Just Do It For Me: The Roles and Responsibilities of A Teacher Essay

Oil and Gas Management ExxonMobil

Question: Portray about oil and gas the executives, the board structure of ExxonMobil, jobs and duties of two divisions in ExxonMobil, how the Company is adding to the nearby network. Answer: Oil and Gas Management Powerful administration of support forms is imperative for the drawn out endurance of an organization in the oil and gas industry. Vitality issues have consistently been a motivation in worldwide monetary just as a geopolitics plan. For a partnership to cruise through unique business condition, it requires productive administration structures and division work and specialization in its diverse specialty units just as divisions. Organizations have a social duty to the networks wherein they exist. The oil and gas industry is additionally subject changing business condition in view of market variances. In addition, the industry is likewise dependent upon rivalry. The size of a company additionally requires a hearty administration structure. The angle is basic for viable administration of all specialty units. Oil and gas are utilized for family utilization, for example, cooking and warming. The focal point of this paper is to depict ExxonMobils the executives structure, characterize any two duties inside the companys divisions, and talk about how the organization adds to the neighborhood network. The executives Structure of ExxonMobil The enterprise utilizes an authoritative structure based on eleven separate worldwide organizations. The enterprise has a 19-part board group that incorporates six from Mobil and thirteen individuals from its Exxon board. ExxonMobil has five significant upstream organizations that manage investigation, creation, improvement, upstream research and gas promoting that is headquartered in Houston. It likewise has four downstream organizations entrusted with fuel promoting, oil and oil pros, research and designing, refining, and gracefully that have its central station in Virginia. The companys senior administration is contained an administrator and bad habit executive and four senior VPs. Further, the administration blend involves people picked from Exxon and Mobil before the merger (Learn about ExxonMobil's administration, 2016). The ExxonMobil leading body of the board is made out of thirteen non-worker executives and six who are representatives on the senior supervisory crew. The thirteen non-representative chiefs have nine individuals from Exxon while four of its individuals are from the Mobil Board. The compound and coal mineral organizations and the upstream organizations report to the VPs. A few Corporate staff offices and administration bunches report to the VPs as well (Learn about ExxonMobil's administration, 2016). Moreover, the Chief Executive Officer is the leader of the Legal, Marketing, Finance, Human Resources and Brand and Communications divisions. Inside Communications report to the Brand and Communication office. Under the Finance division, there is the Exploration Finance, Investor Relations, Foundation, Control, Tax, Treasury, and Strategic Planning dockets. The Human Resource Department is responsible for Recruitment, Compensation, Training, and Human Resource creation. ExxonMobil Legal Department is served by three dockets liable for regulating legitimate administrations (Learn about ExxonMobil's administration, 2016). ExxonMobil the executives structure is likewise involved 10 center organizations that administer singular organizations comprehensively. For instance, the ExxonMobil Global administrations give solidified support through offices, information administrations, and obtainment. Also, the association is included various organizations that grant the company to found urgencies on a global premise. The organization has treatment facility tasks arranged in 26 nations and 42,000 retail administration stations in excess of 100 nations. It additionally showcases its petrochemicals to a gauge of 150 nations (Learn about ExxonMobil's administration, 2016). Jobs and Responsibilities of two divisions in ExxonMobil ExxonMobil is made of four divisions entrusted with significant activities of the organization. The four divisions incorporate Upstream, Chemical, Downstream, Natural, and Power Marketing. The organization utilizes its worldwide foundation advantage for investigate and use a wide range of asset. Investigation of every one of its assets is done paying little mind to the detail of topographical and geological situations with cutting edge innovative headway and abilities. The organization embraces extends that are capital escalated and have extraordinary activity multifaceted nature. Every one of its activities are made with respect to the organizations one of a kind geoscience capacities just as their appreciation of worldwide hydrocarbon gift for the recognizable proof and prioritization all things considered (Learn about ExxonMobil's Business divisions, 2016). The job of the upstream division is to concentrate on the forceful investigation of potential assets and recognize all asset types. The Division is required to direct its activities in an effective way and to guarantee that the earth is rationed from hurt. The endeavor is made conceivable by utilizing industry-driving innovation. Another job of the division is to flexibly industry noticeable task execution in an arrangement of various possibilities that incorporate customary shale and tight gas, overwhelming oil and condensed gaseous petrol. Likewise, the division is liable for concentrating on safe activities ceaseless improvement supply the executives and the utilization of effective creation rehearses. It is liable for catching attractive amounts of oil and gas at both new and develop oil fields with the utilization of experienced and applied innovation. It is likewise liable for progressing seismic imaging, store incitement, office structure and penetrating in investigating alrea dy unidentified or inaccessible stores (Learn about ExxonMobil's Business divisions, 2016). Another division of the organization is Downstream. The organization recognizes the need to fulfill the market with fuel and oil items that are instrumental in encouraging worldwide improvement exercises. It recognizes that oil based goods are basic in different parts of monetary exercises. Being the biggest purifier on the planet a large portion of its treatment facility limit is coordinated with its greases or substance organizations. The essential job of this division is to refine and disperse items that are gotten from unrefined petroleum and different feedstocks (Learn about ExxonMobil's Business divisions, 2016). The Corporation has a worldwide system of assembling plants, circulation, and transport frameworks that attention on giving fills ointment and other high-esteem items to its purchasers. This division is answerable for guaranteeing a solid dissemination coordinate with a hearty flexibly of the companys items. It is additionally answerable for making a drawn out estimation of the organization by the arrangement of great items and administrations to its clients. Moreover, this division likewise showcases fuel to its purchasers through its retail administration stations just as three built up business-to-business portions. These areas are Industrial and Wholesale Fuels, Aviation powers and oils just as Marine energizes and lubes. The division is composed to work the assembling and offer of oil based goods just as petrochemicals (Learn about ExxonMobil's Business divisions, 2016). In addition, the division is additionally entrusted with thinking of situating methodologies for the organization to convey long haul development in investor esteem. Furthermore, it is entrusted with specifically contributing endeavors that are strong, worthwhile in returns, and driving in industry productivity in giving quality items to customers. (Find out about ExxonMobil's Business divisions, 2016). How the Company is adding to the Local Community. ExxonMobil adds to the neighborhood network through ExxonMobil Foundation that is its essential generous arm. The vital focal point of the Foundation is to help instruction with stress and unmistakable quality on science and math inside the United States. It additionally advances ladies as facilitators of financial advancement and battle to end passings that are brought about by intestinal sickness. In the year 2014, the Company, its divisions, accomplices, workers, retirees and the ExxonMobil Foundation made commitments that totalled to $272 million all around. It ought to be noticed that the generous arm of the enterprise was established in 1955 and was known as the Esso Education Foundation. It was then changed to ExxonMobil Foundation in the year 2000 after the merger that was made Mobil Corporation and Exxon Corporation (Learn about the ExxonMobil Foundation, 2016). The organization has seen the staggering impacts of Malaria in Africa by ideals of being a business and a speculator in the mainland. Intestinal sickness murders a large number of people every year with most of the casualties being kids younger than five years. This event brings about the loss of profitability for the landmass. The organization is a piece of a worldwide exertion to forestall, treat, and fix the illness. One of the manners by which the association uses to help the reason is through Education and Capacity building fundamental data about avoidance and treatment is utilized to manufacture limit among wellbeing laborers that illuminate strategies planned for securing powerless networks. The organization additionally underpins the up and coming age of worldwide wellbeing pioneers to manage intestinal sickness just as different maladies by utilizing grants and preparing openings. ExxonMobil monetarily bolsters crafted by scientists who are centered around creating antimalar ial opposition, immunizations, and medications. It additionally gives families apparatuses to forestall analyze and treat intestinal sickness (Learn about the ExxonMobil Foundation, 2016). The organization puts a solid significance on instruction to enable social orders. It therefore builds the reason for human education improvement. The principle reason with regards to why ExxonMobil centers around math and science is that these subjects are

The Broke Persons Guide to Throwing Parties

The Broke Persons Guide to Throwing Parties The Broke Persons Guide to Throwing Parties The Broke Persons Guide to Throwing PartiesThrowing a party is supposed to be fun, but spending way too much money to host one isnt fun at allâ€"especially when youre already broke.Is there anything more fun than a party? Probably, but we can all agree that parties are fun regardless. Still, one of the worst parts of going to a party is having to get home afterward. It’s late, you’re tired now, and you probably just want to go to bed.But what if you could throw a party at your own home? Sure, you’d have to do some cleaning up, but that can wait till the morning! As soon as everyone leaves you can go right to bed. Doesn’t that sound nice?Unfortunately, it can also get pretty expensive pretty quickly. Especially if you’re looking to throw the hottest party in town. So how can you throw a party without breaking your budget? We spoke to the entertainment experts to find out how you can throw a great party for less. Trim your guest list.One of the first steps of planning a party is deciding who you’re going to invite. Some people prefer to keep get-togethers small. Others jump at the chance to invite every single person on their Facebook friends list. But whatever your preference, one of those options is going to be cheaper than the other.“The fewer people that are invited, the smaller the cost,” explained Lucy Harris, CEO of Hello Baby Bump (@hellobabybump). “Have a maximum number of people you wish to entertain.”Harris also offered some advice for how the invitations should be carried out. Or not carried out: “Dont send out invitations. In a world of technology, there is no harm in creating an event on Facebook or sending out a few texts instead of printing and spending money on invites.”Make it a potluck.People want to eat at a party. They might not be expecting an entire meal, but party tradition dictates that there should at least be some snacks.“Hosting a successful gathering takes a lot of skill and finesse, especially if you are on a budget,” warned Smart Shopping Expert  Trae Bodge (@truetrae). “But, just because you’re the host, it doesn’t mean you have to bear all of the responsibility.A great way to save on food is to ask guests to bring a dish. To avoid overlap, use a free platform, like Evite, so you and your guests can indicate what you plan to make and bring. Keep in mind that not everyone enjoys cooking, so let everyone know that it’s ok to bring something store-bought, like meats cheeses, chips dips, or pies cakes.”Bodge also had some recommendations for keeping the price down on the dishes you do make:“Avoid pricey ingredients. You can feed a big group on a budget by avoiding expensive things. Fish, for instance, will be much more expensive than chicken wings. Rather than planning your menu ahead of time, peruse your weekly circular, or use an app like Flipp, to see what’s on sale, and plan your menu based on that.”Dont provide  all  the beer and alcohol.A party doesn’t have t o have alcohol. But if you are planning to have alcohol, you’re going to want to still keep it affordable. Of course, asking your guests to bring stuff works as well for alcohol as it does for food items. Maybe even better!“If someone asks what they can bring, tell them specifically!” Harris recommended. “People often dont mind helping out. You can reply by saying bring a side dish you love, bring a wine you enjoy, bring your favorite platter etc.”If you do decide to provide some drinks, you can still keep things affordable.“For libations, make one specialty drink and offer this to your guests,” suggested Jorj Morgan (@jorjmorgan), author of 7 cookbooks, including At Home in the Kitchen, At Home Entertaining, and Sunday Best Dishes: A Cookbook for Passionate Cooks. “This avoids having to have a full bar to meet everyones needs.”Get creative with your decor.You want your party to have style. But you don’t want to spend too much on that style. While going out of yo ur way to buy special utensils or plateware customized just for the occasion may seem like a cool idea, it’s not likely to be the most cost-effective option.“For your décor, pull out the china you have, and mix and match to create a tablescape that fits your party,” Morgan told us. “If you have four blue plates, three green plates,  and one white plate, be creative and pull it together with a multi-colored napkin.”Anything you do purchase can probably be pretty simple.“Dont buy themed plates, cups, napkins etc,” advised Harris. “Anything that is theme specific instantly skyrockets price. Just get a standard plain color, it is only going to end up in the bin anyway.”And don’t forget to recycle!“Festive décor is great for setting the mood, but it can also be expensive,” Bodge told us. “When purchasing décor, purchase only items that can be stored and reused the next year, or even better, purchase items that aren’t holiday-specificâ€"like clear lights and decorative items that are silver and goldâ€"so you can use them at multiple gatherings throughout the year.”Hopefully, these tips will allow you to plan more affordable parties. We’ll be waiting patiently for our invitation! Want more money saving tips? Check out these other posts and articles from OppLoans:How to De-Stress for Cheap7 Tips for Eating Out on the CheapThe Broke Person’s Guide to Dating50 Places That Will Give You Free Stuff on Your BirthdayDo you have a question about saving money? Let us know! You can find us  on  Facebook  and  Twitter.  |  InstagramContributorsTrae Bodge (@truetrae) is an accomplished lifestyle journalist and TV commentator who specializes in smart shopping, personal finance, beauty, toys, parenting,  and retail. In addition to monthly Best Buys segments on CBS2 NY, Fox 5 NY and ABC/WJLA in DC, she has appeared on dozens of TV shows, including Rachael Ray, Inside Edition, CNBC and network affiliates nationwide. Trae has been named a Top Voic e in Retail by LinkedIn and a top personal finance expert by GoBankingRates and FlexJobs. She is a contributing editor at Womans Day magazine and her writing and expert commentary have also appeared in Forbes, USNews.com, Kiplingers, Marketwatch, MSN Money, Yahoo Finance, VICE Guide to Life and numerous others.Lucy Harris is the mom of two wonderful children and lead mom behind  Hello Baby Bump (@hellobabybump).Jorj Morgan (@jorjmorgan) is the author of 7 cookbooks, including At Home in the Kitchen,  At Home Entertaining,  and Sunday Best Dishes: a cookbook for passionate cooks. Her most recent book, Canvas and Cuisine: the art of the fresh market was just released by Dorrance Publishing. Jorjs in-the-trenches expertise in the culinary field include owning her own catering company cooking for family friends.

Doc Holliday Biography

Doc Holliday (born John Henry Holliday, August 14, 1851—November 8, 1887) was  an American  gunfighter, gambler, and dentist.  A  friend of fellow gunslinger  and  lawman  Wyatt Earp, Holliday became an iconic  character  of the  American Wild West  through  his role in the  gunfight at the O.K.  Corral.  Despite his reputation for  having gunned down  Ã¢â‚¬Å"dozens† of men, more recent research suggests Holliday killed no more than two men.  Over the years, Holliday’s character and  life have been depicted in many movies and television series. Fast Facts: Doc Holliday Full Name:  John Henry (Doc) Holliday  Known For:  Old West American gambler, gunfighter, and dentist. Friend of Wyatt Earp  Born:  August 14, 1851, in Griffin, GeorgiaDied:  November 8, 1887, in  Glenwood Springs, ColoradoParents:  Henry Holliday and Alice Jane (McKey) HollidayEducation:  Pennsylvania College of Dental Surgery, D.D.S. Degree, 1872  Key Accomplishments:  Fought beside Wyatt Earp against the Clanton Gang in the Gunfight at the OK Corral. Accompanied Wyatt Earp on his Vendetta Ride  Spouse:  Big Nose Kate  Horony  (common-law)  Famous Quote:  Ã¢â‚¬Å"All I want of you is ten paces out in the street.† (to gunfighter Johnny Ringo).   Early Life and Education     Doc Holliday was born on August 14, 1851, in Griffin, Georgia, to Henry Holliday and Alice Jane (McKey) Holliday. A veteran of both the  Mexican–American War  and the  Civil War, Henry Holliday taught his son  to shoot.  In 1864, the family moved to Valdosta, Georgia, where Doc attended first through tenth grade at the private Valdosta Institute.  Considered an outstanding student, Holliday excelled at  rhetoric, grammar, mathematics, history,  and Latin.   Doc Holliday. John van Hasselt / Getty Images In 1870, the 19-year-old Holliday moved to Philadelphia,  where he received a Doctor of Dental Surgery degree from the Pennsylvania College of Dental Surgery on March 1, 1872.   Holliday Heads  West   In July 1872,  Holliday joined a  dental practice in Atlanta,  but was soon diagnosed with tuberculosis. Hoping the drier climate would help  his condition, he moved to Dallas, Texas, eventually opening his own dental practice. As his  coughing spells increased and his dental patients abandoned him, Holliday turned to gambling to support himself. After having been arrested twice for illegal gambling  and being acquitted of murder, he left Texas in January 1875. Gambling his  way west through states and cities where betting was treated as a legal profession, Holliday settled  in  Dodge City, Kansas, in the spring of 1878. It was in Dodge City  that Holliday befriended assistant city marshal Wyatt Earp.  Though there were no reports of the incident in the  Dodge City newspapers, Earp credited Holliday for saving his life during a shootout with outlaws at the  Long Branch Saloon.   The Gunfight at the O.K. Corral   In  September  1880, Holliday  rejoined  his friend Wyatt Earp  in the wild and booming silver mining camp town of Tombstone,  Arizona  Territory.  Then a  Wells Fargo  stagecoach  security agent, Wyatt joined  his brothers, Deputy U.S. Marshal Virgil Earp, and Morgan  Earp as Tombstone’s â€Å"police force.†Ã‚  In Tombstone’s gambling  and liquor-fueled atmosphere, Holliday soon became involved in the violence that would result in the  Gunfight at  the O.K. Corral.   Opposing the  Earps  for control of Tombstone  was the infamous  Clanton Gang, a  group of  local  cowboys  led by  the notorious cattle rustlers  and murderers  Ike Clanton and Tom  McLaury. On  October 25, 1881,  Ike  Clanton and  Tom  McLaury  came to town for supplies. Over the  course of the  day, they had several  violent  confrontations with the Earp brothers. On the morning of October 26,  Ike’s brother Billy Clanton  and Tom’s brother Frank  McLaury, along with gunfighter Billy Claiborne,  rode to town to provide backup for Ike and Tom. When Frank  McLaury  and Billy  Clanton learned that the  Earps  had  just  pistol-whipped their brothers, they  vowed revenge. At  3 p.m. on October 26, 1881, the  Earps  and  the hastily-deputized  Holliday faced the Clanton-McLaury  gang behind the OK Corral. In the 30-seconds of gunfire that ensued, Billy Clanton and both  McLaury  brothers were killed.  Doc Holliday, and Virgil and Morgan Earp were wounded. While he was present at the gunfight, Ike Clanton was unarmed and fled the scene. Though a territorial court found that the  Earps  and Holliday had  acted within their duties as lawmen at the O.K. Corral, Ike Clanton was not satisfied. In the following  weeks, Morgan Earp was killed and Virgil Earp was permanently maimed by a group of unknown cowboys.  In what has become known as the  Earp Vendetta Ride, Holliday joined Wyatt Earp as part of a federal posse that pursued the suspected outlaws  for over a year, killing four of them.   Later Life  and Death  in  Colorado   Holliday moved to Pueblo, Colorado, in  April 1882.  In May, he was arrested  for the murder of Frank Stilwell, one of the cowboys he had chased down while riding with Wyatt Earp’s federal posse. When Earp learned of the arrest, he arranged  to have the request to extradite Holliday  to Arizona  denied.  Ã‚   In the winter of 1886,  Holliday met his old friend Wyatt Earp for a final time in the lobby of the Windsor Hotel in Denver. Earp’s common-law wife Sadie Marcus later described  Holliday as a constantly-coughing skeleton standing on â€Å"unsteady legs.†Ã‚  Ã‚   Holliday spent the last year of his life in Colorado, dying of tuberculosis in his bed at the Glenwood Springs Hotel on November 8, 1887, at age 36.  He  is  buried in Linwood Cemetery overlooking Glenwood Springs, Colorado.   Legacy   One of the best-recognized characters of the American Old West, Doc Holliday is remembered for his friendship with Wyatt Earp.  In an 1896 article, Wyatt Earp said  of Holliday:   â€Å"I found him a loyal friend and good company. He was a dentist whom necessity had made a gambler; a gentleman whom disease had made a vagabond; a philosopher whom life had made a caustic wit; a long, lean blonde fellow nearly dead with consumption and at the same time the most skillful gambler and nerviest, speediest, deadliest man with a six-gun I ever knew.†Ã‚   Sources and  Further Reference Roberts, Gary L. (2006).  Doc Holliday: The Life and Legend.  John Wiley and Sons, Inc. ISBN 0-471-26291-9  Doc Holliday—Deadly Doctor of the American West. Legends of America.  Ã‚  OK Corral. History.net  Urban, William L. (2003).  Ã¢â‚¬Å"Tombstone. Wyatt Earp: The Ok Corral and the Law of the American West.† The Rosen Publishing Group. p. 75. ISBN 978-0-8239-5740-8.

Essay about System Integrity and Validation - 1055 Words

Running head: System Integrity and Validation System Integrity and Validation Aaron Stewart University of Phoenix Accounting Information Systems ACC/542 MBAY0ZDVQ0 Yasin Dadabhoy September 19, 2011 Preface Kudler Finer Foods has a very strong accounting information system in place but there is room for improvement. Kudler’s has taken the steps in the correct direction by implementing an industry specific system. Computer technology only makes auditing Kudler Finer Foods easier and more accurate. Computer assisted auditing tools and techniques CAATs is highly recommend for Kudler finer Foods. The ability to share information with clients and auditor’s†¦show more content†¦In the past, before computers aided in the organization of business documents, audits were conducted on paper. Audits are performed using Computer Assisted Audit Tools and Techniques (CAATTs) or Computer Assisted Audit Techniques (CAATs). Computer assisted audit tools and techniques (CAATTs) is defined as the software used to enhance the auditor’s productivity and used to extract data and analysis. The second T in CAATTs refers to the techniques used to enhance the effectiveness and efficiency of the audit. The other form of computer assisted audit tools and techniques is CAAT, which has one t. Because this computer assisted audit has one t, the single t represents techniques. CAATs by definition, has the same meaning as CAATTs with the exception of enhanced auditor’s productivity and extracting data and analysis (Hunton, Bryant, Bagranoff, 2004, p. 178). Using CAATs for information technology audits consists of the auditor’s following 10- steps. Each of the steps will cover a wide area of objectives, processes, and identify different task that need to be performed. The 10- steps to using CAATs will be cover in the PowerPoint presentation. Validating data will be accomplished by running a series of test data to ensure the system is updating and running properly. The test data is made up by the auditor to establish that the results received are the results the auditor is looking for. This particular type of test will beShow MoreRelatedSystem Integrity and Validation1262 Words   |  6 PagesSystem Integrity and Validation ACC 542 System Integrity and Validation In the past months, Jarowito Company has analyzed carefully Kudler Fine Foods accounting information system. It has explored the key business and the accounting information needed. It has analyzed strength and weaknesses of the systems and technology, suggesting some technology opportunities. It has evaluated the possible threats, suggesting how to avoid them.Read MoreSystem Integrity and Validation1083 Words   |  5 Pages System Integrity and Validation ACC/542 March, 2 2014 Prof: Edgar Coronel Preface Kudler Fine Food is a specialty food store that caters their service to a variety of special clients. Providing great service has been a calling card for Kudler Fine Food. Since their first store was open back in 1998, they have enjoyed great success. This has also allowed them to open a few more locations. Having the ability to have a strong accounting information system and greatRead MoreSystem Integrity and Validation1049 Words   |  5 Pagesimplemented that will assist Kudler in creating a framework for their audits. CAATs are divided into two techniques that will be beneficial to Kudler. The first is validating application integrity. The purpose of this technique is to find whether the source code has been compromised. Verifying the overall integrity of the applications is the second CAATs technique. This technique’s objective is to ensure that the data was imported correctly and also to find any irregularities within the data. DueRead MoreSystem Integrity and Validation1007 Words   |  5 PagesFoods management team is considering incorporating proposed computer assisted auditing techniques (CAATs) within its systems. CAATs will increase efficiency levels of an auditor’s personal productivity during analysis and data extraction of the audit which is beneficial to the performance of Kudler. CAAT will also service as a validation agent providing assurance of data integrity and reliability to the operations of Kudler Fine Foods for its users. CAAT surfaces inconsistencies that can be verifiedRead MoreSystem Integrity And Validation Of A Fine Foods1168 Words   |  5 Pages System Integrity and Validation Christopher Gaten ACC/542 Anita Rodriguez January 25, 2016 Over the last several weeks, there have been several recommendations made to update and replace the current software of Kudler Fine Foods IT audit systems. These recommendations have been made in hopes of making the company more efficient and profitable. According to most recent research, there are several audit systems that seem to best suit all audit functions of Kudler Fine Foods. Having saidRead MoreSystem Integrity and Validation - Kudler Fine Foods1033 Words   |  5 PagesIndividual Assignment: System Integrity and Validation - Kudler Fine Foods Over the past few weeks our team has looked into a number of aspects of Kudler Fine Foods and made recommendations as necessary in hopes of updating and replacing existing components of the companies IT systems in hopes of making the company more productive and profitable. Last week out team focused on the importance of audits and at a number of different types of audits that should be conducted to future evaluate the companyRead More†¢ Biomarker work plan and target population A biomarker work plan should be prepared before the1400 Words   |  6 Pagesrequirements for the assay. This plan can also specify the level of rigor to be applied to the assay validation and sum up purposes of study and the intended use of assay data. (Lee, J. W., et al. (2006). Fit-for-purpose method development and validation for successful biomarker measurement. Pharm Res 23(2): 312-328.) †¢ Sample Collection Results from biomarker assays are reliable if sample integrity is maintained from sample collection by analysis. First, consistent application of predefined sampleRead MoreStudy on Input Controls1573 Words   |  6 Pagescomputer application. Meanwhile, data could be entered into the computer by scheduled automated processing or manually. Input controls are the computer tools that assist in enhancing data integrity when data are entered into the system. The input controls perform different functions to enhance data validity and integrity. Functions of Input Controls Input controls are the computer tools that assist in ensuring that data are accurately processed through the application processing to ensure that dataRead MoreDatabase Migration Is The Transportation Of Data From Existing Database For New Database1570 Words   |  7 Pagesand 67% are not delivered on time†. This report highlights validation of migrated data using a proposed automated tool for quality assurance which is cost effective, timely efficient, resource operative and also manual data verification and validation. LITERATURE REVIEW In paper [3] discusses practice based testing and QA techniques to minimize or even eliminate risk. [4] Discussed validity, completeness, accuracy, timeliness, integrity and accessibility as the features of quality data. The bestRead MoreBased On The Study Of Various Security Models Of Cloud1030 Words   |  5 PagesAPI user agent connects specific cloud services. The proposed security model is shown in fig.1.2 it consists of the following security components. (i) Verification and validation (ii) security policies (iii) privilege control (iv) data protection (v) data security services (vi) threats/attacks detections. Verification and Validation: This unit is required in cloud computing not only to authenticate users but also to ensure the accuracy of data and services on the cloud. The significance of security

Tom Jones and Joseph Andrews Free Essays

string(47) " who is the other main character in the novel\." 1. INTRODUCTION The novel is a literary gender which was developed late, firstly in the Modern Ages achieving its maturity in the 19th century, although it has its precedents in earlier periods, for example in the Antiquity and the Oriental literatures. According to Wikipedia: â€Å"A novel is a long prose narrative that describes fictional characters and events in the form of a sequential story, usually. We will write a custom essay sample on Tom Jones and Joseph Andrews or any similar topic only for you Order Now The genre has historical roots in the fields of medieval and early modern romance and in the tradition of the novella. The latter, an Italian word used to describe short stories, supplied the present generic English term in the 18th century†. (Wikipedia) So, Henry Fielding was born in a period in which the novel was not fully developed, and he could be considered as a pioneer of this genre. His first major novel was â€Å"The History of the Adventures of Joseph Andrews and his friend, Mr. Abraham Adams†, published in 1742. The novel was a satire of the Samuel Richardson’s novel â€Å"Pamela† as a continuation of â€Å"Shamela†, a pamphlet which was a parody of â€Å"Pamela†. But the difference between â€Å"Shamela† and â€Å"Joseph Andews† lies in the parody, meanwhile â€Å"Shamela† is a parody, â€Å"Joseph Andrews† started as a parody but finally the novel turned into an independent work, the characters and plot have their own history. The following and most famous work of Henry Fielding was â€Å"The History of Tom Jones, a Foundling†, published in 1749. In this novel, Fielding expresses a lot of things of his own life and things of the situation of England in that moment. But, on the contrary of which is thought, â€Å"Tom Jones† is not an historical novel in the sense of express a lot of things of the context of Great Britain (for example, the Jacobite Revolution in which Fielding was very interested, is only named two times in the book, which makes the reader set the novel in a context and a specific period but do not try to tell all the story of England), but in the sense of creating â€Å"histories† of its characters, Fielding was an innovator with this structure. So the novel is considered an historical novel but not in the sense in which most people understand it. Henry Fielding had a lot of works, novels and plays. But the purpose of this essay is to make a comparison between the two novels named before, â€Å"Tom Jones† and â€Å"Joseph Andrews†, focusing on their structure in which will be analyzed the characters, and the style of the two novels trying to find the similarities and the differences. 2. A COMPARISON OF THE STRUCTURE IN TOM JONES AND JOSEPH ANDREWS 3. 1. CHARACTERS Although, there are a lot of characters in both novels, this essay is going to focus on the most important characters such as Tom Jones, Sophia Western and Allworthy in â€Å"Tom Jones†, and Joseph Andrews, Fanny, and Parson Adams in â€Å"Joseph Andrews†. Tom Jones is the main character of the novel â€Å"The History of Tom Jones, a Foundling†. And Joseph Andrews is the main character of the novel â€Å"The History of the Adventures of Joseph Andrews and his friend, Mrs. Abraham Adams†. As main characters they have many things in common. For example, at first, it was believed that Tom Jones was the son of Jenny Jones, so he was â€Å"adopted† by Mr. Allworthy and he was treated like a boy of the lower class, but finally, he discovered that he was the son of Bridget Allworthy, and his uncle, Mr. Allworthy named him heir of all his fortune. In â€Å"Joseph Andrews† was something similar. At first, it was believed that Joseph was the son of Mr. Gaffer Andrews and Mrs. Gamer Andrews who also belonged to the lower class, but finally, Joseph Andrews discovered that he is the son of a gentleman called Mr. Wilson. But a difference between Tom and Joseph is how they deal with women. Joseph was pursued by Lady Booby and he rejected her and left her house in which he was working as a servant. He travelled to his home again and he met with Fanny, a girl who he was in love with. But Tom had many affairs with women, for instance, with Molly Seagrim, and after confessing his feelings to Sophia Western (who was deeply in love with him), Tom began an affair with Lady Bellaston and Mrs. Waters. Anyway, Tom Jones is gentleman who always tries to treat women with respect. Tom also treats women with the utmost respect, obliging their desire to be courted by pretending to be the seducer even when they are seducing him. Tom refuses to abandon Molly for Sophia and is plagued by his obligations to Lady Bellaston. Nonetheless, Tom’s refusal of the tempting marriage proposal of Arabella Hunt—whose last name underscores the fact that Tom is hunted more often than he is the hunter—indicates that he has mended his wild ways and is ready to become Sophia’s husband. Tom’s gallantry reveals itself in his relationships with men as well as women, however. This spirit is evident in Tom’s insistence on paying the drinking bill for the army men at Bristol, and in his gallant defense of himself in the duel. Sparknotes) On the contrary, Joseph Andrews tries to be a gentleman but he is not. And Joseph is, as C. J. Rawson has noticed, something of a parody of a gentleman rather than a gentleman. It is really a distinction between nature and nurture, for Joseph is born a real gentleman (without knowing it) but does not quite manage to carry himself like one: he has â€Å"the m ost perfect Neatness in his Dress, and an Air, which to those who have not seen many Noblemen, would give an Idea of Nobility† (38-39; 1, 8). But those who have seen many noblemen would, presumably, not be deceived by such an appearance. (Varey) Anyway, although Joseph Andrews is not a real gentleman â€Å"in his manner†, he is â€Å"unaffected†, â€Å"honest†, and â€Å"candid† (Varey). In â€Å"Tom Jones†, we find the character of Sophia Western who is the other main character in the novel. You read "Tom Jones and Joseph Andrews" in category "Essay examples" She is the person in who Fielding shows the virtue of the innocence. But, although she is like a delicate girl and innocent, she faces her father and her aunt because she loves Tom and she does not want to marry Bilfil. Sophia is the essence of womanhood in the novel. She is very honest and obedient in the novel but she also has a sense of independence towards her father’s wishes. After she and Tom are lovers and Tom is extradited from the town Sophia is willing to go against her father’s order to stay and marry Blifil and she leaves the town to go and find Jones. Although Sophia is very honest and loving she does not think like Jones. She is not dedicated like Jones. She puts her personal interest before the welfare of others. The History of Tom Jones) In â€Å"Joseph Andrews†, we find the character of Sophia in â€Å"Tom Jones†, Fanny she is the girl who is in love with Joseph and she has a lot of similarities with Sophia, both of them are innocents and sensitive, but they fight for their love. She has sensibility, sweetness, and gentility; in short, she is the perfect object for Joseph’s love, and the way in which she immediately takes to the road in search of J oseph after hearing of his plight testifies that she too has a depth of feeling all too rare in this novel. Yet she also possesses a deep sense of modesty; and, in all honesty, one must admit that Fanny is a little too perfect. But part of her charm is in the way Fielding uses her in his comic contrasts. (Cliffnotes) Finally, the last character of â€Å"Tom Jones† which will be analyzed is Mr. Allworthy. The reader only has to read the last name of this character to realize how he is, and how he is going to act along the novel. Allworthy is the person who takes Tom Jones and â€Å"adopts† him when he knew that Tom Jones’ mother commit a sin being pregnant of a man and not marrying with him. He is the protector of Tom Jones; he is like an ideal man: He is intelligent, virtuous, charitable, compassionate and cautious. Tom is good, generous and honest, but he has a lack of caution and a faith to use it as an obstacle to the temptations of the flesh to be like Mr. Allworthy. But in â€Å"Joseph Andrews† we find Parson Abraham Adams. He is who leads Joseph in the adventures. Although he is a little bit â€Å"dreamer†, he is the character which set the moral basis in the novel. Adams is a very good man and yet a very human man; he has his head in the clouds and although his feet are on the ground, they are usually in puddles. Comic though he is, he is the firm pivot of the novel’s moral influence. It is his belief in charitable action which distinguishes him as a parson from such hypocritical boors as Trulliber. Like Joseph and Fanny, he acts on his feelings, and it is because of this affinity that he is such a fine guardian and guide to the young pair. (Cliffnotes) 2. 2 STRUCTURE / STYLE Henry Fielding was known for his style of writing. In â€Å"Tom Jones† and â€Å"Joseph Andrews†, he represents the virtues, and he uses the satire. According to the structure, â€Å"Joseph Andrews† has a lot of picaresque: the action takes place on the road and in inns. And the most of the events, in which Joseph or Adams are involved, are independent from each other. Fielding introduces such events, and the stories between the main story, to underline and satirize the selfish and hypocritical behavior which is common in all the classes of the society. Fielding creates a lot of characters of all types, from the lower class and upper class such as aristocrats, landowners, clergies, doctors, lawyers, actors, drivers and innkeepers. In Joseph Andrews characters of inferior rank and manners are numerous. [†¦] The list includes more innkeepers, an hostler or two, a coachman, and various rustics. His portrayal of these â€Å"inferior† characters and their conversation shows Fielding’s familiarity with the lower classes and their speech, which he insists is as important to the novelist as a knowledge of â€Å"upper life†. (Bissel: 69) The structure of â€Å"Tom Jones† is very similar to â€Å"Joseph Andrews†, but it is a novel larger, which includes evocations of the life in the land and scenes of the London life. In the preface of â€Å"Joseph Andrews†, Fielding notes that he sees the novel as an â€Å"epic poem in a mocking tone and prose†. The epic poem represented a narrative way renowned for the tradition in which the author could inspire himself, without fear of the critics, when he wanted to create a new kind of literary work. â€Å"Tom Jones† is a novel extraordinary good planed. It is supported in the structure of the epic-poem: a central action which moves forward with regular steps to a final target and of which events contribute in some way to the whole narration. Tom Jones, as a new Ulysses, he sees him forced to leave his home, and after a lot of adventures which polish his personality and put his qualities down, finally he comes back to his home to meet with his â€Å"Penelope†, the faithful Sophia Western. The period of adventures reminds a lot to the picaresque atmosphere of â€Å"Joseph Andrews† and, as in this one, the war deeds take place in inns. The influence of Cervantes in â€Å"Joseph Andrews† is obvious and the author himself admits it. Parson Adams and Joseph Andrews, as Don Quixote and Sancho Panza, go through the paths and share adventures which are told with humor. More obvious than any of these, the influence of Cervantes appears not only in the resemblance between Don Quixote and Parson Adams, but also in a number of similarities in manner and incident. (Battestin) Adams and Don Quixote are characters, who due to their idealism lose contact with the reality; both of them assume the good intentions of th e different characters they meet and that is the reason why all people trick him. As Adams looks like Don Quixote, Joseph Andrews looks like Sancho Panza. There are some similarities between them. Sancho represents the realism and Joseph personifies an extreme idealism almost grotesque. Sancho is a character who develops along the novel. At first, he is the rational character and Don Quixote is crazy, but finally it is to the contrary and Sancho goes crazy. And Joseph also develops. At first, he seems like a ridiculous character and without personality, but along the novel he leaves of being the parody of Pamela and he turns into a character with personality and own identity who matures and starts to realized of the reality that is around them. At the end, he turns into a character which has a more realistic vision of the world. In â€Å"Tom Jones†, the main character with the same name is the version of Don Quixote and he has the services of his own Sancho Panza who is represented in the character of Partridge, the ex-teacher of the school, victim of the destiny, who, as Tom Jones, has been exiled because of a crime which he did not commit. Of course, the humor is present along the novel and it is one of the bases of it. There are characters really hilarious such as Partridge, the servant of Tom Jones, (as it has been already said, the Sancho Panza of Tom Jones). He is always making Tom losing the patience with his plenty of verbosity and his never ending Latin cites. Another example is the Mr. Western, Sophia’s father, a mixed of bad manners, little drunk and fan of the hunting, who is responsible of many of the funniest scenes of the novel. The ability of Fielding for the satire never ends. He satirizes all the social classes, they all come off badly and there is not any character hich is not satirized. â€Å"Tom Jones† is a novel really modern. Fielding knew how to represent the double moral of the human beings, the inevitable tendency to the contradiction and the debility about the temptation; the heroes of this story give in to reprehensible impulses (at least from the point of view of the moral of that period), and their behavior is not always as people could expect. Fielding show s the inconstancy of the soul through the funny adventures, but with a background of clever satire far from negligible. Moreover, the fact that the women of this story are the model of behavior and being judged with a very advance look is very relevant. The tutor of Tom, Mr. Allworthy (whose last name shows how he is), put wisely in balance the behavior of the young’s mother, whom he accuses of have a baby without husband; additionally, he convinces Sophia’s father to allow her daughter of getting married with the person who she believes is the best. The aunt of Sophia faces his brother to defend the social position of the woman as a member of the society, with the same rights and duties as men. It is vital to appreciate the limited role that Fielding gives to burlesque; he is attempting to describe the real nature of comedy, just as Joseph Andrews will attempt to discover the real nature of everyone and everything. In linking himself with Hogarth, the â€Å"comic history† painter whose works are in the â€Å"exactest copying of nature,† Fielding presents an argument later echoed by Henry James: â€Å"The only reason for the existence of a novel is that it does attempt to represent life. When it relinquishes this attempt, the same attempt that we see on the canvas of the painter, it will have arrived at a very strange pass† (â€Å"The Art of Fiction,† 1884). (Cliffnotes) 3. CONCLUSION In summary, as it has been shown in this essay, â€Å"Tom Jones† and â€Å"Joseph Andrews† have many similarities. Fielding reproduces the same moral and virtuous style in both of them. He makes the main characters with similar personalities such as Tom Jones and Joseph Andrews, or Sophia Western and Fanny. In the style, the reader can see how Fielding tried to recreate in his novels (a part of the influence of the classical literature such as â€Å"The Odyssey†), the influence of Cervantes’ â€Å"Don Quixote†, and the introduction of the picaresque in his novels. At first, it was believed that â€Å"Joseph Andrews† was inspired in â€Å"Don Quixote†, but the fact is that â€Å"Tom Jones† has a lot of that picaresque and the role plays of the main characters as Don Quixote and Sancho Panza. And of course, in both of them, the reader can find lots of moral and satire. In addition to the fact that â€Å"Joseph Andrews† started as a parody of Pamela, it became as an independent novel and finally it was a novel with personality and different stories. It became in a critic, a satire of the social classes and the society in general of his time, as â€Å"Tom Jones†, which was considered as an historical novel, but not because of the references to the History, but to the creation of histories between the characters and the similarities between them and the reality. 4. WORKS CITED Bissel, Frederick Olds. Fielding’s Theory of the Novel. New York: Cooper Square Publishers Inc. , 1933. Print. Compton, Neil. Henry Fielding Tom Jones. A Casebook. Macmillan, 1970. Print. Inserni, . â€Å"Primary Characters:. †Ã‚  Ã¢â‚¬Å"The History of Tom Jones† Analysis of Characters. Blogger, 13 Sep 2011. Web. Web. 21 Mar. 2013. Johnson, Maurice. Fielding’s Art of Fiction. Eleven Essays on Shamela, Joseph Andrews, Tom Jones and Amelia. Pennsylvania: University of Pennsylvania Press, 1969. Print. â€Å"Joseph Andrews by Henry Fielding. †Ã‚  Cliffnotes. John Wiley Sons, Inc.. Web. 21 Mar 2013. The Moral Basis of Fielding’s Art. A Study of Joseph Andrews. Middletown: Wesleyan University Press, 1959. Print. â€Å"Tom Jones (Novela). †Ã‚  Wikipedia. La Enciclopedia Libre. Wikipedia Commons, 12 Mar 2013. Web. 21 Mar 2013. Varey, Simon. Joseph Andrews. A Satire of Modern Times. G. K. Hall ; Co. , 1990. Print. Withington, Keri. â€Å"Character analysis: Joseph Andrews, by Henry Fielding. †Ã‚  Helium. Where Knowledge Rules. Helium Inc. , 05 May 2007. Web. 21 Mar 2013. How to cite Tom Jones and Joseph Andrews, Essay examples

External /Internal Equity Essay Example

External /Internal Equity Essay The main purpose of this project is to point out the relationship between external equity in discussing pay versus benefits, and also to investigate the best compensation package (with special focus on external market competitiveness and internal equity) that will be of benefit to recruit and retain productive and motivated staff members. Key words: external equity, compensation, internal equity, motivation CHAPTER ONE 1. 0 LITERATURE REVIEW 1. 1 Equity Theory Basically, employees make comparison of their job inputs (Effort, experience, education, competence) and outcomes (Salary levels, raises, recognition) relative to those of others. Individuals tend to make comparison of their outcome-input ratio with the outcome –input ratio of relevant others. A state of equity exist when individuals perceive that their ratio is equal to relevant others, while inequity exist when the ratio are not the same. This led to the theory of social equity been proposed by J. Stacy Adams (1963) based upon Festinger’s (1957) theory of cognitive dissonance, that has received considerable attention in the organizational behavior literature (Vecchio 1981). According to Adams (1963), an employee brings to a job certain inputs (such as education, experience, training, and skill), and receives certain outcomes (such as intrinsic and extrinsic rewards). Inequity occurs when an individual perceives that the ratio of his or her outcomes to inputs is not equal to the ratio of some referent other, such as a work peer (Adams 1965). We will write a custom essay sample on External /Internal Equity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on External /Internal Equity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on External /Internal Equity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Individuals can feel inequity exists when they are undercompensated or overcompensated relative to their referent other (Walster, Berscheid, and Walster 1973). When inequity is perceived, individuals may experience distressanger or resentment in the case of under compensation and guilt in the case of over compensation (Austin and Walster 1974). Evidence suggests that individuals may base perceptions of equity on a number of comparison others (Ronen, 1986; Hills, 1980; Middlemist Peterson, 1976). ased on common choices of comparison others, there are at least three distinct types of equity: external equity, internal equity, and employee equity. For the purpose of this project external and internal equity will be addressed. 1. 2 EXTERNAL EQUITY External equity exists when an organizations pay rates are at least equal to the average rates in the organization’s market or sector. Employers want to ensure that they are able to pay what is necessary to find, keep and motivate an ade quate number of qualified employees. Creating a compensation structure that starts with competitive base pay is critical. Limited evidence suggests that managers at higher organizational levels may use external comparison others more than managers at lower organizational levels (Ronen, 1986; Heneman, Schwab, Standal, Peterson, 1980). This may occur because greater participation in professional networks at higher levels may make inputs and outputs of external others more salient. One way organizations achieve external equity is through the use of labor market pay surveys (Davis, 1997). . 3 INTERNAL EQUITY Internal equity exists when employees in an organization perceive that they are being rewarded fairly according to the relative value of their jobs within an organization. Another way of stating this is to say that a person’s perception of their responsibilities, rewards and work conditions is seen as fair or equitable when compared with those of other employees in similar positions in the same organization. Fac tors such as skill level, the effort and the responsibility of the role, as well as working conditions are considered. Although employees use internal as well as external comparison others (Andrews Henry, 1963; Finn Lee, 1972), their relative importance is unclear. Finn and Lee (1972) found that employees using internal comparison others were more satisfied with pay than those using external others. However, Hill (1980) found that people tended to use either internal and external referents or neither. One way organizations achieve internal equity is through the use of job evaluation plans. CHAPTER TWO 2. 0 COMPENSATION According to Tanushree Sanwal (2009), compensation is the remuneration received by an employee in return for his/her contribution to the organization. It is an integral part of human resource management which helps in motivating the employees and improving organizational effectiveness. Adequate compensation also serves the need for attracting and retaining the best employees. It is an organized practice that involves balancing the work-employee relation by providing monetary and non-monetary benefits to employees. Compensation does not include only salary but it is the sum total of all rewards and allowances provided to the employees in return for their services. compensation management philosophy believes in satisfying the various needs of an individual, such as social needs, psychological needs, safety needs, self-actualization needs etc. In absence of compensation it may not be possible to attract suitable people to work for the organization. Compensation helps in running an organization effectively and accomplishing its goals. Modern day organizations need to design the compensation systems aligning with the business goals and strategies. Three strategic objectives of compensation of particular importance are: (1) attracting and retaining the talent required for a sustainable competitive advantage, (2) focusing the energy of employees on implementing the organization’s particular competitive strategy, and (3) improving productivity 2. 1 THE ROLE OF HR According to schuler and Jackson (2006) human resources is responsible for setting the compensation system in the whole organization, monitor it and do a proper follow up, when the compensation system does not work properly. HR introduced several procedures to measure the fairness in compensation in the organization. HR introduced job design and job evaluation to compare different jobs across the organization. There are two ways of determining the levels of pay according to Thorpe and Holman (2000). The first is to focus on the labor market and to pay everyone at around the market rate. In this case, there is a comparison with employees in other organizations and it is called external equity (Hume, 1995). The second as its first priority the organizational goals and supports a reward system according to the organizational objectives and considering the job evaluation. In this case, there is a comparison of employees in the same organization and it is called internal equity (Hume, 1995). It is supported that the most dissatisfied employees are those who face internal inequity, namely when senior managers are generously paid and the other employees feel the unfairness (Hume, 1995). 2. 2 EXTERNAL EQUITY IN COMPENSATION. The organization competes with other employers to attract, hire and retain the best employees. It has to offer a competitive salary package to make employees feel satisfied and prevents them from looking for job elsewhere. The external equity is about keeping the personnel expenses budget under control and securing the position of the organization in the pay market. Most organization do not choose to pay more than the competitors, but they want to pay in-line with competitors and they choose the median for most job positions. Most of the times, the market rate is considered to be most efficient approach. In most competitive markets, there is no other choice but to pay the market rate in order to attract qualified staff and to ensure satisfaction. Furthermore, according to Thorpe Homan (2000), small organizations with growth potential can attract new employees by promising a greater share of rewards and better career as the company will expand successfully in the future. However, supply and demand differ substantially among market resulting in significant variation in wages across labor markets. Schuler and Jackson (2006) pointed out factors that could contribute to wage differences among markets. They are geographical location, union status, industry sector, organization size, company prestige, product competition, education and experience level of available work force, licensing or certification requirements called for by the job. A combination of the factors determines the labor market for a particular job. 2. 3 INTERNAL EQUITY IN COMPENSATION. Internal equity in compensation is more important than external equity for many organizations. The unfairness in the compensation inside the organization is more visible. It is supported that the most dissatisfied employees are those who face internal inequity, namely when senior managers are â€Å"generously paid and the other employees feel the unfairness (Hume, 1995). Internal equity is about proper job design and job evaluation and setting the same compensation principle for the comparable job across the organization. The performance related compensation components are the usual source of the differences in the pay for the comparable job positions as human resources has to co-operate with line managers for a better understanding of the business and also set a better bonus pay. Schuler and Jackson (2006) pointed out job related factors that could be used to set compensation levels. They are education required, experience required, physical demands, responsibility for equipment/materials, responsibility for safety of others, supervisory/managerial responsibility, working conditions, accident or health hazards, public contact, manual dexterity. CHAPTER THREE 3. 0 PAY EQUITY: Internal and External Considerations. 3. 1 COMPANY VIEW Basically, companies emphasize external equity in setting a compensation structure. For example, a 1975 Bureau of National Affairs study shows that over 80% of both small and large firm ranked external effectiveness as their most compensation objective. This emphasis on external equity demands the availability of high quality of labor market data. Because labor market tend to be highly variable, difficult to track, difficult to describe, companies are forced to participate in elaborate, costly wage surveys to get the data they need. However, companies are beginning to recognize limitations associated with focusing on external equity as the primary basis for setting compensation objectives. A 1985 study by the conference board showed that employers are starting to consider internal factors as more important that the external factors in setting wage level. These companies recognize that over emphasizing external equity may detract from important internal equity considerations. 3. 2 EMPLOYEES VIEW Individual view equity differently from the way organization views it. While organizations make comparison with other organization, individuals compare their pay with others within the same establishment. For this reason perception of internal equity can influence an organization compensation objective, much more than external issues. A study conducted in 1972 by Allan N. Nash adds insight to this issue. The result showed that 80% of employees indicated that they will be angered if they found themselves paid less than others in same establishment In addition to pay, there are many things that influence employee perception of equity. Study shows that workers often rank job security, working conditions, advancement opportunity, management appreciation, relationship with co-workers, and flexibility of working hours or job assignment ahead of pay. In summary, it appears that employees may look at compensation equity from a different view point than that of their employers. Companies go to great length to establish mechanism for accessing pay practices in other companies, while employees are primarily concerned with pay equity in their own company. 3. 3 EXPERT OPINION The following statement indicates the opinion of some compensation experts. The first two supports external equity, while the last two favors internal equity. †¢Ã¢â‚¬Å"In most cases it makes sense to focus on external pay comparison as the major as the major criteria to determine compensation levels. Both internal and external and inequity have serious consequences for the organization. However the consequences of external inequity†¦are more severe for the organization and they are the ones that deserve primary attention† (Edward E. lawler 1981). †¢Ã¢â‚¬Å"We feel it is important to underline the sovereignty of external equity influence on wages over internal equity influence. Certainly the power of a wage or salary to attract employee is based solely on external equity considerations. The retention power of a wage or salary is also influenced heavily by external equity considerations. When external and internal equity considerations are in conflict, we suspect †¦. that external equity takes precedence† (Mark. J Wallace and Charles f. hay 1983). †¢ â€Å"Most pay comparison research suggests that it is probably more important to have internal equity than external equity. Employee can seemingly grasp of whether they think they are fairly paid by a particular employer through looking at other jobs in that organization than they can by weighing external information†(Thomas h. Patten 1977). â€Å"Experience seems to indicate that establishment of compromise rate in case of conflict is probably the solution. Internal consistency is more important than strict external competitiveness† (Milton. A . Rock 1984). CONCLUSION My findings suggest that there is no right or wrong answer in which should be the primary consideration external or internal equity for formulating compensation objectives. According to a study conducted by Government of Cana da human resource council, a good compensation strategy includes a balance between internal equity and external competitiveness. Compensation and benefits affect the productivity and happiness of employees, as well as the ability of your organization to effectively realize its objectives. It is to your advantage to ensure that your employees are creatively compensated and knowledgeable of their benefits. The long term need is to establish both a strategic organization wide pay level policy that specifically addresses a company’s approach to pay relative to marketplace (external equity), and an internal job evaluation methodology for use in assessing the relative value of each job in an organization (internal equity).. Kent Romanoff et al. In conclusion, HR should consider a two way approach in setting wage levels. External data should be used to establish strategic guidelines for overall company pay policy. In addition, a second job evaluation methodology should be used to determine the value of a company’s job. This establishes internal equity. . External /Internal Equity Essay Example External /Internal Equity Essay The main purpose of this project is to point out the relationship between external equity in discussing pay versus benefits, and also to investigate the best compensation package (with special focus on external market competitiveness and internal equity) that will be of benefit to recruit and retain productive and motivated staff members. Key words: external equity, compensation, internal equity, motivation CHAPTER ONE 1. 0 LITERATURE REVIEW 1. 1 Equity Theory Basically, employees make comparison of their job inputs (Effort, experience, education, competence) and outcomes (Salary levels, raises, recognition) relative to those of others. Individuals tend to make comparison of their outcome-input ratio with the outcome –input ratio of relevant others. A state of equity exist when individuals perceive that their ratio is equal to relevant others, while inequity exist when the ratio are not the same. This led to the theory of social equity been proposed by J. Stacy Adams (1963) based upon Festinger’s (1957) theory of cognitive dissonance, that has received considerable attention in the organizational behavior literature (Vecchio 1981). According to Adams (1963), an employee brings to a job certain inputs (such as education, experience, training, and skill), and receives certain outcomes (such as intrinsic and extrinsic rewards). Inequity occurs when an individual perceives that the ratio of his or her outcomes to inputs is not equal to the ratio of some referent other, such as a work peer (Adams 1965). We will write a custom essay sample on External /Internal Equity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on External /Internal Equity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on External /Internal Equity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Individuals can feel inequity exists when they are undercompensated or overcompensated relative to their referent other (Walster, Berscheid, and Walster 1973). When inequity is perceived, individuals may experience distressanger or resentment in the case of under compensation and guilt in the case of over compensation (Austin and Walster 1974). Evidence suggests that individuals may base perceptions of equity on a number of comparison others (Ronen, 1986; Hills, 1980; Middlemist Peterson, 1976). ased on common choices of comparison others, there are at least three distinct types of equity: external equity, internal equity, and employee equity. For the purpose of this project external and internal equity will be addressed. 1. 2 EXTERNAL EQUITY External equity exists when an organizations pay rates are at least equal to the average rates in the organization’s market or sector. Employers want to ensure that they are able to pay what is necessary to find, keep and motivate an ade quate number of qualified employees. Creating a compensation structure that starts with competitive base pay is critical. Limited evidence suggests that managers at higher organizational levels may use external comparison others more than managers at lower organizational levels (Ronen, 1986; Heneman, Schwab, Standal, Peterson, 1980). This may occur because greater participation in professional networks at higher levels may make inputs and outputs of external others more salient. One way organizations achieve external equity is through the use of labor market pay surveys (Davis, 1997). . 3 INTERNAL EQUITY Internal equity exists when employees in an organization perceive that they are being rewarded fairly according to the relative value of their jobs within an organization. Another way of stating this is to say that a person’s perception of their responsibilities, rewards and work conditions is seen as fair or equitable when compared with those of other employees in similar positions in the same organization. Fac tors such as skill level, the effort and the responsibility of the role, as well as working conditions are considered. Although employees use internal as well as external comparison others (Andrews Henry, 1963; Finn Lee, 1972), their relative importance is unclear. Finn and Lee (1972) found that employees using internal comparison others were more satisfied with pay than those using external others. However, Hill (1980) found that people tended to use either internal and external referents or neither. One way organizations achieve internal equity is through the use of job evaluation plans. CHAPTER TWO 2. 0 COMPENSATION According to Tanushree Sanwal (2009), compensation is the remuneration received by an employee in return for his/her contribution to the organization. It is an integral part of human resource management which helps in motivating the employees and improving organizational effectiveness. Adequate compensation also serves the need for attracting and retaining the best employees. It is an organized practice that involves balancing the work-employee relation by providing monetary and non-monetary benefits to employees. Compensation does not include only salary but it is the sum total of all rewards and allowances provided to the employees in return for their services. compensation management philosophy believes in satisfying the various needs of an individual, such as social needs, psychological needs, safety needs, self-actualization needs etc. In absence of compensation it may not be possible to attract suitable people to work for the organization. Compensation helps in running an organization effectively and accomplishing its goals. Modern day organizations need to design the compensation systems aligning with the business goals and strategies. Three strategic objectives of compensation of particular importance are: (1) attracting and retaining the talent required for a sustainable competitive advantage, (2) focusing the energy of employees on implementing the organization’s particular competitive strategy, and (3) improving productivity 2. 1 THE ROLE OF HR According to schuler and Jackson (2006) human resources is responsible for setting the compensation system in the whole organization, monitor it and do a proper follow up, when the compensation system does not work properly. HR introduced several procedures to measure the fairness in compensation in the organization. HR introduced job design and job evaluation to compare different jobs across the organization. There are two ways of determining the levels of pay according to Thorpe and Holman (2000). The first is to focus on the labor market and to pay everyone at around the market rate. In this case, there is a comparison with employees in other organizations and it is called external equity (Hume, 1995). The second as its first priority the organizational goals and supports a reward system according to the organizational objectives and considering the job evaluation. In this case, there is a comparison of employees in the same organization and it is called internal equity (Hume, 1995). It is supported that the most dissatisfied employees are those who face internal inequity, namely when senior managers are generously paid and the other employees feel the unfairness (Hume, 1995). 2. 2 EXTERNAL EQUITY IN COMPENSATION. The organization competes with other employers to attract, hire and retain the best employees. It has to offer a competitive salary package to make employees feel satisfied and prevents them from looking for job elsewhere. The external equity is about keeping the personnel expenses budget under control and securing the position of the organization in the pay market. Most organization do not choose to pay more than the competitors, but they want to pay in-line with competitors and they choose the median for most job positions. Most of the times, the market rate is considered to be most efficient approach. In most competitive markets, there is no other choice but to pay the market rate in order to attract qualified staff and to ensure satisfaction. Furthermore, according to Thorpe Homan (2000), small organizations with growth potential can attract new employees by promising a greater share of rewards and better career as the company will expand successfully in the future. However, supply and demand differ substantially among market resulting in significant variation in wages across labor markets. Schuler and Jackson (2006) pointed out factors that could contribute to wage differences among markets. They are geographical location, union status, industry sector, organization size, company prestige, product competition, education and experience level of available work force, licensing or certification requirements called for by the job. A combination of the factors determines the labor market for a particular job. 2. 3 INTERNAL EQUITY IN COMPENSATION. Internal equity in compensation is more important than external equity for many organizations. The unfairness in the compensation inside the organization is more visible. It is supported that the most dissatisfied employees are those who face internal inequity, namely when senior managers are â€Å"generously paid and the other employees feel the unfairness (Hume, 1995). Internal equity is about proper job design and job evaluation and setting the same compensation principle for the comparable job across the organization. The performance related compensation components are the usual source of the differences in the pay for the comparable job positions as human resources has to co-operate with line managers for a better understanding of the business and also set a better bonus pay. Schuler and Jackson (2006) pointed out job related factors that could be used to set compensation levels. They are education required, experience required, physical demands, responsibility for equipment/materials, responsibility for safety of others, supervisory/managerial responsibility, working conditions, accident or health hazards, public contact, manual dexterity. CHAPTER THREE 3. 0 PAY EQUITY: Internal and External Considerations. 3. 1 COMPANY VIEW Basically, companies emphasize external equity in setting a compensation structure. For example, a 1975 Bureau of National Affairs study shows that over 80% of both small and large firm ranked external effectiveness as their most compensation objective. This emphasis on external equity demands the availability of high quality of labor market data. Because labor market tend to be highly variable, difficult to track, difficult to describe, companies are forced to participate in elaborate, costly wage surveys to get the data they need. However, companies are beginning to recognize limitations associated with focusing on external equity as the primary basis for setting compensation objectives. A 1985 study by the conference board showed that employers are starting to consider internal factors as more important that the external factors in setting wage level. These companies recognize that over emphasizing external equity may detract from important internal equity considerations. 3. 2 EMPLOYEES VIEW Individual view equity differently from the way organization views it. While organizations make comparison with other organization, individuals compare their pay with others within the same establishment. For this reason perception of internal equity can influence an organization compensation objective, much more than external issues. A study conducted in 1972 by Allan N. Nash adds insight to this issue. The result showed that 80% of employees indicated that they will be angered if they found themselves paid less than others in same establishment In addition to pay, there are many things that influence employee perception of equity. Study shows that workers often rank job security, working conditions, advancement opportunity, management appreciation, relationship with co-workers, and flexibility of working hours or job assignment ahead of pay. In summary, it appears that employees may look at compensation equity from a different view point than that of their employers. Companies go to great length to establish mechanism for accessing pay practices in other companies, while employees are primarily concerned with pay equity in their own company. 3. 3 EXPERT OPINION The following statement indicates the opinion of some compensation experts. The first two supports external equity, while the last two favors internal equity. †¢Ã¢â‚¬Å"In most cases it makes sense to focus on external pay comparison as the major as the major criteria to determine compensation levels. Both internal and external and inequity have serious consequences for the organization. However the consequences of external inequity†¦are more severe for the organization and they are the ones that deserve primary attention† (Edward E. lawler 1981). †¢Ã¢â‚¬Å"We feel it is important to underline the sovereignty of external equity influence on wages over internal equity influence. Certainly the power of a wage or salary to attract employee is based solely on external equity considerations. The retention power of a wage or salary is also influenced heavily by external equity considerations. When external and internal equity considerations are in conflict, we suspect †¦. that external equity takes precedence† (Mark. J Wallace and Charles f. hay 1983). †¢ â€Å"Most pay comparison research suggests that it is probably more important to have internal equity than external equity. Employee can seemingly grasp of whether they think they are fairly paid by a particular employer through looking at other jobs in that organization than they can by weighing external information†(Thomas h. Patten 1977). â€Å"Experience seems to indicate that establishment of compromise rate in case of conflict is probably the solution. Internal consistency is more important than strict external competitiveness† (Milton. A . Rock 1984). CONCLUSION My findings suggest that there is no right or wrong answer in which should be the primary consideration external or internal equity for formulating compensation objectives. According to a study conducted by Government of Cana da human resource council, a good compensation strategy includes a balance between internal equity and external competitiveness. Compensation and benefits affect the productivity and happiness of employees, as well as the ability of your organization to effectively realize its objectives. It is to your advantage to ensure that your employees are creatively compensated and knowledgeable of their benefits. The long term need is to establish both a strategic organization wide pay level policy that specifically addresses a company’s approach to pay relative to marketplace (external equity), and an internal job evaluation methodology for use in assessing the relative value of each job in an organization (internal equity).. Kent Romanoff et al. In conclusion, HR should consider a two way approach in setting wage levels. External data should be used to establish strategic guidelines for overall company pay policy. In addition, a second job evaluation methodology should be used to determine the value of a company’s job. This establishes internal equity. .

Kosmoceratops - Facts and Figures

Kosmoceratops - Facts and Figures Name: Kosmoceratops (Greek for ornate horned face); pronounced KOZZ-moe-SEH-rah-tops Habitat: Plains and woodlands of North America Historical Period: Late Cretaceous (75-65 million years ago) Size and Weight: About 15 feet long and 1-2 tons Diet: Plants Distinguishing Characteristics: Quadrupedal posture; ornate skull with numerous horns and downward-curving frill About Kosmoceratops For years, Styracosaurus held the title as the worlds most ornately decorated ceratopsian dinosauruntil the recent discovery of Kosmoceratops (Greek for ornate horned face) in southern Utah. Kosmoceratops sported so many evolutionary bells and whistles on its massive skull that its a wonder it didnt topple over when it walked: this elephant-sized herbivores head was decorated with no less than 15 horns and horn-like structures of various sizes, including a pair of large horns above its eyes vaguely resembling those of a bull, as well as a downward-curving, bizarrely segmented frill completely unlike anything seen in any previous ceratopsian. As is the case with another recently discovered horned frilled dinosaur, Utahceratops, the strange appearance of Kosmoceratops can at least partially be explained by its unique habitat. This dinosaur lived on a large island in western North America, called Laramidia, that was demarcated and bordered by the shallow Western Interior Sea, which covered much of the continents interior during the late Cretaceous period. Relatively isolated from the mainstream of dinosaur evolution, Kosmoceratops, like the other fauna of Laramidia, was free to progress in its bizarre direction. The question remains, though: why did Kosmoceratops evolve such a unique combination of frill and horns? Usually, the main driver of such an evolutionary process is sexual selectionover the course of millions of years, female Kosmoceratops came to favor multiple horns and funky frills during mating season, creating an arms race among males to outdo one another. But these features may also have evolved as a way to differentiate Kosmoceratops from other ceratopsian species (it wouldnt do for a juvenile Kosmoceratops to accidentally join a herd of Chasmosaurus), or even for purposes of communication (say, a Kosmoceratos alpha turning its frill pink to signal danger).

Case Briefs for Law Students

Case Briefs for Law Students First of all, let’s get some terminology clear: a brief that an attorney writes is not the same as a case brief by a law student. Attorneys write appellate briefs or briefs in support of motions or other court pleadings whereas law students’ case briefs concern one case and summarize everything important you need to know about a case to help them prepare for class. But briefing can be very frustrating as a new law student. Here are some tips for getting the most out of your briefing. Case briefs are tools for you to use to prepare for class. You will typically have hours of reading for a given class and you will need to recall many details about the case at a moments notice in class (especially if you get called on by your professor). Your brief is a tool to help you refresh your recollection about what you read and quickly be able to reference the main points of the case. There are two main types of briefs – a written brief and a book brief. The Written Brief Most law schools recommend that you start with a written brief. These are either typed or handwritten and have some pretty typical headers summarizing the main points of a given case. Here is the commonly accepted framework of a written brief: Facts: This should be a quick list of facts, but make sure to include any legally significant facts.Procedural history: These are notes about the journey the case has taken through the court system.Issue presented: What is the legal issue that the court is discussing? Note, there can be more than one issue.Holding: This is the ruling of the court. If the issue presented is a question for the court to answer, then the holding is the answer to that question.Legal reasoning: This is a quick summary of the thought process used by the court to reach their conclusion.Rule of law: If the court applied any rules of law that are important, you want to write that down too.Concurring or dissenting opinions (if any): If your casebook included a concurring or dissenting opinion in your reading, you will need to read it carefully. It is there for a reason. Sometimes you might find that your professors ask very specific questions about cases that you want to include in your brief. An example of this would be a professor who always asked what the Plaintiff’s arguments were. Make sure you have a section in your brief about Plaintiff’s arguments. (If your professor consistently brings something up, you should also make sure that is included in your class notes.)   A Warning About Written Briefs One word of warning: Students can start to spend too much time working on briefs by writing out too much information. No one is going to read these briefs except you. Remember, they are just notes to solidify your understanding of the case and help you be prepared for class.   The Book Brief Some students prefer book briefing to writing out a full written brief. This approach, made popular by Law School Confidential, involves simply highlighting different parts of the case in different colors, right there in your textbook (hence the name). If it helps, you can also draw a little picture at the top to remind you of the facts (this is a great tip for visual learners). Thus, instead of referencing your written brief during class, you would instead turn to your casebooks and your color-coded highlighting to find what you are looking for. Some students find this to be easier and more effective than written briefs. How do you know it is right for you? Well, you give it a go and see if it helps you navigate the Socratic dialogue in class. If it doesn’t work for you, go back to your written briefs. Try each method out and remember briefs are just a tool for you. Your brief doesn’t need to look like the person’s sitting next to you as long as it keeps you focused and engaged in the class discussion.

Carl Marx Labor Maifesto Essay Example | Topics and Well Written Essays - 1000 words

Carl Marx Labor Maifesto - Essay Example Developing countries, such as Africa, also are seeing the formation of this large gap (Kretzmann). This inequality must urgently be addressed before we fall so far into poverty that the lower class will not be able even to survive. To find the solution to this, we must turn to our own history and the concepts of Marxism. Capitalism has been the way for much of the modern world, and it has long been held up as the ultimate solution to economic problems. As Marx and Engels argued in the Communist Manifesto, this solution is not working, and it has not been working for quite some time. Something new must be found to pave a way forward. Marx argued in a time when economics was uncertain and the future of many frightening. We are at this point again, and the systems that have kept us safe are no longer enough. Large businesses and rich men continue to grow in industry, preventing smaller businesses from gaining a foothold or from competing within the market. These large businesses, with their efficiency and research, employ many workers at first; however, as time progresses, technology is developed to undermine their position. The development of more efficient practices, better technology, and streamlined processes all result in the same outcome, a decrease in the number of people employed. Businesses are no longer seeking the best interests of their consumers or their staff. Instead, they are focused only on their own profits, expanding to new markets quickly and removing any competition that stands in their way. For workers, the image is bleak. The more businesses try to cut costs, the less people are hired. Unless something changes, the situation as it stands today will only degrade. A solution must be found and it must be found now. As Marx and Engels argued for the uniting of the workers of the world, so we must once more make this call, too. In the Communist Manifesto, they forwarded the concept of communism, they stated that

Kant and Hobbes Comparison Essay Example | Topics and Well Written Essays - 750 words

Kant and Hobbes Comparison - Essay Example Both philosophers believe in pragmatism and ethics. But Kant’s practical philosophy is concerned with the unwritten rules that govern human action while Hobbes believes that human actions are directed towards self-interest based on ethical egoism. With this, Hobbes argues that since humans tend to do things based on their self-interest, conflicts may arise when the interest of one overlaps with another or is in opposition to another. This can only be solved if humans allow others to pursue their own self-interest by doing things that will not hamper another’s pursuance of self-interest. That is the only way to resolve the conflict between human actions. Hobbes also argues that the pursuit of self-interest does not mean doing the good thing rather it is maximizing one’s chance to survive or to be happy. This is very different from Kant’s wherein his pursuit of self-interest is based upon what is right, not merely to be happy or to survive. Thus, he pursues the idea of good will. The idea of good will is basically doing what is morally right, so if an action requires injustice or cruelty, then it should be set aside as it is not morally right. Example, if doing a courageous act such as facing a battle in war and the war affects innocent people, then it is not morally right to do so. .... Answering to an invitation, whether we say yes or no, is an imperative of etiquette. It is unethical not to bother answering to an invitation when we look into etiquette. Hobbes’ morality is formed from human nature and empirical conditions rather than categorical imperatives. Kant argues against this as he believes that morality is not pursuance of self-interest rather it is to secure human freedom and equality. Hobbes’ morality is man-made and not God-given. Humans make decisions based on human nature, based on one’s self-interest or the preservation of one’s life, dignity or freedom. On the other hand, Kant’s morality is God-given as it is based solely on moral principles, of doing morally right things and not doing those that opposes good will. Hobbes uses instrumental reason while Kant uses pure practical reason. Kant believes that one’s actions are based on an autonomous will instead of being a slave to one’s passions, as Hobbesà ¢â‚¬â„¢ morality is based upon. For example self-preservation for Kant is a duty, a moral good based on Christian ethics, thus, saying that suicide is a sin. Hobbes will interpret suicide as an immoral thing to do because it does not in any way pursue self-interest to be happy or to survive. This shows that Hobbes sees self-preservation not as a duty rather it is part of the pursuit to survive and to gain happiness and contentment. Let’s take another example in stealing. Stealing, for Kant, is wrong because it is a sin based on Christian ethics, because of categorical imperatives wherein it is immoral because it is not morally right to do so. On the other hand, Hobbes finds stealing as an opposition to the social contract, that is, it steps on another’s pursuit to self-interest, which is protection of one’s

bruce almighty :: essays research papers

Bruce Almighty is Irresistible   Ã‚  Ã‚  Ã‚  Ã‚  There is a guilty pleasure one gets from watching characters we identify with struggle on screen, and we begin to think to ourselves that maybe our lives aren’t so bad after all. Such is the case in Bruce Almighty, a new release from Universal Pictures directed by Tom Shadyac. The movie is by no means sensational or groundbreaking, but it has an irresistible charm that draws in viewers in desperate need of a break from reality. The unfortunate protagonist (Jim Carrey) becomes convinced that God has abandoned him after he loses a coveted news anchor position to a slimy coworker. God (Morgan Freeman) grants Bruce his heavenly powers and challenges him to do a better job, pointing out that â€Å"†¦Gandhi only lasted a week!†   Ã‚  Ã‚  Ã‚  Ã‚  Predictably, events spin out of control as Bruce is overwhelmed by prayers (received in the form of e-mails), and he manages to lose the only woman who had ever truly cared for him. It’s easy to wonder what caring and compassionate Jane sees in the somewhat narcissistic and negative Bruce, but Jennifer Aniston pulls off the role beautifully, with an ease that assures her movie career will continue to thrive. Of course, Carrey provides the life force of the movie, and it is his inimitable physical humor and impeccable comedic timing which save a script bordering on cheesy and overdone.   Ã‚  Ã‚  Ã‚  Ã‚  Most satisfying of all is watching Bruce’s conversion from a self-absorbed man suffering from a middle age crisis to a considerate human being aware of other people’s emotions. As God he initially grants all wishes, and pandemonium breaks out, as the real God explains that humans usually don’t know what will truly make them happy.

Educational Disparity in India

CHAPTER 1 INTRODUCTION â€Å"I have a heart full of dreams To emulate Lakshmi, my neighbour, Who merrily goes to school; To wear skirts in gorgeous colours; To become a Collector and travel in a car; But, alas, trapped in a heap of matchsticks I am still far from free! † Etymologically, the word education is derived from the Latin term educatio (â€Å"a breeding, a bringing up, a rearing), from educo (â€Å"I educate, I train†) which is related to the homonym educo (â€Å"I lead forth, I take out; I raise up, I erect†), from e-  (â€Å"from, out of†) and  duco  (â€Å"I lead, I conduct†).Education  in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any  experience  that has a formative effect on the way one thinks, feels, or acts. In its narrow, technical sense, education is the formal process by which society deliberat ely transmits accumulated knowledge, skills, customs and values from one generation to another, e. g. , instruction in schools. It means the development of character or mental powers by means of giving intellectual, moral and social instruction especially as a prolonged process.Indian society is characterized by its diversity be it in terms of religion, caste, region or language. This kind of diversity gives rise to people with very different kind of family backgrounds and demographic characteristics. Though diversity in any state is considered a healthy phenomenon but only when people of different caste, religion or region are provided with same kind of opportunities and growth prospects in terms of access to education, employment and other fundamental services. There should not be any kind of discrimination between individuals based on their caste, religion, region or sex.In this light, if we observe Indian society we find that, based on caste and ethnicity, it suffers from substa ntial inequalities in education, employment and income. If the inequalities are arising due to differences in level of efforts made by individuals of different backgrounds then it is morally acceptable but if inequalities are due to circumstances beyond the control of an individual such as caste, religion, region of birth, sex, ethnicity and so on, then it is deemed unethical and unacceptable and also calls for compensation in some form or other, from the society, to those who have suffered due to inferior circumstances.In the case of India this problem becomes much more relevant since historically the Indian society is severely divided into different caste, religion and other social group structures with several groups enjoying privileges more than other groups just because of their superior social status.So, as far as India is concerned, it is very important from the point of view of both academic interest as well as policy implication, to estimate the extent of inequality due to different circumstances of people as it will help in going to the root cause of prevailing income or wealth inequality, evaluating the age old government programs aimed at bringing equality in society, developing policies for bridging gaps between different sections of society and thus leading towards a state which is more just and equal. 1. 1 A BRIEF HISTORY OF EDUCATION IN INDIAMonastic orders of education under the supervision of a guru were a favoured form of education for the nobility in ancient India. The knowledge in these orders was often related to the tasks a section of the society had to perform. The priest class, the Brahmins, was imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, was trained in the various aspects of warfare. The business class, the Vaishya, was taught their trade and the working class of the Shudras was generally deprived of educational advantages.Secular Buddhist institutions cropped up alo ng with monasteries. These institutions imparted practical education, e. g. , medicine. A number of urban learning centers became increasingly visible from the period between 200 BCE to 400 CE. The important urban centers of learning were Taxila (in modern day Pakistan) and Nalanda, among others. These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as Buddhist literature, logic, grammar, etc.By the time of the visit of the Islamic scholar Alberuni (973–1048 CE), India already had a sophisticated system of mathematics. With the arrival of the British Raj in India the modern European education came to India. British Raj was reluctant to introduce mass education system as it was not their interest. The colonial educational policy was deliberately one of reducing indigenous culture and religion, an approach which became known as Macaulayism.With this, the whole education as well as government system went through chan ges. Educated people failed to get job because the language in which they got education had become redundant. The system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era. Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0. 6% of the population in 1867 to over 3. % of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%. Following independence in 1947, Maulana Azad, India's first education minister envisaged strong central government control over education throughout the country, with a uniform educational system.However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. Hence the disparity existed and deepened. The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986.The government initiated several measures like the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan, India's Initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. India's NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product.While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure. CHAPTER 2 EDUCATION AND THE CONSTITUTION: SHAPING EACH OTHER Thinking about the interaction between the Constitution and education reveals that they are deeply interconnected, at profound levels of interdependence and complexity. Those connections are often strikingly visible, but are sometimes quite subtle. A fundamental interdependence was formed with the decision to formulate our governmental structure as a democratic republic.The Constitution created the necessity for adequate public education to prepare the citizenry to exercise the role of self-government. An educated voting public underpins a successful democratic structure, the importance of education to our democratic society. I t is required in the performance of our most basic public responsibilities. It is the very foundation of a responsible citizenship. Today it is the principal instrument for awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment.But it is not only our political system that is dependent upon a viable and successful educational system. Our economic system also proclaims its reliance upon well-trained and educated workers. And our social system rests on two largely accepted goals that each requires access to education – the â€Å"melting pot† which requires the successful absorption of diverse immigrant populations into a pluralistic social and cultural structure, and â€Å"upward mobility† which requires the permeability of class/caste barriers.Both goals are achieved substantially through the education system. 2. 1 LEGISLATIVE FRAMEWORK Article 45, of the Constitution of In dia originally stated: â€Å"The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. † This article was a directive principle of state policy within India, effectively meaning that t was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed. However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit.Following initiatives by the Supreme Court of India during the 1990s the Ninety-third Amendment Bill suggested three separate amendments to the Indian Constitution: * The constitution of India was amended to include a new article, 21A, which read: â€Å"The Stat e shall provide free and compulsory education to all children of the age of six to fourteen years in such a manner as the State may, by law, determine. * Article 45 was proposed to be substituted by the article which read: â€Å"Provision for early childhood care and education to children below the age of six years: The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years. † * Another article, 51A, was to additionally have the clause: â€Å"†¦ a parent or guardian [shall] provide opportunities for education to his child or, as the case may be, [a] ward between the age of six to fourteen years. The bill was passed unanimously in the Lok Sabha, the lower house of the Indian Parliament, on November 28, 2001. It was later passed by the upper house, the Rajya Sabha, on May 14, 2002. After being signed by the President of India the Indian Constitution was amended formally for the eighty sixth time an d the bill came into effect. Since then those between the age of 6–14 have a fundamental right to education. * Article 46 of the Constitution of India holds that: The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation. † Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335 and 338–342. Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes. CHAPTER 3 VIDYA, VEDA, AND VARNA The 1990s were good years for education in India.According to the 2001 Census, the literacy rate for men, over the entire decade, increased by 11. 8 (percentage) points and that for women by 15 points with the consequence that in 2000, 57% of India's (over 15) popula tion was literate, with a literacy rate of 68% among men and 45% among women. Many of the issues relating to literacy are reflected in school participation, defined as the initial enrolment of a child at school. The net enrolment rate of children, aged 6-14, at school varies across the states of India ranging from 99% for boys and 98% for girls in Kerala, to 91% and 84% in Tamil Nadu, to 69% and 56% in Madhya Pradesh.All-India school enrolment rates, for boys and for girls, vary considerably between the Hindu, Muslim and the Scheduled Caste/Scheduled Tribe (hereafter collectively referred to as Dalits) communities: the enrolment rates for Hindu boys and girls are, respectively, 84% and 68% while for Muslim boys and girls they are 68% and 57% and for Dalit boys and girls they are 70% and 55%. In keeping more generally with recent research interest into issues of ethnicity and educational attainment in other societies the key question of inter-group differences in school enrolment rat e in India also needs further investigation.The raison d'etre is to examine whether, and to what extent, the enrolment of children at school in India are influenced by the norms, or other socio-economic characteristics, of the communities (Hindus, Muslims and Dalits) to which they belonged. There are two issues embedded in this study. The first is that inter-community differences between communities, in the school enrolment rates of their children, could be due to the fact that the communities differed in terms of their endowment of ‘enrolment-friendly' attributes. Call this the ‘attribute effect'.On the other hand, inter-community differences in enrolment rates could exist, even in the absence of inter-community differences in attribute endowments, simply because different communities, by virtue of differences in their norms, translated a given attribute endowment into different enrolment rates. Call this the ‘community effect'. The overall enrolment rate is, of c ourse, the outcome of both effects. The average probability of school enrolment is the sum of two (mutually exclusive and collectively exhaustive) parts: one that is engendered by the ‘community’ effect and another whose antecedents are in the ‘attribute’ effect.The equation for the likelihood of being enrolled at school is separate for boys and for girls and, in each of the case, the variables differ as to whether the children are Hindu, Muslim or Dalit. Thus, the econometric estimates take cognisance of differences between the children both with respect to their gender and their religion or caste. The econometric estimates are based on unit record data from a survey of 33,000 rural households – encompassing 195,000 individuals – which were spread over 1,765 villages, in 195 districts, in 16 states of India.In many communities there is no tradition of sending children to school; more importantly, these traditions co-exist with well recognised and established social norms that condone child labour and accept out of-school children. Given that ‘the child is the father of the man’, children who do (or do not) go to school will, with a high degree of probability, grow up to be literate (or illiterate) adults. In turn, the life chances of an adult, and his or her children, will be greatly affected by whether or not he or she is literate.Consequently, if one is concerned with inter-community differences in economic and social outcomes, one should, as a corollary, be concerned with inter-community differences in rates of school enrolment. The determining variables used to specify the equations for the likelihood of boys and of girls being enrolled at school, were grouped as follows: 1. The communities to which the children belonged: Hindu, Muslim or Dalit. The respondents to the Survey were distinguished along caste lines as: Dalits (Scheduled Caste/Tribe) and non-Dalits. They were separately distinguished by reli gion as: Hindu, Muslim, Christian, etc.Consequently, membership of the two categories, caste and religion, could overlap: Dalits could be Hindu, Muslim or Christian and, say, Hindus could either be Dalits or non-Dalits. In this study, the two categories of caste and religion were rendered mutually exclusive by defining Hindus, Muslims, Christians (and persons of ‘other’ religions) as persons professing the relevant faith but who were not Dalits. No distinction was made by religion within Dalits though, parenthetically, it might be noted that over 90% of them gave their religion as Hindu.Because of the small number of Christians and persons of ‘other’ religions in the Survey, the analysis reported in this paper was confined to Hindus, Muslims and Dalits. 2. The regions in which the children lived: North; South; Centre; East; West. The Central region comprised Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh; the South comprised Andhra Pradesh, Karnataka, K erala and Tamil Nadu; the West comprised Maharashtra and Gujarat; the East comprised Assam, Bengal and Orissa; and the North comprised Haryana, Himachal Pradesh and Punjab. 3. The educational levels of the mothers and fathers of the children.These were classified as: illiterate; low, if the person was literate but had not completed primary school; medium, if the person was educated to primary level or above but had not passed the school-leaving examination (the matriculation examination, abbreviated, in India, to matric) administered at the end of ten years of schooling; high, if the person was educated to matric level or above. 4. The occupations of the fathers and the mothers. The mutually exclusive and collectively exhaustive occupational categories were: cultivator, labourer, non-manual workers, and ‘unoccupied'. . Personal and household variables such as an index of the value of productive assets. 6. Village level variables relating to the general level of development of the village and, in particular, the provision of schools within the village. In terms of educational infrastructure, only 11% of the children in the sample lived in villages which did not have a primary school, though 50% lived in villages without anganwadi schools, and 30% lived in villages without a middle school within a distance of 2 kilometres.Of the children in the sample, 77% of boys and 64% of girls were enrolled at school. However, underlying the aggregate figures, there was considerable variation in enrolment rates by: region; community; parental occupation; and parental literacy status. In terms of region, enrolment rates were lowest in the Central region and highest in the South, the West and the North. However, in every region, except the South, enrolment rates for Hindu boys and girls were considerably higher than those for their Muslim and Dalit counterparts.In terms, of parental literacy, enrolment rates for children (both boys and girls) were substantially higher fo r children with literate parents relative to children whose parents were illiterate. When both parents were illiterate the gap between the enrolment rate of Hindu children, on the one hand, and Muslim and Dalit children, on the other, was considerable; however, when both parents were literate, the intercommunity gap in enrolment rates was almost non-existent. Lastly, in terms of ccupation, children whose fathers were labourers had the lowest rate of enrolment and children with fathers in non-manual occupations had the highest enrolment rate. These show that, with a handful of exceptions, the means of the factors were significantly different between the groups. In particular, a significantly larger proportion of Hindu children had parents who were both literate – and a significantly smaller proportion of Hindu children had parents who were both illiterate – compared to Muslim and Dalit children.In addition, a significantly higher proportion of Hindu children had fathers who were cultivators and a significantly higher proportion of Dalit children had fathers who were labourers: over half the Hindu children, in the relevant age-group, had fathers who were cultivators while, in contrast, well over one-third of Dalit children had fathers who were labourers. One reason that enrolment rates differed by community is that the distribution of the ‘enrolment-determining factors’ – region, parental occupation and literacy, availability of educational facilities – were unequally distributed between the communities.The other is that there were significant inter-community differences in ‘attitudes’ to education, both with respect to children in their entirety and with respect to boys and girls separately. 3. 1 The ‘Community Effect’: Religion and Caste as Influences on School Participation The NCAER Survey provides qualitative information on the reasons that parents gave for not enrolling their children at sc hool. Factors like ‘school too far’ or ‘school dysfunctional’ (‘demand-side’) did not play an significant role in non-enrolment; nor did their incidence vary across the communities.The incidence of demand-side factors – whereby family financial constraints or the fact that a child was engaged in non-school activity involving work either within or outside the home – was particularly marked for Dalit children: 34% of Dalit parents, compared with 29% of Hindu and 22% of Muslim parents, gave this as their reason for non-enrolment. These inter-group differences in the mean values of the ‘demand-side' reasons were significantly different between the communities.Another significant difference between Hindus and Dalits on the one hand and Muslims on the other, was in terms of the percentage of children who were not enrolled at school because their parents did not think education was important. This was 16% for Hindus and 17% for Dal its, but, at 23%, significantly higher for Muslims. The fact that some proportion of religious and caste groups consider education ‘unimportant’ suggests that Muslim religious and Dalit caste norms might matter for school participation.But, there are also several other explanations that might account for the lower enrolment figures for Muslims and Dalits which need to be located within the historical context of educational policy in India towards minorities. 3. 1. 1. Muslim Education in India In recent times the question of Muslims educational backwardness has been an important element of political and social rhetoric in India. Although Muslims are not alone in reflecting educational backwardness yet recent statistic shows they are one of the most backward communities in the field of education and literacy in the country.This fact is, no doubt, astonishing for those who know that the very first declaration of the Qur’an- ‘IQRA’ (to read) is about â⠂¬Ëœeducation’. And the Prophet of Islam, Mohammad (pbuh) termed education as basic obligation for every individual – male and female, the very first time in the history of mankind, in 610 (AD). However, this write-up endeavours to locate the educational problems of the post colonial Muslims in India and invites sincere review by the present academia to help practical enforcement of all educational plans to get Sarva Shiksha Abhiyan (SSA) mission a success story by 2010.An important cause that may well affect Muslim education is the role of religious institutions and, in particular, the local clergy. It is conventionally argued that the status of women in Islam implies that Muslim parents may invest less in the human capital of their daughters than of their sons. Muslim parents may also be reluctant to send their children to government funded schools owing to the existence of alternatives in community based schooling (in the form of madrasas) and most particularly on a ccount of the lack of Urdu and Arabic language teaching in the formal system.Islam first came to India as early as 650 AD with the Arab traders, but it was only under Mughal rule, between the 12th and 17th centuries, that education was encouraged. The very first madrasa in India was established in 1781 by Warren Hastings and was called the ‘Calcutta Madrasah College for Muhammedans’. Madrasas were greatly encouraged under colonial rule in the 18th century and, in the second half of the 19th century, they were set up all over India by the Deobandis – a group of Muslims who were trained in the most orthodox madrasa in India, Darul-uloom in Deoband, founded in 1866.It was in this phase of their expansion that madrasas were funded primarily by individual contributions rather than by princely patronage and when they developed a formal institutional structure similar to western educational institutions, including their own presses for publishing in Urdu. In post-indepe ndence India, madrasas were allowed to be set up in India under Articles 30(1) and 30(2), which allows all minorities to establish educational institutions, and which also protects the property of minority educational institutions.In the 1990s, many madrasas have been set up, largely through funds from the Middle East, on the western coast of India and in the border regions of north-eastern India. Today, madrasas mainly teach the principles of the Islamic religion, including an elementary level of the reading of the Qur’an. The Indian government has tried at various times to encourage some madrasas to combine religious education with ‘modern’ subjects such as mathematics.For example, a programme was launched to modernise education in the madrasas in 1993, and some prominent madrasas such as the Darul-uloom in Deoband introduced reforms into their curriculum as a consequence. The Jamia Mohammadia Mansura in Malegaon, Maharashtra is reputed for its teaching of medi cal science, and the Darul-uloom Nadwar-ul-ulema in Lucknow, Uttar Pradesh even teaches the English language and English literature as core subjects. However, although in some states such as Karnataka and Kerala, madrasas are a useful complement to the formal schooling sector, such efforts have not, in general, been successful.Urdu (which is spoken in only 3 countries of the world – India, Pakistan and Mauritius) is widely regarded by Muslims in India as ‘their' language. However, in post-independence India, Urdu was not given the status of a ‘modern Indian language’, despite the fact that a substantial proportion of Muslims and non-Muslims particularly in northern India use it as their primary language of communication; in schools Sanskrit was taught as the preferred alternative in the three-language (Hindi-English-Sanskrit) formula.This has had important implications for Muslim education in India particularly as it has tied the issue of education-provisio n with considerations of religious and political identity, and cultural autonomy. 3. 1. 2. Dalit Education in India In their analysis of school enrolment, Dreze and Kingdon found that Dalit children had what they term an ‘intrinsic disadvantage’ – they had a lower probability of going to school, even after controlling for other non-caste factors such as household wealth, parents’ education etc. Dalits – who, generally speaking, constitute the ‘untouchables’ of India comprise, approximately, 17. % of India’s population. Although, the practice of ‘untouchability’ is illegal in India, the reality of life is very different. Often, Dalits live in segregated colonies on the outskirts of villages, usually in the southern fringes because that is where the Hindu god of death, Yama, is supposed to dwell. Dalits are not allowed to use common crematoria. Sharecropping, a dominant form of agriculture in most parts of India is not common among Dalit households due to the concepts of ‘ritual purity’ observed by those within the caste system.More significantly, the practice of untouchability cuts right across religious boundaries, and is observed in day to day interactions not only by Hindus, but by Muslims, Christians, and other religious groups in India as well. Studies of education and caste in India show that the Dalits are less likely to send children to school. Acharya and Acharya [1995] report that the differences between Dalits and non-Dalits in dropout rates are very large: the dropout rates for Dalits are 17% higher than for others in Classes I-V, and 13% greater for those in Class I-VIII.The historical origins of inequality in the access to education by caste lie in colonial policy towards education. After 1835, education policy in the sub-continent was altered considerably by Macaulay’s Minute on Education which changed the dominant language of the curriculum to English, giving rise to what Nehru cynically termed an ‘education for clerks’. Western education both resulted in greater social prestige for the upper castes and greater inequality between castes.The success of the non-Brahmin movement in southern India meant that this inequality was addressed there by positive discrimination in favour of the non- Brahmins, in education and in jobs; however, this was not the case in other parts of India. The influence of religion and caste on school enrolment encompasses both sociological factors such as the role of cultural norms, and historical influences such as colonial and post-colonial policy towards education in India. Collectively, these non-economic factors might exert an important role on current schooling decisions, even after controlling for the economic factors that affect them.CHAPTER 4 THE RURAL AND URBAN DIVIDE India is a vast country with a large population of about 121 crores. About 70 per cent of the people live in villages. They ar e engaged in agriculture or small cottage industries. Though there has been rapid expansion of facilities for education in the urban areas, the rural areas have remained neglected to a great extent. The main reason for such lopsided expansion has been the attitude of our rulers. As in other matters, the urban vocal population has in this matter as well been able to get the lion’s share.Many Universities, Colleges and institutions of higher learning have been established in big urban centres and cosmopolitan cities. The villages and small towns have had to be contented with primary, middle and high schools, with certain exceptions of Intermediate Colleges and a few degree Colleges. The villages have not got their due share in the facilities for education. Education has been a state subject, i. e. , a responsibility of the state governments in their respective jurisdictions. Expansion of education required huge sums of money.The State governments with their limited resources ha ve not been  able to allocate as much funds to education as they should have done. Rich agriculturists could afford to send their wards to cities for education. The rest of the poor and non-vocal motions of the population suffered. The nature of agriculture is ill loch that all the members of a farmer’s family have to work in the fields. Thus the children of farmers start helping their parents in agricultural operations. This is a great hindrance to the expansion of education in the rural areas.If an analysis is attempted, it will show that the illiterates in the rural areas far outnumber their counterparts in the cities. Further break-up would show that not only adults but even children in the age-group 5—15 in the villages do not avail themselves of the facilities for education, available in their neighbourhood. It is not that there are no schools in the villages. Schools are there, but they are not in adequate numbers. Children have to go a long distance to attend schools. These schools are not as well equipped as the schools in urban localities. There are very few school buildings.Classes are generally held either under a shed a tree or in the open. The low-paid teachers of these schools do not pay enough attention to their students. The illiterate parents are not very enthusiastic about the education of their children. Many children in the villages do not go to school at all. The parents of even such children, as are enrolled in the school, pay little attention to their education. They appear to be convinced of the futility of the schooling of their children. They rather engage their children as helpers in the agricultural operations, which they consider better utilisation of their time and energy.Not only children, but a majority of adult men and women in the rural areas are illiterate. This is one reason of their being negligent towards their children’s education. To them there appears no better future for their children even if t hey take education. The large scale unemployment is another factor responsible for their indifference to their children’s education. Lack of enthusiasm in the village people for the education of their children is due to several other reasons. First of all most of them are themselves uneducated.Secondly, the gains of education have not reached the villages. Villagers are conservative in outlook. They do not like sending daughters to schools abridging their practices. So far as their sons are concerned,  they do not find any direct correlation between their education and future progress. Very little attention is being paid to the education of adults in villages. There is no doubt that a little education or even literacy will generate much confidence among the rural adults, who would find it useful in their occupation as well as in general life.It would be interesting to note that the objective of providing free and compulsory education to all children up to the age of 14 coul d not be achieved because of inadequate resources for school buildings and teachers, non-realisation by parents of the beneficial value of education, and poverty. The pool of illiterates and drop-outs grows wider each year, even as governmental efforts are being reinforced. Two-thirds of the non-enrolled children consist of girls. A vast majority of non-enrolled children are again from weaker sections of the community, like Scheduled Castes, Schedules Tribes, Muslims and landless agricultural labourers.Such children constitute the hard core of the problem. They do not attend school, and even if they do, they drop out soon after joining school. | RURAL-URBAN disparities, particularly in post-colonial India, have for long been one of the causes of concern for the policymakers. The disparities are seen in all spheres of human life – economic and non-economic. The extent of disparities, however, differ from region to region. The long colonial rule in India had created an urban-ru ral divide.What causes great concern now-a-days is the sharp increase in the level of disparities after a few decades of planning, especially because planning was conceived as an instrument to narrow down rural-urban disparities. Rural India encompasses a little less than three-fourths of the country's population and is characterised by low income levels, poor quality of life and a weak base of human development. Nearly one-third of the national income comes from villages, but there is a significant rural-urban divide especially when it comes to education.Agriculture is the mainstay of most post-colonial countries. It supports roughly two-thirds of the workforce. But the lion's share of India's national resources is directed to the non-agricultural sector. This is the primary reason why a vast Indian rural population has been left uneducated or with lowest levels of education. The inability of the government to address issues such as gender bias is also an important factor which has brought about educational disparity The agricultural sector has been growing at less than half the pace of the other sectors.During the Seventh Plan, agriculture and allied sectors grew at a rate of 3. 4 per cent, while the national economy grew at 6 per cent. In 1997-98, there was a negative growth of 2 per cent in the agricultural sector, although the national economy grew by 5 per cent. The slower rate of growth of agriculture has serious implications for the rural-urban relationship. In an article in  Alternative Economic Survey, Kripa Shankar has shown that it results in the further widening of the divide, as the following data relating to agricultural and non-agricultural gross domestic product (GDP) at 1980-81 prices indicate.The GDP per agricultural worker was Rs. 2,442. 49 in 1950-51, followed by Rs. 3,196 in 1970-71 and Rs. 3,627 in 1995-96. The GDP per non-agricultural worker rose sharply from Rs. 4, 469. 63 in 1950-51 to Rs. 9,179 in 1970-71 and to Rs. 16,715. 08 in 1 995-96. There has been a further steep rise after the Central government accepted the Structural Adjustment Programme. While the GDP per agricultural worker rose from Rs. 3,544. 98 in 1990-91 to Rs. 3,627 in 1995-96, the per non-agricultural worker rise was from Rs. 14,660 to Rs. 16,715. 08 during the same period.The data tend to show that the ratio between the agricultural output per farm worker and the average output per non-farm worker, which was 1:1. 83 in 1950-51, rose to 1:4. 6 in 1995-96. The introduction of the policy of liberalisation has affected non-farm employment in rural areas. In 1997-98, the annual increase in non-farm employment in rural areas was 4. 06 per cent. In 1983-84 it was 3. 28 per cent. During 1999-2000 it came down to 2. 14 per cent. The consequence has been a very slow reduction in rural poverty. In 1993-94 it was 39. 6 per cent, in 1999-2000 the figure came down marginally to 36. 35 per cent. According to one estimate, the average income of an urban dwe ller is four times higher than that of a rural dweller. Rural deprivation becomes crystal clear if we look at the data on rural India's contribution to the GDP and what the rural areas get back. Rural contribution is 27 per cent but the return is 5 per cent. As a result of the decrease in the actual value of the income from agriculture, inflation being one governing factor, the rural population is unable to afford and finance the education of their family members.Besides, the large family demands have to be met by curtailing expenses on some front. In this kind of a case most of the expenses are curtailed in the educational front. The Human Development Report of India (1999) attempted to divide the rural and urban house-hold on the basis of their incomes as shown in the table. The income status is reflected in the per capita consumption expenditure. In 1999-2000 the per capita per month consumption expenditure on the rural areas was Rs. 486. 08 and in the case of urban areas it was Rs. 854. 96, according to HDR 2002.If we look at the poverty data, a similar situation is noticed. India, a developing economy of over a billion people, recorded a relatively high economic growth during 1980-2000, especially during the 1990s, a decade known for noteworthy structural economic reforms. This period also recorded a decline in the incidence of poverty and improvement in parameters of human development such as levels of literacy, health and nutrition conditions. Development policies focussed on enhanced and targeted public investments in programmes that facilitated improvements in the quality of life of the masses, but the isparity remains. The disparities in the social development sector are mind-boggling. Rural adult illiteracy is a matter of alarming concern. In 2001, the urban literacy rate was 80. 06 per cent but the rural literacy rate was 59. 21 per cent. Thus, the difference in rural – urban areas in terms of percentage points is 20. 85. Data released by th e Planning Commission show that among illiterate people aged 60 years and above, 78. 2 per cent live in rural areas. In urban areas the figure is 48. 2 per cent. Of the illiterate people who are 15 years and above but not beyond 60 years, rural areas have 55. per cent and the urban areas 25. 1 per cent. Of the school-going children in the age group of 5-14 years, 82. 4 per cent live in urban areas. The rural figure is 63. 3 per cent. Kerala has been able to bring this disparity down quite considerably – 93. 2 per cent in villages and 94. 3 per cent in urban areas. Policymakers are of late talking about the introduction of technology to improve the quality of life of the people by enhancing education. The bias of the state in favour of urban areas is evident from the per capita expenditure on basic services.According to the estimate of the Eleventh Finance Commission, per capita expenditure on basic services in rural areas during 1997-98 was Rs. 24, but in urban areas it was R s. 49. Rural India contributes 27 per cent to the GDP, but gets back only 5 per cent, which is less than one-fifth of its contribution. While the share of expenditure on urban poverty alleviation programmes in the total budgetary allocation by the Central government declined from 1 per cent to 0. 8 per cent during the period between 1990-91 and 2000-01, the per capita expenditure for urban poor increased from Rs. 11 to Rs. 8 during the same period. But for the rural poor, the per capita expenditure it is just one-eighth of this. In a post-colonial capitalist country like India, uneven rural-urban development or rural-urban disparity is not unusual. While it is almost impossible to bring it to an end, it is possible to reduce the disparity to a tolerable level. It may be recalled that Gandhi emphasised on rural growth and pleaded for village swaraj. He wanted the engine of India's development to start rolling down from the villages. But it became clear from the discussions in the Con stituent Assembly that it would not happen. Dr. B.R. Ambedkar characterised villages as â€Å"a sink of localism, ignorance and communalism†. Nehru felt that villages were culturally backward and no progress could be made from such places. Urban bias was clearly reflected in the attitude of the policymakers. This seems to be continuing unabated. Apart from taking steps to increase human development facilities in the villages, such as health and appropriate infrastructure such as roads and marketing facilities, there is the need for generating employment, which can better the living conditions of villagers and thereby enable them to finance education seeking process.We need to adopt a long-term policy, keeping in mind the requirements of the rural and urban areas. A close look at the development plan exercises tends to demonstrate that ad hocism permeates the policy processes. CHAPTER 5 GENDER DISPARITY IN EDUCATION There is little denying the fact that investing in human capi tal is one of the most effective means of reducing poverty and encouraging sustainable development. Yet, women in developing countries usually receive less education than men. More so, women in general enjoy far less employment opportunities than men.Any claims and efforts then, to remove poverty and make women independent, can show results only if they address the issue of gender inequality in education. In recent decades, there have been large gains, no doubt on comparable levels, in basic rights and opportunities, in life expectancy and enrolment ratios for women. But despite these gains, the stark reality has not changed. There still are large gender disparities in basic human rights, resources, and economic opportunity, and in political rights. So until India is able to address this issue of gender inequality and resolve it, the vicious cycle of poverty will continue to pervade.This is because poverty leads to and aggravates gender discrimination – it is in the poorer se ctions and nations that instances of gender biases and inequality are more evident. Women and girls are at the bottom of the social, economic and political ladder. Access to the means to influence the development process is a rare and a difficult possibility. And yet, by the same logic, gender discrimination hinders development. So while denial of basic rights (be it education, employment or health care for women) is detrimental to women, this denial, ultimately also harms the society, the nation at large too, by hampering development.Clearly, the gender gap in education that are widespread, is an impediment to development. The only solution to this is gender equality, which strengthens a country’s ability to grow, to reduce poverty and provide its people – men, women and children – a better life. Just because gender inequality is inextricably linked to societal norms, religion or cultural traditions, it should not be either a deterrent or an excuse to gender se nsitive development planning. India represents a picture of contrasts when it comes to education and employment opportunities for girls.Cultural, social and economic factors still prevent girls from getting education opportunities so the question of equality is still a mirage. However, the rural and the urban areas present a contrast. In the rural areas the girl child is made to perform household and agricultural chores. This is one of the many factors limiting girls’ education. Cleaning the house, preparing the food, looking after their siblings, the elderly and the sick, grazing the cattle and collecting firewood are some of the key tasks they have to perform.Households are therefore reluctant to spare them for schooling. Physical safety of the girls, especially when they have to travel a long distance to school and fear of sexual harassment are other reasons that impede girls' education. In the urban areas, however, there is a discernible difference in the opportunities th at girls get for education and employment. Though the figures for girls would still be low as compared to boys, what is heartening to see is that whenever given the opportunity, girls have excelled more than boys.For instance, in the Central Board of Secondary Examinations for grades 10 and 12, which are at an All India level, girls have for over a decade now, bagged all the top positions and secured a higher over all percentage compared to boys. In employment opportunities too, women in India today have stormed all male bastions. Be it piloting aircraft, heading multi-national corporations, holding top bureaucratic positions, leading industrial houses, making a mark as photographers, filmmakers, chefs, engineers and even as train and lorry drivers, women have made it to all hitherto considered male bastions in India.However, this is not reason enough for cheer. For the number of girls and women who have been left out of education and employment opportunities, still far outweighs th ose who have got them. And what needs to change this scenario, is not just governmental efforts but a change in societal norms, in cultural and traditional biases and in general mindsets of people. And in this the media, the civil society, and the youth, the women and girls have a lot to contribute. CHAPTER 6 GOVERNMENT SCHEMES FOR PROMOTING EDUCATION . 1 The Growth of Centrally Directed Projects The national policies of 1968 and 1986 were developed through processes led by the Government’s Ministry of Education and subsequently its Ministry of Human Resource Development and involving widespread consultation at the state level. While the centre always contributed funding to the states through the planning commission process and annual incremental plan allocations, implementation responsibility lay squarely with the state authorities until 1976.From 1977, implementation responsibility lay jointly de jure with the state and the centre and through the 1980s and the 1990s central government became gradually to play a much more directive role in programmes for primary, through the modality of projects. Up to the 1980s there had been little or no foreign involvement in the planning and funding of programmes in basic education. But from the 1980s, and some years before the production of the 1986 national policy on education, a small number of foreign funded projects, designed to improve access to and the quality of primary education, were initiated in various states.These would become the forerunners of the more expansive District Primary Education Programme (DPEP) of the 1990s and the country-wide Sarva Shiksha Abhiyan (SSA) programme of the 2000s. 6. 1. 1 The Andhra Pradesh Primary Education Project One of the first projects was the Andhra Pradesh Primary Education Project (APPEP) started in 1984 through a programme funded jointly by the Government of India, the UK government and the State Government of Andhra Pradesh. Starting in eleven districts and 328 pr imary schools the project was planned to reach all 48,000 schools in the state.A large scale construction programme designed to increase access to schooling was accompanied by a comprehensive human resource development programme for teachers, teacher educators and education administrators, the provision of materials to support activity-based learning and professional support for teachers on a continuous basis through teacher centres. 6. 1. 2 The Shiksha Karmi Project In the state of Rajasthan, the Shiksha Karmi Project (SKP) commenced in 1987 through a collaboration between the Governments of India and Sweden and the Government of Rajasthan.Literacy rates were lower than in Andhra Pradesh, especially among girls and women, and the SKP sought to counter teacher absenteeism in remote schools, increase enrolment, especially among girls, and reduce dropout. An innovative strategy was the substitution of frequently absent primary school teachers by a two resident Shiksha Karmis (educatio nal workers). This approach was inspired by a small scale project run and funded locally during the 1970s by an NGO, the Social Work and Research Centre (SWRC), in which three experimental primary schools were run by village youth trained as they worked as teachers.Between 1978 and 1986 the experimental programme was expanded gradually to new sites with support from SWRC and other NGOs and the government of Rajasthan. The success of the small scale projects prompted the desire to expand the Shiksha Karmi idea on a larger scale. In 1987 foreign involvement and funding was formalised through an agreement for a ‘six-year’ joint venture between the governments of India and Sweden. 6. 1. 3 The Lok Jumbish Project Shortly afterwards, in 1988, the first draft of an even more ambitious project in the same state – the Lok Jumbish (People’s Movement) Project – was drafted.With three core components – the quality of learning, community involvement and t he management of education – it sought to transform the mainstream system in Rajasthan by building from it and interacting with it. Involving a politically radical strategy and complex design, the leaders of LJ saw it as ‘developer, demonstrator, catalyst and transformer of the mainstream education system from the outside’ (Lok Jumbish Joint Assessment, 1993). Many of its ideas were drawn from SKP and its predecessors, and, like SKP, it attracted financial support from the Government of Sweden, but on a much larger scale.Like the large scale Andhra Pradesh Primary Education Project before it LJ was another example of a three way relationship between the central government, the state government and a foreign agency. LJ gave substance to the 1992 National Policy of Education’s declaration that the Government of India: will, in addition to undertaking programmes in the Central sector, assist the State Governments for the development of programmes of national importance where coordinated action on the part of the States and the Centre is called for.LJ also gave substance to the framework evolved in 1991 by the Central Advisory Board of Education for the availing of external assistance for basic education projects (Lok Jumbish Joint Assessment, 1993:74-76). In the case of LJ however, the partnership involved a fourth agency – the Lok Jumbish Parishad (LJP) – a non-governmental agency based in Jaipur, Rajasthan that worked alongside the state government. Indeed, were it not for the work and drive of those who established LJP, the Lok Jumbish project would probably never have materialised, nor would some radical elements of the programme have emerged.LJ had three major components – community involvement, the quality of learning and the management of education. The component envisaged for improvements in the quality of learning was not especially radical, even if it posed implementation challenges. It involved the traini ng of teachers and teacher educators, a curriculum and pedagogy reform led by the framework of minimum learning levels (MLL), and a system for professional support.The Programme for Community Mobilisation was more radical and involved the mobilisation of the community through public debate, the sharing of information and knowledge to create informed decisions and village household surveys to establish the numbers of children not attending schools and the reasons for non-attendance. Mobilisation involved the establishment in the village of a core group who became an activating agency for the village, the involvement of women’s groups in education decision-making and the involvement of male and female adults in the design of school buildings, construction and maintenance. . 1. 4 The District Primary Education Programme Already by the early 1990s the government had decided to launch the District Primary Education Programme (DPEP) across seven states with support from a range of foreign donors. From an educational planning perspective DPEP represented a shift from removing supply side constraints to a greater focus on quality improvement. In 1994 DPEP was launched in the 42 mostly educationally disadvantaged districts in seven states.The DPEP strategy was drawn in tune with the national objectives of universal access, retention and achievement of minimum levels of educational attainment with a focus on girls and children belonging to socially deprived and economically backward sections of the society. Besides the achievement of the quantitative and qualitative targets within the stipulated period, the major thrust of the DPEP is to promote the decentralised management with active involvement of stakeholders that will have a considerable impact on the sustainability of the project beyond its life cycle.A senior administrator recalled the growing political will for basic education around this time. In contrast to some other sectors, education, and in particul ar universal elementary education (UEE) enjoyed consensus with respect to its value and to its need for financial investment. Since the early 1990s there has been a sustained approach from parties of all political hues in their support for UEE and the states themselves ‘have been trying to outdo each other’ (interview with the author). Barring some issues of governance in one or two states there has been a clear shift in the level of support for UEE.Political relations between the centre and the state are generally good, reinforcing an underlying push for reforms in UEE. Rarely are there any discordant views about how to move forward on the ‘easy’ elements of provisioning e. g. infrastructure. Discord revolves around how fast or slow state governments proceed (interview with the author). Evaluations of the impact of DPEP on a range of education performance indicators suggest that disparities in enrolment and retention were reduced the most in those district s with the lowest female literacy levels. In all 42 districts the percentage increase in female enrolment was 12. %. In the districts with very low female literacy rates the gain was 13. 2% and in districts with low female literacy rates it was 16. 2%. Positive change in the share of scheduled caste and scheduled tribe enrolment to total enrolment was also highest in those districts with the lowest female literacy rates. These enrolment gains were accompanied by reductions in the pupil:teacher ratio, in the pupil:classroom ratio and in repetition rates. While the centre promoted the DPEP programme, states also continued to innovate and to launch major programmes designed to support improvements in access to education.One example was the Midday Meal Programme for children in the lower primary grades introduced in Karnataka in 1995. The programme involved a dry ration of three kilograms of rice per month for each child enrolled in the school. The idea grew out of a huge grain surplus that was going to waste. Although the surplus did not continue, the scheme, once introduced, would continue. Inspired in part by a popular midday meal programme in the state of Tamil Nadu some 25 years earlier, the Karnataka scheme would become a central government initiative in 2004. Dry rations were replaced by a cooked meal and central government funding of 1. rupees per child per day were matched by 0. 5 rupees by the states. In principle the fund covered cooking costs, fuel, pulses and vegetables, salt and masala. In 2008 the programme was extended to the upper primary grades country-wide. Some 120 million children were fed on a daily basis in one million schools. Analysis of evidence generated from the PROBE survey conducted in the Northern states of Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh in the late 1990s indicated the positive impact of midday meal programmes on school participation in rural areas, especially among girls (Dreze and Kingdon, 2001). 6. 1. 5 Sarva S hiksha AbhiyanThe generally positive perception among many stakeholders of the results of DPEP across seven states led on to an even larger nationwide programme, Sarva Shiksha Abhiyan (SSA). Translated from Hindi as ‘education for all movement’, SSA describes itself on its official website as: An effort to universalise elementary education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode.In terms of the international discourse, SSA is the Government of India’s main programme for the delivery of Millennium Development Goal 2, the achievement of universal primary education by 2015. In terms of the national discourse it gives substance to the 2002 constitutional amendment on elementary education as a fundame ntal right. Its aim is to universalise by 2010 an improved quality of education for all children in India aged between the ages of 6 and 14 (Ward, forthcoming). Interestingly SSA’s self-description on the web employs the concept of ‘political will’.It describes itself as ‘an expression of political will for universal elementary education across the country’. SSA has certainly enjoyed ‘will’ and push from the centre. A senior bureaucrat commented that since SSA was a centrally sponsored scheme, the centre was pushing it very strongly. But political will and ownership at the level of the state is also important. The source of funding is key to will and ownership at state level. During the time of earlier DPEP the centre funded 85% of expenditure and the states 15%. SSA has introduced a tapering formula such that by the end of 2011/12 the ratio should be 50-50.SSA is further described as: * A programme with a clear time frame for universal elementary education. * A response to the demand for quality basic education all over the country. * An opportunity for promoting social justice through basic education. * An effort at effectively involving the Panchayati Raj Institutions, School Management Committees, Village and Urban Slum level Education Committees, Parents' Teachers' Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools. A partnership between the Central, state and the local government. * An opportunity for states to develop their own vision of elementary education. In 2001 its performance targets (on the website described as objectives) were defined ambitiously as: * All children in school, Education Guarantee Centre, Alternate School, ‘Back-to- * School' camp by 2003; All children complete five years of primary schooling by 2007 * All children complete eight years of elementary schooling by 2010 Focus on element ary education of satisfactory quality with emphasis on education for life * Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010 * Universal retention by 2010 The Education Guarantee Scheme (EGS) referred to in the first target was introduced originally in 1977 under the title of the Non Formal Education Scheme. That scheme enjoyed only limited success and was re-launched in 2000 (GoI, 2002:29).Its aim was to provide further coverage in small habitations with no schools within a one kilometre radius. The current scheme targets out-of-school children in the 6-14 age group and uses strategies such as bridge courses, back-to-school camps, seasonal hostels, summer camps, mobile teachers and remedial coaching. For the last several years, many of these EGS centres have been upgraded to the full status of primary schools, but concerns remain about the quality of education which they offer as well as their long-term sustainability. 6. 1. 6 The Right to Education BillThe most significant change in national policy on access to elementary education in recent years was the Right to Education Bill. Although a number of states have had compulsory education acts on their statues for many years, some from before independence, these acts had not been formulated in a way that rendered them ‘justiciable’ i. e. no-one could be prosecuted if those rights were not met. In 1992, the Indian government signed the International Convention of the Rights of the Child. An important legislative spur came in 1993 when the Supreme Court ruled in the Unnikrishnan vs.State of Andhra Pradesh [1993 (1) SCC 645]. The Supreme Court ruled that Article 45 of the Constitution which asserted the obligation of the state to provide free and compulsory education up to age of 14 sh