Exploring Sexuality in Taming of the Shrew :: Taming Shrew Essays

Exploring Sexuality in Taming of the Shrew   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Human sexuality underlies many of the happenings of "Taming of the Shrew."   It affects the conflicts, theme, and resolution of the play.   It becomes evident throughout the play that sexual behavior denotes whether a character is thought of   as good or evil (not necessarily good evil as meant in conventional terms, but rather as a "nice" character versus a "waspish" or "mean' character).      Ã‚  Ã‚  Ã‚  Ã‚   In the beginning of the play, there is an obvious conflict between Kate and her sister, Bianca.   This conflict stems from the fact that their father favors Bianca, as well as the fact that Bianca has many suitors, while Kate has none.   Kate's father, Baptista, tries to persuade some of Bianca's suitors to pursue Kate instead.   However, they make it clear that none of them could desire Kate.   "Mates, maid?   How mean you that?   No mates for you unless you were of a gentler, milder, mold" (I,i, lines 58 - 60).   From this it is clear that the men in the play prefer a better "mold" than Kate, in other words, she does not carry herself as well as Bianca.   Kate does not play the coy flirting games, and is therefore thought of as harsher than Bianca.      Ã‚  Ã‚  Ã‚  Ã‚   Bianca, however, knows how to be flirtatious, witty, and coy around her admirers, and yet is almost intentionally mean to Kate.   For instance, Bianca knows that it hurts Kate to have no suitors while she (Bianca) has several. Bianca uses this to hurt Kate.   When Kate tries to find out which suitor Bianca really likes, Bianca swears that she won't take the suitor that Kate likes.   She casually offers Kate whichever suitor she wants.   Kate is enraged by this because she knows that the only reason that Bianca has suitors while she has none is because Bianca plays the sexual flirtation game.      Ã‚  Ã‚  Ã‚  Ã‚   When Kate gets a suitor of her own, Petruchio, there is a lot of sexual tension in their relationship.   At their first meeting, they exchange a barrage of sexual comments:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Petruchio:   Why, what's a movable?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate:  Ã‚   A joint stool   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Petruchio:   Thou hast hit it; come sit on me.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate:   Asses are made to bear and so are you.

To Kill A Mockingbird Essays: Great Courage -- Kill Mockingbird essays

Courage in To Kill A Mockingbird Courage is shown within the characters of To Kill A Mockingbird in several situations. The characters are challenged to face danger or pain without fear. The courage they display gives them strength and deepens their self-understanding as the novel progresses. Early in the novel, Scout illustrates the courage she embodies. On her first day of school, Scout acts as an ambassador for the entire class. She takes the duty of informing Miss Caroline of Walter Cunningham's situation. Miss Caroline had just scolded Scout for her ability to read, however, Scout still feels the classes' need for leadership. Most children at her age would fear speaking to the teacher is such a bold fashion. Scout shows advanced maturity for her age, and this allows her to successfully act upon her courage, rather than suppressing its existence. Walter Cunningham, himself, was shy and fearful of speaking to the teacher. Scout over came the petty fears that plagued the remainder of the class, and acted out of Walter's best interest. Her courage spoke in Walter's absence, and inability to express his monetary situation. Jem is faced with a courageous situation in regards to the Radley house. His courage stems from fear of receiving a whipping from Atticus, and more important, his disapproval. Jem is willing to risk his life in order to save his father from showing disappointment. The threat of Mr. Radley waiting for the intruder with his gun instils fear within Jem. However, Jem overcomes this fear in order to sustain Atticus' faith. Being the only and eldest son places pressure upon Jem to set an e... ...re you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do." (112). Within all the examples of courage there is not a situation when the courage did not stem from a need within the character. Courage is the inner desire to succeed and to do what is righteous, no matter what humiliation or consequences that plague you because of your decision. Scout, Jem, Atticus, Calpurnia and Mrs. Dubose understood the risks they faced but continued with their actions because it was moral. They did not all enter their personal situation expecting to win. Scout still faced further scolding from Miss Caroline. Jem eventually told his father what he had done to the Radley's. There were winners and losers but they do not regret the courage they showed for the sake of good intentions.

Education and Economics Essay

I. Introduction: The conventional theory of human capital developed by Becker (1962) and Mincer (1974) views education and training as the major sources of human capital accumulation that, in turn, have direct and positive effect on individuals’ life time earnings. In the Mincerian earning function, the coefficient of school years indicates the returns to education, i. e. , how much addition in earnings takes place with an additional school year. There exists a wide range of literature that estimated the rates of returns to education for different countries [Pascharapoulos (1980; 1985; and 1994); Pascharapoulos and Chu Ng (1992)]1. In Pakistan, most of the nationally representative household surveys do not contain information on variables, such as, completed years of schooling, age starting school, literacy and numeracy skills, quality of schooling, and technical training. Due to the unavailability of completed school years, one can neither compute the potential experience nor observe the effect of an additional year of schooling on individual earnings. Therefore, the available literature in Pakistan is lacking in estimating the returns to education by using the Mincerian earning function2. In recent years, the government of Pakistan has started nation-wide survey, Pakistan Integrated Household Survey (PIHS), to address the imbalances in the social sector. This survey ? The authors are Senior Research Economist and Research Economist at the Pakistan Institute of Development Economics (PIDE) Islamabad. 1 Pascharapoulos (1994) provide a comprehensive update of the estimated rates of returns to education at a global scale. He observed high social and private profitability of primary education (18%and 9% respectively) in all regions of world. The private rate of returns at this level were found highest in Asia (39%) as compared to other regions. He also noted a considerable increase in total earnings by an additional year of education in all regions of world; 13% in Sub-Saharan Africa; 10% in Asia; 12% in Europe/Middle East/North Africa; and 12% in Latin America/Caribbean. 2 At national level, only two studies are available in Pakistan that used the Mincerian earning function approach to examine the returns to education [see Shabbir and Khan (1991) and Shabbir (1994)]. However, both these studies are based on twenty years old data set. 2 provides rich information on the above mentioned variables that were missing in the earlier household surveys. This study uses the data of PIHS to examine the returns to education by using Mincerian earning function and thus aims to fill the vacuum that, due to the lack of appropriate data, exists in the literature on returns to education in Pakistan. In this paper we will first estimate the earning function with continuous school years with the assumption of uniform rate of returns for all school years. It is argued that different school years impart different skills therefore we extend our analysis to examine the addition in earning associated with extra years of schooling at different levels of education, i. e. , how much increase in earnings takes place with an extra year of schooling at different levels, such as, primary, middle, matric, intermediate, bachelors and masters. By doing so we overcome the problem that exists in the available literature in Pakistan. To our knowledge no study has yet adopted this method to examine the returns to education in Pakistan3. The impact of technical training and school quality on the earnings of fixed salaried and wage earners will be examined in this study. Based on the available data in Pakistan, most of the studies, for example, Haque (1977), Hamdani (1977), Guisinger et al (1984), Khan and Irfan (1985), Ahmad, et al (1991); and Ashraf and Ashraf (1993a, 1993b, and 1996) estimated the earning functions by defining the dummy variables for different levels of education4. These studies observe low rates of returns at different levels of education as compared to other developing countries. However, a positive association between levels of education and earnings and an inverse relationship between the degree of income inequality and educational attainment has been noted. In order to examine the inter- 3 Most of the studies on returns to education in Pakistan used dummy variables for different levels of education where the rates of returns at different levels of education are computed by the estimated coefficients. 4 In Pakistan, the data on education in most of the nationally representative household surveys have been reported in discrete form that denotes the completion of different levels of education, such as, ‘primary but incomplete middle’, ‘middle and incomplete matric’, and so on. 3 provincial differentials in returns to education, Shabbir and Khan (1991) estimated the Mincerian earning function by using a nationally representative sample, drawn from the of Population, Labour Force and Migration Survey (1979) for the literate wage earners and salaried males. Later Shabbir (1994) estimated the earning function on the extended sample of the same data set. These studies found 7 to 8 percent increase in earnings with an additional year of schooling. Although the results are consistent with those of comparable LDCs but may not reflect the recent developments in Pakistan’s economy as these studies are based on the data set which are 20 years old now. Since 1979, the economy of Pakistan has passed through various changes, especially after the inception of the Structural Adjustment Programme in late 1980s. For example, the literacy rate has increased from 26 percent to 45 percent and enrolment at primary level has increased by 67 percent. Public and household expenditures on education have also increased [Economic Survey (1998-99)]. Moreover, due to the fiscal constraints, the employment opportunities in the public sector have started shrinking and the economy is moving towards more openness with stronger role of private sector in recent years. In this scenario, it becomes imperative to re-test the role of human capital as both private and public sectors are moving towards more efficiency and productivity. This study is important from three standpoints. First, in order to estimate the effect of education on earnings, the most recent and nationally representative household survey data is used which provides detailed information on the variables that were missing in previous surveys. Second, it uses the splines of education in the earning function to examine the additional earnings associated with extra school years at different levels. Third, this study investigates the role of some important factors such as, technical training, school quality, and literacy and numeracy skills on earnings for the first time. 4 The rest of the paper is organised as follows: section 2 presents an overview of the education sector. Section 3 outlines the model for empirical estimation and describes data. Section 4 reports the results. Conclusions and policy Implications are presented in the last Section. II. The Education Sector in Pakistan: An Overview: Education plays an important role in human capital formation. It raises the productivity and efficiency of individuals and thus produces skilled manpower that is capable of leading the economy towards the path of sustainable economic development. Like many other developing countries, the situation of the education sector in Pakistan is not very encouraging. The low enrolment rates at the primary level, wide disparities between regions and gender, lack of trained teachers, deficiency of proper teaching materials and poor physical infrastructure of schools indicate the poor performance of this sector. The overall literacy rate for 1997-98 was estimated at 40 percent; 51 percent for males and 28 percent for females; 60 percent in urban areas and 30 percent in rural areas. These rates are still among the lowest in the world. Due to various measures in recent years, the enrolment rates have increased considerably. However, the high drop-out rate could not be controlled at primary level. Moreover, under-utilisation of the existing educational infrastructure can be seen through low student-institution ratio, (almost 18 students per class per institution) low teacher-institution ratio (2 teachers per institution) and high studentteacher ratio (46 students per teacher). The extremely low levels of public investment are the major cause of the poor performance of Pakistan’s education sector. Public expenditure on education remained less than 2 percent of GNP before 1984-85. In recent years it has increased to 2. 2 percent. In addition, the allocation of government funds is skewed towards higher education so that the benefits of public subsidy on education are largely reaped by the upper income class. Many of the highly educated 5 go abroad either for higher education or in search of better job opportunities. Most of them do not return and cause a large public loss. After mid-1980s, each government announced special programs for the improvement of the education sector. However, due to the political instability, none of these programs could achieve their targets. The Social Action Program was launched in early 1990s to address the imbalances in the social sector. This program aims to enhance education; to improve school environment by providing trained teachers, teaching aids and quality text books; and to reduce gender and regional disparities. The Phase-I of SAP (1993-96) has been completed and Phase-II is in progress. The gains from the Phase-I are still debatable because the rise in enrolment ratio has not been confirmed by the independent sources. Irrespective of this outcome, government has started work on Phase-II of SAP. In this Phase, government is paying special attention to promote technical and vocational education, expanding higher education in public as well as in the private sector, enhancing computer literacy, promoting scientific education, and improving curriculum for schools and teachers training institutions in addition to promoting primary and secondary education. Due to low levels of educational attainment and lack of technical and vocational education, Pakistan’s labour market is dominated by less educated and unskilled manpower. A considerable rise in the number of educational institutions and enrolment after 1980s is not yet reflected in Pakistan’s labour market. This might be due to the fact that most of the bachelor’s and master’s degree programmes emphasise only on academic education without developing specific skills. The sluggish demand for the graduates of these programs in the job markets leads to unemployment among the educated and the job market remains dominated by the less educated. In this scenario, it becomes important to explore the role of education for the economic benefit of individuals. 6 III. Theoretical Model and Estimation Methodology: We start with the human capital model developed by Becker (1964) and Mincer (1974) where natural logarithm of monthly earnings are the linear function of completed school years, experience and its square. In mathematical form the equation can be written as: ln Wi = ? 0 + ? 1 EDU i + ? 2 EXPi + ? 3 ( EXPi ) 2 + Ui (1) where ln Wi stands for natural logarithm of monthly earnings, EDUi represents completed years of schooling, and EXPi is the labor market experience of ith individual. ?1 implies the marginal rate of return to schooling. A positive value of ? 2 and negative value of ? 3 reflects the concavity of the earning function with respect to experience. Ui is the error term, assumed to be normally and identically distributed. It has been argued in the literature that different school years impart different skills and hence affect earnings differently. Therefore, it is misleading to assume a uniform rate of return for all educational levels. Most of the previous studies used dummy variables to capture the effect of different levels of education. In order to examine the effect of school years at different levels of education, van der Gaag and Vijverberg (1989) divided the years of schooling according to the school systems of Cote d’ Ivore. Similarly Khandker (1990) also used years of primary, secondary and post-secondary schooling in wage function for Peru. Both studies found significant differences in returns to education at different levels of education. Following van der Gaag and Vijverberg (1989), we divide the school years into seven categories according to the education system of Pakistan. In Pakistan, the primary education consists of 5 years of schooling; middle requires 3 more years; and by completing 2 more years of schooling after middle, an individual obtains a secondary school certificate i. e., Matric. After matric , i. e. , 10 years of schooling, students have a choice between technical and formal education. Technical education 7 can be obtained from technical institutions which award diploma after 3 years of education while the certificate of intermediate can be obtained after two years of formal education. After the completion of intermediate certificate, students can enter either in the professional colleges for four years or in non-professional bachelors degree program for two years in a college. Those who choose non-professional degree can pursue their studies in a university for masters for two more years. At this stage the graduates of professional and non-professional colleges complete 16 years of education. They can now proceed to the M. Phil. or Ph. D. degrees. In order to examine the returns to education at different splines of education, we estimate the following extended earning function. ln Wi = ? 0 + ? 1Yrs Pr imi + ? 2 YrsMid i + ? 3YrsMati + ? 4 YrsInteri + ? 5 YrsBAi + (2) ? 6 Yrs Pr of i + ? 7 EXPi + ? 8 ( EXPi ) 2 + Ui where YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf are defined as: YrsPrim = D5EDUi YrsMid = D8EDUi YrsMat = D10EDUi YrsInter = D12EDUi YrsBA = D14EDUi YrsProf = D16EDUi where D5 = 1 if where D8 = 1 if where D10 = 1 if where D12 = 1 if where D14 = 1 if where D16 = 1 if 0< EDU ? 5 5< EDU ? 8 8< EDU ? 10 10< EDU ? 12 12< EDU ? 14 EDU > 14 The coefficients associated with YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf in equation 2 imply an increase in income with one year increase in education at respective levels. For example, the returns to five completed years of education at primary level will be 5*? 1. Similarly, the returns to for six, seven and eight of education will be 5*? 1+? 2, 5*? 1+2? 2, and 5*? 1+3? 2 respectively. On the same lines we can compute the returns to education at each level as: 8 Returns to Primary =5*? 1 Returns to Middle =5*? 1+3*? 2 Returns to Matric= 5*? 1+3*? 2+2*? 3 Returns to Intermediate=5*? 1+3*? 2+2*? 3 +2*? 4 Returns to Bachelor’s =5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 Returns to MA/Prof=5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 +2*? 6 The data are drawn from the nationally representative Pakistan Integrated Household Survey 1995-96. In order to assess the performance of the Social Action Programme (SAP), the government of Pakistan has launched the series of Pakistan Integrated Household Surveys (PIHS), a collaborative nation wide data collection effort undertaken by the Federal Bureau of Statistics (FBS). So far two rounds have been completed. The first round of the PIHS is different from other round on two counts. Firstly, the information on employment and wages is available only in this round. Secondly, only 33 percent of the sample used in the first round is being repeated in the subsequent rounds. This implies that all of these rounds are independent cross-section data sets and can not be properly linked with each other to be used as panel data. Therefore, the appropriate sample can only be drawn from the first round of PIHS. This round was conducted in 1995-96, which covers 12,622 households and more than 84,000 individuals. The 1995-96 PIHS provides a detailed information on completed school years5. In addition, this survey contains information on age started school. This information is particularly important for our study to calculate the potential experience of a worker. The indicator for experience used by Mincer (1974) is a good proxy for U. S. workers as they start school at the uniform age of six years6. However, this assumption does not hold in Pakistan, as in this country there is no uniform age to start school. In urban areas, children as young as three years start going to school whereas in rural 5 This is the only nation-wide data set that provides this particular information. Similarly no other survey contains information on public and private school attendence and year starting school. 6 Mincer defined experience as (Age-education-6). 9 areas the school starting age is higher. 7 This information enables us to construct potential experience as (age-schools years-age starting school). Although experience is still a proxy for actual experience but it is relatively better measure than age and the Mincer type potential experience. In addition to education and experience, various other factors, such as quality of schooling, technical training and quality of schooling have significant impact on earning8. It has been argued that because of the market-oriented approach adopted by the private schools, the graduates of these schools earn more as compared to the graduates of public schools9. According to Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997), the quality of education has positive, significant and substantial impact on cognitive achievements and hence on post school productivity, measured by earnings. These studies observed higher earnings of the graduates of high quality school than those who attended a low quality school. A recent study by Nasir (1999) found considerably higher earnings for the private school graduates. These schools, however, charge higher fees. â€Å"Estimates of average annual expenditure per pupil in both government and private schools indicates that the total cost of primary level in rural areas is Rs. 437 (Rs 355 for government schools and Rs. 1252 for private schools), compared with Rs. 2038 in urban areas (Rs.1315 for government and Rs. 3478 for private schools). This means that the cost of primary schooling is almost three times that of public schools in urban 7 The issue of age starting school has been highlighted by Ashraf and Ashraf (1993) and because of the nonavailability of this information, they used age as proxy for experience. 8 See Summers and Wolf (1977); Rizzuto and Wachtel (1980); Behrman and Birdsall (1983); Booissiere, Knight and Sabot (1985); Knight and Sabot (1990);Behrman, Ross, Sabot, and Tropp (1994); Behrman, Khan, Ross and Sabot (1997). 9 Various studies found the effectiveness of private schools to acquire cognitive skills [Colemen, Hoffer and Kilgore (1982); and Jimenez, Lockheed, Luna and Paqueo (1989)]. For Pakistan, Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997) found a significant variation in the cognitive skills among children with same number of school years. These studies conclude that some of the differences are due to the family characteristics while some are due to the quality of schooling. 10  areas and nearly four times in rural areas. The differences in cost of schooling also reflect the degree of quality differentials in public and private schools, and between urban and rural schools. A relatively better provision of school facilities and quality of education in private schools is causing a continuous rise in school enrolment in urban areas† [Mehmood (1999) page 20]. The PIHS provides information on the type of school attended10. On the basis of this information we can identify workers according to the school they attended and therefore examine the effect of type of school on individual earnings. In order to capture the quality of education an individual received, a dummy variable is included in the model that takes the value ‘1’ if individual is a graduate of private schools and ‘0’ otherwise. The effect of post-school training on earning has been found positive and substantial in many developing countries [see Jimenez and Kugler (1987); van der Gaag and Vijverberg (1989); Khandker (1990); and Nasir (1999)]. The PIHS contains information on years of technical training. This information helps us to examine the effect of technical training received on individual earnings. We use completed years of technical training as independent variable in the earning function. The existence of vast gender gap in human capital accumulation is evidenced by various studies in Pakistan11. The PIHS reports vast gender disparities in literacy and enrolment rates. The literacy rate among females is half than that of males’ literacy rate for whole Pakistan. This difference has increased to three-folds for rural areas. The gender difference is however smaller for the gross enrolment rate at primary level. For the higher levels of education, this difference 10. The coefficient of private school may also capture the effect of socio-economic background of workers. The data, however, does not contain such information, therefore we are unable to separate the effect of parental characteristics from the effect of private schools in worker’s earnings. 11 Sabot (1992); and Alderman, Behrman, Ross and Sabot (1996b); Sawada (1997); Shabbir (1993); and Ashraf and Ashraf (1993a, 1993b, and 1996) 11 shows an increasing trend. Similarly vast gender gap has been observed in returns to education where males earn more than the female workers [Ashraf and Ashraf (1993a, 1993b and 1996) and Nasir (1999)]. In order to capture the effect of gender, a dummy variable is introduced in the model that takes the value ‘1’ for males and ‘0’ otherwise. The regional imbalances in the provision of limited available social services are more pronounced in Pakistan. Rural areas are not only underdeveloped in terms of physical infrastructure but also neglected in gaining basic amenities. Haq (1997) calculated the disaggregated human development index for Pakistan and its provinces. He noted that nearly 56 percent of population is deprived of basic amenities of life in Pakistan; 58 percent in rural areas and 48 percent in urban areas. According to the 1995-96 PIHS, the literacy rate in urban areas is 57 percent and in rural areas it is 31 percent. The gross enrolment rate was noted 92 percent in urban areas and 68 percent in rural areas. Because of these differences low returns to education are observed in rural areas [Shabbir (1993 and 1994) and Nasir (1999)]. To capture the effect of regional differences, a dummy variable is used that takes the value ‘1’ if individual lives in urban areas and zero otherwise. The four provinces of Pakistan exhibit different characteristics in terms of economic as well as social and cultural values. Significant provincial differentials in rates of returns to education have been noted that reflect not only the differences in market opportunities but also indicate uneven expansion of social services across provinces [Khan and Irfan (1985); Shabbir and Khan (1991); Shabbir (1993); Shabbir (1994); and Haq (1997)]. The effects of these differences are captured through the use of dummy variables for each province in the earning function, Sindh being the excluded category. 12 For the purpose of analysis we restrict our sample to wage earners and salaried persons. Our sample contains 4828 individuals. Among them, 4375 are males and 453 are females. Table 1 presents the descriptive statistics of some of the salient features of the important variables. According to the statistics in table 1, average age of the individuals included in the sample is 34 years with 18 years of experience. A typical worker in the sample has completed approximately 10 years of education. A majority is graduated from public schools. Most of the workers live in urban areas. On average an individual earns Rs. 3163 per month. In our sample, there are only 22 percent individuals who received technical training. The average years spent for training are less than one year. A majority of wage earners belong to Punjab, followed by Sindh and Balochistan. Table1 Mean, Standard Deviation and Brief Definitions of Important Variables Variables W Age EDU EXP RWA MALE Urban Private Training Punjab Sindh NWFP Balochistan Mean SD Variables Definitions 3163. 34 3397. 39 Individual’s monthly earnings in rupees consist of wages and salaries. 34. 07 12. 36 Age of an individual in years. 9. 53 4. 36 Completed years of schooling. 18. 14 11. 80 Total Years of labour market experience calculated as (age-school years-age starting school). 2. 37 1. 07 Categorical variables, contains 4 categories of literacy and numeracy. 0. 91 0. 29 Dichotomous variable equal to 1 if individual is male. 0. 60 0. 49 Dichotomous variable equal to 1 if individual belongs to urban area 0. 04 0. 19 Dichotomous variable equal to 1 if individual is a graduate of private school 0. 35 0. 87 Completed years of technical training 0. 38 0. 49 Dichotomous variable equal to 1 if individual belongs to Punjab 0. 31 0. 46 Dichotomous variable equal to 1 if individual belongs to Sindh 0. 15 0. 36 Dichotomous variable equal to 1 if individual belongs to NWFP 0. 16 0. 36 Dichotomous variable equal to 1 if individual belongs to Balochistan 13 IV. Empirical Results The estimated results of equation 1 and equation 2 are reported in table 2. The highly significant coefficients of school years and experience indicate the applicability of human capital model for Pakistan. An additional year of schooling raises individual’s monthly income by 7. 3 percent, which is very close to the prior studies. 12 13 The coefficient of experience shows substantial increase in wages with each additional year. The concavity of age-earnings profile is evident from the negative and significant coefficient of experience squared. The results reveal that an individual with five years of experience earns 31 percent higher wages as compared to non-experience worker. The highest level of earnings is achieved with approximately 30 years of experience. These estimates are relatively low compared to prior studies14. The positive and significant coefficients of gender (0. 401) and regional dummies (0. 178) strengthens the a priori expectation that males earn more than females and earnings are higher in urban areas as compared to rural areas. These estimates are consistent with earlier studies [see Arshaf and Ashraf (1993), Khan and Irfan (1985)]. Furthermore, significant inter-provincial differences in individual’s earnings can be observed in the estimated model. Many studies indicate substantial differences in earnings across school levels. For example, van der Gaag and Vijverberg (1989) noted that an increase of one year in elementary, high and university education causes an increase of 12 percent, 20 percent and 22 percent respectively in 12 The estimated coefficients of school years by Shabbir and Khan (1991), Shabbir (1991), Shabbir (1993) and Shabbir (1994) are found to be in the range of 6 percent to 9. 7 percent. 13 The returns to education are calculated by taking the anti-log of 0. 092 (estimated coefficient of completed school years) and subtracting from 1. To convert into percentage, multiply the value by 100. For details, please see Gujrati (1988) page 149. 14 The difference in the returns to experience could be due to the approach adopted by these studies. Most of the studies used age as a proxy for experience [see for example Khan and Irfan (1985); Ashraf and Ashraf (1993); and Nasir (1999)]. Shabbir (1991) used the Mincerian approach to calculate experience. The present study uses actual age of starting school and actual years of education. These information enable us to calculate total years of labor market experience. This approach is also not the perfect alternative for actual experience, as we do not have information about the starting time of the first job. But when compared with other approaches, it is more precise in measuring experience. 14 earnings. In order to examine the returns to education across different school years, we include the information on schooling according to the education system of Pakistan (equation 2). The results reported in column 3 of table 2 show a positive and significant impact of school years at each educational level on earnings. For example, an increase of one year in education at primary level increases the earnings by 3 percent. Similarly, at middle level, one year of schooling brings about an increase of 4 percent in earnings and the total returns to schooling at middle level are 27 percent. Table 2 Earning Function with and without Levels of Education Variables Coefficient s 6. 122 0. 072* 0. 058* -0. 001* 0. 178* 0. 401* 0. 127* -0. 113* -0. 203* 0. 412 t-ratios Coefficient s 6. 380 0. 058* -0. 001* 0. 150* 0. 264* 0. 098* -0. 112* -0. 166* 0. 027** 0. 040* 0. 050* 0. 057* 0. 071* 0. 082* 0. 429 t-ratios Coefficient s 6. 342 0. 058* -0. 001* 0. 152* 0. 262* 0. 096* -0. 108* -0. 164* 0. 052* 0. 007 0. 025* 0. 038* 0. 047* 0. 063* 0. 075* 0. 429 t-ratios Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab RWA Yrs-Prim Yrs-Mid Yrs-Mat Yrs-Inter Yrs-BA Yrs-Prof Adj R2 148. 91 46. 71 26. 49 -19. 20 10. 31 13. 98 4. 94 -4. 34 -10. 21 – 92. 03 23. 85 -16. 84 7. 87 8. 15 3. 40 -4. 06 -7. 75 2. 03 5. 07 8. 69 11. 41 16. 85 21. 98 – 89. 25 23. 84 -16. 88 7. 98 8. 09 3. 32 -3. 91 -7. 63 2. 41 0. 45 2. 45 5. 02 7. 28 11. 47 15. 57 – * significant at 99 percent level. ** significant at 95 percent level. One can note higher returns of additional year of schooling for higher educational levels from this table. For example, the returns to masters and professional education (Yrs-Prof) are more than five- 15 times higher than that of primary school years (Yrs-Prim). The results exhibit a difference of 15 percent between primary graduates and illiterates, the excluded category. This category includes illiterates as well as all those who have not obtained any formal schooling but have literacy and numeracy skills15. To further explore the earning differential between primary school graduates and those who never attended school but have literacy and numeracy skills, we have constructed an index RWA that separates illiterates from those who have literacy and numeracy skills. This index takes the value ‘zero’ if individual does not have any skill; ‘1’ if individual has only one skill; ‘2’ if individual has two skills; and ‘3’ if individual has all three skills. We re-estimated equation 2 with this new variable and the results are reported in column 5 of table 2. According to our expectations, the coefficient of RWA is found not only large (0. 05) in magnitude but also statistically significant at 99 percent level. This indicates that the individuals with all three skills earn 15 percent more than those who have no skill. On the other hand, the coefficient of Yrs-Prim dropped to 0. 007 and became insignificant16. The differential in the earnings of illiterates and those having five years of primary education was 15 percent (0. 03*5=0. 15). This differential however, reduced to approximately 9 percent (0. 007*5+0. 053=8. 8) when we include those who have no formal education but have literacy and numeracy skills. These high returns to cognitive skills indicates the willingness of employer to pay higher wages to the able workers as compared to those who have five or less years of schooling but do not have these skills. Now we examine the effect of technical training and quality of schooling on earnings, first in separate equations and then in a single equation. The impact of technical training on earnings is examined by including years of apprenticeship as continuous variable in our model. The results are reported in column 1 of table 3. The results show a positive and significant impact of technical 15 There are 48 wage earners in our sample who have education less than primary but do not have any of these skill. Whereas we found 76 wage earners who do not have any formal education but have at least one of these skills. 16 This result is consistent with van der Gaag and Vijierberg (1989). 16 Table 3 Earning Functions : Impact of Technical Training and School Quality (Separate Functions) Variables Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab Tra.

Chooks to Go Marketing Plan Essay

Executive Summary Chooks to Go oven roasted chicken is the trade name under Bounty Agro Ventures Inc. a conglomerate of the Bounty Fresh Group of Companies with more than 1,100 rotisserie outlets nationwide, is aiming to increase its sales in the province of Misamiz Occidental by 10% this year. The company is outsourcing its workforce in the ir Chooks to Go outlets so that the company will be hands off in any legal claims. However, they still assure that the Chooks to Go crews will have the wages and benefits they deserve . The company is also abiding the National Building Code of the Phillipines in building their Chooks to Go stores. This is to ensure the safety of the public. The Bounty group is rapidly expanding its Chooks to Go stores nationwide . This is due to the confidence they have gain in the economy as it had achieved 7.3% economic growth last 2010 and expected to be better this year. Denizens nowadays are more into healthy living that’s why the Bounty Group ensures that Chooks to Go provides the customers a guaranteed safe, cl ean and a high standard preparation for chicken and when it comes to technological advantage the company continuously invest in Research and Development to be able to cater the consuming public the best service and product s they deserve. The company also uses various technologies in preparing its products and high end chemicals in cleaning its equipment. On the side of the micro-environment, it has been noted that the population of the province had increased from 91,410 to 112,650 from years 1995 to 2007 b ase on the statistical data presented by NSO on their website as of July 2011. This significantly means that the potential customers of Chooks to Go is also increasing. On the other hand base on that data given, Class A potential customers are in 20.75%, C lass B are in 18.74%, Class C potential customers are in 28.67% and the Class D are in 31.84%. The competitors of Chooks to Go roasted chicken in the province are Sr. Pedro Lechon Manok, Ogis Lechon Manok, Botoy’s Lechon Manok and other local roasted chicken operators. The competitions forces in the province are in moderate level. The strength of the company is that they manufacture their own products, they operate their own broiler farms, feed mills and processing plants thus they have the sufficient supply for the increasing demand of the public. There is a good opportunity now for the company of having a product line that would be infused with essential vitamins and nutrients because people loves to eat healthy foods, thus making chicken healthier will boosts sales for the company. However on the other hand, the company is not free from any threat of poultry diseases like Bird Flu that cause to disable the industry’s operation and making sales to rapidly decline. The Chooks to Go roasted chicken is pri ced at P 149, 155, and 165 pesos depending on the sizes. Available sizes are Regular size, Bigtime size and Supersize which comes in three different flavors, Sweet Roast, Hot and Spicy, and Pepper Roast. All this roasted chicken are available in all Chooks to Go rotisserie stores. Chooks to Go will be advertise on FM radio stations here in Ozamiz City and will run for a year. Chooks to Go will also engage in Community Development activities here in the province to encourage youth to engage in sports rather than in illegal activities. Chooks to Go will be continuously differentiated from its competitors to be the only oven roasted chicken na â€Å" Masarap Kahit Walang Sauce†. And because of all the efforts in marketing Chooks to Go , it will contribute a 10% increase in the company’s sales this year. Aside from that Chooks to Go will be popular not only as oven roasted chicken that is delicious even without sauce but as a brand that participated in society where it operates. II. Marketing Goal Chooks to go is the only ORC that position itself to be the only roasted chicken na â€Å"Masarap Kahit Walang sauce†. Chooks to Go that invades the country by storm last 2008 and now have more than 1,100 outlets nationwide is now aiming to increase its sales and market share in Misamis Occidental by 10% this year. III. Environmental Scanning PEST Analysis Political and Legal Environment The rotisserie crew of chooks to go is under an agency which is the one responsible for their wages and benefits, however Bounty fresh ensures that the outlets workforce get the wages and benefits they deserve. E.g Minimum wage pe r region Bounty Fresh also ensures that every Chooks to Go outlets abides the National Building Code of the Philippines which is the policy of the state to safeguard life, health, property, and public welfare, consistent with the principles of environment al management and control; and to this end, make it the purpose of this Code to provide for all buildings and structured, a framework of minimum standards and requirements by guiding, regulating, and controlling their location, siting, design, quality of m aterials, construction, use, occupancy, and maintenance, including their environment, utilities, fixtures, equipment, and mechanical electrical, and other systems and installations. Economic Factors We can say that the economy of the Philippines now is doing well because of its achieved 7.3% economic growth last 2010, that is why the Philippines seeks to attract more foreign investment and enable the long underperforming economy to catch up with its fast-developing Asian neighbors. And this becomes a go od opportunity for Bounty Fresh to invest more in expanding the Chooks to GO stores in the country by putting a store in almost every city of the country. Aside from that it is no lie that Chooks to Go creates more employment having more than 1,100 outlets across the country. Social and Cultural Environment Filipinos were undeniably chicken lover, they crave for chicken, and Chooks to Go answer this cravings by providing Filipino’s a delicious oven roasted chicken na â€Å" masarap kahit walang sauce† There is also no doubt that people nowadays is more conscious with their health. A safe and clean preparation for food is a big factor that’s why Chooks to Go ensures that it provides the customer a safe, clean, guaranteed fresh, and a high standard preparation for chicken. Technological Factor Chooks to Go continuously invest in R and D to innovate its product, aside from roasted chicken they create value added products that are available also in the rotisserie outlet. They used various technologies t o ensure that the products quality will be maintained such as using meat thermometer and timer to ensure that the Chooks to Go chicken will be cooked in such manner that will be loved by many Filipinos. Using warmer to maintain the products hotness, using high end chemicals in cleaning the products used equipment’s.

Big Brother: A Depiction of 1984’s Dystopic Society

The term Big Brother was initially coined from George Orwell’s novel 1984. In 1984, Orwell describes the mechanisms of a dystopic society, Oceania. From the start, there is the very real warning that Big Brother is watching over everything happening in Oceania. Big Brother in Oceania is an all-seeing and omnipotent ruler. The society of Oceania lives in miserable circumstances and yet they willingly consent to this form of living believing their conditions are normal. The citizens believe it is normal for Big Brother to be watching their every move. Even the thoughts and opinions of Oceania’s citizens are constantly being monitored by Thought Police. Two-way screens are also present in all public spaces and living quarters to ensure Big Brother’s monitoring of Oceania. George Orwell’s 1984 has become renowned until this day for its clear depiction of surveillance and encroachment of individual rights. In the present-day Big Brother, a television series broadcast in numerous countries around the world, a very similar dystopia is portrayed. Contestants of the reality show enter Big Brother’s house willingly. Upon entrance, they allow themselves to be put under the scrutiny and watchful eye not only of Big Brother but also of the public outside. George Orwell’s two-way screens have been replaced with cameras that have been placed all over the house. The Thought Police have been replaced by Big Brother and the audience of the show. The limitations of the lives of the people in Oceania are also meted out on the contestants upon entrance to the house. They are made to follow certain rules and regulations provided by Big Brother. They are also required to follow all Big Brother’s orders without question. Food, money and other amenities are only available to the contestants if Big Brother supplies them with these and only if he allows them access to the supplies he has placed in the house. Big Brother in the reality show possesses many of the qualities of the Big Brother in 1984. He is both all-seeing and all-powerful. Big Brother not only monitors all of the actions of the contestants but he also dictates the actions by talking to them and ordering them around to perform specific tasks. Rules and regulations are numerous in the house and the contestants themselves are not allowed to secretly communicate with one another. Conversations or written communications that are not audibly heard by the sensors in the house are often met with punishments from Big Brother. Big Brother is indeed a portrayal of dystopia. It does not pretend to be a perfect society gone awry. From the start, the goals of Big Brother has been clear. It aims to create a living society within Big Brother’s house with members that have been stripped of their rights and forced to subject themselves to the watchful eye and unpredictable whims of Big Brother. Dystopia is very much present in the Big Brother house. Outside of its setting as a television show, the goings-on in the house are clearly negative and undesirable to anyone else. No one would want to be subjected to the living circumstances of Big Brother’s housemates. Despite the fact that Big Brother shows the very workings of a dystopic society, the show’s ratings clearly attest to its popularity. Dystopia, it seems, has become a popular notion. Big Brother, in fact, is held in much respect and adoration by the very housemates made to endure the limitations of dystopia. Perhaps this is proof of the show’s success in portraying true dystopia. In 1984, dystopia was only able to continue because of the brainwashing done on the citizens of Oceania. They wanted to be under Big Brother’s surveillance and even loved him for it. The same â€Å"love† for Big Brother is seen in the dystopic reality show.

Hunted – Creative Writing

It was a cold, wet, December night and Macauley Taylor was casually strolling down the long, dark, winding lane, on this way back from a tiring football practice. He could feel his legs aching as he walked, having been crudely taken out towards the end. He just wanted to get home. Suddenly, three men appeared out of nowhere, at the end of the road. Macauley recognised these three men. â€Å"This is bad,† he thought to himself as he tentatively stepped nearer to them. Relief. He had successfully waded his way past the little huddle the men had made, with all his bones intact. All of a sudden, there was a shout of, â€Å"Get him!† and Macauley had three huge figures gunning him down. He could smell their foul putrid breath behind him. He could taste the hate in the words billowing from their mouths. He was running as fast as his tender feet would carry him. A warehouse gradually came into view through the dank darkness. He ran towards it, making quick, unexpected changes in the direction he was going, hoping to shake one of his pursuers off. He did this successfully and, before long, had found an empty storage compartment and hid in there, hoping none of them had seen him. He heard the three of them walking around, shouting his name, telling him that if he came out now, it wouldn't be half as bad for him as it would be if they had to find him. He was praying they wouldn't find him, as he quite liked his legs how they were. With all the bones NOT BROKEN. He could tell they were moving further away from him, as their voices were getting more and more distant. He was wondering about maybe making an escape sooner, and risk getting caught, or later. He knew his mother would be getting extremely worried about him as he normally got home around an hour ago. He made his mind up. Get home. He moved soundlessly to the door of the compartment and moved his head around the door. Luckily, no one was close and he was able to slide out and find his way back onto the country road. He'd made it. Safety. Thanking his lucky stars, Macauley made his way up the road. *BANG* A gunshot hit the night sky like the crack of a whip. Macauley sank down his knees, not in pain, in pure shock. He could feel blood pouring down his back as if someone had poured a glass of water down the back of his top. His whole life flashed before his eyes like one of those old drive-in movies. He thought of the things he regretted; things that were said, things that weren't†¦ He wished his mum were there, just so he could tell her how much he loved her. Just once. He never showed her how much he meant to her. Swiftly, a bright, tunnel of light emerged in front of him. Standing at the entrance of the tunnel, was his Dad. The Dad: who had died a year before. The Dad: who Macauley had spent every night of the following six months crying for, begging him to come back, to not leave him. The Dad: who was Macauley's hero in every walk of life was now here. Standing right in front of him. He said to him, â€Å"Don't be scared, son, it's all all right now†. He cautiously tiptoed towards him, then ran, then sprinted in the direction of his idol. He reached the end of the tunnel, and with it, came the end of his life on Earth.

Campus Sustainability ( university of arizona ) Research Paper

Campus Sustainability ( university of arizona ) - Research Paper Example The University of Arizona is renowned for its outstanding efforts in making the environment sustainable. The campus has put in place measures that aim at saving money, energy, and water among other resources (Craswell, 77). There are projects initiated by the campus for water conservation, recycling processes, the reuse of some commodities and application of alternative source of energy. The BioPark and the solar zone are projects that provide the energy required by the campus. They are substantial economic developments as they save on money spent to pay for electricity. The bridges are another example of the campus efforts to bring significance and efficiency for the entire Tucson community. Further, the projects intensify the student’s research, making them expound on many ideas. It creates job opportunities for other people within the community during the construction stage. The school garden workshop brings the student and the community together as they work on the farm. Improved farming techniques that reduce pollution are put into practice. This provides food for the campus ant the neighborhood at a lower cost, thus save their money for other purposes. The students use recycled water for c rop production hence minimize on wastage. In the campus, structures are designed in a way that conserves the environment, and this enables students to uphold sustainability. For instance, the residential halls and the recreation centre. The school’s compound is occupied by trees that provide shade for students and a source of shelter for birds. This highly creates a balanced ecosystem (Brooks, 67). The biofuel from algae project is a potential energy provider; however, it is due to completion. If realized, the project will offer an alternative source of energy for the transport industry. Algae have the ability to grow on non-crop zones, and thus land for crop production will not be affected. This method of energy reduces the