What Considerations Are Relevant?

Business Ethics: Midterm Essays 10/23/2012 What considerations are relevant when we assign blame for injurious acts? What is the distinction between excusing conditions and mitigating circumstances? Some say that moral responsibility is directed towards doing what is right and what is wrong. Well that is not necessarily the case; moral responsibility can also be aimed at at determining whether a person is morally responsible for doing something morally wrong. This is known as blame. Blame and moral responsibility can be used interchangeably.If someone is to be blamed for a wrong doing than that person is also held morally responsible for that wrong doing. Not all people are responsible for their wrongful or injurious acts. Injurious acts are harmful acts that one freely and knowingly intends to do. People have to consider the circumstances under which the person was morally right or morally wrong for their actions. Excusing conditions are conditions under which a person causes an inj ury on accident and is â€Å"excused† from blame and should not be held morally responsible. There are 3 considerations under which a person is not held morally responsible for an injury or a wrong.One is not held responsible if: â€Å"one did not cause or could not prevent the injury, one did not know he was inflicting injury, and if one did not inflict the injury out of his own free will. † When a person is morally responsible for an act of injury or wrong doing there are also 3 things to consider. A person is held responsible if: â€Å"one caused or helped cause it, or failed to prevent it, one did so knowing what he or she was doing and if one did so out of his out free will. † Excusing is when a person’s moral responsibility is excused by the absence of causality, knowledge and freedom.Mitigating factors can diminish a person’s moral responsibly but it depends on how severe the injury or wrong is. In addition to the excusing conditions, there are also 3 mitigating factions that can lessen moral responsibility. One circumstance leaves a person uncertain about what he or shit is doing. Another makes it difficult, but not impossible for the person to avoid doing it. The third circumstance minimizes a person’s involvement in an act. In general, the more serious the injury is, the less the mitigating circumstances will diminish responsibility.

Kant Ethics Essay

Introduction Immanuel Kant was a German philosopher born in 1724 and died in 1804. He is considered one of the most influential people on modern philosophy for his intensive research in the subject. This paper will discuss various articles written by Kant and analyze his thoughts on deeds that are right and deeds that are morally wrong. It will finally discuss importance of motives and duty of morality as illustrated by Kant’s work. Discussion Kant believed that there is no good that can emerge from the world apart from a good will (Kant, 1998). He said that without good will, qualities that are good and desirable become useless. This is because the person yielding these qualities may at times lack the fundamental will to implement and portray them. He called this lack of good will as bad character. He continued to say that when good will is not present, then Power, honor, health and the overall welfare, contentment and happiness will usually mess with the mind of the person and they will start pretending and believing lies created in their mind. Good will, according to Kant, can be facilitated by application of various qualities. However, these qualities may have no inherent absolute value, but constantly presume a good will, which succeeds the esteem that we simply have for them, not permitting us to consider them as extremely good. He attempted to identify the primary maxims of motives, which people are required to achieve. Kant did not base his opinions on claims about any subjective perception of the good, preferences, moral beliefs or regularly shared desires that people may have. Kant also recognized good will as the only absolute good; he refused to accept that the notion of good will could be established by referring to a tangible good. He believed that nothing could be a moral principle, if it was not initially a principle for everyone. According to Kant, morality starts with the denial of non-globalized principles. This idea was devised as a demand, which Kant termed as the Moral Law. He grouped the maxims in a manner that mediators could refer as â€Å"acting on the only adage that one can, and likewise will, just like an international law†. To clarify the point, Kant gave an example of an agent who gives false promises. He adds to this by saying that the agent’s action in this case does not fit to be termed as an international law. He explains that if the agent was hypothetical, then he would take part in the final outcome and this would make him stop his behavior of giving false promises (Kant, 2009). It is therefore clear that the principle of giving false promises cannot be categorized under universally shared principles. According to Kant, the principle of repudiating false promises is vital and the maxim of giving false morally forbidden. Kant is different from many utilitarian’s who regard false promises as wrong due to their adverse effects. He considers this principle as wrong since it cannot be used internationally. Kant identified two ethical modes of assessment, one of them being the fact that human beings have a high probability of evaluating the maxims adopted by agents. He asserted that if human beings had the capacity of evaluating such maxims, then principles with moral worth would come into being, since humans could decline immoral principles. He stated, â€Å"Those who accept principles that are not universal, have principles that are morally unworthy†. He considered those holding morally worth policies as working out of duty and said that human beings lack knowledge concerning the maxims of one another. Kant added to this by saying that people usually deduce the underlying principles or maxims of agents from the pattern of their actions, though no pattern identifies a unique principle. He gave the example of a genuinely honest shopkeeper by saying that his actions are not different from those of a shopkeeper who is reluctantly honest. Kant said that both shopkeepers deal justly out of an aspiration for a good reputation in business and would cheat if given the opportunity. Thus for common reasons, human beings usually do more than is of their concern with outer compliance to principles of duty, instead of paying attention to claims that an action was done out of such a principle. Kant discussed the relationship between principles of morality and people’s real inclinations and desires (Mac Intyre, 1981). He built the political insinuations of Categorical Imperative, which consists of constitution of the republic and value for freedom, particularly of speech and religion. He linked this with individual happiness which according to him can indirectly be viewed as an obligation. This is because one’s dissatisfaction with the wants of another might turn out to be a great lure to the wrongdoing of duty (O’Neill, 1991). He viewed this from another perspective and claimed that most men possess the strongest tendency to happiness. At this point, Kant gave the example of a gouty patient, who can make a choice of what he likes, and endure whatever suffering that comes with it. If he does this, he does not forego enjoying the present time to a probably wrong expectation of happiness believed to be experienced in good health (Kant, 1994). Kant states that, â€Å"an action from duty has its moral worth not in the aim that is supposed to be attained by it, but rather in the maxim in accordance with which it is resolved upon; thus that worth depends not on the actuality of the object of the action but merely on the principle of the volition† (O’Neill, 1991). The moral worth of a deed does not lie in the result anticipated from it, nor in the action or maxim which needs to make use of its intention from the expected result. In relation to the discussed effects, the endorsement of other people’s happiness could be caused by other reasons (Beck, 1960). Conclusion Significance of motives and the role of duty in morality Motives can either be of good or bad intentions. They often influence one’s roles of duty. The morality of duty is relative to the law and is therefore compared to the morality of religion. It, therefore, does not criticize man for not making full use of his life or by not doing good. He states that, â€Å"There is nothing possible to think of anywhere in the world, or indeed anything at all outside it, that can be held to be good without limitation, excepting only a good will† (O’Neill, 1991). Instead, it criticizes man for not respecting the fundamental principles and necessities required in life. A good example is the moral rule that man should not kill, since this does not have much to do with aspiration but the recognition that if one kills, he has not realized his duty of morality. I do not agree with Kant on the importance of motives and the role of duty in morality. This is because Kant only points out principles of ethics, but the same principles are so abstract that they can’t guide motives. Thus, his theory of the role of duty in morality is not motivating. He does not also give a full set of instructions to be followed. Kant lays emphasis on the appliance of maxims to cases that involve deliberation and judgment. He does insist that maxims must be abstract which can only guide individual decisions. The moral life is all about finding ways of good motives that meet all the obligations and breach no moral prohibitions. There is no procedure for identifying any motives. However, the role of duty in morality begins by ensuring that the precise acts that people bear in mind are not in line with deeds on principles of duty. References Beck, L. W. (1960). A Commentary on Kant’s Critique of Practical Reason. Chicago: University of Chicago Press. Kant, I. (1998). Groundwork of the Metaphysics of Morals. Cambridge: Cambridge University Press. Kant, I. (2009). Fundamental Principles of the Metaphysic of Morals. London: Thomas Kings mill Abbot. Kant, I. (1994). On a Supposed Right to Lie from Altruistic Motives. Oxford: Oxford University Press. O’Neill, O. (1991). Kantian Ethics. In A Companion to Ethics. Blackwell: Oxford. MacIntyre, A. (1981). After Virtue. London: Duckworth.

How Accurate Is It To Describe The Government Between 1822-30 As Liberal Tories? Essay

When we use the word Liberal, its intended meaning is open to opinion. The person or group is very open-minded and open to change. The Tories during 1822-30 appeared to be very Liberal at this time. They appeared to be changing their minds on a number of issues, such as Religious Freedom, Political Rights and Free Trade. They also appeared to be changing their attitudes about people’s freedom of expression. The Six Acts, created to prevent people grouping together, in fear of a revolution. This Act was abolished as the masses appeared to be content with life, and not in an uproar with the country. The Tories appeared to be Liberal with the supposed arrival of new men into the Cabinet. Lord Goderich was introduced as Chancellor of the Exchequer. William Huskisson became President of the Board of Trade. With George Canning also becoming Foreign Secretary. These new men brought with them new ideas and propositions to the House of Commons. Compared to the previous men they appeared brilliant. But the truth was these men were not new at all. They were simply back-benchers from the Cabinet, rarely seen doing anything. They were brought forward into the main Cabinet in order to please the people. Compared to the old Cabinet they were nothing new, but to the people they appeared radical and open to change. Really it was just their better ability of conveying ideas to the Commons, which made them appear brilliant. All their supposed new ideas were also nothing new. They were all ideas that had been thought up years ago, from the years of Pitt. These ideas were postponed due to war or economic crisis, and the new Cabinet simply set the ball rolling again. On the Economic side of things, a lot changed. The Corn Laws were placed on a sliding scale by 1828, ensuring cheaper food prices for all. Duties on trade relaxed. With reduced costs for materials, it paved the way for wage increases in the workplace. With lower taxes, foreign countries were ready to trade with Britain. Compared to the previous Protectionism trade of previous years, this appeared absolute Free Trade. And with the Reciprocity of Duties Act and relaxation of the Navigation Acts, trade seemed to be booming. But these changes weren’t totally Liberal. The sliding scaled for the Corn Laws may have reduced the cost of corn, costs remained high. Rather that 80s a quarter, it was reduced to 70s. It may have seemed to be paving the way to new, cheaper living, but very little changed. Although trade was rather free, compared to previous years, it still remained tightly controlled. Free Trade only appeared in order to benefit the Government, not in order to help the people. The Exchequer received increased income from the heightened trade. But most importantly it reduced the increasing problem of smuggling, which was a big problem during the times of high taxation in trade. The cheaper costs of materials for factories and other such workplaces, did not create the wage increases expected. People still suffered with a low wage and poor living conditions. Socially the country experienced great change. The Penal Code was rewritten. Sentences for crimes were lessened, to ensure the Law was easily enforceable. Previously many people were seen not guilty due to the high penalty of death for such minor offences such as stealing. The Gaols Act cleaned up the prisons of the country. Trade Unions were once again legal, and allowed people to discuss disputes with their manager over items such as pay and work hours. But these Trade Unions were not allowed to strike, thus making them rather powerless. Such reforms in the Penal code and new Acts such as Gaols, were in fact not new at all. They were all thought up during the time of the Napoleonic Wars, and were placed on the back-burner of Governmental issues. But with the â€Å"new† group of people in Cabinet, now was the time to pass these changes. Politically little changed. Nothing was changed about the electoral system itself except for Grampound. In 1821 Grampound was disenfranchised. It lost its MPs because it was a rotten-borough. The seats were moved to Leeds by the House of Commons. Leeds being a large industrial city. But the House of Lords intervened and forced the seats to go to Yorkshire instead, where they knew there would be little opposition from the people. This goes to show that despite all changes the House of Lords still had overall power in the Government. Ironic since they are the only ones who are not voted into Parliament. Lord John Russell gets 164 votes for his reform Bill but the Commons still opposed to the proposition, believing that the people were content with what they had and that there was no need for reform. Religiously nothing would have happened if it wasn’t for Daniel O’Connell. If he had not won the vote in the bi-election, despite him being a Catholic, this would not have happened. In 1829 Catholic Emancipation was finally allowed, which gave the Catholics and Non-Conformists the same rights as Protestants in the country. The Government only allowed it due to the fear of rebellion in Ireland, which they could not allow no matter what. Also the Test of Corporations was repealed in 1828. In conclusion the Liberal Tories were in fact the same as they had been in previous years. They were no more Liberal than before. The only reason the appeared Liberal was due to the apparent new men on the Cabinet, whose ability to speak well in the Commons, made them appear very liberal. Almost all ideas they brought forward had been created in the days of Pitt. They just re-ignited the flame and set the ball rolling again. The only things that may have appeared very Liberal would have been the passing of Catholic Emancipation and the idea of Free Trade. But these two ideas were only created to appease problems the Government faced. The uprising and possible rebellion in Ireland forced them to pass Catholic Emancipation. While the increasing problem of smuggling and evasion of trade duties, meant the Government needed to relax the laws on trading. Also compared to the Whig Reformers of 1830-41, they could not possibly be called Liberal Tories

How does an early years setting ensure children are safe versus their Essay

How does an early years setting ensure children are safe versus their need for risky play - Essay Example Children usually want to and participate in risky or challenging varieties of play although, and to a certain extent, it involves the risk of getting injured or hurt. Because of the safety concerns of the Western culture, the issue of risky play in early years and the degree such play should be monitored and regulated are crucial and continuous debates (Greenfield 2003). These debates on play safety have generated safety proceedings and legislation from concerned child care workers and parents. This has invoked further disputes on the balance between the benefits of risky play for child development on one hand, and safety proceedings and litigations on the other hand (New, Mardell & Robinson 2005). Normally, play occurs under the supervision of adults, hence controlling what children are permitted to do and where they are permitted to go (Gill 2007). For this reason, adults are influencing the safety of children when playing, and, simultaneously, they embody the greatest limitation on the child’s capability of experiencing challenges and risks that are eventually favourable for development (Gill 2007). A persistent argument in the literature is the children gain developmentally from taking risk, and that too much protection from risk can hamper development. In a continuously evolving world, environmental and social aspects have significantly affected children’s opportunities for emotionally and physically challenging play. Where previously youngsters may have played in the street, playing ball games, riding bicycles or playing other outdoor activities, increased road hazards has made the streets and play opportunities restricted to children as the risk or perils are extremely high. Children nowadays are confined to their houses or designated areas for relatively secured places to play. Still even these are transforming (Ball 2002). With increasing populations, the enlarged need for

Good species Essay Example | Topics and Well Written Essays - 500 words

Good species - Essay Example Second is the United Nation which replaced the League of Nation established in the year 1945 purposed to promote peace and stop chaos between nation-states. Third, is the global World Trade Organization (WTO), established to encourage free trade between nations. Fourth, are the regional organizations e.g. EU, NATO, AOS and AU and Product-specific IGOs like OPEC (Campbell, MacKinnon, and Stevens 51-121). NGOs, on the other hand, are private and individualized organizations that are free from government involvement. There are three classes of NGOs that are the environmental, humanitarian/Human rights and development. Environmental NGOs have obligations to promote clean and natural environment globally. Environmental NGOs duties involve the initiation of water, land and air clean-up; animal, landscape and resource preservation; and maintainable land use and resources (Campbell, MacKinnon, and Stevens 51-121). Development NGOs offers aid to promote social, political and economic growth in third world countries. Its efforts are on the expansion of economic and social structures, which enhance communities and terminate poverty in the society. Development NGOs duties involves school establishment, offering small loans to individuals, establishment of health-care amenities and programs, and providing farming education to the communities (Campbell, MacKinnon, and Stevens 51-121). Humanitarian/ Human rights NGOs have the obligation to supervise and report all abuses to human rights. Amnesty International is the most eminent NGOs responsible in researching and taking actions to stop and prevent human rights abuses. The organization carry out its duties with the guidance of rights reserved in Universal Declaration of Human Rights; rights that ask all the governments and other potent bodies obey the law. The organization duties involve various operations formulated to terminate women violence,

Management and Gender Essay Example | Topics and Well Written Essays - 3750 words

Management and Gender - Essay Example That the world is critical and reflective in thinking is a matter that is underscored by the many theories which try to explain gender relations. Many theoretical standpoints and postulations abound to divulge on gender relations, by analysing the dynamics of male-female relationships within the auspices of the society. As opposed to the 19th century developments which mainly delved on gender parity at the domestic level, the 1950s opened a new era which was characterised by the quest to have gender equality entrenched even in the corporate sector. This is the case with the UK, the US, the West and the rest of the developed world (Maleta, 2011, 75). The importance of theoretical standpoints that explain gender relations is that they help inculcate understanding on the history, nature and dynamics of gender relations, with the main goal being, providing directly or indirectly, the panacea to the problem of gender imbalance at the workplace, or any other sphere of the human society. Likewise, according to Moore (2012, 620), the need to relook the issue of gender and corporate life is underscored by the fact that in spite of women having been incorporated in the corporate life of developed countries, yet female presence is yet inadequately represented at the managerial level of corporate life. Theoretical Explanation on Gender Imbalance in Management One of the most moving theories on gender is that of Julia Kristeva. Kristeva’s theory has been applicable in the field of semiotics. Kristeva’s theory in explaining gender disparity and relations at the managerial level of the corporate life has a topical theme of abjec tion. Particularly, Kristeva structures subjectivity on abjection of the mother, arguing that a society is constructed just as an individual abjects or excludes his mother as a way of curving out an identity. Kristeva continues that just as individuals, patriarchal cultures exclude the feminine to either come into being, or consolidate its position (Cousineau and Roth, 2012, 430). Beyer (2011, 307) contends that the implication of Kristeva’s postulation is that the inability to perpetuate gender parity in organisational management is not so much occasioned by characteristics inherent in women, as is by unequal sexist relations, structures and policies which have been entrenched by a male-dominated society. This discourse will thus look into the issue of gender and management, in light of Kristeva’s theoretical postulations. Indicators of un/Equal Gender Representation in Management A critical examination of the corporate, entrepreneurial and public sectors shows the in ordinate concentration of men in management. One of the indicators of the gender gap in the British business sector is the stunted rise in

Thomas Jefferson Essay Example | Topics and Well Written Essays - 250 words - 3

Thomas Jefferson - Essay Example s notes that Jefferson was not a reflective political philosopher,  and the efforts Jefferson made at  political  philosophy were, in most cases, embarrassingly  shallow  and sometimes quite naive (1997). Secondly, although Ellis (1997) accepts the fact that Jefferson was a brilliant political theologian and  visionary, he does not leave out the point that the qualities of Jefferson displayed in his book were those of an  irrational  and outrageous political  personality. Ellis, in his article, argues that Jefferson was first to come up with the idea that peoples deepest  personal  longings were, as a matter of fact, achievable in his book, but then went ahead and suggested opposing principles in a way that hides their incompatibility. According to Ellis (1997), Americans saw Jefferson as a reassurance to them because of his many achievements, and any criticism was not welcome. In his book, Jefferson included some of his most memorable statements about the things he believed in  especially  in the political and social front (1995). However, Ellis (1997) points out that there are many ways that Jefferson failed to  bear  the full implications of his beliefs and  vision  about racism, slavery, and sexism, and wants to expose the underlying contradictions of Thomas Jefferson’s failure. From Ellis’ point of view we can conclude that no matter how influential and powerful a person is, there is always something to criticize him

Rate of Adaption Essay Example | Topics and Well Written Essays - 2500 words

Rate of Adaption - Essay Example It has attracted interest of the world due to easy growth factors and highly nutritious element. It offers best protein composition including lysine, histidine, cystine and methionine. Cereal starch has bigger size granules as compared to quinoa starch granule. It is more viscous. The plant is best suitable for industrial use. The plant is comprised of saponins, which is a bitter compound and these can easily be removed by abrasion and washing before using it. A study showed that plant could grow well in less fertile soil (Galway, 1992). Chenopodium Quinoa has one crucial component of interest, that is, the lysine content, which is not a common nutrient in other plant species. The growth of this annual herb produces panicle, which contains some small seeds called achenes (Jacobsen, 1997). The seeds produced are round, small and flat with pigmentation ranging from red to white. The color of the seeds varies from one ecosystem to another because of the climatic disparities in the regions where it is grown. It has an extensive root system predominantly subjugated by taproots that support the branchy stem. The plant grows to heights of between sixty to one hundred and twenty five centimeters. The food crop is found in areas with harsh environmental conditions, such as high mountain plains, relatively moderate fertile valley areas, coastal forests, and alkaline areas (Burton & Bo, 2005). In this case the desired location is Umatilla County, which is one of the agriculturally rich areas in the State. The predominant environment in the Hermiston area changes rapidly; hence the need to grow resistant crops that are not dependent on stable environmental conditions (Van de Fliert & Ann, 2002). Moreover since the IPCC (1990) was published, extensive efforts have been brought in to help our agriculture adapt to the climate change because the latter has deep biophysical impacts on crop yield, soil and water resources (Antle, 2009) and for this reason quinoa is

The Value of Educational Research Essay Example | Topics and Well Written Essays - 5000 words

The Value of Educational Research - Essay Example Educational research could be related to scientific analysis or could also be on teacher's role in setting and changing curricula, and on the extent to which individuals have access to high quality education. Educational research thus encompasses general issues on education as well as specific issues on scientific discovery and use of new and advanced technology in education. The value of educational research would be directly related to what lessons are drawn from analysis of general and specific issues on education, both in terms of scientific advancement and administrative policies related to education. A recent debate on educational systems and the evaluation of the national curriculum in the UK has moved from general discussions to specific standards of education along with highlighting the role and status of the teacher in promoting education. The teacher is considered a professional and an innovator and reducing them to followers or implementers of certain educational curricula is seen as a mistake. Osborne et al (1988) pointed out to the centralisation of the educational system and the rigidity of the curriculum, funding and assessment against the projected freedom of choice and parental involvement in education planning. Osborne et al suggest that curricula do not develop according to a set of objectives and procedures and behavioural sequences, but that educational objectives are set in accordance with what has already been done and the decisions made on the curricula. Schooling has been criticised as being too focused on offering teacher proof knowledge and packaged rather than what it should be. Of course what education should project is debatable and some have considered it as a moral and ethical activity that would prepare moral agents of society and developing value systems would be one of the important aspects of education. The role of education is to prepare a morally responsible society although it is also true that its effects cannot be predicted. Educational change could be described as an objective planning procedure although issues of morality and ethics would make it less objective and that is how educational systems become loaded with values and is not exactly value free. Osborne et al (1988) suggest that it is important for curricula of schools to be different as all kinds of educational standardisation would make the system too rigid although the value systems and ethical standards followed will have to be similar between schools. However this essay is not particularly focused on value systems within education but the inherent value of research on education. Value systems in education are related to issues of planning and objectives although any research in education would go beyond value systems and ethics or morality to include training, technology, innovation, teacher's role, educational st andards, socioeconomic activity, cultural factors and theoretical models of educational change and development. This essay being focused on the values of educational research, the mission or objectives of any educational research institute could be understood in terms of the following conditions laid down by the National Centre for Educational Research in the US MISSION.-The mission of the Research Center is- (1) to sponsor sustained research that will lead to the accumulation of knowledge and understanding of education, to- (A)

The 7s Model in Theory Essay Example for Free

The 7s Model in Theory Essay The 7s Model was introduced for the first time in 1981, by Richard Pascale and Anthony Athos. McKinsey, an American consultancy bureau, adopted the model, used it frequently and made it one of the best-known management models in the world. The 7s Model stands for seven aspects where an organization should pay attention to, in order to function successfully: Staff, Style, Structure, System, Strategy, Skills and Shared Values. These 7 aspects have to support and reinforce each other to achieve the goals of an organization. The 7s model is easy to remember and it seems to cover al the aspects of management. But is this model so great? Does it indeed cover all the aspects of management? No. For one thing, it excludes a lot of important factors that also should be integrated in a management model, for example flexibility, quality and efficiency of an organization. That these terms do not begin with an S does not mean that they do not have to be included in a management model. Because of this the 7s model is incomplete. Secondly, the 7s model was a fashion model. The model had a nice English title, was visual attractive, it was presented with confidence. Guaranteed success in America! Also, the founders of the 7s Model were leading business men and very confident about their invented model. Because of their reputation as good managers, people assumed that the model would be good and did not investigate the usefulness of the model in real life. In third place, the 7s Model is confusing. Take for example the norms and values (culture) of an organization. These aspects can be found within the S of Staff, but they could also be a part of the S from Shared Values. The 7ses overlap with each other, this makes it an unclear model. Fourthly, The 7s Model has aged. The science of management is still developing, new models are discovered everyday and old models are changed frequently. The 7s model is not an exception. The 7s Model is used and it is not found perfect, so they should change it and ad the new inventions that are found in 2010. The 7s Model is only a theoretical model and cannot be used in real life. Also because the 7s Model was first created and then used in reality. The model was developed behind ‘desks in an office’ and then applied in practice, so there is a discrepancy between theory and practice. When the Model was just integrated in the management world a lot of small companies worked according to it, but went bankrupted within one year. After the above analysis it is justified to say that the 7s model is not valid and that management is a science which is still in it’s infancy. This model needs to be renewed and modernized and it lacks a lot of important aspects, which should be taken into consideration when leading an organization. It is easy to make a simple, nice model that sounds catchy, but to make it work and useful in practice is something else. The success of this 7s Model is based on the persuasive way it was brought by its inventors. The model is unclear and has to be clarified. The founders have thought it trough on paper, but did not do enough research what would happen if it was used in the real management of an organization. In the end, the 7s Model of McKinsey is good on paper, but is real life it is not useful to organizations in the long run.

Role of Public Sector in Modern Economies

Role of Public Sector in Modern Economies Forces of demand and supply control prices in modern capitalist economies, government intervention has been limited to provision of social services. Prices of goods and services as well as cost of production are determined with minimal government intervention. A perfect capitalist economy can only exist in an ideal situation and since there is no ideal situation, there are always some government controls, rules and regulations in an economy (Pigou, 2006). In general, government controls the performance of an economy through fiscal and monetary policies. These policies are aimed at changing or controlling certain factors in the economy to enhance or limit production. Government participation varies among countries were developing countries need a higher involvement than developed countries (Ceccacci, Marchesiani and Pecchi, 2007) This paper discusses the role of the public sector in modern economies and factors public sector consider when making financial decision. Political stability The government is made up of political class, who control the economies of a country, they play the role of politicians and economic drivers, and however, political situation in the world is not stable. There have been changes and uncertainty in different countries. A country like Kenya in East Africa underwent tribal crashes in 2007 after a disputed election. The crisis affected the economy of the country. In November 2010, Ivory Coast in Central Africa had disputed election a move that have affected the countrys economic performance. In civilized countries like the United States of America, which is the worlds largest economy, the performance of the ruling class affects the economy positively and negatively. A country as China, which has the highest economic growth in the world, has a stable government (Dalton, 2003) from the above discussion, it is clear that one major functions of government is to ensure there is political stability in the country. If the political class maintain s political harmony in an economy then growth and stability in the country is possible. One of the most surprising thing is that to destroy an economy that had been built for many years can take a matter of weeks in case of political unrests. For example, Zimbabwe was among Africans best performing countries, when there were disputed presidential economies in 2009; the country is now ranked as the poorest in the world. Other than local politics, international politics affects country economic, social and political performances. International policies and relations affect how economies conduct their business. There are times that goods from a certain countries have been limited to enter in the international market through tariff and non-tariff barriers (Buchanan, 1987). Maintaining good International relations Foreign ministry in different countries is given the responsibility of maintaining good international relations with different countries. Globalisation and international trade has opened the international market, assisted by transport and communication networks (Quigley, 2000). To ensure that a country participates in international trade effectively and reduce chances of international rivalry, it should ensure that there are good international relations. Switzerland has managed to be the world largest tourism country because of its political neutrality and maintaining of good relations with other countries. Sometime to be competitive, countries engage in economical alliances to be able to negotiate for better teams in the world markets. Such integration includes European Union, East African Community, and Pan African among others (Dietmar, 2000). Other than having a good international relations, it is the role of the government to ensure that its country have a good reputation. It sh ould not be known for negative things like poverty, corruption and inequality. Such reputations are not built by word of mouth by through actions undertaken by the government. Protection of citizens The government has the mandate of ensuring that the constitutional rights of every human being are respected. These rights include rights to protection, where the government provides security to its citizens. Security is from foreign and internal attackers. There are times that the government sets minimum or maximum prices of goods to ensure that consumers are not exploited. On the other hand, the government also sets standards required in a country; this is in the move to ensure that it has protected its consumers against substandard goods and services provided by businesspersons. There was another move made by Chinese government, which has been seen as a new government move where the government aims at reducing the rate of economic growth in the country (Edward, McCaffery and Joel, 2006) Infrastructures The government has the mandate of providing infrastructures like roads and communication networks, which cannot be left in the hands of individuals. These infrastructures ensure that an economy has social resources that can be used by society members without paying for them directly. In time of disaster, the public sector is called upon to assist. This is in case of terror attacks, drought and floods. The government should have adequate machinery and mechanisms to ensure that in case of a disaster, it has assisted its own citizens and sometimes extend the help to other nations. Other social economic factors affect an economy. They include inflation and deflation. The government has the mandate of ensuring that its economy has neither excess funds (inflation) or has limited funds (deflation) (Gabriele, 2009). Leadership and strategic decision-making The government is expected to make strategic decisions, which define the pathway that the country aims to follow over a certain period. This can be yearly or take a couple of years. Every year, governments make financial budgets to be followed when financing various projects in the country. These budgets contain yearly, monthly or projects that take more than one year. Such policies are the ones, which attract international investments in a country. In the 1990s, many countries had Vision 2000, which they wanted to have attained certain economic, social and political goals. In the current 20th century, there are calls to Vision 2020, Vision 2015 and visi0n 2030 among others depending with a country and the goals it has for the economy (Wildasin, 2008) Issues a government need to take into account when financing the activities adopted to fulfil the role set out in (a) above The government control an economy using fiscal or monetary policies. They can be either direct or indirect. The kind of financing adopted, depends with the goal and objective the government want to attain in a particular time. To control the economy effectively, consideration must be made to ensure that the most appropriate measure is taken (Reed and Swain, 1997). Generally, there are factors that government need to consider when financing different projects in the economy they are: The level of economic development in the country or locations The government has the role of setting up infrastructures to be used by the public and private sectors in their efforts to grow the economy. Before certain infrastructures are made, the government need to analyse the project and ensure that it is economically viable. Priority should be given to those places that have potential yet the exploitation of such potential is hindered by lack of infrastructures like roads and communication networks. Investments in infrastructures is an expensive exercise where the government spend public resources to make such infrastructures, they should thus benefit the greatest majority in the country. In developing economies, the government has a more active role where it is expected to make a platform that international and national inventors can built on. Such infrastructures include electricity production plants, transport networks, taxation incentive and communication networks. Some countries like China have had the government cut down its public fin ance expenditure to ensure that the economic growth rate in the country slows down. It has opted to have higher taxation to companies and individuals to ensure that they have low income to spend in economic development (Schulte, 2000). Countries competitive advantage sectors Different countries have different economic potentials; the kind of products that can be produced effectively by a nation varies among different nations. There is need to understand the potential that a country has and investments should be skewed to that direction. For example is a country has a potential in natural resources like oil reserves or good climate, then the government should direct most of its finances to these sectors. This will ensure that high levels of efficiency have been attained for economic development. Absolute and competitive advantages are important when deciding the countries to make economic integrations. There are times that countries produce the same commodities, in such cases such countries can make good economic blocs to negotiate for better prices for their products. They though cannot make good trading partners since they make more the same products (Schumpeter , 1994). The rate of inflation/deflation The rate of inflation in country affects expenditure decision by the government. When an economy is facing high rate of inflation, then the government has the mandate of controlling the economy. Controlling inflation and deflation are monetary issues where the government devises measures to reduce money in circulation (in the case of inflation) or increase money in circulation (in the case of deflation). In inflation, the government can decide to sell government securities like bond and bills at an attractive interest rate where investors will be attracted to buy them and the money in circulation is reduced. On the other hand, it might decide to increase the lending rate to banks through central bank, which will be transmitted, to consumers making the cost of lending money expensive. This reduces the rate of money attractiveness thus, the growth of money in the economy reduces (Sheila, 2004). In the case of deflation, the government devises measures to increase the flow of cash in the economy. If the government decides to reduce central banks lending rate, then banks will be more willing to lend money. This increases the money in circulation curing the deflation (Tresch, 2002). Living standards Different countries have different living standards. It is the dream of leaders to have citizens who have high living standards. To attain this need, the government takes deliberate measures to increase the living standards of its people. Such measures include wide investment in social facilities like public hospitals, building of roads, communication networks and education facilities. There are countries, which have opted to offer free medical and educational facilities to their citizens in the move to have increased living standards. Countries with high living standards do not require much invention of the government in their affairs but those that are underdeveloped and have reduced living standards the government intervention is highly required (Shinnick, 2008). Some government have national libraries, some even mobile ones to ensure that its population has access to information for personal empowerment. Adoption of technology in different sectors has enabled a countries population have higher living standards as people are more informed of their rights that they can fight for (Shoup, 2006) Resources distribution Resources in a country are not equally distributed; there are some parts, which have higher allocation of natural and manmade resources in a country. The in-equally bring about difference in social, economic and sometimes political. The government should ensure that its country have well distributed resources for a harmonious growth in all regions of the country. The differences make the government direct most of its resources to areas that are disadvantaged (Musgrave, 2008). They are given priorities in the efforts to see whether they can catch up with other areas. A country that has high levels of inequality is most likely to be in political disputes from time to time. This is when some people feel oppressed by the system. In the past, social rivalry in countries for example in French revolution, were brought about by inequality and oppression in the economy. To avoid a repeat of such things in an economy, the government should ensure there is equality in the economy. Equality can be brought through indirect measures like education, social amenities, and employment (Moore, 2009). Unemployment level Government has a role in creating employment in its country. If the economy is facing high levels of inflation, then the government must put on measures to ensure that the economy produces job opportunities. For an increased employment creation in country, the government should create an atmosphere where local and international investors feel attracted (Minea and Villieu, 2009). Such measures include reduce taxation, offer incentives to investors like tax holidays , investments deductions and offering land for factory settlements. Other than focusing on international and local major investors, the government can undertake different measures to facilitate small-scale investments through small traders and artisan. Finances can be directed to the areas where the government offer loans to deserving population to starts up their own business . Other than business, there are other individual talents that can be tapped and still create employment. This includes sporting activities and enter tainment industry where the government can support youth to engage in such activities (McGee, 2004). Security situation It is the role of the government to ensure that its citizens are protected from internal and external security threats. The state of security in a country will determine the amount of investment that will be directed to this task. There are times that a country may be threatened of an attack, or the security system in the country is not good. In such cases, the budget for security should be increased appropriately. Different times require different security levels, for example, in times of political unrests, high security is required than in times of harmony in a country, so the amount of investment that a country makes in investment is determined by security level in the country (Martin, 2005). Global environment The international community affects the trend of spending in a government. There are times that international relation and trade may require a government to spend higher than in normal circumstances. Currently with globalisation, the world is facing an increased trade among countries. The trade calls for improved infrastructures, communication systems and security along borders. Although these factors benefit an economy, they require the government to make investments in the economy. To facilitate international trade, the government need to invest in good roads to transport goods produced within the country to the departure ports and those coming from abroad to their destinations (Kabelo,  Khalo and Mafunisa, 2007). Communication is crucial in making trading negotiations and contracts where the government should lay good communication systems. International trade does not just happen without government intervention, there is need to control the flow of goods. Through customs depart ment, the government imposes custom duties and tariffs to some imports and exports in its move to collect revenue and protect internal industries. Through borders, some goods that are harmful to a population can get their way; it is the role of the government to ensure that borders are free from such goods. For border security, revenue collection and national companies protection to be effective, the government has to make massive investment in detecting tools like scanners, personnels to patrol the borders and revenue collection officers. Making of ports is capital intensive and thus before such an investment is made the government should ensure that it has analysed the economic benefit of such a move. For example, the decision to make Suez Canal was for trading purposes, it has assisted North African countries like Egypt, however, maintaining high standards in such an entry is an expensive practice (Jà ¼rgen and Wagner, 2004) Technology Scientific innovation and inventions have resulted to an increase in technology in the world. Efficient technology assists a county to produce goods and services effectively with maximum utilisation of resources. The government has a role to play in technological development and adoption in the economy. This can be through its own adoption of technology in its systems or it can be creating an environment that enables companies to adopt technology. There are times that the government controls the rate of technological adoption in its economy. For example in Kenya, the government is opposing the use of tea plucking machines by tea growing factories since it believes that the number of jobs that will be lost as a result are going to harm the economy. To enhance adoption of technology, the government have sometimes offered incentives to those companies with high technology like tax incentives to facilitate further technology use (Hyman, 2007) Environmental concerns The world is having increased concerns about environmental damage. International bodies have enacted rules and regulations to be followed in its efforts to reduce environmental damage. Such international regulations include Kyoto protocol on green gas emission where signatories were expected to reduce their production of green house gasses (Howard, 1992). To facilitate moves that protect the environment, the government is involved in different activities that aim at corporate and to individuals. It has put on measure that reduces the amount of emission from industry. Such measures include taxation on carbon emission, having national environmental control policies and programs, offering tax incentive and facilitating technology adoption (Bradford, Auerbach and Shaviro, 2000). The rate of investments in a country The investment environment in countries determines the rate of investment in a country. When the environments are not attracting investments, then the government has to undertake strategic measures to ensure that it has facilitated investments. This can be through targeting certain industries, which are crucial for investment decisions in a country, and enhancing their capabilities in attracting investments (Gstoettner and Jensen, 2010). For example, the energy sector is important for economic development and attracting investment. The government can control prices in such an industry and cover the deficit. This will make investors attracted by the low rate of production cost offered by such moves. In countries like China, the government have used this consideration to devise measure that reduces the rate of investment. There are times that the government becomes the investor in come strategic industries, which are considered low income generating. This is in the move to ensure that all essential products and services are available in a country (Blanca and   Wodon, 2006) Economic deficits and Balances of payments There are times that a country may be facing economic and balance of payments deficits. The deficits harm an economy, the government requires to take strategic decisions to ensure these deficits are cured. In cases of economic deficits, it means that a government will not be able to finance all budget activities in a particular year or periods. It may be forces to offer some government bonds and bills, which are offered at a cost to the public. It may also decide to sell its products to raise money to finance its deficit. The right move to make in such case is determines the decision made by the government (Bastable, 2003) International trade brings about balances of payments (B.O.P.). For a healthy economy without a deficit in balance of payment, then imports should be of a lower cost than exports. To facilitate an increase export, or reduce importation, the government have a role to play. In facilitation of exports, the government offers incentives to exporters to increase their exportation. These incentives may be subsidies in production. To discourage importation, the government can increase taxes charged to imports and empower local companies to produce goods that were otherwise imported. When a country has a healthy balance of payment, its currency is strong making its goods and services competitive in the international markets (Arye, 2003) Conclusion Modern economies are mostly capitalists, where forces of demand and supply determine prices. Government intervention in these economies is minimal but important. Government intervenes in economies to facilitate an appropriate economic growth rate and protect citizens from violation of their constitutional rights. It uses monetary and fiscal policies to control the economy. Before making an investment decision, government consider economic, political, social, global and environmental implication of such decision. Maintain political stability in a county is an important role of the government. The right decision to make is one that results to increased welfare of majority in the country.

Modernism in The Metamorphosis

Modernism in The Metamorphosis The scientific and industrial revolution that affected Europe and the rest of the world in the nineteenth century was further developed with the arrival of the twentieth century. This century was marked with significant progress in sectors such as the sciences, philosophy, social theory, and the arts. However no other field has in my opinion seen such drastic changes as the literary field. Breaking away from literary movements of the other centuries such as romanticism or realism, authors of the modernism borrow from new ideas in anthropology, psychology, philosophy, political theory, psychoanalysis, and physics to create their works. In this essay we will study the impact of any of the above fields in creating a sense of disillusionment, fragmentation, or isolation in the particular work of Kafka called The Metamorphosis. The metamorphosis, as mentioned above, is a work of fiction written by Franz Kafka. After reading this story I can easily see why it has become so popular. Not only is it a great story, but it also stands out because of it use of philosophy and psychology as a way to explain certain human behaviors. The most of obvious concept that influenced Kafka in writing The Metamorphosis is Existentialism. Existentialism is a theory that became very popular during the nineteenth century and that asserts that any given choice will govern the later course of a persons life, and that the person has ultimate will over making choices. In the case of Kafka story, this translates first into solitude and alienation. The isolation and despair that Gregor experienced is obvious from the start. From the very first sentence of the story we notice this solitude. Gregor is lying on his bed in a shape of a gigantic insect and there is nobody around to help him. This theme of isolation is even more present in the rest of the story as we see that Gregor cant depend on anyone for support. He locks himself in his room when he is at home or on the road for business and doesnt go out to meet people. He doesnt have a girlfriend nor does he has friends to rely on in times of need. Instead he isolated himself from society. Another example of this alienation becomes apparent in his relationship with his family. Although he doesnt realize it, his relationship with them is not very good. By being the breadwinner of the family, Gregor leaves no room for his father to be the provider and the responsible one. At the same time he is trying to save money so he can send his sister to a conservatory where she can play violin but fails to discuss that idea with her. In his mind he think that the family is proud and happy with him, however the reality is different and the only thing he accomplishes is to alienate himself from them. Even though he takes care of them, they are still unhappy with him. Furthermore, the theme of isolation and alienation is present with the metaphor of the insect. I think that the reason why Kafka transform his main character into a this bug is to show us how helpless Gregor feels. His life as an insect is no different than his life as a human. Trying to communicate with his family as an insect is impossible and frustrating because all they hear are bug noises that scare them. They dont want him around because his appearance is shameful and they dont want to take care of him as he becomes more and more a liability to them. Throughout the whole story, Gregor is a stranger to everybody. His contact with society is minimal, and his alienation from his family becomes total with his transformation as an insect. The influence of existentialism on Kafkas metamorphosis doesnt only stop to the concept of alienation. The Metamorphosis is also about disillusionment. Besides being isolated, Gregor starts viewing the life as somehow absurd and futile. He cant seem to understand why things like this happen to a good human being like him. All he is trying to do is to make his family happy. He works at a job that he despises so that he can support his family that is having hard times. We can quote him saying: If I didnt have my parents to think about Id have given in my notice a long time ago, Id have gone up to the boss and told him just what I think, tell him everything I would, let him know just what I feel. Despite all this good he is doing, the tragedy of the metamorphosis befalls him and his family abandons him. As time passes by, Gregors disillusion grows bigger. His body falls into a state of despair due to abuse neglect and sickness. He carried threads, hairs, and remains of food about on his back and sides. He spent his days fantasizing about being normal and wondering why this was happening to him. One thing that really shows the influence of the Existentialist philosophy on Kafka is that he doesnt want us to feel bad for Gregor. Instead, the impression I get from reading this is that Kafka wants Gregor to find a meaning to his life even though he is in a bad situation. He should have stopped being depressed because of his family and his job and started living life for him first. If we follow Kafkas reasoning, we can assume that Gregors death is due more to the fact that he was disillusioned and depressed than to the fact that his physical health was deteriorating. To sum up, one can say that the Modernism movement brought forth new ideas to the world of literature and the Metamorphosis is a good example of that. As the world around them was evolving, author like Kafka and Camus looked for other sciences for inspiration and to explain some of the human behaviors. Existentialism provided them with a mean to convey their feelings, especially in regards to isolation, alienation, and the meaning of life in general. Nowadays, because of the quality of their works, they became household names not only in literature but also in other fields such as psychology.

Why in the world do we need derivative :: essays research papers

Why in the World we Need Derivatives Many years ago humans discovered that with the use of mathematical calculations many things can be calculated in the world and even the universe. Mathematics consists of many different operations. The most important that is used by mathematicians, scientists and engineers is the derivative. Derivatives can help make calculations of anything with respect to another event or thing. Derivatives are mostly common when used with respect to time. This is a very important tool in this revolutionary world. With derivatives we can calculate the rate of change of anything with respect to time. This way we can have a sort of knowledge of upcoming events, and the different behaviors events can present. For example the population growth can be estimated applying derivatives. Not only population growth, but for example when dealing with plagues there can be certain control. An other example can be with diseases, taking all this events together a conclusion can be made.   Ã‚  Ã‚  Ã‚  Ã‚   The population of the world is growing extremely fast. Eventually there is going to be overpopulation and resources are going to run out if something is not done. We know earth is overpopulated and that a control over population can be made or at least something can be done so there is not a catastrophe. Population growth can be determined using exponentials which directly relate to derivatives. This is a tool that can be very helpful for anthropologist and sociologists in the world (which have nothing to do with mathematics). Not only to know population numbers in ten or twenty years but to have control over other things. For example will there be enough food for five billion people in the world, will there be enough mineral supply for five billion people in the world or will there be enough fuel supply for five billion people in the world. Many of those types of investigations can be determined with the application of derivatives. The world population is growing extremely fast, and our natural resources are been consumed even faster, this study using exponentials and its graphs gives us an idea of what must be done to prevent a disaster. Around this fact of overpopulation and running out of natural resources many things have been created. Indirectly derivatives have caused all this and in some way it is very useful and important. For example birth control methods are a consequence of this.

Learning Environments of Different Economic Levels Essay -- Education

Learning Environments of Different Economic Levels Pictures not only display an image in our minds, but the language of the picture conveys a certain message to the viewer. For example, the picture â€Å"Instruction at Home† displays an informal learning environment in a third world country, while the picture â€Å"The Lesson--Planning a Career† displays a formal learning environment in a more developed country. Based on the appearance of the students in the pictures, the children in "Instruction at Home" appear to be more attentive and interested in the material than the students in "The Lesson--Planning a Career," who appear bored and disinterested. These images tell us that the students in impoverished countries place a higher value on their education because it is a rare privilege, rather than a mandatory responsibility, as displayed in "The Lesson--Planning a Career." These differences in educational environments, which are displayed in the two pictures, are influenced by the economic levels of the soci ety in which the students live. The first picture, â€Å"Instruction at Home,† displays the learning environment of lower economic levels. In this picture, two young children, about six or seven years of age, sit in front of a makeshift blackboard attentively listening to their teacher, who is most likely their mother. The learning environment is not a classroom at all, but a small space in the corner of their home. They sit in two wooden chairs facing the blackboard, which is really just a black cloth with letters and numbers drawn on it. Their teacher stands to the side of a small desk cluttered with a few small items and a kerosene lamp, while using a walking stick to point to the board. A calendar hangs o... ...it is apparent that there is a concrete message enveloped in the lessons at home and in the classroom. The students in â€Å"Instruction at Home† are more eager to learn their alphabet than the students in â€Å"The Lesson† are to learn about planning their careers. The children in â€Å"Instruction at Home† have been brought up in a primitive culture where nothing has been spoon-fed to them, unlike the students in Western civilization. Therefore, the children that have been raised in poverty place a higher value on an education, which they see as an incredible opportunity to better themselves and rise above the harsh reality of their world. The students in â€Å"The Lesson,† however, perceive school as a mandatory responsibility. The two pictures show that the better the economic level one lives in, the better the learning environment, which leads to greater economic success. Learning Environments of Different Economic Levels Essay -- Education Learning Environments of Different Economic Levels Pictures not only display an image in our minds, but the language of the picture conveys a certain message to the viewer. For example, the picture â€Å"Instruction at Home† displays an informal learning environment in a third world country, while the picture â€Å"The Lesson--Planning a Career† displays a formal learning environment in a more developed country. Based on the appearance of the students in the pictures, the children in "Instruction at Home" appear to be more attentive and interested in the material than the students in "The Lesson--Planning a Career," who appear bored and disinterested. These images tell us that the students in impoverished countries place a higher value on their education because it is a rare privilege, rather than a mandatory responsibility, as displayed in "The Lesson--Planning a Career." These differences in educational environments, which are displayed in the two pictures, are influenced by the economic levels of the soci ety in which the students live. The first picture, â€Å"Instruction at Home,† displays the learning environment of lower economic levels. In this picture, two young children, about six or seven years of age, sit in front of a makeshift blackboard attentively listening to their teacher, who is most likely their mother. The learning environment is not a classroom at all, but a small space in the corner of their home. They sit in two wooden chairs facing the blackboard, which is really just a black cloth with letters and numbers drawn on it. Their teacher stands to the side of a small desk cluttered with a few small items and a kerosene lamp, while using a walking stick to point to the board. A calendar hangs o... ...it is apparent that there is a concrete message enveloped in the lessons at home and in the classroom. The students in â€Å"Instruction at Home† are more eager to learn their alphabet than the students in â€Å"The Lesson† are to learn about planning their careers. The children in â€Å"Instruction at Home† have been brought up in a primitive culture where nothing has been spoon-fed to them, unlike the students in Western civilization. Therefore, the children that have been raised in poverty place a higher value on an education, which they see as an incredible opportunity to better themselves and rise above the harsh reality of their world. The students in â€Å"The Lesson,† however, perceive school as a mandatory responsibility. The two pictures show that the better the economic level one lives in, the better the learning environment, which leads to greater economic success.

The Main Theme of “On Liberty”

The main theme of on liberty was the individual. Everything else, society, education,government and so forth had their basis in the individuals rights to his own liberty. Noone, no member of society, government, even God, if he appeared before an individual, could inforce his will upon him. That is not to say that you couldnt change someones mind through discussions, but instead, that noone had a right to force his views upon another. Your happiness is yours(individual) to enjoy without any infringements. Conversations between individuals or groups of individuals is essential in eveloping the notion of liberty. Mill claims that you should feel free to convey your views openly without forcing them onto others. After all, a man who learns from noone but himself has a fool for a teacher. There is however an exception to this rule. That is, if an individual in any way harms or comes onto anothers rights to liberty, or causes a social threat, hence he or she is subjected to forced inclinations by other members of society. For example, walking around nude on the streets of Cairo might be youre cup of tea, alas, in Cairo they prefer coffee. In other words, if ou offend other individuals, you are in fact infringing on their rights as free citizens who poses a sovereign mind. However if you choose to remain nude while in the comfort of your hotel room in Cairo, then there is no reason why you According to Mill, education is a fundamental requirement for being an individual as well. But once again, there should be no forceful applications towards what is being taught. Man is after all, a rational being and has the capabilities to reason things through. Education serves more as a guide then as a factual basis for each individual. No wo individuals can have the exact same experiences in life. Therefore, it is up to the individuals themselves to conclude what they perceive to be their own ideas of happiness. An individual who follows traditions and customs soleley because they are inherrent in society, is nothing more than an animal. The very fact that you can reason said mill, means that you have the option of disregarding all customs and traditions if you feel they are not beneficial towards your happiness. That is not to say that you shouldnt follow customs and traditions, merely that you ought not to, for the sake of eing just another brick in the wall. The progressive nature of humans leads to the ultimate conclusion that there is no need for a governing force outside society consisting of individuals that have their own interests at heart. There should not be a government, a monarch, a ruler that is outside society. Instead, it should be attached to the people, having their best interests at heart. Rulers are not needed to protect the people from themselves. In fact, they should be in all regards, responsible to the people and subjected to being removed by he people, beacause it is the people who ultimately have the power. This is a true democratic state, with individuals as the microscopic entities that make it up. Members of this society must not allow themselves to be surpressed by any group who claim to be their legitimate representative of the state. This will subdue individual growth and sovereignity, creating a state with tyranny at its heart. TO avoid this, individuals should freely express themselves, their beliefs, ideas and so forth. No government has the authority to silence individuals who convey their eliefs as the truth. Even if there are a thousand people with a thousand different views, it is for the benefit of society as a whole to hear them out, for there is a chance that among the various beliefs, one of them may contain the essence of truth. Noone has the right to silence another merely because they express conflicting views. Members of society must be able to keep an open mind towards other individuals â€Å"truths†. Reason and logic will see to it that they are capable of readjusting and reconstructing themselves if they find that there is truth in what another individual ays. This is exactly why individuals and society are The only way a state can progress is by allowing its members to progress. Supression of individual rights and happiness will lead to nothing more than stagnation. Governments are the watchdogs of the people, granting them liberty to expand without inteferences. Mill undoubtedly believed in laissez-fairre for the very reason that it promoted individuality with minimum government intervention. All said, Mills on liberty held the individual as the nucleus of society, with everything else revolving.

A Game of Thrones Chapter Twenty-nine

Sansa Sansa rode to the Hand's tourney with Septa Mordane and Jeyne Poole, in a litter with curtains of yellow silk so fine she could see right through them. They turned the whole world gold. Beyond the city walls, a hundred pavilions had been raised beside the river, and the common folk came out in the thousands to watch the games. The splendor of it all took Sansa's breath away; the shining armor, the great chargers caparisoned in silver and gold, the shouts of the crowd, the banners snapping in the wind . . . and the knights themselves, the knights most of all. â€Å"It is better than the songs,† she whispered when they found the places that her father had promised her, among the high lords and ladies. Sansa was dressed beautifully that day, in a green gown that brought out the auburn of her hair, and she knew they were looking at her and smiling. They watched the heroes of a hundred songs ride forth, each more fabulous than the last. The seven knights of the Kingsguard took the field, all but Jaime Lannister in scaled armor the color of milk, their cloaks as white as freshfallen snow. Ser Jaime wore the white cloak as well, but beneath it he was shining gold from head to foot, with a lion's-head helm and a golden sword. Ser Gregor Clegane, the Mountain That Rides, thundered past them like an avalanche. Sansa remembered Lord Yohn Royce, who had guested at Winterfell two years before. â€Å"His armor is bronze, thousands and thousands of years old, engraved with magic runes that ward him against harm,† she whispered to Jeyne. Septa Mordane pointed out Lord Jason Mallister, in indigo chased with silver, the wings of an eagle on his helm. He had cut down three of Rhaegar's bannermen on the Trident. The girls giggled over the warrior priest Thoros of Myr, with his flapping red robes and shaven head, until the septa told the m that he had once scaled the walls of Pyke with a flaming sword in hand. Other riders Sansa did not know; hedge knights from the Fingers and Highgarden and the mountains of Dorne, unsung freeriders and new-made squires, the younger sons of high lords and the heirs of lesser houses. Younger men, most had done no great deeds as yet, but Sansa and Jeyne agreed that one day the Seven Kingdoms would resound to the sound of their names. Ser Balon Swann. Lord Bryce Caron of the Marches. Bronze Yohn's heir, Ser Andar Royce, and his younger brother Ser Robar, their silvered steel plate filigreed in bronze with the same ancient runes that warded their father. The twins Ser Horas and Ser Hobber, whose shields displayed the grape cluster sigil of the Redwynes, burgundy on blue. Patrek Mallister, Lord Jason's son. Six Freys of the Crossing: Ser Jared, Ser Hosteen, Ser Danwell, Ser Emmon, Ser Theo, Ser Perwyn, sons and grandsons of old Lord Walder Frey, and his bastard son Martyn Rivers as well. Jeyne Poole confessed herself frightened by the look of Jalabhar Xho, an exile prince from the Summer Isles who wore a cape of green and scarlet feathers over skin as dark as night, but when she saw young Lord Beric Dondarrion, with his hair like red gold and his black shield slashed by lightning, she pronounced herself willing to marry him on the instant. The Hound entered the lists as well, and so too the king's brother, handsome Lord Renly of Storm's End. Jory, Alyn, and Harwin rode for Winterfell and the north. â€Å"Jory looks a beggar among these others,† Septa Mordane sniffed when he appeared. Sansa could only agree. Jory's armor was blue-grey plate without device or ornament, and a thin grey cloak hung from his shoulders like a soiled rag. Yet he acquitted himself well, unhorsing Horas Redwyne in his first joust and one of the Freys in his second. In his third match, he rode three passes at a freerider named Lothor Brune whose armor was as drab as his own. Neither man lost his seat, but Brune's lance was steadier and his blows better placed, and the king gave him the victory. Alyn and Harwin fared less well; Harwin was unhorsed in his first tilt by Ser Meryn of the Kingsguard, while Alyn fell to Ser Balon Swann. The jousting went all day and into the dusk, the hooves of the great warhorses pounding down the lists until the field was a ragged wasteland of torn earth. A dozen times Jeyne and Sansa cried out in unison as riders crashed together, lances exploding into splinters while the commons screamed for their favorites. Jeyne covered her eyes whenever a man fell, like a frightened little girl, but Sansa was made of sterner stuff. A great lady knew how to behave at tournaments. Even Septa Mordane noted her composure and nodded in approval. The Kingslayer rode brilliantly. He overthrew Ser Andar Royce and the Marcher Lord Bryce Caron as easily as if he were riding at rings, and then took a hard-fought match from white-haired Barristan Selmy, who had won his first two tilts against men thirty and forty years his junior. Sandor Clegane and his immense brother, Ser Gregor the Mountain, seemed unstoppable as well, riding down one foe after the next in ferocious style. The most terrifying moment of the day came during Ser Gregor's second joust, when his lance rode up and struck a young knight from the Vale under the gorget with such force that it drove through his throat, killing him instantly. The youth fell not ten feet from where Sansa was seated. The point of Ser Gregor's lance had snapped off in his neck, and his life's blood flowed out in slow pulses, each weaker than the one before. His armor was shiny new; a bright streak of fire ran down his outstretched arm, as the steel caught the light. Then the sun went behind a cloud, and it was gone. His cloak was blue, the color of the sky on a clear summer's day, trimmed with a border of crescent moons, but as his blood seeped into it, the cloth darkened and the moons turned red, one by one. Jeyne Poole wept so hysterically that Septa Mordane finally took her off to regain her composure, but Sansa sat with her hands folded in her lap, watching with a strange fascination. She had never seen a man die before. She ought to be crying too, she thought, but the tears would not come. Perhaps she had used up all her tears for Lady and Bran. It would be different if it had been Jory or Ser Rodrik or Father, she told herself. The young knight in the blue cloak was nothing to her, some stranger from the Vale of Arryn whose name she had forgotten as soon as she heard it. And now the world would forget his name too, Sansa realized; there would be no songs sung for him. That was sad. After they carried off the body, a boy with a spade ran onto the field and shoveled dirt over the spot where he had fallen, to cover up the blood. Then the jousts resumed. Ser Balon Swann also fell to Gregor, and Lord Renly to the Hound. Renly was unhorsed so violently that he seemed to fly backward off his charger, legs in the air. His head hit the ground with an audible crack that made the crowd gasp, but it was just the golden antler on his helm. One of the tines had snapped off beneath him. When Lord Renly climbed to his feet, the commons cheered wildly, for King Robert's handsome young brother was a great favorite. He handed the broken tine to his conqueror with a gracious bow. The Hound snorted and tossed the broken antler into the crowd, where the commons began to punch and claw over the little bit of gold, until Lord Renly walked out among them and restored the peace. By then Septa Mordane had returned, alone. Jeyne had been feeling ill, she explained; she had helped her back to the castle. Sansa had almost forgotten about Jeyne. Later a hedge knight in a checkered cloak disgraced himself by killing Beric Dondarrion's horse, and was declared forfeit. Lord Beric shifted his saddle to a new mount, only to be knocked right off it by Thoros of Myr. Ser Aron Santagar and Lothor Brune tilted thrice without result; Ser Aron fell afterward to Lord Jason Mallister, and Brune to Yohn Royce's younger son, Robar. In the end it came down to four; the Hound and his monstrous brother Gregor, Jaime Lannister the Kingslayer, and Ser Loras Tyrell, the youth they called the Knight of Flowers. Ser Loras was the youngest son of Mace Tyrell, the Lord of Highgarden and Warden of the South. At sixteen, he was the youngest rider on the field, yet he had unhorsed three knights of the Kingsguard that morning in his first three jousts. Sansa had never seen anyone so beautiful. His plate was intricately fashioned and enameled as a bouquet of a thousand different flowers, and his snow-white stallion was draped in a blanket of red and white roses. After each victory, Ser Loras would remove his helm and ride slowly round the fence, and finally pluck a single white rose from the blanket and toss it to some fair maiden in the crowd. His last match of the day was against the younger Royce. Ser Robar's ancestral runes proved small protection as Ser Loras split his shield and drove him from his saddle to crash with an awful clangor in the dirt. Robar lay moaning as the victor made his circuit of the field. Finally they called for a litter and carried him off to his tent, dazed and unmoving. Sansa never saw it. Her eyes were only for Ser Loras. When the white horse stopped in front of her, she thought her heart would burst. To the other maidens he had given white roses, but the one he plucked for her was red. â€Å"Sweet lady,† he said, â€Å"no victory is half so beautiful as you.† Sansa took the flower timidly, struck dumb by his gallantry. His hair was a mass of lazy brown curls, his eyes like liquid gold. She inhaled the sweet fragrance of the rose and sat clutching it long after Ser Loras had ridden off. When Sansa finally looked up, a man was standing over her, staring. He was short, with a pointed beard and a silver streak in his hair, almost as old as her father. â€Å"You must be one of her daughters,† he said to her. He had grey-green eyes that did not smile when his mouth did. â€Å"You have the Tully look.† â€Å"I'm Sansa Stark,† she said, ill at ease. The man wore a heavy cloak with a fur collar, fastened with a silver mockingbird, and he had the effortless manner of a high lord, but she did not know him. â€Å"I have not had the honor, my lord.† Septa Mordane quickly took a hand. â€Å"Sweet child, this is Lord Petyr Baelish, of the king's small council.† â€Å"Your mother was my queen of beauty once,† the man said quietly. His breath smelled of mint. â€Å"You have her hair.† His fingers brushed against her cheek as he stroked one auburn lock. Quite abruptly he turned and walked away. By then, the moon was well up and the crowd was tired, so the king decreed that the last three matches would be fought the next morning, before the melee. While the commons began their walk home, talking of the day's jousts and the matches to come on the morrow, the court moved to the riverside to begin the feast. Six monstrous huge aurochs had been roasting for hours, turning slowly on wooden spits while kitchen boys basted them with butter and herbs until the meat crackled and spit. Tables and benches had been raised outside the pavilions, piled high with sweetgrass and strawberries and fresh-baked bread. Sansa and Septa Mordane were given places of high honor, to the left of the raised dais where the king himself sat beside his queen. When Prince Joffrey seated himself to her right, she felt her throat tighten. He had not spoken a word to her since the awful thing had happened, and she had not dared to speak to him. At first she thought she hated him for what they'd done to Lady, but after Sansa had wept her eyes dry, she told herself that it had not been Joffrey's doing, not truly. The queen had done it; she was the one to hate, her and Arya. Nothing bad would have happened except for Arya. She could not hate Joffrey tonight. He was too beautiful to hate. He wore a deep blue doublet studded with a double row of golden lion's heads, and around his brow a slim coronet made of gold and sapphires. His hair was as bright as the metal. Sansa looked at him and trembled, afraid that he might ignore her or, worse, turn hateful again and send her weeping from the table. Instead Joffrey smiled and kissed her hand, handsome and gallant as any prince in the songs, and said, â€Å"Ser Loras has a keen eye for beauty, sweet lady.† â€Å"He was too kind,† she demurred, trying to remain modest and calm, though her heart was singing. â€Å"Ser Loras is a true knight. Do you think he will win tomorrow, my lord?† â€Å"No,† Joffrey said. â€Å"My dog will do for him, or perhaps my uncle Jaime. And in a few years, when I am old enough to enter the lists, I shall do for them all.† He raised his hand to summon a servant with a flagon of iced summerwine, and poured her a cup. She looked anxiously at Septa Mordane, until Joffrey leaned over and filled the septa's cup as well, so she nodded and thanked him graciously and said not another word. The servants kept the cups filled all night, yet afterward Sansa could not recall ever tasting the wine. She needed no wine. She was drunk on the magic of the night, giddy with glamour, swept away by beauties she had dreamt of all her life and never dared hope to know. Singers sat before the king's pavilion, filling the dusk with music. A juggler kept a cascade of burning clubs spinning through the air. The king's own fool, the pie-faced simpleton called Moon Boy, danced about on stilts, all in motley, making mock of everyone with such deft cruelty that Sansa wondered if he was simple after all. Even Septa Mordane was helpless before him; when he sang his little song about the High Septon, she laughed so hard she spilled wine on herself. And Joffrey was the soul of courtesy. He talked to Sansa all night, showering her with compliments, making her laugh, sharing little bits of court gossip, explaining Moon Boy's japes. Sansa was so captivated that she quite forgot all her courtesies and ignored Septa Mordane, seated to her left. All the while the courses came and went. A thick soup of barley and venison. Salads of sweetgrass and spinach and plums, sprinkled with crushed nuts. Snails in honey and garlic. Sansa had never eaten snails before; Joffrey showed her how to get the snail out of the shell, and fed her the first sweet morsel himself. Then came trout fresh from the river, baked in clay; her prince helped her crack open the hard casing to expose the flaky white flesh within. And when the meat course was brought out, he served her himself, slicing a queen's portion from the joint, smiling as he laid it on her plate. She could see from the way he moved that his right arm was still troubling him, yet he uttered not a word of complaint. Later came sweetbreads and pigeon pie and baked apples fragrant with cinnamon and lemon cakes frosted in sugar, but by then Sansa was so stuffed that she could not manage more than two little lemon cakes, as much as she loved them. She was wondering whether she might attempt a third when the king began to shout. King Robert had grown louder with each course. From time to time Sansa could hear him laughing or roaring a command over the music and the clangor of plates and cutlery, but they were too far away for her to make out his words. Now everybody heard him. â€Å"No,† he thundered in a voice that drowned out all other speech. Sansa was shocked to see the king on his feet, red of face, reeling. He had a goblet of wine in one hand, and he was drunk as a man could be. â€Å"You do not tell me what to do, woman,† he screamed at Queen Cersei. â€Å"I am king here, do you understand? I rule here, and if I say that I will fight tomorrow, I will fight!† Everyone was staring. Sansa saw Ser Barristan, and the king's brother Renly, and the short man who had talked to her so oddly and touched her hair, but no one made a move to interfere. The queen's face was a mask, so bloodless that it might have been sculpted from snow. She rose from the table, gathered her skirts around her, and stormed off in silence, servants trailing behind. Jaime Lannister put a hand on the king's shoulder, but the king shoved him away hard. Lannister stumbled and fell. The king guffawed. â€Å"The great knight. I can still knock you in the dirt. Remember that, Kingslayer.† He slapped his chest with the jeweled goblet, splashing wine all over his satin tunic. â€Å"Give me my hammer and not a man in the realm can stand before me!† Jaime Lannister rose and brushed himself off. â€Å"As you say, Your Grace.† His voice was stiff. Lord Renly came forward, smiling. â€Å"You've spilled your wine, Robert. Let me bring you a fresh goblet.† Sansa started as Joffrey laid his hand on her arm. â€Å"It grows late,† the prince said. He had a queer look on his face, as if he were not seeing her at all. â€Å"Do you need an escort back to the castle?† â€Å"No,† Sansa began. She looked for Septa Mordane, and was startled to find her with her head on the table, snoring soft and ladylike snores. â€Å"I mean to say . . . yes, thank you, that would be most kind. I am tired, and the way is so dark. I should be glad for some protection.† Joffrey called out, â€Å"Dog!† Sandor Clegane seemed to take form out of the night, so quickly did he appear. He had exchanged his armor for a red woolen tunic with a leather dog's head sewn on the front. The light of the torches made his burned face shine a dull red. â€Å"Yes, Your Grace?† he said. â€Å"Take my betrothed back to the castle, and see that no harm befalls her,† the prince told him brusquely. And without even a word of farewell, Joffrey strode off, leaving her there. Sansa could feel the Hound watching her. â€Å"Did you think Joff was going to take you himself?† He laughed. He had a laugh like the snarling of dogs in a pit. â€Å"Small chance of that.† He pulled her unresisting to her feet. â€Å"Come, you're not the only one needs sleep. I've drunk too much, and I may need to kill my brother tomorrow.† He laughed again. Suddenly terrified, Sansa pushed at Septa Mordane's shoulder, hoping to wake her, but she only snored the louder. King Robert had stumbled off and half the benches were suddenly empty. The feast was over, and the beautiful dream had ended with it. The Hound snatched up a torch to light their way. Sansa followed close beside him. The ground was rocky and uneven; the flickering light made it seem to shift and move beneath her. She kept her eyes lowered, watching where she placed her feet. They walked among the pavilions, each with its banner and its armor hung outside, the silence weighing heavier with every step. Sansa could not bear the sight of him, he frightened her so, yet she had been raised in all the ways of courtesy. A true lady would not notice his face, she told herself. â€Å"You rode gallantly today, Ser Sandor,† she made herself say. Sandor Clegane snarled at her. â€Å"Spare me your empty little compliments, girl . . . and your ser's. I am no knight. I spit on them and their vows. My brother is a knight. Did you see him ride today?† â€Å"Yes,† Sansa whispered, trembling. â€Å"He was . . . â€Å"Gallant?† the Hound finished. He was mocking her, she realized. â€Å"No one could withstand him,† she managed at last, proud of herself. It was no lie. Sandor Clegane stopped suddenly in the middle of a dark and empty field. She had no choice but to stop beside him. â€Å"Some septa trained you well. You're like one of those birds from the Summer Isles, aren't you? A pretty little talking bird, repeating all the pretty little words they taught you to recite.† â€Å"That's unkind.† Sansa could feel her heart fluttering in her chest. â€Å"You're frightening me. I want to go now.† â€Å"No one could withstand him,† the Hound rasped. â€Å"That's truth enough. No one could ever withstand Gregor. That boy today, his second joust, oh, that was a pretty bit of business. You saw that, did you? Fool boy, he had no business riding in this company. No money, no squire, no one to help him with that armor. That gorget wasn't fastened proper. You think Gregor didn't notice that? You think Ser Gregor's lance rode up by chance, do you? Pretty little talking girl, you believe that, you're empty-headed as a bird for true. Gregor's lance goes where Gregor wants it to go. Look at me. Look at me!† Sandor Clegane put a huge hand under her chin and forced her face up. He squatted in front of her, and moved the torch close. â€Å"There's a pretty for you. Take a good long stare. You know you want to. I've watched you turning away all the way down the kingsroad. Piss on that. Take your look.† His fingers held her jaw as hard as an iron trap. His eyes watched hers. Drunken eyes, sullen with anger. She had to look. The right side of his face was gaunt, with sharp cheekbones and a grey eye beneath a heavy brow. His nose was large and hooked, his hair thin, dark. He wore it long and brushed it sideways, because no hair grew on the other side of that face. The left side of his face was a ruin. His ear had been burned away; there was nothing left but a hole. His eye was still good, but all around it was a twisted mass of scar, slick black flesh hard as leather, pocked with craters and fissured by deep cracks that gleamed red and wet when he moved. Down by his jaw, you could see a hint of bone where the flesh had been seared away. Sansa began to cry. He let go of her then, and snuffed out the torch in the dirt. â€Å"No pretty words for that, girl? No little compliment the septa taught you?† When there was no answer, he continued. â€Å"Most of them, they think it was some battle. A siege, a burning tower, an enemy with a torch. One fool asked if it was dragonsbreath.† His laugh was softer this time, but just as bitter. â€Å"I'll tell you what it was, girl,† he said, a voice from the night, a shadow leaning so close now that she could smell the sour stench of wine on his breath. â€Å"I was younger than you, six, maybe seven. A woodcarver set up shop in the village under my father's keep, and to buy favor he sent us gifts. The old man made marvelous toys. I don't remember what I got, but it was Gregor's gift I wanted. A wooden knight, all painted up, every joint pegged separate and fixed with strings, so you could make him fight. Gregor is five years older than me, the toy was nothing to him, he was already a squire, near six foot tall and muscled like an ox. So I took his knight, but there was no joy to it, I tell you. I was scared all the while, and true enough, he found me. There was a brazier in the room. Gregor never said a word, just picked me up under his arm and shoved the side of my face down in the burning coals and held me there while I screamed and screamed. You saw how strong he is. Even then, it took three grown men to drag him off me. The septons preach about the seven hells. What do they know? Only a man who's been burned knows what hell is truly like. â€Å"My father told everyone my bedding had caught fire, and our maester gave me ointments. Ointments! Gregor got his ointments too. Four years later, they anointed him with the seven oils and he recited his knightly vows and Rhaegar Targaryen tapped him on the shoulder and said, ‘Arise, Ser Gregor.' â€Å" The rasping voice trailed off. He squatted silently before her, a hulking black shape shrouded in the night, hidden from her eyes. Sansa could hear his ragged breathing. She was sad for him, she realized. Somehow, the fear had gone away. The silence went on and on, so long that she began to grow afraid once more, but she was afraid for him now, not for herself. She found his massive shoulder with her hand. â€Å"He was no true knight,† she whispered to him. The Hound threw back his head and roared. Sansa stumbled back, away from him, but he caught her arm. â€Å"No,† he growled at her, â€Å"no, little bird, he was no true knight.† The rest of the way into the city, Sandor Clegane said not a word. He led her to where the carts were waiting, told a driver to take them back to the Red Keep, and climbed in after her. They rode in silence through the King's Gate and up torchlit city streets. He opened the postern door and led her into the castle, his burned face twitching and his eyes brooding, and he was one step behind her as they climbed the tower stairs. He took her safe all the way to the corridor outside her bedchamber. â€Å"Thank you, my lord,† Sansa said meekly. The Hound caught her by the arm and leaned close. â€Å"The things I told you tonight,† he said, his voice sounding even rougher than usual. â€Å"If you ever tell Joffrey . . . your sister, your father . . . any of them . . . â€Å" â€Å"I won't,† Sansa whispered. â€Å"I promise.† It was not enough. â€Å"If you ever tell anyone,† he finished, â€Å"I'll kill you.†

The Environment of Crisis on the Nigerian Educational System

Comparative Education Volume 33 No. 1 1997 pp. 87 ± 95 The Environment of Crises in the Nigerian Education System CORDELIA C. NWAGWU ABSTRACT The Nigerian education system witnessed tremendous expansion between independence in 1960 and 1995. However, the rate declined after 1986 when economic depression resulted in the introduction of the Structural Adjustment Programme. A population explosion, frequent changes in the government due to military coups, a depressed economy and unplanned and uncontrolled educational expansion all created an environment of crisis in the education system.The crises included those of poor funding, inadequate facilities, admission and certi ® cate racketeering, examination malpractices, general indiscipline and the emergence of secret cults. Personnel management problems resulted in frequent strikes and closures and the abandonment of academic standards. The thesis is that any society which stimulates the uncoordinated growth of its education system and then fails to provide the necessary dedicated teachers, teaching and learning facilities and operating funds for staff and student welfare services, is creating an environment within which all types of problems and crises will ? urish. Lessons for other developing nations include the need for democratically elected stable governments instead of military regimes and better planning, funding and management of the education system. The National Policy on Education (NPE) It is necessary to examine brie? y the present system of education and its immediate past in order to appreciate the nature, causes and magnitude of the different types of crises in the system.The National Policy on Education (NPE) popularly referred to as the 6-3-3-4 system, was introduced in 1977 and then revised in 1981 (Federal Republic of Nigeria, 1981). It marked a radical departure from the British system of education which Nigeria inherited at independence in 1960. Basically it adopted the American system of 6 years of primary education, 3 years of junior secondary school, 3 years of senior secondary school, and 4 years of university education. Primary education is free, but not compulsory.Junior secondary education is supposed to be free, but it is not yet so in any of the 30 states in the federation. The transition from primary to junior secondary education was planned to be automatic but many states conduct competitive entrance examinations since the available junior secondary schools cannot accommodate all the aspirants. A major emphasis in the NPE is the teaching of pre-vocational subjects to all students at the junior secondary level. The learning of Nigerian languages is also compulsory at the primary and secondary school levels.Much more attention is being paid to women’ s education and the teaching of science, technical and vocational subjects at the senior secondary and tertiary levels. Although many policy documents support decentralisation of the system of administratio n, there is an ever-increasing tendency towards centralisation of Correspondence to: Cordelia C. Nwagwu, Institute of Education, University of Benin, Benin City, Nigeria. 0305-0068/97/010087-09 $7. 00 O 1997 Carfax Publishing Ltd 88 C. C. Nwagwu ducational control especially as the federal government is called upon to assume a greater role in the funding of the education system at all levels. During the 1993 ± 1994 academic year, there were 38,254 primary schools, 5959 secondary schools, 55 colleges of education, 45 polytechnics and colleges of technology and 35 universities in Nigeria. Though some critics consider the above statistics inadequate for a country with approximately 100 million people, the number of institutions represents a phenomenal rate of expansion of the education system between 1960 and 1993.Indeed, at independence there was only one university college, one college of technology, no colleges of education (only 280 low-level teacher training colleges) and 443 se condary schools (Fafunwa, 1974). It is generally acknowledged that the system has developed quantitatively, but it lacks many of the ingredients needed for qualitative growth. The problems in the Nigerian education system which have reached crisis dimensions are direct consequences of the rapid, unplanned, uncontrolled and uncoordinated expansion of the system. Contextual and Theoretical FrameworkNigeria has been politically independent for the past 35 years. During this period, a democratically elected civil government has only been in power for 10 years. The remaining 25 years have witnessed military rule by different military regimes which seized power in military coups. All over the world, military regimes, which although they claim to be a corrective intervention, are usually seen as an aberration since they govern by force and not by the wish of the people. They tend to be unpopular, undemocratic, dictatorial, corrupt and unaccountable to anyone except themselves.In Nigeria, l ong periods of military rule have created problems of instability, uncertainty and degeneration on the political, economic, social and educational scenes. There are very many educational policies which are released in the form of decrees and edicts, but the policy implementation has been haphazard and quite unsatisfactory. Irregular and sudden changes in the government leadership result in good educational policies failing to be implemented in full or even started. In Nigeria there have been ten different governments since 1960, that is an average of one every 3. years. Many people have attributed the various crises currently plaguing the Nigerian education system to the poor and unstable national leadership, the ripple effects of which tend to hit education programmes and institutions hardest. For example, every new government prefers to start its own projects rather than to complete those started by its predecessors. Consequently, in many educational institutions, from universitie s to primary schools, we  ® nd uncompleted and abandoned buildings and other facilities.To make matters worse for the Nigerians and the education system, military regimes have no de ® ned mandate and duration, so the military of ® cers appointed by their seniors to administrative and political positions see their appointments as temporary. They have no constituency and, invariably, they are posted to administer a state other than that of their own origin. With little commitment to the people or to the development of the education system, they cannot afford the luxury of long-term planning. In this operational environment, the education system becomes very vulnerable to crisis.Moreover, in the view of MacKinnon (1960), it is unfortunately true that the opportunities for patronage and, in the Nigerian case, ethnicity and religion as well, will usually bring into power and government institutions people who have mediocre ability or who are more concerned with self-interest than w ith the welfare of the public and the education system. Therefore, the administrative style of the military governments in Nigeria has created a context within which ordinary organisational and managerial problems in the schools quickly turned into intractable crises.The military governments appeared more interested in exercisCrises in the Nigerian Education System 89 ing absolute control over the teachers and students, whom they perceived as potential troublemakers, than in intervening in educational problems which could not be settled quickly with decrees and edicts. This was especially so where the release of funds was involved. Educational planning has been described as the application of a rational, systematic analysis to the process of educational development so that national education can respond more effectively to the needs of individuals and society.Coombs (1970, p. 15) opined that although educational planning per se is not the source of policies and decisions, people who have such responsibilities need it to guide them. It is the argument of this paper that because the Nigerian leaders did not pay suf ® cient attention to educational planning, particularly during the long periods of undemocratic non-consultative military governments, they could not keep the intricate internal and external relationships of the educational system in a reasonable balance.As there were rapid dynamic changes in the social and economic circumstances of the country, the education system could not adjust quickly enough and so the environment of crises became inevitable. Whatever educational planning existed in Nigeria during the unstable and tense years of military regime exhibited the characteristics which Coombs (1970, p. 19) described as focusing on the mechanics and logistics of education rather than on the needs of the students and society. Such planning was therefore short-term in outlook, fragmentary in its coverage, non-integrated and non-dynamic.Moreover, the so cial demand approach to educational planning was emphasised by various governments in Nigeria, both civilian and military, for political and propaganda reasons. Thus, for example, the refusal to charge tuition fees in the universities and the policy of establishing a federal university and a polytechnic or college of education in every state in Nigeria were politically popular but educationally and economically irrational decisions. The policy was made when there were only 12 states in Nigeria.Now that there are 30 states, with the military government in the process of creating more states in 1996, the funding crisis in higher education is being further aggravated. Any education system that emphasises growth and expansion without due regard to the development of reliable sources of funding, an adequate supply of trained teachers for different academic programmes, infrastructural facilities to accommodate natural and stimulated increases in school population and a dynamic economy to absorb its graduates from the schools is laying the seeds that will, on germination, create an environment in which all types of crises will ? urish. Such is the experience of the Nigerian education system. Funding and Educational Development We can examine the crises in Nigerian education from two broad perspectives. One approach is to look at different periods in the development of education in the country and the major crises that featured during each period. This method was adopted by Ocho (1995) when he grouped the crises periods as follows. (1) The crisis of irrrelevance, 1842 ± 1954. (2) The crisis of unequal expansion, 1955 ± 1969. (3) The crisis of unplanned expansion, 1970 ± 1983. 4) The crisis of  ® nancial inadequacy, 1984 ± 1994. In this paper, we shall adopt the second approach which focuses on the crises which have plagued a given period. Here, we shall concentrate on Nigerian education in the last decade and a half, 1980 ± 1995, a period that has created alarm among educational administrators, parents, teachers, students and even the international community. The crisis of educational funding is a fundamental issue because critical shortages of 90 C. C. Nwagwu  ® nance have affected the organisation and administration of education at all levels.The oil glut in the world market in the early 1980s led to a sudden decline in revenue from petroleum products which had accounted for approximately 80% of Nigeria’ s income from exports. The consequences were immediate. The free universal primary education (UPE) scheme which was started by the federal government in 1976 was hurriedly handed over to state governments and the poor ones could not sustain the programme. Bursary awards for student teachers were stopped and subsidised feeding for students in higher education institutions was also abolished.The chairman of the Implementation Committee on the NPE, Dr J. S. Sofolahan, summarised the situation when he said in his 1991 report t hat `The National Policy was conceived in times of oil boom, born in times of oil glut, and nurtured in times of economic depression’ (Sofolahan, 1991). Chuta (1995) said it was important to note that there was a decline of 6% in real gross domestic product (GDP) between 1980 and 1990 and he referred to this as bad for the future of Nigeria.In 1994, the Central Bank of Nigeria reported that the money supply, particularly by way of de ® cit  ® nancing in the economy, increased from 5 N 24. 3 million in 1980 to over 5 N 64. 9 million in 1990. This led to tremendous increases in the prices of goods and services. The Nigerian currency was seriously devalued from the naira to US dollar ratio of 1:1 in 1985 to 85:1 in 1995. Neither individuals nor the educational institutions could cope with the rate of in? ation. Worse still, the federal government reduced its subvention to educational institutions.For example, while student enrolment in the universities continued to increase, the government expenditure per student declined from 5 N 3085 in the 1980 ± 1981 academic year to 5 N 3057 in the 1984 ± 1985 academic year, in spite of rising costs and in? ation in the economy (Akangbou, 1986). In 1994 ± 1995, the government spent 5 N 5000 per university student, but the real value in terms of 1984 ± 1985 purchasing power was only 5 N 500. The management of the education funding crisis has been very unsatisfactory.Basically, the strategy has been to pass the responsibility for  ® nding extra funds from one tier of government to another, and to ask parents to pay fees where none were paid before or to pay more where government subsidies had formerly been provided. For example, the annual tuition fees in state-owned universities increased from an average of 5 N 1000 in 1990 to 5 N 3000 in 1993 and then to 5 N 7000 in 1995 ± 1996. At the secondary level, the tuition fees, even in states that had free secondary education in 1990, rose from an average of 5 N 300 in 1993 to over 5 N 600 in 1995 ± 1996.To help pay primary school teachers’ salaries which were owed several months in arrears, the federal government established the National Primary Education Commission by Decree No. 31 of 1988. This was later abolished by Decree No. 3 of 1991, but was re-established by another government by Decree No. 3 of 1994. Another strategy to address the education funding crisis was the merging of some federal universities. However, the succeeding government, for political reasons rather than to improve the sourcing of funds, demerged them in the late 1980s and they exist today as separate universities.For their part, some institutional authorities embarked on the retrenchment of staff and a reduction in enrolments. These administrative decisions associated with poor funding created problems and shortages in the educational environment. Crisis in Facilities Management The inadequacy of the infrastructural facilities to cope with the very rap id rate of expansion in student enrolment is a major source of crisis in the education system. There are two main reasons for this situation. The  ® rst is a high birth rate of 3. % per annum, thus providing a relatively young population, with 48% of the total population under 15 years of age. The second reason is economic depression and in? ation which have made it dif ® cult to build new Crises in the Nigerian Education System 91 classrooms, maintain the old ones and buy new equipment. In 1985 ± 1986, there were 12. 9 million pupils in the primary schools. The  ® gure for 1993 ± 1994 was 15. 87 million pupils. During this period, very few new classrooms were built to accommodate the extra 3 million pupils, hence there is a problem of overcrowded classroms today.It was the same story in the secondary schools in the period 1989 ± 1994 as Table I shows. TABLE I. Classrooms and enrolments in Nigerian schools Primary schools Secondary schools Year Classrooms Enrolments Clas srooms Enrolments 1989 ± 1990 375,726 12,721,087 76,819 2,749,528 1991 ± 1992 377,439 13,776,854 82,930 3,123. 277 1993 ± 1994 447,859 15,870,280 104,693 4,032,083 Source: Educational Data Bank, Federal Republic of Nigeria (1995). The crisis of the shortage of the infrastructure and facilities is felt everywhere and at all levels of the education system.The library facilities and books are grossly inadequate and so is the provision of classrooms, classroom furniture, laboratories and workshops. Hostels are not available in some institutions, including universities. Where some are provided, the rooms are crowded with students. Chuta (1995) observed that the hostel room shortage had become so acute that a black market racket had developed. In many institutions, buses for students have broken down beyond repair, while even electricity and good drinking water are not assured on a daily basis.To address the shortage of facilities, parents are often asked to provide chairs, desks an d beds for their children in the primary and secondary schools. The government obtained a World Bank loan to purchase books and instructional materials for use in the universities and for secondary schools the federal government secures equipment for vocational workshops under a bilateral agreement with some East European countries such as Bulgaria. Unfortunately, some schools cannot install and use these because they lack the necessary electricity and/or water for their operation, as well as trained technicians to manage and maintain them.The objectives of the NPE cannot be attained in the absence of teaching and learning facilities. Indeed, the environment of the critical shortages of the infrastructure, facilities and services is a frustrating and crisis-generating one. Crisis of Indiscipline and Standards Critics from within and outside education are often locked in serious controversy over whether the standards in Nigerian education are rising or falling because they cannot agr ee on what the standards ought to be in the  ® rst instance.However, Nwagwu (1990) argued that minimum standards in education should be perceived as yardsticks for responding positively to the challenges of relevance, need satisfaction, quality and excellence in the education system. Therefore, any system that fails to meet the population’ s expectations of providing the knowledge, skills, values and attitudes they require to solve individual and societal problems, has fallen below the expected standards. This, in the view of Coombs (1968, p. ), implies subjecting the input into the education system, the programmes and processes and the education system’ s outcomes or products to critical analysis. In this paper, the standards in Nigerian education have been deliberately linked to the various acts of indiscipline that appear to be on the increase at all levels of the system. Three 92 C. C. Nwagwu major acts of indiscipline? admission rackets, examination of malpracti ces and secret cult activities? will be discussed. Admissions MalpracticesDue to the limited vacancies and high demand for placement into secondary and tertiary institutions, there is an admissions crisis, which in turn has affected standards for two main reasons. Firstly, the quota system leads to the rejection of many brilliant candidates and the admission of weak ones because of their place of origin and the connections they have with important personalities. For example, the Federal Ministry of Education formula for admission into the federal secondary schools is as follows: merit 15%, states quota 40%, environment (catchment zone) 30% and exigency (discretion) 15%.The formula for admission into federal universities, polytechnics and colleges of education is merit 40%, states quota 30%, catchment zone 20% and discretion 10%. Secondly and arising from a down-grading of merit as a basis for admission, there is much racketeering during the exercise. Bribery, corruption and nepotism become agents that ensure admission of weak candidates and, at times, even of the bright ones who have lost faith in merit, fair play and justice.As a result of this situation, mediocrity and economic power take precedence over academic standards. Examination Malpractices Related to the admissions crisis is the desperate need to obtain certi ® cates and, consequently, the serious crisis of examination malpractices. Chuta (1995) identi ® ed four main strategies for cheating in examinations by the code names given to them in Nigeria by the students. (1) Life mercenary service by which an academically able person enters the hall and writes the examination for the real candidate. 2) Hall assistance whereby materials useful for answering the questions are brought into the hall with the collusion of the supervisors and invigilators. (3) Express service by which the real candidate sits in the hall while a hired person writes the examination outside and later smuggles the answer script s into the hall. (4) Super express service whereby the candidate is given the question papers in advance; the candidate writes the answers at home and then brings the scripts into the hall on the examination day.Alarmed by this development, the West African Examinations Council and other examination boards cancel thousands of students’ results every year and ban some schools from serving as examination centres. The students affected are expelled or suspended. The Nigerian Government also directed that offenders should face special tribunals under the Miscellaneous Offences Decree to ensure speedy trials and stiff penalties. An important step in solving the problem is to examine the environment that has created the need for these vices and crises in the education system.A proper analysis puts the blame on two main factors. One is the education system itself which puts so much emphasis on examinations. Worse still, the assessment of a student’ s performance is placed on just one examination either for admission to or for the award of a particular certi ® cate. Continuous assessment is still new in the system and it is not a part of the evaluation process for many examinations, such as the Joint Admissions and Matriculation Examination for entrance into the universities, polytechnics and colleges of education. Crises in the Nigerian Education System 93Another factor is that Nigerian society, as in many developing countries, places too much value on the possession of certi ® cates rather than on the acquisition of requisite knowledge and skills. Many students, therefore, supported by their parents and teachers, even resort to criminal activities (including membership of secret cults) to pass the public examinations which will secure these cherished certi ® cates and help obtain admission into higher institutions or employment. The bogus certi ® cates which many people carry about are, in essence, a manifestation of what Dore (1976, p. ) refer red to as `the quali ® cation ± escalation ratchet’ and `the diploma disease’ . In Nigeria today, students refer to their educational certi ® cates as `meal tickets’ . Their main preoccupation is with how to obtain the certi ® cate and not with how much knowledge and skill they have acquired from the teaching and learning experiences in their schools. Unfortunately, the educational environment has not fostered positive attitudes towards the acquisition of essential knowledge, values and skills as a condition for deserving an educational certi ® cate.With educational institutions very poorly funded and with great shortages of quali ® ed teachers, instructional facilities and materials, very little effective teaching and, hence, learning, takes place in the schools. Confronted by employers and a society that are so certi ® cate conscious and competitive entrance examinations into higher education institutions, the environment for admissions racketeer ing, examinations malpractices and membership of secret cults is properly set. Personnel Management ProblemsAfter independence, there was an unprecedented popular pressure to build more schools and to train more and better teachers. The government responded positively to this social demand for education without serious regard to a cost ± bene ® t analysis of the implications. Consequently, between 1960 and 1985, primary school enrolment increased  ® ve times and secondary enrolment over 22 times, while higher education enrolment increased 84 times. As expected, there was also a tremendous increase in the number and quality of teachers.Part-time and sandwich in-service programmes expanded between 1985 and 1995 and led to many professionally trained teachers with the National Certi ® cate in Education (NCE) and  ® rst degrees in education. As a result of this positive development, salaries and allowances have also increased so much that some state and local governments can n o longer regularly meet their monthly obligations to teachers. With poor and sometimes unpaid teachers’ salaries and allowances, the environment has been created for frustration, indiscipline, a lack of dedication to duty and frequent strike action among teachers at all levels.Bereday (1969) remarked that `Financing education is an under-developed and unimaginative enterprise’ (p. ix) and this is very true in Nigeria. Today there are overcrowded classrooms, overworked and underpaid teachers and double sessions particularly in urban areas, yet there are many unemployed but well-trained professional teachers. Hardly a month passes without either a group of primary, secondary or higher education teachers being out on total strike action demanding improved conditions of service.This disrupts academic sessions, breeds ill-taught graduates and retards educational development in the country. The quality of all education systems re? ects the quality, dedication and motivation of its teachers. If teachers are well-supported by the government and society, they can use their commitment and teaching competence to help stem the crisis of student indiscipline and examination malpractices and to reduce the impact of the shortages of facilities and funds. 94 C. C. Nwagwu ConclusionThis analysis of the condition of education in Nigeria shows that unplanned and uncontrolled expansion of the system, inadequate funding, corruption and poor management are mainly responsible for the many types of crises there are today. The organisational climate is not conductive to serious teaching and learning. This is because over the decades, particularly under the military regimes, Nigeria has pursued the policy of an unrestrained positive response to the social demand for education.Thus, within the education system germs of problems had a fertile environment in which to grow until they have become chronic diseases that now threaten the very existence of the system. The Nigerian Government appear to have ignored the important advice given by educators such as Dore (1976, p. 8) that the effect of schooling, the way it alters a person’ s capacity to behave and do things, depends not only on what is learned, but also on how and why it is learned and the environment within which it is learned. There are a few general lessons to learn from the Nigerian experience.The  ® rst is the need for developing countries to aspire to be governed by stable, popular, democratically elected governments which can develop long-term as well as short-term plans for the articulated development of the nation and the education system. Military regimes are arguably incapable of providing such leadership because the hand-picked military junta does not have the training and experience nor the mandate, time and temperament to operate in this way. Secondly, good policies that are haphazardly implemented can create crises.For example, the quota system of admission came into bein g in Nigeria to meet the demands of the `federal character’ provision enshrined in the Constitution of the Federal Republic of Nigeria. This was designed to ensure an equitable representation of all parts of the country in all the federal institutions and the protection of minority and disadvantaged groups such as women. Unfortunately, the formula produced by the government of ® cials for the quota system neither ensures equity nor merit because of its defective formulation and worse still, its poor, dishonest and undisciplined application.The Nigerian experience highlights the point that supervision of the effective implementation of education policies is thus as important as their initial formulation. Thirdly, Nigerian experience suggests that the planning and management of the education system should be left to professional educators who arguably have the training, experience and, above all, the interest and commitment necessary to achieve the effective development of th e system and the attainment of both short-term and long-term educational aims and objectives.Fourthly, schooling is not synonymous with education and political leaders should constantly be made aware of this. Therefore, a situation in which young people are stimulated to go to school but are then denied reasonable facilities and opportunities for effective teaching and learning experiences is likely to lead to a crisis, not only in the education system but also for society as a whole. In Nigeria today, there is a crisis of con ® dence in the ability of the education system to tackle the many serious problems confronting it.Nigeria is at a crossroads where she must develop the courage to  ® ght problems which range from home to school and through society to government. The  ® rst major step is a recognition that the environment that has generated and supported the identi ® ed crises in Nigerian education must be changed if an operational climate that will ensure effective tea ching and learning is to be achieved. In the  ® nal analysis, however, what is needed most are more stable education policies which are faithfully implemented, better planning and the management and utilisation of whatever material and human resources re available for developing and maintaining an effective and ef ® cient education system. Crises in the Nigerian Education System 95 REFERENCES AKANGBOU, S. D. 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