Importance of Spoken English Language

The importance of English as a spoken language began as a result of the colonial era, when European powers took to the seas in order to find new lands and natural resources. The effects of that time can still be felt in the number of English speakers in India, select parts of Asia and Africa, and North America. The influence of English grew stronger in the 20th century, with the increased mobility of populations, the growth of the United States as an economic power, and the presence of international media in everyday life.As of 2010 there are fewer native speakers of English than Chinese, though English is spoken in more places, and more people speak English as a second language. According to the 2004 World Factbook, 49 countries list English as their official language, not counting the United States and the United Kingdom, which do not list any official language but use predominantly English. In 2001, a poll of the 189 member countries in the United Nations showed that 120 of them p referred to use English to communicate with other embassies, while 40 chose French and 20 wanted Spanish.Aside from the United Nations, many other international organizations operate in English. After World War II, key financial institutions were created in English, including the International Monetary Fund and the World Bank. The World Trade Organization and a variety of other UN affiliates such the World Food Program and the World Health Organization use English in spoken and written communication. Media Influence Five of the largest broadcasting companies (CBS, NBC, ABC, BBC and CBC) transmit in English, reaching across the world through satellite television and local holdings.Estimates for the number of people using the Internet in English lie only slightly ahead of users in Chinese, but well ahead of Spanish and other major languages. In the publishing industry, English is also well ahead: 28 percent of books published annually are in English, and the market for books in Englis h for second language speakers is growing. Factors The amount of influence a language has depends on the number of native and secondary speakers, as well as the population and economic power of the countries in which it is spoken.Other factors include the number of major fields that use the language, such as branches of science and diplomacy, and its international literary prestige, to a lesser degree. English currently dominates in science and technology, a position that it took over from German after World War I. Scientific journals publish in English, and many researchers, especially in physics, chemistry and biology, use English as their working language. Importance of Spoken English Language The importance of English as a spoken language began as a result of the colonial era, when European powers took to the seas in order to find new lands and natural resources. The effects of that time can still be felt in the number of English speakers in India, select parts of Asia and Africa, and North America.The influence of English grew stronger in the 20th century, with the increased mobility of populations, the growth of the United States as an economic power, and the presence of international media in everyday life.As of 2010 there are fewer native speakers of English than Chinese, though English is spoken in more places, and more people speak English as a second language. According to the 2004 World Factbook, 49 countries list English as their official language, not counting the United States and the United Kingdom, which do not list any official language but use predominantly English. In 2001, a poll of the 189 member countries in the United Nations showed that 120 of them pr eferred to use English to communicate with other embassies, while 40 chose French and 20 wanted Spanish.Aside from the United Nations, many other international organizations operate in English. After World War II, key financial institutions were created in English, including the International Monetary Fund and the World Bank.The World Trade Organization and a variety of other UN affiliates such the World Food Program and the World Health Organization use English in spoken and written communication. Media Influence Five of the largest broadcasting companies (CBS, NBC, ABC, BBC and CBC) transmit in English, reaching across the world through satellite television and local holdings.Estimates for the number of people using the Internet in English lie only slightly ahead of users in Chinese, but well ahead of Spanish and other major languages. In the publishing industry, English is also well ahead: 28 percent of books published annually are in English, and the market for books in English for second language speakers is growing.Factors The amount of influence a language has depends on the number of native and secondary speakers, as well as the population and economic power of the countries in which it is spoken.Other factors include the number of major fields that use the language, such as branches of science and diplomacy, and its international literary prestige, to a lesser degree.English currently dominates in science and technology, a position that it took over from German after World War I. Scientific journals publish in English, and many researchers, especially in physics, chemistry and biology, use English as their working language.

Science Notes

Cell membrane has proteins (recognize chem sig) floating in lipids and controls active transport, recog of chem mess and protection. Damage to cm can disrupt water balance and a cm cant protect cell from all toxins Simple diffusion co2 and h2o can pass cm is selectively permeable maintain homeostatis In a single celled organism cell membrane acts as a lung and does active transport and diffusion.When protein carb and fat are completely digested they will be soluble enough to pass cm Molec b can pass through active transport because it go low to high The calcium concentration in the root cells of certain plants is higher than in the surrounding soil. Calcium may continue to enter the root cells of the plant by the process of active transport Need atp when moving from low to highA cell will shrink if placed in 15 salt soliution because it goes from high water to low water o2 would diffuse out of cell cause high to low key word diffuse not glucose into cell because low glucose out side that require atp cuse low to high when relating mmolec x that diffuses and atp u say high to low and no atp used because molec x moves from high to low cause diffusion but atp not used in diffusion In a class, each student made three models of the small intestine using three artificial membrane tubes. They filled each of the three tubes with equal amounts of water, starch, protein, and vitamin C. Read Renal System Physiology PhysioexThey added starch-digesting enzyme to tube 1. They added protein-digesting enzyme to tube 2. No enzyme was added to tube 3. The ends of the membrane tubes were sealed and the tubes were soaked for 24 hours in beakers of pure water. The beakers were numbered 1, 2, and 3, corresponding to the number of the tube they contained. At the end of the experiment, the students removed the tubes and tested the water in the beakers for the presence of nutrients. Which statement would be a valid inference if vitamin C had been present in the water in each beaker?Vitamin c is a small molecule because it can pass through cell memdiffusion would least be affected when atp is disruptedcells decrease in size when placed in a solution with less water than the movement of gases is diffusion diffusion is high to lowatp requires cellular energycell decreases in size when placed in salt solutioncellls may contine absorping minerals even if minerals outside cell is less because of active transport. after a cookie is digested glucose enters blood through diffusion low to high-active High to low passive or diffusion co2 gets out ell when co2 is great in cell than environment osomosis may occur in both directs when cell shrinks or bursts Movement of water into cel from outside when water inside cell is 90 and 95 outside cell Red blood cells has a higher amt of potassium than outside because of active transport yes at because it s maintained because pottasioum goesfrom low (outside cell) to inside high Red blood cell swell due to distilled water outside cell clean water with no solutes into cell because high to low Water and minerals move from soil into plant through diffusion and active transport Cell will lose water if placed in very salty water because water will moveinside to outside Stomata is like cell membrane

Volatile organic Compounds Lab Report Example | Topics and Well Written Essays - 250 words

Volatile organic Compounds - Lab Report Example The major effects of the compound on human health are in the central nervous system. When it accumulates in the body, it affects the nervous system and the result can be very detrimental. The other effects of chloroform include dizziness, tiredness, nausea, vomiting, and headache. On the other hand, the main source of the TCE in the drinking water is from the discharge from metal degreasing procedures and other factor processes. In other cases, the ground water may also be contaminated with TCE especially in areas that are near the industrial sources and the old dumpsites. The consumption of water containing TCE may result in increased chances of experiencing liver problems and developing cancer (Scott & Cogliano, 2000). In order to define the presence other harmful compounds in the water, it will be imperative that more tests and laboratory analyses on other Volatile Organic Compounds (VOC) are done. These are compounds with chemical and physical properties which allow them to move between air and water. With these further tests, it will be possible to draw conclusions about the state of your drinking

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Muckrakers - Essay Example According to McQuail (2000), the media play a watchdog role in society and they should expose all the public officials who abuse their office. These people should be accountable for their actions to the people they represent in government in particular. To that effect, I think all matters of public interested should be thoroughly investigated. However, I believe that if the muckraker has to resort to using the tactics of the one whom they are trying to expose, then the pursuit has gone too far. The other aspect is that this would be tantamount to invasion of privacy. There are certain muckrakers who go deep down into other individuals’ private lives and I think this practice is not good. Every individual is entitled to privacy and this right should not be violated. Though good, muckraking should focus on issues of public interest such as abuse of office by politicians and other public officials instead of concentrating on individuals’ private

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Under take a deep and wide Market (or industry) analysis for Heineken Essay

Under take a deep and wide Market (or industry) analysis for Heineken - Essay Example What therefore has been the key to success in Heineken? Well, it is the uniqueness of the marketing strategy and the industry analysis that has been adopted by Heineken over time. In a keen study of Heineken’s strategic platforms, one can simply notice why Heineken is destined for even a brighter future (Duetsch 2002, p. 78). This paper aims at analysing the beer industry, with reference to Heineken, being a key player in the industry. What makes the Heineken strategy unique and what are some of the marketing and analytical platforms pursued by this giant (Heineken) in the beer industry. David A. Aaker is credited for having come up with AAKER Marketing Analysis, a marketing strategy that puts emphasis and focus on the micro- external environment in which an organization operates. Most organizations today have adopted the AAKER Marketing Analysis in their market analysis, strategy so as to understand more their various immediate external environment (Bohrer 2007, p. 37). An analysis of the immediate external business environment is critical to the success of any organization. In the beer industry, specifically, Heineken has employed AAKER Marketing Analysis with the main aim of creating a competitive advantage over other industry players in the following ways: It is a policy at Heineken that any market ventured into must be fully exploited. In order to fully satisfy their customers, Heineken did their market analysis by first identifying the size of the market that they (Heineken) intended to operate into. In analysing the market size, Heineken put focus on the number of their consumers and potential consumers; followed the quantitative analysis with qualitative analysis of what can be the demands of those customers (Bohrer 2007, p. 43). With this analysis put into consideration, Heineken has been able to understand the needs of their customers, thereby working towards satisfaction of

Ethnics Unit 3 DB Essay Example for Free

Ethnics Unit 3 DB Essay In the business and corporate world of the contemporary society, this is a dominant principle currently being applied and observed by the group of the employers as well as the employees. This principle is regarding the current biological and physiological condition of a certain employee and connection with the personal aspect of drug use. This principle is mainly that drug use is and should be regarded as personal information thus it is rightfully private in nature and that employers should only access it on a need-to-know basis or only in exceptionally cases.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The said statement is indeed logical and that it should be dominantly applied and observed in the corporate world especially the employer’s side. However, the said statement also expressively given also rights for he employers to know on exceptional cases.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Employers indeed are notably to be on the perspective of pursuing the interest of the business and the protection of its safety and stability. On this reason, the must require full comprehension regarding the background and condition of their employees as their need-to-know basis. However, drug use information should be held rightfully private if the said information has no connection and/or present or future influence on the condition of the employee and its ability. Other cases such as personal matters pertaining to the employee’s physical and medical condition should hold the drug use information of the said personnel to be accessible for the employers. In this aspect, if indeed the safety and medical condition of the employee is greatly affected by the drug use information of the employee and that the working condition and ability of the said individual is affected by the his or her history of drug use, then the employer should have the right to know the said information as included in the exceptional cases entailed in the previous statement. In addition, if the drug use information is generally therapeutical and medical in nature, then the information should be publicly disclosed to the employers for safety purposes. Bibliography    Humber, James M. (1992). Privacy in the Corporation. Business Ethics. Prometheus Books, New York. Pages 250-60.

Is Neo-Liberalism closer to Neo-Realism than it is to traditional Pluralism?

Is Neo-Liberalism closer to Neo-Realism than it is to traditional Pluralism? Is Neo-Liberalism closer to Neo-Realism than it is to traditional Pluralism? The paradigm of pluralism originated during the 1970s by writers such as Robert Keohane and Joseph Nye, as they sought to establish an alternative to traditional realism. Through works such as, Transnational Relations and World Politics, and, Power and Interdependence, Keohane and Nye explained their concepts of transnationalism, multiple access channels and complex interdependence which expanded theoretical pluralism. Their analyses, which studies in these books conclude that through studying foreign policy, decision-making showed that the premise of the unitary nature of the state had now become untenable. In 1979, Kenneth Waltz, a neo-realist, introduced a new approach, through his book, Theory of International Politics, which looked at international relations in a more structural and methodological perspective, while keeping to the same state-centric view of traditional realists such as Hans Morgenthau. Neo-liberalism being the most modern of the three paradigms, established in t he 1980s, takes key concepts from both pluralism and neo-realism but goes further and incorporates the ability of cooperation occurring in an anarchical international system. In order to assess whether neo-liberalism is closer to neo-realism than it is to traditional pluralism, it is firstly important to define the three paradigms, consider the important elements of neo-liberalism and to analyse the similarities and differences it has to the other two paradigms. It is also important to examine the arguments for and against the notion of neo-liberalism being closer to neo-realism, which would help to gauge to what extent neo-liberalism is closer to neo-realism. During the 1960s and 1970s, changes to the world structure started occurring as the role of non-state actors, for example the European Economic Community and multinational companies, had greater significance. In, Transnational Relations and World Politics, Keohane and Nye argue that a definition of politics in terms of state behaviour alone may lead us to ignore important non-governmental actors that allocate view. It is clear that from a pluralistic view, states as well as non-state actors all contribute to world politics and it is this fundamental assumption, which clearly challenges and distinguishes itself from realism. Furthermore, states are not seen as the single most important actors in international politics, as they often can not regulate all other cross-border transactions. Nye argues, A good deal of intersocietal intercourse takes place without governmental controlstates are by no means the only actors in world politics. This emphasises the pluralist theory that states do not act in a unitary fashion, rather the state is fragmented and, composed of competing individuals, interest groups and bureaucracies, which shape state policy. Transnational co-operation was needed to respond to common problems and co-operation in one sector would inevitably lead to co-operation in other sectors and as a result, the effects of transnational relations are becoming more important and pervasive. In the 1970s, the liberal pluralists highlighted the understanding of non-state actors, undermining the state-centric world of realism. Keohane and Nye claimed that world politics was no longer the exclusive preserve of states and that, the growth of transnational organizations has lead to the state-centric paradigm becoming progressively inadequate, therefore a new theory called complex interdependence was introduced to run as an alternative to realism. This theory has three key assumptions the first was introduced, being that the state is not a unitary actor but there are multiple channels of access between societies. In, Power and Interdependence, Keohane and Nye argue that these channels include, informal ties between governmental elites; informal ties among non-governmental elites and transnational elites and transnational organizations. The second feature of the theory is that though military force is an important issue; from a pluralistic perspective it does not dominate the a genda. The paradigm allows for a multiple of issues to arise in international relations compared to the neo-realist concept, where it emphasises the military and security issues which dominate international politics. Pluralists have a low salience of force and believe that actors have different influences on different issue areas. Therefore pluralists argue that military power is not the only factor indicating how powerful a state is. The final assumption considers the fact that there is no hierarchy of issues; therefore any issue area might be at the top of the international agenda at any one time. This emphasises the second assumption of complex interdependence that, military security does not consistently dominate the agenda, furthermore, with the complicated interactions between various sub-state actors, the boundary between domestic and foreign politics becomes obscure, such that traditionally low political issues, for example the environment and the economy take greater signif icance in the domain of international politics. The neo-realist reply to the pluralist challenges came in the form of a structuralist theory which regarded international systems to be either hierarchical or anarchical in nature. The distinction between hierarchical and anarchical is crucial to Waltz, who argued that the present international system was anarchical in nature and the pluralist challenge had failed to provide sufficient grounds to suggest that the system had changed fundamentally; therefore underlying the reality of the system remained in tact. Neo-realism deems the anarchic system has led to a self help system which lacks authority. He says, each unit seeks its own good: the result of a number of units simultaneously doing so transcends the motives and aims of the separate units. Therefore, states are only able to survive if they increase their military capabilities, which will enhance their security. This is directly criticised by pluralists as they argue that liberal democracies are more pacifist and the fact that more states are becoming liberal democracies, shows the potential for changing the structure of the international system, and they claim that, when complex interdependence prevails military force is not used. However, in his critique of transnational and other pluralist efforts, Waltz raises an important idea. He defies the challenge of the state-centric paradigm by saying that students of transnational phenomena have developed no distinct theory of their subject matter or of international politics in general. Keohane argues this critique by pointing out that for concepts such as transnational relations to be valuable; a general theory of world politics is needed. Neo-realism contains analogies from economics, especially the theory of markets and the firm where the market is a structure and exists independent of the wishes of the buyers and sellers who nonetheless create it by their actions. Waltz states, international political systems, like economics markets, are formed by the co-action of self-regarding units. This overall perspective draws its central ethos from the discipline of economics and rational choice assumptions. However, even pluralists like Keohane soon accepted the neo-realist concepts of the international system being anarchic in nature and states as the principle actors in it. Therefore, he repositioned himself to neo-liberalism, moving away from his previous pluralistic concerns of interdependence and transnational relations. The debate between the two came to be known as the neo-neo debate since there appeared to be a convergence between the two positions. The foundation of neo-liberalism is that states need to develop strategies and forums for co-operation over a whole set of new issues and areas and this has been facilitated by the fact that regimes, treaties and institutions have multiplied over the past two to three decades. Thus the pluralists of the 1970s such as Keohane and Nye have become the neo-liberals of today and in the process have become quite close to the neo-realists. Neo-liberalisms acceptance of anarchic principles, states becoming the principal actors and the adherence to the importance of rational choice further highlights the close intellectual position with neo-realists. Nevertheless, despite this neo-liberals are trying to distinguish themselves from neo-realists when including the notion of co-operation. Neo-liberals have concerned themselves with analysing the extent of co-operation possible under conditions of anarchy and the conclusions that the two sides reach are radically different. Neo-realists claim that under anarchy, conflict and the struggle for power are enduring characteristics of international politics, and that because of this, co-operation between states is at best precarious and at worst non-existent. Neo-liberals agree that achieving co-operation is difficult in international relations but disagree with neo-realists pessimism of it not being able to occur effectively in an anarchical system. In Keohanes book, After Hegemo ny, he claims that, Cooperation requires that the actions of separate individuals or organizations be brought into conformity with one another through a process of negotiation. Neo-liberalism goes further and claims that co-operation could be increased through establishment of international regimes and the exchange of information. They see regimes as the mediator and the means to achieve cooperation in the international system. According to neo-liberals, institutions can exert casual force on international relations, shaping state preference and locking states into cooperative arrangements. However, neo-realists doubt that international regimes have the ability to do this efficiently, if not at all. Their pessimistic view of international relations put forward the argument that states must stress security to promote their own survival. The neo-liberal view is that though there is an anarchic system in place; institutions have the ability to, encourage multilateralism and cooperation as a means of securing national interests. However, they do concede that cooperation may be difficult to achieve in areas where leaders perceive to have no mutual interests. Thus, there is a difference of opinion between neo-liberals and neo-realists on the notion of international regimes. The former believes that regimes can only persist so long as states have mutual interests, while the latter argues that only with a hegemon in place, can a regime work effectively. Despite their differences over the question of co-operation in the international system, both neo-realism and neo-liberalism are rationalist theories; both are constructed upon assumptions held in micro-economic theory that the main units in the international system, states, are assumed to be self-interested and rational and act in a unitary fashion. Neo-liberals accept the basic neo-realist assumptions of international anarchy and the rational egoism of states. However, their aim is to show that to an extent rational actors can co-operate even when anarchy in the system prevails. The issue of gains is a key difference in this debate as neo-liberals assume that states focus primarily on their individual absolute gains and are indifferent to the gains of others. Whether co-operation results in a relative gain or loss is not very important to a state as far as neo-liberalism is concerned, so long as it produces an absolute gain. In contrast, neo-realists, such as Waltz, argue that stat es are concerned with relative gains, rather than absolute gains and a states utility is at least partly a function of some relative measure such as power. Furthermore, the acceptance of states being rational actors allows the enactment of game theory, thus allowing the behaviour of states to be foreseen, aiding the scientific rigour of neo-liberalism. It is arguable therefore, that neo-liberalism is a doctrine that is close to both neo-realism and traditional pluralism. It is the most contemporary of the paradigms and thus has been able to take key concepts from both neo-realism and traditional pluralism to produce a new theory of international relations. However, pluralism still has strong similarities with neo-liberalism in that they both agree on the concept of different issues areas that are not necessarily military based, such as economic welfare, whereas neo-realists concentrate on military issues which they identify as being high on the political agenda. Therefore, there are no hierarchical issue areas in contrast to neo-realism where military and the struggle for power is at the top of the agenda. Furthermore both paradigms show optimism on the concept of cooperation occurring in international politics. However, it is arguable that neo-liberals have abandoned the pluralist thought of the state not being the principal actor s in international relations. Here, neo-liberals have concurred with the neo-realist state-centric view; with states being described as rational actors. To a greater extent, it is the key concept for the ability of cooperation to occur in an anarchical system which distinguishes neo-liberalism from the other two paradigms, especially neo-realism, whereby cooperation can be mitigated through the establishment of international regimes and institutions. The differences on cooperation are clearly evident between neo-liberalism and neo-realism as the latter paradigm is pessimistic, in arguing that under anarchy cooperation would be very difficult to achieve. This emphasises the autonomous nature of neo-liberalism and it now becoming the main challenger to the traditional realist paradigm. BIBLIOGRAPHY Burchill, Scott Theories of International Relations (Basingstoke:  Palgrave Macmillan,  2005) pp.64-70 Kauppi, Mark and Viotti, Paul International Relations Theory: Realism, Pluralism, Globalism, and Beyond (Boston ; London: Allyn and Bacon, 1999) pp.199-204 Keohane, Robert O. After hegemony: cooperation and discord in the world political economy (Princeton, NJ: Princeton University Press, 2005) pp.51-63 Keohane, Robert O. The Demand for International Regimes in Krasner, Stephen International Regimes (Ithaca;  London:  Cornell University Press, 1983) pp. Keohane, Robert O. and Nye, Joseph S. Transnational relations and World Politics (Cambridge: Harvard University Press, 1973) pp. ix-xxix Keohane, Robert O., Institutional Theory and the Realist Challenge After the Cold War in Baldwin, David Neorealism and Neoliberalism: The Contemporary Debate (New York: Columbia University Press, 1993) pp. 269-300 Keohane, Robert O. and Nye, Joseph S. Power and Interdependence (New York; London: Longman, 2001) pp. 19-27 Lamy, Stephen Contemporary Mainstream Approaches: Neo-Realism and Neo-Liberalism in Baylis, John and Smith, Steve (eds.) The Globalization of World Politics: An Introduction to International Relations (Oxford: Oxford University Press, 2005) p.207-218 Little, Richard, International Regimes in Baylis, John and Smith, Steve (eds.) The Globalization of World Politics: An Introduction to International Relations (Oxford: Oxford University Press, 2005) pp. 370-380 Waltz, Kenneth Theory of International Politics (Boston: McGraw-Hill, 1979) pp.51-95

Head Case :: Biology Essays Research Papers

Head Case Most of the little girls I knew in my childhood liked to play dress up, host tea parties, play with dolls, paint, and do other "normal" children's activities. When I was a little girl I enjoyed painting, hosting tea parties, and spent many of my weekends and school vacations competing in both national and international martial arts tournaments and exhibitions. Martial arts taught me self-discipline, self-control, and self-awareness as a child. It kept me physically fit, and made me more confident in my abilities. However, as I progressed through the ranks I spent more time training and much more time competing. Once a practitioner reaches the level of Black Belt, all sparring matches become full contact, meaning blows to the head, neck, and below the waist are now scored as hits as opposed to fouls by sporting rules. I reached the rank of Black Belt at age eight, meaning I participated in full contact sparring matches for roughly six years. In addition to my competing as a martial artist, I was also an amateur boxer for two years- from ages 13 to 15. At the time, I didn't think about the consequences of the sport I had chosen. The daily punishment of taking one or two hard blows to the head didn't seem troublesome at the time. All competitors wore gloves in addition to protective headgear and mouthguards. In the roughly ten years in which I fought competitively I sustained several concussions, and only one in which I lost consciousness. However you may wonder, what is the clinical definition of this condition, and how are concussions diagnosed? What is a Concussion? When an injury to the brain is sustained, it causes the brain to bounce against the hard bone of the skull. The force of the hit against the skull might cause "tearing or twisting" of structures and blood vessels in the brain. This "tearing or twisting" deep within the brain tissue causes a breakdown in the normal flow of messages within the brain. This breakdown is the biological explanation of the concussion condition (1). Oh No! Am I Concussed? There are over 600,000 cases of sustained concussion in the United States alone each year. Symptoms include, loss of consciousness, dizziness, nausea or vomiting, increased size of one pupil, loss of memory, severe headache, weakness in one or more extremities, or changes in behavior. These symptoms may last anywhere from a couple hours to several weeks or months, depending on the seriousness of the injury, according to most physicians (1).

gatjay F. Scott Fitzgerald’s The Great Gatsby - Lessons from Jay Gatsby :: Great Gatsby Essays

The Great Gatsby: Lessons from Jay   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the Novel The Great Gatsby, not many people really knew the man known as Jay Gatsby.   When he was rich and powerful, he was the man you "want to know."   But when he was dead, life went on without him. It seemed as if nobody cared that he was the man behind the parties and all the good times.   He was dead and nobody mourned.   This shows that the opinion of the great Jay Gatsby changed by the end of the story.   He was an icon of not only every man's image of the American Dream, but he was also apart of Americanism and the American Experience.   He was seen as the richest and luckiest man during his time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unlike any of the other characters in the novel, Jay Gatsby does not change during the course of the story.  Ã‚   He as a person might not have changed, but the way that people perceived him certainly became different.   When he was alive and well, he was the perfect idea of the American Dream.   He had more money than he knew what to do with.   He could afford to have oversized parties every weekend.   Jay Gatsby was the person to know when it came to the Eggs.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the beginning, he was only known as Jay Gatz.   He was a poor boy in the army.   He only had his charm to get him by.   This is how he meets Daisy.   She was a very rich girl, from a wealthy family.   They were in love from the beginning.   Unfortunately, Daisy believed that "rich girls don't marry poor boys."   From that moment on, Jay Gatz wanted one thing; to get rich so he could show Daisy that a poor boy could get rich.   This obsession ate up the real man inside.   Jay Gatz became Jay Gatsby.   This new man wanted to become the American Dream at an early age. He did what ever he could to get his money.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the more puzzling things about Jay Gatsby is where did he come from and where did he get his money?   Nobody other than Daisy really knows where he came from.   When people were talking at one of Gatsby's first parties, nobody could really say where he was from.

Magical Realism and the Sublime in The Circular Ruins Essay example --

Magical Realism and the Sublime in The Circular Ruins  Ã‚        Ã‚  Ã‚   Among the many short stories that the Argentinian writer Jorge Luis Borges has written, "The Circular Ruins" was published in 1964 in a collection of his works entitled Labyrinths: Selected Stories & Other Writings. Even though "The Circular Ruins" may be classified as a Magical Realist text, one may wonder if this short story could be classified as the Sublime as well. By examining "The Circular Ruins," a reader will be able to see several similarities between Magical Realism and the Sublime.    Of course, the first step in deciding whether or not "The Circular Ruins" is a type of the Sublime is to look at some of the characteristics of the Sublime. For instance, one of the characteristics of the Sublime is that it causes the feeling of transcendence, which means that the reader feels as if or she is rooted in the world but, at the same time, senses something that is beyond the world (Sandner 52). By using the element of dreams in "The Circular Ruins," transcendence is experienced by not only the reader but the main character, too. With the specific purpose to "dream a man" and "insert him into reality," the main character travels to circular ruins to sleep (Borges 46). After he finally accomplishes his purpose, the main character discovers that he himself is only the result of someone else's imagination (Borges 50). As a result, the reader may wonder if he or she, like the main character, is just the dream of someone else. Therefore, while the character and the reader may f eel as if they are real human beings, they may begin to feel as if they are imaginary human beings, which is the sense of something beyond the world.    How does this feeling o... ...k P, 1986. Borges, Jorge Luis. "The Circular Ruins." Labyrinths: Selected Stories & Other Writings. Ed. Donald A. Yates and James E. Irby. New York: New Directions, 1964. 45-50. Faris, Wendy B. "Scheherazade's Children: Magical Realism and Postmodern Fiction." Magical Realism. Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995. 163-186. Flores, Angel. "Magical Realism in Spanish American Fiction." Magical Realism. Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995. 109-116. Longinus. On the Sublime. Cambridge: Harvard UP, 1995. Sandner, David. The Fantastic Sublime. Westport, C.T.: Greenwood P, 1996. Schaffer, Barbara Joan. "The Circular Ruins." 23 January 2001 <http://www.themodernword.com/borges/borges_paper_schaffer.html>.    Magical Realism and the Sublime in The Circular Ruins Essay example -- Magical Realism and the Sublime in The Circular Ruins  Ã‚        Ã‚  Ã‚   Among the many short stories that the Argentinian writer Jorge Luis Borges has written, "The Circular Ruins" was published in 1964 in a collection of his works entitled Labyrinths: Selected Stories & Other Writings. Even though "The Circular Ruins" may be classified as a Magical Realist text, one may wonder if this short story could be classified as the Sublime as well. By examining "The Circular Ruins," a reader will be able to see several similarities between Magical Realism and the Sublime.    Of course, the first step in deciding whether or not "The Circular Ruins" is a type of the Sublime is to look at some of the characteristics of the Sublime. For instance, one of the characteristics of the Sublime is that it causes the feeling of transcendence, which means that the reader feels as if or she is rooted in the world but, at the same time, senses something that is beyond the world (Sandner 52). By using the element of dreams in "The Circular Ruins," transcendence is experienced by not only the reader but the main character, too. With the specific purpose to "dream a man" and "insert him into reality," the main character travels to circular ruins to sleep (Borges 46). After he finally accomplishes his purpose, the main character discovers that he himself is only the result of someone else's imagination (Borges 50). As a result, the reader may wonder if he or she, like the main character, is just the dream of someone else. Therefore, while the character and the reader may f eel as if they are real human beings, they may begin to feel as if they are imaginary human beings, which is the sense of something beyond the world.    How does this feeling o... ...k P, 1986. Borges, Jorge Luis. "The Circular Ruins." Labyrinths: Selected Stories & Other Writings. Ed. Donald A. Yates and James E. Irby. New York: New Directions, 1964. 45-50. Faris, Wendy B. "Scheherazade's Children: Magical Realism and Postmodern Fiction." Magical Realism. Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995. 163-186. Flores, Angel. "Magical Realism in Spanish American Fiction." Magical Realism. Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995. 109-116. Longinus. On the Sublime. Cambridge: Harvard UP, 1995. Sandner, David. The Fantastic Sublime. Westport, C.T.: Greenwood P, 1996. Schaffer, Barbara Joan. "The Circular Ruins." 23 January 2001 <http://www.themodernword.com/borges/borges_paper_schaffer.html>.   

People Should Sometimes Do Things That Do Not Enjoy Essay

Some people try to avoid some things that they dislike or don’t enjoy doing them. From my point of view, everyone wants to be successful, but unfortunately, not everyone is successful and it’s not easy to achieve success. You have to work hard and do the right things which can let yourself closer to the goal. Because these things are necessary for us, are linked to our future, and are related to our families or friends. For instance, not everyone likes to exercise, but exercise is good for our health and so we should all do it anyway. Likewise, not many people enjoy going to see a dentist or a doctor, but it is good for us to take care of ourselves, so we should all visit dentists and doctors regularly for a checkup. Another reason is that, at times, the things we dislike are necessary. Students must take tests ins groups to complete their studies, and everyone must work ins groups to make a living. And finally, doing things we dislike can also open up new possibilities for us. Most people can probably remember hating a certain food when they were children even though they enjoy that same food now. So, when we do things we dislike, we may discover something we do like along the way, or simply find a better way to deal with the things we must do. Secondly, studying is the one of the example. Some people do not think that studying is not interesting but most children think studying is not interesting. However, children have to study while they are students. As they grow up, they will find it interesting to study and what they learn while they are students will be useful in their future. You hate to take tests but you have to in order to pass the class. That is something that you hate and you cannot avoid it because we don’t have any control over our lives that we cannot just do whatever things we want to do. My next point is, working or doing housework is also absolutely necessary especially for people who have children. If father does not have a job, they cannot earn money. If mother does not do housework, the house will be messy. Each of them has their own role to support their family. Many things that people instinctively hate to do will actually benefit them in the long run. A basketball states personal experience is a good example. He likes running when he was child. When he was in high school, he joins the track and field team. By a chance, he met a basketball coach and was asked if he wanted to become an occupational basketball player. Although he was not interested in playing basketball, nevertheless, his parents told him that doing something he hated to do might change his whole life in a good way. By taking the advice of his parents, he went to the basketball team and now he turned out be extremely successful! For another example, we are not always interested to move different places. In fact, we will have more opportunities of improving our lives by moving around. As President Kennedy pointed out, â€Å"Change is the law of life, and those who look only to the past or the present are certain to miss the future. † In conclusion, people must do things they do not enjoy doing. Even if they hate it very, sometimes they have no choice but to go through it. After doing it perhaps they feel sense of achievement. This feeling is what I want you to feel. People who went through such harsh times are mentally strong. Therefore, I think people really need to do things they actually do not want to.

Strategy and Planning Essay

Strategy and planning essay 1. Executive Summary: In this research paper we will briefly discuss about the essential factors that involved in strategic planning and decision making and the change management and the importance of change management. The essay is all about the important strategic tools which can be implemented in order to get an excellent strategic plan. In conclusion the back bone of any organisation which tends to become a success lies upon each and every decision they make and they must take into consideration the forces which act on the macro environment and in the micro environment of the organisation. . Introduction Planning and Strategy are the essential factors which act as the back bone of an organisation. A company with an excellent strategic planning and change management capabilities is sure to get a concrete market stake in this dynamic business environment. Some organizations tend to leave the strategic part of business planning and end up in bankruptcy. S trategy is the way to achieving short and long term goals. Planning is the means of achieving the goals through strategy while exploiting the available resources. 3. Main Body: (a) Strategy and Planning: The term strategy is derived from the Greek word strategos which means the highest ranking army general. So we can derive from these words the importance of strategy and the out come of strategy. Strategy is a tool which helps to create an advantage over the competition in the dynamic business environment. To create a strategic plan for an organisation there are certain constraints which are to be followed in order to achieve the optimum benefits from the decisions we make through strategy and planning.The maximum exploitation of our resources is the key to advantage over the competitors. Marketing is one of the main areas in which a well versed strategic plan can make the organisation to attract customers here the way in which we describe the organizations motives, goals and the de dication to the customers reflect in our adverts. So, cleverly placing the right factors in the right place is a challenge in the strategic planning decision making.In this ever changing business environment the only way of survival of an organisation depends upon the decisions it makes. Thus strategic planning is the key factor to success. In this research we will briefly discuss about the tools of strategy and the outcomes of implementing these tools in an organisation. We will discuss about SWOT analysis, PESTEL analysis and Potter's Five Force. 3 (b). SWOT Analysis SWOT analysis is one of the tools in strategic planning and decision making.This tool helps us to judge the organizations position in the business environment. SWOT stands for Strength, Weakness, Opportunities and Threats. Strength – The organizations factors which are most influential with respect to customers, market share, and brand value and so on. The strength of an organisation maybe its good will, an exc ellent customer relationship management and many other sensitive factors which lies on the organizations side. Weakness – The things which are an advantage of the competitor and a disadvantage to our organisation.The weakness factor may depend upon our organizations own business policies and or work ethics which binds us to a corner, the competitors takes advantage of this issue and exploit the opportunity but fine tuning our strategy and decision making will bring in a drastic change. Opportunities – The chance in which all the things fall in line for our organisation to exploit and to make a profit of it is the definition for opportunities. Opportunities can occur due to a change in trend of customers, brand switching an so on.It is wise for an organisation to make use of such opportunities. Threats – The main and most important factor is the threats from rivals and competitors. If an organisation fails to with stand the threats from the competitors then it wi ll surely end up in bankruptcy, the competition may come up with innovative ways of marketing and attracting customers so it is our bounded duty to over come the competitors by creating innovative ways of marketing through strategic planning.Example for SWOT analysis – Soft drink giant: Coca-Cola Strengths One of the most successful organisations of all time. The brand value of Coca-Cola is worth more than $68 million in 2009. the company manages its products over 200 countries with over 700 products which is a gigantic goal to achieve but maintaining it as the leader of its kind is still another battle. People tend to be faithful to the Coca-Cola brand because of its one main product the cola drink.So a wide variety of different products from the company with the same brand name tends to market the products for itself. (www. interbrand. com) Weaknesses The Coca-ColaCompany products are beverages so the main weakness for them is that they have this lobby of beverage segment a nd this is might be their weakness because in the long run they might hit the ground if any other company produces a better beverage. And nowadays people tend to make choices more often than in the past so it is a vulnerable area to be looked upon! OpportunitiesPeople are concerned about their health now more than ever so the introduction of Coke Zero a new product from the Coca-ColaCompany is catching up a considerable amount of market share because of its new distinct taste without added sugar in some countries but basically it's a new drink with zero calories, the company claims!. The company is exploiting the current trend of health criteria. Threats The main competitor of Coca-ColaCompany is the PepsiCo Inc, the Pepsi Cola Company introduces new products in response to the Coca-ColaCompany. The Coca-ColaCompany is trying very hard to cope up with the situation. During 998 the PepsiCo Inc managed to out smart the company. So without the proper strategic planning PepsiCo will soo n go beyond the Coke's victory 3(c). The PESTLE Analysis The most important tool of strategic planning is the PESTEL analysis. The PESTEL analysis is a tool which helps us to judge our position in the market with respect to the macro environment. PESTLE stands for P – Political Forces, E – Economical Forces, S -Social Forces, T -Technological Forces, L – Legislative Forces and E – Environmental Forces. These forces influence the overall performance, market value, finance and customer relationship of the company.We will briefly discuss about the PESTEL forces one by one by implementing into an organisation. Example : Integrated Electronics (INTEL) Semiconductors. The Intel Semiconductors are the producers of the famous Intel microchips which literally runs the computer industry but with some rivals such as AMD Inc (Advanced Micro devices). Here we will apply the PESTEL analysis to know the factors that are influencing the Intel semiconductors. Political : The implementation of new taxes and the internationalism of the products tends to make the company to adhere to strict rules in each country which the company is ventured on.So Intel is focusing upon its new products onto buyers and not on further research and development because of the political pressure around the organisation. Economic: The semiconductor industry is in rise. So, the financial status of the company is rising due to a smaller amount of competitors there is lower amount of threats so the economic factor of the company is in concrete position as of now. Social: The company is present in an ever changing dynamic business environment so it has to be sensitive to changes that occur in the environment and then adapt to the changes that takes place.Technological: The semiconductor industry is ever growing in rapidly increasing speed. So, the technological advancements of the industry must be up to date due to high growth ratio of processors which are used in computers acr oss the globe. The research and development team comes up with new innovative ideas to integrate the previous processing unit into the new one with advanced technology so the computation power increases more than double the time the predecessor microchip used to compute. Legislative:The legal factors are important factors of the company because every country that the company venture into must strictly adhere to that particular country's rules and regulations. Environment: Being a semiconductor company the company must look after environmental issues which affect the world so the semiconductor devices must be environmentally friendly and recycling of the devices plays a vital role in the environmental factor. The company has a good background of making environmentally friendly chips and recycling units so the environmental issue is under control. (http://ivythesis. typepad. com) 3(d). Porter's Five Forces:The porter's five forces is a business strategy tool which is used to analyse t he position of a company and assessing its strength with respect to the competitors in this case new entrants and their impact in this ever changing environment. The porter's five forces are: Existing rivalry among firms Threat of new entrants determinants of supplier power Determinants of buyer power Threat of substitute products Example: AIRBUS The porter's five applied to the Airbus aviation company who have been the most influential carriers of all time apart from Boeing. These two major aircraft companies were literally in a fight for gaining the considerable mount of market share. Since the introduction of Airbus A380 the Boeing Company has lost lot of customers. The new entrant in our case the A380 is so much advanced than the legendary Boeing 747 which literally ruled the skies. The Boeing 747 was a fuel efficient and economically well versed passenger and good carrier aircraft but the major flaw in the Boeing decision making is that it was not concentrating on the future of the aircraft but it produced a wide variant of Boeing 700 series but the cleverly devised strategic plan of Airbus was a nightmare to the Boeing corporation.The A380 has an excellent performance with regardless of its massive size the jumbo jet can people double the time the Boeing 747 used to carry. Since the aviation industry has only fewer concentrations of rivals the market share is huge compared to other industries. So with the new A380, Airbus has a considerable amount of stake in the airline industry. But Boeing's answer to A380 is the new 787 dreamliner. Which is more fuel efficient but in the case of size the A380 outsmarts the Boeing. Importance of Change: The change management in an organisation is the most important factor which influences the future of an organisation.It describes an strategic approach in modifying or altering an organizations internal factors such as teams, individuals etc. there are different ways to achieve the change in an organisation by collabora tive – which is done by providing workshops and seminars explaining about the change to the people working in the organization. Consultative – the people are informed about the change and the feedback of the change is taken into consideration. Directive – the members of the staff are informed about the details of the change and the sensitivity of the change.Coercive – the members are forced to follow the change. Example of Change: The acquisition of Iberia by British Airways The British Airways acquired the Iberia for $7 billion and it made the third largest airline in the world. The member of the staff was quickly adapted to the change in different management team. The Iberia staff members were given a change management session on order to cope up with the new acquisition. The acquisition made the stock holder's value to increase and they were given a 55 percent of the new airline's share. 4. Conclusion:We have so far discussed about some of the Strategi c planning tools and the ways in which they can be exploited. And in conclusion we can say that the way in which we approach the organisation with the necessary tools and strategic planning will make a gigantic impact on the organisation in the present and in the future. In this ever changing business environment the challenge for each organisation is to identify the needs of the customers and to create an appropriate strategic plan to approach the problem which will provide the optimum results which can benefit the customers as well as the organisation. . References SWOT Analysis, [online], Available http://www. marketingteacher. com/Lessons/lesson_swot. htm PESTLE Analysis, [online], Available http://rapidbi. com/pestle/Introduction-to-the-PESTLE-analysis-tool. html Coca-Cola Case Study, [Online], Available http://www. interbrand. com/best_global_brands. aspx http://finance. mapsofworld. com/brand/value/coca-cola. html Intel case Study, [Online], Available http://ivythesis. typepa d. com/term_paper_topics/2009/09/intel-case-study. html Read more: http://www. americanessays. com/study-aids/free-essays/management/strategy-and-planning. php#ixzz2OPwRLxoO

Differential in Views on Movie Rating Classification

Ordinance to classify the public entertainment (i. e. movies, shows) provided the audience with the convenient way to judge the degree of exposure of questionable material, like sexually explicit topics or nudity. The government officials in appropriate departments initiated the type of rating for such entertainment without surveying for general public opinion. Thus, it is a logical deduction that there would be some differential toward the rating classification present between the established norms and the common attitude.This paper will investigate the general public opinion through surveying a large sample with the consecutive data analysis. The data will be collected using the specially designed questionnaire questions in which the content will specifically target the participants’ attitude toward the target. The participants will be divided into four groups: 1) Married adults with children, 2) Single adults without children, 3) Teenagers, 4) Children.The participants will be elected through the randomization methodology to avoid any bias. There will be total of 1200 participants divided equally into four aforementioned groups. Our Null Hypothesis will be as follows: No: There is a differentiation in attitude toward the media rating classification between the established ordinance and the public opinion. Our Alternative Hypothesis will be: H1: The differentiation in attitude is insignificant The variables will be: age, family status, degree of attitude.(Attitude can be measured using one to five scale). To increase validity, we propose the implementation of the questionnaire twice: one in the beginning of one-month interval and another at the end of it. This is an optional feature that would preclude questions about participant moods during the time when they will answer questions and the external factors that might influence their answers. The statistics will be calculated with the computer-based software programs, like SPSS.Also, we will examine da ta against any correlations, like possible high correlation between the adults with children’s attitudes and that of the government officials. Additionally, we must consider necessary project costs, as in follows. Our expenses will be absorbed by photocopying, traveling, and analysis expenses, all totaling to $ 4,800 (four thousand eight hundred USD). The project is deemed to take a bit over six weeks time and will be conducted from June 1 through July 19th.

Psychology’s Classical Theorists Essay

In the field of psychology, Sigmund Freud, Alfred Adler, and Carl Jung, developed three distinct theories of personality that to this day, continue to be the foundations on which all modern psychological theories are built. All three of these remarkable men knew and worked with each other. When Adler and Jung praised Freud’s book on dream interpretation, they were invited to join Freud’s circle of peers, who met weekly at his home in Vienna, Austria (Engler, 2006). At these meetings they discussed new and groundbreaking aspects of psychopathology (Comer, 2008). Freud, Adler, and Jung are unequivocally the most influential figures in modern psychology (Comer, 2008). Freud’s concept of the id, the ego, and the superego, are the underlying factors that began all three schools of thought and that provide the foundations of modern psychology (Engler, 2006). Freud believed that the id had no contact with reality and worked on the pleasure principle and hedonistic wants, with no morality involved. The ego develops as children experience the demands and constraints of reality. It uses reasoning to make decisions. The superego is concerned with right and wrong, it is the moral compass, the conscience in each individual (Comer, 2008). Freud believed that people are unaware of the most important personality processes. Like an iceberg, only the small portion of the conscious mind is accessible and above the water. The preconscious, just out of reach, and the subconscious, deeply repressed, is below the water completely. These are the reason for most problems with behavior and the personality, according to Freud (Nystul, 2006). Freud also theorized that the personality was formed by early childhood experiences, called psychosexual stages (Engler, 2006). If a child’s basic needs are not being met during one of these stages, the child may become â€Å"fixated† or stuck in that stage. For example, if an adult smokes, he or she could be said to be â€Å"orally fixated. † According to Freud, infants at the oral stage use their mouths to explore their environment (Engler, 2006). Freud’s emphasis on sexuality is one of the main reasons why Adler and Jung disagreed with him. They thought that Freud put entirely too much emphasis on the libido and sexual energy in children. Freud and Adler met every Wednesday for eleven years (Comer, 2008). In 1911, Alder, along with eight colleagues, broke away from Freud’s circle to form the school of â€Å"Individual Psychology† (Engler, 2006). Adler’s theory differed from Freud’s in that it focuses on the person as a â€Å"whole. † The Adlerian term, individual psychology, refers to the human being as indivisible, as opposed to Freud’s view of an individual being, internally divided (Engler, 2006). For Adler, each aspect of the personality points in the same direction (Nystul, 2006). Adler saw how humans connect with one another, with family, with friends, with community, and with society as a whole. He believed that this interconnectedness is essential for an individual to develop and to thrive (Comer, 2008). Each person develops uniquely, according to acquired experiences, both past and present. The process starts at infancy, as children compare themselves to older children and adults, they experience feelings of inferiority (Engler, 2006). This is a normal reaction to the awareness of not being able to do as one pleases. These feelings motivate people to strive towards usefulness and to become contributing members of the family, the group, and the society at large (Nystul, 2006). Carl Gustav Jung, long an admirer of Freud, met him in Vienna, Austria in 1907, after Jung praised Freud’s book, â€Å"The Interpretation of Dreams† (Comer, 2008). At this historical meeting they talked for 13 hours (Nystul, 2006). Freud thought that Jung, twenty years his junior, was to become his heir apparent. In 1910, Jung did become the first president of the International Psychoanalytic Association (Engler, 2006). However, in 1914, Jung broke away from Freud, primarily because he disagreed with Freud’s view of sexuality (Nystul, 2006). Using his own theories, he then began the school of â€Å"Analytical Psychology. â€Å"Jung’s theory of personality divides the psyche into three distinct parts: the ego, consisting of the conscious mind, the personal unconscious, which contains thoughts, memories, and experiences that are not presently conscious, but can be, and the collective unconscious (Nystul, 2006). The collective unconscious could be described as a â€Å"psychic inheritance† (Comer, 2008). It could also be a type of reservoir of the human experience as a species. Yet, the individual is never conscious of its presence (Feist, 1985). Jung’s â€Å"Archetypes of the Personality† evolve from the collective unconscious. These are the persona and its shadow, the female anima and male animus, and the self. Jung felt that until balance could be found within these archetypes in each individual, the complete realization of the self could not be achieved (Comer, 2008). The son of a pastor, Jung had a great interest in spirituality and its effects on the personality. His studies and knowledge of eastern philosophy, yoga, and meditation have certainly had an impact on his theories and have contributed greatly to today’s holistic approach to overall health (Nystul, 2006). Jung’s theories and writings have had a major impact on contemporary thought in many areas such as art, music, and literature (Douglas, 2005). Jung also coined the term â€Å"synchronicity,† which can be defined as â€Å"meaningful coincidences† occurring in everyday life (Engler, 2006). Jung claimed that there exists a synchrony between the mind and the phenomenal world of perception in each individual. For example, thoughts of an old friend fill one’s mind in the evening. The next morning, that particular friend calls, or news about them is received, out of the blue. However, no physical evidence has been found to support this idea (Strogatz, 2004). Although Freud, Adler, and Jung had their unique theoretical differences, they also shared many commonalities. For instance, they all utilized hypnosis and dream interpretation as therapeutic tools to treat their patients (Comer, 2008). They also all agreed on the importance of early life experiences and the existence of unconscious processes (Nystul, 2006). In the field of psychology, Sigmund Freud, Alfred Adler, and Carl Jung, developed three distinct theories of personality that to this day continue  to be the foundations on which all modern psychological theories are built. In their day, these three men were on the cutting edge of the newest science of western civilization. If not for Freud, Alder, and Jung psychology would not have evolved into the field that it is today. ReferencesComer, Ronald, J. (2008). Fundamentals of abnormal psychology. (5th edition). New York, NY. Worth Publishers. Douglas, C. (2005). Current psychotherapies. (7th Edition). (pgs. 96-129). Itasca, Ill. F. E. Peacock. Engler, Barbara. (2006). Personality theories. (7th Edition). Boston, MA. Houghton, Mifflin Company. Feist, J. (1985). Theories of personality. New York, NY. Holt, Rinehart, & Winston. Nystul, Michael (2006). Introduction to counseling, an art and science perspective (3rd Edition). Boston, MA. Pearson, Allyn, & Bacon. Strogatz, Steven, H. (2004). SYNC: How order emerges from chaos in the universe, nature, and daily life. New York, NY. Hyperion. NOTE FROM AUTHOR: The only comments from my professor were about APA formatting, like margins, and double spacing the bibliography. No points were lost for this.

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The Percentage by Mass of Calcium Carbonate in Eggshells Essay Example for Free

The Percentage by Mass of Calcium Carbonate in Eggshells Essay The purpose of this experiment is to determine the percentage by mass of calcium carbonate in eggshells. Introduction To avoid the breakage of eggs before reaching market, the eggshells needs to be as strong as possible. The strength of eggshells is mainly determined by the percentage of calcium carbonate in it. In order to monitor the quality of eggshells, the following experiment has to be done to determine the percentage of calcium carbonate in eggshells. In this experiment, back titration is used. First, excess acid is reacted with the calcium carbonate in eggshells: 2HCl(aq) + CaCO3(s) CaCl2(aq) + H2O(l)+ CO2(g) Later, if we can find out the number of mole of unreacted acid, number of mole of calcium carbonate can then be found out. The number of mole of unreacted acid can be found by titration with the following reaction: HCl(aq) + NaOH(aq) H2O(l) + NaCl(aq) Percentage by mass of calcium carbonate in eggshell can then be calculated by the following formula: % by mass of CaCO3 = Requirements eggshell burette, 50 cm3, and stand pipette, 25 cm3 pipette filler methyl orange indicator M NaOH solution, standardized 1 M hydrochloric acid, standardized ethanol wash-bottle with de-ionized water mortar and pestle forceps safety spectacles 2 beakers, 100 cm3 volumetric flask, 250 cm3 filter funnel, small magnetic stirrer pH meter electronic balance Procedures 1. The attached membrane of the eggshell was removed carefully by forceps and the remaining eggshell was ground into a fine po wder with mortar and pestle. 2. 2 g of powder was weighed accurately by the difference on an electronic balance and put into a beaker on a magnetic stirrer.

Sudan Education Essay Example for Free

Sudan Education Essay Acknowledgments This report was written with Kevin Watkins of the Centre for Universal Education at the Brookings Institution. Our research was greatly assisted by many individuals and organisations. Several ministers from the Government of the Republic of South Sudan were extremely generous with their time, providing advice and comments on early drafts. Special thanks are due to Joseph Ukel Abongo (Minister for General Education and Instruction), Peter Adwok Nywabi (Minister for Higher Education) and Kosti Manibe Ngai (Minister for Finance and Economic Planning). Senior officials and consultants from a number of ministries provided comments and insights including Esther Akumu (Director for Development Partner Coordination, Ministry of General Education and Instruction), Stephanie Allan (Donor Coordinator, Ministry of Finance and Economic Planning), Deng Deng Yai (Undersecretary for General Education and Instruction), Catherine Dom (Technical Adviser, Ministry of Finance and Economic Planning), and Moses Mabior, (Director for Aid Coordination, Ministry of Finance and Economic Planning). Education in South Sudan: investing in a better future  David Masua (Education Programme Manager, Windle Trust), Sue Nicholson (Education Technical Adviser, Save the Children in South Sudan), and Habibur Rahman (Education Programme Manager, BRAC South Sudan). We also benefited from discussions with Jubabased staff from a number of donor agencies, including Hilde Johnson (Special Representative to the Secretary General on South Sudan), Yasmin Haque (South Sudan Country Representative, UNICEF), William Osafo (Education Team Leader, USAID South Sudan Mission), and Fazle Rabbani (Education Adviser), DFID. Initial findings from the report were presented to a group of non-governmental organisations at a meeting held in London, on 20 March 2012. The subsequent discussions and comments informed the redrafting process. We wish to thank the following organisations for their participation: Action Aid, the Anglican Church, BRAC, the British Council, Camfed, Care International, The Children’s Investment Fund Foundation, Christian Aid, Comic Relief, the Global Campaign for Education, the Open University, Oxfam, Save the Children and VSO. Michael Holman, author and former Africa Editor of the Financial Times, kindly commented on an early draft. While all of the individuals and organisations mentioned above have informed this report, the views expressed are those of the authors alone. Staff working with non-governmental organisations in South Sudan provided invaluable advice based on their programme experience. We are indebted to Caroline De Anna (Education Programme Coordinator, Episcopal Church of Sudan), Reverend Emmanuel (Education Manager, Episcopal Church of Sudan), Emily Lugano (Education Adviser, Save the Children in South Sudan),  6 Foreword: South Sudan – time to act parents everywhere around the world, I know that it is through education that children broaden their horizons and develop the skills they need to realise their potential. Education and learning are the real foundations for opportunity. Today, millions of children around the world are denied a chance to put those foundations in place. Progress towards the 2015 goal of universal primary education is slowing, leaving 67 million primary school age children locked out of classrooms – and many more receiving a sub-standard education. Poverty, child labour, early marriage, and armed conflict are among the scourges holding back progress in education, along with failures of political leadership. The High Level Panel on global education was created to address what I see as a global crisis in education. As co-chair, along with Graca Machel – Madiba’s wife – I have spent time researching that crisis. I have spoken to political leaders, the heads of international agencies, and non-governmental organisations. And I have spent time talking to people at the sharp end of the crisis in education. I have heard agonised stories from parents who want their children to be able to live the life they are capable of living, but are forced by circumstances to settle for something less; and I have spoken to children who are desperate for the education that they know could transform their lives. Africa’s newest nation My work as Co-Chair of the High Level Panel on global education has involved visits to many countries. But there is one country that illustrates more than any other what is not working in the current international aid 7. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education One of the great privileges that I have enjoyed in my political life is the opportunity to meet Nelson Mandela. Like many people around the world, I have been inspired by his life, his courage, and his wisdom. Through his personal example, he has demonstrated that iron resolve backed by practical endeavour and clear strategies can move mountains. Of the many words that I have read by Madiba, there is one sentence that I am always drawn to. It is this: â€Å"There is no passion to be found playing small in settling for a life that is less than the one you are capable of living. † Since becoming a parent I have often thought about these words. Like parents everywhere across the world, I want my children to have the lives they are capable of living. And like architecture on education. That country is South Sudan, Africa’s newest nation. Much has been achieved over the six years that have passed since South Sudan emerged from a brutal and protracted conflict. Yet parents and children are still waiting for an education peace premium – and South Sudan is embarking on independence anchored to the bottom of the world league table on education. Over one million children of primary school age are out of school. Enrolment rates in secondary education are below 10 per cent. In what is a desperate situation for all children, South Sudan’s girls face additional disadvantages. Just 6 per cent of 13 year old girls have completed primary school. So extreme are the gender inequalities that young girls in South Sudan are more than twice as likely to die in pregnancy or childbirth as they are to make it through primary school and into secondary education. Behind these numbers is a vast waste of potential. Getting children into school and providing them with decent quality opportunities for education would help them to build a better future, for themselves and their country. In an increasingly knowledgebased and interconnected world, sustained and shared prosperity depends not on what countries have in terms of natural resources, but on what their citizens are able to learn. For South Sudan’s young people, education is a passport to employment. Education also has a wider role to play. Armed conflict and the threat of violence remains a source of insecurity for many of South Sudan’s people. Many factors are involved, including prejudice, long-standing hostilities, and attitudes that see recourse to violence as legitimate. With the right curriculum in place, the education system could act as a powerful force for peace8 building, the development of shared identity, and the creation of a society that is more resilient and less vulnerable to violence. To its credit, the Government of the Republic of South Sudan (GRSS) is putting in place an education strategy that holds out the promise of a better future. However, it lacks the financial resources, technical capacity and institutional systems to overcome the vast backlog in education provision. That is why the international community has such an important role to play. Several donors, UN agencies and non-governmental organisations have put in place education programmes that are making a difference – but not on the required scale. This paper sets out an agenda for change. It identifies a framework for policies that would: †¢ Bring opportunities for improved education to 2. 5 million children, half of them currently out of school Provide financial support for the education of half-a-million girls Make provision for the education of 300,000 children displaced as a result of armed violence, or living in conflict zones Train 30,000 teachers and build 3,000 schools †¢ †¢ †¢ Education in South Sudan: investing in a better future. Achieving these goals will require additional resources. We set out a financing strategy that includes an increased resource mobilisation effort on the part of the GRSS. Development assistance will have to cover a financing gap of US$1. 6bn over the next four years, or US$400m annually. Our proposals include recommendations for individual donors. The Global Partnership for Education (GPE), the major multilateral mechanism charged with financing efforts to achieve the international development goals, has yet to establish a programme in South Sudan. This is a wasted opportunity – and not just for South Sudan. The GPE needs to establish its credentials as an innovative and dynamic force for change in countries affected by conflict. The World Bank’s International Development Association (IDA) could also play a vital role. We propose a GPE-IDA cofinancing arrangement to mobilise US$180m annually. Other actors also have to step up to the plate. Bilateral donors and the European Commission could mobilise an additional US$100m annually. Non-traditional donors – including China – could be approached. And the Africa Development Bank/Africa Development Fund has developed co-financing mechanisms that are well suited to support the development of education infrastructure. I am, of course, aware that some people will argue that the goals that have been set are too ambitious, that the costs are not affordable, and that South Sudan should concentrate on taking small steps in the right direction, rather than attempting a great leap forward. I do not accept these arguments. In the course of research for this paper I have looked at the programmes of several nongovernmental organisations doing extraordinary work in education. The Ecumenical Church of South Sudan runs the largest teacher-training programme in the country, whilst the Bangladesh Rural Advancement Committee (BRAC) operates over 500 schools in some of the most difficult parts of the country, providing thousands of children with the hope of a better future. And Save the Children is bringing health and education support to many communities. These and other non-governmental organisations have found ways of delivering results, working with and through government. They are clear that, with additional support, they could scale-up their programmes. The same is true of UN agencies and many bilateral donors. Expanded delivery is held back not by a lack of capacity, but by a lack of predictable finance on a scale commensurate with the problem. Having reviewed the situation in South Sudan I am struck by similarities with other conflictaffected countries. Children in these countries should have first call on international support. Instead, they are pushed to the back of the queue for development assistance. Education is not a priority in the humanitarian aid system – in fact, it accounts for less than 2 per cent of emergency aid. And because the governments of conflict-affected states are often unable – or unwilling – either to deliver services or to meet the reporting standards required by major donors, children and parents are left to fend for themselves. From Somalia and the refugee camps of northern Kenya, to the war zones of north-eastern. Democratic Republic of Congo, conflict is destroying opportunities for education on an epic scale, and the aid system is providing limited protection. As an international community motivated by shared values and a common commitment to education, we must acknowledge this gap in the aid architecture – and then we must fill it. That is why I believe we need a new type of organisation to deliver not just money, but also teachers, books, temporary classrooms, and counsellors trained in trauma management to conflict areas. It is against this background that we are planning to form a new type of organisation called Education without Borders. The aim: to provide a mechanism that galvanises support, coordinates action, and delivers aid and education services to those most in need. This is not an exercise in creating parallel structures. It is an attempt to create a mechanism through which a wide range of actors – the public, teachers and other education professionals, the business 9 community and others – can join a shared effort to keep the flame of education alive for children trapped in conflict. It can achieve for education in broken down areas a little of what Medecins Sans Frontieres and the Red Cross achieve for health. Let me conclude by returning to the country that is the focus for this report. When I think of South Sudan, I think of a people who have shown extraordinary courage in the face of unimaginable adversity. I think of parents who, like you and me, want the best for their children. And I think of children who are filled with talent, potential and hope. It is to the children of South Sudan that I dedicate this report. And it is on their behalf that I ask your support for the proposals it sets out. South Sudan’s children have waited long enough for the education peace premium. And they have a right to expect bold action and our best effort – not half-measures, hesitation and indifference. To paraphrase Madiba we are ‘playing small’ with education in South Sudan. And by playing small we are consigning a generation of children to lives that are immeasurably less than the lives they are capable of living. The children of South Sudan deserve better – and we must do better by them. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education Education in South Sudan: investing in a better future Children at the BRAC supported Hai Kugi School on the outskirts of Juba in South Sudan.  © UNESCO /M. Hofer (2011) 10 Executive Summary I never had the chance to finish school but all my children must have an education. Then they can have the chance of a better life. No one will get anywhere in this country without an education. Beida Ropani, aged 28, farmer, Lora village, Central Equatoria, South Sudan. Education in South Sudan – investing in a better future The newly-independent country of South Sudan is anchored to the bottom of the world league table for education. More than half of its primary school age children – over 1 million in total – are out of school. Young girls are more likely to die in pregnancy or childbirth than to graduate from primary school. South Sudan’s young people face restricted opportunities for the education they need to build a better future for themselves and their country. It is time for the world to come together and change this picture. The children of South Sudan have suffered enough. It is time to deliver the education peace premium that their parents hoped for – and that they deserve. The Government of the Republic of South Sudan (GRSS) has set ambitious goals in education but there are daunting obstacles to be overcome. The recent disruption of revenue from oil exports threatens to starve basic service budgets of the financing needed to build schools, health clinics, and vital social and economic infrastructure. Ongoing violence in parts of the country is causing large-scale displacement and dislocation of services. There are problems in governance and in government capacity. The education system is under-financed. Most of the country’s teachers are untrained. There are chronic shortages of classrooms and textbooks. Learning outcomes are abysmal. Set against these challenges there is a vast untapped potential for change. At the heart of that potential are the people of South Sudan. They have shown extraordinary courage, resilience and commitment to education. In the face of overwhelming odds, they have been trying to get their children the schooling they deserve. Enrolment numbers have more than doubled in the five years since the peace agreement. The GRSS has pledged to make education a priority – and that pledge is backed by a strategic plan for the construction of an education system. Donors have a more mixed record. Development assistance for education falls far below the level required to support a breakthrough. The education sector receives a low-level of support and aid efficiency has been hampered by weak coordination. Most bilateral donors are operating programmes on a modest scale. While UNICEF has played an important role in coordination and reconstruction for education, the wider multilateral aid effort has been limited. Other actors are conspicuous by their absence. The Global Partnership for Education (GPE), a multilateral partnership that operates under the financial auspices of the World Bank, rightly describes itself as â€Å"the only multilateral partnership devoted to getting all out-of-school children into school for a quality education. †i Promoting gender 11 equity is one of the GPE’s priorities. South Sudan has a larger proportion of its children out of school than almost any other country in the world, along with the deepest gender inequalities. Yet six years after the peace agreement, the GPE has not yet delivered a programme in South Sudan. Hopes that this would change in early 2012 have not yet been realised. Following a review of the Government of South Sudan draft education strategy, the GPE secretariat determined that full endorsement of the plan would require its further development over several years and recommended that the government re-submit a less ambitious ‘transitional plan’. An indicative allocation of just US$38 million over four years has been set aside – an amount that falls far short of what is needed. What should have been a test case for the GPE’s effectiveness has become a showcase for what is going wrong in an aid system that is too inflexible, slow-moving and unresponsive to the needs of conflict-affected countries. There is still time to change this picture. The Board of the GPE could demand an urgent review of the response to South Sudan’s education strategy. It is also important that the World Bank steps up to the plate by putting into place a financing programme to support early delivery of results and longterm capacity building. What is clear is that the children of South Sudan have a right to expect something more. In the absence of a strengthened aid effort, South Sudan will fail to achieve the ambitious goals set by its government and demanded by its people. This paper sets out the case for a South Sudan Education Peace Premium (EPP) backed by a US$1. 6 billion aid investment over the period 2012-2016 US$400 annually. The GRSS would need to supplement this aid effort by 12 mobilizing an additional US$100m annually for education spending. Supplemented by an increased resource mobilisation effort on the part of the GRSS, the education peace premium would extend opportunities for some 2. 5 million children and adolescents. Beyond the wider benefits for poverty reduction, peace-building and state-building, returns from the peace premium would include: †¢ †¢ another 1 million primary school age children in school wider benefits for an additional 1. 5 million learners by improving the quality of education emergency provision for 300,000 children displaced by on-going conflicts early childhood provision for 300,000 children under the age of 5 support for half-a-million girls extended opportunities for adolescents and young adults who missed out on opportunities for basic education training for 30,000 teachers another 3000 schools for current and future generations of learners †¢ †¢ †¢ †¢ †¢ †¢ Education in South Sudan: investing in a better future Financing for the proposed EPP would be drawn from a range of sources. Success will hinge on a compact between the GRSS and the international community, represented by a range of donors. Our proposal envisages a broader and deeper donor support base for education. We suggest that the GPE provide annual financing of US$90m, with the World Bank co-financing an equivalent amount through the International Development Association (IDA). Drawing on its extensive experience and project portfolio in post-conflict states, the African Development Bank/African Development Fund is well placed to support the development of school infrastructure and support. We propose a financing contribution of around US$40m annually. Less concessional elements in the financing could be secured against future oil revenues. Bilateral donors and the European Union would have to mobilise another US$100 million annually, with non-traditional donors – including China – providing US$30m annually. We also argue that private foundations and charities should play a greater role in supporting education in South Sudan. Delivering an early and substantial education peace premium in South Sudan will be difficult – but the degree of difficulty should not be exaggerated. Sustained progress will require the development of technical and administrative capacity, along with the development of more robust systems for transparency and accountability in public finance. Increased and more equitable public spending is critical. But governance constraints can be overcome by drawing on arrangements that have emerged since the comprehensive peace agreement, as well as the experiences of other countries. To that end, we propose the creation of a pooled fund for education. Jointly managed by donors and the GRSS, this would build on the practices established under the Basic Service Fund (BSF). This has been the most successful of the pooled funding mechanisms in South Sudan, with spending of US$65m to date on primary education, health, water and sanitation. The BSF has been a major source of financing for school construction and teacher training. The great advantage of the facility is that it enables donors to pool risk and resources behind the government’s strategy, working through non-government organisations with a proven track record on delivery. With current pooled funding arrangements in South Sudan about to expire, there is an opportunity to put in place a flexible new structure for education. Over time, the pooled funding mechanism could evolve into a sector-wide support programme. More immediately, it could mobilise support for non-governmental organisations working with government to build capacity and deliver results on the ground. The achievements of non-governmental organisations refute the claim that South Sudan lacks the conditions for an education take-off. Working with a broader alliance of churches, the Episcopal Church of South Sudan has developed the largest teacher inservice training programme in the country, meeting high standards of performance. One of the largest non-governmental organisations providing education is the Bangladesh Rural Advancement Committee in Education (BRAC) – an agency with a proven track record in reaching highly marginalised communities and training female teachers. Save the Children is leading the implementation of a major alternative education programme financed by the United Kingdom’s Department for International Development (DfID) and piloting innovative early childhood interventions. We have based our cost-estimates for the education peace premium on the programmes of these and other NGOs with a proven capacity for scaling-up, as well as UN agencies and bilateral donors. In drawing up the proposed plan of action we do not discount the very real difficulties that will have to be addressed. Outcomes will depend on the development of a partnership between the GRSS, donors and nongovernmental organisations, and on political leadership on all sides. Listing problems and enumerating the many technical reasons that can be found either for delaying action, or for testing the water with small-scale pilot programmes, is easy. But South Sudan’s children cannot afford delay and prevarication 13 – and the country cannot afford to waste the potential of a generation of youth. Our proposal combines the four critical requirements for delivering results: achievable targets, an efficient delivery mechanism, predictable aid, and a compact between the GRSS, donors and non-governmental organisations. Headline figures for the cost of the proposed programme have to be considered against the potential flow of benefits, as measured by the number of children in school, the expanded opportunities for learning, and the renewed hope that will come with progress in education. The US$400m a year for four years that is required may seem unaffordable. The question that has to be asked is whether the world is willing to stand-by while 2. 5 million children lose their chance for an education that could lift them out of poverty, create jobs, build a more peaceful and resilient society, and support economic growth. Failure to expand opportunities for education will increase the risk of more conflict, which will in turn leave donors facing the prospect of increased humanitarian aid costs. Viewed against this alternative, the cost of implementing the actions proposed in this report is a small price to pay for a very high return. ii Education in South Sudan: investing in a better future An agenda for action This report sets out an agenda for achieving an educational breakthrough in South Sudan. Proposals include: †¢ Additional aid of US$400m annually for four years, with domestic budget resources increased by US$100m annually. The GPE and IDA to mobilise US$180m through a co-financing arrangement. An independent assessment of the GPE’s review of the South Sudan draft education strategy. The creation of a pooled fund for education in South Sudan to provide a focal point for government support. Measures to support disadvantaged children, including financial incentives for parents to keep children in school, especially young girls; expanded education provision in conflict-affected areas; and programmes for adolescents. Expanded programmes for training teachers and recruitment of female teachers. †¢ †¢ †¢ †¢ †¢ 14 Introduction The Republic of South Sudan is sub-Saharan Africa’s newest nation. Established in July 2011, the country achieved statehood facing enormous challenges. The Government of South Sudan (GRSS), created with the signing of the Comprehensive Peace Agreement in 2005, inherited none of the institutions associated with an independent state. South Sudan’s human development indicators are among the worst in the world. The human capital and physical infrastructure are limited. Insecurity remains a major concern across many parts of the country. Yet independence has unleashed a wave of hope, optimism and expectation. Having endured a brutal and long-running civil war that claimed over 2 million lives, South Sudan’s people have a right to expect a ‘peace dividend’, including improved access to basic services, more secure livelihoods, and greater safety. Failure to deliver in these areas would be a lost opportunity with tragic human consequences for the people of South Sudan, and with damaging implication for peace and security not just across the new nation, but across the region. Delivering the education peace dividend Perhaps more than any other sector, education has the potential to deliver an early, large and highly visible peace dividend. The education system in any country is a point of contact between governments and their citizens. And in a country like South Sudan, where the civil war destroyed educational opportunities for generations, the presence of functioning schools, teachers and books has the potential to demonstrate that the peace is delivering. Moreover, South Sudan’s people attach a very high value to education, with survey evidence showing that parents identify schooling – alongside food and water – as being a major priority. Across South Sudan, parents and young people are striving to overturn a legacy of illiteracy, restricted opportunity, and poor quality schooling. In towns and villages across the country, desperately poor people are working to get their children into an embryonic and over-stretched education system. The GRSS is working with partners to strengthen that system and build capacity. While the term ‘post-conflict reconstruction’ is widely used to describe the process now underway in South Sudan, in the case of education – and other basic services – it is misleading. Six years ago this was a country without an education system. Even today, only the initial foundations are in place. So this is a case of post-conflict construction in a country that inherited no infrastructure and has very limited human resources. Against this backdrop, the achievements registered in education since the 2005 peace accords have been extraordinary. The number of children in primary school has doubled in five years. Over 500 classrooms have been constructed. Led by a clear statement of intent on the part of President Salva Kiir, the GRSS has put in place ambitious plans to accelerate progress towards the 2015 Millennium Development Goals (MDGs). South Sudan’s constitution includes a provision establishing the entitlement to ‘free and compulsory education at the primary level’. The South Sudan Development Plan includes a wide range of 2015/16 targets for education aimed at putting the country on track for the MDGs. iii The Ministry of General Education and Instruction (MoGEI) is finalising a strategy 15 aimed at translating these targets and highlevel political commitments into policies and spending commitments aimed at achieving the MDGs and wider Education for All goals by 2022. iv Currently available in draft form, that strategy Promoting learning for all aims to get the country on course for universal primary education by 2016, with expanded provision of second chance education, measures to improve learning achievement levels and a range of strategies aimed at closing the gender gap. The document, which has been drawn up in close consultation with the Local Donor Group, bears testimony to the professionalism of staff in the Ministry of General Education and Instruction (MoGEI). Several bilateral donors, UN agencies and non-governmental organisations are supporting the reconstruction effort, often working under difficult conditions. UNICEF’s Go to School Programme helped to double school enrolment in three years. Both the government and its partners have demonstrated a capacity for flexibility and innovation, building classrooms, delivering textbooks and training teachers. v Nongovernmental organisations are active across the country, often operating in areas affected by conflict. While experience under the World Bank-managed Multi-Donor Trust Fund (MDTF) was disappointing, another pooled funding arrangement – the Basic Services Fund (BSF) – delivered cost-effective results, notably in school construction and teacher training. One of the strengths of the BSF has been its ability to lower transaction costs and achieve economies of scale in delivery. For those who question the capacity of international aid and partnerships in education to deliver results on the ground, the evidence from South Sudan tells a different story. Donors and non-governmental organisations have found ways of delivering results, working in the process to build government capacity. 16. The challenge now is to build on best practice and scale-up the level of ambition in an environment that may deteriorate as a result of budget austerity. The oil crisis Like all other sectors, education stands to be severely affected by the ongoing crisis over oil exports. Failure to resolve that crisis will have grave consequences for South Sudan (as it will for Khartoum), raising the spectre of a reversal of the fragile gains in education, health, water and other areas that have been achieved over the six years since the comprehensive peace agreement. With oil accounting for 98 per cent of government revenues, even a modest loss of export earnings would lead to significant cuts in expenditure. The background to the crisis can be briefly summarised. Since the comprehensive peace agreement, oil from South Sudan has been exported through pipelines from Sudan. As of March 2012, pipelines from two of the three oilfields were close to shut-down. The GRSS decision was prompted by a heavy transit tax levied by the Government of Sudan and a subsequent seizure of oil shipments by the government in Khartou.