Advantages and Disadvantages of Education

Share on facebookShare on twitterShare on emailShare on pinterest_shareMore Sharing Services130 Knowledge is power and for those reading this article, at least a basic level of that power of education has been accessible. However there are instances in the world where the distribution of education is skewed. The advantages and disadvantages of education although seemingly quite clear can be explored to quite a detailed level.It is usually the benefits of education that are extolled from time to time and there is much strength in that argument since the one thing that separates man from animals is the ability to advance knowledge and expertise from one generation to the next. On the other hand some may argue about the difference between ‘having an education’ and ‘possessing knowledge’. Here we try and develop a debate about the advantages and disadvantages of education keeping in mind all points of view. Advantages of EducationHuman Capital – To build upon the previous point, when looked at from a macro perspective, an educated population provides a more valuable human capital base to the economy. A developed economy has maximum concentration of jobs in the tertiary sector which requires a highly skilled work force which has expertise in specific fields. For instance the most developed country in the world, the USA has the most skilled human resources with maximum efficiency. Also, developing countries which adopt tried and tested technologies from other nations require skilled engineers, technicians and managers who can put it to good use.This can only be achieved by providing quality education to the population at a primary, secondary and higher secondary level. Broadens perspective – This is one of the key advantages of education. Even if we consider economic benefit of education but its most important contribution that it helps in changing minds of people. Education makes people understand other cultures, religions, pl aces and culture. It helps gain understanding of what the world is all about. This very important if we see from perspective of developing nations which are plagued by old notions.In countries such as India girl and boy child are differentiated. Even worse women are considered cause of girl child while science tells that it is the other way round. Similar old style dogmas exists everywhere in the world and the only way to eradicate them is proper education. Hones potential – An education provides individuals with the ability to develop their potential to a much greater extent. Exposure to different fields and interests allows a person to choose between a number of options and hone in on the one field that they have the ability to excel in.This also helps develop interest in a number of other non-academic fields such as art, culture, music, all of which are important to have a wholesome life. It improves interaction between people and results in more efficient exchanges. Bette r job prospects – The conventional way of proceeding in life through the ages has been in four stages: childhood and education, putting knowledge to work by obtaining a career, raising a family, growing old and retiring from the daily conundrums of life.The logical step after the initial childhood years is to attend an educational institute and gather as much knowledge and information as possible for a better life in the future. This helps in developing a better base for securing a career later thus advancing the individual into the next phase of life. This helps in providing the basics such as food, water and shelter as well as a host of other needs. Thus, a better education will ensure higher returns and subsequently a better quality of life.Dispels inequality – For individuals who do not have a wealthy or fortunate background, the provision of quality education puts them at the same footing as the vast majority of job seekers allowing them to rise from their present level. This phenomenon, also known as distributive justice, helps in reducing inequalities, both economic and social, in society. The importance of education has been recognised by the international community as can be observed by the Right to Education Act which has been in existence since 1952 in the European Convention on Human Rights and obliges all signatories to guarantee the right to education.The United Nations’ International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right on a global scale. These facts display how seriously countries the world over have taken the aspect of education to be. Especially for developing countries, improving the quality of life of its population through education and all its subsequent effects is of utmost priority and has indeed been undertaken on a large scale by all such countries. Disadvantages of EducationThough it is widely accepted that education is essential for the growth and development of an indiv idual, the medium through which this is carried out can vary from one place to another. Some societies may be of the opinion that education can be transmitted just as well through unconventional media as it is through schools, colleges and other education institutes. In olden times knowledge was passed on over generations through learning on the job and elders’ stories; a formal route of attending school and college was not stressed upon. Here we explore some of the disadvantages of education.Status symbol – These days a quality education has become a means for discrimination. As if the regular economic and social barriers weren’t enough, now the level of education and place from where it has been obtained, have become valid grounds for looking down upon people. As has been claimed by an Ivy League graduate himself, an elite education has its own inadequacies. The atmosphere in which these ‘elite’ students are instructed and taught brings upon most a sense of false achievement and superiority which widens the chasm between members of society.People who attend other less prestigious schools are regarded with disdain and the entire concept of self-worth is derived from the grade or CGPA system. People are judged by the numbers they carry around – GPAs, ranks, grades which may not be a wholesome representation of who they are or what their potential is. Although it is no crime to nurture excellence, refraining from making it a criterion to judge people on is important. Restricts ideas – Some forms of education blindly impose ideas upon young minds instead of teaching them to think for themselves.The whole purpose of an education is to allow the learner to apply themselves to think bigger and better. However a faulty education system can do more harm than good in this respect. It can be argued that those without a formal education are more ready and equipped to handle a dog eat dog world. They may have gathered their knowledge from experience for which there is no substitute. Hence, unless the mode of education is wholesome and nurtures all aspects of an individual’s personality, it may not be as advantageous as expected.After exploring both aspects of the argument, it is safe to say that the advantages and disadvantages of education point toward one direction. Though it has its drawbacks, if implemented correctly, an education system is very helpful in improving the quality of human life. It helps in transmitting knowledge, skills, customs and values, all of which are essential in the development of an individual. Thus, this discussion of the advantages and disadvantages of education have led us to the conclusion that the importance of education far outweighs its negatives. ï » ¿Advantages and Disadvantages of Education Share on facebookShare on twitterShare on emailShare on pinterest_shareMore Sharing Services130 Knowledge is power and for those reading this article, at least a basic level of that power of education has been accessible. However there are instances in the world where the distribution of education is skewed. The advantages and disadvantages of education although seemingly quite clear can be explored to quite a detailed level.It is usually the benefits of education that are extolled from time to time and there is much strength in that argument since the one thing that separates man from animals is the ability to advance knowledge and expertise from one generation to the next. On the other hand some may argue about the difference between ‘having an education’ and ‘possessing knowledge’. Here we try and develop a debate about the advantages and disadvantages of education keeping in mind all points of view. Advantages of EducationHuman Capital – To build upon the previous point, when looked at from a macro perspective, an educated population provides a more valuable human capital base to the economy. A developed economy has maximum concentration of jobs in the tertiary sector which requires a highly skilled work force which has expertise in specific fields. For instance the most developed country in the world, the USA has the most skilled human resources with maximum efficiency. Also, developing countries which adopt tried and tested technologies from other nations require skilled engineers, technicians and managers who can put it to good use.This can only be achieved by providing quality education to the population at a primary, secondary and higher secondary level. Broadens perspective – This is one of the key advantages of education. Even if we consider economic benefit of education but its most important contribution that it helps in changing minds of people. Education makes people understand other cultures, religions, pl aces and culture. It helps gain understanding of what the world is all about. This very important if we see from perspective of developing nations which are plagued by old notions.In countries such as India girl and boy child are differentiated. Even worse women are considered cause of girl child while science tells that it is the other way round. Similar old style dogmas exists everywhere in the world and the only way to eradicate them is proper education. Hones potential – An education provides individuals with the ability to develop their potential to a much greater extent. Exposure to different fields and interests allows a person to choose between a number of options and hone in on the one field that they have the ability to excel in.This also helps develop interest in a number of other non-academic fields such as art, culture, music, all of which are important to have a wholesome life. It improves interaction between people and results in more efficient exchanges. Bette r job prospects – The conventional way of proceeding in life through the ages has been in four stages: childhood and education, putting knowledge to work by obtaining a career, raising a family, growing old and retiring from the daily conundrums of life.The logical step after the initial childhood years is to attend an educational institute and gather as much knowledge and information as possible for a better life in the future. This helps in developing a better base for securing a career later thus advancing the individual into the next phase of life. This helps in providing the basics such as food, water and shelter as well as a host of other needs. Thus, a better education will ensure higher returns and subsequently a better quality of life.Dispels inequality – For individuals who do not have a wealthy or fortunate background, the provision of quality education puts them at the same footing as the vast majority of job seekers allowing them to rise from their present level. This phenomenon, also known as distributive justice, helps in reducing inequalities, both economic and social, in society. The importance of education has been recognised by the international community as can be observed by the Right to Education Act which has been in existence since 1952 in the European Convention on Human Rights and obliges all signatories to guarantee the right to education.The United Nations’ International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right on a global scale. These facts display how seriously countries the world over have taken the aspect of education to be. Especially for developing countries, improving the quality of life of its population through education and all its subsequent effects is of utmost priority and has indeed been undertaken on a large scale by all such countries. Disadvantages of EducationThough it is widely accepted that education is essential for the growth and development of an indiv idual, the medium through which this is carried out can vary from one place to another. Some societies may be of the opinion that education can be transmitted just as well through unconventional media as it is through schools, colleges and other education institutes. In olden times knowledge was passed on over generations through learning on the job and elders’ stories; a formal route of attending school and college was not stressed upon. Here we explore some of the disadvantages of education.Status symbol – These days a quality education has become a means for discrimination. As if the regular economic and social barriers weren’t enough, now the level of education and place from where it has been obtained, have become valid grounds for looking down upon people. As has been claimed by an Ivy League graduate himself, an elite education has its own inadequacies. The atmosphere in which these ‘elite’ students are instructed and taught brings upon most a sense of false achievement and superiority which widens the chasm between members of society.People who attend other less prestigious schools are regarded with disdain and the entire concept of self-worth is derived from the grade or CGPA system. People are judged by the numbers they carry around – GPAs, ranks, grades which may not be a wholesome representation of who they are or what their potential is. Although it is no crime to nurture excellence, refraining from making it a criterion to judge people on is important. Restricts ideas – Some forms of education blindly impose ideas upon young minds instead of teaching them to think for themselves.The whole purpose of an education is to allow the learner to apply themselves to think bigger and better. However a faulty education system can do more harm than good in this respect. It can be argued that those without a formal education are more ready and equipped to handle a dog eat dog world. They may have gathered their knowledge from experience for which there is no substitute. Hence, unless the mode of education is wholesome and nurtures all aspects of an individual’s personality, it may not be as advantageous as expected.After exploring both aspects of the argument, it is safe to say that the advantages and disadvantages of education point toward one direction. Though it has its drawbacks, if implemented correctly, an education system is very helpful in improving the quality of human life. It helps in transmitting knowledge, skills, customs and values, all of which are essential in the development of an individual. Thus, this discussion of the advantages and disadvantages of education have led us to the conclusion that the importance of education far outweighs its negatives.

Virginia Woolf’s Feminism

Wollstonecraft wrote A Vindication of the Rights of Women In 1797. Her tract was based on the enlightenment that she used in many of her arguments. She believed that reason, rationality and virtue lead to a better society. She also believed that reason and education would improve the status of women, and that the improvement of women leads to the improvement of society.Some of the most important principles of feminism are relying on rationality, voicing your pinion, developing the right terminology and that gender definitions are based on social norms. Another feminist who influenced Woolf was John Stewart Mill who discussed another Important principle of feminism, understanding what â€Å"nature† Is. He argued that what goes by the name â€Å"unnatural† generally means â€Å"uncustomary. Feminism debates what society thinks Is unnatural. He believes that the subjection of women is a universal custom making feminism a universal issue.Mill also argues that women have al ways been subjected to men so one cannot claim that It Is it natural. He asserts that to decide what is natural is highly debatable. What Is now called the nature of women is an artificial result of forced repression and unnatural stimulation where women are treated as a commodity. Being influenced by other feminists and her own personal experiences, Virginia Woolf developed her own feminist tract A Room of One's Own in 1929. It has been called the â€Å"founding book of feminist literary criticism†.The book covered the following principles. The book opens with Woolf announcing her maln argument. women need to be free to have their own economical independence and have their own identity. Only when they have their own sanctuary of ones self, can they have artistic freedom which means being economically independent and not having to write Just in order to make money. Woolf Insists that poverty Is key and women were not allowed to own anything, Just as John Stewart Mill and Mary Wollstonecraft claimed that women were repressed.Women have been Impoverished and undereducated that is the reason they were few female writers, not because women were useless and did not know how to write. Women were made Inferior, Woolf continues by speaking about the British Library, hich was under patriarchal rule. Woolf could only go to specific places in the library and eat In certain places as well. That shows that men governed the society and they were considered to be the more superior and capable gender.The narrator then moved on to another point, stating that the superiority of men is constantly being reinforced In literature. The weakness of women was structured by men. Woolf insists that the weakness of women is not innate; it is because women were repressed into being the way they were. Men continuously reinforced the stereotype nternalizing that form of reception and values. Woolf then proposes a question: † If women are so Inferior then why are there so many I nteresting heroines in literature? showing us that the role of exceptional female characters was highlighted. However, 1 OF2 traditional roles were considered far less important than men's. Woolf believed that we should change the status of women's â€Å"work† which is domestic and not belittle the role of women, instead reconceptualize the role of women. Woolf also believed that if you confine women into a limited environment how do you expect them to write bout something else? Women are confined to the domestic sphere, which limits their writing abilities.Great art is produced by those who are free in mind and spirit. If women write knowing that they will be disapproved of or laughed at this will affect the quality of their work. Freedom and creativity go hand in hand. Woolf believes the first great writer is Jane Austen. She also believes that writing is not about gender, it is about something much deeper. Finally Woolf argues that the truly great minds are androgynous whi ch means belonging to neither sex. A writer should be neither asculine nor feminine but a combination of both.Virginia Woolf's themes in her feminist tract are equal opportunity for both sexes, which does not mean erasing differences, but to â€Å"invalidate the gender class system†. One must differentiate and realize that equal opportunity does not mean melting away the differences between male and female. Another theme that was covered was truth versus opinion. One must distinguish between theory and opinion from truth. The third and final theme is changing men's attitudes towards women, and more crucially women's attitudes towards themselves.

Cultural Hybridity Details Essay Example | Topics and Well Written Essays - 1250 words

Cultural Hybridity Details - Essay Example The paper will examine whether cultural hybridity can be regarded as good. In addition, the paper seeks to explore whether cultural hybridity is disliked but believed to be inevitable. Moreover, the paper will focus on whether cultural purity should be somehow maintained. In the discussion, the paper will include references drawn from art. Is Cultural Hybridity Good? At a time when the world witnesses frequent migration of people, from one continent and country to another, there is, increasingly, interaction between people and a steady growth in cultural hybridity. In my opinion, cultural hybridity is good based on the impact it has on a culture. The process of cultural hybridization plays a crucial role in helping people to understand the process of cultural change. Cultural hybridity also stimulates scholars to have a close examination of the hybridization of the past. In this case, it has helped in the understanding of renaissance, a movement aimed at the revival of antiquity. Thr ough cultural hybridity, Japan borrowed some aspects of art and culture from Europe. For instance, during the 17th Century, most Japanese were converted to Christianity by protestant and Catholic missionaries (Dower 1-84). In addition, cultural hybridity saw the spread of Southern artwork, which had originated from parts of Europe. This included visual imagery such as large folding screens that depicted the harbor at Nagasaki having foreigners with their trade ships. Moreover, cultural hybridity can be regarded as good since it led to the spread of both secular and religious paintings that emanated from European sources. Cultural hybridity can be said to be good since it led to the spread such works of art as drawings. Such drawings included â€Å"Portrait of Perry, A North American.† Cultural hybridity can be regarded as good since it encompasses Transculturation, which is essential in understanding the specificity of a continent. Cultural hybridity leads to new cultural syn thesis, thus becoming a key element of American’s developing imaginary. The realization of cultural identity is also fueled to some extent by cultural hybridity, as it leads to the understanding that identity mostly encompasses the plurality in the cultural uniqueness of a culture. It is through cultural hybridity that people come to the realization of the distinctive features of a culture in terms of politics, ethnicity and social uniqueness (Dower 1-84). A form of artwork such as lithography also spread through cultural hybridity; it emanated from the works of a German by the name Aloys Senefelder, in 1798. People from various places have learnt that this work of art entails a process whereby the top of a surface is used in making a picture. The spread of various art forms can be attributed to cultural hybridity. Through the spread of artwork, cultural hybridity serves to create favourable relations between groups of people who interact while sharing artworks. Thus, the hyb ridization of cultural can be regarded as an essential phenomenon (Dower 1-84). Do you dislike it but believe it is inevitable? I do not dislike cultural hybridity, but it is my belief that it can be termed as inevitable owing to its remarkable impact. Once various cultures interact with one another, it becomes evident that they will exchange some traits between them. For instance, each culture comes to learn the way of doing things,

Gained Knowledge From Taking the English Composition Class Essay

Gained Knowledge From Taking the English Composition Class - Essay Example My learning outcomes as illustrated above have been diverse with the main motivation being the overall abilities acquired through the course. So far I have been able to exhibit a proper understanding of grammar which is captured through improved sentence structures and through grammar usage. My scope of writing has improved and I can be able to write effectively with the inclusion of thesis statement and other minor structural factors that define the success of an English composition class. Through the attendance of the class, I have been able to link up the different aspects of composition writing, through developing a proper beginning to an essay, developing the body of the essay and also in elaborating the conclusion which captures the entirety of the essay written. Reid (2000) Other additions have been in relation to the organization both derived from an individual basis and also as reflected on the essays I have written. The composition class has engaged my reasoning which has aided in the arrangement of my essays through the integration of different strategies ranging from transitional devices which guarantee improved flow and consistency in my presentations. Through the change, I have learned how to express different tones and level of formality in my essay examples which has proved vital in capturing the attention of the audience and improved individual awareness. In relation to the assertion above, through embracing diversity in writing, my cognitive skills have improved resulting in analytical thinking, critical reading and improved awareness of the subject matter.

Sales Managment Essay Example | Topics and Well Written Essays - 1250 words

Sales Managment - Essay Example In this sector it becomes very much difficult for the sales manager to let the sales representatives know the clients’ requirements and at the same time to focus on the achievements of sales targets (Jeff, 2009, 196). Also, one most important difficulty that I may face during obeying my responsibility as the sales manager in the organization is related to the problem of coordinating with people of higher age groups than me. In this situation, it might be a matter of grave problem for me if I have to scold a person who works under me and who is above my age. On ethical ground it might become difficult to coordinate with that person. This is again because it most likely that an older person knows the business as well as the working procedure better than me (Schwartz, 2006, 12). Question 2: There are various aspects related to the importance of recruitment as well as selection of sales people in a business organization. This importance is closely associated with the benefits acqu ired by the business organization. Appropriate selection as well as recruitment of proper and most suitable sales people plays an important role in the development as well as growth of the business organization. Sales activities require a significant level of positive as well as effective efforts by the sales person to increase the volume of sales of the business organization under consideration (Anderson and Lodish, 2005, 2). These efforts are entirely based on the effective communicative power of the sales people. If the person is well-communicative, then it becomes very much easier for that person to convince the client and to sale the product or service under consideration.... This paper approves that there are various aspects related to the importance of recruitment as well as selection of sales people in a business organization. This importance is closely associated with the benefits acquired by the business organization. Appropriate selection as well as recruitment of proper and most suitable sales people plays an important role in the development as well as growth of the business organization. Sales activities require a significant level of positive as well as effective efforts by the sales person to increase the volume of sales of the business organization under consideration. These efforts are entirely based on the effective communicative power of the sales people. If the person is well-communicative, then it becomes very much easier for that person to convince the client and to sale the product or service under consideration. Sales of products and services also require great deal of knowledge regarding the features, qualities, and drawbacks of those products and services. This essay makes a conclusion that the hard working is most likely to be beneficial for the business organization as well. Therefore, the business organization will also be motivated to some great extent to provide that person greater level of working incentive in terms of monetary benefits or in terms of promotions. Hence, there will be a mutually beneficial situation for both the person and the business organization. Hence, it can easily be said that if I give a person greater level of incentive, and then I will have a well-motivated sales person.

Separation or division of powers between institutions in the criminal Essay

Separation or division of powers between institutions in the criminal justice system (comparative) - Essay Example Law Enforcement: are mandated with the roll of taking the report for crime that happened in a given area2. Defense attorneys have the mandate to defend the accused in the court of law3. Prosecution: they have the mandate of representing the government at the court of law4. Courts: they are managed by the judges who ensure abiding of the law to the latter and also oversee the court proceedings5. Corrections: they are mainly found in the prisons; they supervise the convicted offenders when they are in prison. Each of the components has a key role in the criminal justice process. And their separation ensures the suspects rights protection by the system. Various factors for comparison of the three countries South Africa, United Kingdom, and France criminal justice system include: the system of law practiced by the country, policing, structure of the court, juvenile justice, and gender equality in the criminal system, arrest of foreigners, prison and the punishment6. United Kingdom Court Structure: The lowest court in the United Kingdom is the Magistrates’ Court. The magistrate court deals with trials of most criminal offense. The District Judges and the Deputy District Judges heads the magistrate court. The suspect in the Magistrate Court appeals to the Crown Court. The suspect in the Crown Court appeals to the High Court headed by the Circuit judges. The suspects in the County Court appeals to the High Court, and they are headed by the Circuit judge, District Judge, Recorders and Deputy District judges. County Court deals with the trial of most Civil Cases. The High Court is the third powerful court in the country, Queens’s bench, Chancery and Family Division. All the three division appeals to the High Court and it can also hear first cases. The High Court and Deputy High Court judges are the heads of the High Court. Suspects in the High Court appeal to the Court of Appeal. The Court of Appeal

United States Bankruptcy Essay Example | Topics and Well Written Essays - 1000 words

United States Bankruptcy - Essay Example Bankruptcy is defined as a person that has been legally declared insolvent due to having a level of debt that places a person in a status in which their regular income is insufficient to pay the person’s monthly obligations (Yahoo, 2008). A bankruptcy was a solution chosen by many reached a point in which lenders were extremely mad since many people with the ability to pay were filing bankruptcy in order to eliminate debt. These con artists were willing to give up the right to have credit for seven years in exchange for a clean slate gain through the elimination of all their debt. In 2005 the US government decided to make some changes to the bankruptcy laws in order to protect the credibility of the financial / banking system in the nation and to ensure people assume responsibility for their financial mishaps. Society at large pays the price of delinquent debtors since those bank losses are factors in the interest rates people receive in their loans such as their mortgage paym ents. This report studies the new bankruptcy law of 2005 referred too as the bankruptcy abuse prevention act. The bankruptcy laws are structure under different chapters which include chapter 13, 11 and 7. Chapter 11 is a bankruptcy alternative for business owners and corporation which provides protection for the business entities so that the lenders do not drive a company out of business if it becomes insolvent. It calls for a reorganization of the corporate debt and lower temporary debt payment so a company can have cash flow to create a new business plan to continue a business going. Chapter 13 is similar to chapter 11 as far as providing temporary relief from lenders, but it applies to individuals. Chapter 13 allows a person to salvage their overall credit by entering into arrangement with creditors to pay off the debt in longer time periods, reducing interest, and holding off all payments for predetermined periods of time

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

Population - Essay Example In spite of this transition the total population of the country in stage IV is found to be much higher. It will be interesting to understand each stages of growth i.e. stage I through stage IV for understanding how the population eventually stabilizes (World Population: Growth & Trends). This is the stage when birth rates and death rates are high and even then there is no population growth. High birth rate is due to high fertility rate or no use of contraceptives. Similarly, high death rate during the stage is attributable to the deaths occurring from the deadly diseases such as plague, cholera, typhoid as medical science was not developed enough to provide required protection. This is a preindustrial stage when living conditions are not favorable. Infant mortality goes down due to improved health conditions that in turn, bring down the death rate; however, the birth rates still remains high keeping the population growth rate at high levels. This is also known as the transitional stage and most of the developing world is found in this stage. The country develops economically and the people start using contraceptives that controls the birth rates significantly. Population growth rate in this stage falls down significantly. Most of the developed world and a few developing countries can be found here. From the equation above, it is amply clear that if the death rate equals birth rate, there will be no growth in population of the country. In other words, if the death rate declines, the birth rate must decline by the same rate for the population to achieve stabilization. With the advances in medical sciences; better nutrition, enhanced sanitation and clean water, the death rates have declined substantially in last several decades; however, the birth rates have not kept pace with the death rates resulting into positive population

Consumer Behavior Research Paper Example | Topics and Well Written Essays - 1500 words

Consumer Behavior - Research Paper Example She wants the product to be as accurately portrayed in her annotated reviews; if not she’ll have to reconsider buying the brand the next time as there might be better alternatives in the market. At her age, she is a woman of ambition. She is single, and she describes herself as an independent woman who always knows how to do things her way; she is usually the kind of woman who wants to solve her problems by herself. Consumer A’s line of work as a management consultant now requires her to travel a lot, as her scope of operations grow through internet networking and internet advertising. When before, she is very much contented with her powerful desktop computer, she needs mobility now as her work requires her. As a smart girl she is, she knows she will need to carry on her computer all the time instead of bringing her tablet pc with her. The quality of her work will require her to buy an equally powerful PC that will help her handle her job, at the same time enable her to use it personally. Consumer A is a bit of a sophisticated buyer. According to her, PC is a high risk purchase, both financially and emotionally. Theoretically, according to her, she will be replacing her desktop with a new computer, a powerful laptop, as her personal tech buddy, that is why this poses and emotional risk to her. Due to this, her search for information is very extensive. She considers the internet the primary medium where she can gather information. Apart from it, part of her decision-making unit, the influencers to her are credible tech bloggers and people who have experiences over tech products. She reads every review about a product and becomes very scrutinizing whenever she encounters a negative feedback about them. Her buying behavior, because it poses very high risk for her requires her high involvement; her information search is a very logical way

Theobromine Essay Example for Free

Theobromine Essay Theobromine is very similar to caffeine but has two less hydrogen atoms. Theobromine is the substance in chocolate that can be toxic to animals. It also has a bitter taste, and is found in higher quantities in dark chocolate than milk chocolate. Theobromine increases excretion of water from bodies, relaxes, and stimulates. There is no evidence of the relationship between the structure and functions. Theobromine is an alkaloid belonging to the methylxanthine group. It is made up of seven carbon atoms, eight hydrogen atoms, four nitrogen atoms, and two oxygen atoms. Theobromine is very similar to caffeine but is ten times weaker. Caffeine has two more hydrogen atoms than theobromine. The structure of theobromine also contains two amide groups and three amine groups. Theobromine naturally occurs in cacao beans and is found in all chocolate products. It is what is toxic in chocolate to animals. Cardiac and central nervous system distress in dogs can be caused by 100-200 mg of theobromine per kg of the weight of the dog. It is toxic because animals metabolize theobromine much slower than humans. Theobromine has a bitter flavor, therefore found in higher quantities in dark chocolate than milk chocolate. Theobromine also increases the excretion of water from bodies, relaxes, and stimulates. It can also be used to dilate blood vessels to lower blood pressure. There is no easily accessed evidence of the relationship between the structure and functionality of theobromine.

Benefits of Sustainable Water Management in Bangladesh

Benefits of Sustainable Water Management in Bangladesh Food security and surface water management has become a critical need in Bangladesh because of growing demand of food and water. With vision of enhancing food production and employment generation, Local Government Engineering Department (LGED) Bangladesh gets involved at local level surface water management in 1962. As an apex public organization, LGED performs overall planning and management of surface water at local level by confirming people participation. With past experience, LGED started participatory Small Scale Water Resources Development Sector Project (SSWRDSP) in 1995 and built about 580 sub-projects where stakeholders involvement in decision making process has become an integral part of sustainable development in surface water management. The purpose of the paper is to explore the potential contributions of sustainable surface water management in socio-economic development through food production and employment generation at the rural level. It reviews relevant external secondary data sources and internal SSWRDSPs which include sub-project based field data obtained for formulation, implementation, and performance evaluation of SSWRDSPs. Primary sources included extensive field visits, household survey and sub-project beneficiary and Water Management Cooperative Association (WMCA) interviews. Transcripts of field visit, field notes, and relevant literature are analyzed on the basis of themes, patterns and datas of interrelationships among those that addressed the research goal. To ensure true reflection, quantity and quality of data gets highest degree of priority. It is found that well-designed management of surface water resources is vital and essential in ensuring food security and rural employment. 1. Introduction Peoples in the developing countries are in emergency of essentials—food and water, shelter, energy and health although the scenario is quite opposite in the developed nations where the people are facing the difficulties of affluence (Roome, 2002).To attain the food demands of 2050, food production is needed to increase by 3 times. Historically agricultural production is the most suitable way of food production and only that can provide better diets for the people all over the worlds (Avery, 2002).To meet the controversy on the sustainable way of food production this paper tried to established that the participatory approach in surface water management is the most sustainable way of using surface water to increase agricultural production as well as the food production for the future. Now, sustainable food production as well as food for everyones is a global demand. A rising population of Bangladesh with declining agricultural land has put the countrys future food security at risk, especially when salinity in the coastal belt, and droughts and depleting underground water level in the north have become constant realities (Palma, 2010). According to a projection of the Bangladesh Bureau of Statistics the countrys population will be 170 million by 2020 (BBS, 2001; Population Council, 2010). Bangladesh currently has 8.44 million hectares of cultivable land, according to the Ministry of Agriculture. With 1 percent decrease of arable land due to building of new houses, industrialization, and urbanization the cultivable land area will come down to a little more than 7.0 million hectares in 2020 (MoA, 2007a). Bangladesh had to import nearly 2.0 million tons of food grains in the last fiscal year on top of around 30 million tons of rice and wheat produced domestically (Palma, 2010). These factors might lead to a decrease in productivity as was projected by the Inter-governmental Panel on Climate Change (IPCC, 2007). Though presently the situation of food security appears quite satisfactory, but the scenario was significantly different in past and also its future may not look the same due to increasing population and climatic changes. In 1971-1972 the area under rice production was 9,278.00 thousand hectare and the production was 9889.20 thousand metric ton (BBS, 2008). Due to different initiatives by the government through different organization such as Department of Agriculture Extension (DAE), Bangladesh Water Development Board (BWDB) and the Local Government Engineering Department (LGED) cultivable areas and production increasing day by day such as in 2005-2006 the rice production areas augmented into 10, 529.09 thousand hectare and the production increased into 24, 569.27 thousand metric ton (MoA, 2007b; BBS, 2008). Past experience can be argued that those achievement due to better surface water management preservation and use of surface water, training of farmers to address the depletion of underground water. Otherwise, it was and will be difficult to ensure food security for the ever increasing population (Palma, 2010). However, it is stated that Bangladesh faces some significant challenges in the next century. A combination of population growth, a reduction of arable land and the increasing living standards, will place pressure on food and water security in the country (Khoo, 2010). Brundtland commission (1987) stated that the sustainable food production is the production which should meet the needs and desire of the people without negotiating with the natural resource for the next generation (Roome, 2002). In this light, Participatory approaches in Integrated Water Resources Management (IWRM) for agriculture can be focused as the most sustainable eco-friendly farming as well as sustainable surface water management and food production system. The soil and Water Conservation Society of America stated that the Agricultural farming through surface water management is the most sustainable food production method as it has a unique capability of keeping the soil fertile without remarkable erosion by integrated management system (Avery, 2002). More steps for sustainable food production can be taken as the food production system does not create any negative impact on the environment (Heap, 2002). Moreover, in the face of rapidly changing national, regional and global ec onomic environment, Bangladesh agriculture is facing the challenge to reinvent itself to withstand competition and at the same time continue to provide food and employment opportunities for the vast majority of the population (MoA, 2006). 1.1 Local Government Engineering Department (LGED) and its Involvement The Local Government Engineering Department (LGED), whose origin dates back to the Rural Works Programme (RWP) initiated in the early 1960s, developed rapidly throughout the 1980s and 1990s. RWP was a component of the Comilla Model of rural development pioneered by the famous Aktar Hamid Khan at Bangladesh Academy for Rural Development (BARD) nationwide this was started in the early 1960s (Rahman, Rahman Rahman, 2007). In 1982 RWP switched to the Works Programme Wing (WPW) under the Local Government Division (LGD) of the Ministry of Local Government, Rural Development Co-operatives (MoLGRDC) (MoLG, 1982). Subsequently the administrative decentralization act of 1982 converted it into the Local Government Engineering Bureau (LGEB) in 1984 (MoLGRDC, 1984). With the needs for rural infrastructure development in the country and the readiness of LGEB to take on more responsibilities, LGEB was upgraded as the Local Government Engineering Department (LGED) in August 1992 (LGD, 1992). It is widely recognised that the role of infrastructure in economic development is significant and often greater than that of investment in other forms of capital (World Bank, 1994). Mujeri (2002) argues that rural infrastructure including irrigation structure play an important role in the socio-economic development of rural areas. Rural works Programme (RWP) and the Thana Irrigation Programme (TIP) and micro-finance have been seen as two interrelated sub-strategies for achieving poverty alleviation (MoLGRD, 1979; MIP, 1998). Comilla Model tried to integrate these two strategies and considered that the breakdown of the interrelationship between the RWP, the TIP and the co-operative would result in undermining of the whole rural development effort through the Comilla experiment (Sen, 1996). With mission and vision of Comilla model of A.H. Khan, LGED got involvement in escalating food production and facilitating food marketing through surface water management by excavating/re-excavating drains and canals, digging new canals, repair and construction of bunds and embankments, reclamation of land for productive purpose, repair and construction of bridges, repair and construction of earthen and pucca roads meant for irrigation and communication in the name of Works Programme and Thana Irrigation Programme (GoEP, 1962). The TIP program gave responsibility to the Union Parishad (UP) members to find out available surface water resources to plan for utmost irrigation coverage by Low Lift Pumps (LLPs). UP members formed project committees under the RWP to re-excavate irrigation canals for better agricultural production (GoEP, 1962). With the same objectives as of TIP, LGED started Canal Digging Programme (CDP) in 1979 initially on voluntary basis and later on with the assistance from Food for Work (FFW) to de-silt sediment filled channels all over the country to boost-up water storage capacity of channels for irrigation. The CDP aimed to increase irrigation water supply, drainage improvement, tree plantation on canal bank and fisheries development. The program implemented 3,276 km of khal re-excavation, 429,597 pond re-excavation projects and 382 hydraulic structures. The benefited area covered under CDP was about 419,500 hectares (IWRMU, 2008). In parallel to CDP, under Rural Employment Sector Programme (RESP) funded by SIDA and NORAD, LGED initiated development of small-scale water resources schemes to increase agricultural as well as food production and rural employment generation in 1986 and the programme was continued up to 1996 (MPIUS, 1998). The project implemented 60 small-scale schemes in six districts (Kurigram, Faridpur, Rajbari, Madaripur, Gopalgonj and Shariatpur). IDP covered about 20,530 hectares of cultivated land benefiting 51,230 farm families (RESP, 2000; IWRMU, 2008b). LGED has performed excellently in implementing the rural infrastructures in collaboration with local users to increase food production and consequent employment generation (Faruqee Choudhury, 1996). With an aim to provide dry season irrigation facilities by using surface water in increasing rice and non-rice crops production especially in the coastal belt LGED first implemented two rubber dams in Coxs Bazar District in 1995 on a pilot basis. Inspired by the success of the pilot projects, the Government considered rubber dams for wide replication and, consequently, construction of more rubber dams was taken up all over the country. LGED has constructed eleven more rubber dams in 1999-2007 (DoAE LGED, 2005) and started to construct 10 more rubber dams in 2009-2014. Participatory irrigation management and OM have been adopted for the rubber dam projects (DoAE LGED, 2009). 2. Objectives To surface the initiatives of the Local Government Engineering Department (LGED) in food security and employment generation through surface water management with participatory approach. To present the state of the art of the participatory surface water management process in sustainable socio-economic development by increasing crop as well as food production and thereby employment generation in the rural areas of Bangladesh 3. Methodology A detailed and systematic approach was followed to achieve the objectives of this study using two methods. First a broad review of external secondary data sources associated with the topic that included water and food production, irrigation, gender and development, employment generation, surface water management etc. and internal SSWRDSPs which includes the sub-project based field data obtained for formulation, implementation, and performance evaluation of SSWRDSPs were made. Pre-project data were compiled from sub-project appraisal reports while the monitoring and evaluation data were drawn from the Management Information System (MIS) unit of IWRMU, LGED and various project reports. Field information was fetched through befitting exercise supported by the SSWRDSPs and the IWRMU of LGED collected the post-project data after completion of the projects. Methodology of the study also involved two tier exercises. Firstly, information of the pre-status of the sub-projects areas were drawn from relevant published materials and field records and secondly the post-status of the sub-project areas from data obtained from MIS unit. Primary sources included extensive field visits, household survey and sub-project beneficiary and WMCAs interviews. Field workers of Non Governmental Organisation (NGO) were involved in the surveys and interviews. As the author is a fulltime employee of LGED and posted in the IWRMU as a Senior Assistant Engineer (Operation and Maintenance) and also in-charge MIS unit of IWRMU of LGED, got opportunity to involve in every steps of sub-project implementation cycle. Transcripts of field visit, field notes, and relevant literature were analysed on the basis of themes, patterns and datas of interrelationships among those that addressed the research goal. 4. Small Scale Water Resources Development Sector Projects of LGED Taking lessons from the performances of the earlier water resources development projects, LGED facilitates sustainable use of water resources with the participation of local stakeholders along with Local Government Institutions involving public and private sectors, communities and individuals in the implementation of Small Scale Water Resources Development Sector Project (SSWRDSP) to improve the socio-economic condition that includes food production and employment generation. The Project is implemented in conformity with the National Water Policy (NWP) that stressed integrated water management. The NWP has defined the role of the Local Government Institutions and given the mandate of implementing flood control, drainage and irrigation (FCDI) projects having command areas of 1,000 ha or less to increase the food production and employment generation (MoWR, 1999). The NWP states that water resources management requires involvement of the public and private sectors, communities and indiv iduals that benefit from the delivery of water-related services. Because, the ultimate success and effectiveness of public water resources management projects depends on the peoples acceptance and ownership of each subproject / project (MoWR, 1999). The first project was in the name of Small Scale Water Resources Development Sector Project (SSWRDSP) (1995-2002). The project aimed at sustainable growth in agricultural production as well as food production and incomes of about 140,000 farm families in western Bangladesh through the establishment of about 300 small-scale water resources development schemes (LGED, 1995). The phase-1 of SSWRDSP finally completed 280 subproject covering 165,000 hectares of cultivates land that benefits 142,000 farm families in 37 districts (IWRMU, 2008c).The main objectives of the Second Small-Scale Water Resources Development Sector Project (SSWRDSP) are to enhance agriculture and fish culture and to take effective steps in poverty alleviation through improving the surface water resources in different regions of the country (Rahman, Rahman Rahman, 2007). With the success and gathered experience from SSWRDSP-1 LGED started the 2nd phase of SSWRDSP covering larger areas in 61 districts of the country in 2003(LGED, 2001). The 2nd phase of the project is completed in 2010 (LGED, 2010a) and implements 300 sub-projects all over the country covering 163,000 hectares of cultivates land that benefits 154,000 farm families. The 3rd phase is started in 2010 in the name of Participatory Small Scale Water Resources Sector Project (PSSWRSP) and implementing throughout the country with an aims to develop 300 new sub-projects and for rehabilitation of 160 existing sub-projects (LGED, 2010b). It could be mentioned that another Small Scale Water Resources Development Sector Projects funded by JICA also implementing by LGED from 2008 covering 15 districts of greater Mymensingh, Sylhet and Faridpur having a plan to implement 300 sub-projects (LGED, 2010c). In implementing these projects, LGED is very much careful about participatory water management pro cess (MoWR, 2000). It has developed a very innovative framework of participation for addressing local peoples views in development initiative in water sector (LGED, 2009). The local people participate in all stages of the project cycle- identification and feasibility, design and institutional building, construction and first year OM (Operation Maintenance), sustainable O M and their participation is formulized through forming a Water Management Cooperative Association (WMCA) in each sub-project. After completion of the sub-project, the WMCA takes the responsibility of operation and maintenance of the subproject infrastructure (LGED, 2009). Capacity building of WMCAs is another important aspect of the project. Line agencies of the government imparted training to the WMCA members for their capacity building and LGED has signed memorandum of understandings with the agencies concerned (MoWR, 2000). Moreover LGED ensure the stakeholder participation to make the project effective and su stainable development as the interests of the community promotes a convergence among the government, development partners and other stakeholders, is considered as a key strategic step for sustainable investment (FAO, 2010). Monitoring of the completed 580 Sub-projects of the SSWRDSP shows increasing trend in cereal and non-cereal crop as well as food production. The increased crop/food production is due to increased cropping intensity in the subproject area and that intensity generates more employment in respective area. Evaluation of the project has been done by different agencies at different time. Bangladesh University of Engineering and Technology (BUET), Bangladesh Institute of Development Studies (BIDS) and WL I delft hydraulics, the Netherlands jointly evaluated the project. In addition Implementation Monitoring and Evaluation Division (IMED) under Ministry of Planning Bangladesh also evaluated the project and their findings are very much positive. In general, the evaluation agencies concluded that SSWRDSP has shown a very encouraging development in developing Socio-Economic conditions that includes food production and employment generation in the Sub-project area (BUET, BIDS delft hydraulics, 2 003; IMED, 2005). The project follows a participatory approach of implementation where local people play vital role in all stages of the project cycle. 5. Framework of participation The overall participatory process in subproject development adopted by the LGED is a combination of two parallel but interrelated processes: â€Å"Institutional† involving software elements and Technical involving hardware elements Sub-project implementation is participatory and the whole cycle of subproject development process is sub-divided into four distinct stages as presented below (Figure-1) (LGED, 2009). Stage 1: Identification and Feasibility In consultation with local stakeholders, the Union Parishad (Council) kicks off sub-project proposals. The LGED Upazila Engineer submits it to the Upazila Development Coordination Committee for approval. If approved, the proposal is forwarded to the Integrated Water Resources Management Unit (IWRMU) and to the Project Management Office (PMO) through the LGED Executive Engineer at the district level. IWRMU pre-screens the proposal during a multidisciplinary field reconnaissance. This is followed by (i) Participatory Rural Appraisal (PRA) and (ii) Feasibility Study (FS). Each subproject is reviewed and approved by District Level Inter-Agency Project Evaluation Committee (DLIAPEC). Stage 2: Design and Institution Building Following the approval of DLIAPEC, engineering design and establishment of Water Management Association (WMA) are done along with motivational awareness campaign among stakeholders. Process of establishing WMA is initiated under the legal framework of the Cooperative Societies Act (National Parliament of Bangladesh, 2001). Contracted NGO facilitator creates awareness, generates local enthusiasm in the local water resource systems, promote membership enrolment, assist in collection of beneficiary contributions, and conflict resolution. The WMA is registered with the Department of Co-operative (DoC) and becomes WMCA. The IWRMU undertakes engineering design work in consultation with stakeholders and discusses for their approval. This process concludes in the signing of a formal implementation agreement by the WMCA, Union Parishad and LGED Executive Engineer at district level before tendering for the works or contracting Labor Contracting Societies (LCS). To sign the implementation agree ment, the WMCA must have achieved (i) enrolment of at least 70% of beneficiary households; (ii) collection of beneficiary contributions equivalent to an annual OM requirement and deposited in a joint account by LGED and the WMCA; and (iii) approved plans in consultation with people-affected by the environmental mitigation and resettlement (land acquisition) (MoWR, 2000). Stage 3: Construction and First Year OM Civil works are tendered to contractor and earthworks awarded to LCS groups comprised of local landless, disadvantaged destitute males and females. The WMCA supervises construction through a 7-member committee trained on construction monitoring including one man and one woman from the concern Union Parishad (LGED, 2009). The WMCA forms OM sub-committee and prepares schedule, beneficiary list and maps, and plan comprising operating guidelines, and maintenance and resource mobilization plans. The IWRMU provides on-the-job training that helps WMCA to (i) undertake annual inspection, (ii) identify maintenance needs, (iii) prepare and implement annual OM plan, and (iv) collect OM fees. After observation of the infrastructures management performance during the first year of OM, the sub-project is handed over to the WMCA through a formal lease agreement with LGED (ADB LGED, 2009). The WMCA receives support of agricultural extension and fisheries departments to prepare agriculture and fishe ries development plans and to organize training for WMCA representatives who work as liaison extensions to beneficiaries (ADB, 2008). Stage 4: Sustainable Operation and Maintenance This stage starts after sub-project handover and continues throughout its lifetime. Continuous monitoring and support is provided by the IWRMU of LGED and other partner agencies. The WMCA and O M Committee receive regular training so that they are able to carry out O M of the sub-project. The WMCA Prepare O M Plan, Undertakes routine maintenance works and collects O M fees from direct beneficiaries in proportion to their land area benefited by the sub-project. (LGED, 2009) 6. Participation ‘Participation was first advocated in the context of development authorization in the 1950s due to failed development policies which were thought to lack integration of public concerns throughout their planning. Thus, participatory methods were encouraged as fundamental measures of development. In this process marginal groups (poor, women, indigenous and ethnic minorities) should come together with project authorities to share, negotiate and control decision-making processes (Lisk, 1981; WB, 1985). In each subproject of the SSWRDSP of LGED the organization in the name of WMCA is formed. The WMCAs play basic role to functionally represent beneficiaries in all processes of the sub-project cycle. The stakeholders participation is assessed by institutional and OM activities in the sub-project area. Institutional activities: Institutional activities are assessed by WMCAs functions. These include membership, beneficiarys contribution, capital formation and use and holding of meetings in each subproject. These are monitored quarterly through Upazila level Community Organizers (CO) and district level Socio-economist. WMCAs progress on institutional activities and their capability development in 580 subproject areas as monitored in December 2010 are as follows: WMCA membership: The WMCAs provide an excellent means to address the needs of a range of special interests. The membership in 580 WMCAs consists of 183,831 males and 70,723 females from an estimated total of 297,300 households. Average membership covers about three-forth of the total households. Women all over the world play an active role in agriculture, thus contributing to food security (IFAD, 2007). The WMCA members include marginal, small, medium and large farmers; landless; women and fishers. Women comprised one-third of the first management committee of each of the WMCAs and about 25% of the total membership as the National Policy for Womens Advancement, provides a significant commitments of the Government to equality of women and men which are also reflected in the national poverty reduction strategy that emphasizes the importance of womens rights and opportunities for progress in the battle against poverty (GoB, 2009; ADB, 2010). Each WMCA members elect a Management Committee with at least o ne-third women members. The Management Committee is supported by OM, agricultural, fisheries and credit management subcommittees. Regular Management Committee Meeting and Annual General Meeting are conducted by the WMCAs. Beneficiaryscontribution: the beneficiaries contribution construction of infrastructure in 580 sub-projects amounted (US$1,190.141) of which 89% was collected from the farmers beneficiaries of the water resources development. WMCA capital: These WMCAs have established a capital base in all sub-projects through shares and savings by the members. In 580 sub-projects, the capital accomplished well in excess of Tk 129.82 million (US$1,829). The capital is being used in supporting micro-credit, procurement of agricultural inputs, and other small-scale business enterprises operated by the individual WMCA. WMCAs have set up micro-credit programmess and have loaned to 26,900 male and 12,937 female members. The average size of each loan is about Tk 2,500 (US$ 366). Since the capital formation the cumulative investments of the WMCAs is Tk 110.1 million (US$1.55 million). The DoC inspects and audits the accounts of the WMCAs. The WMCA members have increased their income with investment of micro-credit on quality seed production, poultry farming, milking cow, beef fattening, vegetable production, aquaculture, seasonal crop storage, and grocery shops. WMCA capability development: The WMCAs members are given training to increase their capability in institutional management, capital formation, credit management, sustainable agricultural and fisheries production, improved farm practices, environmental management and subproject OM. Relevant departments and institutes support the project in training need assessments, course development, materials preparation and organisation. LGED has signed memorandum of understanding with the Department of Agricultural Extension (DAE), Department of Cooperatives (DoC), Department of Fisheries (DoF) and Department of Livestock Service (DLS) to support the subproject beneficiaries (LGED, 2006). The DoC supports subproject WMCAs in institutional strengthening and financial management. Field level official of DAE, DoF and DLS support the sub-project farmers and fishers in the preparation and implementation of agricultural and fisheries production plans and use of improved technologies. This has created opportunity for the integratio n and complementary of support services provided by the government departments and sustainable water resources uses for food production with the formation of cooperatives in the sub-projects areas. Three approaches are adopted to provide training to the WMCA members that included beneficiary farmers, fishers and women. The first approach is to identify and communicate with existing relevant programmes and to ensure that WMCA members have access to these programmes. The second approach is that where a need for a new programme is identified, the Project develops the material, testes it by conducting a number of programmes, and then transfers the training material to an appropriate institution. As an example, this is the approach used in establishing management training for the WMCA at the Bangladesh Academy for Rural Development. A third approach is used especially for new programmes. The Project works with the relevant institution to jointly prepare the curriculum and training materi als. The training is then delivered by that institution and further developed based on feed-back from participants and monitoring systems. This approach is used in the training delivered by the DAE Agricultural Training Institutes. General improvements during the course of the Project attributable to training impact were observed, in the nature of the institutional support provided to the local stakeholders, in the type of agriculture practiced within the Project area, in aquaculture, and in homestead food production patterns. All of these activities are imparted and monitored by IWRMU LGED. Operation and maintenance (OM)activities: The sub-project beneficiaries prepare annual OM plans and budget and mobilise local resources for the OM costs. LGED initiated extensive training programs for the WMCA OM sub-committee members to perform regular OM for the completed sub-project handed-over to them. The OM sub-committee is responsible for the preparation of annual plan and collection and utilization of funds for OM. Annually each WMCA collects OM fund from the farmers at the rate of 3.0% and 1.5% of the total cost for the subproject earthworks and hydraulic structures, respectively (ADB, 2008; ADB LGED, 2009). Table 1: Operation and Maintenance (O M) Budget (Taka-million) Budget 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 Subprojects No. 233 254 260 289 331 297 372 580 Contribution of GOB 2.99 7.39 15.89 20.48 22.25 24.39 30.73 47.5 Voluntary Labor Contribution 0.41 1.12 2.06 2.53 3.32 3.49 4.19 5.94 Total Collection (Taka) 3.4 8.51 17.95 23.01 25.57 27.88 34.92 47.5 % of voluntary contribution 12.1 13.2 11.5

Tunnels used in War Zones :: essays research papers

Tunnels The first characteristic of a tunnel complex is normally superb camouflage. Entrances and exits are concealed, bunkers are camouflaged and even inside the tunnel itself, side tunnels are concealed, hidden trapdoors, and dead-ends where used to confuse the attacker. Trapdoors were used extensively, both at entrances and exits and inside the tunnel complex itself. There where several different types of trapdoors, concrete covered by dirt, hard packed dirt reinforced by wire, or a basin type consisting of a frame filled with dirt. This latter type was particularly difficult to locate in that probing would not reveal the presence of the trapdoor unless the outer frame was actually struck by the probe. Trapdoors covering entrances were generally 100 meters apart. Booby traps were used both inside and outside entrance and exit trapdoors. Tunnels found in the War Zones were generally better constructed than those found in other areas. In some cases these complexes were multileveled, with storage and hiding rooms generally found on the lower levels. Entrance was often gained through concealed trapdoors and secondary tunnels. In the deeper complexes, foxholes were dug at intervals to provide water drainage. These were sometimes booby-trapped as well as containing punji-stakes for the unwary attacker. Average tunnel size was 2-feet wide and 2.5 to 3-feet high. They also used air or water locks that acted as firewalls, preventing blast, fragments or gas from passing from one section of the tunnel to another. A trained tunnel exploitation team was essential to the expeditions of VC tunnels since untrained people may have missed hidden tunnel entrances, taken unnecessary casualties from concealed mines and booby traps . To facilitate this, teams were trained, equipped and maintained in a ready status to provide immediate assistance when tunnels were discovered. Hiding VC attempted to evade and avoid all contact with government forces for any one of many reasons and this was the normal reaction for a VC unit when confronted with a superior government force. Frequently however, GVN tactics or time/distance considerations made it necessary for the VC to evade by physically hiding in villages, or becoming one of the local population. This article is concerned with this one aspect of VC escape and evasion technique and is especially oriented to the situation presented when search operations were made more difficult because they were conducted in the presence of a friendly or passive populace. Protection of equipment was equally important, if not more so, than protection of personnel.

Is Insanity Normal? Essay -- Mental Illness Insane Crazy Norm essays

Is Insanity Normal? Works Cited Missing We’re all mad here. I’m mad. You’re mad -The Cheshire Cat from Lewis Carroll’s Alice’s Adventures in Wonderland Have you ever questioned your sanity? Have you ever wished you could change, for even one day, and be the person that others wanted you to be? Have you ever actually made that change, either by choice or by force? Do you think you’re normal? Maybe you’ve lived the most normal life you could imagine. Or maybe not. Maybe you’re life is so abnormal and outrageous that you don’t wish to be normal. Have you ever questioned your sanity? Introduction Insanity appears in various forms and we all know how to mentally picture it. We can create clear images of "insane" individuals in our heads and, very often, feel comfortable with those images. Maybe we picture the serial killer on television, the old woman next door who refuses to leave her house, the people in rubber rooms, or even ourselves. Despite whom we picture, however, we, as members of this society, have a tendency to label those who act differently from us "crazy" or "insane." Society attempts to classify the "sane" and "insane" based on how "normal" or "abnormal" they are. Unfortunately, this forces us into a binary view of individuals that causes many of those individuals to lose their senses of uniqueness and freedom. This also causes others to discriminate based on their differences. What we fail to realize is that the line we establish between "sane" and "insane" is unclear and undeterminable and, therefore, gives us no grounds for bias. For that reason, we must abandon it entirely because the categories it forms inhibit some from living their ideal ways of life. We need to, essentially, stop classifying abn... ...ation. For example, there are Gay and Lesbian Pride groups, Fat Pride groups, the Deaf Community, and so forth, but because the line society draws for insanity is so ambiguous, and clear categories are indeterminable, it is impossible to form an "Insane Pride" group, for instance. The only current option for these people, therefore, is to stay within the binary. We need to find a way to resist this need to conform because, in reality, we all in some way fit into the category of the insane to different degrees. Hence, we need to establish ourselves as individuals with needs. We must begin to look at what we have come to call "insanity" in a new way and, in effect, exclude the word from our vocabulary. If we can, therefore, find some way to eliminate the stigma and reaffirm the spectrum, we will be able to treat others and ourselves affectively and appropriately.

Great Gatsby: Fitzgeralds Criticism Of The American Dream Essay

Great Gatsby: Fitzgerald's Criticism of The American Dream The American Dream, as it arose in the Colonial period and developed in the nineteenth century, was based on the assumption that each person, no matter what his origins, could succeed in life on the sole basis of his or her own skill and effort. The dream was embodied in the ideal of the self-made man, just as it was embodied in Fitzgerald's own family by his grandfather, P. F. McQuillan. Fitzgerald's novel takes its place among other novels whose insights into the nature of the American dream have not affected the artistic form of the novel itself. The Great Gatsby serves as Fitzgerald's critique of the American dream.   Ã‚  Ã‚  Ã‚  Ã‚  The Great Gatsby embodies a criticism of America and the American experience, more radical than any other author has attempted. The theme of the novel is the destruction of the American dream during the 1920s, a period when the vulgar pursuit of material happiness has corrupted the old values that gave substance to the dream. The characters are Midwesterners who have come East in pursuit of this new dream of money, fame, success, glamour, and excitement. Tom and Daisy must have a huge house, a stable of polo ponies, and friends in Europe. Gatsby must have his enormous mansion before he can feel confident enough to try to win Daisy. Fitzgerald does not criticize the American dream itself but the corruption of that dream. What was once for Ben Franklin or Thomas Jefferson ...

Of Mice and Men †Did George have any alternative than to shoot Lennie? Essay

Of Mice and Men tells the story of two men, George and Lennie, who seem to be uncannily paired in a society of loners. Lennie is very tall, and very muscular with massive strength, but also appears to have a major learning handicap. George is shorter, and far less strong, but has the greater intelligence of the pair. Their companionship is rare, and even though George sometimes threatens Lennie that he will walk off and leave him, George never does. George sometimes becomes frustrated with Lennie and momentarily believes he would be better of with out him, so he could stay in one place for longer and spend his â€Å"fifty bucks at the end of the month on what ever he wanted†. They do seem to rely on each other for more than companionship however. Lennie relies on George because of his lack of intelligence, and George carries on the companionship because of the thought that Lennie would die if he were not there to care for him. Lennie also craves a parent figure, someone to care for him, and someone to one day give him something soft to touch and some rabbits to look after. The reward George has for this is hard to see, but eventually you see why they are together. Lennie represents company and security to George. There was also a promise George gave to Aunt Clara, a character that is talked about little and never seen, that he would look after Lennie, and that promise seems to mean a lot to both characters. At the end of the novel, George is still looking out for Lennie. Lennie never hurt anyone due to being mean or cruel, just out of not knowing his own strength and out of defence when he was afraid. George knows this. But in the society in which ‘Of Mice and Men’ is set, the penalty for a death is death, and anyone who is weak, crippled or old with no use any longer was killed. This is shown clearly when Candy’s dog, his best companion was shot. This is almost foreshadowing of what is going to happen. There are three pairs on the ranch, Curley and his wife, George and Lennie, and Candy and his dog. Curley’s hand is crushed by Lennie, and Lennie later kills his wife, ending in Lennie’s death. Candy’s dog is shot when the other men believe he has no more use on the ranch. After all that Candy and his dog had been through and all the years of loyal service that his supposed best friend had performed for Candy, when pressured into a decision, he chose to defy his loyal companion and make the decision on when he should die. Candy later is angry that he did not kill his dog himself. George has the same belief than Candy, when he killed Lennie he seems to oppose that belief. George knows that in this society, when they find Lennie they will hang, bludgeon, beat and torture him to death. George does not want this tale to end in a painful death for his lifelong companion, and therefore he does not want Curley and the group of other ranch hands to find him alive, because the consequences will be far worse. George realises that the other options are to send Lennie from his side into a mental institution where he would be a danger to himself and a danger to others, or to run to the next town again, to complete the cycle once more and to have again someone else killed and to again have to run from another gang. George realises that they are both not options he is willing to try. George also realises that Lennie will one day realise that they will never have their own land, and the dream of providing for themselves will never come true. â€Å"All kin’s a vegetables in the garden, and if we want a little whisky we can sell a few eggs or something, or some milk. We’d jus’ live there. We’d belong there† (p. 54). There will never be any rabbits to tend to and if George and Lennie remain together they will never have enough money, because they are always on the run. George did not kill Lennie out of spite, not because of his thoughtless, innocent, act had dashed George’s hopes of having a small farm. Simply because the other options were so much worse. Lennie died believing that one-day they would have their own farm, with rabbits and alfalfa and enough to live on for them both. A happy place, with the sun and the rain and no one to boss them around. Just a place where they would belong. And Lennie died believing the dream that many other men had died dreaming of. But there are two sides to the story, and people also believe that George should have tried to spare Lennie’s life. Due to his apparent lack of loyalty to Lennie and his selfishness he chose to take Lennie’s life. It is significant to the story how George decides to kill his friend. He does not even give Lennie a chance to get away from his pursuers but instead he shoots him in the back of the head just like what had been done to Candy’s dog. This shows how, after all of the loyalty and love that both of these creatures had given to their respective â€Å"friends†, both of the superior creatures decide that they don’t need them any more and choose to end the dominated creatures lives in a less than honourable manner. However in Candy’s case it was more a cause of not being able to stand up to the other men on the ranch, but in George’s case, it was George either trying to spare Lennie, or to give up on the companionship because of greed and the belief that the universal dream was obtainable without Lennie behind his back. When the other men find George, he manipulates the situation further, telling them that he murdered Lennie out of self-defence when he wrested the gun that Lennie supposedly stole from him. He rids himself of any blame for the killing. Slim senses George’s feeling of remorse over the situation. However, the book ends with Carlson wondering why George is upset, once again demonstrating that the other men cannot comprehend the bond of friendship between George and Lennie. Although Steinbeck is not trying to say that you can never trust the people that you call your friends, he is saying to be careful of those who call you a friend but only think of themselves while saying it. I, however, do not believe that George killed Lennie out of greed, I believe that the remorse George shows towards Lennie’s death is valid and enough proof of that. I imagine George in two ways at the end of this novel. My wish is that George somehow gets enough money to buy his farm with Candy, and they live the dream. The probable ending is that George continues living, trying to scrape enough money to one day have his farm, but gives up hope, realises the dream will never happen and follows the other men, spending his fifty bucks in the cathouse and drink, to drown his sorrows.

Pride and Prejudice Essay

   When Elizabeth refuses to say whether or not she is engaged to Darcy, Lady Catherine says, ‘Obstinate, headstrong girl! †¦ Is this your gratitude for my intentions last spring? ‘ (p294) From this quote, we can see that Austen believes that people of the aristocracy do not expect to be disobeyed. Mr. Collins is a prime example of how Lady Catherine expects people who are below her social status to act around her. He is eager to please and show off, as discussed earlier; he is proud of his dealings with Lady Catherine. He may be eager to please many above his social status, but conveys hate upon those whom he is even related to. Mrs. Bennet is torn between revulsion for him (not because of his character, but because the house is entailed to him) and liking him as a potential husband for one of her daughters, so that the house will be entailed to them if Mr. Bennet dies. ‘My cousin, Mr. Collins, who, when I am dead, may turn you all out of this house as soon as he pleases. ‘ Mr. Collins also has the desire to do things ‘properly,’ the fortunate chance of him meeting Lady Catherine when life in Hunsford became vacant, resulted in a good house. He also obtained a sufficient income due to being a clergyman traditionally, as he is the second son of the family. With his good house and income he chooses to seek a wife from one of the Bennet daughters as it would prevent the family from being thrown out of the house once Mr. Bennet passes away. This displeases Austen as Mr. Collins is choosing to marry for business rather than love and soon concludes this business by proposing to Elizabeth. Elizabeth’s refusal of marriage is because she simply didn’t love him. ‘You could not make me happy, and I am convinced that I am the last women in the world who would make you so. ‘ (p90) Austen presents her thoughts of marriage through her main character Elizabeth. This forces Mr. Collins to look elsewhere and when Charlotte Lucas accepts his proposal of marriage, Elizabeth is shocked because of Charlotte’s reasons for accepting him. ‘I am not romantic you know. I never was. I ask only a comfortable home; and considering Mr. Collins character, connections, and situation in life, I am convinced that my chance of happiness with him is as fair, as most people can boast on entering the marriage state. ‘ Austen disapproves of Charlottes actions as Charlotte is marrying for money rather than love, which Austen is against. The Bingley sisters are the most prominent of the characters. Caroline, although bright, is proud and prejudiced in her reactions to the Bennets, particularly Jane and Elizabeth. ‘†¦.. Her jealousy and dislike of one sister much exceeded her affection for the other. ‘ They are introduced in the novel when Mr. Bingley arrives in Netherfield. They are very proud and consider themselves to be people to aspire to, but are highly sarcastic and condescending towards Elizabeth. ‘I shall never forget her appearance this morning. She really looked almost wild. ‘ (P. 28) From this quote, we can see that characters such as these do not expect to be at all associated with characters such as Elizabeth and because of this, Austen condemns them using sharp wit and satire. Miss Bingley soon observes and suspects enough tension between Elizabeth and Darcy to become jealous and feels that Elizabeth isn’t fit for Darcy because of her parents and the fact that she has no connections. On the other hand, Darcy thinks nothing of Miss Bingley’s comments and calls Elizabeth ‘the most handsome girl. ‘ An opinion that has changed since the first ball. This quote shows that there is no reason for Darcy to be fond of Elizabeth other than love. In the first few chapters Miss Bingley is assumed to be Jane’s friend but as Jane and Mr. Bingley become more infatuated and Miss Bingley realizes Mr. Bingley’s intentions, she becomes rude to Jane by keeping her away from Mr. Bingley and compelling him to go to London. Miss Bingley’s expectation that Darcy will find her flirting irresistible shows how shallow she is compared to Elizabeth, whose calm, demeanor amid the sniping at Pemberley sets her apart from the other women. ‘Pray, Miss Eliza, are not the-shire militia removed from Meryton? They must be great loss to your family. ‘ Mrs. Bennet is almost certainly the most earsplitting character of them all with the fact that she is honest enough to give her thoughts and opinions about anyone that displeases her. She is by no means a model for her daughters and throughout the novel, Mrs. Bennet herself is a social embarrassment, shallow and snobbish. She clutches at her lost youth through indulging Lydia and Kitty and is concerned more with marrying her daughters into money, than because they are in love. ‘Of having another daughter married to Mr. Collins, she thought with equal certainty, and with considerable, though not equal pleasure. ‘ This quote shows how Mrs. Bennet ranks Elizabeth as her least favorite child due to Elizabeth’s refusal of Mr. Collins marriage proposal. Mrs. Bennet married above her position in society to Mr. Bennet. She is in juxtaposition with him and their marriage is an illustration of what may well happen between Lydia and Wickham. When Lydia leaves with Wickham, Mrs. Bennet becomes extremely immature and stays in her room until the entire problem is resolved. ‘Why did the Forsters ever let her go out of their sight†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I always thought they were very unfit to have the charge of her; but I was over-ruled, as I always am. ‘ (p. 235) This quote shows how Mrs. Bennet blames every person who had any part in this and feels that she is the victim in this. When Mrs. Bennet discovers that Lydia is to get married, her ill thoughts of everything and mainly Wickham become violent forms of delight. ‘This is delightful indeed! -She will be married! -I shall see her again! -She will be married at sixteen! ‘ This quote shows Mrs. Bennet to have inappropriate behaviour as everyone else is still in shock about what has happened but she proceeds from being the worst effected to the most excited. In conclusion the novel reveals rewarding depths of comedy and irony as well as leaving us fulfilled and contented, rather than miserable and frustrated at the end. In the end Elizabeth and Darcy change and lose their pride about their positions but the satirical characters don’t because they are either high up in social status or they have married financially rather than for love and so preserve their pride. I think Austen’s satire is effective when using characters such Mr. Collins and his proposal to Elizabeth which brings her ‘so near laughing that she could not use the short pause he allowed in any attempt to stop him farther’ Sefket Birdane Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Convocation Address Essay

As part of his attempts to survive the horrors of the camp, Faludy (a university professor) gave mini-lectures in the barracks at night on a variety of subjects. Some of the fellow prisoners eagerly joined in; others declined. Faludy notes, â€Å"Those who died . . . ere always the men who had been most determined to survive, those who had concentrated on nothing but food, sleep and warmth . . . I was reluctant to admit the obvious: that delighting in a good poem or discussing Plato’s Socratic dialogue could somehow arm the spirit to the point that it could prevent the body’s collapse. † He concludes his address with this realization: â€Å"Our whole fragile tradition of art and thought is neither an amusement nor a yoke. For those who steep themselves in it, it provides both a guide and a goal for surpassing all the half-baked ideologies that have blown up at our feet in this century like landmines . . All we have to guide us in this present is the accumulated thought and experience of those who have lived before us. † This convocation address has had a significant impact on my view of education. Most people agree that there is potentially something noble about teaching, yet Faludy proves it. I am reminded of film critic Roger Ebert’s assessment of the film Life is Beautiful in which Ebert argues that since Jewish prisoner Guido is a clown, comedy becomes his weapon. Faludy was an educator. Education was his weapon. As it is for us all.

10 Things I Hate About You & Taming of the Shrew: Appropriation Essay

The historical and cultural contexts of Shakespeare’s The Taming of the Shrew (TTS) and the 1999 film 10 Things I Hate About You (10TIH) differ exceptionally, resulting in the film’s expression of values unlike those expressed in Shakespeare’s original text. Shakespeare’s play was written during the Elizabethan era, during which the belief that men were superior to women was prevalent. This concept is centralised in TTS, through incorporation of a disputably misogynistic tone and the dominance of men consequently forcing Katherina into marriage and submission. In contrast, 10TIH, a modern film appropriation of TTS, largely challenges the values of Shakespeare’s play. It presents to its audience a high school love story appropriate to modern beliefs and sensibilities, emphasising the greater equality between genders and the power of women in the characterisation of the Stratford sisters and their interaction with their respective love interests and father. TTS reflects its 16th century European context in that its central theme is the dominance of men over women and society’s acceptance of it. See more: Foot Binding In China essay Whether Shakespeare intended to ridicule the misogyny and patriarchy of Elizabethan society is irrelevant; however, as his play is concerned with the two, it indicates that the social systems were firmly established. Katherina is forced into marriage that was agreed upon by Petruchio and her father, the governing force of their household. Her objections are nullified in the face of her lesser status as a woman and the authority her father and husband holds over her in age and gender. Dissimilarly, 10TIH is concerned with the power of women and youth. A modern film, it is directed towards a target audience of teenagers with modern views- which dramatically changed from the 1960s and onwards with the rise of feminism and youth. In this modern setting, Kat is able to exercise her non-conformist views freely. Though this isolates her from her peers, just as Katherina’s outspoken opinions isolate her, Kat is not oppressed as Katherina is. Kat is influenced by external factors that also contextualise the film’s setting; she mentions feminists Sylvia Plath and Charlotte Bronte, and is featured reading the former’s novel, Bell Jar, and the film applies ‘riot grrrl’ music ‘of the angry girl variety’, with lyrics such as ‘I don’t give a damn about my bad reputation’ to Kat in order to define her from the opening scene of the movie. That the film includes these elements of feminist material reflects its modern context of a society that is not unfamiliar with feminism. In this area it challenges the original text, where within the context of the Elizabethan era, Katherina’s rejection of her inferiority as a woman is unaccepted and repressed. As Hortensio mocks: ‘ ‘Mates’, maid? †¦No mates for you/Unless you were of gentler, milder mould’ (1. 1. 59-60), he manipulates Katherina’s reference to him as a ‘mate’- a crude man- to mean ‘husband’ in an attempt to silence her. Such repression- and that of Katherina at the hands of Petruchio- though exaggerated and outrageous, was acceptable and approved of in the context of Shakespeare’s play. Conversely, in the modern context of 10TIH, where there is greater equality between genders and greater liberty for children, similar repression would be unacceptable. These liberties are explored when Kat is able to ‘overpower’ her father in situations such as her attendance of Sarah Lawrence College. Here the film challenges the authority of Baptista, Walter’s model; where we see Baptista endorsing subjugation with no acceptance of objection within the Elizabethan context of TTS, Walter eventually recognises Kat’s will, acknowledging: ‘fathers don’t like to admit it when their daughters are capable of running their own lives’. The film does, however, in keeping with its modern context, suggest that the parent holds a degree of power of the children- a social role parallel to the Elizabethan context of TTS which contributes to Shakespeare’s rendering of Baptista as a domineering father. Nevertheless, Walter is unable to fully control his children’s love lives, with the film utilising his character as comic relief to convey this. In addition, the Stratford daughters ‘date’ rather than marry; these two factors are attributed to the film’s modern context where freedom of romance is valued. Such a value differs from the Elizabethan standard of having marital relationships set by the men involved- the husband, and the father. The concept of arranged martial relationships in TTS is atypical to the Elizabethan era, where dowries were also set, as seen in Baptista’s offer to Petruchio; ‘†¦half of my lands/And†¦twenty thousand crowns. ’ (2. I. 117-118). However, the social context of 10TIH sees the film expressing that the payment for wooing Kat is immoral- as opposed to a similar payment being expected by the husband in the context of TTS. This aspect of the historical and cultural context of the Elizabethan era is made clear in Petruchio’s enquiry of the dowry- ‘†¦if I get your daughter’s love, what dowry shall I have†¦? ’- as it is one of his first lines to Baptista, preceded only by his greeting. Similar to the manner in which it challenges Baptista’s authority, the film challenges Petruchio. Within the context of TTS, Petruchio’s ludicrous metaphoric objectifications of Katherina ‘she is my goods†¦my anything’ (3. 2. 118-220) are coupled with a firmer ‘I will be master of what is mine own’. Here he affirms that despite his constant jovial wordplay, he intends to assert his authority. 10TIH however, in keeping with its context of a society that values respect for women, features Patrick’s chivalry in the face of love. He does not assert a claim on Kat as Petruchio does on Katherina; and their love is confirmed at the end, whereas Petruchio and Katherina’s love is debatable. The disputability of their love lies in the final speech of Katherina. She utilises metaphor to express her acceptance of Petruchio’s dominance as her husband; ‘†¦thy husband is thy lord†¦thy sovereign’ (5. . 146-147). Her ‘taming’ reflects Elizabethan society; women that resisted male supremacy were- as was appropriate to the time- acceptably quashed. Approval followed in the words of Vincentio, a representative of society: ‘’Tis a good hearing. ’ (5. 2. 182). Kat’s taming, on the other hand, though also portrayed in good light, is based on the compromising between her and Patrick. They are two equal members in their relationship, unlike Petruchio’s dominance over Katherina after subjecting her to his taming methods and silencing her with his use of anguage. Language itself is an expression of the contexts of the two texts. The members of Shakespeare’s play use refined speech, and utilise wordplay to reflect their level of status and intelligence. The characters of 10TIH however, speak colloquially and swear, though their usage of wordplay carries similar connotations. Those that manipulate language- such as Kat and Patrick- are seen as intelligent and therefore ‘good’, whereas Joey ‘eat me’ Donner uses simpler language, projecting a poorer image of his character. This reflects the modern day context of the film; one of a society that respects and values intelligence. Furthermore, whilst characters such as Joey and Bowie Lowenstein are wealthy, they are portrayed as unattractive people, showing that the modern day society in which the film is set does not value wealth as the characters of TTS do within its context, as conveyed by Petruchio’s attraction to Katherina’s wealth as opposed to her person- which, in the Elizabethan era, was not inappropriate as it would be in the context of 10TIH. Overall, the storyline and themes of The Taming of the Shrew underwent a significant level of adaption for 10 Things I Hate About You. The four hundred years that spanned between the publication of Shakespeare’s play and the premiering of the film appropriation saw changes in social values regarding gender, status and youth that resulted in the film’s modifications of the original text, so as to be appropriate and entertaining to its 20th century teenage viewers; just as Shakespeare expressed the values of the Elizabethan era in order to be appropriate and entertaining to his audience.