Childcare and Education Essay Example for Free

Childcare and Education EssayB) Evaluate the mapping of behave in opposeing the come uponing the individual needs of children who are ill Role play is iodine way in which you flock meet the individual needs of children who are ill as it allows the children to meltly express themselves and their feelings without the worry of being told what to do and how to do it in a safe environment free from harm an example from one of my day nursery placements was when the room supervisor had the role play surface area changed to a doctors surgery because quite a lot of children where ill with the chickenpox, so that they werent worried about red ink to the doctors and could act out different scenarios with their friends. Role play is very adapt sufficient and can be changed to meet each individual childs specific needs an example would be if one of the children in the practitioners care had to go through very serious treatment at the hospital then the practitioner would change the ro le play area to a mock hospital set up so that the child can express themselves and find out information on what going to hospital is like and for them to be able to explain to their friends what is going on with themselves.Child-led activities and Adult-led activities are another way in which the practitioner can meet the individual needs of a child who is ill, this type of activity allows the child who is ill some rig on what their role is in the activity and how they go about completing that role throughout the activity an example from my current primary school placement would be when we did a science experiment on materials. The teacher explained what the children needed to do and showed them a visual demonstration, then the children split into groups of three on take off tables about the classroom.The children then following what the teacher had said carried out the experiment with the different roles split amidst themselves. One would record the information and draw around the surface splat, another would be dropping the p persisticine and the last one would be holding the three different length rulers. Observation and planning helps in clash the needs of a child who is ill because as a practitioner it allows them to be able to make up ones mind where the child needs further assistance and for the practitioner to plan the further assistance.

Pride and Prejudice by Jane Austen Analysis Essay Example for Free

Pride and Prejudice by Jane Austen Analysis auditionIntroductionIn the fiction Pride and Prejudice Jane Austen identifies the key components of successful marriage sexual love, tolerance, affection and fiscal stability. The whole overbold is written to underline the importance of marriage which shouldnt be based on fond status, wealth or affection of the youth.For her time the author was very radical as she strongly defended marriage for love, whereas in those times it was prestigious to marry for monetary stability and social status. Through her characters Elizabeth, Mrs. bennet and Mr. Darcy she shows the right and wrong attitudes towards the ideal marriage. Elizabeth and Mr. Darcy represent true love and true relationships, whereas Mrs. white avens is motivated altogether by wealth when she decides to get her beloved daughters married. Through characters Austen makes readers believe that love and happiness cant be bought.Character AnalysisMrs. Bennet is characte rized as a miraculously tiresome character. Moreover, she is frivolous and excessively foolish. Mrs. Bennet is an irritating woman who becomes obsessed with idea to get her daughters married simply to improve her financial stability and social status as after her husbands death she has been refused certain social entertainments. She cares for nothing in the world except money. Austen is willing to show that Mrs. Bennet does lack sense of justness and property, and, what is more awful, she is not interested in intellectual and emotional education of her five daughters.Mrs. Bennet affects the attitudes of her jr. daughters Lydia and Charlotte Lucas towards marriage. Mrs. Bennet is very pleased when Lydia gets married to an officer and she never reproaches her for shameful behavior. However, she cant be blame as she was married only for beautiful appearance and she didnt see another life. I think the author introduces Mrs. Bennet to highlight the necessity of marriage for young lad ies.In contrast to Mrs. Bennet the author introduces the character of Elizabeth to show true virtues and necessity of love and happiness. Elizabeth is the most quick-witted and intelligent. Moreover, Elizabeth is clever, lovely and brilliant. Her affirmative character traits enable her to rise above shameful conduct of her mother and sisters. Elizabeth is strong enough to outmatch all difficulties and to get married for love, not for financial stability or higher social status.Elizabeth is entailed with nipping tongue and ability for hasty judgments. She is the only character who manages to make Darcy love her for personality and who overcomes the power of blemish My feelings will not be repressed. You must allow me to tell you how ardently I admire and love you. (p.35) We see that Elizabeth has pride in her abilities to express herself and to perceive the truth.Mr. Darcy is one more positive character in the novel who overcomes prejudice and finds his true love Elizabeth. Mr. Darcy is a wealthy aristocrat being extremely certified of class differences. Nevertheless, he has sense of virtue and honor. Firstly, he is not interested in Elizabeth saying that she is tolerant but not handsome enough to tempt me and I am in no toughness at present to give consequence to young ladies who are slighted by other men. (p.13)However, with novel progression his character transforms and he recognized his faults of prejudice and pride. His character affects the novel as, despite high social status and wealth, he manages to overcome prejudice and to show that marriage should be based on love. He proves that a man should love women for her intelligence and personality, not only for beautiful appearance.ConclusionMrs. Bennet, Elizabeth and Mr. Darcy affect the novel in different ways. Mrs. Bennet symbolizes misconception of true marriage as she is obsessed with financial stability and social status. Elizabeth and Mr. Darcy represent true virtues in the novel as they teac h others that marriage should be grounded on love, happiness, and attraction.whole kit and boodle CitedAusten, Jane. Pride and Prejudice. UK, London Penquin Books, 2005.

Indian Republic Day Speech Essay Example for Free

Indian commonwealth Day Speech EssayIndia celebrates our 64th Republic Day which is one of three national days in India. Commonly 64th Republic Day is a public holiday in most of the countries to honor the day on which the country first became republics. In such some argon Commonwealth countries, the British sovereign was ruling the state until the change of status. til now though India obtained freedom on August 15, 1947, Indian Constitution implemented and came into effect only on January 26, 1950. King George VI, the last and only King of the modern India, was leading our state during the evolution period from 1947 to 1950. captain Mountbatten and C. Rajagopalachari were serving as the Governors-General of India at that time. Afterwards Rajendra Prasad was elected as the first president of India on January 26, 1950.With this the fantan authoritatively approved the Constitution of India and declared itself as a Republic on January 26, 1950, a engagement thereafter celebra ted every year as Republic Day in India. Lets know well-nigh India Republic Day official festivity in New Delhi. According to the Republic Day celebration on January 26th every year a grand parade is held in New Delhi, the p to each oney of India, pedigree from Raisina Hill near the Presidential Palace Rashtrapati Bhavan, along the Rajpath, past India Gate and on to the diachronic Red Fort in the heart of the city to honor this occasion. Defence forces of state, Indian Army force, the Indian Navy and the Indian Air Force realizes the past in parade with their ceremonial dress and official decorations on this auspicious occasion of Republic Day. At the end of parade Air Force jets perform a colorful flypast by in a Tiranga formation which is adventurous and eye-catching at a time.Similar celebrations with such parades are held in the capitals of all the states of India on the Republic day. The Governor of the each state takes the salute in their respective celebrations. More ove r all official government offices allow for also celebrate this national day which is also considered as peoples day. Once this military greeting gets over, a 21 gun salute is presented, the President unfurls the National Flag and the National Anthem is performed. This regards the beginning of the parade. The Republic day Parade commences with winners of bravery awards passing the President in open jeeps. We all are proud to be Indians and would salute the great glory of our country. By saying this I would like to refrain my speech.

La Belle Dame sans Merci By John Keats Essay Example for Free

La Belle Dame sans Merci By John Keats EssayLa Belle Dame sans Merci is a poem written by John Keats who was a romantic poet. The first three stanzas of this poem are spoken by the fabricator who is talking to the poet, enquire him why hes wondering by himself and looks so sad.He addresses the poet as wretched Wight roaming outside, all(a) al peerless. The narrator whos out in the countryside talks about the night and the surroundings what its deal presently.There are no sedges or birds in the trees. Everything seems to be complete as the harvests are done which marks the end of the twelvemonth and the fact that there are no leaves tells us it is autumn too which is a time of the twelvemonth when it seems as though all forms of life have come to an end. Out of curiosity he asks the poet what is rail at with him. The rest of the poem is the poets reply.The poet tells us that he saw an extremely beautiful lady somewhere as in the line I met a lady in the meads, full beautiful , a fairys child. The poet further describes the lady. He says that she was so beautiful and graceful that she couldnt have been a human. With such long hair and the grace as she had, she had to be a fairys child though her look seemed to be wild or disturbed.The poet makes her sit on his horse and in her presence, sees nonhing else as in the line I set her on my pacing steed and nothing else saw all day long. She sings a song of such music and melody thats its definitely not human. A place where there seemed to be no sound of birds is now enchanted by music. The music is not ordinary music or song but that of a fairies and the immortal as in the line for sideways would she lean and sing a fairys song.The fairy in this poem represents the poetical inspiration which inspires poets and artists to write and compose. Without this they feel that they are replete(p) as dead. The poetic inspiration casts poets into a beautiful mood out of which they are able to compose their poesy. I t changes a poets life when it enters it by brightening it up and leaves it in a nasty way. Just the way poetic inspiration can change the life of a poet when it enters the previous picture of dull and lifelessness also brightens up when the lady is custodytioned.In the third to one-fifth stanza the poet describes the experience in the presence of the lady and the poetic inspiration which are alike. The poet under the spell composes poetry with words as though decorating the fairy that seems to enjoy him poetry decoration very much and urges him to continue. He seems to be enjoying all the sensual pleasures which are of taste, sight, music, fragrance and touch. In the lines she found me roots of relish sweet and edulcorate wild and manna dew, the words relish sweet, honey wild, and manna dew, symbolize or express rather, the pleasures see by the poet while writing poetry.In the next stanza we find key words which tell us something about the lady. In the lines and there she gazed and sighed deep and there I shut her wild sad eyes so kissed to sleep, the words sighed deep and wild sad eyes tell us that the lady is not happy about something and that she too is troubled over something.The lady who happens to be a fairy, one that belongs to the homo of the immortal cannot stay with a person for long. This is because she is from a different world and so after a period of time she must desert the person no matter what and this is what has caused her grief. Even the best of men this world can offer, kings and warriors are no math and she must leave them all. In the same way, the poetic inspiration cannot stay with one person for a long time. It must move on and go to other people and inspire them to compose as well.In the next stanza we see how the poet tries to enjoy his a couple of(prenominal) moments of ecstasy at the most and dream even if its on the cold h disadvantageously side. The poet knows that he too, like those before him will be deserted. In the nex t stanza he describes his dream, or rather nightmare in which he sees the people who have already been deserted by the lady and become severely ill their life to them was as good as death. Without the fairy that they loved, they had nothing to live for.In the same mavin the poetic inspiration allows poets to do what they love to do i.e. write poetry but once that is taken away, so is their ability of composing and they loose interest in life. The men are left with avid lips and pale faces with nothing worth living for. And when the poet wakes up, he find himself in the same situation and all alone on the cold hill side. And so the poet tells the narrator that he had been deserted by the one he loved most and it didnt really matter what time of the year it was because his life was as good as death.

Academia and Text Matching Software Essay Example for Free

Academia and Text Matching Software EssayCritically evaluate the delectation of schoolbook twinned software as an aid to developing estimable scholarship practice admission Academic dishonesty such as plagiarisation has been a major factor in educational activity that has affected students success and academic achievements in recent years. Plagiarism according to Park (2003) is the act of appropriating or copying another persons work and passing them on as ones idea without acknowledging the original source. Park (2003) noted that buccaneering is a growing problem and has been a molest of the physical compositions of another author, their ideas, hypothesis, theories, research findings and interpretations. Furthermore studies by Chao, Wilhelm and Neureuther (2009) emphasised that the rising trend of plagiarism among students stool be attributed to several factors such as academic literacy, language competence and the technological advancements in the macrocosm today in terms of high speed internet facility available in hostels and calculating machine labs. These factors according to Chao, Wilhelm and Neureuther (2009) has raise the ability of students to plagiarise a whole assignment by obtaining papers on the internet relating to their assignments which is as easy as copying and pasting.Park (2003) stated that students have different perceptions towards plagiarism. He noted that students view plagiarism as a minor offence which is different from cheating in exams. He further discovered that plagiarism could be unintentional (ibid). This is because some students possess a rational illusion in which they believe they have produced something from their own perspective while infact they are reproducing something which they have demand from another author. The purpose of this paper is to critically evaluate the effect of text unified software as an aid to developing hefty scholarship practice.This paper will begin by briefly describing what goo d scholarship practise is. In addition the use of text matching software for detecting good scholarship practice will be critically discussed and a conclusion will be do found on the evaluation. dear scholarship practice can be referred to as a dinner dress study which involves academic learning and achievement. It involves acknowledging where information used to support ideas in a particular scene is gotten and citing the sources (Locke and Latham, 2009).Britag and Mahmud (2009) pointed out that different strategies whichinclude the use of electronic software tools such as turnitin have been derived for detecting plagiarism with the intent of allowing students take responsibility of their learning and also work hand in hand with their tutors in the drafting stages of their assignments. According to Britag and Mahmud (2009) manual detection of plagiarism is difficult because it is time consuming and this is the reason wherefore some tutors are reluctant in pursuing potential c ases of plagiarism.However both the manual order of plagiarism detection and the electronic text matching method should be employed (Britag and Mahmud, 2009). Scaife (2007) argued that the electronic text matching software is not the solution to eliminating plagiarism because the software only focuses on text matching of paper under review with documents (journals, articles, e-books and conference papers) found on the internet or which has been previously submitted and this is a limitation because the only detection are focused on electronic materials without considering some non-electronic paper establish documents which could still be plagiarised.Walker (2010) stated that with the development of text matching software such as the turnitin plagiarism detection was made easier, however he emphasised that the turnitin detection software is not c per cent efficient, it merely identifies and matches materials present in a document uploaded to turnitin website to materials available o n the internet. Walker (2010) describes the electronic text matching software as a tool only suitable for detecting newsworthiness for word or direct plagiarism in electronic form and the refined ones from the paper based sources are not easily detected.Moreover Carroll and Appleton (2001) argued that the turnitin is just an option for measuring plagiarism and that only if cannot be used as a basis for judging good scholarship practice. In addition Carroll and Appleton (2001) aver that the use of electronic software for detecting plagiarism requires human application and interpretation and that using turnitin alone as a medium for plagiarism detection is not proficient.According to Barrett and Malcolm (2006) the electronic text matching software (turnitin) only indicates possible plagiarism without any certainty, it is left to the tutor to determine the extent to which the author has plagiarised or included some sources in the paper without acknowledging where they were acquired . In conclusion the concept of plagiarism cannot be overemphasised.It has become a factor that has affected good academic scholarship practice and hascreated an boulevard for educators to develop methods for detecting and dealing with plagiarism. The development of the electronic detection software such as the turnitin has enhanced the detection of plagiarism however it cannot be relied upon completely because it is not effective. In addition it is important to go through that the best way to detect plagiarism is to use both the manual method which involves educators and the use of electronic text matching software such as turnitin.Students could also be assisted in grounds the criteria for academic writing such as the code of conducts which requires them to acknowledge any source from where data is derived when writing academically. References Barrett, R. Malcolm, J. (2006) Embedding plagiarism education in the assessment process, International Journal for Educational Integrity, Vol. 2, nary(prenominal) 1, pp. 38-45. Bretag, T. and Mahmud, S. (2009) A object lesson for determining student plagiarism Electronic detection and academic judgement., Journal of University Teaching and Learning Practice, Vol. 6, No. 1, pp. 50-60. Chao, C. , Wilhelm, W. J. , Neureuther, B. D. (2009. ) A Study of Electronic Detection and Pedagogical Approaches for Reducing Plagiarism, The Delta Pi Epsilon Journal, Vol. 51, No. 1, pp. 31-42. Carroll, J. and Appleton, J. (2001), Plagiarism A good practice guide, Oxford Oxford Brookes University. Locke, E. A, Latham, G. P (2009) Has Goal Setting Gone Wild, or Have Its Attackers Abandoned Good Scholarship? , The Academy of Management Perspectives, Vol. 23, No. 1, pp.17-23. Park, C. (2003).In Other (Peoples) Words plagiarism by university students books and lessons, Assessment Evaluation in Higher Education, Vol. 28, No. 5, pp. 472-488. Scaife, B (2007) IT Consultancy Plagiarism Detection Software cover for JISC Advisory Service. On line. Retrieved fromwww. plagiarismadvice. org/documents/resources/PDReview-Reportv1_5. pdf Accessed 24th October 2012. Walker, J. (2010) Measuring plagiarism researching what students do, not what they say they do, Studies in Higher Education, Vol. 35, No. 1, pp. 41-59.

Contemporary Globalization Essay Example for Free

Contemporary globularization EssayAre you a antecedent of the so called Contemporary Globalization or in your view point do you adhere to Global Diversity? This short paper is to review globalization developments and their impacts or consequences whether is it a threat to gentle lordliness in terms of providing a safer work place and leisure to man and will it encourages democracy and referee for all (Johnston, Mont 2000)? Globalization began in the 70s and reaches all the corners of the populace through the creation of IMF, the origination Bank and, WTO. Globalization was also brought about by the advance communication technology and collapse of fabianism (Johnston, Mont 2000). According to the Canadian Union Council (CUC), globalization does not account of the right of conscience, and democracy is only hearsay. merchandise fundamentalist works with corporate lawyers to develop trade rules which expressly exclude comity of the environment and human rights in favor of return on investments, consideration on the rights of others ar only transmitn into consideration only in extraordinary circumstances.For this reason, the Council created seven principles of the UUs covenants to counter act or to balance the shudder of globalization which is detrimental to the Unitarian way of thinking in which it firmly believes that uniqueness of every mortal must(prenominal) be reverently acknowledge preserving his culture. It is in diversity that a genuine human caller is born. Globalization spread the culture of homogenous mart and consumerism it limits human choices because human value are bring down by grocery store values. Manfred Steger further stated globalism in his book A naked Market political theory as globalony.Consequences or impacts of Globalization Neoliberals or the globalist supported their claims on the following ideology Globalization is market integration, inevitable and irreversible, none is in-charge and it would benefit everyone, and will further spread democracy. These are strategies in order to promote private interests of dominant few to be supported by the general public. These claims were carefully examined by Steger as he insisted that we need to critically understand what are globalism, ideology, and globalization which are a process of globalism.He also pointed out that it is not only enough to examine its economic outcome entirely its ideas and values (Walker 2003). It is a hard truth to accept that the human will are dictated by market trends which mean that human values are being replaced by market value or the restricting of our choices which is contrary to the free act of man. Corporations have extended on a global scale, 51 among peak companies are run by the wealthiest 100 multinationals (Carmichael 2002).Steger asserted that it is undemocratic because the influence of the supranational bodies will return the ability of national governments to regulate multinational corporations. Wiwa in his audience with law students declare that The governance are no longer for the benefit of the citizens, as it should be, only when for corporate profit. Decisions reflect only what corporations want (Carmichael 2002). Anything that gets in their way must be outside at all costs, no wonder there could be a time that man will be replaced by robots.For man to survive, diversity is needed but regimes like the WTO has modeled globalization which resulted into a homogenous culture of consumerism. It sees that diversity is an impediment to the free trade. peerless example is the over-produced food that flooded the developing countries it forces small husbandmans to abandon their farms to work for Nike and other corporations. Mexican farmers earnings have declined by 40%. Poverty radically increases while the stocks of multinationals increases.Ken Wiwa a physician and an author of the book Dance the guns to Silencewas hanged in November 1995 for his crusade against globalization and t oday it is his chum Owen who continues by addressing a political science class at the University of Toronto about the consequence of globalization state You have that paradox whereby an increase in transnational corporations in the south will increase the poorness and conflict and wars in that country and Ten years from now you may be working in these corporations and governments so it is up to you to make an influence (Carmichael 2002).Shell Corporation and the Ogoni people faced the dilemma surrounded by the clearing of its oil spills and the MOSOP Movement of the Ogoni People for Survival in the 1990s. Oil extraction in their country is to the detriment of its inhabitants. Sickness related to air and water pollution like asthma and other diseases outnumbered the hospital built in 1993. Though the company has left the premises they have not really removed their pipelines nor cleaned up and paid compensation to their workers. The company remained quiet and the military was no longer engaged but arrest started Wiwa stated (Carmichael 2002).Based on the above consequences, Stegers touches the tenets of his argument that it is the human will and choices that must create market models and not the goods or the reverse wherein market limits suppressed human choices. His argument was found on the historical facts that man lords over the earth and that no society have emerged without knowing how to take care of its own. Society degrades or falls when only a privileged few are protected, when handedness is instilled prejudices and other sisters of greed appears. The value of human work diminishes and man begins to serve only his appetite and whims.Indeed, we must account for the gifts we received such as the talents endowed to us. There is a need of strengthening our world communities to use collective power to develop alternatives to Globalization and Corporate Rule. We must examine and challenge ourselves what is merchant ship each ideology and must patroniz e products and services that are truly for the benefit of mankind. We must vomit our best efforts that wealth is distributed equitably and for the common good. We must learn to scrutinize the use of worldly goods and repoint our values to preserve the world and the future of the next generation.ReferencesMel Johnston, Alastair Mont, Philip Symons Calgary, Alberta 2000, the CUC Policy on Globalization, Electronic Version. Retrieved 01 February 2008 from, http//www. cuc. ca/social_responsibility/globalization. htm Teresa Walker 2003, Globalism The New Market Ideology by Manfred Steger, Electronic Version. Retrieved 01 February 2008 from, http//www. logosjournal. com/walker. htm Stefanie Carmichael (2002). Owens Wiwa tackles consequences of globalization Electronic Version. The Manitoban. Retrieved 02, February 2008 from, http//www. themanitoban. com/2001-2002/0403/news_8. shtml

The relationship between education and development

The relationship mingled with grooming and studyDevelopment, which implies positive values, has been the concern of mankind from time immemorial. Many renowned thinkers devoted efforts to extrapolate victimisation better consequently theories of development have emerged. Ingemar Fagerlind and Lawrence J. Saha (1983) cited at least four clusters of development theories, namely, the (i) authorized rotary surmise, which includes the Greek and Roman views of the never ending cycles of ontogeny and decay of all material things, including nations and refinement (ii) Augustinian Christian theory, which represented the views of doomsdayer who sees the world as heading towarf atomic number 18d study catastrophe, including the threat from a nuclear war or the explosion of the population bomb (iii) linear theory, represented by optimists who see development as a never-ending progress and (iv) cyclical linear theory which combines the essence of the conflict orientation of the cyclic al theory and the optimistic orientation of the linear theory.By and large, people who see a dynamic interactional relationship between statement and development ar advocates of the linear pretence theory. Within this model, however, ar three groups of social scientists, namely, the so called structural functionalists (e.g. Talcott Parsons and Robert Merton), the homophile peachyist theories (e.g. Theodore Schultz), and the modernisation theorists (Alex Inkeles).The homophile capitalist theory and to a certain extent the modernization theory constitute the frame work up for building cases to show that education erects development.The human capital theory postulates that the most efficient path to national development lies in the advance of a countrys population. And of course, educators and almost all socio- stinting planners are convinced that the best way to improve the population is by dint of diverse forms of education and trainingThose who think of education as c rucial to development likewise draw ambition from the modernization theory. Alex Inkeles and his colleagues think that to modernize is to develop. Society cannot develop unless its population holds modern attitudes and values. They see a coach relationship between education and socio- economical development, in that education brings about a change in mind-set in the individualistic which promotes productivity and work efficiency. Education has a modernizing influence on values, beliefs and behaviours which make human beings to a greater extent development-oriented. Viewed from the modernization theory, education is called upon to re-orientate and/or suppress beliefs, attitudes and values which tend to obstruct the initiation of the modernization appendage.EDUCATION, DEVELOPMENT AND HUMAN CAPITAL THEORYS.G. Strumlin first attempted to quantify the role of education in economic growth in 1925. It was not until the late 1950s and early(a) 1960s that interest in the study of the nature of the changes occurring in the different fields of the economy in the United States of America pushed economists to search for explanations. well-nigh of these economists such as Denison and Solow found out that a large social occasion of growth in rough National Product (GNP) in the United States over the first half of the 20th Century remained un experienced when they tried to attribute the growth to conventional economic factors. Even after taking into account increases in real physical capital like equipment, structures and the like, and total number of hours worked, a large residual notwithstanding remained to be explained. However, they came to realize that pregnant qualitative changes in the labour force had occurred. People were much amentiferous for each hour they worked because of the greater skills and knowledge they possessed. The assumption was made that formal education was instrumental to these last aims of productivity thatthey were observing in the economy.Economists such as Schults and Becker, and economists of education such as Welch andHoffman explained a part of the residual by what they called Human Capital of whicheducation through formal instilling was considered a major factor. It is the view of Fagerlind and Saha that one of the first systematic articulations of the Human Capital system occurred in 1960 in Theodore Schultzs presidential Address to the American Economic Association on the topic investment in Human Capital. In the address, Schultz suggested that education-was not to be viewed simply as a form of consumption but rather as a productive investment. He also argued that an educated population provided the type of labour force prerequisite for industrial development.Proponents of Human Capital Theory assume that formal education is senior highly instrumental to the improvement of the productive capacity of a population. The improvements of the productive capacity of the human work force in this find is a form of capital investment. Human capital theorists postulated that the most efficient path to national development lies in the improvement of human capital through education. They also contended that the two pre-conditions for economic growth and development in any nation were investment in education and improvement in technology. Klees and Wells indue this argument as followsHuman Capital Theory considers educational activities explicitly as investment that put up to efficiency now and growth over time. From this perspective, education develops an individuals productive skills and therefore yields benefits over time to the individual and to the society as a whole. Thus we can evaluate, at least in part, the congenator value of allocating re blood lines to educational activities compared to other alternative uses of these resources by examining educational costs and benefits. This framework has provided the basis for a extensive amount of educational resource and policy through the developed and developing world. This orientation championed by Schultz and Associates dominated the thinking in Economics of Education throughout the sixties. It formed the basis for manpower planning models utilize in forecasting educational enrollments required for specific development needs.Human Capital Theory also gave economists the conceptual tools with which to link man -power demands, their changes over time in response to economic growth and the educational system and to incorporate them into elaborate national development plans and growth targets.Four manpower planning strategies or rule of thumbs emerged from Human Capital research. They are the Social Demand Approach, the Manpower Requirements psychoanalysis, the Cost-Benefit or Rate of Return Analysis and the Optimum Allocation of Resources Method.The social demand approach assumes that education is a social good. It is believed that itsexpansion as the demand arises will eventually result in benefits f or the society. Therefore the state should bear the costs of educational expansion. Demographic data and social conditions are used in planning educational provisions when using this approach. Manpower require-ments for certain economic production targets can be estimated and establishd through the formal education system. prep education using this techniqueinvolves estimating skill requirements for certain occupational categories needed for economic development over a period of time.In cost-benefit analysis, estimates of the costs of acquiring various levels and kinds of education and the benefits associated with each kind and level are made. The assumption is that the value of the ratios so estimated would guide planners in decision- do with respect to the kinds of education to be offered or changed. In so doing, competitive rates of return on investment in education relative to other investment portfolios in the conventional capital markets can be maintained.The method used in optimum allocation of resources is to describe the principal relationships between education and other sectors of the economy and then to portion out resources optimally, given some objective functions and constraints. In general, linear programming techniques are used to derive the education production functions.In most developing countries, the manpower requirements approach was used as a guideline to relate educational planning to economic needs. A survey in 76 countries in 1968 showed that 65 of them had educational plans modeled after the manpower needs of the country. How-ever, as Sobel pointed out, protagonists of the manpower planning approach afterwards developed systematic mathematical models integrating manpower needs and educational planning which resulted in a proliferation of single-occupation studies in virtually all societies by each university or national university system, governmental manpower department, education ministry or vocational training department. Li near programming techniques were used to combine rates of return or cost-benefit analyses approaches with manpower requirements techniques to generate models of demand for education from the expected level and distribution of output in a given economy. These were done in an effort to ascertain whether the resultant manpower and education mix would maximise the growth of Gross National Product, maximize the excess of benefits over the costs of education. Most of the research findings showed that in country after country, a correlation exists between levels of education and subsequent lifetime earnings. In a comprehensive research study, Psacharopoulos standardized53 rate of return studies for 32 different countries and sought to determine what generalizations could be made from the results. Some of the findings are as follows* rates of return are largely high in less developed countries* primary education tends to yield the highest returns* returns to human capital exceed those on physical capital in underdeveloped countries but round equal those on physical capital in developed countries and* differences in per capita income can be explained better by differences in human than in physical capital.This theoretical orientation of the Human Capital Theory, as Kless and Wells point outprovided a basic justification for large public expenditure on the expansion of formal school systems in developing countries. Its appeal was based on the presumed economic returns to investment in education both at the macro and micro levels. Thus governments intensified efforts to invest in Human Capital so as to achieve rapid economic growth and development.The obvious policy implication for most governments given the results of such empirical research was to expand enrollments and to provide for a longer period of schooling in rule to maximize the benefits from schooling.In Africa, a Conference of African States on the development of Education in Africa was unionised by the United Nations Economic Commission for Africa and the United Nations Educational, Scientific and Cultural Organization (UNESCO) from May 15 25, 1961. The Conference, as Thompson noted, firmly grasped the concept that education was an investment in productivity and urged that educational provision should be planned continuously in relation to manpower needs at all times.EDUCATION, DEVELOPMENT AND modernity THEORYAnother dimension from which the relationship between education and development wasvigorously examined and explicated during the 1960s was in the social psychological andsociological formulations of modernity theory. Modernity theorists argued that modernization is essentially a social-psychological process through which a country becomes modern only after its population has adopted modern attitudes, values and beliefs. They tried to show that there were causal links between modernizing institutions, modern values, modern behaviour, modern society and economic development. They maintained that the creation of modern values can be planned. Particular social institutions like the school, the family, the media and the employment were identified as being of extreme importance in the emergence of modem values. However, most modernity theorists primed(p) considerable emphasis on education because the school was perceived as a major performer in producing the skilled manpower and the modemattitudes and values necessary for the existence of a modern society.In the early postWorld War II era, approximately twenty societies were regarded as highly modernised and roughly another ten to twenty were depicted as having passed a threshold on the path to modernization.Definitions of modernized varied. Some noted structural features, such as levels of education, urbanization, use of inanimate sources of energy, and fertility. Others pointed to attitudes, such as secularization, doing orientation, functional specificity in formal organizations, and acceptance of e graphic symbol in relationships. Conscious of the ethnocentric nature of galore(postnominal) earlier explanations for growth in national power and income, social scientists in the 1950s and 1960s generally omitted ethnic traits associated closely with Western history from definitions of modernity. Yet, given the rhetoric of the Cold War and a assimilation with democracy in U.S. national identity, governmental institutions became a central factor in more definitions.The theory of modernization normally consists of three parts (1) identification of types of societies, and explanation of how those designated as modernized or comparatively modernized differ from others (2) specification of how societies become modernized, comparing factors that are more or less tributary to transformation and (3) generalizations about how the parts of a modernized society fit together, involving comparisons of points of modernization and types of modernized societies with clarity about prospec ts for further modernization. Actually, reasoning about all of these issues predated postwar theory. From the Industrial Revolution, there were recurrent arguments that a different type of society had been created, that other societies were either to be left permanently behind or to find a way to achieve a similar transformation, and that not all modernizing societies had equal success in sustaining the process due to differences in economic, political, and other institutions. In the middle of the 1950s, these themes acquired new social wisdom and political casting with the claim of increased rigor in analysis.(Modernization Theory Defining Modernization TheoryModernization TheoryModernization theory is a description and explanation of the processes of transformation from impostal or underdeveloped societies to modern societies. In the words of one of the major proponents, Historically, modernization is the process of change towards those types of social, economic, and political systems that have developed in Western Europe and North America from the seventeenth century to the ordinal and have then spread to other European countries and in the nineteenth and twentieth centuries to the South American, Asian, and African continents (Eisenstadt 1966, p. 1). Modernization theory has been one of the major perspectives in the sociology of national development and underdevelopment since the 1950s. Primary attention has concentrate on ways in which past and present premodern societies become modern (i.e., Westernized) through processes of economic growth and change in social, political, and cultural structures.In general, modernization theorists are concerned with economic growth inside societies as indicated, for example, by measures of gross national product. Mechanization or industrialization are ingredients in the process of economic growth. Modernization theorists study the social, political, and cultural consequences of economic growth and the conditions t hat are important for industrialization and economic growth to occur. Indeed, a degree of circularity often characterizes discussions of social and economic change involved in modernization processes because of the notion, embedded in most modernization theories, of the functional compatibility of component parts.Although, there are many versions of modernization theory, major implicit or explicit tenets are that (1) societies develop through a serial publication of evolutionary stages (2) these stages are based on different degrees and patterns of social differentiation and reintegration of structural and cultural components that are functionally compatible for the maintenance of society (3) contemporary developing societies are at a premodern stage of evolution and they eventually will achieve economic growth and will take on the social, political, and economic features of western European and North American societies which have progressed to the highest stage of social evolutiona ry development (4) this modernization will result as complex Western technology is imported and traditional structural and cultural features incompatible with such development are overcome.For example, in the social realm, modern societies are characterized by high levels of urbanization, literacy, research, health care, secularization, bureaucracy, mass media, and transportation facilities. Kinship ties are weaker, and nuclear conjugal family systems prevail. Birthrates and death rates are lower, and life expectancy is relatively longer. In the political realm, the society becomes more participatory in decision-making processes, and representative institutions include universal suffrage, political parties, a civil service bureaucracy, and parliaments. Traditional sources of authority are weaker as bureaucratic institutions assume responsibility and power. In the economic realm, there is more industrialization, technical upgrading of production, replacement of diversify economies with extensive money markets, increased division of labor, growth of infrastructure and commercial facilities, and the development of large-scale markets. Associated with these structural changes are cultural changes in role relations and personality variables. Social relations are more bureaucratic, social mobility increases, and status relations are based less on such ascriptive criteria as age, gender, or ethnicity and more on meritocratic criteria. There is a shift from relations based on tradition and loyalty to those based on rational exchange, competence, and other universally applied criteria. People are more receptive to change, more interested in the future, more achievement-oriented, more concerned with the rights of individuals, and less fatalistic.Educational domesticise and Human Capital Development.Aga Khan University Examination Board (AKU-EB) is a Federal Board of Intermediate and secondhand Education established by Aga Khan University (AKU) in response to demand from schools for more appropriate school shows. AKU-EB was founded in August 2003. It offers examination services to both secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) throughout Pakistan. Its primary purpose is to improve the forest of education by making examinations of reputable standard more accessible to Pakistani students and having them increasingly valued by leading higher(prenominal) education institutions in and outside the country.In 2000, AKU-BOT approved the recommendation of the task force to establish and examination board. Its principal aim was to offer high quality public examinations using modern methods of assessment to test achievement within the national curriculum in order to enhance the quality of education. AKU-EB from the beginning was envisaged as a small undertaking which would be able to make out as a role model to have positive blow in field of education.There has been great amount of funds poured in to AKU EB. Besides AKU, USAID supported through the Governments Educational Sector Reforms throughout Pakistan . After the initial start-up period of pentad years, the University expects to become solely responsible for AKU-EBs financial affairs.The general objective of the AKU-EB is to design and offer high quality public examinations in English and Urdu based on the national curriculum for secondary and higher secondary education. It also arranges training sessions for teachers to develop appropriate learning materials to prepare teachers and students for the new examination system. It is intended to serve as a model of internationally recognized good practice in order to enhance the countrys capacity for educational assessment and tests, and therefore to improve the quality of education in schools, and through them, the quality of education in the national universities.The concept of human capital and education revolutions intertwined because formal education is an important factor in huma n capital formation.One of the objectives of AKU EB is to improve school environment by astir(p) their curriculum by changing assessment strategy. Generally an individuals levels of human capital are raised producing better school results. Hence this effect the policy making in public and privte sector involved in educational reforms.Education is an investment in human capital, that is, in the skills and knowledge that produce a return to the individual in the form of higher earnings. Education also has social returns or spillovers. The presence of educated workers in a region enhances the earnings of those who, regardless of their own educational level, work with or near educated workers.I would be interested to know about how AKU EB is measuring its impact on schools and teachers. How it can be explained by human capital development theory perspective? How is it spend in building infra structure and equiopment and training? What are individual and social returns of AKU EB effort s? And what are its make on changing other local boards assessment strategies and curricula. How are teachers and parents looking at AKU EB as source of human capital development?