "Rural-Urban Linkages, Their Role in Sustainable Development" in category "Papers" Reardon (n. d. : 8-9) distinguishes three stages in the development of rural non-farm sector and of rural-urban linkages: †¢ During the first stage, rural non-farm activity tends to have a production or expenditure linkage with agriculture while farming directly employs a large share of the rural population. Rural non-farm activity tends to centre on the countryside itself, with little dependence on rural-urban links. Rural non-farm activities are mainly home-based and small-scale production of goods, mainly sold locally. During the first stage, agriculture tends to depend on local supplies of farm inputs and services and on local processing and distribution of farm products, usually carried out by small to medium-scale firms. †¢ A greater mix of situations characterizes the second stage. The mix includes activities based on linkages with agriculture as well as on other, separate activities (e. g. tourism, mining and services), although the latter did grow out of a historical rural non-farm sector based on linkages with agriculture. The share of rural population dependent on farming is lower than during the first phase. Rural-urban links as the basis for rural non-farm employment have a greater weight than in first stage with nascent sub-contracting of rural companies by urban or foreign businesses and a rapid rise in the labour force commuting between the countryside and rural towns and intermediate cities. †¢ The third stage shows an intensification of the characteristics that differentiate the second stage from the first stage. There is a greater weight of urban-rural links manifested by the greater importance of more advanced forms of business linkages, such as subcontracting arrangements and labour commuting. A number of other tendencies also characterize this stage: the expansion of subcontracting beyond light durables to medium durables. The great heterogeneity of the non-farm sector in rural areas implies that there is little scope for general, broad, policy prescriptions. This observation may well provide an important lesson for our thinking about the process of policy formulation. A wide variety of interventions may be required to promote the non-farm sector, each tailored to specific local conditions. Decentralized decision-making may be necessary: mechanisms should be devised whereby local information flows upwards so that the localized bottlenecks are relieved and specific niches can be exploited (Lanjouw, 1999: 9). From the above it can be realised that, rural-urban linkages can play an important role in economic development and poverty alleviation in urban and rural areas. However,it is important to recognize that the nature of the rural-urban linkages differs from one place to another and from one function to another. As Douglas (1998) has pointed out, a particular urban centre may play a crucial economic role for the surrounding rural areas in one respect, while the rural area may completely bypass that same urban centre and link directly to more distant urban centres and cities in other respects. It is, therefore, dangerous to generalize about the nature of rural-urban linkages and to base policy interventions on such generalizations. What is necessary is the recognition of (a) the existence a regional economy as a reality, rrespective of administrative boundaries, and (b) the need to develop knowledge about such regional (i. e. sub-national) economies (World Bank, 2000). The development of this knowledge should be demand-driven, as urban and rural local governments come to recognize their shared interests and constraints. The political impetus for this process of knowledge development may be t decentralization. In order to distribute economic and social opportunities equitably, the Government s hould strengthen grassroots economies that can provide sustainable incomes for the rural population. The Government should establish economic clusters that link rural and urban areas, and the cluster-based economic development should be consistent with the economic potentials, preferences and functions of each area. Another important rural urban linkage that has immense implication for today’s rural development is the rural urban migration. Thus the movement of people between rural and urban households . these include temporary migration and labour migration. Rural-urban migration reduces population pressure in the rural areas and, thereby, should improve economic conditions and reduce rural poverty. However, disparities between urban and rural areas in terms of income and employment and the availability of basic infrastructure and services persist. Urban areas offer more and better opportunities for socio-economic mobility of the poor and rural-urban migration, therefore, will continue. Labour migration could result in shortage of labour force for productivity in the rural areas which would intend result in low productivity and underdevelopment in the rural areas. Whereas the urban areas may not also be able to absorb the all the labour from the rural areas ,resulting in unemployment and increase in sanitation costs and government expenditure. it also increase population pressure in urban areas resulting in pressure on the few social amenities in urban centres. in this case, rural urban migration has more adverse effect on rural development. In addition to the above, Circular and temporary migration is already a common pattern in many countries, but working and housing conditions in the urban areas may not always be conducive to this form of migration. Housing is often an acute problem for temporary migrants who prefer to rent rather than to own housing, because they feel that their home is in the rural areas. Temporary migrants are sometimes not entitled to urban services and this makes their life in the urban areas more difficult than necessary. Local governments and private employers in the urban areas should accept temporary rural-urban migration as inevitable and perhaps even as desirable, and they may consider measures to facilitate such forms of rural-urban migration. For instance, Remittances are a crucial component of rural households’ incomes and a key element of the continued links between migrants and their home areas across all wealth groups. In northern Mali, migrants’ remittances have become probably the most important source of family cash, and are used for consumption and for the purchase of consumer goods such as radios and bicycles, but also for the purchase of agricultural inputs or for investment in livestock. In southeast Nigeria, it would be socially unacceptable for migrants not to send remittances and gifts: financial support to their parental households has greatly contributed to making young women’s migration socially acceptable. Most importantly, remittances and gifts ensure that migrants can maintain a foothold in the home area, and that they will be welcome upon their return. Gaile (1992: 134) argues that the problem is not urbanization as such, because the urban areas need to absorb the additional rural labour. The problem is that migrants have only a limited choice when migrating, because most local economic development occurs in one or a few large cities. He points out that the problem is really â€Å"under-urbanization†, i. e. the underdevelopment of the urban system. The major impediment to the working of the general market and the consequent development of a labour market is the undersupply of centres of sufficient minimal size to provide sites for market development. The above implies that in developing a strategy for sustainable rural development projects that encourages the bridging of gab between rural and urban areas should be considered. This would help reduce rural urban migration. Besides, major effort is required to ensure that the urban areas can absorb the growing urban population and that urbanization will not result in an urbanization of poverty. Small and medium-sized towns can play an important role in the urbanization process by absorbing rural-urban migrants. For instance Economic development in small towns can have a positive impact on the economy of the surrounding rural areas, if the increase in purchasing power results in the purchase of agricultural and non-agricultural products from the surrounding rural areas. This will obviously depend on the types of products produced, their quality and cost and their competitiveness compared to products from other parts of the country (and elsewhere). The development of the local urban economy may also lead to a reduction in rural-urban migration to the larger urban centres and the city and redirect migration flows to smaller urban centres. This in the long run led to sustainable development in both the rural and urban areas. Conclusion and Recommendations From the above discusions, it can be observe that there is growing interdependence of urban and rural areas that reduces the significance of the rural-urban distinction. The flow of people, capital, goods, services and ideas between urban and rural areas, made possible by improvements and cost reductions in communication and transport, is reinforcing the existing rural-urban linkages and more than ever conditions and developments in the urban areas have an impact on the rural areas and vice versa. Rural residents adopt urban lifestyles and occupations; small settlements require urban infrastructure and services; residents of rural areas commute between rural and urban areas; industries move to rural areas; urban waste pollutes natural resources in the rural areas; and agriculture in urban areas is becoming important for both economic and environmental reasons. It is, therefore, an anachronism that governments still design policies and programmes that are focused either on urban or on rural areas, but rarely on both. Rural and urban communities need to have an interest in each other’s conditions, and policy-makers need to consider these when formulating policies and programmes for sustainable rural development. Coordination of decision-making and cooperation between authorities of urban areas and their surrounding rural areas are critical to ensure that the development of urban areas and rural areas support each other. However, the continuing integration of rural and urban areas requires more than simply coordination and cooperation, it requires planning that incorporates rural and urban development. Such regional planning should not be an urban-centred exercise as it often has been in the past. Rural and urban areas need each other and each can benefit when the other’s needs are met. Backward linkages and forward linkages between agricultural production and industry and services can foster positive rural-urban interactions and a virtuous circle of development. However, policies that encourage such mutually reinforcing linkages need to overcome the traditional separation between rural and urban planners. They also need to avoid generalizations and be grounded in the specifics of the regional context (Tacoli, 1998: 13). How to cite Rural-Urban Linkages, Their Role in Sustainable Development, Papers

American Beauty/American Psycho by Fall Out Boy free essay sample

You’ll definitely remember this amazing album for centuries. The band Fall Out Boy did it again with their new memento American Beauty/American Psycho. This unique sound executed on the collection is what appeals most to listeners. Under the alternative genre, the collection had different song categories that allowed it to stand out amongst other bands in this genre such as My Chemical Romance and Panic! At the Disco. This is album is definitely worth your money. Fall Out Boy has been around since 2001. But they began making music in 2003 when they debuted with their album Take This To Your Grave.The anthology American Beauty/American Psycho debuted at number 1 on the billboard 200 and moved 218,000 units. Their song â€Å"Uma Thurman† from the album was approved by the real Uma Thurman, so the band could make sure the musicality and lyrics were just right, and were to her liking. This memento had very unique aspects to it, such as the lyrics and songs. We will write a custom essay sample on American Beauty/American Psycho by Fall Out Boy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The songs specifically on this album are very different than others. Songs like â€Å"Jet Pack Blues† or â€Å"The Kids Aren’t Alright† are mellow, calm and illustrate a story. On the other hand, songs like â€Å"Novocaine† and â€Å"Twin Skeletons (Hotel in NYC)† have different melodies and sounds that are very upbeat and loud. The lyrics are very poetic, and full of imagery. For example, â€Å"And I’m trying to find my peace of mind. Behind these two white highway lines. When the city goes silent. The ringing in my ears gets violent.† This is from the song â€Å"Jet Pack Blues.† Through this quote, one can see that the lyrics are full of imagery and they paint an entire portrait. Throughout this album, the band experiments with different sounds and melodies. â€Å"Musically, it has hip hop grooves with guitars on it. It has a more in your face guitar than Save Rock and Roll†¦,† says guitarist Joe Trohman in an int erview with Billboard. This shows how the band took advantage of modern technology to bring the soundtrack to life. American Beauty/American Psycho is definitely one of Fall Out Boy’s best albums. Whenever you hear a song from it, you just want to get up and dance. The melodies in this album really stand out. Be prepared to dance like Uma Thurman.

The True Church an Example by

The True Church DEFINITION OF THE CHURCH The church is a universal body that is composed of the true believers of Christ. The church began during the Day of the Pentecost, where believers of Christ convened in one place, were baptized by the Holy Spirit in form of tongues of fire (D. McCallum, et. al). The church does not refer to the physical church but to the true believers of Christ united by the Holy Spirit to glorify the name of the Lord. The church is universal in the sense that it defies geographical elements of its membership. It is local in the sense that the community of believers comes together in a common place where they can freely worship the Lord. For these reasons, I believe that the church is an organism because it is composed of people living in Christ and continue to grow in the image and likeness of God. Need essay sample on "The True Church" topic? We will write a custom essay sample specifically for you Proceed The church is visible because the true members of the church exhibit the characters or behaviors which identify them as the true member of a true church. It is invisible because its members have the inner characters that make her members have the assurance that they belong to the true church. Such invisible identities may come in the form of inner peace, the willingness and eagerness to follow Christs example. The true Church holds to the core beliefs of Christianity without subtracting or adding to them (M. Pate). On the other hand, a false church has doctrines that somehow deviate to any of the teachings of the Bible. It is important for a Christian to be actively involved in local church because it helps him to keep in communion with the other Christians so they can grow together in faith with the guidance of the Holy Spirit. PURPOSE AND FUNCTION OF THE CHURCH The principal function of the church is to become a missionary or an apostle of Christ. The purpose of the Church is the "Great Commission", that is of proclaiming the Word of God, to grow in the Gospel of Christ and to die in the name of the Gospel of Jesus Christ.The church therefore exist in order to have a united body of believers who will minister in teaching all nations, in teaching them to observe the commandments of Jesus Christ and who baptize them in the name of the Father, and of the Son and of the Holy Spirit (Matthew 28:19-20). The church function is to bring people t Christ by equipping them with faith from which they could star growing in communion with Christ. If people become believers and do the will of the Lord, they will become truly the light of the world. I believe that the church, in whatever form it may have been organized locally has to be more concerned of its function. Because the universality of the church defies geographical elements, true Christianity disregards whatever denomination one belongs. The measure of a true church lies on how its members perform its purpose and function. Regardless of form: Catholicism, Born Again Christianity or other denominations, a congregation of true believers can still be members of the true church. ORGANIZATION AND LEADERSHIP OF THE CHURCH I believe that the Congregational form of church government is the most appropriate for a church to employ because it is in this form where the rights of the members are all considered and placed high regard. The election of elders to be the leaders of the church makes the church government more of a consideration of morality and spiritual status than of having a formal education and extensive knowledge of the Bible. A church government must be composed of the elders who will conduct ordinances, sermons and of conducting religious rites and ceremonies. They may choose or let the people elect laymen who may assist them on other areas of the church undertakings like handling finances, the custody of its properties and on areas of organizing events. All of the offices or seats n the church government must be open to women. I believe that the primary criteria of choosing leaders are spiritual integrity and moral uprightness. It must not consider gender in offices that pertain to the ministry of the Word. However, on ministries that require manual and physical strength, this maybe applicable such as on church constructions. It is because the church purpose is to bring believers closer to God and that can only be achieved when its leaders are of excellent moral and spiritual uprightness. As community of believers united by the Holy Spirit, the church must based its decisions on what the Bible stands. Decision must be consulted first to God in prayer and must also be presented to the members. ORDINANCES OF THE CHURCH Baptism is an ordinance given to the church to be administered to believers only (G. Herrick). It has to be administered by those who first repented from their sins and has to be done by complete immersion into the water and not by mere sprinkling of water (Acts 3:19). Baptism should be administered only to those who can already decide for themselves. This is because church membership, which is symbolized by baptism, should be a willful membership to be decided upon by the person only and not by anyone else. Because the child cannot yet decide for himself nor does he understand what baptism is all about, a child should not undergo baptism until the time that he can already decide and have repented for his sins. The Lords Supper is an ordinance which symbolizes a Christians communion with Jesus Christ. It is important that Christians be able to participate in this ordinance in order to consistently remind us of the fact that Jesus once died on the cross for our sins. The ordinance should be observed at no specific frequency or time intervals. What is important is that the people should be given the opportunity to repent ad be cleansed first from their sins before they could partake into the ordinance. This is because in order for anyone to symbolically receive the body and blood of Christ, he must be truly has a clean heart. The ordinance must be presided by leaders of the church, such as the priests for the Roman Catholics and the church elders for the other denominations. It should be clear that the ordinance should be done in the most solemn way because what is the central element here is the receiving of the body and blood of Christ, and for that His presence in the ordinance must be recognized and be given reverence. MBIS DOCTRINAL STATEMENT Article I. God is a Person who has revealed Himself as a Trinity in unity, Father, Son and Holy Spiritthree Persons and yet one God. The Bible has been consistent in its claims and doctrines especially on the truth of the Holy Trinity. This evidenced by the connection of the Bible verses from both Old and New Testament which confirm each others truth. Article II The Bible, including both the Old and the New Testaments, is a pine revelation, the original autographs of which were verbally inspired by the Holy Spirit. Everything that was written in the Holy Bible was directed and inspired by Holy Spirit through the holy servants of God. These Words by the Lord were written for the purpose of directing and guiding the people into a life that is worthy of God. Article III Jesus Christ is the image of the invisible God, which is to say, He is Himself very God; He took upon Himself our nature, being conceived by the Holy Spirit and born of the Virgin Mary [2]; He died upon the cross as a substitutionary sacrifice for the sin of the world [3]; He arose from the dead in the body in which He was crucified; He ascended into heaven in that body glorified, where He is now our interceding High Priest; He will come again personally and visibly to set up His Kingdom [4] and to judge the quick and the dead. Jesus was born of a virgin woman through the power of the Holy Spirit, who came to earth in undressing His pine personality, lived real human life and died on the cross for the sins of the world. He remained Holy because He have not sinned and has resurrected to be with the His Father in Heaven. Jesus Christ will later come down to earth for judgment of the living and the dead, both the holy one and the sinful human beings. Article IV Man was created [5] in the image of God but fell into sin, and, in that sense, is lost; this is true of all men, and except a man be born again he cannot see the kingdom of God; salvation is by grace through faith in Christ who His own self bore our sins in His own body on the tree; the retribution of the wicked and unbelieving and the rewards of the righteous are everlasting, and as the reward is conscious, so is the retribution [6]. All men were born of sinful nature and the only way to be saved from eternal damnation is through salvation, that is being born again by repentance and leaving the old sinful life behind. Salvation can only be achieved through the grace and by believing in Jesus and those who will live a life worthy of the Lord will have the everlasting life with the Lord in Heaven. Article V The Church [7] is an elect company of believers baptized by the Holy Spirit into one body; its mission is to witness concerning its Head, Jesus Christ, preaching the gospel among all nations; it will be caught up to meet the Lord in the air ere He appears to set up His kingdom [8]. The Church, which is composed of the true believers of Jesus Christ are commanded to spread the Good News to all nations and to bring all men closer to God. Believers, when Jesus come again to judge all men, will be rewarded with eternal life and be with the Lord in the newly created Kingdom of God. WORKS CITED Herrick, Greg. Ecclesiology: The Church Retrieved on July 10, 2007 from http://www.bible.org/page.php?page_id=731 McCallum, Dennis and Gary DeLashmutt. The New Testament Definition of the Church Retrieved on July 10, 2007 from http://www.xenos.org/classes/um1-1a.htm . adapted from The Introductory Study Guide: Understanding Ministry Pate, Marvin C. The Church Baker's Evangelical Dictionary of Biblical Theology. One True Church Claims. Retrieved on July 10, 200 from http://churches.net/churches/utmiss/Church/ONE%20TRUE%20CHURCH%20CLAIMS.htm

Do You Need a Book Editor Why Authors Have to Hire Editors

Do You Need a Book Editor Why Authors Have to Hire Editors Do You Need a Book Editor? Why Authors Have to Hire Editors Do you really need to hire a book editor- especially when you self-publish?Let’s face itGone are the days when an aspiring writer only dreamed of publishing. Technology has made self-publishing about as commonplace as learning to drive.Heres what youll learn about hiring a book editor:Why do you need a book editor?What does a book editor do?What the self-editing process isWhen to hire an editing teamWhat is a good book editorHow much does a book editor cost?Accepting that you need an editorNOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self-Publishing Program. Learn more about it hereWhy do you need a book editor?Tried and true strategies for creating, producing, and organizing content are readily available to any aspiring author along with a wide range of self-publishing courses from self-publishing companies and free resources that decode the once mysterious process of writing and publishing a book.An yone willing to put in the time, energy, cost, and effort can crank out and self-publish a book. It’s really that simple. Well, that’s the good news.Far less straightforward, however, is the multifaceted, often undervalued topic of book editing- the essential step that makes your manuscript actually worth reading.Working with an editor is, in fact, so important that some authors, particularly fiction writers, begin their writing process with an editor’s support. Most authors seek the help of an editor at the end stages of their process, and, depending on how much work was put into the first draft, hiring an entire editorial team may be necessary. If this sounds costly and time-consuming, it definitely can be, but these are included in the cost of publishing a book. Fortunately, the work and cost of editing your manuscript can be mitigated by educating yourself about the process, incorporating editing costs into your overall budget, and learning how to self-edit your manuscript, so you can be prepared for the last step in turning your manuscript into a finished book. And you thought writing the manuscript was the hard part!The Self-Editing ProcessAfter the grueling first draft is complete, many first-time authors find themselves dismayed by the unforeseen cost of editing. Not to mention overwhelmed by the extensive rewriting they are suddenly burdened with just when they thought the heavy lifting was over. Most novice writers are unaware that revision is 80 percent of the work involved in book writing. So if you get to that glorious moment when you finish your rough draft only to feel beaten down when you realize just how much revising you have to do, you’re not alone.For those unaware of what it will ultimately take to polish your manuscript for publication, the back-end job you are presented with at the last stages of writing a book can be both costly and extensive if you didn’t devote ample time to editing early drafts.But there is hope!Considering the following can help you prepare your draft for editorial review and save you money.When to Hire Your Editing TeamYes, I said â€Å"team.† When I worked in traditional publishing, every manuscript went through no less than four separate editors. Sometimes close to a dozen rounds of editing.And you know what? There were still usually a few typos that slipped through!Let that sink in for a second.Just as producing a manuscript involves a varied skill set- writing, formatting, cover design, etc.- so does editing it. Depending on your genre, writing skills, experience, and how much time you put into revising your draft and incorporating the feedback of trustworthy readers, you can determine which kind of editor you need to get you to the next phase without spending extra time and money. Estimating editing costs (along with the approximate time it will take to complete each stage of the editing process) in your budget and timeline will also save you ti me and energy finding top-notch editors you can afford. What makes a good book editor can I afford one?Well, yes. But only if you are willing to put the time and effort into your manuscript.Before you start reaching out to prospective editors, it is important to assess the work you’ve done from an objective standpoint so you can shop according to your budget and particular needs.Consider the following before hiring a book editor:Your overall budget for editingHow many beta readers have provided feedback (people who read your rough draft)Your experience levelYour timelineHow much time has been spent reworking the textIf you’ve never worked with an editor before, it’s important to know who does what and when to employ their services.There are a few different types of edits to be aware of before hiring an editor.Developmental editors address the big picture, looking closely at the content to analyze structure, plot, and characters in works of fiction and the rheto rical concerns, organization, and overall flow of ideas in non-fiction. Content editors analyze the existing content in the book itself. Specifically paragraph flow, tense, voice, and readability. Just remember that all editing is subjective. What one editor likes, another may not. So it is super important to find someone who specializes in your book genre for this stage.Copy editors focus on the nitty-gritty of grammar, syntax, punctuation, and clarity and may also revise and rework particular sentences or paragraphs. Proofreaders are the last readers/editors in line who myopically comb through the manuscript for any remaining errors. Just remember, if you didn’t have your draft copyedited first, the proofreader is unlikely to catch everything.Keep in mind no one is perfect. Typos happen. It’s just life.Depending on your genre, skillset, and budget, you may want to consult with developmental editors after you’ve written several chapters or even as you outline y our book and brainstorm.This will help you steer clear of major revision (hopefully) and set you on course for a smooth book writing process. In general, it’s a good idea to start assembling your team as you near the end stages and prepare yourself and your manuscript for editorial review.Heres an example of what you can (and should) find regarding the different types of book edits when you research your own editor.How Much Does a Book Editor Cost?Most editors do not charge by the hour. Book editing costs are assessed based on word count or by the page, and editing rates differ depending on the type you need. Generally, you can expect to pay anywhere from $.05-.18 per word for copyediting, $.03-.07 for developmental editing, and $.01-.02 for proofreading.These costs vary greatly depending on the editor’s experience, reputation, demand, and the amount of work they will need to put into your draft. It is not uncommon to spend several thousand dollars editing a full-lengt h book. But fear not! There are various approaches you can take to keep costs low if money is an issue.Heres how you can save money when hiring an editor:Assemble a team of beta readers who can provide feedback for revisions during the writing process. Share several chapters at a time, incorporate any feedback into your revisions, and choose people who are willing to give you honest notes. This can be particularly helpful for content-related issues.Consider hiring a college student or reader with a background in English who has a passion for editing and won’t be concerned about hurting your feelings.Check out freelance websites like UpWorkor even a great site called Scribendi. (Warning: if you source an editor from these sites, make sure you hire another, professional set of eyes to go over it afterward. There is no way to know what you are getting otherwise. Just because the draft comes back better than it was before, does not mean it was well-edited!)Take the time to educat e yourself about grammar, punctuation, outlining, and other technical issues, especially for nonfiction works. Rely on websites such as The Owl at Purdue for style guidelines and support with grammar, punctuation, and research concerns.Fiction writers may want to join a writers group or workshop to benefit from the help of others who have experience with your genre and can help you develop your craft, challenge flaws in your narrative or character development, and help you improve the overall quality of your story. A flawed plot or character is much harder to revise after you finish writing your book, so it’s important to catch such problematic aspects of your book early on.Don’t overestimate your skills and brilliance as an author! At least not when you’re working your early drafts. Even the best writers agonize over and discard much of what they initially produce, as there is simply no way around combining inspiration with structure.Read books on writing, seek information about the kind of writing you’re doing, and find ways to approach your work with a fresh perspective.Give yourself ample time and space away from your project so you can see it as clearly and objectively as possible.Accept that you will never be totally objective about your writing, and that you will need, no matter how great your book is, the help of others to turn your manuscript into a masterpiece.Your Book is Still Your BookWhen all is said and done, just keep in mind this is your book and no one else’s. The beauty of self-publishing is that you have the final say in your own work.There is no big, bad publisher denouncing your creative freedom.If you don’t agree with some of the suggested edits, delete them! Your editors don’t know your book-baby as well as you do. So, while expert feedback is essential to creating a polished, professional-quality book, have some faith in yourself and your writing.You chose to write for a reason. So keep that in mind as your editor chops up the book you worked oh-so-hard on.When you find the right editors (and it may take a few tries), whom you work well with, hold onto them! If you do, it will be mutually beneficial as you create and build together.Happy editing!Are you ready to publish your book for success?Hiring a book editor is just one of the many steps necessary in the publishing process.In order to avoid making mistakes when publishing, watch our free training that goes into depth on how to succeed as a self-published author.

Art history blog Assignment Example | Topics and Well Written Essays - 250 words - 1

Art history blog - Assignment Example The fundamental difference between Pollock’s paintings and the traditional paintings is that unlike the traditional paintings, there is little respect of any boundaries in Pollock’s paintings. His paintings have the power to provide the audience with a way out of the materialistic world into a world which Pollock created using his exceptional sense of art. As Kaprow mentions in his article, Pollock’s art is unique in that it tends to break free of the constraints of the materialistic world in terms of looks, impulse and meanings, this feature of Pollock’s art adds many metaphysical and superficial properties to it. Kaprow puts a question in front of the audience that now that Pollock has died, it is for us to decide what do we do with the kind of art Pollock proposed. Kaprow himself offered two alternatives for this in the same article. The first one suggests that Pollock’s art be taken further. This can be achieved by varying his esthetic without g oing away from it. The second alternative suggests that the making of paintings according to the conventional concept of oval or rectangle painting be given

What are the links between class and alienation according to Marx Essay

What are the links between class and alienation according to Marx - Essay Example the civilised epoch, namely, the idea that some time in the past people lived in harmony, and then there was some kind of rupture which left people feeling like foreigners in the world, but some time in the future this alienation would be overcome and humanity would again live in harmony with itself and Nature. Marx, a social philosopher developed his understanding of alienation in criticizing the work of Hegel where he found the existence of the experience in modern bourgeois society (Encyclopaedia of Marxism, 2004) (Paraphrasing Made). Encyclopaedia of Marxism (2004), said that Marx’s work, written in 1844, shows how alienation arises from private labour and from commodity production citing excerpt from Marx (1844) saying: â€Å"Let us review the various factors as seen in our supposition: My work would be a free manifestation of life, hence an enjoyment of life. Presupposing private property, my work is an alienation of life, for I work in order to live, in order to obtain for myself the means of life. My work is not my life.† Encyclopaedia of Marxism (2004) explained that Marx went on to show that the specific form of labour characteristic of bourgeois society, wage labour, corresponds to the most profound form of alienation. It argued that since wage workers sell their labour power to earn a living, and the capitalist owns the labour process, the product of the workers’ labour is in a very real sense alien to the worker. Moreover, it said that it is not her product but the product of the capitalist and that the worker makes a rod for her own back. (Paraphrasing Made). Encyclopaedia of Marxism (2004) said that once a product enters the market, no-one has any control of it, and it sets off on a course which appears to be governed by supra-human laws. It quoted Marx (2005), Capital Volume One saying: â€Å"... with commodities. ... It is a definite social relation between men that assumes, in their eyes, the fantastic form of a relation between things. In

Child Friendly School Policies

Child Friendly School Policies The purpose of this essay is to explore what Child Friendly School policies could learn from Comparative and International Research. Reference to CFSs in Kenya will be made with emphasis on the background of CFSs, current practices and emerging critics, success stories, problems and pitfalls and what CIR can do to subjugate some of these challenges. I will start by examining the rationale for exploring CFSs, based on literature and my professional experience. Following this background will be literature surrounding the concepts of CIR and CFSs in relation to global agendas, exploring how CFSs came into existence and the driving forces behind it. I then go on to focus on a case study of CFS in Kenya, discussing the role of CIR in the Kenyas CFS, arguing that CIR is used as a political tool in creating educational policy, rather than a research method or an intellectual inquiry. I will further critically analyze challenges facing CFSs and how knowledge on CIR can contribute more effect ively to successful implementation of CFS policies. A conclusion based on the literature and authors experience will then be drawn. Throughout the essay, I build a case in favour of CIR arguing that CIR stimulates critical reflections about our educational systems by investigating commonalities and differences across national borders. Background and Rationale Comparative and international education is one of the main fields of education with many benefits, judged by the volume of studies reported in the literature. Central to this is that many countries around the world have formulated some of their educational policies based on knowledge and research from CIR. With the current wave of globalization, researchers and experts, especially in the field of education, are always trying to find ways of streamlining their educational policies with the global trends. According to Giddens (1990:64), globalization is the intensification of worldwide social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Global forces therefore have an impact on shaping local practices at grass root levels. In order to do this tactically and critically, comparative and internal research remains cutting edge in informing people about the realities, the challenges and the possible effects of uncritical transfer of ideas. One of the key developments in education has been the prioritisation of basic education as opposed to adult education or higher education. In Africa, this would be probably because, as Oketch (2004) points out, basic education yields higher rates of returns compared to higher education. This has subsequently influenced government and non-governmental organizations to focus more on improving the quality of basic education. Child-friendly schools (CFSs) in Kenya is an example of a initiative sponsored by UNICEF with the aim of not just providing children right to education but the right to the right education. In other words, CFSs are more concerned with the quality of basic education in addition to its access. The emergence of CFSs in Kenya was catapulted by the forces of agendas 1 and 2 of Millenium Development Goals (MDGs) which emphasizes on the provision of basic education. One of the six Education For All (EFA) goals agreed by the World Education Forum (2002) concerns education q uality. The term quality in education is dynamic because of the social, political and economic context at which it is used. Milligan (2011:276) adds that quality has, thus, been placed as an integral cog in the educational development machine although how educational quality is defined is a matter of great contention. Because of differences in contexts, it is imperative that knowledge of comparative and international research be used in designing policies and pedagogy in CFSs that fit that particular context. Furthermore, with the fear that some countries may lag behind as others move forward, countries from sub-Sahara Africa are now engaging in various practices in order to achieve these educational goals, a race against the 2015 set deadline for attainment of EFA goals. As the clock ticks towards the year 2015, priority goals in education may change for post-2015 and the worry is further elevated. One of the efforts the government of Kenya is doing to improve the quality of education is by integrating CFS model into the basic education system. Two major questions arise here: First, how is CFS realistic considering myriad challenges facing the FPE policy in Kenya? Secondly, if integrating CFS model into basic education will help in improving the quality of education, what lessons can CFS policies learn from CIR? It is against this background that the purpose of this essay hinges. Literature Review In this section, I will look at the concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) based on the literature and merge them with the global forces that influenced the emergence of CFS with an attempt to unveil the voices behind the introduction of CFS in Kenya. In addition, I will use an example of PRISM experience in Kenya to reinforce the understanding of the role of international bodies in promoting quality through well strategized and executed projects, arguing that lessons from PRISM experience can be used as insights to successful implementation of CFS policies. Concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) CIR is a fusion of two broad areas of research: Comparative Research and International Research. To understand its full meaning, it is important we define the two areas of research separately. In his definition of comparative research, Mills et al (2006:621) argue that: Comparative research is a broad term that includes both quantitative and qualitative comparison of social entities. Social entities may be based on many lines, such as geographical or political ones in the form of cross-national or regional comparisons. A similar perception was echoed by Noah and Eckstein (1969:127), who viewed comparative education as an intersection of the social sciences, education and cross-national study [which] attempts to use cross-national data to test propositions about the relationships between education and society and between teaching practices and learning outcomes. In light of this definition, comparative research in the context of education can be defined as a study of two or more entities or events (Crossley Watson, 2003) with the underlying goal of searching for similarity and variance. Cross-national or regional comparisons may include comparing educational policies, pedagogy, educational leadership and so on. According to Mills et al (2006: 621), the search for variance places more emphasis on context and difference in order to understand specificities. International education, on the other hand, can be defined as the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries (Wilson 2000a: 116). Therefore, international research is concerned with research carried out across two or more countries, often with the purpose of comparing responses between them. This might be done in order to devise strategies that work well across both or all these cultures or to suggest local adjustments to a global strategy There is a close relationship between comparative and international education. Epstein (1994: 918) points out, that international educators use findings derived from comparative education to understand better the processes they examine, and thus, to enhance their ability to make policy. We can therefore draw from the above two definitions that CIR in education as a method of comparing both qualitative and quantitative entities in education across different countries, societies or cultures with the aim of identifying similarities and differences. It is however important to note that not all international research is comparative, and not all comparative research is international or cross-national. According to UNICEF (2007), a child-friendly school is both a child seeking school and a child-centred school: It is child seeking because it actively identifying excluded children to get them enrolled in school. It is a child-centred school because it acts in the best interests of the child leading to the realization of the childs full potential, is concerned about the whole child: her health, nutritional status, and well-being and concerned about what happens to children before they enter school and after they leave school. A CFS system recognizes and respects childrens right and responsibilities; it provides the enabling environment to realize childrens right not only in schools, but also in childrens home and their communities. These include children from conflict zones, street children and children with disabilities. According to UNICEF Global Education Strategy (2007) the Child-Friendly Schools model (see fig 1) is based on simple, rights-based concepts as described in Table 1. Concept of CFS Description Rights Based School CFS proactively seeks out-of-school children and encourages them to enrol, irrespective of gender, race, ability, social status, etc. Gender Sensitive School CFS promotes equality and equity in enrolment and achievement among girls and boys. Safe and Protective School CFS ensures that all children can learn in a safe and inclusive environment. Community Engaged School CFS encourages partnership among schools, communities, parents and children in all aspects of the education process. Academically Effective School CFS provides children with relevant knowledge and skills for surviving and thriving in life. Health Promoting School CFS promotes the physical and emotional health of children by meeting key nutritional and health care needs within schools. Table 1: Description of a CFS Fig 1: Model of the Child-Friendly School Source: UNICEF, Global Education Strategy (2007:1) The CFS model provides a framework for planning (and monitoring the effectiveness of) strategies for increasing access to quality basic education with the specific focus on the development of strategies to include those children hitherto excluded from education (UNICEF, Global Education Strategy, 2007). It is important to note that CFS model is not a one-size-fits-all model. The model may differ from country to country depending on the context. International and Local Pressures and their influences to formation of CFS in Kenya Education in sub-Sahara Africa, and indeed in Kenya, is crafted from both influences by global trends in education and the legacies of colonialism. Chisholm and Leyenderker (2008) observe that: Since 1990, the goals and purpose of education in sub-Sahara Africa has been reshaped by four interconnected developments: globalisation, the changed focus of international aid agencies towards development assistance, the adaptation of sub-Sahara African countries to the new world order with its new political emphases, and the spilling over of new pedagogical ideas from the USA and Europe into sub-Sahara Africa. (p 198) Kenya is a signatory to a number of conventions in education, including the Convention to the Rights of the Child (1989), the World Declaration on Education for All (Jomtien, 1990), the Dakar accord and the Millenium Development Goals (2000). In achievement of education development goals, Kenya is bound to, among other things, quality education by MDGs. The Jomtien call for access for access, equity, quality and democracy in education appeared to promise both social and economic development (Chisholm and Leyenderker, 2008). Social and economic development, and continues to be believed, requires educational change and educational change is necessary for social and economic development (ibid:). Educational change, in turn, is perceived to depend on, amongst other things, the input from relevant development assistance projects. These projects, in the arena of education, are typically formulated with reference to internationally negotiated development agendas (like the MDGs) and priority (Crossley Watson, 2003). An example of these projects in Kenya is CFSs which are supported by United Nations Childrens Fund (UNICEF). The Education Section of UNICEFs Programme Division introduced the Child Friendly Schools (CFS) framework for schools that serve the whole child in 1999 (Chabbott, 2004). Rationale for introducing CFS framework in Kenya The increased reliance of foreign aid to support education reform in Kenya has been accompanied by a transition, from understanding education as a human right and the general good to viewing it primarily in terms of its contribution to national growth and well-being through the development of the knowledge and skills societies are deemed to need (Arnove Torres 2007:359). Occasional voices continue insisting that education is liberating, that learning is inherently developmental (ibid: 359). With the global concern that Sub-sahara Africa countries may not achieve Universal Primary Education (UPE) by 2015 unless the progress is accelerated (Carceles et al., 2001; Bennel, 2002), Kenya responded by introducing Free Primary Education (FPE) policy in 2003 with both local and global pressure. The rationale behind introducing FPE was (apart from the pressure from global and international agendas) to alleviate poverty attributed to lack of literacy skills. The success story behind implementation of FPE policy is increased enrolment at primary school level by approximately 50% from 5.9 million in 2003 to 9.38 million pupils according to the Kenya Economic Survey 2011. However, there are myriad challenges facing the implementation of FPE policy which include high teacher-pupil ratio, inadequate infrastructure, overcrowded classroom, inadequate textbooks and many schools lacking sanitation facilities. All of these challenges militate against the provision of quality teaching. There is no magic wand for fixing this problem of quality in education. In response to this CFS were introduced in Kenya. According to UNICEF Child-friendly Schools Manual (2006:1): The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, and achieve expected learning outcomes and successfully transition to secondary school. The CFS framework (see appendix 3) aims at promoting child-seeking, child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to schooling and out-of-school education with a general goal of improving the quality of learning. Since CFSs are concerned with the quality of learning, it is important we look at the meaning of quality. The national examinations to obtain the Kenya Certificate of Primary Education (KCPE) at the end of primary cycle and the Kenya Certificate of Secondary Education (KCSE) at the end of secondary cycle are designed to evaluate the extent to which the primary and secondary graduates master the curriculum content. In other words, the national test scores are used as the indicators of quality. The limitation of this indicator is that it does not take into account the context at which learning takes place i.e. the learning environment, learners unique characteristics etc. There are many definitions of quality but one of the descriptions of quality which emphasizes on the context was by Tikly (2011:10) who argued that: A good quality education is one that enables all learners to realise the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In his description, Tikly believes that a good quality education arises from interactions between three overlapping environments, namely the policy, the school and the home/community environments. In his perception of quality education, Tikly puts context into consideration i.e. needs of the learner, cultural and political contexts. In addition, he emphasizes on the relevance of what is taught and learned and how it fits the nature of particular learners in question. This encourages policy makers to take cognisance of changing national development needs, the kinds of schools that different learners attend and the forms of educational disadvantage faced by different groups of learners when considering policy options'(ibid:11). The fact that CFS emphasizes on learner-centered pedagogy and puts the child at the centre or focal point in the learning process raises the idea of what is regarded as valuable knowledge and how this knowledge is acquired in this particular context. This leads us to the inquiry on the school of thought or paradigm behind introducing a contextualized CFS framework. CFS as an approach to education is premised on constructivism, a theory of knowledge arguing that humans generate knowledge and meaning from interaction between ideas and real experiences. According to constructivists, the notions of reality and truth are socially constructed and in different context with the understanding that knowledge is subjective and embedded in multiple realities. Thus, quality of learning should be viewed in the context in which it is occurs. Towards Quality Basic Education In Kenya: Developing Research Capacity and Evaluation Before we acknowledge the contribution of CFS in providing quality education to the children at Primary school level, it will be prudent to review some of other contributions that has been made by international organizations in collaborations with the local government in promoting quality of education at grassroot levels in building research capacity. Kenya has had a history of benefiting from international assistance in its education sector. One of the programmes is the Primary Schools Management (PRISM), an initiative of DfID through the Ministry of Education, which places a lot of emphasis on participatory approaches and emphasis on mobilising community support, resource management and utilisation, supporting learning of pupils and developing action plans. It targeted teacher training and management and the impact of this is overall effectiveness of an education system which has a direct bearing on quality of education. According to Otieno Colclough (2009:26), PRISM is regarded as one of donor-funded programmes which had most positive impact on quality of basic education and CFS can learn from it. As Crossley et al (2005) note, the main objective of PRISM was to improve the quality of primary education through the training and support of head teachers in practical management skills. Borrowing from the PRISM experience it is wo rthy learning that well planned and organized CFSs policies involving community participation at grass root level could help amplify local voices and lead to successful implementation of educational policies not only in Kenya but also other parts of African contexts. Challenges in implementing CFS in Kenya In this section I will explore common challenges associated with the CFSs with an aim of illuminating and critiquing the gap between policy and practice in CFSs. Access and Quality Dilemma: Which one should be first priority? As I mentioned earlier, one of the role of CFS in Kenya is to improve the quality of learning. But the access to education is still a challenge in Kenya and there is fear that Kenya will not have achieved EFA goals 1 and 2 by the year 2015. Many comparative researchers argue that different countries have different educational problems and it is the countrys obligation to identify what should be the priority and why. Aksoy (2008: 218) observes that: While developed countries are mainly engaged in activities to increase the quality of education, or they practice and seek new techniques and methods of learning and teaching, developing countries struggle to provide equal opportunities for education, trying to increase the rate of participation of all citizens in basic education, which is actually compulsory. To deal with its educational problems, each country works out countrywide or local solutions, depending on the nature of the problem. The tone of such statement is more closely allied to the question of priority. Priority in one country may not be a priority in another. In Kenya, the major problem basic education is facing is of access while higher education is facing the problem of quality. CFS focus more on quality, but in the Kenyan context, access to education is still a problem in basic education even after the introduction of FPE. The CFS concept of quality can however suit very well in some small state commonwealth countries which have almost universal access to basic education. It has been noted that small sates have now shifted education priorities towards focus in school effectiveness, quality and inclusion (Crossley, 2002) after ensuring that all children have accessed basic education and CFSs in Kenya should learn from small states that the priority should now be on access to basic education before shifting to quality. Atomizing the child: is child-centred the solution to quality CFS? A key feature of a right-based, CFS system is that it is linked tightly to the child-centred learning process. CFS advocates for child-centred learning where a child is treated as a single entity or an atom in learning processes. The idea of atomizing a child has its drawbacks derived from child-centred learning. First, there is an oversight on early year development behaviour of the child. Psychologists believe children undergo various levels of development and their learning behaviours are different at each level. For instant, Vygotskys (1978) concept of the zone of proximal development (ZPD) implies that a child cannot ordinary create ZPD by himself; he needs the more expert individual to bridge the gap between his current development level and his proximal level of development. Secondly, a child-friendly, democratic learning environment may not work successful in overcrowded classrooms and school with limited resources like it is the case in Kenya. Thirdly, child-centred learning weakens the role of the teacher. The idea that a child must be active in construction of knowledge is often understood to imply a diminishing role for the teacher in learning process who now becomes a coach or a facilitator. A call for paradigm renovation, from an exclusively child-centred learning to a combination of both child-centred learning and teacher-centred learning approach is important so that the weakness of one method is complemented by the other method. What Lessons can Kenya learn from other Countries in Implementing CFS? A Review on the Contribution of Comparative Research King (2007) emphasizes the need to explore the tension between the national and the international policy agendas in Kenya in order to make informed decisions when crafting educational policies. Clearly, this is a view that acknowledges the contribution of CIR researchers in bridging theories, policies and practices with both local and global minds (Crossley, 2000) in trying to identify betters grounds to critically reflect and determine appropriate course of action. Apparently, the term that is commonly used in Kenya and indeed many Africa countries in the initial processes of designing an educational policy is benchmarking. Essentially, this is usually a comparative study which is carried out locally and/or internationally in trying to compare different models of policy framework with the aim of critical adaption or adoption. Lessons are well learnt when a comparisons are made, and this underscores the strength and significance of comparative research. Moreover, since problems transcend national borders, it is prudent to seek possible solutions by learning from a similar experience in another country, and this explains why international research is important. Kenya can learn from other countries that are either progressing or failing to implement CFS policies because lessons can either identify opportunities or gaps, based on comparative analysis. In these respect therefore, I have identified two key elements of CIR which could help implementat ion of CFS. The first element is on identification of the gap between policy and practice. Documenting the emerging good practices and lessons learned within the regions is useful in informing evidence based programming and advocacy to enable us to achieve better results. For example, a Global Evaluation Report published by UNICEF in 2009 on comparative studies of how to six countries (Guyana, Nicaragua, Nigeria, Philippines, South Africa, Thailand) with different experiences implementing CFS, demonstrated the following: CFSs in varying contexts successfully apply the three key principles of CFS models-inclusiveness, child-centredness and democratic participation. Schools operating in very different national contexts, with different levels of resources and serving populations with different needs have succeeded in being child-centred, promoting democratic participation, and being inclusive. Schools that had high levels of family and community participation and use of child-centred pedagogical approaches had stronger conditions for learning, that is, students felt safer, supported and engaged, and believed that the adults in the school supported the inclusion and success of each student. (UNESCO, 2009) Kenya can use this success report to assist in providing a broader perspective on the ways in which CFSs can contribute to quality in the countrys unique context. The caution should however be that any steps taken should have hindsight of the current context in the country to avoid uncritical transfer of practice which may end up opening a Pandoras box. Secondly, through CIR, studies of educational systems from countries that share similar problems or pitfalls can provide information for learning possible consequences. A recent comparative evaluation research conducted by UNESCO in Nigeria, Gunaya, Thailand and the Philippines on CFS pedagogy gave different findings. While teachers in Nigeria and Guyana mainly focused on meeting basic instructional material needs (textbooks, paper), many teachers in Thailand and the Philippines focused on having greater access to information and communication technology (UNESCO 2009). Kenya experiences the same challenge as Nigeria and Gunaya, and data from these countries can be used to learn how they coping with inadequate basic instructional material. The caution here should be, that common problems may prevail in different countries, but common model cannot be applied because every country has different culture/context (Crossley Watson, 2003: 39). This provides invaluable information of what to adopt, modify or avoid. Conclusion It is worthy reiterating Crossley'(2003) emphasis that context matters and different countries have different needs and priorities even if they are faced with the same challenges. The value of CIR is studying foreign systems of education in order to become better fitted to study and understand our own (Sadler 1900, reprinted 1964:310) and CIR can be used as a lense to focus on adaptable or adoptable practices. UNICEF repeatedly emphasises that CFS is a pathway to educational quality rather than a blueprint and that it is counterproductive to regard the CFS model as rigid, with a present number of defining characteristics or key components (2009c, Ch. 1, p. 9). Thus, the essay sought to present an overview in favour of the contribution of CIR by highlighting what CFS policies in the Kenyan context could learn from CIR. As such, the essay acknowledges the role of CIR in stimulating critical thinking and reflections about CFSs system by evaluating its success and failures, strengths and weaknesses. This critical reflection facilitates self evaluation in our own context and the basis for determining appropriate courses of action. The essay also hints that CIR helps us understand global agendas and how they shape educational development projects from organizations and development agencies.