Forgiveness Essay Example | Topics and Well Written Essays - 750 words

Forgiveness - Essay Example After sometime in class, a colleague realized that two of his new textbooks were missing. Since everybody was at the laboratory during the practical session, one of my close friends gave the suggestion that I am the one who might be responsible for the theft. The case went before the principal and I had to appear before the disciplinary committee that imposed a punishment of two-week suspension from school on me. Besides the suspension, I was required to report back with three copies of each of the textbooks. I complied with the harsh punishment despite the fact that I was not responsible. Upon completion of the two weeks, I resumed my studies. After two weeks, a friend informed me that he had seen the books that I received punishment for at a mutual friends place. We hatched a plan to confirm the authenticity of the leakage. I planned an impromptu visit to the mutual friend’s and confirmed that indeed the books were there. He confessed and apologized. The above case represents a situation of an individual who is on the wrong side and ready to ask for forgiveness. Being falsely accused and receiving punishment for a crime that you never committed is unjust. The situation created a conflict between me and my colleague as it was hard for me to accept that a close friend can actually turn against you to the extent of betrayal. The whole experience elicited strong hatred towards the colleague. The readiness of the colleague to accept his mistake and submit an apology hastened my recovery from depression. Forgiveness has enormous effects on the relationship between the offender and the offended. Sometimes, the person on the wrong is not ready to bend low and ask for forgiveness. When such cases arise, it is in order for the offended to forgive irrespective of the other party’s attitude. Forgiveness and reconciliation have many benefits. Forgiving is a source of self-relief for the

Race and the Sociological Imagination Essay Example for Free

Race and the Sociological Imagination Essay For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to â€Å"stay in school, get an education, and work hard so that you can beat the system. † Recognizing the structural forces in my life has helped me understand my place in society. Being able to â€Å"understand everyday life, not through personal circumstances but through the broader historical forces that structure and direct it† (Desmond and Emirbayer 43) has really had an impact on me. My father was born in 1968, the year we consider then end of the civil rights movement. He went to Luscher Elementary during the 70s and at that time the school was integrated. He had mostly White teachers and schoolmates. He received a quality education because of the resources given to whites were now available to blacks. He chose to attend St. Augustine High school. The Archdiocese of New Orleans constructed St. Augustine High School with funds solicited from Catholics of the Archdiocese through the Youth Progress Program. The Archdiocese of New Orleans placed the school under the patronage of St. Augustine of Hippo, a preeminent Christian and scholar of Africa, and a Father of the Church. This was appropriate since from its inception the school was designated for the education of young men from Black Catholic families of New Orleans. St. Augustine High School led the way in battling segregation in New Orleans. The successful legal challenges mounted by the school resulted in the de-segregation of the high school athletics in the state of Louisiana. The famed Marching 100 was the first African-American high school band to march in the Rex parade on Mardi Gras Day. My grandfather and father attended St. Augustine High School and through the education they received along with athletic scholarships and financial aide they both went on to attend Loyola University. My position in society was shaped by my economic position, which was an effect of my grandfather and father’s educations. My grandfather was able to attend college but this was not true for his parents. Depending upon a persons situation social welfare programs can either enforce progression or plateau disadvantages. I was able to attend Isidore Newman School and I lived in an integrated neighborhood where resources such as schools, hospitals, parks and grocery stores were better than those in other parts of New Orleans. My integrated neighborhood provided me with a good education. Blacks in poor neighborhoods are inhibited from achieving the same education as whites because of zoning legislation, transportation and lack of funds. My family was able to establish themselves financially because of social welfare programs such as war bonds, Pell grants, and the integration of schools. My grandfather was able to own their own home and provide for our family. He had a career as a school administrator they paid well. He provided opportunities for his children to attend college and for his wife. Desmond and Emirbayer argue that , â€Å"If we hope to drive racial domination from the gates of our schools we must continue the work of confronting whiteness in the curriculum† (346). I understand that as finding ways to end institutional racism and raising awareness of ideologies that will end prejudices. Until I attended Loyola I had a naive impression of racial awareness. Personally, I believe education is the key to combating racism. We must education our peers on our cultures. We must explain that â€Å"colorblindness† in society is not what’s best. Only by embracing and recognizing each other differences we will be able to break the social bubbles we live in. I’ve gained a stronger sense of racial awareness through this course. I have the ability to challenge and change other people’s ideologies and understand my own. I know because of my social position have scholarships, financial aide and the values of hard work and education instilled in me by my parents and grandparents. I’m also aware that many people are not able to gain that same access. Because of my racial awareness there is so much more I want to find out about the contributing factors that led to my family’s social position in New Orleans. It is through my racial awareness I plan to beat the system.

Synthesised by living organisms

Synthesised by living organisms Definition of biopolymer: Biopolymers are naturally occurring polymers which are synthesised by living organisms. This synthesis can occur either internally within an organisms structure, or externally in appropriate conditions. The term biopolymer also encompasses those polymers which are produced by the physical or chemical manipulation of production environments. However, depending on the terms origination, it does not strictly include those polymers produced by biological manipulating. For this reason, it is best to classify such polymers as ‘partially synthetic biopolymers. Through the chemical and physical manipulation of production environments, a large variety of biopolymers have been synthesised. Each of these newly developed biopolymers are available with unique and beneficial properties, along with the ability to biodegrade and provide a renewable source of plastic like material. Reasons why biopolymers may become increasingly important in society: Petroleum derived plastics have formed an integral relationship with modern society, providing a cheap, convenient and durable method for developing numerous consumer goods and other products. The negative impacts associated with plastic favour the use of biopolymers. Such impacts, along with other factors, involve: An overuse of non-biodegradable plastics. These plastics are produced at a rate of over 100million tonnes per year- consumption patterns which have lead to serious problems concerning environmental pollution, waste management and danger to animals. An uncertainty about the future resources of the petrochemical industry. This industry may become obsolete or produce goods too expensive for mainstream consumption. The initiatives of recycling have failed to make any great progress over the previous decades. The recent success of biocompatible plastics which have revolutionised the medical industry. The ability to use industrial waste (such as food waste) as a substrate for biopolymer production. This has the added benefit of improving waste usage and reducing other forms of pollution and treatment. Burning of electronic waste (e-waste) to recover the precious metals contained in chips and circuits. With the continued exponential growth of the electronics industry, the illegal practice of secretly burning e-waste releases many toxic gases, especially if coated in PVC. For these reasons, much interest has arisen in the design and development of biodegradable, renewable, practical and economically viable biopolymers to replace the synthetic plastics consumed today. The new age of renewable energy and waste management have resulted in great emphasis on the future of biopolymers and the relative efficiency of their production. Selected Biopolymer: PHB is a biopolymer belonging to a group of biopolymers called polyhydroxyalkanoates (PHA). It is also classified as a polyester due to containing an ester functional group. PHB is synthesised by the polymerisation of (R)-3-hydroxybutynl-CoA. PHB is produced by bacteria as the result of physiological stress. During this process PHB acts as an energy storage molecule to be used later when other energy sources are depleted. The most common form of PHB is poly-3-hydroxybutyrate,(as shown in the above diagram), however discussed below are the generalised notes for all PHB isomers. PHB was first discovered in 1925 by Maurice Lemoigne who concluded that bacteria could produce polyesters. However Maurices discovery was not officially recognised as PHB until its rediscovery in 1957. This stimulated much interest in the future of biopolymers, an interest which has reignited in recent years due to the environmental debate and uncertain future of the petrochemical industry. Using traditional production methods, up to 80% of the dry weight of the bacteria can be composed of PHB. Properties of the biopolymer 100% biodegradable in both aerobic and anaerobic environments Biocompatible the polymer can be naturally incorporated into and decomposed by the human body Thermoplastic Piezoelectric produces an electric potential when compressed 8 Low thermal stability 9 Ultra violet resistance 10 High melting point 175C8 Low resistance towards acids and bases 10 Transparent and lustrous High crystallinity structural arrangement 8 Stiff 8 More dense then water 10 Brittle depends on the level of crystallinity 8 Does not have chain branching it is isotactic (uniform structure) and therefore flows well during processing8 Is not soluble in water hydrophobic 8 Has a low permeable level (penetration) for oxygen, water and carbon dioxide8 Uses or potential uses of the biopolymer Relationship between uses and properties PHB could become the new material for use in bottles, bags, wrapping, nappies and other disposables where biodegradability is a concern Due to the biodegradability of PHB in both aerobic and anaerobic environments (both in the presence or lack of oxygen) there is a great incentive for the potential replacement of the polymers derived from petrochemicals. PHB is also hydrophobic, has low permeability by oxygen, water and CO2, has UV resistance, high melting point, and is isotactic properties which make PHB a suitable replacement for many plastic products. PHB can be used as a medical tool. These include surgical implants, treads and coatings. In medical applications, PHB is biocompatible with the blood and tissues of humans and other mammals. The normal metabolism of humans produces the monomer of PHB, (R)-3-hydroxybutynl-CoA,and thus does not reject the polymers use as a medical tool. Surgical implants and threads all reabsorb into the body. In the pharmaceutical industry, PHB can coat capsules and provide slow or controlled drug release. The property of biocompatibility allows this process to occur. Also, a low permeability for O2 and H2O allows it to be released slowly. The electronics industry currently burns the plastic (usually PVC) coatings around chips and circuits to retain precious metals. PHB could provide an alternative which prevents toxic gases being released by this practice. Due to the property of biodegradability, special treatment facilities could be established to extract the precious metals in an environmentally friendly manner. Potential benefits of the biopolymer to society and the environment Environmental impacts: Recycling plastic as an alternative to environmental pollution and landfill usually requires more energy compared to creating new plastic. A biopolymer with the ability to biodegrade, such as PHB, removes the need to consider the less energy efficient recycling method. Burning waste plastic to harness energy is an option towards to landfill issue, but this releases toxic gases and increases carbon dioxide concentration in the atmosphere. Conversely, biological polymers form part of a natural cycle whereby carbon dioxide and water are used during photosynthesis and released during natural decomposition. The ability to synthesise PHB from a wide variety of carbon rich sources means that a secondary use or market can be found for some waste products. Using substrates such as industrial food waste and molasses from sugar processing reduces the need for the treatment and disposal of such wastes. The complete changeover to PHB from normal petroleum derived plastics would reduce landfill volumes by approximately 20%, given this is the percentage composition of plastics in our rubbish. This would reduce overall volumes of pollution. Societal impacts: PHB and other biopolymers have revolutionised the medical industry. PHB is biocompatible with human blood and tissues, and readily reabsorbs into the body objects such as implants and threading. The biopolymer can also be used as a material for slow releasing drugs. Improvements in this field are inevitable. Petrol derived plastics can be carcinogenic. Examples include those containing benzene and vinyl chloride. PHB is a safer material for use in containers and drink bottles where this is an inconclusive concern. Reducing the volume of landfill by 20% has the social benefit of increasing overall domestic, commercial and industrial land use. It also reduces the public ‘eyesore the landfill creates. Production of PHB using food substrates can have negative societal impacts. A higher demand for substrates which form the staple diet of developing countries may reduce the ability of these countries to purchase this food. Such a consequence would worsen the food shortages of these developing countries. HSC Chemistry Assessment Task 1: Biopolymers Current problems with the biopolymer HSC Chemistry Applying PHB as a substitute material for petroleum derived synthetic plastics would cost substantially more and offer no real performance advantages other than its biodegradability. In the production of PHB four major factors influence overall cost: the price of the substrate the effective yield achieved from that substrate the price of other input factors tedious production procedures such as the need for a pure culture of alcaligenes eutrophus The cost of harvesting the PHB directly from alcaligenes eutrophus costs approximately $8/kg. This is substantially more than the $1/kg production cost for most oil based plastics. These high costs are reflected in the relative costs of different substrates. The cost of the petrochemical substrate for polypropylene is US$0.185/kg of polypropylene . This is a large variation compared to the prices of different PHB substrates given in the following table: Substrate effectiveness based on substrate costs and yield of PHB Substrate Price of substrate (US$/kg) Yield (kg/kg of substrate) Substrate Cost (US$/kg of PHB) Glucose 0.493 0.38 1.350 Sucrose 0.295 0.40 0.720 Methanol 0.180 0.430 0.420 Acetic Acid 0.595 0.380 1.560 Ethanol 0.502 0.500 1.000 Molasses 0.220 0.420 0.520 Cheese whey 0.071 0.330 0.220 Corn Starch 0.220 0.185 0.580 Hemicellulose 0.069 0.200 0.340 In addition to the economical restraints of PHB, various mechanical issues are also apparent: PHB is stiff and brittle compared to polyethylene and polypropylene. This has hindered its wide acceptance as a practical replacement for these materials. Brittleness is directly related to the degree of crystallinity in the material. At room temperature, over time, secondary crystallisation occurs and the material becomes more brittle. The polymer chains degrade during processing The effect of the mass production of PHB on the environment has not been thoroughly investigated. While the material is biodegradable and renewable, major environmental consequences not yet identified may exist. Properties/production processes which need further research The main directions of improvement and research into modifying PHB and/or its production process can be classified into two categories: HSC Chemistry 1. Methods which involve the physical or chemical manipulation of production environments: Adding lubricants and plasticisers to prevent degrading of chains during processing. Researching new bacteria which naturally produce plasticisers along with the biopolymer to address the issue of brittleness. Such progress would directly reduce the production costs as the plasticisers otherwise added are expensive. Suppression of the secondary crystallisation that occurs over time Making products that are programmed degradable a biopolymer that allows you to control when and how it degrades. This will insure that the biopolymer remains practical while still in use. Investigating the influence of additives on PHB degrading and level of brittleness Increasing the productivity of processing techniques such as: Extrusion: the process in which blends are mixed to create a uniform product Injection moulding: the process of injecting the molten polymer into a mould to solidify Investigating which solvents used in the extraction process are most productive and efficient Distinguishing methods which decrease the production time. Time means money, and the time taken by the bacteria to produce PHB is an economical factor hindering its commercial use.

Albert Camus the Plague :: essays research papers

Albert Camus' "The Plague" The novel that I chose to do this report on was, "The Plague", by Albert Camus. It is about a plague that hit the European countries in the middle ages. I chose to describe the literary term of parallelism. Here are some following facts about the story's plot that involve parallelism through the novel. The novel begins at Oran where the plague becomes known. The main character, Dr. Gernard Rieux, is a doctor. In the beginning of the story he finds a dead rat on the floor. Even in those times rats were not found dead on the middle of the floor. This was unusual, but he threw out the rat and forgot about it. Eventually the dead rats began to pile into large masses and burned. Soon after there were some people that got very sick, which made Mr. Rieux very curious. These reports of these ill people and the death of the rats were the beginning of the parallelism for this story. Since Bernard was a doctor he was the first to actually attempt to help one of these sick people. Michael was his first patient in this matter. He was the sickest person that the doctor had ever seen. Michael was pale white and vomited often, he hurt so much from the vomiting that he seemed paralyzed. Mr. Rieux tried to help the man the best that he could, but he ended up dying. Michael was the first person to die of this illness. After his death, many cases of this illness were reported widespread. Again more details of sickness and death, this is the parallelism for this novel. As the reports of sickness and death came to inform Dr. Rieux, he tried to comfort and cure the plagued patients. About ninety percent of the people infected had died. He wanted a stop to this plague. Quickly he linked the rats with the people. He knew that the rats began to get sick before the people did. At this time many people had the plague, except for the Chinese visitors. They never were infected. As the plot moves on death, sickness and the plague are still relevant. He studied their behaviors and everyday tasks and learned that they do something that was never often done in these middle ages. Not many people in these days bathed. The doctor began to notice that the people that bathed never

Misconception of African Americans

The Misconception of African Americans Since the beginning of time African Americans have been viewed negatively. We have always been viewed as a threat to society and frowned upon by many races. There are many cliches displayed in the media of what African Americans are supposed to act like. These conclusions cause almost immediate negative feelings from other races and sometimes by our own race. African American females in television shows and movies are often shown as the loud â€Å"ghetto† acting, angry black girl who is always â€Å"telling someone off†.Actor Tyler Perry has been criticized for illustrating African American females as â€Å"big momma†, another negative portrayal of black women. Other times shapely video vixens cause other black females to be portrayed as â€Å"jump-offs† or gold diggers. African American males have even greater judgments to overcome. They are viewed as a menace to society. They are illustrated as wild, angry, dangerou s â€Å"gang bangers†. Black men are viewed as absentee fathers or abusive husbands.Although, in some cases, African American males do possess some of these characteristics, there are just as many black men that are positive role models. These ignorant judgments are called stereotypes. A stereotype is defined as â€Å"a widely held but fixed and oversimplified image or idea of a particular type of person or thing†. Stereotypes, in my own words, are judgments blindly made by people who use ignorance as an excuse to be biased against those who are different from them. There are many different types of stereotyping.Racial stereotyping, sexist stereotyping, stereotypes about cultures, and sexual orientation stereotypes are all judgments that can affect one’s life in many ways. Stereotypes are, sadly, made by everyone. Racial stereotyping, however, is the most common type of stereotyping, and can sometimes be dangerous. The Trayvon Martin story, for example, is a sit uation where stereotyping turned tragic. Trayvon Martin was a young African American boy who was walking from the store with nothing but Skittles and a drink in his pockets.Because of his race, and the stereotype of what black Males are capable of, he was targeted, and tragically killed. There have been many similar cases of dangerous stereotyping. People’s fear of what the media shows we are suited to do, has gotten out of control. Too many of us are dying because of this fear. While many stereotypes do seem to be believable, people like Barack Obama, Michelle Obama, my grandparents, and my mom allow me to realize that not all stereotypes are true.

anne rice essays

anne rice essays Anne Rice: A Fascinating Story Because of her fascination with the supernatural, her life in New Orleans, and her daughter's death, Anne Rice exhibits powerful and dark Anne Rice's family life was not always a happy one. Her family was one of the lower middle class, struggling to make it. Katherine, her mother, became stressed over keeping a household and took to drinking. Anne's mom continued this habit throughout her life. I feel that this drinking had a major effect on Anne's writing style. Anne's books are full of vivid detail. They are written as if they were seen through the eyes of a drunk. Anne's mother continued drinking until the day of her death in 1956. Katherine's death hit her daughter very hard. Since her mother had died, Anne had to become a mother to her two younger sisters, Tamara and Karen. Anne hated to assume this role and looked for a way out. Her father gave this to her in the form of St. Joseph Academy, a boarding school. This was not a very good solution considering how much Anne hated the school. She cried every night for about a year, and would later write about her experiences an a novel, The Witching Hour. When Anne became sixteen her father remarried. Howard(Anne's father) and his new wife, Dorothy, decided to move to Texas to follow Howard's' work. This decision shocked Anne and she was very opposed; the move still took place. At her new school, Anne met a boy named Stan Rice. Stan was very involved with poetry and he and Anne instantly hit it off. Stan had an influence on Anne like no other person had. He was the first boy she kissed which was an experience she wrote about in her second novel, The Feast of All Saints- here is the excerpt. Richard had kissed Marie and she had never felt a sensation akin to what she'd experienced when he was holding her lightly, gently, as if he might break her, in his arms. His hands had spread out firmly ...

National Education Associations public campaign on read across America

National Education Associations public campaign on read across America Introduction The National Education Association’s campaign on ‘read across America’ is designed to motivate the reading habit among children in the US through offering reading sources, promoting reading events and partnerships with the stakeholders in the US education sector.Advertising We will write a custom essay sample on National Education Association’s public campaign on read across America specifically for you for only $16.05 $11/page Learn More This analytical treatise attempts to present an explicit critique of the National Education Association’s public campaign initiative on ‘read across America’ in terms of suitability of audience and mix of media tools used. Audience identification The creators of the public campaign initiative on ‘read across America’ properly identified their audience. This campaign has a complex presentation and directly appeals to the children. The use of bright colo rs and endorsements from different popular baseball teams was well tuned to appeal to the children. Besides, the inclusion of the main stakeholders in the US education sector was meant to further the focus the target audience to young learners. The campaign is strategically sound since it was designed carefully to suit particular target audience through the lively events and awards. Through the visual communication of the initiative, this campaign was properly directed towards children in the school going age. The National Education Association’s public campaign initiative on ‘read across America’ was publicized in the social media because it was meant to persuade the children who frequently use this form of media across the regions of America. The children can relate to this message since they would want to be recognized and participate in exciting learning process. Excessive focus toward motivational awards was well thought to convince the children to embrace t he campaign and recruit their family members to join the bandwagon. Effectiveness of the media tools It is apparent that the creators of the public campaign initiative on ‘read across America’ used the right mix of media tools. The use of television and social media in this public campaign initiative was very effective. The communicative power these media tools have essentially replaced much of the traditional tools particularly in the world of traditional advertising such as print media.Advertising Looking for essay on communication strategies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order to increase credibility and maintain professionalism in the campaign initiative, the National Education Association’s public campaign initiative on ‘read across America’ applied the above channels to encompass processes and features that flawlessly facilitate good relationship with the target audience o n the need to develop a healthy reading culture. Social media has gained popularity among the children who use this platform as an interaction channel to share their education culture and exchange ideas. Reflectively, the use of social media was an ideal tool for branding and building a community following for the National Education Association’s public campaign initiative on ‘read across America’. Besides, this tool helped the organization to reach their clients by skipping or by-passing the traditional gatekeepers in advertisement such as written magazines publishers. The objective of using television advertisement in this initiative was to build a strong brand following among the targeted children and their families. The success of this tool was deeply entrenched in the principle of developing interactive and interesting experiences among the children. Unfortunately, cueing of the perceptions of the target audience was not well organized in the creation of the National Education Association’s public campaign initiative on ‘read across America’. Conclusion Generally, the catchier an advertisement is, the higher the chances of recognition by the target audience. On the other hand, less catchy advertisements may not work well with the perceptions of the target audience. Creation of content was extremely essential when appealing to children of diverse social inclinations in the ‘read across America’ campaign on the need to develop a healthy reading habit.

Free Essays on Intellectual Property

Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Outline†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Term Paper†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Copyrights†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...7 What are These Rights Why Copyrights History of Copyrights Ownership of Copyright Registration of Copyright Theft of Copyright Sony Corporation of America v. Universal Studios Internet Piracy Patents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Why Patents Patents Duties And Rights History of Patents Ownership of Patents Registration of Patents Criteria for Registering a Patent Switzer v. Marzall Trademarks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 Trademark Rights Why Trademarks Ownership of Trademarks Registration of a Trademark Criteria For Registering a Trademark Walt Disney v. GoTo.com Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..22 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...23 Abstract This paper shall discuss the three basic types of intellectual property in details. These three types are Copyrights, Patents and Trademarks. For each type, it shall investigate its meaning, its significance, history, and all legal aspects and rights associated with it. Also, for each type, a case study is discussed for the purpose of illustration. Outline 1. Copyrights  · What are These Rights  · Why Copyrights  · History of Copyrights  · Ownership of Copyright  · Registration of Copyright  · Theft of Copyright  · Sony Corporation of America v. Universal Studios  · Internet Piracy 2. Patents  · Why Patents  · Patents Duties And Rights  · Hi... Free Essays on Intellectual Property Free Essays on Intellectual Property Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Outline†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Term Paper†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Copyrights†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...7 What are These Rights Why Copyrights History of Copyrights Ownership of Copyright Registration of Copyright Theft of Copyright Sony Corporation of America v. Universal Studios Internet Piracy Patents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Why Patents Patents Duties And Rights History of Patents Ownership of Patents Registration of Patents Criteria for Registering a Patent Switzer v. Marzall Trademarks†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 Trademark Rights Why Trademarks Ownership of Trademarks Registration of a Trademark Criteria For Registering a Trademark Walt Disney v. GoTo.com Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..22 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...23 Abstract This paper shall discuss the three basic types of intellectual property in details. These three types are Copyrights, Patents and Trademarks. For each type, it shall investigate its meaning, its significance, history, and all legal aspects and rights associated with it. Also, for each type, a case study is discussed for the purpose of illustration. Outline 1. Copyrights  · What are These Rights  · Why Copyrights  · History of Copyrights  · Ownership of Copyright  · Registration of Copyright  · Theft of Copyright  · Sony Corporation of America v. Universal Studios  · Internet Piracy 2. Patents  · Why Patents  · Patents Duties And Rights  · Hi...

Comparative governance PowerPoint Presentation Example | Topics and Well Written Essays - 1500 words

Comparative governance - PowerPoint Presentation Example The necessary of the existence of government is also rejected by many because some think that government has the power and it can use it in a wrong way to exploit people. But with new entrants as the predators from other countries government is needed to have a control. The general bodies where government needs to have control are been listed below. Thus every countries government has certain regulations and laws for its citizens to control the country in a proper way and also has important role in the development of the country along with its citizens by providing them with the best available facilities and allocating the resources properly among all of them . The particular topic covers the comparison of the role of government in various society issues in three different countries UK, USA and New Zealand on various factors like judicial system, legal system etc (Baker, 2002, pp. 72–76). The comparison is done on the basis of its judicial, legal, other policies which affect the society in a big way. For UK the capital town is London and UK is the key global player in both political and military field. It has a huge impact ratio in the UN, NATO and EU (Cairns and Macleod, 2002, pp. 65-68). There is lot of differences in the legal regulations among different countries. This legal forums help each government to maintain a good environment and have a control over the crimes been conducted (Elliott and Quinn, 1998, pp. 70-75). In UK, the legal system is made and reviewed under the Act made by Parliament for the Human Rights if 1998. It has provision of law system which is common for all and has implemented a nonbinding judicial act which makes the laws common for all the citizens (Richardson, 2006, pp. 25-28). In US the laws in the federal system are made based on common English law and in the state level the laws are made taking the common law in consideration. This state law is implemented in all

Word Identification Skills Essay Example | Topics and Well Written Essays - 250 words

Word Identification Skills - Essay Example Teaching word recognition skills at middle school level is important because by that stage, children become responsible enough to take their studies seriously while still being in a tender age. Being in their early teenage, children are quite energetic and responsive that helps in the development of appropriate skills in the most rational manner. My focus would be to enhance their vocabulary to the extent that they learn most of if not all words that are deemed important with respect to the Graduate Record Examination (GRE) as mentioned in (wordhacker.com, 2006). This would also help them prepare for their GRE later. I shall make them memorize ten words on daily basis. Prior to my lecture, I shall make cards of those words and color them differently from one another. I shall dictate them sentences in which those words are used, and then tell them to use those words in their own sentences as a class-work or home-work as deemed appropriate. I shall include certain portion of this vocabulary in the final grade so that the children take the exercise

Criminal Procedure as Regards Arrest, Interrogation, and Essay

Criminal Procedure as Regards Arrest, Interrogation, and Identification Procedures - Essay Example In this paper, I will attempt to address not only how Miranda altered the balance of power between those accused of a crime and the need for police to do their jobs, but also how Miranda warnings could affect those with diminished mental capacity, and measures that could be taken to ensure complete understanding of guaranteed individual rights by anyone, regardless of their mental capacity. Response Paper Number Two: The Miranda Warnings as They Pertain to Criminal Procedure Miranda v. Arizona, 384 U.S. 436 (1966): Helping the Accused While Hampering the Accuser The landmark case of Miranda v. Arizona, 384 U.S. 436 (1966) set a new legal precedent, and the repercussions are still being felt today. The result of the decision in Miranda, 384 U.S. at 436 was that the confession of one Ernesto Miranda was declared by the United States Supreme Court to be inadmissible in his trial, due to the fact that Miranda had not been advised that he had the right to remain silent, or to have counsel present prior to making the confession. Because of this, according to the Fifth Amendment, which states, in part, that â€Å"No person shall†¦be compelled in any criminal case to be a witness against himself†, his rights had been violated, and his confession was therefore inadmissible. Directly due to this, the conviction that had been originally found was reversed, and the case was sent back for a new trial. This decision by the United States Supreme Court, in considering the balance between abuse of individual rights and freedom for the innocent while allowing police to do their job in maintaining justice swung the balance powerfully in favor of those that stand accused of crimes, while negatively impacting the interests of the police in doing their job to put those who are guilty in prison. Miranda warnings are the same overall, no matter who receives them; they were designed that way to give a standard warning of rights that the accused was entitled to. The first se ntence states that the accused has â€Å"the right to remain silent† (Scheb & Scheb II, 2012). This means that as long as a person says absolutely nothing, unless the police have some form of hard evidence, they most likely cannot gain a conviction. Professor James Duane backs this up in the video lecture â€Å"Don’t Talk to Police† when he gives eight top reasons as to why no one, under any circumstances, should ever talk to the police. Chief among these reasons is that even if someone is innocent, something that is said, however innocent, even if it is the barest tidbit of information, could cause them to be accused or even convicted of a crime (Duane, 2008). That being said, again, as long as the accused remains silent, they retain the power of not only their right to do so but the power to hinder the police that are trying to convict them. The Miranda warnings also shifted power to the accused while negatively impacting police in their last statement, which states that the accused has â€Å"the right to an attorney; if you cannot afford one, one will be appointed for you† (Scheb & Scheb II, 2012). All that the accused has to do is to state that they wish an attorney, and the interrogation must cease

Are energy drinks safe' Essay Example | Topics and Well Written Essays - 1250 words

Are energy drinks safe' - Essay Example III. Credibility (Speaker’s qualifications/expertise): after researching about this subject I have come to agree with the view that energy drinks are not safe because it contains too much caffeine, very expensive, and it has side effects. IV. Thesis (Transitional Preview): from the discussion with the audience many of you oppose the information I tried to provide, but I am requesting that you listen with open mind while we discuss the problems associated with energy drinks and how the drinks affects the human body. A. Food and drug administration report shows that in 2012 there were 40 cases of illness and 6 deaths resulting from monster energy alone and 15 illness and 5 lasting disabilities resulted from Rockstar Energy (Lee 2012). These reports are provided by patients, families and doctors, but they do not prove that the drinks cause the death but they believe that the death was caused by the drinks. Transition: having looked at the general problems associated with energy drinks; let us now go to the specific points that make energy drinks dangerous. These points are too much caffeine, more expensive than other drinks, and its side effects, I will start with too much caffeine (Lee 2012). C. Caffeine gives a quick boost and that is why many people take before exercise, but this is dangerous because exercise increases the heartbeat hence stimulations from caffeine can trigger hearth attack or stroke. E. Caffeine causes Adrenal Fatigue; this is a situation in which the body becomes tired after the consumption of caffeine. This will occur because the body adrenalin system will become overtaxed by continuous intake of caffeine. This will weaken the immune function of the body. F. They have negative effects on diabetes. It has been found that caffeine has the capability of decreasing the insulin sensitivity and makes it hard for people who are suffering from diabetes to control blood sugar in the

Cruise line research Paper Example | Topics and Well Written Essays - 500 words

Cruise line - Research Paper Example The Victoria Tourism is an enormous industry in the tourism of British Columbia, and it is worth to survey people who have chosen to come to Victoria. The research company will communicate with ten different Internet travel agencies in Europe and America who are willing to facilitate the research by allowing the company to access the contact information of the customers. These customers will be asked to participate by completing the survey via Skype or email. The questions on the survey will uncover the relevant reasons for their cruise ship vacation cancelation. This research survey will be conducted to bring a solution to the issue of the decreasing number of tourists who are cruising to Victoria, BC. According to Victoria News, there was a decrease in number of visitors from 481,733 passengers in 2013, to 465,065 in 2014 (Stewart,  2014). For this reason, the research will study the cruise ship industry and try to come up with the best ways to increase the number of visitors and implement a marketing strategy that would help the Victoria BC to regain and enlarge its customer base. The research will help to correct the problem of reduced numbers of tourists by surveying the real reasons behind the decline. In this way, the cruise ship companies will be able to correct their marketing efforts and planning immediately. The recommended methodology to conduct an effective survey is to have one-on-one Skype interviews with the 30 to 40 customers across European and American regions. Skype is a web conferencing tool that enables individuals to participate in a one-on-one interview; it facilitates an instant audio-video communication regardless of geographical location (Bembenutty, 2014). Good (Morning or afternoon), my name is Saud Bin Aqeel from Victoria Tourism. Your recent travel Agent gave us your contact information. Thank you for taking this time to participate

Article Rebuttal Essay Example | Topics and Well Written Essays - 500 words - 4

Article Rebuttal - Essay Example Correspondingly, the essay intends to provide a rebuttal to the article with valid arguments. In keeping with the article, in order to validate his claims the author has highlighted that in the year 2000, Mark Muraven and Roy Baumeister published a paper in Psychological Bulletin which states that self-control is similar to muscle that gets weakened every day after use. Thus, if a person forces himself for jogging for an hour the capacity of self-regulation is proportionally weakened which increases the possibility for a person to opt for a pizza instead of salad. In his article, the author states that there are 45 million Americans who actually joined the gym in the year 2000 which was merely 23 million in 1993. The Minnesota Heart Survey highlights that in 1980, 47% of people were undertaking regular exercise which grew to 57% in the year 2000, and yet there has been a rise in obesity. Northwestern University, in June 2009, conducted a research in order to investigate the correlation between development of diabetes and aerobic fitness. The research derived a result that be ing aerobically fit is less important than developing a body mass index that is normal in the prevention of disease. In this situation, the author states that exercise does not help hefty people to reduce their weight. Eric Ravussin quotes that â€Å"In general, for weight loss, exercise is pretty useless† wherein the author states that exercise is not important in reducing weight and the advertisements done by various gym are untrue (Cloud, 2009). From the analysis of the article, it is worth mentioning that if a person undertakes jogging it would lead to increase in fitness and greater capability to do certain tasks. The author misrepresents the survey conducted to support his idea. The author in this statement stresses on the fact that even though there has been progress of the people undertaking exercise, it has caused growth in obesity as well. However,

Are energy drinks safe' Essay Example | Topics and Well Written Essays - 1250 words

Are energy drinks safe' - Essay Example III. Credibility (Speaker’s qualifications/expertise): after researching about this subject I have come to agree with the view that energy drinks are not safe because it contains too much caffeine, very expensive, and it has side effects. IV. Thesis (Transitional Preview): from the discussion with the audience many of you oppose the information I tried to provide, but I am requesting that you listen with open mind while we discuss the problems associated with energy drinks and how the drinks affects the human body. A. Food and drug administration report shows that in 2012 there were 40 cases of illness and 6 deaths resulting from monster energy alone and 15 illness and 5 lasting disabilities resulted from Rockstar Energy (Lee 2012). These reports are provided by patients, families and doctors, but they do not prove that the drinks cause the death but they believe that the death was caused by the drinks. Transition: having looked at the general problems associated with energy drinks; let us now go to the specific points that make energy drinks dangerous. These points are too much caffeine, more expensive than other drinks, and its side effects, I will start with too much caffeine (Lee 2012). C. Caffeine gives a quick boost and that is why many people take before exercise, but this is dangerous because exercise increases the heartbeat hence stimulations from caffeine can trigger hearth attack or stroke. E. Caffeine causes Adrenal Fatigue; this is a situation in which the body becomes tired after the consumption of caffeine. This will occur because the body adrenalin system will become overtaxed by continuous intake of caffeine. This will weaken the immune function of the body. F. They have negative effects on diabetes. It has been found that caffeine has the capability of decreasing the insulin sensitivity and makes it hard for people who are suffering from diabetes to control blood sugar in the

Article Rebuttal Essay Example | Topics and Well Written Essays - 500 words - 4

Article Rebuttal - Essay Example Correspondingly, the essay intends to provide a rebuttal to the article with valid arguments. In keeping with the article, in order to validate his claims the author has highlighted that in the year 2000, Mark Muraven and Roy Baumeister published a paper in Psychological Bulletin which states that self-control is similar to muscle that gets weakened every day after use. Thus, if a person forces himself for jogging for an hour the capacity of self-regulation is proportionally weakened which increases the possibility for a person to opt for a pizza instead of salad. In his article, the author states that there are 45 million Americans who actually joined the gym in the year 2000 which was merely 23 million in 1993. The Minnesota Heart Survey highlights that in 1980, 47% of people were undertaking regular exercise which grew to 57% in the year 2000, and yet there has been a rise in obesity. Northwestern University, in June 2009, conducted a research in order to investigate the correlation between development of diabetes and aerobic fitness. The research derived a result that be ing aerobically fit is less important than developing a body mass index that is normal in the prevention of disease. In this situation, the author states that exercise does not help hefty people to reduce their weight. Eric Ravussin quotes that â€Å"In general, for weight loss, exercise is pretty useless† wherein the author states that exercise is not important in reducing weight and the advertisements done by various gym are untrue (Cloud, 2009). From the analysis of the article, it is worth mentioning that if a person undertakes jogging it would lead to increase in fitness and greater capability to do certain tasks. The author misrepresents the survey conducted to support his idea. The author in this statement stresses on the fact that even though there has been progress of the people undertaking exercise, it has caused growth in obesity as well. However,

Jared Diamond. the Worst Mistake in the History Essay Example for Free

Jared Diamond. the Worst Mistake in the History Essay Jared Diamond. The Worst Mistake in the History of the Human Race Jared Diamond writes about the consequences of agriculture on the human race. He suggests that the earliest farming societies did not have an easier more productive lifestyle than hunter-gatherer societies, contrary to popular belief. For example, the Kalahari Bushmen spend a mere average of 12 to 19 hours a week to getting food, and on average sleep a lot, work less hard, and have more free time than people in hunter- gatherer societies. Another consequence agriculture had on humans is their diets. Hunter-gatherers eat many various wild plants and animals; therefore, they have better nutrition than farmers who generally only eat the limited variety of crops they produce. For example, the Kalahari Bushmens daily intake was 2,140 calories and 93 grams of protein, whereas farmers gave up good nutritional crops for cheap calories found in their starchy crops. In my own opinion, I believe that Diamonds paper is for the most part skewed for the reason that he has a great anti-progressivist bias. Whenever Diamond makes a direct comparison between farming and hunter- gatherer societies, he shows all the positives for hunter-gatherer and the negatives for farmer societies. For example, when Diamond is comparing the nutrition of the two societies, he talks about the balance of nutrients and diet, he mentions that the Kalahari Bushmen eat a variety of over 75 different wild plants and receive more calories than needed. On the other hand, he mentions the fact that thousands of Irish farmers died during the potato famine during the 1840s. Another example of how Diamonds bias towards the gatherer side affects the paper is when he tries to compare the Bushmen to the Ethiopian farmers. The comparison is trying to show that being a gatherer is a better choice by comparing Kalahari Bushmen to the Ethiopian farmers. This is not an equal comparison because he uses the Kalahari Bushmen who are apparently above average on nutrition and one of the most successful Hunter-gatherer societies to one of the lower, undernourished farming societies in Ethiopia.

Foucaults Analysis Of Power

Foucaults Analysis Of Power For Foucault, knowledge ceases to be about liberation and becomes a mode of surveillance, regulation and discipline. Examine this statement in relation to Foucaults analysis of power. The issue of power is a topic which has perplexed not only many Sociologists, but certainly many scholars within the field of Philosophy, Psychology and indeed many others. The Sociologist most noted with this theory is Michel Foucault. Foucault gave a comprehensive and in depth analysis of power, which we will discuss later. However, before we do, we must look at the life of Foucault, as to gain a better understanding of his works. Paul-Michel Foucault, a French Philosopher, Historian and Sociologist lived from October 1926- June 1984. He held the title History of Systems of thought at the notably prestigious College de France, as well as lecturing at the University of Buffalo and the University of Berkley, one of Americas most famous institutions. He refused time and time again to call himself a post-modernist, although he was highly influenced by post-modernist thought. He is most publically recognised for his critical studies of Social Institutions, with particular emphasis on medicine, psychiatry and the human sciences. His work on Power, Knowledge and Discourse has become the topic of much discussion, and has been taken up by many other key thinkers. During the 1960s, Foucault was associated with the structural movement, however he tried to distance himself from this. He preferred to think of himself as a pupil forwarding the Enlightenment views of Kant, trying to show that a side about individual liberty could be applied to improve the Enlightenment theory. According to Giddens, The study of power- how individuals and groups achieve their ends as against those of others- is of fundamental importance in Sociology. Classical thinkers, such as Karl Marx and Max Weber, placed importance on this theory, with Foucault building upon their foundations of theory. Unlike many before him, Foucault saw power as not being concentrated in the hands of the few in one place. Foucault showed in his complex writings that power could be found in all social relationships and not just in the hands of States. However, much of his work is spent showing the ways in which the States exercise their power over the populations. For Foucault, power is ultimately linked with knowledge; they exist because of one another. Therefore, the States power then extends from the development of new types of Knowledge. With the emergence of these, society is able to collect more information about the population and thus control it better. Power, however, whilst restricting people, can also enable them to do things. Power can also only operate if society has a certain amount of freedom, as society tries to restrict, people often try, and succeed, in slipping from its grasp. Foucaults early work on Madness and Civilisation (1967) described how, by the Eighteenth Century, unemployment, poverty and madness started to be seen as social problems by the States. Before this, the mad were free from state intervention, and were allowed to wander as they liked in rural areas; or they were put to sea in ships of fools. However, these became replaced with areas of confinement, such as madhouses, where they became isolated and separated from the rest of civilisation. According to Foucault, this was due to the European culture with a sense of responsibility for these social problems. A duty of responsibility was formed for the mad. However, by the 19th Century, these methods of separating groups was seen as being a mistake. New methods were developed to separate the different groups. Psychiatry began to take off, and became a new means by which to categorise people, for example, as being mad or suffering from some form of illness. As this happened, the discourse of the social sciences came to be involved in power relationships. Maden Sarup (1988) argued that the term discourse as used by Foucault, meant practices that systematically form the object of which they speak. According to this then, the development of psychiatric theories created mental illness. It was a discourse used to control certain groups within the population. This technique became crucial in the States gradual development of administration. The term administration allowed monitoring and possible control over people and their behaviour. However, according to Foucault, it was not just a straight forward power held by the state. Rather, it allowe d power relationships on an individual level, for example, between a psychiatrist and a patient. In Foucaults later work, Discipline and Punish (1975), he explored these themes in much more depth. Foucault begins with a very gruesome account of the public execution of Damiens in Paris, 1757. He was, in todays terms, tortured. However, Foucault makes the point that by the late 18th Century the use of public punishment began to dwindle. Punishment became private, rather than public, with the use of better, more efficient methods, for example, hanging. This also saw the implementation of more prison sentences. They obey a strict regime of work, sleep and education. According to Foucault, these changes involved a shift in the practices of punishment. Before the use of prisons, the main focus of punishment was on the pain inflicted to the body. However, the use of prisons focused on punishing the soul. It was to do with a loss of rights now, for example the right to freedom. The almost guarantee of being caught was meant to deter people, rather than the fear of public humiliation whi ch thus had failed. This new method was intended to offer reformation rather than to make the offender suffer. There was, as Foucault made clear no absolute shift in punishment methods, as capital punishment was, as is, still practiced. However, there was a definite shift to the latter method from the former. A change in what exactly was being judged also occurred. Before, it was the act being judged, whereas now it was the type of person they were. Extenuating circumstances were now taken into account. The level of punishment now focused on the motivation behind the crime. As Foucault stated, The question is no longer has the act been established and is it punishable? But also: What is this act, what is this act of violence or this murder? To what level or what field of reality does it belong? These questions could only be answered by a range of specialists, for example, psychiatrists and psychologists. Control became fragmented in this specialist knowledge. Foucault claims A corpus of knowledge, techn iques, and scientific discourses is formed and becomes entangled with the practice of the power to punish. Even as the state developed methods to control people, it gave power to the experts who had the knowledge, thus again proving the link between knowledge and power. However, with the exercise of power and knowledge relationships, Foucault makes the important point that they are not entirely negative. There also exist positive responses to them. It can allow certain things to be achieved. The example Foucault uses is the motivation of workers to become better and improve the labour power that societies may require. Moreover, power is not something possessed by individuals, power is exercised rather than possessed. Also, power can only be used when people have a choice about what to do; and Foucault makes the point that there are extremely few occasions when people will have no choice. Someone would be able to resist by possibly committing suicide, or killing the other, (Foucault 1988). Therefore, it is always possible to resist those exercising power, the result, however, produces an element of uncertainty. Power has the ability to be reversed. He argues à ¢Ã¢â€š ¬Ã‚ ¦the fact that I am older and that at first you were intimidated can, in the co urse of the conversation, turn about and it is I who can become intimidated before someone, precisely because he is younger, (Hindess, 1996). In his work on discipline, Foucault again states that power and knowledge are inseparable, We should admit that power produces knowledgeà ¢Ã¢â€š ¬Ã‚ ¦ that power and knowledge directly imply one another; that there is now power relation without correlative constitutions of a field of knowledge, now any knowledge that does not presuppose and constitute at the same time power relations. Thus, it becomes possible to resist the exertion of power by challenging the knowledge on which it was based. For example, a patient may question a doctors diagnosis, thus challenging the knowledge and overcoming the power of the doctors expertise. Because each implies the other, power relationships can be seen in all aspects of society. They are not just seen between State and citizen relations, or between classes. Therefore, for Foucault, Marxism is too limited as it only focuses on the power relationships between classes. As the same, Pluralism only focuses on state exerted power. They are inadequat e as they are too narrow, and fail to look at the everyday interactions of people and the commonly used discourses involved therein. Foucault does not believe that power and knowledge is not exercised by the state alone; however that does not imply that he feels they are absent from the state either. Attempts are continually made by Governments and other bodies to control and manipulate behaviours. Sophisticated techniques can be developed to do this, although they are never entirely successful. In his text, Foucault enters into extreme detail about the ways in which states oversee activities involving power and knowledge. He discussed the English philosopher Jeremy Benthams prison design, the Panopticon. It was never fully used, although pieces of the design were incorporated into prison construction. The main feature of this design was a central tower. It allowed the guards to see into any cell at any given time. Back lighting would mean they could observe without the prisoners knowledge; thus forcing them to never misbehave, as they would never know if a guard was looking at them. They would have discipline enforced upon them. For Foucault, discipline was an important feature for modern societies. Surveillance techniques, such as Closed Circuit Television, or CCTV, were used to observe peoples behaviour in public places, thus encouraging a strong regime of self-discipline. People then began to grow accustomed to control their actions, whether being observed or not, the fear was enough. Discipline therefore gives people the power to regulate their own behaviour. This is based on Foucaults notion that we all have a soul, and this can be manipulated. However, what Foucault calls a soul being manipulated, some may argue that it is, in fact, a psychological technique, thus taking the power away from the state and back to the expert psychologist. This notion is more effective, however, than simply inflicting pain. You do not punish the body; rather you produce docile bodies which pose no threat as they are self-disciplined. Discipline plays an important in Governance, however it is also found in many other organisations, and is never truly successful. According to Hindess (1996), the suggestion is, then, that we live in a world of disciplinary projects, all of which suffer from more or less successful attempts at resistance and evasion. The result is a disciplinary, but hardly disciplined society. For Foucault, government goes beyond the activities of state. The pupil who misbehaves or the patient who denies the diagnosis are as much a feature of modern societies as the docile body of a disciplined citizen. In conclusion, Foucaults work provides significant insight into the nature of power. He succeeds in showing how power and knowledge are connected closely. He also shows how power is found in other social relationships other than what involves the government, and demonstrates how power is never likely to be absolute. Furthermore, he successfully shows how people will try to evade any exertion of power onto them. His work is much more subtly done than the theory of some Marxists and Pluralists. However, it can be said that he fails to take into account the importance of some of these theories in relation to power. He neglects the view that power can be exercised in the field of economics, and also neglects the power that the military can exercise. Moreover, Foucault at times seems to contradict himself. He claims that the Governments have an increased ability to surveil and regulate the citizens. However, he then says that power can be exercised when we have some freedom, and that resistance is impossible. These statements would seem to be at opposite ends of the pole. Furthermore, Foucaults definition is much different than that of, for example, the sociologist Max Weber, who asserts that power is exercised because we do not have freedom to act as we chose to do rather than as we are told to do. However, Foucault does certainly offer an alternative idea which is provocative in the field of research. He uses a very intriguing analysis of how States develop techniques of social control.

othello :: essays research papers

Othello, Moorish commander of the armed forces of Venice, had secretly married Desdemona, the much younger daughter of the respected Senator Brabantio. Capitalizing on this news, Othello's ensign, Iago, who had earlier professed his desires to Desdemona without receiving her love in return, sought revenge. Also passed over for promotion as Othello's new lieutenant chief of staff, the Moor having chosen instead a loyal Florentine, Michael Cassio, Iago now devised a scheme to rid himself of these sorry reminders of his own failings. He dispatched his inexperienced follower, Roderigo, to inform Brabantio of the illicit marriage. The thought of a beguiling Moor's marrying his beloved daughter without consent, led the Senator with his guards to Othello's house. However, violence was postponed by the report of an imminent attack on Cyprus from armed Turkish galleys. The Duke of Venice summoned Othello to the senate chambers. When Desdemona appeared and professed her love for Othello, the Duke cleared him of wrongdoing, saying to Brabantio, "If virtue no delighted beauty lack, / Your son-in-law is far more fair than black." Then the Duke directed his courageous commander to lead the Venetian forces to Cyprus in its defense. With his honor intact, and through Desdemona's pleas to remain with her love, Othello gained permission to have her sail with him. For the voyage, Othello entrusted Desdemona to the care of Iago's wife, Emilia, who did not suspect her husband's treachery. Before the soldier band could reach its enemy, a storm destroyed the Turkish fleet and dispersed the Venetian vessels. Fortunately, all of Othello's ships returned safely to Cyprus and Othello and his bride were reunited. Iago's hateful plan turned now to lies and innuendo. Seeing the infatuation his pawn Roderigo had for Desdemona, Iago engaged Rodcrigo in conversation, promising that he could secure for him Desdemona's love: I hate the Moor. My cause is hearted: thine both no less reason. Let s be conjunctive in our revenge against him. If thou canst cuckold him, thou dost thyself a pleasure, me a sport. But then evil Iago demanded a price for Desdemona: Roderigo would have to engage Cassio in a fight during the lieutenant's night watch. Iago further fanned Roderigo's readiness to kill Cassio by claiming that Cassio was Desdcmona's latest love. That night Iago succeeded in getting Cassio drunk, and the brawl turned to riot. By way of reprimand, Othello was forced to demotc Cassio, a severe blow to the high-ranking officer.

Americas Reaction to the Holocaust Essay -- Papers

America's Reaction to the Holocaust In the years of the Second World War, American leaders were aware of the plan of the Germans to exterminate all the Jews in Europe, yet they did not act to save them. The attitude in society and the state of the economy in the years leading up to the war made for conditions that did not make saving them likely. Most Germans despised the Weimar Republic, which held control of Germany at the time they signed the Versailles Treaty. This treaty crippled Germany after they lost The First Great War. The proud Germans saw this republic as weak. Adolph Hitler, an Austrian born man of German lineage, claimed that the only true Germans were Aryans and that the Jewish influence in the Weimar Republic was the reason for their weakness. He published a famous propaganda novel entitled Mein Kampf, which helped to catapult him and his political party, the National Socialist German Workers Party, into power. (Barber) Hitler's political position was simple: Germans were always right and the Jews were to blame for everything. After the outbreak of war by all the major powers of the world, Germany immediately turned a major part of their concern towards the extermination of the entire Jewish race. It began with the Einsatzgrupen, a special mobile unit of who moved behind frontline troops in the attacks on Russia and Poland, whose sole purpose was to round up the local Jewish families and kill them. They dug massive graves intended for entire Jewish communities. Their victims were lined up, stripped naked and shot. One reporter observed that not every shot was fatal and the poor civilians were made to suffer in the pits till they were sufficiently buried alive by their own brethren. The fir... ... on the fighting and paid no attention to the genocide happening in the camps in Poland. When the decision was finally made to bomb Auschwitz in 1945, it was because the camp was used as a production center of synthetic oil and rubber. Anti-Alien, anti-Semitic, and restrictionist attitudes were all factors that contributed to the United States' decision not to act in the face of such horrible murderous activity in Europe. All these factors combined with the American policy of neutrality and the weakened state of the economy made the US an unlikely source of salvation. Bibliography: Barber, John R. Modern European History. Harper Perennial. New York. 1993. pps. 277-281, 306-331 Wiesel, Elie. Night. Bantum Books. New York. 1960. Wyman, David S. The Abandonment of the Jews. Pantheon Books. New York. 1984. pps. 3-15, 285-307

Country Life vs. City Life

The stimulation of crowds and traffic generate energy that challenges the human spirit. Perhaps this is why the city dwellers seem angry, stressed and unfriendly people. Although, the quietness of the country has appealed to the minds of lots of people. The countryman or woman is usually represented as calm, relaxed and friendly. Health, education, transportation are three major concerns that many consider. In a city, pollution surrounds you wherever you step whether on the streets of a busy financial district or on the lawn of a large park. Pollution could possibly cause health problems later in life.In the country, pollution is scarce. Fresh air, rolling green hills, a few pieces of litter here and there but pretty much everything is clean, you can see the stars. Living in the country is a wonderful experience for a young family to grow on and see what life is really made of. Life in the city is challenging. Yes, there are large number of activities. Shopping is convenient and the presence of public transportation reduces the demand for private transportation and the accompanying expenses. For example, lots of cities have transits to take elderly, disabled or those who don’t drive to were they need to go.City life provides all the advantages of being only minutes away from the grocery store, banks, and gas stations. But the city life carries a heavy price. Housing and food are expensive when you live in a small town, the hometown grocery stores usually have prices higher than your regular grocery store such as HEB and Wal-mart. Services, such as transportation, are expensive. Worst of all, the most expensive component of life in the city is the toll it takes on your body through stress. Stress is present with every waking moment in the city. The crowds, traffic, tight work schedules never let up.The air is not healthy. The poisons of thousands of vehicles overwhelm what little green life remains to clean the air. Crime is high in most cities. The odds of becoming a victim are high even for simple trips to the local grocery or ATM. Opportunities to relax are few and short. Stress builds. Quality of life declines.. People who live in the city looks forward to a day out of the city. Movement patters have been from the city to the suburbs and later to the country. Escape becomes the order of the day. Each move to the outer boundaries of the urban environment makes life a little more peaceful.The move to the country is the greatest move of all. Peaceful is the most concise description of the country. The night is quiet. Soft insect noises and the plaintive call of an owl rule the stillness. No heavy traffic, no sirens, no rush of the â€Å"madding crowd. † Life is simple and calming. Food is grown locally, instead of remotely. Everyone knows your name, and has been to your house. I love to come home and see my horses and cows in my front pasture grazing, my dogs running to my car to welcome me home. My experience from living in the country for twenty one years is great.I was and still am being taught that living in the country, you can learn a lot of different things that some city folks don’t have the advantages of doing because of living in the city. Like raising your own livestock such as cattle, pigs, chicken, and so on to help your cost of spending by going to the grocery store. For example, I love fresh eggs, my chickens lay fresh eggs every morning, I haven’t bought eggs at a grocery store in years. Just like our cows, every year we butcher about three calves, they go through the meat processor which gives my family and I plenty of hamburger meat, steaks and so on for the year.So in conclusion I rarely by meat either. There are some disadvantages of living in the country like not being just minutes away from a store, I live about twelve minutes from town so it is a hassle when I need one little thing from the grocery store and have to drive ten miles to go get it. Another one I dislik e is having family and friends who live in the city, sometimes we seem them once a week or even less. Other than that I have no other dislikes about the country life.

Food for Education Improves Girls’ Education the Pakistan Essay

In the last decade, access to primary education has improved significantly in many parts of the world (World Bank, 2006). Yet, 77 million children of primary school-age, are not in school and 57 percent of them are girls. Despite overall advances in primary enrolment, significant gender disparities remain particularly in certain regions, notably the Arab States, South and West Asia and Sub-Saharan Africa. Beyond the primary level, the gender inequalities in education are even more significant. In secondary education, only one-third of countries have reached gender parity and women account for 64 percent of the world’s illiterate adults – a figure, which has not progressed during the last decade (UNESCO, 2007). Girls’ education is affected by a variety of factors relating both to the demand and supply side of schooling: gender-stereotyped curricula and teaching practices, school infrastructure not adapted to the needs of girls (lack of separate toilets, school fencing, girls boarding facilities, etc. ) risks for girls’ safety on the way to and at school (girls being abducted, at risk of rape at school) or negative socio-cultural practices (early marriage, low value given to education of girls). One of the most significant obstacles to girls’ education is the direct and opportunity cost of schooling, which affects girls disproportionately. Girls from poor households register very low levels of school completion in many countries (Bruns, Mingat, and Rakotomalala 2003). In India, for example, a study found that, amongst poor girls, less than 10 percent had completed elementary education (grade 8), compared to 85 percent of rich boys (15-19 years age group). Educational attainment of girls was consistently lower than for boys across all income groups (Filmer 1999). Research from Guinea concluded that â€Å"Family income or wealth is a key variable that explains differences in educational opportunities and attainment between families. †¦ Poverty in a family will have a more detrimental effect upon the decision to enrol a girl in school than boys (Tembon and Al-Samarrai 1997). This is linked to the fact that girls spend a significant amount of their time on work, particularly domestic chores and agricultural labour. Their ‘child work benefit’ for parents, and thus the opportunity costs of their schooling, are thus greater than for boys. A survey in northern India found that girls’ responsibility for domestic labour and for sibling care was by far the most important reason for not sending them to school or for their dropping out (The PROBE team 1999). A study from Bangladesh came to the following conclusion: â€Å"Normally, a rural Bangladeshi woman works 10-14 hours a day, though most of this work is not visible or reflected in national statistics. †¦ The need to perform domestic chores to help their mothers impedes girls’ participation in formal education, forcing them into irregular attendance and/or to leave school† (UNESCO 1998). In addition, there is evidence that direct educational costs are higher for girls than for boys, for example because girls need safe transport to school or better school clothing to â€Å"look decent† (Herz and Sperling 2004). Where women and girls have low societal status, poor parents are often more reluctant to invest their meagre resources into the education of girls rather than that of their sons. Food for Education (FFE) programmes – school feeding (school meals or snacks) and, particularly, the provision of take-home food rations (THRs) – have proven to be an effective means of addressing these obstacles, enrolling more girls in school, keeping them enrolled, and enhancing their adulthood wellbeing and productivity as a result. In this paper we review the rationale behind FFE, particularly of THRs in supporting access to education  for girls and summarise the findings on the effectiveness of THR programmes available in the published literature. We then complement the evidence with a case study on a FFE programme in Pakistan designed to support girls’ education. Cost-effectiveness is central to policy-making on achieving gender equality in education; to date, however, there are very few studies that assess the costs and cost-effectiveness of FFE programmes. The Pakistan case study attempts to fill this gap by analysing the costs and benefits of the girls’ education programme. 2 Programme Description FFE programmes are widespread in developing and higher income countries. In 2005 the UN World Food Programme supported FFE programmes in 74 countries, benefiting almost 22 million students of whom 48 percent girls. Some 3 million girls received dry, take-home food rations in support of their education. Take-home food rations typically consist of food commodities that are of high value to families and part of their standard food basket, such as cereals or vegetable oil. They are distributed monthly or quarterly; sometimes, the distribution time is also targeted to the agricultural lean season, when family food supplies are lowest and little food available on the local markets. Receipt of the food ration is conditional upon the student’s regular attendance; in the case of WFP-supported FFE programmes, for example, a minimum of 80 percent monthly attendance rate is required. This helps to ensure that students don’t just enrol but actually attend school regularly. FFE interventions are generally designed to improve school participation amongst poor, vulnerable, food insecure populations and target areas where access to school and school completion are weak, particularly for girls. The risk of not accessing and/or completing primary school, a form of â€Å"educational vulnerability† anchored within a context of poverty and food insecurity, may be used to describe the common characteristic shared by the children targeted by FFE. This idea reflects the reality that household choices regarding education are often a result of complex decision processes, where poverty and hunger play an important role in determining the schooling outcomes (Dreze and Kingdon, 2001). As we have seen above, these factors are particularly significant in the case of girls’ education.. In a general model of FFE (WFP, 2007), the initial outcome that drives increased school participation is the incentive to the household to send children to school. Generally, the incentive is achieved by way of an income transfer to the family of the student and also through an enhancement of the services provided at school (Bergeron & Del Rosso, 2001). FFE also has an incentive effect on pupils actually wanting to go to school to receive some food, rather than staying at home and missing out. Both of these effects will contribute to shift, in the short-term, a households’ decision towards increased schooling. The effects are most significant amongst poorest populations and where education, including girls’ education, is not well established. Figure 1 summarises the main impact theory for THRs and traces the causal links between inputs and the desired educational outcome of increased access, promotion and completion for primary school children, particularly girls. Food for Education (FFE) programmes providing take-home rations are more suitable to target individual students such as girls and less complex to implement than conventional school meal programmes that require substantial investments both in terms of infrastructure and community inputs. For instance, THRs in the form of 4 litre vegetable oil cans are fairly easy to store and distribute, and THR distributions take place only once per month or less. More important, however, take-home food rations provide a more direct, higher value income transfer to families than school meals, which in turn provide the incentive for increased school participation. From this perspective, THRs provide an immediate, income based benefit, and another long-term benefit stemming from the returns to increased education, serving as both protective and promotive social protection (Devereux and Sabates-Wheeler, 2004). On the other hand, THR are not suitable to address nutritional and health issues affecting school children and their education, particularly cognitive capacity, which is a well established outcome of school meals (Kristjansson et al. , 2007). 3 MDG 2&3 Improved attendance Food Take-home rations distributed on condition of pupils’ regular attendance Targeted HHs received THRs on condition of their children’s regular attendance Incentive for HHs reduced drop-out Increased enrolment Better academic performance Changing parents’ attitude regarding schooling. Figure 1: Food for Education impact theory for take-home rations Impact of FFE programmes on girls’ education Evaluations of FFE programmes (see Adelman et al. , 2006) have shown that FFE programmes lead to increased enrolment and attendance, of girls in particular, reduced dropout particularly in the lower primary school grades, and for on-site meals or snacks programmes improved student learning capacity. Literature databases were searched to identify relevant studies on the physical and social benefits of FFE programmes to girls. The educational outcomes considered included school participation (including enrolment, attendance and drop-out). Primary school age children were the primary subjects of all the studies considered. Only one study was found on the impact of THR programmes highlighting the gap in evidence on this topic. Another paper was found on the comparative effects of the different modalities of FFE including THRs. One field-oriented evaluation of a WFP FFE programme was also identified in Pakistan and this is included in the main body of this paper as a case study. In Bangladesh, IFPRI and the World Bank evaluated the impact of a Government FFE programme (Ahmed and Del Ninno, 2002) that covered over 2 million children in 2000. The enrolment in FFE programme schools was found to have increased by 35 percent over the two year period between the programme start and after its first year. This increase was driven by a remarkable 44 percent increase in girl’s enrolment and by a 28 percent increase for boys. In non-programme schools enrolment increased by 2. 5 percent (5. 4 for girls and 0. 1 for boys) during the same period. Attendance in FFE assisted schools was found to be 12 points higher than in non-assisted schools (70 percent compared to 58 percent respectively). Drop-out rates were also found to be 9 points lower in FFE assisted schools than in non-assisted schools (6 percent compared to 15 percent respectively). The overall programme costs were reported to be US$0. 10 per child per day, though no analysis of the costs was provided. Another study analysed the comparative effects of the different modalities of FFE, including onsite meals combined with THRs (Gelli, Meir and Espejo, 2007). The results of this study of WFP monitoring and evaluation data showed that the provision of the FFE programme contributed to increasing absolute enrollment in WFP-assisted schools by 28 percent for girls and 22 percent for boys in the first year. Enrollment patterns after the first year varied according to the type of FFE program. Where provision of take-home rations for girls was combined with on-site feeding for all pupils, the increase in girls’ absolute enrollment was Increased access, promotion & completion, particularly for girls 4 sustained at 30 percent after the first year. However, in schools providing on-site feeding alone, the rate of increase in absolute enrollment after the first year reverted to the rates of increase found in the year prior to FFE implementation. The provision of take-home rations also appeared to reduce the dropout rate of female students, particularly in the higher grades. In addition, an analysis of WFP project expenditures in 2005 (Gelli, Al-Shaiba and Espejo, 2007) showed that the average cost of WFP THR programmes was US$29. 94 per child per year, the most expensive of FFE modalities. However, the cost driver for THR was mostly the large volume of food provided (72 percent of total programme costs, compared to 58 percent for school meal programmes). A study by Dreze and Kingdon from 2001 examined the effects of a wide range of determinants of school participation in rural northern India, focusing on school participation as a household decision. Amongst the school quality determinants, it was found that female school participation was about 15 percentage points higher when the local school provided a mid-day meal (MDM). Mid-day meals also were found to have a major positive effect on girls’ grade attainment; chances of completing primary education were 30 percentage points higher for girls living in a village with MDM. However, the MDM did not affect the enrolment of boys. The study confirmed that female schooling is far more influenced by household economic status than boys’ schooling: â€Å"parents are not generally opposed to female education but they are reluctant to pay for it. School meals could make a big difference here by reducing the private costs of schooling. † An earlier study found that the noon meal programme in Tamil Nadu in India attracted more girls to attend school and improved the attendance of those already in school (Devadas, 1983). The Pakistan Girls’ Education Programme Data on women’s participation in education in Pakistan shows low girls’ primary school net enrolment (59 percent) and female adult literacy rates (35 percent). Although female enrolment is increasing rapidly in all regions, girls’ participation rates at all levels are lower than that of boys and gender gaps persist, particularly in rural areas (WFP Pakistan, 2005). Since 1995, WFP has been providing food assistance to support the efforts of the Government of Pakistan (GoP) to improve access, retention and completion of girls’ primary education in 28 selected food-insecure districts of Pakistan, including seven districts of the North West Frontier Province (NWFP). The seven districts within the NWFP of Pakistan were identified by a WFP vulnerability analysis and mapping (VAM) study as being amongst the most food insecure areas in the country. Women and girls in these areas face huge barriers in terms of access to education. At the time when the project started, female literacy in rural areas was only around 10 percent and the primary participation rate of girls less than 30 percent. As a result, a take-home rations programme was introduced within these seven districts with the objective of increasing enrolment, retention and completion at girls’ primary schools. In 2005, THRs were provided monthly to 326,784 girls in 2,697 schools in vulnerable areas within 28 districts in the 5 provinces of Punjab, Sindh, Balochistan, Azad Jammu and Kashmir (AJK) and NWFP. Ration distribution was condition to regular school attendance. The monthly THRs consisted of a 4 litre tin of vegetable oil fortified with vitamin-A, and had an estimated value on the local market of US$5. Implementation Process Under the Country Programme agreement signed by the GoP and WFP, WFP is responsible for providing the commodities for the FFE programme to the port of Karachi. The GoP is responsible for the food distribution to the 28 districts, as well as the management of the timely delivery of the food in good condition from all the district warehouses to the assisted schools. Project Implementation Units (PIUs) were set up by the GoP in each assisted province to run the FFE programme. WFP provided a small truck for each district at the beginning of the project to facilitate the logistics and implementation. However, because of the very difficult terrain in the targeted low profile districts of NWFP, ensuring a timely 5 supply of the THRS to the schools has been challenging. As a result, many schools received the oil supply every second month or even later. Only two oil tins at the most, are distributed to a student to cover the back-log of non-supply during the previous period. At the school level, the head teacher generally receives the oil rations and supervises the distribution to the pupils, conditional to monthly attendance rates of at least 80 percent. The entitlement of each student is checked against the school monthly attendance registers before the THR is distributed. The District Officers Education & Deputy or Assistant District Officers also pay monitoring visits to the schools and verify this aspect. Programme costs Project expenditure data was reviewed in order to estimate the costs of the FFE programme. WFP reports annually on project expenditures, alongside other project statistics, in its standard project reports (SPRs). Expenditures are broken down into commodity, transport, landside transport shipping and handling (LTSH), other direct operational costs (ODOC), direct support costs (DSC) – which added together form the direct project costs (DPC). A percentage of the DPC is then factored in as indirect support costs (ISC) to support WFP Headquarters. Table 1 presents a breakdown of total WFP expenditures in the country in 2005 alongside an estimate of the expenditure on the FFE programme, broken down by WFP cost category. Table 1: 2005 WFP total and estimated FFE expenditures in Pakistan Country Programme Total WFP Country Programme expenditures (USD) 11,667,043 970,358 0 90,856 621,934 874,879 14,225,070 Estimated school feeding expenditure (USD) 6,133,819 510,155 0 47,767 326,975 459,958 7,478,673 % FFE over total expenditures 82% 7% 0% 1% 4% 6% 100%. Commodities Transport LTSH ODOC DSC ISC Total Regarding the government contributions to the programme, the 2005 expenditures for each of the PIUs, divided into direct and indirect expenditures, are shown in Table 2Table 1. Direct expenditures have been divided into two parts i. e. (i) PIUs expenses which include staff salaries, renting of stores/warehouses, and other running expenses and (ii) the Transportation Cost incurred on the transportation of oil from Karachi to respective districts/tehsils/schools. Indirect expenditures include the expenditures (adjusted by proportion of time spent on programme activities) of other staff members of government who manage the FFE programme i. e. distribute oil, monitor its distribution and send reports to PIUs from Districts / tehsils / schools level whose salaries are not charged to PIUs. These staff members include the Executive District Officers, District Education Officers (Female), Deputy District Education Officers, Assistant Education Officers, Store keepers, School Teachers and Peons etc. These expenditures have been calculated by WFP Pakistan based on estimates following discussions with each respective PIU. As the entire FFE programme is managed by the provincial governments, PIU expenditures include all cost items required to deliver and manage the FFE programme. In 2005, school feeding activities accounted for 53 percent of food distributed in the whole WFP Country Programme. There were no further expenses incurred by the community in the running of the FFE programme. 6. Table 2: A breakdown of GoP budgeted expenses in 2004/2005 for FFE (THR) activities PIU Provinces Punjab Sindh Balochistan AJK* NWFP Total PKR 328,568 6,444,556 7,612,000 1,162,000 3,306,300 18,853,424 Direct Expenditures Transportation US$ PKR US$ 5,569 109,230 129,017 19,695 56,039 319,550 9,004,158 2,490,927 1,778,225 6,678,000 3,495,000 23,446,310 152,613 42,219 30,139 113,186 59,237 397,395 Indirect Expenditures PKR 22,984,227 23,795,400 20,183,829 25,194,939 92,158,395 US$ 389,563 403,312 342,099 427,033 1,562,007 PKR 32,316,953 32,730,883 29,574,054 7,840,000 31,996,239 134,458,129 Total US$ 547,745 554,761 501,255 132,881 542,309 2,278,951. Having collected estimates for the different costs that are associated with the FFE programme, from the procurement of food down to the distribution of the THRs to the school girls, we estimated the total cost of FFE in Pakistan for 2005. WFP and GoP contributions for 2005 total $9,757,624 USD, and dividing this by the number of beneficiaries resulted in $29. 85 USD per school-girl per year. In 2005 in Pakistan, food costs accounted for approximately 63 percent of the total cost. The share of WFP expenses over the total cost was 77 percent, with the remaining share covered by the GoP. The cost per beneficiary increases to $63 USD per child per year if we adjust for full food distribution to all the planned beneficiaries, and assume perfect attendance. Key outcomes and Impact. In 2004-2005, a set of surveys were carried out to assess educational and other socioeconomic programme outcomes (WFP Pakistan, 2005). The evaluation included the collection and analysis of detailed school-level records from all the 826 WFP-assisted schools and a set of 79 randomly selected non-assisted schools (control) in the region. A secondary study of the available literature (GoP, WFP, and other partners) and data was also undertaken, including an analysis of data from the Education Management Information System (EMIS) and in-depth interviews with various partners involved such as government, WFP officials, community members, parents, teachers and students. The evaluation showed that the programme had multiple benefits for girls’ education: †¢ The overall enrolment at sampled schools increased by 135 percent between 1998/99 and 2003/04, whereas during the same period enrolment at control school increased by only 29 percent. There was a particularly strong increase in enrolment in the first grade of primary school (Kachi class): 211 percent at programme schools, compared to 5 percent in control school. This indicates that the programme was particularly successful in stimulating enrolment of girls who, until then, had never entered a school. On average, 88 percent of students attended school for twenty or more days per month (and were thus eligible for the take-home ration). Despite the positive effects on enrolment and attendance, completion of primary school remains a problem. Out of every 100 female students enrolling in 1998/99, only 44 percent reached grade 5. Although the primary school completion rate improved to 47 percent for the cohort starting school in 1999/2000, this only reflected a national trend, and programme schools actually showed worse results than control schools. This shows that the effect of the food incentive is not sufficiently strong to ensure that girls stay in school as they get older, and older girls of the family might be replaced by their younger siblings. †¢ †¢ †¢ 7 †¢ †¢ The programme also broke new ground and increased awareness of girls’ education. Before the programme started, 48 percent of households did not send any of their daughters to school; now all parents educate at least one daughter. While 38 percent of respondents said that the food incentive was the only reason for sending their daughter to school, 29 percent they would continue educating their daughters even if the programme stopped. 27 percent said that general hostility to girls’ education in the community was no longer an issue. The food incentive was much appreciated by the families and provided them with tangible benefits. 32 percent of community members interviewed said that their income had increased, generating savings in the family budget and that they had more free time for agricultural activities or business. Costs and benefits of the FFE programme A basic framework was developed by WFP in order to evaluate the cost and benefits of the FFE intervention designed to support girls’ education (Espejo et al. , 2006). In this model, the benefits from FFE are assumed to consist of two components; the first is the monetary value of expected lifetime additional earnings after successful completion of primary school, whilst the second is the market value of a monthly take-home ration, provided on condition to a girls’ school attendance throughout the programme duration. If we apply this cost-benefit framework to the FFE programme in Pakistan the results show that every USD spent on the FFE yields approximately 1. 68 USD in benefits. An alternative to estimating the benefits of education through the monetary value of expected lifetime additional earnings after successful completion of primary school is to estimate the extra school days gained through the effect of a particular intervention aimed at increasing school participation. Comparisons of actual pupil attendance days to the perfect attendance day total can provide a single measure of school participation that encompasses enrolment, drop-out and absenteeism, the three main educational outcomes linked to FFE. A simple model developed to estimate the gain in pupil attendance days in FFE schools using averages for attendance, drop-out and enrolment resulted in an estimated 25 extra school days per child per year (WFP, 2007). This translates into approximately $240 USD per additional year of schooling for girls in Pakistan. The cost and effects of the THR programme are summarised in Table 3. Table 3: Estimated measures of cost-effectiveness of THRs in Pakistan (Source WFP Pakistan 2005, WFP SSFS 2003). Enrolment Effect (per year) Cost 22% increase Education Attendance 10% increase Drop-out 5% decrease 25 extra school days per year per pupil 30-60 USD per child per year Lessons learnt â€Å"Of all the programmes initiated in NWFP, this one has made the most visible impact. It has contributed a lot in this province† Fazle Manan, Director of Schools and Literacy from the Ministry of Education, when asked of WFP’s assistance to girls’ primary education. The FFE programme triggered a marked increase in enrolment of girls in assisted schools in Pakistan. The enrolment more than doubled during the first three years of intervention. These types of incentives and awareness campaigns are imperative to boost girls’ education, to improve female literacy and reduce the gender gap, especially in remote rural areas. However, the retention of girl students in the school system and further improvement of the participation rate is essential to achieve universal primary education. 8 As a result of the increased enrolment, the nearly empty school buildings have become more used, providing a better return of investment to the community and the government. However, the quality of education, itself a major incentive for sending children to school, has been constrained by the lack of teachers. Moreover, many of the assisted schools suffer from a want of adequate facilities, including furniture, water, sanitation, and boundary walls. This issue highlights the need to ensure that once children are in school, efforts are made to enhance the learning environment, as well as to support pupil attendance and retention. The involvement of the community and the local government has been essential to mobilise the resources necessary for improving the school infrastructure. The FFE project has raised the awareness among the assisted communities about the importance of educating girls. Even the most reluctant parents are now sending their daughters to school. This change in attitude is a remarkable achievement against the backdrop of the social and cultural taboos that had prohibited the education of girls in the past. The mothers of the girl students now get out of their homes and visit schools to enquire about the progress of their daughters. Most of the females in far-flung rural areas were previously not allowed to step outside their homes; now girls are going to schools and their elderly female relatives visit schools to enquire about the attendance, progress in studies and probable dates of supply of oil. This change in social attitude and behaviour is an important achievement of the programme. Future plans The impact of the THR programme in supporting access to education for girls in rural, food insecure areas of Pakistan has been remarkable. 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