Ehtnographic Study paper Essay Example | Topics and Well Written Essays - 1500 words

Ehtnographic Study paper - Essay Example Concerning understudies in the whole school, these students’ ethnic background(s), language(s), ages, instructive degree of network individuals, conduct standards and values, and financial statuses will be assessed and altogether broke down. Here we will dissect essentially the understudies in the whole school, with a way of thinking of assorted variety focusing upon the specific class. II. Foundation The ethnic blend of the students, both in the class and in the school, is various. The school’s understudy body is dominatingly African-American, despite the fact that there are limited quantities of different races present in the understudy body. The school used to be all the more racially different years back. With respect to financial status, this is differing too. The SES of the students at this secondary school is fluctuated, yet a great deal of the understudies will in general originate from foundations with financially distraught status. The essential language spoke n is English, and now and again, Ebonics (in spite of the fact that not officially perceived by some as a genuine language) is generally spoken by the understudy body. The sort of network encompassing the school is in the city. Along these lines, this school is a urban school. This school has uncommon populaces (custom curriculum, ESL/ELL, skilled). This school has an exhaustive custom curriculum program. In addition, be that as it may, it has a huge talented populace in its seventh twelfth grade program. A specific level of the seventh and eighth graders in the Gifted program stay to continue for secondary school there, so there is that factor to consider, as well. It is a cornerstone of any teacher’s reasoning of assorted variety that the homeroom be a position of inclusivenessâ€whether understudies be Black, white, Latino, Asian, Native American, or of blended race(s) or races not named here, and be of whatever financial status, religion, national root, sex, sexual dire ction, inability, or social affiliationâ€that understudies feel that they are rises to in the study hall paying little heed to the teacher’s social focal point. A comprehensive way of thinking directs that every understudy ought to have a similar chance to become familiar with their subject. This incorporates being discerning of endeavoring against partiality, particularly dependent on sexual orientation or race. Understudies who are from lower levels financially ought to be given a reasonable opportunity to prevail by furnishing them with the apparatuses they have to prevail in a situation which has normally preferred the predominant culture’s domineering social layers. A level playing field is vital. Procedures incorporate having class materials accessible, for example, additional paper and pens. Instructors should need understudies of different national sources and religions to feel sufficiently great to communicate inside the dynamic of their own experiences. Pa rticularly with understudies who have ESL/ELL/bilinugal/multilingual foundations, instructors should need to ensure that their class is open to their language abilities by supporting their learning with additional consideration so as to check for seeing so they don’t fall behind. Furthermore, educators should get a kick out of the chance to stretch out their assistance to understudies of various sexes and sexual directions who may experience the ill effects of other studentsâ€and attempt to battle that segregation inside the homeroom by having an open-entryway strategy. The educator should wish to encourage a learning

A Christmas Carol Vocabulary Study List

A Christmas Carol Vocabulary Study List In his mainstream story, A Christmas Carol, Charles Dickens utilizes the melodic term fight to show the sections. Dickens was known, every so often, to utilize shrewd terms to portray the areas of his books. For instance, in The Cricket on the Hearth, he calls the parts twitters. To current perusers, fight probably won't be the main new term in A Christmas Carol. You can allude to the accompanying rundown of terms, isolated by part, to help comprehend the content and develop your jargon. A portion of the words might be recognizable, yet others are no longer in like manner use. Fight One: Marleys Ghost Dickens starts his novella by presenting the tightfisted Ebenezer Scrooge, his poor representative Bob Cratchit, and the phantom of Scrooges late accomplice, Jacob Marley. The apparition discloses to Scrooge he will be visited by three spirits during the night. Ironmongery - a store that sells iron works Unhallowed - something unholyResiduary - the individual qualified for the rest of an estateRamparts - anything that goes about as a barricade barricade Entreaty - a genuine requestTrifle - something of little valuePhantoms - spirits or illusionsIntimation - a suggestionMorose - a hopeless outlookâ or attitude Impropriety - something ill-advised or inappropriate Resolute - a decided outlook Homage - to offer open appreciation or respect somethingOminous - to give an impression of fate or infer awful things will happenFacetious - to treat something genuine with a purposeful absence of careBrazier - a convenient warmer that utilizes lit coalsSolitude - to be aloneMisanthropic - hating individuals by and large and having an enemy of social terrible attitudeGarret - a room simply under the top of a house that is generally very small Congenial - a lovely or inviting personalityPhenomenon - a reality or circumstance which is unexpla inedIrresolution - to be uncertainTransparent - something that is transparent or completely clarified Scathing - harsh sarcasm Waggish - fun loving or underhanded humorSpectre - phantom or vision Remorse - to profoundly lament somethingBenevolence - good natured and kindApparition - an apparition or other human-like spirit Dirge - a burial service melody Fight Two: The First of the Three Spirits The main soul to visit Scrooge is the Ghost of Christmas Past, who gives him scenes from his forlorn adolescence and a wrecked commitment to a beautiful young lady as a result of his voracity. Murky - something that is unclearPreposterous - preposterous or ridiculousPerplexed - confused Endeavored - made a decent attempt to achieve Recumbent - something laying downFluctuated - to unpredictably rise and fallSupplication - sincere beggingVestige - a little hint of something that is no longer hereExtraordinary - something unusualCondescension - a mentality of scornful superiorityCelestial - some portion of the heavensTerrestrial - identifying with the EarthAgitation - anxious excitement Avarice - outrageous greedTumultuous - a befuddled excitement Uproarious - inciting an uproarious sound or laughterBrigands - an individual from a group of thieves Boisterous - a boisterous or lively group or a noisy stormOnslaught - a wild attackDespoil - to take violentlyIrrepressible - uncontrollableHaggard - looking exhaustedIrresistible - incapable to stand up to Fight Three: The Second of the Three Spirits Apparition of Christmas Present visits Scrooge and shows him the upbeat occasion scenes in his town, remembering for the home of his agent, Bob Cratchit. Regardless of being poor and having a disabled child (Tiny Tim), Cratchit and his family celebrate in the occasion soul. Anxious - reluctant or fearfulSpontaneous - performed on impulseCombustion - burningConsolation - comfort after a disappointmentPredicament - a troublesome situationCapacious - roomy Artifice - a shrewd gadget to deceive someoneScabbard - a sheath for a weaponJovial - cheerful and friendly Parapets - a low defensive wallApoplectic - to be overwhelmed with angerOpulence - to show extraordinary wealth Demurely - to do with modesty Conspicuous - to stand outHeresy - a conviction that conflicts with the lessons of the Christian churchPenitence - demonstrating distress or regretRebuke - sharp disapprovalOdious - amazingly unpleasant Fight Four: The Last of the Spirits The last soul, the Ghost of Christmas Yet to Come, is a quiet, dull figure, who shows Scrooge a bleak future and passing of an insatiable man who ends up being Scrooge. His agent, then, laments the loss of his young child. Scared, Scrooge asks the soul for leniency and vows to transform him. Cover - an internment wrappingPendulous - freely hanging downExcrescence - a terrible addition Latent - covered up or dormantResolution - a firm decision not to do somethingSlipshod - carelessCesspools - a capacity unit for fluid waste Fight Five: Its End Penny pincher awakens with another, cheerful point of view, appreciative for another opportunity. He shocks everybody with his chipper welcome. He gives cash to poor people, sends a turkey to the Cratchit home, and goes to his nephews Christmas celebration. He further stuns the Cratchits by giving Bob a generous raise and going about as a second dad to Tiny Tim. Indulgence - an absence of limitation in spending wealthIllustrious - notable or respectedArray - a scope of a kind of thingFeign - to profess to be influenced by somethingMalady - a disease

Parent and Child Relationships Essay

â€Å"I Am Sam† is an effectively contacting film that recounts to the account of a parent and child’s love for each other. It shows that affection is unadulterated, and that regardless of how incredible the brain is, love is considerably more prominent. The film’s hero is Sam, a simple-minded grown-up with a psychological age of 7. Sam has a little girl, Lucy, with a whore who left them. Sam works at the nearby Starbucks to help Lucy, and everything is coming admirably until Lucy turned 7, since she previously outperformed her father’s mental capacities. This makes issues, in light of the fact that at an early stage we see that Lucy is bright and curious, and she is not, at this point happy with her father’s garbage answers to her inquiries. At the point when she begins needing to peruse more troublesome books than what Sam peruses to her, she fakes experiencing issues perusing so as not to irritate her dad and cause him to feel second rate. On Sam’s part, in any event, when he sees that Lucy is now growing up, he attempts his best to help her the most ideal way he knows how. Lucy doesn't see this yet in light of the fact that she is as yet a youngster, however she comprehends that her dad is unique, yet she cherishes him since he is a caring dad who takes her out to the recreation center and to eat flapjacks and by and large takes great consideration of her. Later in the film she is humiliated when her schoolmates bother her that her dad is a retard that she denies him and reveals to them that she is embraced. The specialists remove her from Sam, and later on sent to a cultivate home. At the point when the specialists remove Lucy from him, he does all that he could to recover her. He even gets the fearsome legal counselor Rita to support his motivation. Rita, a fruitful and severe legal counselor who esteems winning more than anything, chooses to take Sam’s case just to demonstrate that she isn't as egotistical as she looks. Through the course of helping Sam, she understands that Sam is a decent dad, that Sam’s mental insufficiency has not hampered his capacity to love and care for his little girl by any means. That indeed, he is a superior parent than she is. When from the start she looked to win Sam’s case since she would not like to lose, in the end Rita feels for Sam’s cause. Sam visits Lucy normally, and Lucy understands that she needs her dad back, and that she is going to retaliate just to be with him, regardless of whether she is more astute than him, regardless of whether the world chuckles at her for having a retard for a dad. Right now, Lucy has developed, and in spite of the fact that she is only 7, she has assumed liability of her own activities, yet in addition concluded that she will deal with her dad when he could no longer deal with her, that she should be shrewd and proficient and solid for the them two. She saw exactly how much her dad cherishes her and how he doesn't abandon her in any event, when she denied him. Be that as it may, even with Rita’s help, Sam loses the authority fight at court. Sam separates as he is persuaded that he can't deal with his own girl. This time, he was doing all that he could, enrolling the assistance of his companions and managers and partners to demonstrate that he has the stuff to bring up his little girl, however he at last acknowledges the way that he is intellectually lacking to give her needs. In the event that he truly adores his girl, he would do what is best for her regardless of whether it implies relinquishing her with the goal that she could be as well as could be expected be. Furthermore, Sam does that. He acknowledges that he can't deal with Lucy, however in any event, when he yields, he doesn't abandon being a dad to her. He moves in to a condo just to be closer to Lucy, so that regardless of whether he can't raise her in any event he could be there for her at whatever point she required him, thus that he could watch her grow up. Assumes control over around evening time she escapes her encourage home to be with her dad. Her temporary parents locate her out, and she doesn't deny that she aches to be with her dad, regardless of whether they believe that they can be preferable guardians over him. In the long run, the temporary parents let her return to Sam, for Sam to have care of her. The film reveals to us that affection is incredible main impetus that can't be estimated by money related achievement, or by scholarly accomplishments. Society may take a gander at Sam as a hindered, insufficient man, yet he battled for his girl despite seemingly insurmountable opposition, when Lucy’s own mom essentially exited and left them. Lucy was more astute than Sam, yet she found out about adoration from her dad since he gave her it. That is the reason in any event, when she was given a superior future with a â€Å"better† set of guardians, she despite everything decides to return to Sam, since she realizes that her dad adores her and she cherishes him. Toward the end, the film instructs us what a parent can offer best to his youngster, and what a kid needs most from a parent †love. Furthermore, that is something that can't be purchased or subbed with material things, since kids will consistently know whether their folks have given them enough love.

In Support of the Universal College Application

In Support of the Universal College Application October 15 Ivy Coach was recently featured in an article of Brown Universitys Brown Daily Herald. Bev Taylor, Founder of Ivy Coach, was recently featured in an article of Brown Universitys Brown Daily Herald on the topic of the Universal College Application. If youre a regular reader of our college admissions blog, you know that Ivy Coach has been quite critical of the Common Application over the past year. And rightly so. Curious to learn a bit about our stance  if you havent read our blogs previously on the subject? Then check out this article Bev wrote for The Huffington Post about whether or not the Common Application  is restraining trade. Anyhow, in the article on the rise of the Universal College Application in The Brown Daily Herald, Bev is quoted as  follows: Though the Common App and UCA have similar online formats, applicants can choose the topic on their long essay for the UCA but not on the Common App, said Bev Taylor, founder and president of Ivy Coach, a New York-based college consulting firm. The Common App no longer lets applicants select their essay topic, she added. A lot of creativity was lost when the Common App decided to eliminate the topic-of-choice on its application, Taylor said. The Common App also does not allow students to upload their essays, which means they cannot use special characters or visual illustrations in their essays. Ivy Coach firmly takes the stance that more colleges should use the Universal College Application and we are very proud and happy for the surge in colleges that now support the UCA. The Common Application was an utter disaster last year  and, for this reason and so many more, this organization should not be the only supplier of the college application. Ivy Coach supports competition. In America, competition brings out the best. We urge highly selective colleges throughout the country to offer the Universal College Application as well or instead of the Common App. Its the right thing to do.

Divine Rebellion Anne Hutchinson - 1362 Words

Book Analysis: Divine Rebel (Anne Hutchinson) Final Draft In U.S. history the roles of society were decide by gender, men’s role was mostly the same throughout history, but the women’s role changed slowly over time. There was many women who were fighting to change their roles and one such woman is Anne Marbury Hutchinson. In â€Å"Divine Rebel† Selma R. Williams tells the story of Anne Hutchinson, who was a Puritan woman of the late 1500s, and researched informations was hard to find. There was a movement later that was called the Suffrage Movement and the women who were part of it suffered similar experiences as Anne Hutchinson. The thesis of this paper is that Anne Hutchinson fought for women’s rights as did the women of the Suffrage†¦show more content†¦The Suffrage Movement is the movement that many women created and fought for to get the right to legally vote and be considered as a U.S. citizen. The Suffrage Movement started in the early 190 0s and had very strong leaders like Susan B. Anthony and Elizabeth Stanton whose successor was Carrie Catt that continued the movement with the same determination and strength. On the Western side of the country Alice Paul strategy was to do peaceful parades and the women made sure that it was all legal which they were able to obtain permits. The parades had many problems for when one of the largest ones was in Washington D.C. where the crowd attacked the paraders and the police force didn’t try to protect the women. This did not stop Alice Paul or the women for they organised several silent pickets where women would stand silently outside the WHite House with banners that had written question of how much more time until women will be given liberty. They picketing was well received at first but over time people became more hostile towards the women including the president. The president of the time was Wilson who did not take the women seriously at first and became more hosti le along with the people who would notice the women. The banners changed to a stricter and caused mixed reactions. Many picketers were laterShow MoreRelated A Critical Look at Histories of Hutchinson and the Antinomians4915 Words   |  20 PagesA Critical Look at Histories of Hutchinson and the Antinomians In the seventeenth century, the Massachusetts Bay Colony was founded as a haven for Puritans, who sought religious freedom and harmony. In order to achieve this haven, the settlers in Massachusetts Bay devised a system of government that would serve as both a political and moral authority. 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He was unhappy with governor Berkley because he was excluded and did not have a part of the fur trade. The rebellion started the potential for instability in the colony s population of free men with no land. The people realized the importance of preventing social unrest, so they turned to African slave trade to fulfill the need for labor. The British in theRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesfar from their homes (often draining areas of the young men who might otherwise have been potential migrants) but also in terms of the migration of millions into the depopulated Yangtze Valley areas and Shanghai after the mid-nineteenth-century rebellions were suppressed.26 Migrations within highland and maritime Southeast Asia, central Asia, Arabia, and Africa are especially difficult to get a handle on because much of the movement circulated according to patterns of nomadic and seminomadic Read MoreOrganisational Theory230255 Words   |  922 Pageselites have encountered a vast array of responses from subordinates that seem to range from various kinds of conforming behaviour, through to subtle and often covert forms of resistance and organizational misbehaviour, through to outright active rebellion (Ackroyd and Thompson, 1999; Ezzamel, Willmott and Worthington, 2001; Jermier, Knights and Nord, 1994; McKinley and Taylor, 1998). Since the early 1980s, it seems that we have witnessed the emergence of new forms of control, or, perhaps more accurately

Unseen Forces Lesbian Relationships in Stokers Dracula...

Though it appears on the surface to be an engaging horror story about a blood-sucking Transylvanian man, upon diving deeper into Bram Stokers novel Dracula, one can find issues of female sexuality, homoeroticism, and gender roles. Many read Dracula as an entertaining story full of scary castles, seductive vampires, and mysterious forces, yet at the same time, they are being bombarded with descriptions of sex, images of rape, and homosexual relationships. In Francis Coppolas Bram Stokers Dracula, Stokers presentation of homoeroticism is taken, reworked, and presented in a different, stronger light. Coppola does much in the area of emphasizing a homoerotic relationship between Mina Harker and Lucy Westerna: a relationship Bram Stoker†¦show more content†¦Mina claims she loves Lucy with all the moods and tenses of the verb, implying that she does not love her like a sister or friend, but as a lover and confidant. Because Jonathan only sends his respectful duty, the reader can s ee that he realizes the womens relationship is a little too close and is envious of Minas attention towards Lucy. This envy shows itself in the resentment Jonathan harbors towards Miss Westerna. The homosexual relationship that is hinted at in the novel is made clear in Bram Stokers Dracula, but only in scenes that are not in the book. This fact takes the legitimacy, for many, out of the proof of a lesbian relationship, but as Jeffery Chown points out, Coppola clearly believes that fidelity to the original literary text will ultimately enhance the filmic results of the adaptation (1). In staying true to the novel in terms of Lucy and Minas lesbian relationship, Coppola grabs his audiences attention and leaves them wondering and contemplating. The images he provides for the audience are quite obvious as to what they are implying as well as scandalous in some parts. Towards the beginning of the movie, Mina and Lucy are shown in a sex scene that Coppola depicts as a thunderstorm. As the scene unfolds, the two are shown dancing in the garden, laughing and moaning while being drenched in the pouring rain, along with a brief clip of them kissing. These proper Victorian women are shown in nightgowns so wet that the

Macbeth, By. Shakespeare. Corrupt, Insane Arrogance Essay Example For Students

Macbeth, By. Shakespeare. Corrupt, Insane Arrogance Essay The drive Inside of you that gets you to go for a goal or achievements. Ambition, the gas in the car. You can consider ambition the drive train inside of you. Ambition can be good or bad. If you have a lot ambition your going to get want you are striving for, but if your goal is not for the good of heart, then things can go wrong. In William Shakespearean play, Macbeth, it shows a perfect example of ambition towards the wrong goal. Macbeth, the character with the wrong goal, has more then enough ambition to get what he wants that It eventually leads to corruption, Insanity, arrogance. Even the most noblest mans heart and mind can become corrupted. Macbeth is shown to be a noble and honest man in this play, but like any other man, something can corrupt the mind, and in this play, that is greed. The three witches in this play are the ones that get the little fire in Macbeth going. When Macbeth runs into the witches, they start the Idea of him becoming the next king. He somewhat believes them because they told him Hail to thee, thane of Castor , which indeed he did become (1, 3, 50). So when plans take a path that didnt led to him becoming king, he Egan to think why he wasnt good enough to become king. Seeing Malcolm become king didnt go so well with Macbeth and this is were just a little more corruption adds on. After all of this, he talks to himself about murdering King Duncan to make himself king. He Is on the border of committing the murder and Just dealing with the fact that Malcolm was going to be king. He knew It was a treason to do It, and that We soul have judgment here, that we but teach bloody instructions, which being taught, return to plague the inventor: this even-handed justice commends the ingredients of our poisoned chalice, so he would just be a hypocrite in the end (1, 7, 8-11). At this point he is not so sure about going through with it. When Lady Macbeth returns from the dinner she tells him that the plan will work. Macbeth is not so sure about doing It until Lady Macbeth questions What beast was t, then, that made you break this enterprise to me? and tells him that then you were a man (1, 7, 47-48) (1, 7 , 49). This is the final log to the corrupt fire burning in Macbeth, he decided to go kill King Duncan and thus bringing him closer to being king. After the murder of King Duncan, Macbeth corruption eventually leads to insanity. Insanity Is what happens when you lose control of your own mind and conscience. You cant control the thoughts In your head. You start to hear voices and seeing things. Immediately after Macbeth commits the murder of King Duncan, he is walking down the hallway while looking and talking to a floating dagger, Is this a dagger which I see before me (2, 1, 33-34). He trys to grab it but grabs nothing but air. He does not understand that, l dont have you but I can still see you (2, 1, 35-36). This is the turning point for Macbeth, he starts to become Insane. He goes to Lady Macbeth and tells her that he did what he said he was going to. He explained to her that understand what he is saying, but to the audience it is a clue, put in by Shakespeare, that he is on a clear path to insanity. The third sign of insanity comes after Macbeth has Banana and Balance murdered (which escaped alive). When Macbeth and Lady Macbeth decide to have company come over, the first murderer enters and tells Macbeth that Banana is dead but Balance escaped, Macbeth is worried but returns to he dinner, when all of a sudden The Ghost of Banana appears. .u57a9a75d53826e65b7bada3bff370704 , .u57a9a75d53826e65b7bada3bff370704 .postImageUrl , .u57a9a75d53826e65b7bada3bff370704 .centered-text-area { min-height: 80px; position: relative; } .u57a9a75d53826e65b7bada3bff370704 , .u57a9a75d53826e65b7bada3bff370704:hover , .u57a9a75d53826e65b7bada3bff370704:visited , .u57a9a75d53826e65b7bada3bff370704:active { border:0!important; } .u57a9a75d53826e65b7bada3bff370704 .clearfix:after { content: ""; display: table; clear: both; } .u57a9a75d53826e65b7bada3bff370704 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u57a9a75d53826e65b7bada3bff370704:active , .u57a9a75d53826e65b7bada3bff370704:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u57a9a75d53826e65b7bada3bff370704 .centered-text-area { width: 100%; position: relative ; } .u57a9a75d53826e65b7bada3bff370704 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u57a9a75d53826e65b7bada3bff370704 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u57a9a75d53826e65b7bada3bff370704 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u57a9a75d53826e65b7bada3bff370704:hover .ctaButton { background-color: #34495E!important; } .u57a9a75d53826e65b7bada3bff370704 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u57a9a75d53826e65b7bada3bff370704 .u57a9a75d53826e65b7bada3bff370704-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u57a9a75d53826e65b7bada3bff370704:after { content: ""; display: block; clear: both; } READ: Frees - Anne Frank Anne Frank EssayAt first he thinks it is a Joke Which of you have done this? , but quickly realizes that it is not (3, 4, 48) . He starts to talk to the ghost and then yells at it, as their guest are confused by this weird act. He tells the ghost Vaunt, and quit my sight! Let the earth hid thee. Thy bones are narrowness, thy blood is cold. Thou hast no speculation in those eyes which thou dost glare with! , as he realizes that it is not real but it wont go away (3, 4, 93-94). He starts to get scared of it because of its appearance, Banana dead and all Lloyd. He tells it to show in another form, after this it vanishes. After this act of insanity, Lady Macbeth tells their guest that he is ill. The guest decide to leave and let Macbeth get his rest for the night. At this point the picture is clear, Macbeth has lost it completely: first he sees a dagger floating, then voices and now a bloody ghost. After realizing that Macbeth has gone insane, he gets to a point were he Just doesnt care much about anything anymore, including the love of his life, and starts to become very arrogant. After seeing Banquets ghost he decides to pay a visit to the here witches. He tells the witches to show him what he wants to see. They let him see three apparitions. The first one cautions him to Beware Macadam (4, 1, 72). Second apparition tells him anyone born from woman can not harm him. After hearing this and knowing that Macadam cannot harm him, he decides to kill Macadam and his family Just to make assurance double sure (4, 1, 83). Final apparition says to have lion-mottled, along with being proud and not to worry about the ones who hate him (4, 1, 90). Macbeth is still not satisfied with what he has been told. He wants o hear more but the witches tell him not to find out. He threatens the witches, Deny me this, and an eternal curse fall on you! Let me know. (4, 1, 104-105). At this point Shakespearean character seems that he doesnt care what anyone says, even witches, and wants everything he wishes for. At this point arrogance starts to settle in. When Macbeth receives the news that Macadam has fled to England he decides to Seize upon Fife, and to kill anyone who stands in his way(4, 1, 152). He kills Macadams wife and child . The next sign of arrogance is when he tells the doctor I will not be afraid of death and bane (5, 3, 62). At this point, the thought that Macbeth thinks he is invincible comes to play. The final signs of arrogance comes when Macbeth and Macadam fight to the death. When Macadam enters Macbeth warns him that l bear a charmed life, which must not yield to one of a woman born and says that he would Just be stabbing the air(5, 8, 12-13). Macadam was not born he was Ultimately ripped, from his mothers womb (5, 8, 16). Macbeth admits that it cowed his better part of man! , and that he will not fight Macadam (5, 8, 18), . Macadam tells IM that he will Join a freak show then, and Macbeth will not do this so he decides to fight him because he will not kiss the ground before young Malcolm feet,(5, 8, 28) . Ultimately corruption, insanity, and arrogance lead to Macbeth death. One leads to the other only building closer to his death. Corruption was the little spark of ambition that got it going. Then insanity only added on to it and finally his arrogance drove him over the edge leading to his fate. Shown in Macbeth, ambition is not always a good thing, especially when it leads to corruption, insanity and arrogance.

Issues in Sme Development in Ghana and South Africa free essay sample

International Research Journal of Finance and Economics ISSN 1450-2887 Issue 39 (2010)  © EuroJournals Publishing, Inc. 2010 http://www. eurojournals. com/finance. htm Issues in SME Development in Ghana and South Africa Joshua Abor Department of Finance University of Ghana Business School, Legon Peter Quartey Institute of Statistical, Social and Economic Research University of Ghana, Legon Abstract This paper discusses the characteristics, contributions of SMEs to economic development, and the constraints to SME development in developing countries with particular reference to Ghana and South Africa. SMEs in Ghana have been noted to provide about 85% of manufacturing employment of Ghana. They are also believed to contribute about 70% to Ghana’s GDP and account for about 92% of businesses in Ghana. In the Republic of South Africa, it is estimated that 91% of the formal business entities are SMEs. They also contribute between 52 to 57% to GDP and provide about 61% to employment. Notwithstanding the recognition of the important roles SMEs play in these countries, their development is largely constrained by a number of factors, such as lack of access to appropriate technology; limited access to international markets, the existence of laws, regulations and rules that impede the development of the sector; weak institutional capacity, lack of management skills and training, and most importantly finance. We will write a custom essay sample on Issues in Sme Development in Ghana and South Africa or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The paper provides some relevant recommendations to policy makers, development agencies, entrepreneurs, and SME managers to ascertain the appropriate strategy to improve the SME sector in these countries. Keywords: SME Development, Ghana, South Africa 1. 0. Introduction There is growing recognition of the important role small and medium enterprises (SMEs) play in economic development. They are often described as efficient and prolific job creators, the seeds of big businesses and the fuel of national economic engines. Even in the developed industrial economies, it is the SME sector rather than the multinationals that is the largest employer of workers (Mullineux, 1997). Interest in the role of SMEs n the development process continues to be in the forefront of policy debates in most countries. Governments at all levels have undertaken initiatives to promote the growth of SMEs (Feeney and Riding, 1997). SME development can encourage the process of both inter and intra-regional decentralization; and, they may well become a countervailing force against the economic power of larger enterprises. More generally, the development of SMEs is seen as accelerating the achievement of wider economi c and socio-economic objectives, including poverty alleviation (Cook and Nixson, 2000). According to an OECD report, SMEs produce about 25% of OECD exports and 35% of Asia’s exports (OECD, 1997). International Research Journal of Finance and Economics Issue 39 (2010) 219 SMEs represent over 90% of private business and contribute to more than 50% of employment and of GDP in most African countries (UNIDO, 1999). Small enterprises in Ghana are said to be a characteristic feature of the production landscape and have been noted to provide about 85% of manufacturing employment of Ghana (Steel and Webster, 1991; Aryeetey, 2001). SMEs are also believed to contribute about 70% to Ghana’s GDP and account for about 92% of businesses in Ghana. Similarly, in the Republic of South Africa, it is estimated that 91% of the formal business entities are Small, Medium and Micro Enterprises (SMMEs) (Hassbroeck, 1996; Berry et al. , 2002). They also contribute between 52 and 57% to GDP and provide about 61% of employment (CSS, 1998; Ntsika, 1999; Gumede, 2000; Berry et al. , 2002). SMEs therefore have a crucial role to play in stimulating growth, generating employment and contributing to poverty alleviation, given their economic weight in African countries. How do SMEs in Ghana compare with their counterparts in South Africa and what policy lessons can be drawn for both countries to enhance the contribution of the sector remains the focus of this paper. The rest of the paper is organized as follows: Section two reviews the various definitions of SMEs. Section three discusses the characteristics of SMEs in developing countries. Sections four and five examine the contributions of SMEs to economic development and the constraints to SME developments. The paper concludes in section six. 2. 0. What is an SME? The issue of what constitutes a small or medium enterprise is a major concern in the literature. Different authors have usually given different definitions to this category of business. SMEs have indeed not been spared with the definition problem that is usually associated with concepts which have many components. The definition of firms by size varies among researchers. Some attempt to use the capital assets while others use skill of labour and turnover level. Others define SMEs in terms of their legal status and method of production. Storey (1994) tries to sum up the danger of using size to define the status of a firm by stating that in some sectors all firms may be regarded as small, whilst in other sectors there are possibly no firms which are small. The Bolton Committee (1971) first formulated an â€Å"economic† and â€Å"statistical† definition of a small firm. Under the â€Å"economic† definition, a firm is said to be small if it meets the following three criteria: †¢ It has a relatively small share of their market place; †¢ It is managed by owners or part owners in a personalized way, and not through the medium of a formalized management structure; †¢ It is independent, in the sense of not forming part of a large enterprise. Under the â€Å"statistical† definition, the Committee proposed the following criteria:: †¢ The size of the small firm sector and its contribution to GDP, employment, exports, etc. †¢ The extent to which the small firm sector’s economic contribution has changed over time; †¢ Applying the statistical definition in a cross-country comparison of the small firms’ economic contribution. The Bolton Committee applied different definitions of the small firm to different sectors. Whereas firms in manufacturing, construction and mining were defined in terms of number of employees (in which case, 200 or less qualified the firm to be a small firm), those in the retail, services, wholesale, etc. were defined in terms of monetary turnover (in which case the range is 50,000-200,000 British Pounds to be classified as small firm). Firms in the road transport industry are classified as small if they have 5 or fewer vehicles. There have been criticisms of the Bolton definitions. These centre mainly on the apparent inconsistencies between defining characteristics based on number of employees and those based on managerial approach. The European Commission (EC) defined SMEs largely in term of the number of employees as follows: †¢ firms with 0 to 9 employees micro enterprises; 220 International Research Journal of Finance and Economics Issue 39 (2010) †¢ 10 to 99 employees small enterprises; †¢ 100 to 499 employees medium enterprises. Thus, the SME sector is comprised of enterprises (except agriculture, hunting, forestry and fishing) which employ less than 500 workers. In effect, the EC definitions are based solely on employment rather than a multiplicity of criteria. Secondly, the use of 100 employees as the small firm’s upper limit is more appropriate, given the increase in productivity over the last two decades (Storey, 1994). Finally, the EC definition did not assume the SME group is homogenous; that is, the definition makes a distinction between micro, small, and medium-sized enterprises. However, the EC definition is too all-embracing to be applied to a number of countries. Researchers would have to use definitions for small firms which are more appropriate to their particular â€Å"target† group (an operational definition). It must be emphasized that debates on definitions turn out to be sterile, unless size is a factor which influences performance. For instance, the relationship between size and performance matters when assessing the impact of a credit programme on a target group (Storey, 1994). Weston and Copeland (1998) hold that definitions of size of enterprises suffer from a lack of universal applicability. In their view, this is because enterprises may be conceived of in varying terms. Size has been defined in different contexts, in terms of the number of employees, annual turnover, industry of enterprise, ownership of enterprise, and value of fixed assets. Van der Wijst (1989) considers small and medium businesses as privately held firms with 1 – 9 and 10 – 99 people employed, respectively. Jordan et al (1998) define SMEs as firms with fewer than 100 employees and less than â‚ ¬15 million turnover. Michaelas et al (1999) consider small independent private limited companies with fewer than 200 employees and Lopez and Aybar (2000) considered companies with sales below â‚ ¬15 million as small. According to the British Department of Trade and Industry, the best description of a small firm remains that used by the Bolton Committee in its 1971 Report on Small Firms. This stated that a small firm is an independent business, managed by its owner or part-owners and having a small market share (Department of Trade and Industry, 2001). The UNIDO also defines SMEs in terms of number of employees by giving different classifications for industrialized and developing countries (see Elaian, 1996). The definition for industrialized countries is given as follows: †¢ Large firms with 500 or more workers; †¢ Medium firms with 100-499 workers; †¢ Small firms with 99 or less workers. The classification given for developing countries is as follows: †¢ Large firms with 100 or more workers; †¢ Medium firms with 20-99 workers; †¢ Small firms with 5-19 workers; †¢ Micro firms with less than 5 workers. It is clear from the various definitions that there is not a general consensus over what constitutes an SME. Definitions vary across industries and also across countries. It is important now to examine definitions of SMEs given in the context of Ghana and South Africa. 2. 1. The Ghanaian Situation There have been various definitions given for small-scale enterprises in Ghana but the most commonly used criterion is the number of employees of the enterprise (Kayanula and Quartey, 2000). In applying this definition, confusion often arises in respect of the arbitrariness and cut off points used by the various official sources. In its Industrial Statistics, the Ghana Statistical Service (GSS) considers firms with fewer than 10 employees as small-scale enterprises and their counterparts with more than 10 employees as medium and large-sized enterprises. Ironically, the GSS in its national accounts considered companies with up to 9 employees as SMEs (Kayanula and Quartey, 2000). The value of fixed assets in the firm has also been used as an alternative criterion for defining SMEs. However, the National Board for Small Scale Industries (NBSSI) in Ghana applies both the International Research Journal of Finance and Economics Issue 39 (2010) 221 â€Å"fixed asset and number of employees† criteria. It defines a small-scale enterprise as a firm with not more than 9 workers, and has plant and machinery (excluding land, buildings and vehicles) not exceeding 10 million Ghanaian cedis. The Ghana Enterprise Development Commission (GEDC), on the other hand, uses a 10 million Ghanaian cedis upper limit definition for plant and machinery. It is important to caution that the process of valuing fixed assets poses a problem. Secondly, the continuous depreciation of the local currency as against major trading currencies often makes such definitions outdated (Kayanula and Quartey, 2000). In defining small-scale enterprises in Ghana, Steel and Webster (1991), and Osei et al (1993) used an employment cut-off point of 30 employees. Osei et al (1993), however, classified small-scale enterprises into three categories. These are: (i) micro employing less than 6 people; (ii) very small employing 6-9 people; (iii) small between 10 and 29 employees. A more recent definition is the one given by the Regional Project on Enterprise Development Ghana manufacturing survey paper. The survey report classified firms into: (i) micro enterprise, less than 5 employees; (ii) small enterprise, 5 29 employees; (iii) medium enterprise, 30 – 99 employees; (iv) large enterprise, 100 and more employees (see Teal, 2002). 2. 2. The South African Situation The most widely used framework in South Africa is the definition of the National Small Business Act 102 of 1996, which defines five categories of businesses in South Africa. The definition uses the number of employees (the most common mode of definition) per enterprise size category combined with the annual turnover categories, the gross assets excluding fixed property. The definitions for the various enterprise categories are given as follows: †¢ Survivalist enterprise: The income generated is less than the minimum income standard or the poverty line. This category is considered pre-entrepreneurial, and includes hawkers, vendors and subsistence farmers. (In practice, survivalist enterprises are often categorised as part of the micro-enterprise sector). Micro enterprise: The turnover is less than the VAT registration limit (that is, R150 000 per year). These enterprises usually lack formality in terms of registration. They include, for example, spaza shops, minibus taxis and household industries. They employ no more than 5 people. †¢ Very small enterprise: These are enterprises employing fewer than 10 paid employees, except mining, electricity, manufacturing and construction sectors, in which the figure is 20 employees. These enterprises operate in the formal market and have access to technology. Small enterprise: The upper limit is 50 employees. Small enterprises are generally more established than very small enterprises and exhibit more complex business practices. †¢ Medium enterprise: The maximum number of employees is 100, or 200 for the mining, electricity, manufacturing and construction sectors. These enterprises are often characterised by the decentralisation of power to an additional management layer. The National Small Business Act’s definitions of the different categories of business may be summarised as set out in Table 1 below. 222 Table 1: International Research Journal of Finance and Economics Issue 39 (2010) Definitions of SMMEs given in the National Small Business Act Number of Employees Fewer than 100 to 200, depending on industry Fewer than 50 Annual Turnover (in South African rand) Less than R4 million to R50 million, depending upon industry Less than R2 million to R25 million, depending on industry Less than R200 000 to R500 000, depending on industry Less than R150 000 Gross Assets, Excluding Fixed Property Less than R2 million to R18 million, depending on industry Less than R2 million to R4. million, depending on industry Less than R150 000 to R500 000, depending on Industry Less than R100 000 Enterprise Size Medium Small Fewer than 10 to 20, depending on industry Micro Fewer than 5 Source: Falkena et al. (2001) Very Small From the above, two key contrast can be drawn between the definitions of SMEs in Ghana and their counterparts in South Africa. First, Act 102 of 1996 defines SMEs in South Africa whereas th ere is no such legislation in Ghana. Secondly, the cut off points for the various SME size categories in South Africa are much higher than that of Ghana. This may be a result of the fact that South Africa has a much higher income levels than Ghana. 3. 0. Characteristics of SMEs in Developing Countries Fisher and Reuber (2000) enumerate a number of characteristics of SMEs in developing countries under the broad headings: labour characteristics, sectors of activity, gender of owner and efficiency. Given that most SMEs are one-person businesses, the largest employment category is working proprietors. This group makes up more than half the SME workforce in most developing countries; their families, who tend to be unpaid but active in the enterprise, make up roughly another quarter. The remaining portion of the workforce is split between hired workers and trainees or apprentices. SMEs are more labour intensive than larger firms and therefore have lower capital costs associated with job creation (Anheier and Seibel, 1987; Liedholm and Mead, 1987; Schmitz, 1995). In terms of activity, they are mostly engaged in retailing, trading, or manufacturing (Fisher and Reuber, 2000). While it is a common perception that the majority of SMEs will fall into the first category, the proportion of SME activity that takes place in the retail sector varies considerably between countries, and between rural and urban regions within countries. Retailing is mostly found in urban regions, while manufacturing can be found in either rural or urban centres. However, the extent of involvement of a country in manufacturing will depend on a number of factors, including, availability of raw materials, taste and consumption patterns of domestic consumers, and the level of development of the export markets. In Ghana, SMEs can be categorized into urban and rural enterprises. The former can be subdivided into â€Å"organized† and â€Å"unorganized† enterprises. The organized ones mostly have paid employees with a registered office, whereas the unorganized category is mainly made up of artisans who work in open spaces, temporary wooden structures, or at home, and employ few or in some cases no salaried workers (Kayanula and Quartey, 2000). They rely mostly on family members or apprentices. Rural enterprises are largely made up of family groups, individual artisans, women engaged in food production from local crops. The major activities within this sector include:- soap and detergents, fabrics, clothing and tailoring, textile and leather, village blacksmiths, tin-smithing, ceramics, timber and mining, bricks and cement, beverages, food processing, bakeries, wood furniture, electronic assembly, agro processing, chemical-based products and mechanics (Osei et al. , 1993; Kayanula and Quartey, 2000). Majority of SMEs are female-owned businesses, which more often than not are home-based compared to those owned by males; they are operated from home and are mostly not considered in official statistics. This clearly affects their chances of gaining access to financing schemes, since such International Research Journal of Finance and Economics Issue 39 (2010) 223 programmes are designed without sufficient consideration of the needs of businesses owned by females. These female entrepreneurs often get the impression that they are not capable of taking advantage of these credit schemes, because the administrative costs associated with the schemes often outweigh the benefits. Prior empirical studies in Ghana have shown that female-owned SMEs often have difficulty accessing finance. Females are mostly involved in sole-proprietorship businesses which are mainly microenterprises and as such may lack the necessary collateral to qualify for loans (Aryeetey et al, 1994; Abor and Biekpe, 2006). Measures of enterprise efficiency (e. g. labour productivity or total factor productivity) vary greatly both within and across industries. Firm size may be associated with some other factors that are correlated with efficiency, such as managerial skill and technology, and the effects of the policy environment. Most studies in developing countries indicate that the smallest firms are the least efficient, and there is some evidence that both small and large firms are relatively inefficient compared to medium-scale enterprises (Little et al. , 1987). It is often argued that SMEs are more innovative than larger firms. Many small firms bring innovations to the market place, but the contribution of innovations to productivity often takes time, and larger firms may have more resources to adopt and implement them (Acs et al. , 1999). 4. 0. Contributions of SMEs to Economic Development There is a general consensus that the performance of SMEs is important for both economic and social development of developing countries. From the economic perspective, SMEs provide a number of benefits (Advani, 1997). SMEs have been noted to be one of the major areas of concern to many policy makers in an attempt to accelerate the rate of growth in low-income countries. These enterprises have been recognized as the engines through which the growth objectives of developing countries can be achieved. They are potential sources of employment and income in many developing countries. SMEs seem to have advantages over their large-scale competitors in that they are able to adapt more easily to market conditions, given their broadly skilled technologies. They are able to withstand adverse economic conditions because of their flexible nature (Kayanula and Quartey, 2000). SMEs are more labour intensive than larger firms and therefore have lower capital costs associated with job creation (Anheier and Seibel, 1987; Liedholm and Mead, 1987; Schmitz, 1995). They perform useful roles in ensuring income stability, growth and employment. Since SMEs are labour intensive, they are more likely to succeed in smaller urban centres and rural areas, where they can contribute to a more even distribution of economic activity in a region and can help to slow the flow of migration to large cities. Due to their regional dispersion and their labour intensity, it is argued, small-scale production units can promote a more equitable distribution of income than large firms. They also improve the efficiency of domestic markets and make productive use of scarce resources, thus facilitating long-term economic growth (Kayanula and Quartey, 2000). SMEs contribute to a country’s national product by either manufacturing goods of value, or through the provision of services to both consumers and/or other enterprises. This encompasses the provision of products and, to a lesser extent, services to foreign clients, thereby contributing to overall export performance. In Ghana and South Africa, SMEs represent a vast portion of businesses. They represent about 92% of Ghanaian businesses and contribute about 70% to Ghana’s GDP and over 80% to employment. SMEs also account for about 91% of the formal business entities in South Africa, contributing between 52% and 57% of GDP and providing about 61% of employment (CSS, 1998; Ntsika, 1999; Gumede, 2000; Berry et al. , 2002). From an economic perspective, however, enterprises are not just suppliers, but also consumers; this plays an important role if they are able to position themselves in a market with purchasing power: their demand for industrial or consumer goods will stimulate the activity of their suppliers, just as their own activity is stimulated by the demands of their clients. Demand in the form of investment plays a dual role, both from a demand-side (with regard to the suppliers of industrial goods) and on the supplyside (through the potential for new production arising from upgraded equipment). In addition, demand 224 International Research Journal of Finance and Economics Issue 39 (2010) is important to the income-generation potential of SMEs and their ability to stimulate the demand for both consumer and capital goods (Berry et al. , 2002). 5. 0. General Constraints to SME Development Despite the potential role of SMEs to accelerated growth and job creation in developing countries, a number of bottlenecks affect their ability to realize their full potential. SME development is hampered by a number of factors, including finance, lack of managerial skills, equipment and technology, regulatory issues, and access to international markets (Anheier and Seibel, 1987; Steel and Webster, 1991; Aryeetey et al, 1994; Gockel and Akoena, 2002). The lack of managerial know-how places significant constraints on SME development. Even though SMEs tend to attract motivated managers, they can hardly compete with larger firms. The scarcity of management talent, prevalent in most countries in the region, has a magnified impact on SMEs. The lack of support services or their relatively higher unit cost can hamper SMEs’ efforts to improve their management, because consulting firms are often not equipped with appropriate cost-effective management solutions for SMEs. Besides, despite the numerous institutions providing training and advisory services, there is still a skills gap in the SME sector as a whole (Kayanula and Quartey, 2000). This is because entrepreneurs cannot afford the high cost of training and advisory services while others do not see the need to upgrade their skills due to complacency. In terms of technology, SMEs often have difficulties in gaining access to appropriate technologies and information on available techniques (Aryeetey et al. , 1994). In most cases, SMEs utilize foreign technology with a scarce percentage of shared ownership or leasing. They usually acquire foreign licenses, because local patents are difficult to obtain. Regulatory constraints also pose serious challenges to SME development and although wideranging structural reforms have led to some improvements, prospects for enterprise development remain to be addressed at the firm-level. The high start-up costs for firms, including licensing and registration requirements, can impose excessive and unnecessary burdens on SMEs. The high cost of settling legal claims, and excessive delays in court proceedings adversely affect SME operations. In the case of Ghana, the cumbersome procedure for registering and commencing business are key issues often cited. The World Bank Doing Business Report (2006) indicated that it takes 127 days to deal with licensing issues and there are 16 procedures involved in licensing a business in Ghana. It takes longer (176 days) in South Africa and there were 18 procedures involved in dealing with licensing issues. Meanwhile, the absence of antitrust legislation favours larger firms, while the lack of protection for property rights limits SMEs’ access to foreign technologies (Kayanula and Quartey, 2000). Previously insulated from international competition, many SMEs are now faced with greater external competition and the need to expand market share. However, their limited international marketing experience, poor quality control and product standardisation, and little access to international partners, continue to impede SMEs’ expansion into international markets (Aryeetey et al. , 1994). They also lack the necessary information about foreign markets. One important problem that SMEs often face is access to capital (Lader, 1996). Lack of adequate financial resources places significant constraints on SME development. Cook and Nixson (2000) observe that, notwithstanding the recognition of the role of SMEs in the development process in many developing countries, SMEs development is always constrained by the limited availability of financial resources to meet a variety of operational and investment needs. A World Bank study found that about 90% of small enterprises surveyed stated that credit was a major constraint to new investment (Parker et al. , 1995). Levy (1993) also found that there is limited access to financial resources available to smaller enterprises compared to larger organisations and the consequences for their growth and development. The role of finance has been viewed as a critical element for the development of SMEs (Cook and Nixson, 2000). A large portion of the SME sector does not have access to adequate and appropriate forms of credit and equity, or indeed to financial services more generally (Parker et al. , 1995). In competing for the corporate market, formal financial institutions have structured their products to serve the needs of large corporates. International Research Journal of Finance and Economics Issue 39 (2010) 225 A cursory analysis of survey and research results of SMEs in South Africa, for instance, reveals common reactions from SME owners interviewed. When asked what they perceive as constraints in their businesses and especially in establishing or expanding their businesses, they answered that access to funds is a major constraint. This is reflected in perception questions answered by SME owners in many surveys (see BEES, 1995; Graham and Quattara, 1996; Rwingema and Karungu, 1999). This situation is not different in the case of Ghana (see Sowa et al. , 1992; Aryeetey, 1998; Bigsten et al. , 2000, Abor and Biekpe 2006, 2007; Quartey, 2002). A priori, it might seem surprising that finance should be so important. Requirements such as identifying a product and a market, acquiring any necessary property rights or licenses, and keeping proper records are all in some sense more fundamental to running a small enterprise than is finance (Green et al. , 2002). Some studies have consequently shown that a large number of small enterprises fail because of non-financial reasons. Other constraints SMEs face include: lack of access to appropriate technology; the existence of laws, regulations and rules that impede the development of the sector; weak institutional capacity and lack of management skills and training (see Sowa et al. , 1992; Aryeetey et al. , 1994; Parker et al. , 1995; Kayanula and Quartey, 2000). However, potential providers of finance, whether formal or informal, are unlikely to commit funds to a business which they view as not being on a sound footing, irrespective of the exact nature of the unsoundness. Lack of funds may be the immediate reason for a business failing to start or to progress, even when the more fundamental reason lies elsewhere. Finance is said to be the â€Å"glue† that holds together all the diverse aspects involved in small business start-up and development (Green et al. , 2002). 6. 0. Conclusion This paper has reviewed various definitions of SMEs and also discussed the characteristics, contributions of SMEs to economic development, and the constraints to SME development. In reviewing the definitions of SMEs, it was concluded that there is no single, universal, uniformly acceptable definition of SMEs. Several measures or indicators have been used to define the SME sector. The most commonly used is the number of employees of the enterprise. However, in applying this definition, confusion often arises in respect of the arbitrariness and cut-off points used by various official sources. The definitions of SMEs within the context of Ghana and South Africa were also examined, given that this paper focuses on these two countries. SMEs often fall into two categories, that is, urban and rural enterprises. The former can be sub-divided into â€Å"organized† and â€Å"unorganized† enterprises. The organized groups have registered offices and paid workers, whilst the unorganized ones are mainly made up of artisans. Rural enterprises are largely made up of family groups and individual artisans. The activities in the SME sector range from pottery and ceramics to manufacturing of spare parts and electronic assembly. SMEs in Ghana and South Africa have a lot of similarities in terms of their characteristics as well as the vital role they play in the two economies. However, they differ in terms of size and regulation. For instance, the cut off point for the various categories of SMEs in Ghana are much lower than they pertain in South Africa. Secondly, whereas a national legislation defines an SME in South Africa, no such Act exist in Ghana. The study also observed that SMEs constitute a vital element of the development process, and their contributions in terms of production, employment and income in developing countries is widely recognized. Hence, interest in the role of SMEs in the development process continues to be high on the agenda of policy makers in the two countries. Notwithstanding the recognition, the development of SMEs is always constrained by a number of factors such as, lack of access to appropriate technology, limited access to international markets, the existence of laws, regulations and rules that impede the development of the sector; weak institutional capacity and lack of management skills and training. However, access to finance remains the greatest concern for the majority of SMEs. This study suggests that, to improve access to credit to SMEs, entrepreneurs should be encouraged to form cooperatives since financial institutions believe peer pressure often reduces the risk 26 International Research Journal of Finance and Economics Issue 39 (2010) of default, Secondly, the government through tax incentives can encourage certain training institutions and NGOs to provide training to entrepreneurs on simple record keeping and managerial know-how. Also, a national legislation in Ghana to define what constitutes an SME and their legal as we ll as tax obligations will help to integrate a number of informal enterprises into the formal framework. This should be complemented with steps to minimize the legal procedures involved in doing business in both countries. It is also suggested that technology transfer through simple, inexpensive and adaptable technology should be promoted to enhance the productivity of SMEs. References [1] [2] Abor, J. and N. 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E. van Seventer, 2002. â€Å"The Economics of SMMEs in South Africa†, Trade and Industrial Policy Strategies, Johannesburg, South Africa. Bigsten, A. , P. Collier, S. Dercon, M. Fafchamps, B. Guthier, J. W. Gunning, M. Soderbom, A. Oduro, R. Oostendorp, C. Patillo, F. Teal, A. Zeufack, 2000. Credit Constraints in Manufacturing Enterprises in Africa†, Working Paper WPS/2000. Centre for the study of African Economies, Oxford University, Oxford. Bolton, J. E. 1971. â€Å"Report of the Committee of Inquiry on Small Firms†, HMSO, London. Cook, P. and F. Nixson, 2000. â€Å"Finance and Small and Medium-Sized Enterprise Development†, IDPM, University of Manchester, Finance and Development Research Programme Working Paper Series, Paper No 14. CSS, 1998. â€Å"Employment and Unemployment in South Africa 1994-1997†, South Africa. Department of Trade and Industry, 2001. Small and Medium Enterprise (SME) – Definitions, http://www. dti. gov. uk/SME4/define. htm. Elaian, K. 1996. Employment Implications of Small Scale Industries in Developing Countries: Evidence from Jordan, Science, Technology and Development, 14(1), pp. 80-101. [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] International Research Journal of Finance and Economics Issue 39 (2010) [18] 227 [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] Falkena, H. , I. Abedian, M. Blottnitz, C. Coovadia, G. Davel, J. Madungandaba, E. Masilela, and S. Rees, S. , 2001. â€Å"SMEs’ Access to Finance in South Africa, A Supply-Side Regulatory Review†, The Task Group of the policy Board for Financial Services and Regulation, www. finance. gov. za/documents/smes. Feeney, L. S. and A. L. Riding, 1997. Business Owners’ Fundamental Tradeoff: Finance and the Vicious Circle of Growth and Control, Canadian Business Owner, November. Fisher, E. and R. Reuber, 2000. â€Å"Industrial Clusters and SME Promotion in Developing Countries†, Commonwealth Trade and Enterprise Paper No. 3. Gockel, A. G. and S. K. Akoena, 2002. Financial Intermediation for the Poor: Credit Demand by Micro, Small and Medium Scale Enterprises in Ghana. A Further Assignment for Financial Sector Policy? †, IFLIP Research Paper 02-6, International Labour Organisation. Graham, D. and K. Quattara, 1996. Report on Rural Finance in Two Provinces in South Africa, Prepared for the Development Bank of Southern Africa . Green, C. J. , P. Kimuyu, R. Manos, and V. Murinde, 2002. â€Å"How do Small Firms in Developing Countries Raise Capital? Evidence from a Large-Scale Survey of Kenyan Micro and Small Scale Enterprises†, Economic Research Paper No. 2/6, Centre for International, Financial and Economics Research, Department of Economics, Loughborough University. Gumede, V. 2000. â€Å"Growth and Exporting of Small and Medium Enterprises in South Africa, Some Thoughts on Policy and Scope for Further Research†, Trade and Industrial Policy Strategies, South Africa. Hassbroeck, D. 1996. â€Å"Entrepreneurship Training for the Informal Sector in South Africa, in Educating Entrepreneurs in Modernising Economies†, Aldershot, Hants: Avebury. Jordan, J. , J. Lowe, and P. Taylor, 1998. â€Å"Strategy and Financial Policy in U. K. Small Firms†, Journal of Business Finance and Accounting, 25(1/2), pp. –27. Kayanula, D. and P. Quartey, 2000. â€Å"The Policy Environment for Pr omoting Small and Medium-Sized Enterprises in Ghana and Malawi†, Finance and Development Research Programme, Working Paper Series, Paper No 15, IDPM, University of Manchester. Lader, P. 1996. â€Å"The Public/Private Partnership†, Springs Spring, 35(2), pp. 41-44. Levy, B. , A. Berry, and J. Nugent, 1999. â€Å"Supporting the Export Activities of Small and Medium Enterprise (SME)†, in Levy, B. , Berry, A. and Nugent, J. B. (eds. ), Fulfilling the Export Potential of Small and medium Firms, Boston, MA, Kluwer Academic Publishers. Liedholm, C. and D. Mead, 1987. Small Scale Industries in Developing Countries: Empirical Evidence and Policy Implications†, International Development Paper No. 9, Department of Agricultural Economics, Michigan State University, East Lansing, MI, USA. Little, I. M. , D. Mazumdar, and J. M. Page, 1987. â€Å"Small Manufacturing Enterprises: A Comparative Analysis of India and Other Economies†, New York, Oxford University Press . Lopez, G. J. and A. C. Aybar, 2000. â€Å"An Empirical Approach to the Financial Behaviour of Small and Medium Sized Companies†, Small Business Economics, 14, pp. 55-63. Michaelas, N. , F. Chittenden, and P. Poutziouris, 1999. Financial Policy and Capital Structure Choice in U. K. SMEs: Empirical Evidence from Company Panel Data†, Small Business Economics, 12, 113-130. Millinuex, A. W. 1997. â€Å"The Funding of Non-Financial Corporations (NFCs) in the EU (19711993): Evidence of Convergence†, Mimeo, Department of Economics, University of Birmingham. Ntsika, 1999. â€Å"State of Small Business in South Africa†, SARB Quarterly Bulletins; and Stats SA Releases, South Africa. OECD, 1997. Globalisation and Small and Medium Enterprises, Synthesis Report, Organisation for Economic Cooperation and Development. Osei, B. , A. Baah-Nuakoh, K. A. Tutu, and N. K. Sowa, 1993. Impact of Structural Adjustment on Small-Scale Enterprises in Ghana†, in Helmsing, A. H . J. and Kolstee, T. H. 228 International Research Journal of Finance and Economics Issue 39 (2010) (eds. ), Structural Adjustment, Financial Policy and Assistance Programmes in Africa, IT Publications, London. Parker, R. , R. Riopelle, and W. Steel, 1995. â€Å"Small Enterprises Adjusting to Liberalisation in Five African Countries†, World Bank Discussion Paper, No 271, African Technical Department Series, The World Bank, Washington DC. Quartey, P. 2002. â€Å"Financing Small and Medium-sized Enterprises in Ghana†, Journal of African Business, 4, pp. 7-56. Rwingema, H. and P. Karungu, 1999. â€Å"SMME Development in Johannesburg’s Southern Metropolitan Local Council: An Assessment† Development Southern Africa 16(1). Schmitz, H. 1995. â€Å"Collective Efficiency: Growth Path for Small Scale Industry†, The Journal of Development Studies, 31(4), pp. 529-566. Sowa, N. K. , A. Baah-Nuakoh, K. A. Tutu, and B. Osei, 1992. â€Å"Small Enterprise and Adj ustment, The Impact of Ghana’s Economic Recovery Programme on Small-Scale Industrial Enterprises†, Research Reports, Overseas Development Institute, 111 Westminster Bridge Road, London SE1 7JD. Steel, W. F. and L. M. Webster, 1991. â€Å"Small Enterprises in Ghana: Responses to Adjustment Industry†, Series Paper, No. 33, The World Bank Industry and Energy Department, Washington DC. Storey, D. , 1994. â€Å"Understanding the Small Business Sector†, Routledge, London. Teal, F. , 2002. â€Å"Background Information On Use Of Dataset: Regional Project On Enterprise Development (RPED) Ghana Manufacturing Sector Survey Waves I-V (1992-98)†, Centre for the Study of African Economies, Institute of Economics and Statistics, University of Oxford, St. Cross Building, Manor Road, Oxford, OX1 3UL. UNIDO, 1983. The Potential for Resource-based Industrial Development in the Least Developed Countries’, No. 5 Malawi. UNIDO, 1999. SMEs in Africa Survive against all Odds, http://www. unido. org/doc/view? document_id=3927language_code=en. Van der Wijst, D. , 1989. â€Å"Financial Structure in Small Business. Theory, Tests and Applications†, Lecture Notes in Economics and Mathematical Systems, Vol. 320, New York: Springer-Verlag. Weston, J. F. and Copeland, T. E. , 1998. â€Å"Managerial Finance†, CBS College Publishing, New York. [38] [39] [40] [41] [42] [43] [44] [45] [46] [47] [48] [49]

Free Essays on Lloyd George

What were the aims of David Lloyd George’s social reforms in the Edwardian period? Britain in the late nineteenth century was a world leading economic and military power. Although it was becoming more apparent that it was not going to remain a leading world power, if the massive social problems facing much of the country were not addressed. Problems such as poverty, unemployment, health care and education. Seebohm Rowntree had highlighted the extent and cause of these social problems through his extensive investigations and publication of, Poverty, a study of Town Life in 1901. â€Å"Throughout the eighties and nineties, at an increasing rate, the nation’s awareness of what was comprehensively called ‘the social problem’ had grown in width and depth.† It was quite clear by the time Lloyd George was promoted to Chancellor of the Exchequer in 1906 that there was a need for new priorities in the Liberals policies and he believed that they lay in social reforms. â€Å"He was mainly seeking all party support for a program of domestic social reform to tackle housing, health insurance, unemployment, education, the poor law, alcohol abuse and agriculture.† . Lloyd George knew that in order for the Liberal party to continue in its popularity it needed the support of the working classes. It was the working classes who would benefit directly from social reforms and so bring about support for the party and for Lloyd George. The massive need for social reform was also fueled by the fact that Britain was as an industrial power falling behind other world powers such as Germany and the United States. â€Å"Some employers became aware that the efficiency of the workforce could be increased not only by capital investment†¦but also by improving the efficiency of human capital, i.e. by Improving working conditions and providing welfare benefits for workers†¦Ã¢â‚¬  . It was time for the government to step in and attempt to pull Br... Free Essays on Lloyd George Free Essays on Lloyd George What were the aims of David Lloyd George’s social reforms in the Edwardian period? Britain in the late nineteenth century was a world leading economic and military power. Although it was becoming more apparent that it was not going to remain a leading world power, if the massive social problems facing much of the country were not addressed. Problems such as poverty, unemployment, health care and education. Seebohm Rowntree had highlighted the extent and cause of these social problems through his extensive investigations and publication of, Poverty, a study of Town Life in 1901. â€Å"Throughout the eighties and nineties, at an increasing rate, the nation’s awareness of what was comprehensively called ‘the social problem’ had grown in width and depth.† It was quite clear by the time Lloyd George was promoted to Chancellor of the Exchequer in 1906 that there was a need for new priorities in the Liberals policies and he believed that they lay in social reforms. â€Å"He was mainly seeking all party support for a program of domestic social reform to tackle housing, health insurance, unemployment, education, the poor law, alcohol abuse and agriculture.† . Lloyd George knew that in order for the Liberal party to continue in its popularity it needed the support of the working classes. It was the working classes who would benefit directly from social reforms and so bring about support for the party and for Lloyd George. The massive need for social reform was also fueled by the fact that Britain was as an industrial power falling behind other world powers such as Germany and the United States. â€Å"Some employers became aware that the efficiency of the workforce could be increased not only by capital investment†¦but also by improving the efficiency of human capital, i.e. by Improving working conditions and providing welfare benefits for workers†¦Ã¢â‚¬  . It was time for the government to step in and attempt to pull Br...

Book report Essay Example | Topics and Well Written Essays - 1750 words

Book report - Essay Example He is, therefore, involved in trading of players betting the rise in transfer value. Mendes target for his trading of players is seeking to attract Euro. 85m (pounds. 67m) from investors beyond boundaries companies to buy stakes in Spain and Portugal (Conn, para1). From an economical perspective, Mendes is a critical entrepreneur. This is because he seeks and signs excellent players; producing excellent results as per a given football team. This, therefore, means that he is responsible for the production of a demand curve. The way Mendes does this is by convincing the players to sign up with him is incredible. This triggers the question, ‘Is Jorge Mendes the most powerful man in football?’ This paper seeks to review on leadership and economics in the football world in relation to effective football management. Mendes and his company name became famous over deals done involving Portugal’s top three clubs of which he managed to earn some multi-millions of pounds to England and Spain. The guardian sport reports that Mendes work as excellent achieved this summer following biggest moves of talent and money covering the whole European football transfer market (Conn, para3). From this report, it is evident that Mendes not only critically studies the activities of marker intermediaries but also accounts for the plurality of market mediation devices. By doing so, he manages to convince players to sign up with his company. While Mendes earning from the deals is not mentioned, there is a fact is he earned a lot of billions pound this summer. The main aim of Mendes is trade these players were to attract  £Euro 85 (pound67) targeting investors to buy stakes in Spain and Portugal. Transferring the players also benefits the team which sold him and the team player joins by making it famous (Conn , para2). Having been a nightclub owner and a friend of footballers to player’s broker, he mentioned his excellent remarks dominated from deals done by Portugal’s top three

Disaster Recovery Assignment Example | Topics and Well Written Essays - 250 words

Disaster Recovery - Assignment Example The malware was discovered by Kaspersky lab technicians and who unearthed the stream of bank robberies through hacking that have been going on (Sanger & Perlroth, 2015). This banking disaster in several banks online is an indication of the lack of a disaster recovery plan in place and especially the one which acts as a preventive plan. If any of the hacked banks had enacted a preventive disaster recovery plan in place, this incidence would not have affected them. It would also have been detected earlier than it was and much of the already lost money would have been prevented. A disaster recovery prevention plan ensures that any attempt at hacking of the banking systems let alone hacking for a period of two to four months to simply get feedback through video feeds from employees’ computers would have been detected and prevented or dealt with (Whitman & Mattord 148). There is dire need to correct this is the banks hope to beat this gang as well as prevent such future incidences. Sanger, David & Nicole Perlroth. Bank Hackers Steal Millions via Malware. The New York Times, February 14th 2015. Retrieved from

Paper Star Trek Essay Example for Free

Paper Star Trek Essay As a result, not only could he process information at lightning speed and arrive at rational conclusions, he also seemed to have desires, interests, and inclinations. He could formulate relationships and make free choices. In this episode, Commander Bruce Maddox, a member of the scientific research division of Starfleet, arrives on board the Enterprise with orders for Data to be transferred to him for the purpose of being disassembled with the goal of learning more about â€Å"it† (Maddox refers to Data as â€Å"it†, not â€Å"him†, throughout the entire episode). His ultimate goal is to create an army of androids like Data which can serve the needs of Starfleet in space exploration. When Data learns that Maddox may not be able to reassemble him, he refuses to submit to the orders and is supported by Captain Picard, captain of the Enterprise and Data’s commanding officer. Picard argues that, as an officer on the Enterprise, Data has rights—among them the right to refuse to undergo an experimental procedure such as this. However, Picard is unsuccessful in getting the transfer orders rescinded and so Data resigns from Starfleet. Maddox takes legal action with the local JAG (Judge Advocate General) officer challenging Data’s resignation and arguing that Data is not a person with a right to resign, but, being a machine, â€Å"it† is the property of Starfleet. He argues â€Å"Would you permit the computer of the Enterprise to refuse a refit? † going on to claim that Picard’s reaction is, â€Å"emotional and irrational. You are endowing Data with human characteristics because it looks human, but it is not. If it were a box on wheels I would not be facing this opposition. The JAG officer concurs with Maddox and rules that Data is the property of Starfleet and cannot resign or refuse to co-operate. Picard requests a hearing to challenge the ruling and is placed in the position of being the defending attorney for Data while his senior officer, Commander Riker, is given the unenviable job of prosecuting attorney. Riker opens his case by having Data define android which Data defines as â €Å"an automaton made to resemble a human being. † Riker emphasizes â€Å"automaton† and â€Å"resembles. After demonstrating Data’s abilities as a machine, Riker summarizes his argument: The commander is a physical representation of a dream; an idea conceived of by the mind of a man. Its purpose: to serve human needs and interests. It’s a collection of neural nets and heuristic algorithms. It’s response dictated by elaborate software written by a man. It’s hardware built by a man. And now a man will shut it off. With that Riker reaches behind Data and turns the switch that shuts him down say â€Å"Pinocchio is broken. His strings have been cut. During a recess in the proceedings, Picard consults with Guinan, a wise alien on board the Enterprise and becomes convinced that the real issue in this case is the creation of a race of Data’s to be enslaved to do man’s bidding. He believes this issue has been obscured â€Å"behind a comfortable, easy euphemism—property† and is determined to challenge that thinking. In his opening defense Picard acknowledges that Data is a machine but comments that this is irrelevant, â€Å"We too are machines, just machines of a different type. He also acknowledges that, as Data was created by a human, so are we, â€Å"Children are created from the building blocks of their parents DNA. Are they property? † He then asks Data a series of questions demonstrating that, like any person, he has wants and desires, values things, and forms deep personal relationships. Picard then calls Maddox to the stand and asks for the definition of a sentien t being. Maddox offers three criteria: â€Å"Intelligence, self-awareness and consciousness. † Picard goes on to ask Maddox to â€Å"prove to the court that I am sentient. When Maddox claims that Picard’s sentience is obvious, Picard asks what the difference between himself and Data is. Maddox replies that Picard is self-aware (he acknowledges the first criteria of Data’s intelligence) and defines self-aware as â€Å"Conscious of your existence and actions. You are aware of yourself and your own ego. † Picard turns to Data and asks him what he is currently doing. Data replies, â€Å"I am taking part in a legal hearing to determine my rights and status: am I a person or property. When asked what is at stake, he replies, â€Å"My right to choose. Perhaps my very life. † Picard points out how often Data refers to himself in his reply, â€Å"My rights, my status, my right to choose, my life. He seems reasonably self-aware to me. † He then asks Maddox, â€Å"What if Data can fulfill the last criteria, consciousness, in even the smallest degree? What is he then? Do you know? † He asks the same question of Riker and the JAG officer and goes on to say, â€Å"Starfleet was founded to seek out new life, well there it sits. Picard argues that if we create an army of Datas to do man’s bidding, then â€Å"Thousands of Datas become a race. Won’t we be judged by how we treat that race? † After considering the arguments, the JAG officer makes her final ruling: It sits there looking at me and I don’t know what it is. This case has dealt with metaphysics, with questions best left to saints and philosophers. I am neither competent nor qualified to answer those. But I’ve got to make a ruling to speak to the future. Is Data a machine? Yes. Is he the property of Starfleet? No. We have been dancing around the basic issue: Does Data have a soul? I don’t know that he has. I don’t know that I have. But I have got to give him the freedom to explore that question himself. It is the ruling of this court that Lt. Commander Data has the right to choose. Data exercises his right to refuse to undergo the procedure encouraging Maddox to continue his research. Maddox agrees to rescind his request for transfer, commenting about Data that â€Å"He’s remarkable. †

Walmart :: essays research papers

http://laplaza.org/~totem/econ.html Retail Business, Jobs, Taxes and Prices in Taos Support your friends and neighbors and local businesses. Say NO to an SS Wal-Mart! Since Wal-Mart came to Taos, the number of retail businesses decreased from 438 to 231. In the last five years alone, retail jobs decreased from 3156 to 1500. (US census, pub 1/2003) Those closed businesses and the lost jobs supported community members, their children, their employees, and the stores in which they shopped. More local businesses will close after a Wal-Mart superstore comes to town. If businesses close at the same rate, Taos will lose 47% of its current retail stores and 54.5% of its retail jobs in a few years. What do we tell the families who have lost businesses or jobs that pay a living wage? Will as many tourists visit when we have fewer restaurants and shops because Taose�os can't afford to support them during the year? Can local banks stay open with fewer local business and worker deposits and when Wal-Mart deposits its money at night and withdraws it in the morning? How long will Wal-Mart remain profitable and open when fewer people have money to spend? Gross Receipts Taxes In 1998 Wal-Mart accounted for only 4.6% of the total taxes due Taos from all industries. (NM Taxation & Revenue Dept. and Wal-Mart) Do we change our land use code because Wal-Mart wants to blanket the country? What do we say to the hundreds of people who worked three years to produce Vision 20/20 and our land use code? Do we change our code that would support a local economy of thriving tourist and local-serving businesses, cottage industries and home businesses, agriculture and small sustainable industries that do not negatively impact the environment? What do we leave for our children and grandchildren? Food Prices Wal-Mart tells shoppers that they have low prices. However, a comparison of prices between the Taos food stores and the Wal-Mart superstore in Espanola shows:

The Secondary Education in Britain

The Secondary Education in Britain Introduction The United Kingdom has a completely world-leading education system. The education in the United Kingdom has hundreds years of history, which is quite perfect and complex, and also has a very large flexibility. It is quite different from the education in China. Overall, the education in the UK is divided into three parts: primary education, secondary education and tertiary education. The secondary education in the UK and China The difference of education between the United Kingdom and China is mainly started from secondary education.In the UK, students enter the secondary school by taking the 11 plus exam at the age of 11. Private schools and public schools are the 2 types of British secondary schools. Public School is totally free and private school will cost a lot. But Private schools are usually much better than public schools no matter in facilities or teachers. But in China most secondary schools are public schools, which is better than private schools. British secondary education lasts seven years and it can divide into two stages. One stage is before the age of 16 and the second stage is 16 to 18.The first stage is the period of compulsory education in the UK. British students have to learn many subjects during the secondary education before the age of 14, and then take the Key stage 3 exam. Students from the age of 14, they need to learn the core courses such as English, mathematics and science classes, but also need to learn four to five elective courses. Two years later, when they are 16th, they will take the GCSE exam. But in China, the first three years of secondary education is compulsory education.During this period, Chinese students have no choice to choose courses which they are interested in. They have to learn all the courses which Entrance Exam to Senior High Schools required. So Chinese students usually have much express of examination. After British students complete the first stage of secondar y education, they can choose continue their study or go to work. Of course, most of the students choose the first choice. If they do this, usually they will have two more years to take the A-Level courses.A wide range of subjects opened in the A-Level courses such as business, legal, media and politics etc. Finally they will take an exam to enter the university and finish their secondary education. But it is easier than the College Entrance Examination in China. Chinese students can choose Science or liberal art. But they still need to learn all the subjects of the college entrance examination required. They don’t have a lot of self-selective. Therefore, the secondary education in the UK and China has a lot difference, but they both have their own advantages and disadvantages. The Compulsory educationBritish compulsory education is 11 years, which two years longer than it is in China. And all the tuition of British compulsory education is paid by the government, but in China students have to pay some small parts of it like the cost of the kooks. In China, the compulsory education finished at the age of 15. The government will not pay for their further study; this may result in some of the students in poor families cannot enter junior high school. They cannot find a suitable job with such a young age. It both increased the pressure to individual families but also to the whole society.Longer compulsory education means that British students can get a better education. It not only can solve these problems, but also have a lot of benefits: Firstly, it can relieve some of the pressure on employment. Longer compulsory education can make some people’s employment time delay for years, to avoid the employment peak period and relieve the pressure on employment. Secondly, the children in poor families can get â€Å"knowledge assets†. With the help of â€Å"knowledge assets† they can get more income and then go out of poverty.Thirdly, it can imp rove the quality of all the people. Longer compulsory education can give all the school-age children better education. Result or process? In China, the assessment of student test scores only. In China, the score is the only way to assess the students. In other words, the only standard which decided the university they will go to is the College Entrance Examination scores. Therefore, with the education system in China, some students become abnormal: Academic performance is very good, but the other ability is almost a zero.The original intention of education is to make students smarter, but if the students pay all of attention on their scores, and lost the interest of the subject, it will make the students stupid. But British education always pays more attention to the comprehensive development of students. British schools have fewer exams. However, students have a lot of coursework and presentations. This kind of coursework usually focused on practical problems, and always need teamw ork. It is very helpful to improve the students’ abilities of express and create.Young people’s knowledge composition The different education made the young people have different knowledge composition in different countries. Secondary education opened in the UK has a wide range of courses. With the grade increased, students can gradually find which subjects that they are interested in or they are not good, and then the next semester, they could give up a subject that not interested in or not good at, and keep their favorite subjects. This is just like a pyramid; Students can fully demonstrate their own interests and hobbies with their learning initiative.On the other hand, it is very helpful for future university study. At the same time, this kind of course selection can help students limited their concentrate on their favorite courses and can improve their efficiency of learning. But in China, students in secondary education have to take all the subjects which the Col lege Entrance Examination required. So they may have to learn some courses which they are not interested in. But this kind of education made the foundation of the Chinese students very solid.In other words, Chinese secondary education pays more attention to comprehensive education. So, Chinese students always have comprehensive knowledge. But they are lack of creative ability. If there is a competition, the championship always belongs to China. Conclusion Overall, British secondary education system is pretty perfect. Student study in the UK can cultivate an interest easily. They can choose their favorite courses and learn a really useful knowledge that would be helpful to their whole life. ReferenceA survey by HM Inspectors of Schools, (1979), Aspects of secondary education in England, [online]. Available on http://www. educationengland. org. uk/documents/hmi-secondary/index. html Becky Francis and Louise Archer, (10 November 2003), British–Chinese pupils’ and parentsà ¢â‚¬â„¢ constructions of the value of education, British Educational Research Journal, Vol. 31, No. 1, February 2005, pp. 89–108 Montreal, (November 2008), The UK Education System: a summary input to the Canada UK Colloquia. Organization of the education system in the United Kingdom –England, Wales and Northern Ireland, UKENG/WLS/NIR