Tuesday, August 6, 2019
Public Education Financing Essay Example for Free
Public Education Financing Essay In the present modern economics, public education financing is considered as one of the flourishing characteristics for the economy of any country. However, a wide variation has been observed in the financing practices related to the public education in the United States, as well as, across different parts of the globe. In this regard, differences and diversification can be observed in various economical activities that are considered especially for the public education system of a country. (Cubberley, 1916) For instance, the American educational system may also provide huge differences in terms of distribution and expenditures across the country. However, significant and noteworthy alterations have been observed in the public educational system of the United States. Over the last few years, the abovementioned theme has been a major concern of public debate at all levels. (National Association of Secondary School Principals, 1972) During the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. In this regard, various experts believe that little analysis of the subject has been done in the past, and more considerations should be provided to the subject, which has an influencing effect on the education system of every country. (Rice, 1893) One of the biggest sources of public education financing is national funding system, as community wide funding system is implemented for the financing of educational activities across the country. In this regard, most of the public education financial expenses are funded at national level. In this funding system, all nationals of a country bear a substantial tax rates on income for pubic education financing. (Fitch, 1904) The important thing in this funding is that all the tax collected from individuals are funded and distributed equally among all the students, which is one of the major characteristics of a public education financing system. (Jordan, 1992) At community level, public education financing occurs at a certain community level and students receive sponsorship according to their requirements. Moreover, at community level education funding system, parents of the students support all the costs of their children’s education, which is same as private education funding. Nonetheless, at community level funding system, funding for public education is collected on behalf of communities and sorted randomly into communities contrary to perfect sorting. In this system, all contributors of the public education finance contribute same tax rate fixed by their community. Certainly, at community level, public education financing contributes a small share in overall education expenses, and this thing does not have a great impact on wide economic variable elements, such as social security benefits, etc. (National Association of Secondary School Principals, 1972) However, according to one of the experts in education, a rapid concern in the development sector has been observed in recent years, and a vital role has been played by the federal government. One of the reasons of expression of this concern is that more diversification has been observed in the capabilities of funding by the state governments. Moreover, steady increment has been observed in the mobility of these states. Lastly, the federal government has observed an important change in its perspective regarding the public education, and social welfare of the people has been given due importance during the recent years. On all the aforementioned public education-financing categories, finance education schedule is selected by agents through voting, which is carried out by either the community or federal government. It has been observed that balancing of the educational budget is performed by the provision of different taxation options to the voters by the government, and similar funding is provided according to the taxation level selected by the voters. However, it has been observed that young generation has not been given due significance by disallowing them from the voting, and education can be supported by only the voters who face the political decision.  The level of taxation is represented by a tax rate and the tax is levied on capital and labor income of all agents residing in the relevant area. When setting up the tax schedule, policy makers care only about being elected, and so they maximize the number of votes. As a result, any party in office will follow the same policy and that policy is the one that is voted for by the greatest number of agents. (Garber, 1964) During the period 2001-2002, the US spent approximately four hundred and twelve billion dollars in both elementary, as well as, secondary levels of the public education system. This budget on public education was spent with a view to declaring it the biggest single field of direct public expenditures, even beyond the national defense figures. Approximately, in the educational ground, this fund benefited around forty seven million public school students and five million of private schools. (Ana, 2004) Interestingly, per student expenditure during that period was $8,685 yearly. It has been noted by most of the experts that aforementioned budget was collected from federal, state and local sources. However, the amount spent during the year 2001-2002 on public education finance was varied form one state to another. In this regard, Connecticut was the state, which got the highest per student education funding fund, and Utah got the lowest fund for public education. In the United States, the state and the local government are responsible for public education funds. In the fiscal year of 1999, forty-nine percent of the funds for public education financing came from state appropriations in which, forty-four percent came from domestic revenue and the US federal government contributed seven percent funds for public education financing. In this regard, domestic government raised funds for education mainly through property taxes. On the other hand, for public education financing state rely on numerous funding sources such as corporate personal income taxes, sales excise taxes. However, public education financing from the US federal government remained constant if compare to past figures. (Jordan, 1992)            Historically, with the passage of time, a constant rise has been observed in school funding from the perspective of states. In this regard, the state contributed thirty percent in 1940, which was raised by 40 and forty-nine percent in the year 1970, as well as, 1999 respectively. However, figures of each state observed substantial variations by one another. Throughout the history of public education funding, funding sources of each state varied from others, and most importantly, the tax rates such as personal and property tax rates were varied according to states. In this context, Hawaii’s funds for education mainly came from state sources, and New Mexico public education funds came from both state and domestic sources. In this regard, it has been believed by Richard W and Lindholm that the provision of education as a local responsibility has been closely related with the imposition of property tax as a local tax in the United States. Every year, all the states contribute hundreds of billions of dollars on education financing. In order to distribute collected funds among different territories, states have designed some ground elements that differentiate territories from one another, as well as, estimate the affect of those differences on the cost of furnishing educational services, and distribute funding consequently. Besides all the factors discussed above, territory wealth in school funding is one of the most important elements that distinguish one territory to another. In this context, it has been believed by some of the experts in education, such as Torres and Puiggros that overall capability for the maintenance of students, as well as, the promotion of higher education has been improved and enhanced by the public schools, in addition to increasing the equality of educational opportunities. Actually, some territories are wealthy as compare to others. In this regard, states have designed a number of fundamental funding systems that evaluate the estimation of school territories funding levels and distribute it in keeping different grounds, such as domestic differences of wealth element. Although, different states have designed different public education funding system, but one can found many similarities in school funding structure system. Under the flat grant approach, in spite of domestic particular context, every territory gets the same flat grant for each student entered in any educational institute. Obviously, in this public education funding system it ponders that the state must assure a minimal level of funding for all educatees and then gives domestic territory liberty to increase funding beyond that level as they think fit for it. During the period of 1960s and 1970s, the power equalization funding approach arose out of the work of education crusaders; actually, they were the people who observed the huge deviations among different territories in the ability to lift domestic funds ensued in education funding inequalities. (Ana, 2004) The solution was to assure all territories a standard amount of fund for each educatee for each unit of taxation. For instance, every state is liable to determine that all school territories must be able to increase hundred dollars on each student, per mill of property tax rate. In any case, where school territory’s tax base does not able to rise forty dollar per student, in this case, the state will fulfill territory’s education funds demand of equal to difference between 100 and 40, or sixty dollar per student, per mill. (Garber, 1964) However, all districts which are considered as wealthier districts and whose tax base rate rises seventy dollars per students, per mill, will only get thirty dollars per student, per mill from the state. â€Å"In this way, the state â€Å"levels the playing field†for school districts in terms of the ability to raise revenue, ensuring that funding disparities are a result of differences in taxpayer preferences, not taxpayer wealth.†Undoubtedly, this approach shows the responsibility that all states all responsible for education funding according to their wealth and resources. The funding approach of foundation plans is presently use in almost forty states. This approach integrates components of the former described two approaches. Nonetheless, every state furnishes the deviation between the totals of revenue-raised form the domestic tax and the foundation funding level.            For instance, a state can found a foundation funding level of six thousand for each student. However, in a territory having one thousand students this will reflects a total funding of six million dollars. In this regard, if the state calculates a minimal domestic tax rate of two hundred mills increased two million in domestic property taxes, the states will have to furnish an extra fund, which will equal to the deviation between two million and six million. (Richter, 1986) In this approach, if employing the two hundred-mill lower limit tax rate in a wealthier territory with the same number of educatees increased five million, in this situation, the state is bound to furnish only one million in state’s education funds. In this regard, both territories ends up with the similar domestic tax rate and the similar combined state and domestic funding point for each student, though the proportional weight of those 2 sources is different to a great extent. It can be evaluated that this approach is designed to extenuate inequalities in domestic wealth. However, it takes the idea of equality in further steps; in this approach, typically, both outcome and opportunity are taken into consideration and rates are determined with respect of varying degrees of different states. (Williams, 1980) This foundation plan has designed to keep in mind that the domestic school territories must not enjoy limitless prudence while setting funding levels that are intolerably different from other states norms. The full state-funding plan is practically an uncommon approach for funding public education funds, in this approach of public education funding; the state is responsible for all education expenses. Hawaii is completely fit for this example; Hawaii within a single school territory combines full state funding. In suggesting or deciding public education funding policies, Hawaii is capable to eliminate, any deviations occur between domestic and state governance. Interestingly, in this public education funding system, domestic authorities have no control over levels of funding. (Ana, 2004) All the four aforementioned public education-funding categories show only the fundamental structure of public education funding plans. Nevertheless, in order to collect funds for public education most of the states use schemes that joint components of some or all of these funding plans. For instance, a state may distribute some funds through a flat grant education funding approach, or other may apply foundation plan to collect public education funding. In lieu, a state has an authority to give territories permit to raise tax rates in order to collect maximum funds for public education. It can be analyzed that the prime motive behind the public education funding is to get maximum funds, which can be used, effectively in public education. According to some public education funding reformers, public education funds schemes is just a technique to give equality among taxpayers at all levels such as property and other tax burdens. Domestic property taxes such as sales and income taxes are some of the main sources of California’s pubic education funds. In addition, these collection sources are supplemented with money from the California’s state lottery, federal government and other sundry public education funds collected domestically by school territories. The following diagram represents that how the public education funds were collected in California during the period of 2002-2003. K-12 Funding Comes From Five Sources (Ana, 2004) State Aid State aid collected mostly from California’s sales and income taxes. Property Taxes During the period of 2005-2006, property taxes were collected domestically and distributed to all schools through a formula determined by state.  Federal Aid Federal aid was appropriated for some especial purposes such as special children’s education, child nutrition programmes, child left behind programmes and so forth. Domestic Miscellaneous            Domestic miscellaneous funds included, interest income, revenue generated from domestic parcel tax elections, communality contributions and so on. Lottery California state lottery funds were collected on behalf of public education funds on per student basis. Proposition 98 Proposition 98, the provisions of a voter initiative, this law define the responsibility of each state, under this rule every state is bound to contribute in K-12 community and education colleges. This public education funding contains both domestic property tax revenues and state monies. As far as amount of guarantee is concerned, it is determined by using a set of formulas dictated by law. Since the year 1988, one of the most crucial factors for the determination of amount of revenue received by the public schools is the calculation of the minimum guarantee, because of the passage of Proposition 98. In addition, proposition ninety-eight insures a minimal level of funding for public education. Proposition ninety-eight funds represents about eight dollar out of every ten dollar apportioned to K-12 education in California. As mentioned above, California’s public education funds, other sources include domestic sundry resources, federal government, and lottery, which shared twenty percent in Public education funds.  (Williams, 1980) Legally speaking, a minimum of thirty-four of the receipts from the California state lottery should have to be allocated to public educational institutes. Moreover, the apportioned money for each student basis, should have to be used only for instructional uses and not for research and development (RD) purposes. In the year 2000, Proposition 20 was approved and accepted by the voters, which required that instructional materials should be considered and given due importance by half of any increment in the share of revenue collected from the lottery for the education. For the year 2005, as well as, 2006, approximately $146 per pupil was received by the districts from the above-mentioned source, from which, instructional materials were bought by roughly $25 from the total amount per student. The domestic sundry category of funds per annum shows about six percent of entire revenue collected for K-12 schools. Moreover, this public education funding was separate from domestic tax incomes the state control. It came from the sources that were domestically administered, that income generated from cafeteria sales, income from lease, income from sale of territory property and so forth. Interestingly, for less than twenty percent territory in the state, a significant source of domestic sundry income was the voter-approved domestic parcel taxes. In reality, these were some of the special types of property taxes, which were not related to the value of property. Nonetheless, according to some of the experts, one of the most important policies on the domestic level is the education system in the United States. The implementation of American ideology in the lives of American people is represented by the education system of the country, and due significance should be provided in this regard, which has been given in the past, and must be given in the coming years. (Hutchins, 1961) In the United States, both government and public are expecting a lot from educational institutions like school and colleges. In the past, educational institutes were being gainsaid to fit the demand of a country’s economy that is increasingly oriented towards knowledge in all respects and information skills. (Hutchins, 1961) At both federal and state level, present American legislative has made some changes in educational funding system and have created some new systems that will test educational institutes’ teachers’ and students’ performance. In the light of present ongoing changes in public education financing system, many experts have already said that these ongoing policies will advance education level. Conclusively, the paper has tried to study different aspects and perspectives of public education system across the world, and specifically, in the United States. It was noted during the paper that during the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. Every year, all the states contribute hundreds of billions of dollars on education financing. Moreover, various features of the government financing on the federal, state, as well as, community level were discussed in the paper. Lastly, different characteristics related to the funding of the education system in the country were studied and evaluated during the paper, which will support the better understanding of its funding by the students, experts, and policy makers in the future.  References            Kenneth Forbis Jordan. (1992). Financing Public Education in an Era of Change. Phi Delta Kappa Educational Foundation.            National Association of Secondary School Principals. (1972). Financing Public Education. National Association of Secondary School Principals.            Lee Orville Garber. (1964). The Law Governing the Financing of Public Education. Interstate Printers and Publishers.            Mary Frase Williams. (1980). The Public School and Finances. Pilgrim Press.            Clayton Darius Hutchins. (1961). Trends in Financing Public Education, 1929-30 to 1959-60. U.S. Department of Health Education.            Otto Santa Ana. (2004). Tongue-Tied. Rowman Littlefield.            Ellwood Patterson Cubberley. (1916). Public School Administration. Houghton Mifflin Co.            Charles Elliot Fitch. (1904). the Public School. J. B. Lyon Company Printers.            Joseph Mayer Rice. (1893). the Public-School System of the United States. The Century Co.            Albert J. Richter. (1986). the Impact of the Rural Recession on Public School Financing and Programs. NEW Professional Library.
Monday, August 5, 2019
Malaysian Government Expenditure’s Trends
Malaysian Government Expenditure’s Trends CHAPTER 1: INTRODUCTION Background of study Malaysia is a small and open economy which has middle income country. Malaysia is a country on the move. Today, Malaysia becomes an export-driven economy which accelerates one’s by high technology, knowledge-based and capital-intensive industries. Malaysia’s economy achieves successes in economic development because of economy transformation in an effective public policy. The role of policy not only can increase the economic growth but also can achieve the goal in the different development stages (Nabulsi, 2001). Thus, the government plays an important role in economic development. Economic growth is defined as an increase in a countrysproductive capacity, as measured by comparing gross national product (GNP) in a year with the GNP in the previous year. An Increase in the capital stock,advances in technology, and improvement in the quality and level of literacy are considered to be the principal causes of economic growth. In recent years, the idea of sustainable development has brought in additional factors such as environmentally sound processes that must be taken into account in growing an economy. From these definition it shows that economic growth is primarily a quantitative measure based on the rate of change of GDP while economic development is a combination of quantitative and qualitative measures. The question of the relationship between the government expenditure and economic growth has been created a lot of interest and attention among the economist and policy makers. By understanding the relationship within it, may help in building a more goal orientated policy. Therefore, studies on this topic has been made and argued since decades ago. Furthermore, it has also stimulated controversy in macroeconomics studies. This interest has led to empirical studies to address several economic doubts, which related to the government expenditure and the economic growth of the country. Gwartney, Holcombe and Lawson (1998) noticed when the country has moved towards the economic freedom and open market, that government expenditure will increased accordingly. A lot of empirical studies were carried out to examine the effect of economic growth on government expenditure. However the results of each country lead to different conclusion; where some countries show positive relationship and some countries not. Samudram, Nair and Vaithilingam (2009) state a similar finding based on several studies regarding the relationship of government expenditure and economic growth and the results are inconclusive. Landau (1983) studies noticed that the effect of government expenditure on economic growth in 96 countries and finds a negative relationship between government spending and economic growth. Meanwhile, Sinha (1998) found positive relationship between economic growth and government expenditure in Malaysia for the period of 1950-1992. There are two schools of thought called Wagner’s law, named after the nineteenth century German Professor Adolf Wagner, and the other one the Keynesian views which were suggested by the 20th century British economist John Maynard Keynes. There are also separated though like big and small government. According to Sinha (1998), Wagner’s law is the first thought that illustrated out the possible relationship between economic growth and the growth of government activity. Sinha (1998) reported that â€Å"Adolf Wagner was probably the first scholar to recognize a positive correlation between economic growth and the growth of government activity†. In addition, Henrekson (1993) pointed out from Wagner’s law three main reasons for the increase in the government’s role. In a simple way, Wagner’s law is interpreted as to say that government expenditure is a consequence of a growing economy. First, Industrialization and modernization would lead to a subs titution of public for private activities and result in increasing government expenditures on law and order as well as on contractual enforcement. Secondly, an increase in real income would lead to an expansion of the income elastic â€Å"cultural and welfare†expenditures. Wagner cited two areas which are education and culture in which the government could be a better provider than the private sector. Thirdly, natural monopolies such as railroads had to be taken over by the government because the running cost of such kind of activities are too expensive and the private sector would be unable to obtain such huge investment to finance the development of these activities. FIGURE 1.1.1: THE WANGER’S LAW Wagner’s Law Source: Drawn by author On the other hand, the other economic interpretation for government expenditure and growth is explained by the Keynesian view. The positive contribution in government expenditure economic growth will be based on the multiplier effects stated in the Keynesian model. Keynesian formula consists of the following composition: Y = C + I + G +Xn †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (1) where, Y = the aggregate output (GDP) C = the consumption I = the investment G = the government expenditure Xn = the net exports (exports-imports) FIGURE 1.1.2: THE KEYNESIAN VIEWS Wagner’s Law Source: Drawn by author As we have mentioned earlier, this topic has created enormous attention among researchers with many extensive empirical works that have been carried out to test these theories but unfortunately the outcome of these studies has been of a mixed conclusion. The causation of economic growth and government expenditure can be unidirectional, bidirectional or no causality. Unidirectional causality can be running from government expenditure to economic growth and vice versa. This paper is adapting the Keynesian view to examine the relationship between government expenditure and economic growth. Several studies on causality have been carried out with several conclusions. Sinha (1998) using augmented Granger causality test finds no evidence of causality between GDP and government expenditure in Malaysia for the time period 1950-1992. Again later, Dogan and Tang (2006) find no empirical evidence to support either of the two theories for Malaysia when using data from 1960 to 2002. While Tang (2001) finds a short-run causality that runs from national income to government expenditure using data from 1960-1998. In all the studies that have been carried out so far, the outcomes are still open for debate. Therefore, the purpose of this paper is to examine the relationship between government expenditure, particularly in economic development expenditure and general development expenditure. This study will cover the government expenditure from year 1981-2013, limitation in obtaining the earlier data has also became one of the reason that the study starting from 1981 and the year 2013, which is the latest data that can be obtain, in order to find as exact as we could. The source of data is from the website Asian Development Bank: Key Indicators for Asia and the Pacific. 1.2 Problem Statement Statistics from Economic Planning Unit of Malaysia and International Financial Statistics of International Monetary Fund shows that the Malaysian government expenditure’s trend and real GDP per capita’s trend shows almost a consistent increase throughout the period of 1981 until 2013. At the same time its real GDP per capita also shows the same trend. Figure 1.2: The trend of the total government expenditure and real GDP per capita in year 1981-2013 Source: Economic Planning Unit of Malaysia Starting with the New Economic Policy (NEP) in the 1970’s with its objective to restore the ethnic balance of the Bumiputera population through investment in human capital, the Malaysian government was directly and heavily involved in economic activity. This involvement or the so called government intervention in the economy has led the Malaysian federal government expenditure to increase steadily. According to Economic Planning Unit (EPU) Malaysia, the report in year 2003 shows that the percentage of total expenditure relative to GDP in 1970 to 1980 has increased about 25% to 33%. Meanwhile, in year 1981, statistics from EPU also show that the total Malaysian centre government expenditure has jumped about 41% from previous year total expenditure while the development expenditure growth percentage of that year compared to the previous year hiked about 52%. EPU Malaysia report that, by looking into the ratio of development expenditure on total expenditure, it is about 1:3 in 1980. While in the next year, the ratio has increase and achieved a new height at 1:2. In 1982, the total government expenditure showed about the same pattern as in year 1981. However the scenario changed in 1983.In year 1983 the Malaysian government focused its privatization policy as one of the national policies. This policy has brought more capitalization to the nation, shifted the government led growth to private sector led growth. This policy represents a new approach in policy development and at the same time complements other policies introduced by the government. This policy was developed to focus on enhancing the role of the private sector in economic development. Facilitate the development of county’s economy and reducing financial and administrative burden of the government is also the purpose of this approach. Furthermore it attempts to reduce gov ernment intervention in the economy, lowering the level and scope of public spending and allowing market forces to determine economic activity in line with the National Development Policy. During the implementation of this policy, the private sector was regarded as the engine of growth. As a result of this policy, the Malaysian government has successfully reduced its expenditure particularly in the development sector. In 1987, the percentage of development expenditure of total expenditure was marked lowest at about 20%. In general, it is believed that the Malaysian economic policies have had a big influence on the trend of the government expenditures for economic growth. However, this policy leads the policy makers to become divided as whether the expansion of government promotes or impedes economic growth. As mentioned in the earlier section, there were several studies on the direction of causality between government expenditure and economic growth in Malaysia and the results are mixed. Some concludes that it has no relationship between the government expenditure and economic growth, while some argued there was some positive and significant relationship lies within. However, we presume that the outcome of the same study will possibly lead to either one of the existing results. Furthermore the causality test was unable to identify the degree of change or effect from one variable to another; for this reason this study has no interest in testing for causality. On the other hand, as highlighted in an earlier section regarding the two sides of arguments which are the proponents of big and small governments, at this point, the attention is given to identify the right side of these two arguments. In addition we would also like to identify the degree of association between the government expenditure particularly by its sectors and economic growth. To our knowledge, no such study exists for Malaysia so far. Thus this study attempts to investigate the association between government expenditure in education and healthcare and economic growth in Malaysia from 1981 to 2013. Research Objectives The aims of this study is to evaluate empirically the association between the general government expenditure and economic growth. Specifically, the objectives of this study are: 1.3.1 General Obejctive To identify the association between government development expenditures and economic growth, and its significance by the services and sector. 1.3.2 Specific Objective To determine the relationship between the education and economic growth of Malaysia. To determine the relationship between the defence and security expenditure and economic growth of Malaysia. To determine the relationship between the general public services expenditure and economic growth of Malaysia. To determine the relationship between the transportations and communications expenditure and economic growth of Malaysia. To determine the relationship between the healthcare expenditure and economic growth of Malaysia. Research Question To meet the above objectives, several research questions have been developed to meet the objectives. Answering the below research questions will fulfil the objectives of this study. The research questions are as follows: What is the relationship between education expenditure and economic growth of Malaysia? What is the relationship between the defence and security expenditure and economic growth of Malaysia? What is the relationship between the general public services expenditure and economic growth of Malaysia? What is the relationship between transportations and communications expenditure and economic growth of Malaysia? What is the relationship between healthcare expenditure and economic growth of Malaysia? 1.5 General Hypothesis The hypothesis is to determine the relationship between the government expenditure and economic growth in Malaysia. EDUCATION H0: There is a relationship between the education expenditure and economic growth of Malaysia. H1: There is no relationship between the education expenditure and economic growth of Malaysia. DEFENCE AND SECURITY H0: There is a relationship between the defence and security expenditure and economic growth of Malaysia. H1: There is no relationship between the defence and security expenditure and economic growth of Malaysia. GENERAL PUBLIC SERVICES H0: There is a relationship between the general public services expenditure and economic growth of Malaysia. H1: There is no relationship between the general public services expenditure and economic growth of Malaysia. TRANSPORTATIONS AND COMMUNICATIONS H0: There is a relationship between the transportations and communications expenditure and economic growth of Malaysia. H1: There is no relationship between the transportations and communications expenditure and economic growth of Malaysia. HEALTHCARE H0: There is a relationship between the healthcare expenditure and economic growth of Malaysia. H1: There is no relationship between the healthcare expenditure and economic growth of Malaysia. In order to proceed with the interpretation of regression analysis, a significance level should be first considered. The significance level can be set at three different levels which are 1%, 5% and 10%. At each significant level, if the p-value of variables indicates that p-value 1.6 Significant of Study Malaysia is a developing country that has excelled in economic performance during 1980s. However more and more factors are affecting the economic health of Malaysia and the economic performance has slowed down over the years. One of the argument found is on the misspending of the government budget. Government expenditure might have failed to address the real factor that may drive the economic growth; therefore this paper may be helpful in the sense of recognizing the real expenditure that may trigger economic growth. This does help in helping government to spend the right money at the right place. Identifying the relationship within economic growth and government expenditure will also give some reference to the policy makers in shaping the country’s future without unnecessary waste of resources. It may also help policy makers to examine the current policy, weighting its strength of influence towards the results they may want to achieve. Furthermore, this paper has also study the government expenditure by separating it into perfect bite-sized, easy to understand and digest. The paper has breakdown the economic expenditure to very small and specific components, and this will help in quantifying the right amount of expenditure in every aspect. This makes the economic analysis become much more an easier and easier to forecast the economic growth by accessing the current expenditure that have invested in. 1.7 Outline of the Study The following chapters in this study will explain the research process in better details. The structure of this study starts with chapter one focusing on the introduction and research proposal. Chapter two is about the literature review, this chapter will discuss on the relevant research that have been carried out by others researchers. This chapter will also discuss and explain in depth about the literatures relevant to the area of economic growth. Chapter three focuses on model and methodology. This chapter will discuss the method that will be used in this research. It included the research design, research method, data analysis and others. Chapter four conducts the empirical tests of a time series regression analysis from year 1981 to 2013 and describes the outcome of the regression analysis. The results of the research will then be analyzed to answer the relevant research question. Chapter five focuses on a discussion of the empirical results and discuss conclusions and recommendations based on the study. This part will provide a summary of the findings, a discussion of the implications of the study and recommendation 1.8 Conclusion In a nutshell, this paper study on the significance of the relationship between government expenditure and economic growth, it is based on secondary data as the paper is accessing the past record of the economic performance to draw a conclusion. The paper will help in certain aspect, especially as a reference in helping policy makers to make a better policy, drive Malaysia towards a more competitive environment.
Social And Cultural Aspects Of Thailand Cultural Studies Essay
Social And Cultural Aspects Of Thailand Cultural Studies Essay Historical background: Thailand has a wide variety of fauna and flora and boasts wide ethnic diversity as well. Thanks to its abundant resources and fertile land, it has attracted peoples of many countrys, who have settled and thrived here. The origin of the Thais is not agreed on amongst academics. Three decades ago it could be said with presumed certainty that the Thais originated in northwestern Szechuan in China about 4,500 years ago and later migrated south to their present homeland. However, this theory has been altered by the discovery of remarkable prehistoric artifacts in the village of Ban Chiang in the Nong Han District of Udon Thani Province in the Northeast of Thailand. These include evidence of bronze metallurgy dating back 3,500 years, as well as other indications of a culture far more sophisticated than previously believed by archaeologists. It now appears that Thais might have originated here in Thailand and later scattered to various parts of Asia, including some parts of China. Siam is the name by which the country was known to the world until 1939 and again between 1945 and 1949. On May 11, 1949, an official proclamation declared that the country would henceforth be known as Thailand. The word Thai means Free, and therefore Thailand means Land of the Free. The Monarchy: The words of the Thai Royal Anthem, performed at most official ceremonies and before the start of every movie, may strike a Western ear as somewhat archaic. After all, the system of absolute monarchy ended in 1932, following a revolution staged by a small group of disaffected civil servants and military men. Since then, Thai kings have ruled under a constitution; their powers theoretically no greater than those of European monarchs. Yet, since he was officially crowned in 1946, His Majesty King Bhumibol Adulyadej has assumed the role of constitutional monarch and has worked tirelessly on behalf of his people, gaining a measure of personal devotion that is probably more intense than that felt for any of his all-powerful ancestors. It has been said that Their Majesties King Bhumibol and Queen Sirikit are the hardest working royal couple in the world with a work load once estimated to be equal to at least one function every day of the year. Of the several institutions that form the foun dation of modern Thai life, the one His Majesty represents is not only the most visible but also the most revered. His Majesty has devoted himself to public service and made enduring contributions to Thailands development, initiating vital royally-suggested projects such as crop rotation, fish breeding, irrigation, natural watershed programs, dairy farming, reforestation, road building, and the establishment of self-help villages. His Majesty has traveled countrywide by helicopter, jeep, train, boat and on foot, often to the remotest corners of his Kingdom, in pursuit of his projects. He is held in high esteem nationwide for his profound interest in his peoples welfare. Her Majesty Queen Sirikit frequently accompanies His Majesty and shares a close interest in the welfare of rural Thais. Her Majesty has wholeheartedly helped establish foundations such as SUPPORT which assists Thailands rural population to produce and sell traditional craft products for supplementary income. The Thai monarchy is revered and regarded as the central, unifying element in the pillars of the nation. King Bhumibol was born on December 5, 1927, ascended the throne on June 9, 1946, and married Her Majesty Queen Sirikit on April 28, 1950. Their Majesties have four children; Their Royal Highnesses Princess Ubol Ratana, Crown Prince Maha Vajiralongkorn, Princess Maha Chakri Sirindhorn, and Princess Chulabhorn. The Royal Couple are conscientiously assisted by their children, who frequently accompany them and represent Their Majesties at official functions and ceremonies. The Flag: Thailands national flag, ceremoniously raised each morning at 08.00 and lowered at 18.00 in every town and village. The flag is composed of five horizontal bands of red, white, and blue. Outer bands of red representing the nation enclose equal inner bands of white evoking religion. The blue band, occupying the central one-third of the total area, symbolizes the monarchy. The harmony of design expresses the complementary nature of these three pillars of the Thai nation. The tri-colored flag, first introduced by King Vajiravudh (Rama VI) in 1917, replaced an earlier design which featured a white elephant on a red background. Public Hollidays: Most national holidays and festivals are of a religious nature and serve to evoke a sense of devotion to the monarchy, the religion, and the nation. Some are celebrated by the lunar calendar and thus vary in date from year to year, while others are celebrated according to the solar calendar. Bank Holidays for 2010 are: Thai culture and customs Informality and general friendliness in relationships of all age, economic and social groups characterize the Thai culture and people. Thai people are tolerant of almost all kinds of behaviour and never expect foreigners to understand the intricacies of Thai social customs. A Thai greeting In Thailand people do not normally say good morning, good afternoon, good evening or good night. They greet each other with the word Sawadee, and instead of shaking hands, they put their palms together in a prayer-like gesture and bow slightly. It is customary for the younger or lower in status to begin the greeting. When taking leave, the same word and procedure is repeated. This gesture is called a Wai. If you are greeted with a Wai you should reply with the same gesture, though it is not necessary to return a Wai to a child. Think of a Wai as you would a handshake. Initiate a Wai because of sincere pleasure at an introduction. You will not cause offence if you Wai inappropriately in Thailand, but you may create confusion. Dont return a Wai from waiting staff, drivers or other help. You might hope to strike a blow for equality, but will in fact cause embarrassment. A Wai to your teacher (any kind of teacher) is definately appropriate; any smiles you receive in return are of appreci ation. Sanuk means fun One of the first things you will notice when you visit Thailand is the Thai peoples inherent sense of playfulness and light heartedness. Sanuk is the Thai word for fun, and in Thailand anything worth doing, even work, should have some element of Sanuk. This doesnt mean Thai people dont want to work or strive. It is just that they live more in the moment, and do their best to enjoy it. The famous Thai smile stems partly from this desire to make Sanuk. The concept of saving face Thai people have a refined sense of public image and believe strongly in the concept of saving face. That is, they will go to great lengths to avoid confrontation and endeavour not to embarrass either themselves or other people (unless of course it is Sanuk to do so!). The ideal face saver does not bring up negative topics in conversation, or talk in an argumentative, judgemental or aggressive manner. Raising your voice or losing your temper will never be constructive in Thailand. It will result in loss of face for everyone involved, and you may be ignored as a result. You may notice Thai people smiling in the face of anothers misfortune. This is not a sign of callousness, but an attempt to save face for the person suffering misfortune. Saving face is the major source of the famous Thai smile. It is the best possible face to ease almost any situation. Social status in Thailand According to simple lines of social rank defined by age, wealth, and personal and political power all relationships in Thai society are governed by connections between Phu Yai (big people) and Phu Noi (little people). When meeting someone new a Thai person will automatically make an assessment regarding their Phu Yai or Phu Noi status. They may ask quite probing questions in order to place them. A set of mutual obligations requires Phu Noi to defer to Phu Yai through demonstrations of obedience and respect. In return Phu Yai are obligated to care for and offer assistance to Phu Noi they have regular contact with. Phu Noi may ask Phu Yai for favours such as financial help or assistance securing employment. It would cause Phu Yai some loss of face to refuse these favours. When eating out in restaurants, Phu Yai will normally settle the bill. Examples of automatic Phu Yai status include: adults over children, bosses over employees, elder classmates over younger classmates, elder sibling s over younger siblings, teachers over students, military over civilian, Thai over non-Thai. As a visitor to Thailand you may be assigned Phu Yai status as a sign of courtesy, stemming somewhat from assumptions regarding your wealth and education. Do not be offended by these assumptions. If you are lucky enough that Thai people hold you in high regard, take it as a compliment. Mai Pen Rai never mind Mai Pen Rai means never mind (or more literally its nothing). Symbolising Thailands unofficial national philosophy these three little words help to calm the heart of a nation. Mai Pen Rai enables the Thai people to retain their composure, keep smiling and be happy in everything they do. Thai people care little about trifling things. If they are frustrated, instead of getting angry they simply say Mai Pen Rai and solve the problem by some other means. Thai people believe strongly in avoiding confrontation, which is one of the reasons travel in Thailand is such a pleasure. To the Thais, foreigners over-worry, see trouble where there is none, and are constantly fretting over the future. When Thai people think about their future, they are optimistic. If they are not so happy now, they believe they are sure to be in their next life! Concept of time in Thailand The Mai Pen Rai philosophy is well demonstrated by the Thai concept of time. Estimates of time, in terms of the past or the future, can be vague or even wildly inaccurate in Thailand. Thais are often late for appointments, but nobody seems to mind waiting. Traffic jams are common, restaurant service, and hotel check-in procedures can seem slow and inefficient, but you wont see Thai people getting upset about it. In fact, most Thai people find it pathetic to see a person childishly expressing their irritation. Such behaviour will set you apart as someone less than properly evolved. The best thing to do is to relax and let things proceed at their natural pace. Trying to pin Thai people down about times will generally get you nowhere. If you must ask when will we be ready to leave? or when will this job be done? go ahead. But be prepared for an answer that proves wrong, not because of bad planning, but simply a different attitude towards time. Thai business customs In business circles some Thai people will have a reasonable command of English. However, most Thais do not feel comfortable speaking English. Address a Thai man or woman by their first name, not their surname, using the prefix Khun instead of Mr or Mrs. It is not considered informal or familiar to call Thais by their first name. Although Thai people appreciate punctuality when conducting business, there is a differentconceptHYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO7ma2LQ HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO7ma2LQofHYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO7ma2LQ HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO 7ma2LQtimeHYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO7ma2LQ HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO7ma2LQinHYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO7ma2LQ HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/culture.html#timesa=Dsntz=1usg=AFQjCNGM8gGK4onIOzD8qdDEh5sO7ma2LQThailand. Deadlines are often overlooked and it is necessary to allow for this when scheduling meetings. Dont contradict or criticise people in public. An essential tool for success in Thailand is patience. A person who lets inconveniences pass and forgives easily is respected. Dos and donts in Thailand Loud voices, calling attention to yourself, pointing at people or things, throwing or dropping things, and making big hand gestures all seem graceless to the Thai sensibility. Preferred modes of comportment are those that reflect the quiet, subtle and indirect as opposed to the loud, obvious and direct. Although the southernHYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Koh%20Phangan/people.htmlsa=Dsntz=1usg=AFQjCNFO_U149i3qhoxZw4kCnw5vfMHhwQ HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Koh%20Phangan/people.htmlsa=Dsntz=1usg=AFQjCNFO_U149i3qhoxZw4kCnw5vfMHhwQThais can at times be alarmingly direct in their interactions with others. The monarchy remains highly respected throughout Thailand and visitors to the country must be respectful also. Avoid disparaging remarks or jokes about the royal family; they will not be appreciated. All Thai people love their king, HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/monarchy.htmlsa=Dsntz=1usg=AFQjCNGHxdr0A9teNyRnx41X2lBm06yLSwHMHYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/monarchy.htmlsa=Dsntz=1usg=AFQjCNGHxdr0A9teNyRnx41X2lBm06yLSw HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/monarchy.htmlsa=Dsntz=1usg=AFQjCNGHxdr0A9teNyRnx41X2lBm06yLSwKingHYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/monarchy.htmlsa=Dsntz=1usg=AFQjCNGHxdr0A9teNyRnx41X2lBm06yLSw HYPERLINK http://www.google.com/url?q=http://www.horizonmuaythai.com/Thailand/monarchy.htmlsa=Dsntz=1usg=AFQjCNGHxdr0A9teNyRnx41X2lBm06yLSwBhumibol; if you want to know why, ask them politely. Public displays of sexual affection are not acceptable in Thailand, although this may be changing with the younger generation in some areas. Thai people are extremely offended by public nudity, along with just about everyone else in the world. Thai people are modest in this respect and it should not be the visitors intention to reform them. A polite man in Thailand will not touch a woman. The feet in Thailand are considered spiritually as well as physically the lowest part of the body. Dont step over peoples legs, even in a crowded place such as on a train; wait politely for them to move out of the way. Do not point things out or pick things up with your feet. And do not wave your feet around peoples heads! If you accidentally touch someone with your foot, apologise. Food in Thailand is often eaten on the floor. Stepping over food is really a bad thing in Thailand. Shoes are not worn inside peoples houses, or in some guest houses and shops. If you are not sure watch other people. A pile of shoes at the entrance is your clue to remove yours (socks are OK). To Thai people wearing shoes indoors is disgusting. Show respect for religious symbols and rituals, and avoid touching spirit houses and household alters. Thai people, particularly those in rural areas, can be highly superstitious and may feel the need for lengthy ritual should you contaminate their sacred areas. Do not stare at Thai people. They may be smiling, but still do not look into their eyes too long. Particularly in rural areas young and old may react violently to such a gesture, which is considered a rude insult. During normal conversation most Thai people do not look directly at one another, and will avoid anything but the briefest eye-to-eye contact. Phu Nawy (little people) often keep their head bowed when conversing with Phu Yai(big people) as a sign of respect. As a foreigner it can be hard to know if you have a persons attention. And it is difficult to hear what people are saying if they speak with their back to you. Laundry and bathing Modest dress and a clean, neat appearance will create a very good impression in Thailand. Keep up with your laundry and you will receive better treatment everywhere. Most Thai people bathe in cold water. This is not a problem, as it is almost always hot enough for you to feel the need to cool down. Most Thais shower and put on fresh clothes at least twice a day. You will be more comfortable and sleep more soundly in the hot and humid climate if you do likewise. Many washrooms in Thailand do not have showerheads fitted to the wall. There is a cement trough or other kind of water reservoir provided for use. A plastic or metal bowl is used to sluice water over the body. This water is meant for cleaning and should remain clean for other peoples use. Do not contaminate this water. And do not climb into the reservoir in order to bathe! In rural areas many Thai people still use rivers and streams, or will bathe from an outdoor reservoir at home. When bathing in view of others men wear underpants. Women should wear a Pha Sing (cotton wraparound). Nude bathing in public view is not acceptable. In Thailand the squat toilet is the norm except in hotels and guesthouses geared towards foreigners. If you have never used one before it may take a bit of getting used to. Contrary to what some people seem to think, these are flushing toilets. They are flushed in the same way as western toilets, i.e. by dropping water through the hole. The difference from Western-style toilets being, you must scoop water with a bowl from a nearby reservoir and drop water through yourself, rather than release water from a tank using a lever. You can chuck water all over the place in a Thai toilet, so when you are finished it is a good idea to rinse the floor of any sand or mud you may have brought in on your feet. Thai people do not normally use toilet paper, prefering to rinse themselves thoroughly with soap and water. If you absolutely must use paper dont drop it down the toilet. Place it in the bin provided. If there is no bin provided, find another facility. Plumbing in Thailand simply isnt desig ned to handle paper, and in most places you will cause a great deal of inconvenience if you drop anything other than your natural waste through the toilet.
Sunday, August 4, 2019
Queen Elizabeth I :: essays research papers
Queen Elizabeth I was said to be one of the best rulers of England. Unlike rulers before her, she was a Protestant and not a Catholic. She was not stupid though. She did go to church and did everything that Catholics did to prevent getting her head cut off under the rules of her sister Mary. Elizabeth was very young when she came to rule. She was only 17 years old when her sister Mary died and she took over. Elizabeth’s relationship with her half sister Queen Mary was mediocre. It seemed like they did not talk as much as some sisters do. They did love each other though because when Queen Mary was on the deathbed she refused to sign the paper that would have Elizabeth killed. If she didn’t really love her sister, she would have let them kill her and allow the Duke of Norfolk to take over as king. The Duke of Norfolk was Elizabeth’s cousin and wished to be king more than anything else. On the other hand, Mary called her sister a bastard and other bad names. Elizabeth and her cousin Mary Queen of Scots often clashed, both personally and politically. Eventually, they wanted one another dead. Mary Queen of Scots wanted to be the queen of England and was ready to attack them. French forces increased their numbers, without planning to attack England. However, Elizabeth was worried and decided to attack. She sent her weak army up to Scotland and was easily defeated. Mary laughed in her face and sent back one of her men wearing the French colors. Later on Elizabeth sent an assassin to kill her and it was successful. Mary Queen of Scots was killed. Elizabeth’s relationship with her elder male cousin, the Duke of Norfolk, was not good at all. The Duke of Norfolk wanted to kill Elizabeth because he wanted to become the king of England. Becoming the king of England was impossible while Elizabeth was still the queen. When Mary was on her deathbed with cancer the Duke of Norfolk tried to get Mary to sign a paper that would allow him to kill Elizabeth and become King of England. The Duke of Norfolk would speak against Queen Elizabeth and try to turn England against her. At one meeting she had to lock him and his men up so he wouldn’t cause a disturbance. They both had their differences.
Saturday, August 3, 2019
Essay --
SW 4000/#1 Suicide is a preventable, yet a very serious public health problem. In 2009, more deaths resulted from suicide than from car accidents in the United States. Citation here! In the past, suicide prevention has been more geared towards youths and adolescents. However, recent research has shown an increase in suicide of middle-aged adults and this increase places suicide at the fourth leading cause of death among this age group. Citation here Little is known about midlife suicides, so with that in mind, direct practice workers need an understanding in how to address the needs and concerns of the middle-age group, so that suicide can be prevented. According to the Centers for Disease Control and Prevention (2013), suicide rates among persons aged 35-64 years has increased to 28.4% from a previous percentage of 13.7 per 100,000 populations. You misquoted, this should be 28.4 per 100,000 which is much different than 28% There needs to be a push for suicide preventive measures that are geared more towards this particular age group. Middle-aged adults are likely to have mental health issues and stress. Such stress can come from dual caregiver responsibilities, economic challenges, and health problems. As the â€Å"baby boomer†generation is increasing in numbers, many middle-aged adults are left with stress of caring for parents and children. The three most used methods for suicide involves the use of a firearm, poisoning and suffocation by hanging. The greatest increase in incidents of suicide was shown in men aged 50-54 years and women aged 60-64. Treatment of suicidal tendencies at any age, involves reducing risk factors for those tendencies. Maris (2010) listed some common single predictors of suicide. Some of the ... ... I think it is important to conduct more research on why adults choose to end their lives. Many families suffer every day because someone they have loved chose to commit suicide. A suicide attempt is an indication that something is wrong in a person's life, no matter their race, age, or how poor or rich a person is matters. Many who die by suicide have a mental or perhaps an emotional disorder. The NASW Code of Ethics is intended to act as a guide for professional social workers that contains many values, principles and ethical standards. Suicide falls under several of the professional standards. For example, 1:01 involves a commitment to clients, 1.04 concerns competence, and 3.02 standards involve education and training. I think as a future professional social worker, it is my duty to learn all I can about suicide and possible prevention to serve future clients.
Friday, August 2, 2019
What should Betty do?
Betty needs to evaluate the ethical and legal aspect of the situation. Did Betty lied for the Senior Management position? The question Is about what Is right and what is ethical and, what Is the right thing for Betty to do? The current proposed action for Betty Is, whether the action Is legal? According to Bagley and Savage (2009), It Is vital to address the legal Issue first In order to establish the perception that legal compliance is the starting point for any standard.Also the authors stated that â€Å"when you try to keep to the letter of the law while undermining the spirit, you are likely to violate the letter in the end†(p. 26). This implies that it is better to adhere to the law because law helps to shape the competitive environment which affects each of the five forces that determine the attractiveness of an industry. In this regard being part of senior management, it is important for Betty to choose the legal path. Does answering yes to the legal issue, maximize sh areholders value? There are two answers to the question, yes or no. If Betty answers yes, the next question Is, Is It ethical?The Issues of ethical are to prove o the customers, employees, community, environment, and suppliers than satisfying the shareholders. If the proposed Issue maximizes shareholders value and It Is ethical, then Betty has to disclose to the human resource department. Similarly, If her answer in maximizing shareholders value is no, then Betty requires to evaluate the effects and cost on shareholders with regards to other stakeholders. The question is would it be ethical not to take action? If the answer to this question is no, then Betty has to disclose her actions to shareholders.How should Human Resources handle his situation? Since human resources have requested Betty's personal and educational information to update her records, the human resources department needs to give her a deadline as to when the Information is due and also give her the option to set a meeting If she Is unable to come up with the Information at the stipulated time. Until human resources receives the Information or hears from Betty, they should give her the benefit of the doubt without making any Judgment or assumption. In the event where Betty is unable to prove that she has an MBA, and decided to come clean,Human resources should offer her a step down with the option to complete her MBA, voluntary resignation and firing her should be the last resort considering her outstanding performance during her ten years tenure at Colossal. As Senior Vice President, the position requires legally astute managers and leaders are expected to adhere to the laws and ethical standards. As managers, they have to set the ethical tone of the company and employees. Go ethical behavior from leaders is considered good for a business and the authors stated that â€Å"patterns of unethical behavior tend o result In Illegal behavior over time†(p. 3). Reference Bagley, E. & Savage, D. (2009). DUMB 610 course pack: Managers and the legal environment. Coinage Learning: Mason, OH. Is Shaker's behavior ethical? Sharked behavior on one hand is unethical because he was someone â€Å"in the know', he gathers information through colonization from coworkers and shares the same information with other coworkers who may use the information to their advantage. This portrays Sharked as an unethical person that lacks integrity, fairness and honesty. On the other hand, Sharked has the right as an employee to ask questions bout the relationship between his boss and Sheila Sharpe.Sharked should review the company's code of conduct if available for guidance or call the company's ethic hotlist to report his suspicion. According to Bagley and Savage (2009), it may be worthwhile to inform other employees about unethical situation. If other employees did not show interest, through evaluation of his beliefs, Sharked can follow what he feels deem to proceed on the issue. Does it make a difference if the allegation of the affair between his boss and Sheila Sharpe is true or false? It does difference if the allegation of the affair between Sharked boss and Sheila Sharpe is true.If the affair is false this can lead to destroy the personal character of Sheila Sharpe. As a manager, he should set the stage for better ethical environment. As the manager, he the responsibility to enact code of conduct, training employees and arrange a method of reporting misconduct. Sam Cipher finds out that Sharked has been gossiping about him and Sheila Sharpe. Assume the gossip about Sam and Sheila is not true, and Sam wants to fire Sharked. Should the Human Resources Office support his decision? This is a conflicting situation the Sam Cipher should must decide as what is the right thing to do in this situation.According to Barrack â€Å"when trying to resolve problems that raise questions of personal integrity and moral, managers should ask, who am l? †This will reveal Sam Cipher feelings in terms of the conflict at hand and determine if the conflict may affect the company. The Human resource should ask, who are we as an organization? The human resource department should determine the interpretations of the ethical implication on the company. The human resource department should insider the position of the organization in terms of relationship with the stakeholders.
Thursday, August 1, 2019
My Work
GCSE English Language Unit 3: Controlled Assessment Spoken Language Study Name:__________________ Teacher:_________________ Spoken Language Study 10% of final English Language grade Controlled Assessment January 9 hours of lessons; 3 hours of controlled assessment writing Assessment Objectives: 1. Understand variations in spoken language, explaining why language changes in relation to contexts 2. Evaluate the impact of spoken language choices in their own and others’ use Lesson 1: Spoken v Written Lesson 2: Contextual Factors and Social AttitudesKey Words related to Speech Match the word to the correct definition. 1. Standard EnglishA The way you speak, depending on context and audience 2. Received PronunciationB Form of grammar and vocabulary accepted as the national norm 3. AccentC The grammar and vocabulary of a particular region. 4. DialectD The way someone pronounces individual words in a geographical region 5 Repertoire E A person’s individual style of speaking 6. IdiolectF The accent of Standard English, often seen as the proper way of speaking. 7.Sociolect G The way you speak, depending on your particular social group 8. Contextual Factors H Factors that influence the way you speak, eg gender, etc |1 |2 |3 |4 |5 |6 |7 |8 | | | | | | | | | | Homework: Idiolect Study Read Michael Rosen’s account of his idiolect.Write your own account of influences on the way you talk. Write a paragraph on each of the following: 1. How would you describe the way you speak? 2. What do you think the way you speak tells other people think about you? 3. Explain how you change your speech in different situations(e. g. talking to teacher, talking to family, asking questions in a shop, etc. ) 4. Have you ever been embarrassed or ashamed about the way you speak? Why? Why not? Extension: Try to use key words in your response Lesson 3: Non-Fluency Features and TranscriptsRead this transcript and complete your allocated feature in the following table |Non-Fluency Feature |Example |Effect/Reason this occurs | |repetition (of the same word) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |back-tracking (repeating the same idea in| | | |different words) | | | | | | | | | | | | | | | | | | | | | | | | | | | |fillers (sort of, y’know, em) | | | | | | | | | | | | | | | | | | | | | | |longer pauses | | | | | | | | | | | | | | | | | | | |minor sentences (incomplete sentences) | | | | | | | | | | | |contractions | | | | | | | | | | | | | | | |slang | | | | | | | | | | | | | | | | | | | Commenting on Effect or Reason for a Non-Fluency Feature occurring: – Thinking about an appropriate word or way to phrase something – Recalling a distant memory – Nervousness – Reflecting on feelings at that point – Any others? Commenting on how Contextual Factors affect Speech: |Place/setting |Where does the conversation/speech take place? | |Is it a formal or informal environment? | | |How might the speech be different if the setting changed? | |Age |How old are the participants? | | |Is there a difference in age? | | |How might the language choice be different if the ages changed? | |Audience |Who is the speech aimed at? | | |Is this a formal or informal audience? | | |How might the language choices be different if the audience changed? | |Gender |Is it a single gender or mixed gender conversation? | |How might the language choices be different if the genders changed? | |Formality |Is it formal or informal? | | |Is it spontaneous or scripted speech? | | |How might the language be different if the formality changed? | |Purpose |Why is this person speaking? | | |How might the language change if the purpose changes? | |Previous events |What happened before this speech? | | |How does it influence what the speaker includes? | | |How might it be different if we didn’t know what happened before? |Technology |Is the speak er using technology ? | | |Is there technology present, eg video, camera, microphone? | | |Does the speaker speak differently because of the presence of technology? | Lesson 4: Non-Fluency Features and Context PEE Paragraphs on Contextual Factors: 1. Does it clearly state what the contextual factor is? 2. Does it include examples from the transcript to support this? 3. Does it contain an explanation of how the examples show deliberate choice of language? Lesson 5: Conversational Features [pic] Use the glossary below to help you answer the questions about the transcript. 1.Find an adjacency pair in the transcript. Copy it into your book and explain what kind of adjacency pair it is. 2. Find an example of a participant attempting a topic change. Can you explain what they are trying to do? 3. Find an overlap in the conversation. Explain whether you think it is a cooperative or an uncooperative overlap. 4. Find an example of a participant making a false start. Try to explain why the spe aker re-starts his utterance. Glossary Adjacency pair – two speech turns made by different speakers one following the other. In an adjacency pair, the first part requires a particular kind of second part (e. g. question/answer, summons/response, invitation/response).Back-channelling – sounds and words listeners make to encourage the speaker and show they are listening; they range in the amount of interest they suggest: â€Å"Hmm, yes, absolutely†, â€Å"I see†, â€Å"Excellent†. False start – when a speaker begins an utterance and then re-starts. Filler – sounds which fill up pauses in speech, such as ‘er’, ‘um’ etc. perhaps to create thinking time and prevent interruption. Interruption – when an utterance interferes with the flow of the conversation. It might suggest aspects of power. Overlap – a kind of interruption. But overlap can be co-operative and helpful, or uncooperative and an attempt to â€Å"take the floor†, i. e. to take a turn. Para-linguistic features – non-vocal facial and body movements use when talking, i. e. body language.Prosody / prosodic features – the sound features of talk, such as intonation, rhythm, pitch, speed. Repair – the moves people make to correct what they think is a mistake (one they’ve made themselves or that the other person makes) Stylised speech – speech is natural; dialogue used in radio or TV plays is stylised speech. Topic change – refers to points in a conversation where one of the participants clearly changes the subject, usually for a reason, and so alters the direction of the conversation. Turn-taking system – the system that governs conversation. Silences or continuous overlaps interfere with the turn-taking system. Turn-taking is about speakers co-operating to carry the conversation forward.Utterance – the words that are spoken. Extension: Write an analysis of the conversation, answering the question: How cooperative are the participants in the transcript? Lesson 6: Conversational PEE Language in the Workplace: The Orthodontist’s Surgery |1 |Orthodontist: |I want you to pop these on for me (1) that's it (2) and (1) you have got a problem in | | | |the lower is it a problem in the lower left | | |Patient: |yeah | | |Orthodontist: |so (inaudible) up the chair (2. ) [laughter] it's got a mind of its own this chair | |5 | |ugh | | |Patient: |it's got a mind of its own this chair it just seems to do what it wants right so | | |Orthodontist: |(inaudible) (15) [ongoing activity and no talk] can I have a lace-back please (9) did | | | |your teeth hurt quite a lot after | |10 | |ugh ugh em pardon | | |Patient: |did your teeth ache a lot after your visit here last time | | |Orthodontist: |yeah | | |Patient: |yeah (3. 0) they have started to settle Ok now yeah | | |Orthodontist: |yeah I can feel the teeth moving around | |15 |Patient: |yeah t hey're definitely moving (32) [ongoing activity] wha what's happened is that um | | |Orthodontist: |you're still chewing where your tooth used to be ok and now you're straight into? | | | |(inaudible) flexible wire so this is quite a common problem um I've just put an extra | | | |support wire in it hasn't upset your treatment progress or anything like that so it's | | | |more of an irritation for you (1. um that should be you sorted out (4) and I'm | |20 | |thinking in anticipation of that happening on the other side we'll do the same thing | | | |could we have another lace-back [technician passes lace-back] | | | |agh | | | |is that one sore | | | |yeah | |25 |Patient: |sorry | | |Orthodontist: |no don't worry | | |Patient: |(2) still got some achy teeth | | |Orthodontist: |mm | | |Patient: |right | |30 |Orthodontist: |is that something that | | |Patient: |oh yeah | | |Orthodontist: |that happens in the beginning they shift around | | |Parent: |it actually works er like that all the way through treatment that you can have weeks | | |Orthodontist: |and weeks of not of not having any discomfort at all | |35 |Parent: |Mmm | | |Orthodontist: |then all of a sudden one tooth will um will give you grief for a few days 2) [patient| | | |in pain] I'll try and be as gentle as I can (14) [ongoing activity] Ok then | | |Parent: |yeah | | |Orthodontist: |ooh [sound of compressed air escaping] excuse me | |40 | |sorry [short laugh] | | | |um a couple of silver (inaudible) (22) [ongoing activity] | | |Patient: | | | |Orthodontist: | | | |Technician: | | |45 |Orthodontist: | |Lesson 7: Developing Ideas Analysing Spoken Language: Key Area Question Frame Social attitudes to different spoken language What attitudes do people have about this workplace/occupation? How may they expect to be treated (as an audience, in some cases)? What kind of language may they expect to hear (or use)? How context influences choice of spoken language What are the contextual factors here? How d o the situation(s) or contextual factors affect the speakers' word choices or fluency? Key features found in speech and/or dialogue What level of formality is conveyed by the speaker(s)? Why? What features of non-fluency are present? If none, why is this?What features of idiolect, sociolect, dialect or accent are present? Is it a cooperative or uncooperative conversation? Do you think the conversation is a typical or abnormal example of a conversation in this type of workplace? Why/Why not? How does each person speak in the conversation? Analyse the turn-taking. Why do the participants speak like this in this situation? Homework: TV Chef Research Watch some videos on TV chefs on the internet and write down the names of the chefs you viewed clips of, in the table. Then complete the table. Make sure to make a note of names of the video clips you refer to, for later reference. Some specific chefs to look out for: Delia Smith |Rick Stein |Angela Hartnett | |Jamie Oliver |Keith Floyd |R ichard Corrigan | |Nigella Lawson |James Martin |Paul Rankin | |Antony Worral-Thompson |Marco Pierre-White |Gino d'Acampo | |Gordon Ramsay |Sanjeev Kapoor |John Burton-Race | |Hugh Fearnley-Whittingstall |Heston Blumenthal |Marcus Wareing | Homework Extension: Are there as many TV chefs in the US and other countries as there are in the UK? Are they similar or different to the UK chefs? Lesson 8: Planning 1 Issues to consider: †¢ Age, gender, social class †¢ Body language †¢ Relationship to camera †¢ Address to viewer †¢ Formal or informal? †¢ Specialist or non-specialist? †¢ Kinds of words †¢ Purpose & audience †¢ Setting †¢ Context †¢ Ingredients & equipment †¢ Speed of action & editing Chef 3: | | | | | |Chef 2: | | | | | |Chef 1: | | | | | |Question |SOCIAL ATTITUDES: |CONTEXTUAL FACTORS: |SPEECH: |DIALOGUE: | | |How do the public |How typical is this |Write down some features of the way he/she |Write down some features of the way he/she talks | | |view this chef? |talk of the way TV |talks . Focus on non-fluency features. Are |in conversation. Focus on conversational | | |Why? |chefs talk? What |these deliberate? |features. | | | |factors affect the way | | | | | |they talk? | | | | | | | | | â€â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ SAMPLE PEE PARAGRAPH
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