The European sovereign debt crisis during 2010-2011 Essay - 1

The European sovereign debt crisis during 2010-2011 - Essay Example Matters involving liability crisis have in the recent years being reported globally, as the level of the sovereign arrears of some of the financial scheme of the world have risen, giving them a threat of failure to pay. A Financial network is thought to be in an obligation crisis once its government has failed to pay its debt. However, not any of the nations that are at present in debt disaster has defaulted, but they involve extremely high government debt balances, and their bond output spreads in the securities of the government have gone up, as a result, there is relegation of their sovereign ratings for credit. When an area suffers this crisis, it might be able to undergo a sudden discontinue of inflows from the foreign capital because of major loss of capitalist confidence regarding the economy. The Eurozone had kept an overall acceptable short-term financial credit between 1999 to the year 2007. However, there existed large as well as continuing inequities in the region.  "Greece, Spain, Portugal, and to a lesser extent Ireland†, sustained massive current account shortfalls, and Germany, Netherlands, along with Luxembourg, had profits in the account (Braga & Vincelette 222). The providers of the large plus extended current account losses are dissimilar across these countries. As years went by, the deficits balances of the current financial standing have been increasing, also, a decrease to the surpluses in the other countries. The existing crisis on debt commenced with the demise of the banking corporation in Iceland in the year 2008, and spread to some of the countries in Europe like the Ireland, Portugal, as well as Greece in the year 2009. At the beginning of the second half of this year, reports concerning the debt crisis on the United Sates also blew up (Economic Review 1; Braga & Vincelette 222-225). The crisis originated from various factors and had tremendous implications to the economy of the European countries. GDP Growth in the Euroz one, Q4 2009–Q1 2011 (Belkin, & Mix, & Nelson, 14) Source: International Monetary Fund, World Economic Outlook, April 2011 (Belkin, & Mix, & Nelson, 4). Reasons behind the Financial Crisis The debts predicaments are featured to pro-cyclical economic policy in the period preceding the economic crisis. The countries impinged on had being managing large and untenable fiscal deficits for several years, largely funded through borrowing. The Government of Greek used deficit spending to increase extraordinarily, the people’s standard of living as the debt funded the joblessness societal benefits, raised the remuneration of public workers along with pensioners’ income, and sustained a mutually respectful labor market. The evident cause of the â€Å"European Debt Crisis† is also the changing of the ‘European Monetary Union’ (EMU) from financial stimuli to fiscal consolidation in the year 2009. Until that year, the EMU together with the entire European Union (EU) and other main financial systems followed the IMF order in the upshot of Lehman Brother’s insolvency, to promote global demand by way of increasing government spending. The

The Non-universality and “Culturality” of Literature Essay Example for Free

The Non-universality and â€Å"Culturality† of Literature Essay Features that Makes Literature Uniquely Cultural and Not Universal By romance novels alone that are judged as trashy and unhelpful to the critical thinking growth of women and yet hundreds of such books are still hoarded, it is already quite evident that literature is one discourse in a person’s life that is deemed as necessary and important—if such romance novels can be considered as literature that is. Romance novels are known to contain sexual innuendos, hot coital sessions, shallow plots and character developments and other literary elements which can be regarded as being unliterary and even mortifying in the conservative circles. For centuries, romance novels in all forms and genres have been created, edited, published, banned, exalted, and burned. Whether those banned and burned novels end up with such fate because they are considered to be too much for the general public for the taboo subjects they depict or because the books does not have any literary value, this could just mean that there are certain subjects that stirs scandals and controversies in particular settings and culture. But a taboo subject in one particular culture does not mean that it is a taboo subject in other cultural settings—it could be something like the Theory of Relativity wherein something is applicable in one setting while it cannot be the same circumstance for other settings. It is because of this aspect that certain genres and forms of literature be regarded as unique only to particular setups. Thus, literature is not something which is seen as universal that involves the entire human race—literature is something which can be judged as a discourse or subject that is cultural and universal the same way that it is only women who are majorly magnetized by romance novels compared to men and the same way that sex is something which is considered as taboo in Asian countries while the West nonchalantly discuss about it. Literature therefore is not universal for if this is true, then why is it that some novels, poetry or plays are majorly disliked by a group of people while another group of people greatly admire it? If literature supposedly connects human beings and links everyone together with a â€Å"universal thread†, then why is it that people still have great conflict on themes, plots, dialogues and characters presented in books? Literature therefore is cultural and particular in a way that it embodies the language of a nation, the history of society, a society of a group, a culture of a country, the customs, traditions and practices of state. Thus, what is literature but something which is uniquely distinct to a culture? Before a discussion on whether literature is universal or not, it should first be explained on what is literature. Literature is often defined as a produce from one’s imagination that has ascetic creativity and which reflects humanity in that one single product of humanity or ascetic creativity: â€Å"Stories from myth and legend persist in our culture because they evoke deep emotional responses from us, shaped as we are by those stories, often from a very young age† (Trupe 164). Then, a written work that is fictional can be considered as literature but this definition is actually wrong and misleading. Going back to the subject of romance novels, can these books be regarded as literature when they so obviously do not contain any ascetic creativity at all? Just because something is ictional or imagined, it does not mean that it is literature. But at the same time, not all literature is fictional—are there not biographies, autobiographies, speeches and essays that are wholly true but are still seen as literature? Maybe, literature is such a broad subject that it is indefinable—even John Spriggs who wrote on literary discourse and criticism wrote that literature should not be defined at all because it would restrict literature to a particular aspect (Easthope 168). But if literature cannot be defined at all, then it means that it is something which can cause confusion among people—academic and common alike. Eagleton though has a different idea on what can be regarded as literature. According to Eagleton, literature is defined by the particular language it utilizes. He asserts that literature â€Å"transforms and intensifies ordinary language, deviates systematically from everyday speech† (2). Thus, any work can be regarded as literature if it uses a special language unique only to literature and very different form â€Å"everyday speech†. Going back to the thesis of the paper, if what Eagleton says is true, then it just means that literature is not universal since there would be people who would fail to understand this special literary language used in literature. If the language in literature is uncommon and unique only to literature, then it uses a particular language which would distinguish it from other words that people use. However, there is a counterargument to this claim presented by Leech and Short (as cited by Simpson). According to Leech and Short, although literature uses a particular set of language and linguistics unique to it, it still manages to use the ordinary language in a way that it is just creatively expressed (as cited by Simpson 6). In fact, what makes the literalists the same as other people is that they follow a particular set of rules the same way that a lawyer or journalist or doctor would be using particular vocabulary and sentence construction that is unique to their profession. Thus, literature is unique in the sense that it uses creative language but it is not unique in the aspect that it is the only discourse that is unique in using a different set of codes or syntax. It is Horace, who first came up with the idea that literature serves two purposes: utile et dulce. That is, literature can educate people and be utilized by the masses (utile) and literature can be appreciated for its sheer ascetic creativity that brings out the beauty in the things around human beings—nature and human nature. Horace concludes that there are two purposes, literature is not something which can only serve one master—to either teach people something or to showcase its literary beauty—instead, it should be a balance of what literature is trying to aim for. However, modern literary critics and academicians believe otherwise: Literature should just either be a utile or be a dulce. L. Insana on â€Å"Redefining Dulce et Utile: Boccacio’s Organization of Literature on Economic Terms† uses this argument on utile and dulce in trying to find out what Boccaccio is trying to express in his controversial Decameron that both teaches the public something and at the same time, it reveals a literary beauty that only Boccaccio can create (n. p. ). Thus, while the concept of dulce and utile may be something that has long been created hundreds of years ago, it can be applied even to economic settings as what Insana has done in the critique of Boccaccio’s Decameron. Nowadays, the argument that literature is either a utile or dulce is not true anymore since literature not serves many other purposes outside utile and dulce. For example, literature can be a means to unite the world through form and content—serving as a means for people to unite in a single universal thread—something which is opposite to the thesis of this paper and something which this paper is trying to disprove of. There are conclusions that literature is connects people because it has the ability to link each culture and group not just by the means of language but also through experiences. People are united because of literature exists to have the â€Å"same universal thread† with other literature. All in all, this is what literature is believed to be used for: â€Å"to give us a better understanding of who we are, and a greater ability to know others and thereby help us to understand others, not destroy them†. This universal thread opinion on the objective and form of literature is truthful in some way since the experiences of societies are almost the same as everyone else: Works of literature consist of ‘human experience’ and so contrast with the texts of mass or popular culture; created by individual authors literature can evoke a ‘genuine personal response’ in the reader—as Leavis explains elsewhere (see Leavis and Thompson 1933), popular culture, collectively and commercially produced, is stereotyped, formulaic, anonymous and deficient in ‘human experience’. (Easthope 4) Each individual, no matter where they come from or what they do experiences the same needs, desires and wants to the person next to him/her. People all suffer, people all feel happiness, people all have the capability to love and be loved and people will die one day. Thus, all the collation of hopes, dreams and fears are true no matter where you may go. However, the experiences of a society are still different from another. Though they do experience the same economic or political problem like the other societies and countries, their own experience is unique only to themselves. Literature, particularly fiction, conspires to human freedom: in this way it has a political effect. But the vision projected by literature, its implicit philosophy, sits opposite the political understanding of the world. (Rolin 40) Thus, though a person in Japan feels the same heart ache as that of a person in Wales and writes the same kind of poem or prose that centers on their grief, it would still be different because of the certain cultural aspects that envelopes them. All in all, this is what is being pointed out why literature can never be the same for all the people in the world—because each group of people contains certain cultural influences and characteristics that are only unique to them. Aside from language which clearly differentiates one culture or country to another, there is also the history to consider, the traditions and even the practices of a particular culture. Zipes clearly gives an example in how fairy tales of a country is used to determine the differences of the locale’s color and beliefs: Each village and community in Europe and in North America developed various modes of storytelling and different types of tales that were closely connected to their customs, laws, morals, and beliefs. (xvi) The same way that a man tends to sway more towards the non-fictional forms of literature or the comic books and sci-fi, women tends to gravitate more to the romantic and whimsical forms of literature, there are also differences in how the literature of a village or community in a particular country in a very specific time would be different from another country in a altogether different time span. Though human experience is the same for everyone, there are still great and tremendous differences in human experiences that would make literature very non-universal and would instead be concluded as being very cultural. A very specific example would be the language of a culture or a nation; Eagleton explains that literature contains a unique language to be identified with just literature, that such â€Å"literary discourse estranges or alienates ordinary speech† (2). However, he also points out that though ordinary speech is alienated, the said literary discourse also â€Å"brings us into a fuller, more intimate possession of experience† (Eagleton 2). Literature through the means of language becomes more complex and yet meaningful—something that each culture can relate to as they have their own distinctive features. Another example would be in how a famous literary figure, Defoe has written fictional works that â€Å"are admired today†¦[and] can be found in the material of journalism he practiced in an age when the boundaries between journalism and fiction, fact and fancy, were less distinguishable than they are today† (Underwood 45). This example illustrates how any form of literature can imitate the life and time of the author making the literature one of its kind when compared to other literary works that also imitates the life and times of their particular authors. But most credible as an evidence and sample to thesis is perhaps the case of how William Shakespeare embodies his play, Henry V as something that reflects the early English life, according to Schwyzer: Henry V is traditionally regarded as the most English of the histories, and hence of all Shakespeare’s works. The words ‘‘England’’ and ‘‘English’’ resound through the play, occurring more than one hundred times. Henry is constantly reminding his men of what they are or should be capable of on the basis of their Englishness, and he is himself referred to by the French king as ‘‘Harry England. ’’ (Schwyzer 126) What Schwyzer presents is not that the play was inspired by England or the life of England, but that it the play itself evokes or contains themes of what it remains to be seemed as English. This â€Å"englishness† as what Schwyzer calls it is another term for the existence of a national literature that aims to mirror what it means for a particular nation to be a nation. In conclusion, there is no universal thread the links human being together even of literature shows the same human experience for everyone. Literature is not universal; it is cultural because of the many distinct features that are embodied in a literary work like language, way of life, background, etc. However, though literature is no universal, it is still an ongoing process of development and improvement that hopefully one day, does indeed bridge the world together and be called universal. Works Cited Eagleton, Terry. Literary Theory: an Introduction. Oxford: Blackwell Publishing, 1996. Print. Easthope, Antony. Literary into Cultural Studies. New York: Routledge, 1991. Print. Insana, L. â€Å"Redefining Dulce et Utile: Boccacio’s Organization of Literature on Economic Terms†. Heliotropia 2. 1 (2004). Web. Heliotropia. org. 17 May 2010. Rolin, Olivier. â€Å"The Subtle Genius of the Novel†. The Review of Contemporary Fiction 28. 3 (2008): 40. Web. Literature Resource Center. 16 May 2010. Schwyzer, Philip. Literature, Nationalism, and Memory in Early Modern England and Wales. New York: Cambridge University Press, 2004. Print. Simpson, Paul. Language Through Literature: an Introduction. New York: Routledge, 1997. Print. Trupe, Alice. Thematic Guide to Young Adult Literature. Connecticut: Greenwood Press, 2006. Print. Underwood, Doug. Journalism and the Novel: Truth and Fiction, 1700-2000. New York: Cambridge University Press, 2008. Print. Zipes, Jack (ed). The Oxford Companion to Fairy Tales. New York: Oxford University Press, 2000.

Educational Status of Women in India

Educational Status of Women in India INTRODUCTION Education and literacy can be viewed as essential prerequisites for the full integration of women into the social and economic life of the nation. Apart from providing greater opportunity for employment in the skilled and prestigious high-income jobs, female education and training have important consequences for the whole familys welfare, as well as for its individual members. Where the mother of the household has above average education she is more likely to enter the labour market and use her supplementary income to raise the standard of well-being of the family. In addition, most studies from around the world have found a relationship that is inverse between a womans education and her fertility, and that is positive between her education and the early survival chances of her child (Ghazi, 1985). A childs academic achievement is also likely to be closely associated with its mothers level of schooling. The educational status of women therefore is the key indicator of the stage of so cietal development and the potential for progressive change. Literacy is an important indicator of development among tribal groups. Among women in general, high literacy rates lead to lower infant mortality rates (Kingdon, 1999; World Bank, 1997), reduce the number of pregnancies and enhance the status of women both in domestic life and society. Additionally, the mothers literacy status and educational attainment have significantly positive effects on the childs human capital attainment (Sengupta and Guha, 2002; Colclough, 1982). The tribal population, in general, lags behind the Hindus and the Scheduled Caste population both in literacy and educational attainment. This discrepancy in human capital attainment between the mainstream population and the tribes is particularly marked among tribal women. However, the literacy rates for scheduled tribes in India have also improved substantially from 1961 (8.54 per cent) to 2001 (47.10 per cent) for both males (13.04 per cent to 59.17 per cent) and females (2.89 per cent to 34.76 per cent) respective ly. OBJECTIVE OF THE STUDY The present paper aims to focus on the educational status of Muthuvan women belonging to the state of Kerala. THE STUDY POPULATION The tribes under study are known as Muthuvans who are residing in the Chinnar Wild Life Sanctuary in Devikulam taluk of the Idukki district in Kerala. The Muthuvan settlements are located in the interior of the forest. To reach the Muthuvan settlements are too difficult because of the segregated nature of settlements in the interior forest. Necessary and relevant information was collected from three Muthuvan villages in the Sanctuary namely Eruttalakudi, Puthukudi, and Fifth Mile. The study generates ethnographic data through secondary sources, participant observation, orally conveyed memories, personal observations and interviews. In the 2001 census report the population of Muthuvan tribe is clubbed with the Mudugar tribe of Wayanad district therefore does not give the correct population of both these tribes. The population size of Muthuvan/Mudugar tribe has been given as 21000. The Muthuvans are settled agriculturalists, cultivating lemon grass, ragi, maize, beans, sweet potato and other allied vegetables. Their chief food items are ragi and rice with leaves and vegetables. Each household produce their food. LITERACY LEVEL OF TRIBES IN KERALA In all the five year plans, priority was given to educational development of the Scheduled Tribes. The main reason for the very slow spread of education among the Scheduled Tribes is the peculiar nature of their habitation. Majority of the Scheduled Tribes are living in remote areas far away from educational institutions. The socio-economic condition prevailing in the tribal settlements are not conducive for studies. Lacks of sufficient educational institutions in tribal areas, their poverty etc, curtailed effective educational development among Scheduled Tribes. However, the literacy rate of the tribes in Kerala (64.9 per cent) is far ahead of the tribal areas in India (47.10 per cent) and even higher than the literacy rate of the total population of the country (64.8 per cent). The Muthuvans are very poor. Many of the students discontinue schools at Primary and Middle school due to financial difficulties. Though the state and central government is providing enough financial assistance in the form of scholarship, free boarding, lodging facilities, provision to text books and mid-day meals in primary schools, stipend and hostel facilities, not many tribal children are attracted to education. The Muthuvans have not been earning much to educate themselves. Their cultural surrounding and poverty creates hindrances in the process of their education. NON-FORMAL EDUCATION AMONG THE MUTHUVANS Among the Muthuvans the dormitories were a kind of training institution for unmarried boys and girls. It is in this Chaavati (male dormitory) and Kumari Madam ( girls dormitory) that the traditions were passed from mouth to mouth, from older age group to youths and from youths to younger ones. The parents and the elders of the village initiate the child into different customs and traditions of their community and group. The dormitory system exist as a kind of school where the Muthuvan youths of either sex learn how to perform their conjugal and social duties as also the lore of the clan. These Muthuvan dormitories are chiefly meant for imparting social education to the Muthuvan children. Muthuvan dormitory especially the Chaavati functions as if it is a club, a place for juvenile happiness, a non-formal school, and also a training center for children for making the Muthuvan boys as mature community members. At least up to the second quarter of the 20th century Muthuvans had both male and female dormitories (Krishna Iyer, 1939; Luiz, 1962) to train their youths to a useful and mature community member. But now the female dormitories (kumari madam- where kumari indicate the young unmarried-girls, madam indicates dwelling) had undergone a process of decay. The Muthuvan dormitory (Chaavati) acts as a club for members to come together to share traditional experience. Their folk-tales, folk-songs and folk dances reveals lessons in different agricultural operations, hunting, wood cutting, honey collection, and in economic pursuits. These stories and anecdotes speak about sanctity of Muthuvan discipline, social approbation, social justice, law and order in their community. Chaavati enables them to get to know how to protect the community by learning the ways of defence against animal raids and enemy attacks, teaches them how to be useful for the community through co-operative labour, enables to know the community rituals and rites and also how to participate in them, provides an avenue to be community conscious and corporate in their feelings and actions thus making them responsible to the community. Members are also taught how to make fishing nets, traps, mats, ornaments etc., whereas in formal schools this kind of activities are absolutel y not seen and home could not attract the Muthuvan children. From the dormitory, each Muthuvan acquire the knowledge about the flora and fauna, the forest track path, medicinal plants for various diseases and so on. In the Chaavati Muthuvan children are properly educated in order to face future eventualities of life and cope ages with the cultural requirements. FORMAL EDUCATION Formal education is considered as important tools for social change and development. Formal education can be broadly divided in to two, primary and secondary education. Primary education is intended for all children aged between 4 years to 12 years where as secondary education is provided for children aged 12 years and above. In general any type of education oral or written is the action of developing the individual mentally and morally. For primary education in all the study villages government established primary schools with a single hut class room which will house all the students up to IV standard, handled by a single teacher. Muthuvans send their children to school up to primary level. To attract the children to school, government provides many facilities for students in primary level. All students in the primary school are provided with book, pencils, and slates for free of cost. Government also provided mid-day meal to all students in the primary level. In mid day meal per day 150 gram rice and 30 gram dal and 2 eggs in a week are provided. Children above the IV standard will be sent to the tribal hostels and tribal schools away in the block or district headquarters. But once they come for vacation, majority of them never return to hostels. The strange life style and schedule at the hostel, being away from the parents and the village, missing all the cultural and social freedom, all these make them quit the hostels and keep them still close to illiteracy. Like any other people they too feel comfortable to speak their own language and dialect, the enavan pech (our own speech). LITERACY TRENDS AMONG THE MUTHUVAN WOMEN Among the Muthuvans the demand for education is much lower than as compared to other tribes in Kerala. Muthuvan women have to work in order to cope with their daily living and do not place a high value on education. Additionally, in the remote Muthuvan hamlets where a good infrastructure is lacking, women find it difficult to have access to schools. Many are not even aware of the existence of schools in their areas due to lack of communications and networks. LITERACY LEVEL OF THE MUTHUVAN WOMEN Even though Kerala has a high literacy rate even in the rural areas (90.9 per cent), women among the Muthuvan tribe are still lagging behind in literacy (36.98 per cent compared to the women literacy rate of Kerala, 87.80 per cent). The general trend of high female literacy rates in Kerala and the high status of women in the state have no impact on the literacy rate among the Muthuvan women because of their isolation and living in the dense forest away from the main stream. Considering the educational qualification of the women respondents in the study area, out of the total 211 respondents 71.09 per cent are illiterate, 18.48 per cent studied up to the primary level, 10.5 per cent were in the Middle school level. Only two respondents were studied up to Higher Secondary Level and two were studied up to graduate level. Due to the provision of incentives such as mid- day meal programmes and distribution of uniforms, there is a slight increase in the number of children who go to school. In the sample population, Muthuvans in the age group of 5 to 19 years showed some inclination towards schooling. Out of 92 boys and 83 girls, 81.66 per cent boys (75 boys) and 80.53 per cent (67 girls) attended school. These are obviously the first generation learners because the largest number, 82.66 per cent boys (62 out of 75 boys) and 79.10 per cent girls (53 out of 67 girls) were in the primary school. The number of girls and boys in the Middle and High school were meager. There are many reasons for this condition. Non-availability of middle schools in the vicinity of tribal settlements as well as the failure of ITDP schools in the state of Kerala to offer Middle schools and High Schools is the two most important reasons for the educational backwardness of tribal children. Poverty of the parents is yet another re ason. Above all they are still unaware of the importance of education. EDUCATION OF THE MUTHUVAN GIRL CHILDREN The girl child among the Muthuvans is denied the future opportunity of the total development. The reasons associated with not educating girl child are financial constraints, early marriage, submissiveness, and motherhood. After attaining puberty, Muthuvan girls are not allowed to go to school even if the school is located in the settlement itself. Girls have no say on the topic of education. It is entirely their parents decision. Regarding their aspiration to educate their daughters, the parents had different response. More than half of them wanted to send their daughters to schools but others thought it was futile. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Where parents are enthusiastic about educating their daughters, they enroll their daughters in schools but rarely allow them to complete their schooling. The girls study up to primary scho ol only; since there is no middle school in their area they have to go to town to continue their education. The Muthuvans are reluctant to send their girl children out of their settlements since they are very much concerned about the safety of their daughters. Thus they discontinue their education at the primary level and turn to household chores and agricultural activities. From early childhood itself Muthuvan girls play a prominent role in running the family. By the age of 12-14 years most of the girls join the agricultural force. The girls also supplement the household income through their labour-force and also participate in minor forest produce collection. If they have spare time in spite of all these activities and obtain permission from their parents then they may go to school. According to 47.86 per cent of the respondents the reason for their present educational status is that the facilities were not available for them to get educated, 0.94 per cent revealed that girls education was not allowed, 6.16 per cent said the reason that because of agricultural activities and household chores they did not get time to study, 3.31 per cent opined that they did not have any interest to study since this education is worth less for them on account of that they are staying in the forest and they possess enough knowledge from the forest itself to cope with their lives. Out of 211 respondents 93.36 per cent are ready to send girl children to school up to primary level, while 6.63 per cent shows unwillingness to send their girl children to school. They are of the opinion that girl children should first learn how to manage household chores and agricultural activities as they have to manage her husbands house after marriage. From early childhood to begin with, girl children are trained in various domestic chores. As soon as girl is grown up enough to play she is regarded old enough to work. She may be seen assisting her mother in all domestic work bringing fuel from the forest, carrying water from the nearby pipe and by attending to small babies. She has to attend all kinds of domestic work. When the girl children started to manage the household mother can go for agricultural activities without any hindrance. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Other than going school 50.23 per cent of the girl children were managing the household chores, helping in agricultural activities and taking care of the younger children. Even if the schools were located in their hamlet itself, due to these work burdens girl children were always withdrawn from the schools. DROP-OUT AMONG THE MUTHUVAN CHILDREN Drop out is an evil of primary education. Primary education is imparted with two main objectives as to make the children literate and to prepare them for becoming responsible citizen of the country. So the children to be literate should have at least four years schooling and to be a responsible citizen most have and eight years of schooling. The drop out pupils of the study area is large. So it is very important to analyze the cause for drop out. REASON FOR DROP-OUTS The reasons for drop-out are depending on family status, economic imposition, bi-lingual education, lack of interest, etc. Among the Muthuvans it was found that the problem of dropout is not an isolated phenomenon, but it may be attributed to so many other facts. 1. Economic Backwardness The Muthuvans depend on agriculture for their subsistence. Further they also engaged in wage labour and each family income ranges from Rs 800/-to Rs.1000/-per month. As such they find it difficult for them to spend hard earnings on the expenses of their childrens education. Though majority of the families depended on agricultural produce and collection of Non-Timber Forest Produce (NTFP), barter system has no longer very much effective in their daily living. Everything has a price now a days including education. Exploitation of non-tribes in procurement of agricultural produce from Muthuvans and consequently trap in vicious cycle of indebtedness accentuated the problem of poverty. Due to their poor economic condition, children assist their parents in familial subsistence. As such this drop-out problem is perpetuating in the study area. 2. Socio-cultural factors Socio-cultural practices of Muthuvans play a significant role in the overall development of children in the study village. The formal education which is imparted to Muthuvan children is devoid of learning about their own society and their vernacular language, they are forced to learn alphabets in alien language. Even the teachers are not well versed with Muthuvan language and they teach in text book language. They are not bothered about whether the children are capable of understanding what they are taught. It is the fact that despite their tradition and culture these societies have to accept the innovation for getting employment. But they feel that the medium of instruction should be local up to primary level and the syllabus should be based on their culture and society. Lack of such amenable medium of instruction and territorial based education causing lot of confusion among the children. Eventually they turn down this education under those psychological pressure and phobia about the formal education. 3. Non-availability of facilities All the settlements had primary schools and Anganwadies, but these settlements do not have Middle school and High Schools. The Primary Schools in the study area was working with a single teacher in a small hut having only one room. All the students from Standard I to Standard IV were sitting in the same class room and the single teacher managed all the classes. Further analysis of the reasons for dropout showed that after the attainment of puberty girls never allowed to go to schools, in addition to this their economic conditions also forced them to dropout. The dropout generally occurred after the child completed the school. Where schools are not located at close quarters from the settlements, rates of dropout as well as non-enrollment are high. There is a natural hesitation on the part of most parents to send children to schools located at a distance. Lack of appropriate atmosphere of schooling, continuous attendance, parental interest, study interest are some of the important problems of education faced by Muthuvan children. Few teachers perceived economic problems, inadequacy of clothing, lack of books and stationery as the reasons for poor attendance of students. Poverty coupled with insufficient infrastructure is responsible for the prevalence of large scale drop out among the tribal children. The Muthuvan settlements are located in forest belts. Often children have to walk through wild animal infested forest tracts to reach the nearest school. This is a big safety risk. For example, not a single child in the school going age in the settlements in the midst of Chinnar Wild Life Sanctuary was going to school, where the schools are located away from the settlement. The Muthuvans are especially apprehensive about sending girls through lonely forest tracts for a very genuine fear. Many a time not only they encounter wild elephants but also wild and lusty men. There have been instances when forest contractors, non-tribal men in the neighbouring villages have tried to make sexual advance at these young girls. PRE-METRIC HOSTEL FOR FEMALE CHILDREN The Kerala state provided a boarding institution for tribal girls- pre-metric hostel as it is called, in Marayoor, the nearby town of the study area, for the convenience of the tribal girls who are coming from the remote settlements. The hostel has now thirty-two boarders who are students in Government-run and private schools. Of them, only six are from Muthuvan community. As Muthuvans consider themselves as superior to the other tribes they do not prefer to admit their children to the hostel where they would have to live, interdine, and interact with the Malapulaya children. Muthuvans are claiming superior status over Malapulayas. The school dropout rate among Muthuvan children is said to be considerably high. It would seem that besides their hesitancy to stay and interact with Malapulaya children, Muthuvan children who are used to high altitudes and evergreen forest habitat and associated way of living find the hostel and school alienating. The resistance of Muthuvan parents to the ir children intermingling with Malapulaya children is very high. This also forms one of the reasons for not sending the children in the schools away from Muthuvan hamlet. DISCUSSION Low literacy among the Muthuvan tribe in general and women in particular, presents a very serious problem. The demand side of labour market has a feedback effect on the investment decisions on the Muthuvans in education. They are relayed on agriculture for their livelihood. The Muthuvans consider both boys and girls as economic asset to the family, therefore sending them to school upsets the traditional pattern of division of labour. Muthuvan girls usually help their mothers at home in all possible ways and work in the field in the agricultural seasons. In non-agricultural seasons they are usually engaged in the collection of minor forest produces, grazing cattle and goats, under these circumstances parents never force the children to go to school at all. Although economic constraints hinder tribal girls from getting educated, cultural, social and family structures also contribute to the tremendous variation in dropout rates of girls among the Muthuvans. Besides going to school majority of the Muthuvan girls are managing the household chores, taking care of the younger children, helping in the agricultural activities, collecting minor forest produces and firewood. They also bring water from the far away pipes and looking after the livestock. Parents want the children to help them in agriculture and other allied activities. On the top of that, school vacations are not synchronized with the heavy agricultural seasons of sowing or harvesting. So the parents cannot be faulted for pulling out their children for getting of little extra help. The study area has only primary and middle level schools. After completing middle level education, they are unable to go to town for higher education due to cultural and safety reasons as mentioned earlier. The Muthuvan literacy level, in general is quite low. But in case of Muthuvan women it touches the lowest bottom. Muthuvans as settled agriculturalists lack enough food grains to maintain the family whole year. Education therefore is a luxury for them which they can hardly afford. Each school- going girl in a Muthuvan family is an economic unit and contribute to the family. If the girl is taken away from her normal economic work to attend school, the family is deprived of little income which she brings; instead, the parents have to feed the child out of their earnings which further reduces the economic stability of the family. Merely increasing the number of schools in tribal areas or throwing up superficial incentives per se will not bring development to the doors of the tribal women or girl children. The actual needs and real life situations have to be taken cognizance of while planning schemes for tribal development. In order to facilitate tribal girls to make extensive and effective use of schooling facilities, schools must be located within easy and safe reach of children. This definitely is a meaningful incentive for a large number of tribal parents who are desirous of sending their children schools. One cannot expect young girls to walk for miles through dangerous animal and human infested forest tracks. It is easier to offer scholarships and gold medals to successful tribal learners than opening new schools in distant tribal belts or removing the actual hurdles to effective utilization of existing facilities. The introduction of formal education is not without any negative impact. A set of values totally alien to the Muthuvan culture have now been introduced to their community. Often, the curricular content of class room training is in direct contradiction to their real life experiences. Barring a few exceptions tribal education programmes do not take into account the needs and conditions of tribal life and culture. A curriculum that is alien to their culture and ways of life leaves them confused. Such concepts as the father being the sole bread earner, mother attends only to household chores, boys playing out-door games and girls engaged in domestic work leaves them perturbed. Even the gender insensitive games that are taught in the non- tribal schools do not have positive attitude towards tribal values. The non-tribal culture at large does not have a very pro-women attitude and the same is reflected in the attitude of these teachers towards female children. The teacher addressed the gir ls as waste, burden, and scolded them whenever they did not show interest in the lessons or failed to answer their questions. They made a point to repeatedly remind the female students that their place was in the home and that kitchen work does not require any formal schooling. Teachers with such attitudes are doing great damage to the motivation of girl children because of their gender blind attitudes. Ideas that had hitherto not crept into Muthuvan mind have now been introduced. Many female teachers also act as a negative, influence on women and girl children. They express their displeasure and disapproval about such tribal practices as elopement, divorce and widow marriage. These young children are slowly developing a sense of aversion towards their indigenous practices, many of which are very progressive.

Lead Toxicity in Children Essay -- Lead Poisoning Health Medical Essay

Lead Toxicity in Children Lead poisoning in children was first discovered in 1890 in Queensland, Australia. The lead source was not identified until 1904, when a researcher traced it to the paint used on railings and verandahs. The first discovery of lead poisoning in the United States (with a traceable source) was in 1914; the child had chewed the paint off of his crib. At this time they linked lead poisoning as a cause of convulsions in children. As research progressed and more children were found with high lead levels, symptoms caused by lead were expanded to include lead meningitis, acute encephalopathy, intellectual dullness, reduced consciousness, seizures, comas, and death (Chisholm, 1982). Lead is a metal found virtually everywhere even today. Sources of lead include auto body shops, electric storage batteries, glazes for china dishes, crockery, insecticides, electric cable insulation, hose, pipe, sheet and floor coverings. Lead is associated with stain glass work, jewelry making and antique ceramic doll painting. Although lead in paint was outlawed, there are still many homes that have lead paint (White et al, 1990). Lead found in gasoline was found in one study to account for 23--27% of the lead blood levels in the people tested (Wagner, 1991). This exposure to lead sources is more of a concern for children due to the characteristic habit of children to taste everything they touch; this characteristic is known as pica. Children are also in closer contact with their lead polluted environment during play. They are more active and exposed to outdoor contaminates and they inhale dust and dirt that are lead contaminated. Furthermore, the adsorption rate of lead in the dig estive tract is up to 10 times greater in chil... ...inical to Subtle Health Effects. Environmental Health Perspectives, Vol. 86, 1990, pp.177-181. Markowitz, M. and Rosen, J. Need for the Lead Mobilization Test in Children with Lead Poisoning. The Journal of Pediatrics. Vol. 119, No. 2, August 1991, pp. 305-310. McCabe Jr., M. and Lawrence, D. Lead, A Major Environmental Pollutant, Is Immunomodulatory by Its Differential Effects on CD4+ T Cell Subsets. Toxicology and Applied Pharmacology, Vol. 111, 1991, pp. 13-23. Singhal, R. L., and Thomas, J. A. Lead Toxicity. Urban and Schwarzenberg, Baltimore-Munich, 1980. Wagner, H. M. Recent Trends In Human Lead Exposure. New Horizons in Biological Dosimetry, 1991, pp. 179-186. White, R., Feldman, R., and Travers, P. Neurobehavioral Effects of Toxicity Due to Metals, Solvents, and Insecticides. Clinical Neuropharmacology, Vol. 13, No. 5, 1990, pp. 392-412. Lead Toxicity in Children Essay -- Lead Poisoning Health Medical Essay Lead Toxicity in Children Lead poisoning in children was first discovered in 1890 in Queensland, Australia. The lead source was not identified until 1904, when a researcher traced it to the paint used on railings and verandahs. The first discovery of lead poisoning in the United States (with a traceable source) was in 1914; the child had chewed the paint off of his crib. At this time they linked lead poisoning as a cause of convulsions in children. As research progressed and more children were found with high lead levels, symptoms caused by lead were expanded to include lead meningitis, acute encephalopathy, intellectual dullness, reduced consciousness, seizures, comas, and death (Chisholm, 1982). Lead is a metal found virtually everywhere even today. Sources of lead include auto body shops, electric storage batteries, glazes for china dishes, crockery, insecticides, electric cable insulation, hose, pipe, sheet and floor coverings. Lead is associated with stain glass work, jewelry making and antique ceramic doll painting. Although lead in paint was outlawed, there are still many homes that have lead paint (White et al, 1990). Lead found in gasoline was found in one study to account for 23--27% of the lead blood levels in the people tested (Wagner, 1991). This exposure to lead sources is more of a concern for children due to the characteristic habit of children to taste everything they touch; this characteristic is known as pica. Children are also in closer contact with their lead polluted environment during play. They are more active and exposed to outdoor contaminates and they inhale dust and dirt that are lead contaminated. Furthermore, the adsorption rate of lead in the dig estive tract is up to 10 times greater in chil... ...inical to Subtle Health Effects. Environmental Health Perspectives, Vol. 86, 1990, pp.177-181. Markowitz, M. and Rosen, J. Need for the Lead Mobilization Test in Children with Lead Poisoning. The Journal of Pediatrics. Vol. 119, No. 2, August 1991, pp. 305-310. McCabe Jr., M. and Lawrence, D. Lead, A Major Environmental Pollutant, Is Immunomodulatory by Its Differential Effects on CD4+ T Cell Subsets. Toxicology and Applied Pharmacology, Vol. 111, 1991, pp. 13-23. Singhal, R. L., and Thomas, J. A. Lead Toxicity. Urban and Schwarzenberg, Baltimore-Munich, 1980. Wagner, H. M. Recent Trends In Human Lead Exposure. New Horizons in Biological Dosimetry, 1991, pp. 179-186. White, R., Feldman, R., and Travers, P. Neurobehavioral Effects of Toxicity Due to Metals, Solvents, and Insecticides. Clinical Neuropharmacology, Vol. 13, No. 5, 1990, pp. 392-412.

Pulp Fiction Narrative :: essays research papers

Pulp Fiction is a controversial film, written and directed by Quentin Tarantino, in 1994. It has almost everything you could wish for in a movie; drama, hilarity, intensity, action, thrills, fun, intelligence, romance, intimacy, over-the-top bravado, vulgarity, sweetness, humor, and soul-searching. The film is very raw and brutal, but has a unique sense of style that keeps the viewers entertained. It will build its way up gradually to an incredibly intense scene, before dropping down to a relatively calm, only to build back up again a few scenes later. This goes on throughout the entire course of the film, pummeling the viewer from one scenario to another. In Pulp Fiction we see how Vincent (John Travolta) and the dealer are bringing Mia (Uma Thurman) back to life, after she had an overdose. In a medium shot the dealer explains to Vincent what to do. While the dealer is counting to three, the camera zooms into even tighter close ups of Vincent and Mia's face, the needle where the adrenaline is dribbling off, and the dealer and his pierced girlfriend's face. This effect is used to show how nervous the dealer is, how much his pierced girlfriend enjoys this spectacle, and how afraid Vincent is. The spectator is able to identify with all these emotions. According to the feminist film theorist, Laura Mulvey, one of the most important pleasures of the classical narrative is identification. This is send to occur when the spectator narcissistically identifies with an idealized figure on screen, typically a male hero whose actions determine the narrative, in a process that recapitulates the discovery of the image of oneself in the mirror phase. For the scene just discussed, the idealized figure is Vincent, whom the spectators personally identifies with. Then, to even increase the tension of this extraordinary scene, the camera zooms into the place where the needle has to push in, while there is no noise at all. As Vincent pushes the needle down, the camera shows Mia's opening eyes in a close up shot, while the diegetic sound of the needle stabbed in her heart makes us believe that we have seen the crucial moment. The graphic violence of how the needle is pushed into her heart is again elliptical. In a medium shot we then see Mia screaming. Nevertheless, Quentin Tarantino's films show plenty of violence. In Pulp Fiction there is for example a homosexual rape, the hit-men killing their victims, and a man having his head accidentally shot off in a car.

Drama Portfolio :: Drama

Drama Portfolio When I entered the stimulus room my initial reactions were that it had been created in a way that it made you think about what was going on within each section of the room. For example none of the objects were straightforward and simple to figure out. A lot of the items were symbolic and had multiple meanings such as the mirror in the past section could mean a change of appearance or reflecting on the past. The room was divided into three different sections, past, present and future. There were dividers in-between the sections and these also seemed to have meanings. I interpreted the whole room as being one person’s past, present and future and the room told this persons story. The future section was covered by a large white cloth. On top of the cloth was a bench on which lay a shape that looked like a body. This instantly made me think of a funeral, as next to the body was a huge vase of flowers. Also in this section was a table set out for one, which I think indicates that the person who died was lonely when they died, as it is only set out for one. On the white cloth was painted a large question mark, which I think was placed there to symbolise the uncertainty of the future, and the mystery of death. Hanging up in the corner of this section was a larger than life railway ticket that read â€Å"On my way to meet Fiona.† This gave me the idea that maybe Fiona was somebody that the dead person knew and she passed away. Now that the mystery person has died too they are going to meet them in heaven. The divider between this and the present section was a row of blank newspapers on the floor, and I think these were put here to show that it was the future section (as the newspapers haven’t been written yet) and maybe to imply that the person who died was important or famous (as their death was in the newspaper). In the middle of the room was the present section. In this section the main theme was time. There were pictures of melting clocks stuck to the walls, on the floor and there was clock with no hands chalked on the floor. There was also a working clock placed on the floor. I think all of these objects were to symbolise time passing by, and that time is precious. Also in this section was a table laid out for two. I think this is to symbolise meeting someone – maybe a partner or

Cost Volume Profit Analysis

THE USE OF COST-VOLUME-PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING CASE STUDY OF NIGERIAN BREWERIES PLC TABLE OF CONTENTS Title page Dedication Acknowledgement Abstract Table of contents CHAPTER ONE 1. INTRODUCTION OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 1. 1Background of study 2. Statement of the problem 3. Objectives of the study 4. Significance of the study 5. Research Questions 6. Research Hypothesis 7. Scope and Limitation of the study 8. Definition of terms CHAPTER TWO 2. LITERATURE REVIEW OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† . 1An Overview of Cost-Volume-Profit Analysis 2. Cost-Volume-Profit Limitations 3. Break-Even Analysis A Traditional View of the Cost-Volume-Profit Relation 4. Graphical Approach to break-even Analysis 5. Formular method of finding break point 6. The multi- product cost-volume-profit analysis 7. Decision making function 8. Other tools for decision ma king and control CHAPTER THREE 3. RESEARCH DESIGN AND METHODOLOGY OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 3. 1Sources of data 2. Primary sources of data 1. Personal/Oral interview 2.Questionnaire method 3. Secondary sources of data 4. Population and sample size determination 5. Method of data collection 6. Method of validating the instrument 7. Method of data analysis CHAPTER FOUR 4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 4. 1Preliminary information 2. Data analysis 3. Testing and interpretation of hypothesis CHAPTER FIVE 5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 5. 1Summary of findings 2. Conclusions . Recommendations Bibliography Questionnaire *** Read the following instructions carefully *** Our main website is www. careerslit. com and our official Phone n umbers are 08169533305, 08158646653, and 08126773402. Please take note of this website, our Phone numbers and email addresses. Print out these instructions if you will like to purchase Project materials from us. ********************************************** VIEW CHAPTER ONE BEFORE PAYMENT: If you are ready/willing to purchase this Project Materials from us (at the rate of N3000), you can view CHAPTER ONE free.We allow NEW VISITORS to view chapter one in order to prove to them that we are REAL and that the above material is AVAILABLE. ********************************************** HOW TO VIEW CHAPTER ONE FREE: To view CHAPTER ONE FREE, Send Your Project Topic, Email Address & Phone Number to our email ([email  protected] com) through your email. After sending your Project Topic and Phone Number to our Email ([email  protected] com), check your Email immediately for link to FREE CHAPTER ONE. Send the email from your own email address, because you will receive the â€Å"chapter o ne link† immediately through the email you used to send the mail to us.If you have viewed chapter one free before, DON’T request for chapter one again, because our database will not give you access. Free Chapter One is for new visitors. ********************************************** HOW TO ORDER/PURCHASE COMPLETE MATERIALS To Purchase the above Complete Project Materials which include: Abstract, Proposal (where applicable), Table of Content, Literature Review, Chapter 1 to 5, References/Bibliography, Questionnaires, etc, follow the below instructions: Pay N3000 to any of our Bank Account. After Payment, send the following to our email ([email  protected] om): 1) Depositors Name 2) Teller Number 3) Bank Location 4) Amount Paid 5) Date of Payment 6) Phone Number 7) Project Topic 8) Email Address Please send the above (8) details to [email  protected] com through your email. YOU WILL RECEIVE THE COMPLETE MATERIAL(S) BEFORE 24HOURS AFTER PAYMENT (THE SAME DAY) THROUGH T HE EMAIL ADDRESS(ES) YOU PROVIDED ***GUARANTEED*** ********************************************** BEFORE PAYMENT, MAKE SURE YOUR TOPIC (OR RELATED TOPIC) IS ON THIS WEBSITE. PLEASE, DON’T PAY IF YOUR TOPIC IS NOT ON THIS WEBSITE. See www. careerslit. com for related topics.Please, make sure you send your payment details to us before 24 hour after payment. ********************************************** BANK ACCOUNTS To view our Bank Account details, visit our main website (www. careerslit. com) and click on Bank Account menu on top. OR Call/SMS: Careerslit. com manager (Emezue) – 08169533305, 08158646653 or 08126773402 to send Bank Account Information to your Phone. ********************************************** PARTNERSHIP After purchasing your own project materials from us, you can become our partner or representative in your school if you wish.Copy all our topics and give to your friends. Then buy their materials from us at a reduced price and resale to your friends. If you want to be our partner, please contact us through 08169533305, 08158646653 or 08126773402 ********************************************** TERMS OF USE/AGREEMENT Please, DO NOT COPY any of the materials on this website WORD-TO-WORD. The materials are to assist or direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING and we are not part of it.IF YOU MUST COPY WORD-TO-WORD, PLEASE DO NOT ORDER/BUY this material. That you ordered this material shows you have agreed not to copy word-to-word. ********************************************** DO US A FAVOUR Please, after purchasing your own project materials from us, tell your friends about us. Please, show your friends or love ones the materials you purchased from us. ********************************************** FOR INQUIRIES For more enquiries, call: 08169533305 (mtn) 08158646653 (glo) 08126773402(Airtel) Operation Days: Monday to Saturday Operation Time: 8am to 8pm ********************************************* FREQUENTLY ASK QUESTIONS (FAQ) 1) Question 1. How much is your materials? – Ans 1= N3000 2) Question 2. How will I see your account information? – Ans 2= Visit www. careerslit. com and click on Bank Account button or call any of the above phone numbers. 3) Question 3. How long does it take to send the materials to my email? – Ans 3= Before 24 hours (the same day) 4) Question 4. Can I pay for a materials that is not on this website? – Ans 4= No. DON’T PAY if your topic is not on this website. 5) Question 5.Can I change case study of my topic? – Ans 5= Yes. If the material on this website is â€Å"a case study of Enugu†, you can change to â€Å"a case study of Lagos State†. 6) Question 6. How will I know if you have sent the material to my email? – Ans 6= After sending the materials to your email, we will send SMS to your pho ne number provided ********************************** Love your neighbour as yourself. Let Love Lead. Say no to cultism, bloodshed, Violence, bombing or terrorism. We are all Nigerians, One Nation and brothers. Peace be unto you. ********************************** Cost Volume Profit Analysis THE USE OF COST-VOLUME-PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING CASE STUDY OF NIGERIAN BREWERIES PLC TABLE OF CONTENTS Title page Dedication Acknowledgement Abstract Table of contents CHAPTER ONE 1. INTRODUCTION OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 1. 1Background of study 2. Statement of the problem 3. Objectives of the study 4. Significance of the study 5. Research Questions 6. Research Hypothesis 7. Scope and Limitation of the study 8. Definition of terms CHAPTER TWO 2. LITERATURE REVIEW OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† . 1An Overview of Cost-Volume-Profit Analysis 2. Cost-Volume-Profit Limitations 3. Break-Even Analysis A Traditional View of the Cost-Volume-Profit Relation 4. Graphical Approach to break-even Analysis 5. Formular method of finding break point 6. The multi- product cost-volume-profit analysis 7. Decision making function 8. Other tools for decision ma king and control CHAPTER THREE 3. RESEARCH DESIGN AND METHODOLOGY OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 3. 1Sources of data 2. Primary sources of data 1. Personal/Oral interview 2.Questionnaire method 3. Secondary sources of data 4. Population and sample size determination 5. Method of data collection 6. Method of validating the instrument 7. Method of data analysis CHAPTER FOUR 4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 4. 1Preliminary information 2. Data analysis 3. Testing and interpretation of hypothesis CHAPTER FIVE 5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF â€Å"COST VOLUME PROFIT ANALYSIS AS A MANAGEMENT TOOL FOR DECISION MAKING† 5. 1Summary of findings 2. Conclusions . Recommendations Bibliography Questionnaire *** Read the following instructions carefully *** Our main website is www. careerslit. com and our official Phone n umbers are 08169533305, 08158646653, and 08126773402. Please take note of this website, our Phone numbers and email addresses. Print out these instructions if you will like to purchase Project materials from us. ********************************************** VIEW CHAPTER ONE BEFORE PAYMENT: If you are ready/willing to purchase this Project Materials from us (at the rate of N3000), you can view CHAPTER ONE free.We allow NEW VISITORS to view chapter one in order to prove to them that we are REAL and that the above material is AVAILABLE. ********************************************** HOW TO VIEW CHAPTER ONE FREE: To view CHAPTER ONE FREE, Send Your Project Topic, Email Address & Phone Number to our email ([email  protected] com) through your email. After sending your Project Topic and Phone Number to our Email ([email  protected] com), check your Email immediately for link to FREE CHAPTER ONE. Send the email from your own email address, because you will receive the â€Å"chapter o ne link† immediately through the email you used to send the mail to us.If you have viewed chapter one free before, DON’T request for chapter one again, because our database will not give you access. Free Chapter One is for new visitors. ********************************************** HOW TO ORDER/PURCHASE COMPLETE MATERIALS To Purchase the above Complete Project Materials which include: Abstract, Proposal (where applicable), Table of Content, Literature Review, Chapter 1 to 5, References/Bibliography, Questionnaires, etc, follow the below instructions: Pay N3000 to any of our Bank Account. After Payment, send the following to our email ([email  protected] om): 1) Depositors Name 2) Teller Number 3) Bank Location 4) Amount Paid 5) Date of Payment 6) Phone Number 7) Project Topic 8) Email Address Please send the above (8) details to [email  protected] com through your email. YOU WILL RECEIVE THE COMPLETE MATERIAL(S) BEFORE 24HOURS AFTER PAYMENT (THE SAME DAY) THROUGH T HE EMAIL ADDRESS(ES) YOU PROVIDED ***GUARANTEED*** ********************************************** BEFORE PAYMENT, MAKE SURE YOUR TOPIC (OR RELATED TOPIC) IS ON THIS WEBSITE. PLEASE, DON’T PAY IF YOUR TOPIC IS NOT ON THIS WEBSITE. See www. careerslit. com for related topics.Please, make sure you send your payment details to us before 24 hour after payment. ********************************************** BANK ACCOUNTS To view our Bank Account details, visit our main website (www. careerslit. com) and click on Bank Account menu on top. OR Call/SMS: Careerslit. com manager (Emezue) – 08169533305, 08158646653 or 08126773402 to send Bank Account Information to your Phone. ********************************************** PARTNERSHIP After purchasing your own project materials from us, you can become our partner or representative in your school if you wish.Copy all our topics and give to your friends. Then buy their materials from us at a reduced price and resale to your friends. If you want to be our partner, please contact us through 08169533305, 08158646653 or 08126773402 ********************************************** TERMS OF USE/AGREEMENT Please, DO NOT COPY any of the materials on this website WORD-TO-WORD. The materials are to assist or direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING and we are not part of it.IF YOU MUST COPY WORD-TO-WORD, PLEASE DO NOT ORDER/BUY this material. That you ordered this material shows you have agreed not to copy word-to-word. ********************************************** DO US A FAVOUR Please, after purchasing your own project materials from us, tell your friends about us. Please, show your friends or love ones the materials you purchased from us. ********************************************** FOR INQUIRIES For more enquiries, call: 08169533305 (mtn) 08158646653 (glo) 08126773402(Airtel) Operation Days: Monday to Saturday Operation Time: 8am to 8pm ********************************************* FREQUENTLY ASK QUESTIONS (FAQ) 1) Question 1. How much is your materials? – Ans 1= N3000 2) Question 2. How will I see your account information? – Ans 2= Visit www. careerslit. com and click on Bank Account button or call any of the above phone numbers. 3) Question 3. How long does it take to send the materials to my email? – Ans 3= Before 24 hours (the same day) 4) Question 4. Can I pay for a materials that is not on this website? – Ans 4= No. DON’T PAY if your topic is not on this website. 5) Question 5.Can I change case study of my topic? – Ans 5= Yes. If the material on this website is â€Å"a case study of Enugu†, you can change to â€Å"a case study of Lagos State†. 6) Question 6. How will I know if you have sent the material to my email? – Ans 6= After sending the materials to your email, we will send SMS to your pho ne number provided ********************************** Love your neighbour as yourself. Let Love Lead. Say no to cultism, bloodshed, Violence, bombing or terrorism. We are all Nigerians, One Nation and brothers. Peace be unto you. **********************************