Employment of the Troops Essay Example | Topics and Well Written Essays - 1500 words

Employment of the Troops - Essay Example The operations are majorly in Pakistan, Iraq and Afghanistan among others (Borgwardz 81-5). Indeed the states are spending a lot on military operations. The spending is based on salaries of the soldiers and at the sane time weapons used during wars not to forget humanitarian service. If war comes to an end and soldier brought back home then this will mean a lot. The expenditure on war will reduce and more money will be in treasury. With more funds that will be saved, the US can have a paradigm shift. The soldiers will not be apparently resting in the barracks or just confined in the states because there is peace. The soldiers can be made to provide services that are productive to the states and at the same time helps in strengthening economic pillars of the people. The soldiers as is realized are specialist in other sectors of economy. They can be taken back to there areas of specialization to ensure that the states have the maximum number of employees in each sector. This will ensur e that there is efficiency in service delivery. Other military officers can be given technical training to work in industries. The saved money will be used to export raw materials from there sources and be brought to industries. New industries can be established with an aim of producing commodities that are currently being exported by US (Pine 89-92). By doing this, the states will be producers than consumers and enjoy all be benefits the producers enjoy. They will be exporting and earning foreign exchange; at the same time they will be creating opportunity for money generation. Other soldiers may also be trained in research and innovation. In the field of research they will be doing exploration on the possible and potential areas that the United State has not exploited. With this they will be expanding the scope and horizon of the level of research and technology of the states. It will make the states to go along way in terms of resources utilization. The military officers having b een exposed to several civilizations overseas have knowledge from all corners of the world the experienced they have gained may be tapped to improve the United State and to see how they rank as compared to other countries of the different regions of the world (Oatis 800-9). In the attempt to integrate ideas from different places, the states will be indeed leading in terms of globalization and it will reflect all civilization in the world. With that the philosophy of unity amidst diversity will be embodied in the states. Having been exposed to several spheres of lives the US soldiers may be shifted to humanitarian services. They can be advocators for humans to accept every human being for plainly just being another human being, ignoring and abolishing biased social views, prejudiced view points or mind sets. In there advocacy, they should campaign for ethics, kindness, benevolence, sympathy and other accepted virtues to guide human life. This will go along way in perpetuating peace i n the world and creating employment for the soldiers who will be doing this on a volition basis. Instead of attacking countries in wars, US soldiers can shift to provide aid or logistical assistance provided for humanitarian purposes typically on response to humanitarian crisis including natural disasters and man made disasters. This will change there distorted image on war and give them a good admirable public reputation that US will be the epitome of peace and good neighborhood. They should have a primary

Key Components of Interest Rate Risk and Approaches of Risk Management Essay

Key Components of Interest Rate Risk and Approaches of Risk Management for Chinese Banks - Essay Example This paper illustrates that the type of risk tends to affect the stock and bond market in different ways. However, as the interest rate risk impacts the bond market negatively, the investors shift their investment pattern from the bond market to the equity market, influencing the performance of this segment of the financial market. In this paper, the key components of interest rate risk will be analyzed thoroughly. The financial system of China is considered to be one of the highly regulated, involving highly integrated economic and monetary policies. Such regulations and integrations are reflected in the functioning of the banking sector of the country as well. Therefore, for the purpose of analysis, the risk management approaches of the banking sector of China will be critically evaluated. Non- alignments arises in the balance sheet and off-balance sheet items of the banking sectors. In case of fixed interest rate, such mismatches originate at the time of maturity of the financial instrument and in case of variable interest rates; the non-alignments arise at the time of revaluation of an asset, liabilities as well as off-balance sheet instruments. Scope and size of such temporal mismatches make it critical to forecasting changes in interest rate which in turn creates huge interest rate risk. Basis value risk arises out of the asset-liability mismatches. Many times, the correlation between the value of maturities and revaluation of asset- liabilities and their calculative values becomes highly negative because of the adaptation of interest rates. This kind of risk also changes the index rates used for pricing the liabilities and asset that does not really change in a concurrent way and originates huge amount of interest rate risk

East Asian Civilizations Essay Example for Free

East Asian Civilizations Essay The East Asian countries are Taiwan, North and South Korea, Macau, Japan, and China. These countries experience peace and prosper economically throughout the civilization of Eastern Asia. Taiwan is an island off the southeast coast of China and the seat of the Chinese Nationalist government. It has rugged ranges of the Chungyang Mountains blanket the eastern two-thirds of the island. On the other hand, Korea is a divided country of eastern Asia. It occupies a peninsula, about 450 miles in length and between the Sea of Japan and the Yellow Sea. Since 1945 Korea has been divided into two political units—the Democratic people’s Republic of Korea (North Korea) and the Republic of Korea (South Korea). They are separated in by a demilitarized zone, about 2 ? miles in width, along the armistice line established in 1953 at the close of the Korean War while Macau was a Portuguese overseas territory on the south of China coast. It lies in the estuary of the Pearl River south of Canton (Guangzhou), China, and across the estuary from Hon Kong. Moreover, Japan is consists of for large islands—Honshu, Hokkaido, Kyushu, and Shikoku—and more than 3, 300 smaller ones, including the Ryukyu chain. Japan is bounded the north by the Sea of Okhotsk; on the east and south by the Pacific Ocean; on the southwest by the East China Sea; and on the west by the Sea of Japan while the People’s Republic of China situated on the offshore island of Taiwan. It is the third largest nation in the world and it is less than half the size of the Soviet Union, somewhat smaller than Canada, and slightly larger than the United States. For thousands of years they called their country Chung Kuo, which means middle Kingdom, or domain. The name reflects the traditional Chinese belief that China is the geographic and cultural center of the world, with all other nations on the periphery. Thesis Statement: This paper scrutinizes and establishes detailed information about the East Asian Civilizations in particular the countries under it. II. Discussion The improvement and development of East Asia will not be possible without the significant countries within this periphery. †¢ Taiwan Japan began Taiwan’s industrial development after gaining the island in the Sino-Japanese War, 1894-95. Since the early 1950’s, under Chinese Nationalist control, Taiwan has developed a strong, diversified economy, based mainly on manufacturing. Taiwan is one of the leading exporters of manufactured products in Asia. United States aid, large-scale foreign investment, and an abundant, well-educated labor force have played major roles in the island’s rapid industrialization (Kuo, 2003). Leading industries produce chemical and petroleum products, metal goods, machinery, electrical and electronic equipment, textiles, clothing, and processed foods. Despite a decline in relative value, agriculture remains a vital sector of the economy. Farming is limited mainly to the western lowlands, where virtually all available land is devoted to crops. Most farms are small, averaging about thee acres each, and are family owned (Gold, 2006). The mild climate and extensive use of irrigation permit the growing of two or three crops a year. Rice, sugarcane, sweet potatoes, cassava, citrus fruit, bananas, and pineapples are among the main crops. The railway and highway systems, begun by the Japanese in the decades before World War II, are among the best in Asia. The chief seaports are Kaohsiung and Chilung. There are international airports near Taipei and Kaohsiung (Kuo, 2003). Foreign trade has grown enormously since the 1950’s. Among the main exports are clothing and textiles, television sets and other electronic consumer products, footwear, plywood, plastic items, and processed foods. Most of the trade is with the United States and Japan. In addition, the great majority of the Taiwanese are descendants of 18th- and 19th-century immigrants from adjacent mainland provinces of southern China, particularly Fukien (Fujian). More recent arrivals—those who fled mainland China in 1949 and their descendants—form the most influential group on the island (Gold, 2006). Mandarin Chinese is the official language, but southern Chinese dialects are commonly used by most of the people. Education is free and compulsory for children aged 1 to 15. More than 96 percent of school-age children attend schools. †¢ Korea South. South Korea’s economy was largely agricultural at the time of the Korean War (1950-53), when much damage was inflicted on the nation. Reconstruction and recovery were rapid after the war, in part because of large amounts of economic aid from the United States and other nations. In the early 1960’s industry began to grow rapidly (Choi, 2003); by the mid-1980’s South Korea had become one of the world’s chief exporters of manufactured goods. The South Korean government played a major role in directing and developing the economy, particularly through central planning and direct and indirect control of many manufacturing industries and banking. Rapid industrial development was also aided by large investments of capital and technology from the United States and Japan and by an abundance of skilled, cheap labor (Lee, 2004). Although few in number, corporate conglomerates, called chaebols, produce most of the nation’s goods and services. Light manufacturing industries requiring much labor were the first to be developed, mainly during the 1960’s. Textiles, clothing, shoes, and similar consumer items were among the main goods produced (Lee, 2004). Priority shifted during the 1970’s to the development of heavier and more technically advanced industries. Since the early 1980’s increasing emphasis has been placed on developing high-technology industries, centering mainly on data-processing equipment, especially computers. Much military equipment is also produced. Seoul, Pusan, and Inchon are among the chief manufacturing centers. Only about 20 percent of South Korea is suitable for farming, and roughly one-fourth of the people are dependent on agriculture for their living. Farms average about 2 ? acres and are privately owned (Choi, 2003). Some farming is done by communes and cooperatives. Moreover, it has greatly expanded and improved its transportation facilities since the early 1960’s. Highways have replaced railways as the chief means of intercity transport. The railways are owned and operated by the government; many are electrified. Education is free and compulsory through six years of primary school, which beings at age six. It is followed by three years of middle school and then three years of high school (Lee, 2004). North. With the division of Korea after World War II North Korea acquired most of the mineral resources, hydroelectric dams, manufacturing plants, and industrial facilities developed during the Japanese occupation, 1910-45. Much damage was done during the Korean War, but it was quickly repaired with aid from the Soviet Union and other Communist nations (Choi, 2003). Under the North Korean Communists, all industry was nationalized, agriculture was collectivized, and the entire economy was rigidly planned. Growth was rapid during the early years, but slowed in the 1970’s. In the mid-1980’s North Korea’s total output of goods and services was roughly one-third to one-fourth that of South Korea’s. Soviet technical and financial aid has played a major role in the development of North Korea’s economy. About 20 percent of North Korea’s land is used for farming, and 40 percent of the people make their living in agriculture. All farming is done on collectives and state farms; private farming ended in the late 1950’s (Choi, 2003). Rice is the nation’s staple food and the most widely grown crop. Other crops include corn, wheat, barley, millet, potatoes, sweet potatoes, and soybeans. Much progress has been made in increasing mechanization, in expanding the irrigated area, and in land reclamation, especially in coastal areas. Commercial fishing is a major activity, particularly along the east coast and in the Sea of Japan. Wonsan and Sinpo, on the east coast, are the chief fishing ports. Part of the catch is exported (Lee, 2004). Unlike South Korea, North Korea is relatively well endowed with minerals. Among the numerous minerals produced in substantial amounts are coal, mostly anthracite; iron and etc. Railways handle most of the intercity passenger, and freight traffic and are North Korea’s principal means of transport. Most of the railways are relatively new and are electrified (Choi, 2003). Pyongyang is served by a subway. Furthermore, education is free and compulsory through five years of primary school (which begins at age six), four years in of middle school, and two years of high school. †¢ Macau Macao (Macau) consists of the mainland city of Macao and two islands—Taipa and Coloane. Together they have an area about 6 square miles. Macao’s economy is based on light manufacturing. Most of Macao’s food and all of its fresh water are imported, primarily from China. About 99 percent of the people are Chinese; the rest are Portuguese or persons of Portuegese-Chinese descent (see â€Å"History of Macau†). Portuguese is the official language; the Cantonese dialect of Chinese is the prevailing tongue. Macao is the oldest European settlement on the Far East. It was established by Portuguese traders with China’s permission in 1557. Trade flourished, and until the early 1840’s Macao and Canton were the only Chinese ports open to European trade. The development of Hong Kong and other rival ports, beginning in the 1840’s, greatly reduced Macao’s importance. In 1887 China formally recognized Portugal’s sovereignty over the settlement (see â€Å"History of Macau†). Since the Communists gained control of China in 1949, the official position of the Chinese government has been that Macao is a Chinese territory under Portuguese administration. In 1976 Portugal granted Macao internal self-government. In 1987 Portugal agreed to transfer the administration of Macao to China in 1999(see â€Å"History of Macau†). At present, Macao is one of the finest places to visit with its flourishing economy. †¢ Japan Japan is one of the world’s leading industrial nations, ranking behind only the United States and Soviet Union. During the 1960’s and the earl 1970’s, Japan gross national product (GNP) grew at the phenomenal average rate of about 11 percent a year—more than twice that of the United States. The worst postwar slump came in the mid-1970’s (Hane, 2001), when worldwide recession brought high levels of unemployment and inflation and a sharp decline in economic growth. Most of Japan’s postwar economic growth has been due to keen corporate management, a well-educated, industrious labor force, high levels of savings and investment, intensive promotion of industrial development, and vigorous foreign trade. Government has also been a decisive factor. Its influence is powerful and widespread, though exercised mainly through informal, cooperative arrangements with business (Hall, 2004). Giant conglomerates, many of which are interlocked in manufacturing, finance, and trade, are of prime importance in the economy. Coexisting with them are many small and medium-sized firms. Government ownership of industry and business is negligible, limited mainly to transportation and communication services (Hall, 2004). There has been little foreign investment in Japan because of numerous governmental restrictions. Of increasing concern to the Japanese are the environmental and social consequences of the nation’s industrial expansion. In some areas, water and air pollution is severe and increasing rapidly. Japanese culture is partly of Chinese origin and partly indigenous, for the Japanese adapted and did not merely imitate the culture of the mainland. Since the middle of the 19th century, Japan has been influenced more by the culture of Western countries than by that of its neighbors (Hane, 2001). Adoption of many Western ways produced sharp contrasts between the new and the old. Buildings and clothing, for example, are now seen in both traditional and Western styles. In addition, in Japan the family is a traditional and strong institution. It has a formal structure with authority vested in the male head of the family. The wife is expected to be subservient. Children learn discipline and their respective roles in the family at an early age. Japanese homes are noted for their simplicity. Nearly all are built of wood. In many hones, paper-covered wooden frames, called shoji, are used for windows and doors (Hane, 2001). Being light and easily moved, they allow much of the house to be opened to the landscaped gardens. Additionally, six years of elementary education and three of lower secondary schools are free and compulsory for children 6 to 15 years of age. At the three-year upper secondary schools, tuition is charged. Education in Japan is highly competitive, and admission to upper secondary school and to college is determined by rigorous entrance examinations. As a result, many Japanese children spend their after-school hours attending jukas, â€Å"cram† schools that specialize in preparing students for entrance examinations and other school tests (Hall, 2004). †¢ China When the Communists came to power in 1949, China’s economy was backward and suffering from nay years of war and civil strife. Agriculture was disrupted and producing at a low level. Modern factories, then located in only few places, lay idle or in ruins. Since the Communist take-over, agriculture has been reorganized and production increased, and modern industry has been greatly expanded. New mineral resources have been discovered, production of electric power increased, and transportation improved. In general, China’s development has been guided by five-year plans, patterned originally after those used in the Soviet Union (Gernet, 2002). Since the 1970’s, however, the centralization of economic decision-making has lessened and greater use has been made of profit incentives and private enterprise to stimulate production. Although accomplishments have been considerable, development has not been continuous. Many setbacks have occurred and much remains to be done in order to raise the relatively low standard of living. Political conflicts among China’s leaders have caused some of the worst setbacks (Barnett, 2006). On the other hand, a modern transportation system is one of the goals of China, and much has been done to build new facilities and modernize old ones. Though greatly improved, transportation is still poorly developed in all but a few areas. Railways are the chief means of long-distance transportation. Trackage is concentrated primarily in Manchuria and on the North China Plain, the two most economically advanced parts of the country. Moreover, elementary education, depending on the program being pursued, lasts five or six years. Lower secondary lasts three years (Gernet, 2002); thus, upper secondary education, depending upon the school, two or three years. China has an extensive adult-learning program, particularly to teach literacy. IV. Conclusion In conclusion, these countries comprise the East Asian civilizations contributed much to the entire world. Although each county faced a lot of turmoil and crises due to invasion of other nations yet these countries made its way to surmount every trial and had survived to its crises. In addition, the civilizations of these nations proved that East Asian countries can make it to the top as they strive hard for the betterment of their economy and for the benefits of its own people.

Financing Education in Developing Countries

Financing Education in Developing Countries How should developing countries finance university education? Explain your answer with cross reference to developed country experiences of financing University Education. Word Count: 4023 1. Introduction Education, its nature, purpose, its provision, and most importantly, its funding, are major topics of cultural and ideological debates which remain a central point of concern even today. Till the 1980s, the social democratic consensus, in England and New Zealand for example, considered education to be a public good, and therefore an indispensable service, provided by the state, to all citizens equally, without direct charge. The New Zealand Treasure writers, for example, argue that education doesnt belong to the marketplace. It should be considered a Natural Sphere and a public good which needs state intervention (The New Zealand Treasury, 1987). However, New-Right arguments of the 1980s challenged this school of thought, asserting education is a commodity which should be left to the market forces with minimum state intervention (Grace, 1994). Barr (1993), for example, asserts education is not a public good since it does not exhibit the three reflections of public goods: non-rivalnes s, non-excludability and non-rejection (Barr, 1993). This lead to the dilemma of financing higher education: How should countries finance higher education? This essay begins with a theoretical framework, looking at the human capital theory to understand why education is important followed by a brief discussion on the key issues concerning financing higher education to understand why cost sharing has become a popular phenomenon over the years. Major alternatives to state financing are discussed using examples from different countries followed by a conclusion and a brief policy recommendation. 2. Theoretical Framework 2.1 Human Capital Theory Education is considered to be, both, a consumer and capital good (Okemakinde, 2008), because not only does it offer utility to a consumer, but also acts as input towards the production of other goods and services. It is, therefore, also considered to be highly effective and even necessary, to bring about an improvement in the production capacity of a country.   (Okemakinde, 2008) With the increase in economic development and structural change the requirement for skilled workers is increasing across all economies, resulting in an increasing demand for employees with higher education ( Department of Education and Training, 2015). Authors including Okemakinde (2008 ) and Psacharopoulos (1986) consider formal education to be an investment in human capital (table 1). The human capital theory, thus, encourages investment in education both in developing and developed countries (I. Fà ¤gerlind, 2002). Figure 1 Returns to investment in education by country type and level (Psacharopoulos, 1986) Education and development policies have largely been based on the theoretical framework of the Human Capital Theory, which stresses on the high returns of education, in terms of productivity and efficiency of workers, and eventually economic development (Ozturk, 2001). 2.2 State funding and the need for alternatives Countries with socio-political ideologies consider education to be a public good and, consequently, should be free or considerably subsidised. This ideology claims the society to be the major beneficiary of higher education and asserts substantial taxes can be raised, progressive in nature, if there is political will and proper leadership. Such taxes will cover costs of education, allowing students, especially among the poor, to have equal access to education (Johnstone, 2003). Previously, higher education in most developing countries was predominantly financed and provided by the government (Psacharopoulos, 1986), such as majority of Sub-Saharan Africa (Teferra, 2013) (McGavin, 1991), India (Tilak, 1995) and China (Cheng, 1995).   However, Psacharopoulos (1986) argues such a system lacks sustainability, efficiency and quality. In fact, till the 1960s most universities in the UK were funded by the state. As seen in figure 2, the shift away from public funding has increased the participation rate in higher education in the UK (Haynes, 2003). Figure 2 Index of student numbers and public funding for higher education, 1980/1-1999/2000 (Haynes, 2003) A dominant theme of higher education throughout the world in the 1990s has been financial distress (Johnstone, 1998). The upsurge in the demand for financing higher education (Johnstone, 2003), coupled with constrained public budgets, has been a major challenge faced by governments in both, developing as well as developed countries (Woodhall 2007,   Akpochafo 2009).   However, as the number of students enrolled in higher education increased, the subsidies introduced when enrollments were low proved to be unsustainable (Woodhall, 2007). According to Woodhall (2007), with the expansion of higher education systems and the difficulty addressing the costs of higher education through public expenditure, the last twenty years have seen major changes in how higher education has been financed worldwide. These include; an introduction of tuition fees in countries where higher education was free, a substantial increase in tuition fees and a shift towards student loans (Woodhall, 2007). Therefore, parallel systems of financial assistance and cost sharing have been introduced so that students and parents arent burdened by the cost of university education and equality and accessibility isnt compromised (Johnstone, 1998). 3. Alternative Methods of Financing Higher Education 3.1 Tuition fees, selective scholarships and grants Most developed countries shifted costs of education from taxpayers to students, in the form of tuition fees, decades ago. Tuition and fees in public and private universities have established in the US for a long time (Johnstone, 1998).The tuition fees for UK full-time undergraduates at a university in the UK were paid from public funds until 1998, when tuition fee was introduced (Barr, 1998).   This trend is now being followed by developing countries as well (Johnstone 1998, Salmi 1998, Hans de Wit 2005). Chile, Colombia, Costa Rica, Ecuador, and Jamaica have higher levels of student financing, similar to those seen in Ireland, the Republic of Korea, and Spain. (Hans de Wit, 2005) Figure 3   cost recovery at public universities in Latin America and the Caribbean (Hans de Wit, 2005) In countries like as Bolivia, Guatemala and Thailand, cost recovery is low, or nonexistent like Brazil and Argentina, as seen in figure 3. It is important to note the drop-out rates in these countries. According to Hans De Wit (2005), the annual number of graduates in Columbia has risen over time as opposed to Argentina, where education is publically funded and drop-out rate is higher (figure 4). Figure 4 annual number of students admitted to and graduated universities in Argentina and Columbia, 1982-2001 (Hans de Wit, 2005) Johnstone   (1998) notes higher education in Hungary faced problems like inefficiency, inequality and lack of responsiveness to the market economy. The public sector was financing higher education, spending 86% per capita GDP on higher education in 1993 alone. This, compared to 45% in OECD countries and 30% in Germany, is a considerably high amount. As a result, the need for a shift in cost burden was felt. In 1995 full-time students paid a monthly tuition fee of HUF 2000 in public universities, while part-time students paid up to HUF 8000 per month. In order to ensure equality in access, tuition fee was fully or partially waived, based on academic merit or financial need, for one-fifth of the students (Johnstone, 1998). Figure 5 Higher education in Hungary, 1990/91 versus 2006/07 (Marcucci, 2008) The state support per student was 40 % lower in 1998 than it had been in 1990. Reforms in 2005 recommend state funding for at least 35% of graduate students and 10% for doctoral students and in 2007 the Ministry of Education allotted 60% of its scholarship funds to merit based students and 35-40% to students in need of financial aid (Marcucci, 2008). This shift of the cost burden away from the government resulted in an increase in overall participation rate in Hungary (figure 5). According to Rosovsky (2001), during the 1990s, Makerere University in Uganda moved from a situation where the government covered all running costs and students did not pay for education to one where more than 70 % of the students paid, resulting in twice the amount of student enrolment and development of infrastructure. While imposing tuition fee is considered to shift the burden of financing higher education away from the government, it is argued that tuition fees or increasing it at a rapid rate might exclude potential students from disadvantaged families. (Johnstone, 2003), thus compromising on the access and equity of university education. 3.2 Loans and deferred payment schemes Financial aid such as loans, means-tested grants and selective scholarships are being introduced to preserve equity and access to university education (Psacharopoulos 1986, Johnstone 1998). Comparing grants and scholarships to loans and other types of deferred payments, the latter tends to relieve the burden of the cost of higher education on the government and raise the universitys revenue. Loans are also more likely to encourage the involvement of market forces, thus leading to efficiency and increased responsiveness of the university (Johnstone, 2003). Furthermore, the problem of exclusion associated with rising tuition fees can be met with the availability of loans and deferred payment schemes that dont consider the financial worth of students and their families (Johnstone, 2003). Student loans in Hungary, sponsored and guaranteed by the government, were introduced by a student loan company owned by the Hungarian State, Dià ¡khitel Kà ¶zpont, in 2001 (Marcucci, 2008). These loans cover tuition fees and living costs, are not means-tested and are available to all students enrolled in public and private higher education institutions in Hungary or the European Economic Area (ibid), thus ensuring equity and access. Other forms of deferred payments, where students bear a certain share of the cost burden and repay the amount gradually, once they have been employed, are also an alternative to recovering expenses. (Johnstone 1998, 2003). Examples of such payment schemes are graduate taxes, a concept never fully adopted (Barr, 1998), the income surtax implemented in Australia (Johnstone, 1998, 2003), and the drawdown pension payment system implemented to repay the student loan fund in Ghana (Johnstone, 2003). In the graduate tax system, the current cost burden incurred by the government for the support of education is not immediately relieved. However, over time, future income surtax payments, which are collectively (potentially) sizeable, albeit highly uncertain, shift the ultimate financial burden away from the government (Johnstone, 1998).   In this system, students incur low or no tuition and living costs. However, once they start earning they have to pay more income tax than they would have otherwise (ibid). The more one earns the more one pays back, thus argued to be progressive in nature and believed to prevent high debt rates among graduate students (BBC, 2010). The Australian Higher Education Contribution Scheme launched in 1998 provided income contingent loans through the Higher Education Loan Programme to help students pay their tuition fee (Johnstone, 1998). Students start repaying the debt once their income is above a certain amount ($54,126 in 2015-2016).   The amount is readjusted on a yearly basis to reflect any changes in Consumer Price Index, thus maintaining the real value of the debt. Participation levels of domestic students in higher education have increased from 3.7% of the population between the ages of 15 to 64 in 1989 to 6.6% in 2014 ( Department of Education and Training, 2015). Figure 6 and 7 show a sharp increase in participation of students after income contingent loans, or graduate taxes, were introduced. Figure 6 Domestic higher education participation and bachelor or higher attainment 1989-2014 ( Department of Education and Training, 2015) Figure 7 University participation by SES: 1988-99 persons (Chapman, 2005) However, such schemes are also critiqued to be inefficient and politically costly (Johnstone, 2003). High earners might choose to work out of the country to avoid the graduate tax. Not only will this result in tax being evaded but also may lead to a brain drain (BBC, 2010). Other than student emigration, payments are often lost due to high defaults and lack of tax records. As Johnstone (1998) notes, applicability of graduate tax to developing countries depends on the degree to which the income tax system can be trusted. Additionally high costs associated with servicing and collecting make such schemes a less attractive option (Johnstone, 2003). According to Psacharopoulos (1986), loans encourage expenditure on education. If the returns to investment in university education are high, loans will help students invest in education, or human capital, consequently increasing the demand for higher education and the flow of private resources into the sector (Psacharopoulos, 1986). However, problems associated with lending loans, such as high collection costs and substantial cases of evasion, have discouraged the development of effective schemes for financing higher education in developing countries. Private banks find the risks and costs of lending too large to incur without charging a prohibitive interest rate, resulting in the governments providing or funding loan programs for students (Psacharopoulos, 1986). Repayment, especially in developing countries, is a major cause of concern associated with lending loans. According to Tilak (1995), only 5.9% of the investments made on student loan programmes in India during 1963-64 to 1987-88 were recovered. Furthermore, according to Johnstone (2003), the willingness to borrow and lend is important since students prefer their financial aid to be non-repayable 3.3   Expansion of private universities Since most developing countries have a highly centralised education sector, stringent rules and barriers restrict the operation and contribution of community run and private institutions. Easing these controls and decentralising management will allow mobilisation of private and local resources in the education sector, reducing the fiscal burden on the government (Psacharopoulos, 1986). The lack of available places in state universities led to the establishment of private universities (Oyebade, 2008). Romania had no private universities before 1989. Laws passed in 1990 resulted in the creation of 70 private institutions, almost all of them claiming university status and enrolling one-third of total enrolments in higher education (Johnstone, 1998). In 1981 in Chile the number of private and public universities charging tuition fees increased. In 1990, 52.4% of the total enrolment was provided for by private universities with no funding from the state. The state, previously incurring all costs, financed only 27% in 1990.   The increasing number of private universities helped meet the rising demand for university education, increased access to higher education and increased diversity, with no costs incurred by the government. However, this change also resulted in an increased tuition fee, falling quality and an uncontrolled rise in the number of private institutions (Johnstone, 1998). Oyebade (2008) finds private universities in Nigeria have increased from 3 institutions in 1999 to 24 in 2006. However, Oyebade adds, the cost of private university education and the poverty level may lead to problems like lack of access and equity. With 90 million people living in absolute poverty in Nigeria, the enrolment of students in private universities is effected considerably. Only one of the seven universities operational in 2005, were fully enrolled and the remaining six, despite being functional for over six years, were not. Private institutions are widely criticized for their lack of quality, as seen in Chile in 1990, and equity, as seen in Nigeria. Additionally, Johnstone (1998) adds, their sustainability is also questionable since their major source of revenue is tuition fees alone. 4. Entrepreneurial Activities Another alternative to finance higher education is generating income through entrepreneurial activities such as selling services, contracting research and renting out facilities. Exploring new ways of generating revenue is a great way for universities to improve quality, be more innovative and increase their relevance in the society by providing services in response to the societys needs (Hans de Wit, 2005). Universities in Mexico began to realise the need for internal revenue generation since government support was not likely to grow, consequently, turning towards entrepreneurial activities, involving faculty and students to raise extra income. Different departments began to generate revenue by providing services and specialised courses (Johnstone, 1998). According to Rena (2006), the University of Zambia and Eduardo Mondlane University in Mozambique have benefited from entrepreneurial activity in the form of improved capacity, information and revenue by establishing and linking internet nodes to local electronic networks and selling their subscriptions. Rena (2006) also adds Ghana and Nsukkas initiatives of consulting activities have proven to be a successful entrepreneurial activity. Ghana claimed a profit of 9% on total revenue of US$22700 in 1991 by providing consultancies through their consultancy centre. Nsukka indicated a profit of US$35,238 through its consultancies between 1982 and 1991. With an income of US$90,398, the consultants received 50% of the profits while the university received 30% and the department received 20%. In Makerere University in Uganda, where previously the government incurred all costs of education, recent entrepreneurial activity generated more than 30% of revenue (Rosovsky, 2001). Makerere has raised revenue through evening classes, commercially running their bookshop and bakery and establishing a consultancy bureau with staff where a portion of the generated revenue goes back into the university (ibid). Universities in China generated income through university enterprises, commissioned training programs and educational services, research (Cheng, 1995) and consultancies and logistic services (World Bank, 1997). According to World Banks report (1997) revenue generated from universities contribute to around 3.7% of total higher education revenue in China. In Shanghai, 50 universities ran approximately 700 enterprises with the total revenue of Y 1 billion in 1992 alone. Fudan Universitys entrepreneurial activities raised a total revenue of Y 20 million, out of which Y 2 million was invested back into the university (World Bank, 1997). Commissioned training, an effective way to earn additional revenue due to the rising demand for skill upgrading, was the second largest source of revenue, constituting around 2.3% of total higher education revenue.   Provision of educational services added up to about 1.1% of the total revenue. For example, the Department of Law of Peking University gene rated revenue by providing short training courses on recently implemented laws to employees belonging to public and private organisations. Income from research and consultancy added up to 1.3% of the revenue in 1992. Income from research in 36 national universities added up to Y1.12 billion. Additionally, logistical services such as running dining halls and hostels, although not highly lucrative, constituted around 0.7% of the revenue (ibid). According to Johnstone (1998), most risks associated with entrepreneurship in developing countries can be overcome by ensuring the activities are legalised and are supported with clear regulations and transparency and efficiency in management and procedures. Entrepreneurial activities, such as those carried out in China, Africa and Mexico, have not only benefitted the universities by raising extra revenue, but also benefitted the economy by increasing responsiveness to consumer needs. 5. Philanthropic: Philanthropic activities and initiatives targeted towards higher education can build up funds for scholarships and grants in public and private universities. Although many cultures and societies have a strong tradition of charity, however, these contributions often ignore higher education since it is either considered a private good or the responsibility of the government (Johnstone, 2003) The Aga Khan University and the Lahore University of Management Sciences, top ranking universities in Pakistan (HEC, 2016), are good examples of successful philanthropic initiatives, established and partly operated through private philanthropy (Rosovsky, 2001). Donations made to educational institutes in china are either used as merit scholarships for students, for faculty training overseas or construction of university buildings bearing the name of the donor (World Bank, 1997). However, most initiatives cannot depend on such financial generosity in developing countries (Rosovsky, 2001). Small provincial universities in underdeveloped, far-flung areas are rarely the recipients of such donations, augmenting the problem of rising disparity between universities and inequalities (World Bank, 1997). 6. Part-time employment for students According to Johnstone (2003), many American students hold jobs that require 20 to 40 hours a week. The encouragement and financial support of the Federal Work-Study Program, which partially subsidises education, and an economy that has an abundance of summer and term-time, part-time employment opportunities, has allowed students in the US to finance their education to a great extent. However, for this to be possible, a robust economy with widespread availability to such low-paying but readily available jobs is necessary. This feature may be largely absent in many countries, especially in developing countries (ibid). 7. Distance learning The trend of distance education has quickly spread across various countries including Bangladesh, China, India, Indonesia, Korea, Pakistan, Sri Lanka, the Philippines, and Thailand (Johnstone, 1998). China, for example, has a network of provincial universities, and a television university, for distance learning programs and education (Johnstone, 1998). After the 1986 National Policy on Education in India, open and distance universities became a means of overcoming the problem inequity and unmet demand for higher education (Tilak, 1995). Approximately 3 million part-time students and 4 million full-time students in India were enrolled in correspondence courses (Johnstone, 1998), which are considered to generate revenue much above the correspondence costs (Tilak, 1995). Distance education and open learning programs can be an effective way of increasing access to university education at moderate costs (Johnstone, 1998). 8. Policy recommendations and conclusion Psacharopoulos (1986) posits generous scholarship schemes covering tuition costs and living expenses are not suitable in the long run because over time, as lower income students start to enrol in higher education, the cost of providing grants and scholarships will become a burden on the government. An increase in the role of private actors in the provision of, and contribution to, higher education is a   popular recommendation (Psacharopoulos   1986,   Johnstone 1998). However, some oversight and regulation may be needed to ensure standards are maintained fraudulent operators are kept at bay.   As Johnstone (1998) suggests, privatisation should be used as a tool to increase access to education, however, the government should continue to provide monitoring and regulation.   Additionally, a greater role of private and community-run schools will encourage competition, eventually leading to higher efficiency and managerial accountability (Psacharopoulos, 1986). Furthermore, Oyebade (2008) stresses on the need for effective student aid programmes, like loan facilities that have a repayment system that is easily traceable, so that students are able to incur the costs of private university education. Psacharopoulos (1986) emphasises on complementing the shift towards increased private financing with the provision student loans and limited selective scholarships, thus not compromising on access of education. Loans allow students to finance their current studies so that those with limited funds arent denied selection into higher education.   Furthermore, to further avoid selection bias and ensure access, the Psacharopoulos (1986) suggests the use of selective scholarships granted on the basis of financial need and academic merit. This will not only provide students with an incentive to perform better but also ease the financial burden of students belonging to poor families, thus minimising inequalities in access to university education. Johnstone (1998) suggests the introduction of private higher education supported through tuition fees, thus shifting the cost away from the government. He further suggests the introduction of loans and means-tested grants to ensure equity and access to higher education. Psacharopoulos (1986) recommends developing a credit market for higher education, where access to education can be augmented through widely available loans and deferred payment schemes. In countries where collection of loans poses a problem,   an alternative being used is repayment in kind through national service (Psacharopoulos, 1986). Educations institutions can raise significant income by offering various products and services such as training programs, marketing the expertise of faculty, carrying out laboratory tests, renting facilities, research and consultancies and centralised programs for teacher training (Rosovsky, 2001). In recent years, it has become possible and permissible for companies to pay for manpower supplied by higher education, for example commissioned training where employers pay a fee in return for a training course for their employees. Another means is rewarded allocation where institutions ask for a fee from the employers in return for the employment of a graduate. The fees being a compensation for the training cost of the manpower provided (Cheng, 1995). Policies encouraging such activities will not only generate additional revenue but encourage innovation and allow educational institutions to provide products and services the society needs. Lastly, part-time and seasonal jobs should be encouraged through state policies and programs, such as the Federal Work-Study Program in the US. Part-time jobs should be readily available for students so that they are able to finance their studies. Additionally, this method not only shifts the cost burden of higher education away from the students families but also decreases the dependency of students on other means of financing such as state funding, loans, scholarships or grants. References Department of Education and Training, 2015. Higher Education in Australia. Barr, N., 1993. The economics of the welfare state. Barr, N. A., 1998. Economics of the Welfare State. BBC, 2010. Tuition fees and graduate tax: Whats the difference?, s.l.: s.n. Bruce Chapman, C. R., 2005. The access implications of income-contingent charges forhigher education: lessons from Australia. Cheng, K.-m., 1995. A Chinese model of higher education? Lessons from reality. In: L. B. a. K. King, ed. Learning from Experience: Policy and Practice in Aid to Higher Education. s.l.:s.n. Grace, G., 1994. Education is a Public Good: On the Need to Resist the Domination of Economic Science . In: Education and the Market Place. s.l.:Psychology Press. Hans de Wit, I. C. J. J. G.-à . a. J. K., 2005. Higher Education in Latin America: The International Dimension. Haynes, D. G. a. M., 2003. Funding Higher Education in the UK: The Role of Fees and Loans. HEC, 2016. 5 th Ranking of Pakistani Higher Education Institutions (HEIs) 2015. I. Fà ¤gerlind, L. J. S., 2002. Education and National Development: A Comparative Perspective. s.l.:s.n. Johnstone, B., 2003. Cost Sharing in Higher Education: Tuition, Financial Assistance, and Accessibility in a Comparative Perspective. Johnstone, D. B., 1998. The Financing and Management of Higher Education: A Status Report on Worldwide Reforms. Marcucci, M. S. a. P., 2008. Higher Education Finance and Cost-Sharing in Hungary. McGavin, P. A., 1991. Reform in the Financing of Higher Education in Papua New Guinea. Okemakinde, D. O. a. T., 2008. Human Capital Theory: Implications for Educational Development. Oyebade, G. I. a. S., 2008. From Public University Dominance to Private University Policy Initiatives in Nigeria: The Push and Pull Factors. Psacharopoulos, G., 1986. Financing Education in Developing Countries: An Exploration of Policy Options.. Rena, R., 2006. Higher Education in Africa A Case of Eritrea. Rosovsky, D. B. a. H., 2001. Higher education in developing countries: Peril and promise.. Salmi, J., 1998. Strategy for Higher Education Development in Latin America: Executive Summary.. Teferra, D., 2013. Funding Higher Education in Africa: State,Trends and Perspectives. The New Zealand Treasury, 1987. Government Management: Brief to the Incoming Government 1987 Volume II Education Issues. Tilak, J. B., 1995. Higher education in India at a cross-roads. In: L. B. a. K. King, ed. Learning from Experience: Policy and Practice in Aid to Higher Education. s.l.:s.n. Woodhall, M., 2007. Funding Higher Education: The Contribution of Economic Thinking to Debate and Policy Development. World Bank, 1997. China Higher education reform. A World Bank country study..

Contrasting Adam and Eve and Old Man and Old Woman Essay -- Comparison

Contrasting Adam and Eve and Old Man and Old Woman  Ã‚        Ã‚   Chewing Blackbones’ Indian myth entitled "Old Man and Old Woman" is so similar to the well-known creation story of "Adam and Eve" from the Christian Bible that some readers see them as essentially the same. I do not, and a close examination reveals that the two stories differ in very important ways. The Indian myth "Old Man and Old Woman" begins, "Long, long ago, there were only two persons in the world: Old Man and Old Woman" (538). In the beginning of Christian creation story, the two characters, Adam and Eve, are also the only two people in the world. The characteristic that I found that shows a difference between the openings of the stories is the presence of God in "Adam and Eve." I noticed that in Chewing Blackbones’ Indian version there is no third party. The Indian myth does not explain how Old Man and Old Woman were created; it just states there were two people in the world, Old Man and Old Woman. The actual creation processes in both stories seem similar, yet they are actually very different from each ...

Chaim Potoks The Chosen †Rueven and Danny :: Potok Chosen Essays

The Chosen – Rueven and Danny In the novel, The Chosen, Chaim Potok successfully captures the strange customs of a Jewish community through wit and satire. Potok's novel focuses on two Jewish boys, who live in a world where their families expect high standards of achievement of them. The wish to become an insightful leader in the Jewish community was an always-predominant custom of the two families. But with hard work and perseverance, the two boys (Rueven and Danny), find out that they really are, and what lives they will lead in the future. The novel concentrates on the desire to conceive a person's personal wants while conforming to tradition. The basis of all the conflicts in the entire novel stem from the differences in family life, which are brought on by the discrepancies of religious beliefs. Rueven, who is an Orthodox Jew, goes to a parochial school where Hebrew is taught instead of Yiddish (which would be considered the first Jewish language). Rueven's school is also very integrated with many English-speaking classes. But on the other hand, Danny, who attends a yeshiva (also a Jewish school), considers himself a true Jew because he (unlike Rueven) wears the traditional side curls and is educated in Yiddish. At first the two boys cannot stand each other, many times Danny refers to Rueven as "apikorsim," (32) which basically translates to... someone who is not true to their religion. These differences between the two soon become obsolete with one unfortunate accident, and make them realize they could use each other to get through some hard times. "Silence is all we dread. There's ransom in a voice--But Silence is infi nity."-Emily Dickinson Emily Dickinson's quote can be related to the novel in several ways. "Silence is all we dread," can relate to Danny's lifestyle and how he cannot stand the silence in which his father lives. The only time Danny makes conversation with his father is when he is studying the Talmud. " It occurred to me suddenly that not a single word had passed between him and his father all evening, except for the Talmud contest" (145). This silence is basically what drove Danny to search for guidance or someone to talk to. "There's ransom in a voice," relates to Rueven being Danny's savior. As Danny explains to Rueven what he said to his father, "I told him we were good friends, I really think we are" (119).

Participative Management in India

Participative Management in the Indian context Evolution of participative management in India Pre- Independence era: Participative management in India has taken to its roots quite early in time . This concept was introduced to the Indian soil by a few humanistic textile mill owners who sought the advice of workers' spokesmen so as to solve industrial disputes. After a few such minor incidents, business houses in India responded to the need of industrial democracy. The Tata Iron and Steel company at Jamshedpur was the first official business organization to set up a works committee which comprised of management and trade union representatives.In 1920, when the Government of India started joint committees encouraged the implementation of such an idea in private enterprises as well. So it can be said that it was that period in India when there were manager and worker bodies that maintained co-operation and provided a common platform for problems related to industrial management. The con cept of participative management in the country took shape when the demand for industrial democracy was felt by the tripartite labour organization ( later on named Indian labour conference), trade unions and political leaders in 1940.Post – Independence era: Participative management became a wider phenomenon post independence when the Industrial Disputes Act of 1947 provided for the establishment of a works committee in every industrial unit that employed more than a hundred employees. Along with this, the Industrial Truce Resolution that was adopted by the Tripartite conference in 1947 promoted labour management co-operation and Industrial Policy Resolution of 1948 provided for the workers' involvement in policies of industrial management.Industrial democracy has also been provided for in the constitution of independent India when it referred to all round democratic participation. In 1976, it was amended to the constitution by article 43- A that it would be imperative on the state to consider the participation of workers in industrial managers. Thereby, participative management became a constituent part of Five year plans and Industrial policy resolutions. There were several other developments with regards to the topic later on. Tripartite labour conference held in May 1977, recommended that a committee be set up to nable the smooth participation of labour in management issues. This led to the formation of a Tripartite committee on worker's participation in management and following were the recommendations of the committee in brief : †¢Corporate level and shop floor level should have a three tier system of labour participation †¢Supervisors or middle managers should have their representation in different participative forums †¢The scheme should be implemented and reviewed by organizations present both at the centre and state level Later on, the Sachar committee was formed to look into the introduction of workers' participation in the Boa rd of Directors.This committee recommended that every company employing more than 1000 workers should comprise of labour participation in the Board of Directors. The committee also suggested that even if the number of employees is less than 1000 in a corporate organization, it should be allowed for workers to have their representation in the Board of Governors. Operating models for participative management in India Since independence the government of India has promoted the participation of workforce in the management by introducing various models for operation from time to time.Five of such schemes introduced by the government are as follows. 1. Works Committee: Establishment †¢Among the first few steps taken to initiate industrial democracy in the country †¢Entailed in section 3 of the Industrial disputes act, 1947 †¢Equal number of employers and workmen representatives in a works committee for every organization with more than 100 employees †¢For Joint consult ation in industrial units Functions †¢Deal with welfare aspects and administration of welfare funds †¢Collective bargaining not included Decisions are not binding on the management because of the committee's consultative and advisory nature Evaluation †¢In spite of increasing awareness of works committees and compulsions to set them up, their number actually started declining and even for the works committees already present, they were not functional and for those that existed and were functional, they performed the wrong function †¢The reason for the above has been attributed to both intra and inter union rivalries and most importantly the persistency of the members to discuss extraneous issues in committee discussions 2.Joint Management Council Establishment †¢The second model of participative management was structured by the tripartite bodies on labour relations in 1958 †¢Joint management councils were set up on voluntarily in both the public and pri vate sectors if there was a required understanding between the employers and workers Objectives †¢To improve working conditions of employees †¢Improve productivity †¢Encourage contributions and suggestions from employees †¢Look into administration of laws †¢To serve as the middlemen or rather a communicating channel between management and employees Structure Joint management council was composed of a maximum of 12 members of which there was equal employer employee representation Evaluation †¢These models of employee participation hardly served the purpose of fulfilling the gaps in the communication between the management and employees. The reason for the same being the reservations of managers who let in certain junior executives into the council and did not equip them with any decision making powers 3. Workers representation on board This model provides for workers to have an opportunity to participate in the ownership of capital as well as in decision making level where the contribution could be meaningful †¢The government launched this model in 1970, when it made way for two worker directors on the boards of fourteen nationalized banks †¢How this model progressed is not much represented in academic schools of thought but it is known that the scheme made no progress at all †¢Presence of multiple unions and the mistrust between management and unions are the main reasons for the failure of this novel idea . Shop council and Joint council †¢The 20 point program mooted in 1975, issued directives to implement the models of shop councils or Consultative committees at the shop floor level and joint councils at the plant level Shop councils †¢Employees in the shop council were nominated by the management †¢Shop councils existed for a term of two years and met least once in a month †¢Shop councils were generally considered to assist the management with progress in matters related to production and safet y Joint councils Joint councils were established for the whole unit and were valid for a term of two years in which they had to meet every quarter †¢The chairman of the council is the chief executive of the unit and the vice chairman was nominated by the worker members of the council †¢Joint councils dealt with matters regarding optimum production, fixation of productivity norms and efficiency †¢It was in the functions of these councils that the term participative management changed to workers participation to allay the apprehensions of the management 5.Participative management by ownership of shares †¢A direct model which ensures the participation of every individual who owns shares of the company †¢Worker is entitled to receive a fraction of the appreciation in capital Conclusion Based on the above models and their evaluation it can be said that the government has so far not effectively tried its best to bring in the theme of participative management into the system. Whatever models and laws the government supported have been very minimalistic in nature and it is sad but true that even these models are not up to the mark.The following points enumerate the reasons for the above situation and throw light on steps to be taken to improve the situation 1. Tender mindedness: Union recognition should initially become a well established practice so that basic issues of drift between the unions and the management can be sorted out before moving on worker participation. 2. Channel of communication : The spirit with which the models of participative management interact with each other should be more relevant than the structure of councils and committees and politics ssociated with the same so that communication is done to resolve issues and not to raise them. 3. Voluntary councils: Voluntary nature of councils definitely creates a situation where issues are resolved not because they are compelled to be but because of the culture and trust betwe en the parties involved. Compulsion in such scenarios would only give way to antagonistic cooperation. 4. Defective form of participation : Councils should be formed to participate as decision making forms and not as consultative bodies because it is this form of functioning that enables worker participation in its true sense.Most of the models of worker management in India are considered to be those where the primary function is that of consultative bodies. How does this ensure industrial democracy in the true sense of the word ? 5. Inadequate representation of supervisors in the management: Supervisors are a key to the word worker participation because they function closely with the management and with the workers. Considering them unbiased, it would make sense to involve supervisors in decision making processes in worker related issues because his decisions would represent both the sides involved. . Lack of motivation : The current scenario is such that the workers are not fully aware and are not enthusiastic about their vital stakes in the scheme because it is a distant dream. Awareness and motivation are thus the need of the hour for a better picture of industrial democracy. 7. Traditional attitude: In spite of so much of history associated with the term of participative management, the workers still have a traditional attitude which keeps them to the lower rungs and abide by whatever the management dictates in terms of decisions. . Lack of strong trade unions: The scheme can be implemented successfully if the trade unions are stronger and serve a common purpose. Unity among workers is an absolute necessary before they want a representation in the management. 9. Deficient institutionalisation : Attention to detail, trails and careful work are what makes the scheme more institutionalised and practical. The agenda of meetings and other relevant issues to be discussed should be drafted beforehand so that the purpose is met. 10.Lack of an evaluation system : It is essential to review each of these models at right intervals so that the workers are aware if their democracy is at their will. The scenario in a capitalist economy Worker participation in India is so far a formality but not a practice that ensures better workman facilities or justice. There have been attempts to include the practice in private undertakings as well. As detailed above, initial laws pertaining to this phenomenon have been imperative on private sector to provide for industrial democracy.Management practitioners like Shiv Nadar of HCL technologies have very smoothly been able to transform organizations by following a bottom-up approach. With all this in view, it can be said that participative management in capitalist economies is not distant dream but as we aren't there yet, it is a distant goal. It is imperative for organizations to help economies reach this goal not for the sake of the word bur for the betterment of the workforce.