The ethics of select business related social issues Research Paper

The ethics of select business related social issues - Research Paper Example Recent studies have proved that methane hydrate accounts for more than thirty times more than carbon dioxide in global warming. It is also known by the name of fire ice, which is found in the form of ice crystals where natural methane gas is locked and is mainly formed due to high pressure and low temperature. They are mainly found at the edges of continental shelves and are mainly responsible for underwater earthquake. Even though, it has been identified that in methane hydrate, there is more energy than coal, gas or oil, but using the gas as a source of energy independence is unethical for the country due to its negative consequences. In this context, a research program is conducted by the US government since 1982 that is related to the American energy independence. However, considering from the economic point of view of the US, the use of methane hydrate as a source of energy may lead to the American Energy Independence and may help the country not to be depended on other countrie s for fuel. Hence, it can provide the US with the advantage of being a major fuel exporter to different countries. Moreover, it can compete with the petroleum producing countries like Iraq, Iran, Venezuela, Kuwait, Russia and Saudi Arabia. If the world switches from petroleum as well as coal to gas, then the revenue of the petroleum producing countries will reduce, whereas America can take this competitive advantage by using methane hydrate as their source of revenue. With the help of American Energy Independence, billions of dollars of revenue can be generated, which will help in the economic development of the economy and generate job opportunities. This can only be possible when the whole world will adopt this non-petroleum form of resource from America as an alternative of petroleum and coal (Americanenergyindependence, â€Å"Journey to Energy Independence†; BBC, â€Å"Methane Hydrate: Dirty Fuel or Energy Savior?†; Bloomberg L.P., â€Å"Americans Gaining Energy I ndependence

Adoption of Islamic Banking Essay Example for Free

Adoption of Islamic Banking Essay The intention of the study is to identify the benefits which could be drawn in Adoption of Islamic banking by conventional banks and to determine the challenges they are going to face in the adoption. The 60 respondents from various conventional, non-Muslim banks have been chosen through simple random sampling. The result of the survey for the questions regarding the awareness of the local people was considered positive in Edgware Road, London. They were mostly familiar with Islamic banking since there is already established Islamic bank in the area. The first branch of The Islamic Bank of Britain was in this area. It was also found out that a good portion non-Muslims are aware about the features of Islamic banking. A number of these non-Muslim respondents were also found to be employees of Islamic banks. The fact that Islamic Bank of Britain employs the best person for the job regardless of color, creed, gender, and ethnicity, the system makes it more familiar to non-Muslims. It may be concluded that although Islamic banking is a good alternative to the conventional banking system, it should not replace the conventional system. The benefits drawn in the adoption of Islamic banking may be a very good alternative for investors who could use either or both systems to maximize the outcome of their investment plans. Chapter 1 Introduction 1. 1 Introduction What is Islamic Banking? Islamic Baking is quite a different system compared to a conventional banking system. The Islamic banking system prohibit usury and interest categorized as riba. It is governed by Shariah where Islam does not distinguish interest and usury (Haron 1995, p. 26). Currently, there are more than 150 interest-free institutions all over the world according to the International Association of Islamic Banks. Islamic banks nowadays were also serving non-Muslim countries such as Denmark, Switzerland and other Western countries. No interest is paid nor charged in an Islamic Bank. (Haron 1995, p. 26). The pioneer Mit Ghamr Local Savings Banks was established in 1963, somewhere in Nile Delta, Egypt, a provincial rural center. Although most of the banks operate in Muslim countries, it was also extended to the Western world. An example is the Islamic Banking System International Holding which was established in Luxembourg in 1978. It is considered as the first Islamic bank in the Western soil. The establishments of these banks were followed by other Islamic banks not only serving Muslim customers but also those who expanded their operations to service non-Muslims (Haron 1995, p. 27). After more than a decade since its establishment, it was estimated that over US$20 billion to US$40 billon of assets existed in the Islamic banking system worldwide. Currently, they have grown for more than US$60 billion. A study shows that the adoption of Islamic Banking in a financial system has not led to collapse as some feared to happen (Ghannadian Goswami 2004, p. 242). Islamic banking is also playing a very important role in resource allocation, mobilization and utilization. It means Islamic banks are also providing savings to depositors and credits to the needy. Normal deposits such as savings account, current account and investment deposits are very available to customers. Islamic banks provide financial assistance in a short or long term business and individuals. They are also involved in international trade activities (Haron 1995, p. 27). 1. 2 Research Background It is difficult to pinpoint when Islamic banking started, but consensus suggests that it took place in Egypt in the 1960’s. In the mid 1970’s, Islamic banking started to take root in other Muslim countries. The changes were explained into main factors. First, the 1970s have seen oil price shocks which led to a massive transfer of wealth for the oil-consuming to oil-producing countries. Second is the fact that the oil shock coincided with the Iranian revolution which brought about the Khomeini government and the first Islamic republic (Akacem Gilliam 2002, p. 126). By 2003, there were about 176 Islamic banks around the world, handling over US$ 147 billion and 32 banks are in an Arab state (Info Prod Research, 2003). This form of specialized banking may help to promote growth in the developing countries (Ghannadian Goswami 2004, p. 242). As recent as 2003, there have been news about the introduction of Islamic hedge funds which could tap into the capital of Islamic families that could be worth a trillion dollars in asset management. According to banking statistics, the growth rate of Islamic banking has outpaced the growth of traditional banking in the past decade. Transformation Oriented Developing Economies (TODEs) made the transformation of society into full pledged market based economies (MBEs) a centerpiece in overall strategies. Many structural changes are required in its financial institutions, especially that the role of a financial intermediary in supplying funds to a growing new industry is crucial. Moreover, there are times when improper resource allocation may potentially result destabilization due to either faulty risk assessments. Or because of the design of its contract could be significant in examining the implementation of an Islamic banking system and how Islamic banks can provide liquidity and aid in creating money. This is through offering transactions accounts with compensation for inflation to risk-avoiding depositors (Ghannadian Goswami 2004, p. 242). Evolution of Islamic The first modern experiment with Islamic banking was undertaken in Egypt. The pioneering effort of projecting Islamic image was led by Ahmad El Najjar who aimed to establish a savings bank based on profit-sharing in the town of Mit Ghamr in 1963. This experiment lasted until 1967, and by that time there were nine banks operating in the country. These banks neither charged nor paid interest and invested mostly in trade and industry directly or in forms of partnership and shared their profit with the depositors. This function is essentially a savings investment institution rather than a commercial bank. The Nasir Social Bank was established in 1971, IDB established in 1974 by the Organization of Islamic countries, and was the primarily inter-governmental bank aimed at providing funds for development projects in member countries (Sohrab 1996, p. 287). In considering the adoption of Islamic banking by conventional banks, what kind of benefits may be drawn from such adoption and the challenges they are going to face in undertaking such? Most benefits that may be drawn from the adoption of Islamic banking by conventional banks come from the features of its equity financing contract. With Mudaraba (trustee financing) and Musharaka (equity participation), entrepreneurs with little means and substantial collateral are able to gain access to capital (Sohrab 1996, p. 288). In addition, few businesses are able to operate strictly on cash basis without taking on debt or selling a portion of the business just to cover shortfalls or when there is a need for expansion (Bartlett Economy 2002, p. 184). Because of this, it will be more attractive to engage into Islamic bank equity financing than that of conventional banks offering debt financing thus, making Islamic banking more competitive with regards to innovative entrepreneurial customers.

A student on parental effects on education

A student on parental effects on education This chapter gives an overall picture of the design of the study research tools used for the study, nature and selection of the sample, analysis and interpretation of the data in the light of other research studies. Academic achievement is one of the aims of education. A childs academic achievement is highly improved by parent-child relationship. It is also enforced by the nature of the school and teachers, students socio economic status, attitudes, motivation, personality factors, cognitive styles and intelligence which is indulged with the parents. The parent-child relationship is a good key factor for a child to have adjustment in environment and to perform well in academics also. The need for undertaking this research study is to replicate the parent-child relationship and how it enhances the childs adjustment ability. The friendly motivation given to the child enables him/her to empower concentration and boost them to explore in academics. The educational capacity of the student is judged by his achievement in the school. The academic performance in school subjects will lead them to choose the future course of life. In the high school level itself the basic things will be known by the students. This is an important stage not only for studying habits influencing the academic achievement, but also to bear on the whole personality of the school students. The investigator would like to know, Is there any relationship between parents behavior on the childs adjustment and academic achievement of the School students?. The knowledge of the relationship between these variables under study would help the parents and students to make the needed changes. Understanding the relationship between parents behaviour on the childs adjustment and his academic achievement will be of great importance in determining the interrelation between the variables under study. The results of the present study will be useful to understand the fact, whether parent child relationship has greater impact on the childs adjustment and academic outcome of the students. The findings can be utilized in the field of education to develop remedial measures, favorable relationship between the parent and the child which in turn will help the high school students. As a result healthier school community, society and the nation will be formed. The prime focus of this project was to examine developmental changes in parent-child relationships, and their associations with child adjustment related to academic achievement of them as students. 3.03 STATEMENT OF THE PROBLEM The present investigation entitled A study on the effects of parent child relationship on the childs adjustment and academic achievement has been undertaken keeping in view the importance of explicating the effect of parent-child relationship on childs adjustment and academic achievement of high school students. 3.04 MEANING OF THE PROBLEM In the process of learning, Motivation is the central factor to get a perfect result. Adjustment is the process by which a person tries to strike a balance between his requirements ((i.e.) needs, desires, drives urges) and varying life situations. Adjustment is a continuous process by which a person varies his behaviour to produce more harmonious relationship between himself and his environment. Parents involvement is critical in facilitating childrens development and achievement and in preventing and remedying educational and developmental problems. Substantial evidence exists to show that children whose parents are involved in their schooling have significantly increased their academic achievement and cognitive development. Academic achievement is an important predictor of adjustment and has been associated with several factors such as parenting styles and parental involvement The present study is intended to study the following objectives. 3.05 OBJECTIVES OF THE STUDY 1. To find out the effect of Parent-child relationship, Parent-child adjustment and Academic achievement of students. 2. To find out the significant difference in the mean scores of the a) Gender b) Medium c) Types of School d) Types of management e) Locality 3.06 HYPOTHESES: Based on the objectives of the present study the following hypotheses were framed. 1. Gender does not show significant difference between the father-childs relationships with regard to their different dimensions of Parent-child relationship. 2. Gender does not show significant difference between the mother-childs relationships with regard to their different dimension of Parent-childs relationship. 3. Gender does not show significant difference between the father-childs adjustments with regard to their different dimension of childs adjustment. 4. Gender does not show significant difference between the mother-childs adjustments with regard to their different dimension of child adjustment. 5. Gender does not show significant difference between the childs relationships with regard to Parent-childs relationship. 6. Gender does not signify difference between the childs adjustments with regard to Parent-childs adjustment. 7. Gender does not show significant difference between the Academic Achievement with relation to Parent-childs relationship and Parent-childs Adjustment. 8. Medium of instruction does not show significant difference between the father-child relationships with regard to their different dimension of Parent-childs relationship. 9. Medium of instruction does not show significant difference between the mother-childs relationships with regard to their different dimension of Parent-childs relationship. 10. Medium of instruction does not d show significant difference between the father childs adjustments with regard to their different dimension of Parent-childs adjustment. 11. Medium of instruction does not show significant difference between the mother childs adjustments with regard to their different dimension of Parent-childs adjustment. 12. Medium of instruction does not show significant difference between the childs relationships with regard to Parent-childs relationship. 13. Medium of instruction does not show significant difference between the childs adjustments with regard to Parent-childs adjustment. 14. Medium of instruction does not show significant difference between the Academic Achievement with relation to Parent-childs Adjustment and Parent-childs relationship. 15. Type of School does not show significant difference between the father-childs relationships with regard to dimension of protecting behaviour of Parent-childs relationship. 16. Type of School does not show significant difference between the father-childs relationships with regard to dimension of Symbolic Punishment Behaviour of Parent-childs relationship. 17. Type of School does not show significant difference between the father-childs relationships with regard to dimension of Rejecting Behaviour of Parent-childs relationship. 18. Type of School does not show significant difference between the father-childs relationships with regard to dimension of Object Punishment Behaviour of Parent-childs relationship. 19. Type of School does not show significant difference between the father-child relationships with regard to dimension of Demanding Behaviour of Parent-childs relationship. 20. Type of School does not show significant difference between the father-child relationships with regard to dimension of Indifferent Behaviour of Parent-childs relationship. 21. Type of School does not show significant difference between the father-child relationships with regard to dimension of Symbolic Reward Behaviour of Parent-childs relationship. 22. Type of School does not show significant difference between the father-child relationships with regard to dimension of Loving Behaviour of Parent-childs relationship. 23. Type of School does not show significant difference between the father-childs relationships with regard to dimension of Object Reward Behaviour of Parent-childs relationship. 24. Type of School does not show significant difference between the father-child relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship. 25. Type of School does not show significant difference between the father-childs relationships with regard to Parent-childs relationship. 26. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of protecting behavior of Parent-childs relationship. 27. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Symbolic Punishment Behavior of Parent-childs relationship. 28. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Rejecting Behaviour of Parent-childs relationship. 29. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Object Punishment Behavior of Parent-childs relationship. 30. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Demanding Behaviour of Parent-childs relationship. 31. Type of School does not show significant difference between the mother-childs relationship with regard to dimension of Indifferent Behaviour of Parent-childs relationship. 32. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Symbolic Reward Behaviour of Parent-childs relationship. 33. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Loving Behaviour of Parent-childs relationship. 34. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Object Reward Behaviour of Parent-childs relationship. 35. Type of School does not show significant difference between the mother-childs relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship. 36. Type of School does not show significant difference between the mother-childs relationships with regard to Parent-childs relationship. 37. Type of school does not show significant relationships between the father-childs adjustments with regard to their different dimension of child adjustment. 38. Type of school does not show significant relationship between the mother-childs adjustments with regard to their different dimensions of Parent-childs adjustment. 39. Type of school does not show significant difference in child relationship with regard to Parent-childs relationship. 40. Type of Schools does not show significant difference between the child adjustments with regard to Parent-childs adjustment. 41. Type of Schools does not show significant relationship between the Academic Achievement with relation to Parent-childs relationship and Parent-childs Adjustment. 42. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of protecting behavior of Parent-childs relationship. 43. Type of Management does not show significant difference between the father-childs relationship with regard to dimension of Symbolic Punishment Behaviour of Parent-childs relationship. 44. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Rejecting Behaviour of Parent-childs relationship. 45. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Object Punishment Behaviour of Parent-childs relationship. 46. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Demanding Behaviour of Parent-childs relationship. 47. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Indifferent Behaviour of Parent-childs relationship. 48. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Symbolic Reward Behaviour of Parent-childs relationship. 49. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Loving Behaviour of Parent-childs relationship. 50. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Object Reward Behavior of Parent-childs relationship. 51. Type of Management does not show significant difference between the father-childs relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship. 52. Type of Management does not show significant difference between the father-childs relationships with regard to Parent-childs relationship. 53. Type of Management does not show difference between the mother-childs relationships with regard to dimension of protecting behavior of Parent-childs relationship. 54. Type of Management does not show significant difference between the mother-child relationships with regard to dimension of Symbolic Punishment Behaviour of Parent-childs relationship. 55. Type of management does not show significant difference between the mother-childs relationships with regard to dimension of Rejecting Behaviour of Parent-childs relationship. 56. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Object Punishment Behaviour of Parent-childs relationship. 57. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Demanding Behaviour of Parent-childs relationship. 58. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Indifferent Behaviour of Parent-childs relationship. 59. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Symbolic Reward Behaviour of Parent-childs relationship. 60. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Loving Behaviour of Parent-childs relationship. 61. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Object Reward Behaviour of Parent-childs relationship. 62. Type of Management does not show significant difference between the mother-childs relationships with regard to dimension of Neglecting Behaviour of Parent-childs relationship. 63. Type of Management does not show significant difference between the mother-childs relationships with regard to Parent-childs relationship. 64. Type of Management does not show significant relationship between the father-childs adjustments with regard to their different dimension of child adjustment. 65. Type of Management does not show significant relationship between the mother-childs adjustments with regard to their different dimensions of Parent-childs adjustment. 66. Type of Management does not show significant difference in child relationship with regard to Parent-childs relationship. 67. Type of Management does not show significant difference between the child adjustments with regard to Parent-childs adjustment. 68. Type of Management does not show significant relationship between the Academic Achievement with related to Parent-childs relationship and Parent-childs Adjustment. 69. Locality does not show significant difference between the father-childs relationships with regard to their different dimension of Parent-childs relationship. 70. Locality does not show significant difference between the mother-childs relationships with regard to their different dimension of Parent-childs relationship. 71. Locality does not show significant difference between the father-childs adjustments with regard to their different dimension of child adjustment. 72. Locality does not show significant difference between the mother-childs adjustments with regard to their different dimension of child adjustment. 73. Locality does not show significant difference between the child relationships with regard to Parent-childs relationship. 74. Locality does not show significant difference between the child adjustments with regard to Parent-childs adjustment. 75. Locality does not show significant difference between the Academic Achievement with related to Parent-childs relationship and Parent-childs Adjustment. 76. There is no significant association between parent child relationship and parent childs adjustment. 77. There is no significant association between parent childs relationship and academic achievement. 78. There is no significant association between parent childs relationship and academic achievement. 79. There is no Correlation between Parent childs relationship and Parent childs adjustment. 80. There is no Correlation between Parent child relationship and Academic achievement. 81. There is no Correlation between Parent childs adjustment and Academic achievement of students. 3.07 METHOD OF STUDY Survey was made as per the present study among the Standard XII students in high schools of Chennai, Kanchipuram and Thiruvallur districts in Tamil Nadu to identify parent-child relationship, childs adjustment inventory, academic achievement and other related variables. 3.08 VARIABLES OF THE STUDY The variables selected for the present study are given below: 3.08.01 RESEARCH VARIABLES Parent-Child Relationship (independent variable) Childs Adjustment Inventory (dependent variable) Academic Achievement (dependent variable) The dimensions of parent-child relationship are given below: Protecting Symbolic Punishment Rejecting Object Punishment Demanding Indifferent Symbolic Reward Loving Object Reward Neglecting The dimensions of childs adjustment inventory are given below: Emotional Social Educational 3.08.02 OTHER VARIABLES Gender Medium Type of Schools Type of management of the schools Locality 3.09 TOOLS USED IN THE STUDY The investigator used the following tools in this study Parent child relationship scale (PCRS) Author: Dr.Nalini Rao (1989) Adjustment inventory for school students (AISS) Author: A.K.P.Sinha and R.P. Singh (1993) 3.09.01 PARENT-CHILD RELATIONSHIP, CHILDS ADJUSTMENT INVENTORY AND ACADEMIC ACHIEVEMENT To test the hypothesis framed for the present investigation, parent-child relationship scale and childs adjustment inventory has been used to collect information of the high school students. 3.09.02 Description The description of the parent childs relationship is given below: It is a 5 point scale. The tool contains 100 items categorized into 10 dimensions namely, protecting, symbolic punishment, rejecting, object punishment, demanding, indifferent, symbolic reward, loving, object reward and neglecting. Items of the scale are arranged in the same order as the dimensions and they rotate in a cycle through the scale. Each respondent score the tool for both Father and Mother separately. Items are common to both parents. The description of the childs adjustment inventory is given below: It is a 2 point scale. The tool contains 60 items categorized into three dimensions namely, emotional, social and educational. Items of the scale are arranged in the same order as the dimensions and they rotate in a cycle through the scale. 3.09.03 Administration Before administering the test, necessary instructions and directions were given to the students. No time limit is given to the students were asked to complete the inventory as early as possible. 3.09.04 Scoring Procedure Parent child relationship scale (PCRS) Respondents are asked to rate statements as to their own perception of their relationship with either father or mother on a five point scale ranging from Always to very rarely weighted 5, 4, 3, 2, and 1 on the scale points. The scale is scored separately for each of the parent thus every respondent obtains ten scores for father form and ten for mother form on the ten dimensions of the scale. Each sub-scale yields a score found by summing the scores of the ratings on each item of the sub-scale. Table 3.1 Dimensions, Item of Number of Parent Child Relationship Scale S.No. Dimensions Item Numbers 1 Protecting 1,11,21,31,41,51,61,71,81,91 2 Symbolic Punishment 2,12,22,32,42,52,62,72,82,92 3 Rejecting 3,13,23,33,43,53,63,73,83,93 4 Object Punishment 4,14,24,34,44,54,64,74,84,94 5 Demanding 5,15,25,35,45,55,65,75,85,95 6 Indifferent 6,16,26,36,46,56,66,76,86,96 7 Symbolic Reward 7,17,27,37,47,57,67,77,87,97 8 Loving 8,18,28,38,48,58,68,78,88,98 9 Object Reward 9,19,29,39,49,59,69,79,89,99 10 Neglecting 10,20,30,40,50,60,70,80,90,100 Adjustment inventory for school students (AISS) The questions were to be answered in Yes or No. The use of designer letters A, B and C corresponding to Emotional adjustment, Social adjustment and Educational adjustment enables the test user to discover readily questions relating to each measure. The total score indicates the general adjustment status. Table 3.2 Dimensions, Item of Number of Childs Adjustment Inventory S.No. Dimensions Item Numbers 1 Emotional 1,4,7,10,13,16,19,22,25,28,31,34,37,40,43,46,49,52,55,58 2 Social 2,5,8,11,14,17,20,23,26,29,32,35,38,41,44,47,50,53,56,59 3 Educational 3,6,9,12,15,18,21,24,27,30,33,36,39.42,45,48,51,54,57,60 3.10 PILOT STUDY As pilot study was conducted to determine the suitability of the tools used in the present investigation, Random samples of 240 students were selected for the pilot study comparing 80 from Government school, Government-Aided 80 and 80 from Private school, out of which 120 were boys and 120 girls and the reliability and validity were computed. 3.11 ESTABLISHING RELIABILITY AND VALIDITY: The reliability of the parent-child relationship was found out by correlation method and the obtained suitability co-efficient of 0.91 (N = 240) suggest that the parent-child relationship are valuable for using the standardized tools. Table 3.3 CORRELATION: S.No. Dimensions Father Mother Boys Girls Boys Girls 1 Protecting 2 Symbolic Punishment 3 Rejecting 4 Object Punishment 5 Demanding 6 Indifferent 7 Symbolic Reward 8 Loving 9 Object Reward 10 Neglecting 3.12 MAIN STUDY: The validated tool was used for the main study to collect the necessary data; the study was carried out in six schools in Chennai, Kanchipuram and Thiruvallur Districts in Tamil Nadu. In this investigation, the main aim is to study the effects of parent-child relationship on the childs adjustment and academic achievement of high school students. 3.13.01 SELECTION OF THE SAMPLE Random sampling technique has been adopted to choose the samples. Random samples of 1129 students from Standard IX were selected from Chennai, Kanchipuram and Thiruvallur Districts in Tamil Nadu. Table 3.4 Distribution of Sample S.No. Name of the School Government/ Aided/ Private Boys Girls Total 1 2 3 4 5 6 3.13.02 SAMPLE DISTRIBUTION: Table 3.5 TYPES OF SCHOOL BOYS GIRLS TOTAL GOVERNMENT AIDED PRIVATE TOTAL The investigator obtained necessary permission from the principals of the school of education, for collection of data. The willingness and co-operation of the teachers from those institutions was also sought to administer the parent-child relationship, childs adjustment inventory and academic achievement marks. Thus the necessary data were collected during the academic year 2008 2010 from 1129 students of high school covering the whole taluk of Chennai, Kanchipuram and Thiruvallur Districts in Tamil Nadu. 3.15 STATISTICAL TECHNIQUES: Suitable statistical techniques were used to interpret the data to draw out a more meaningful result in the present study in the following statistical measures were used. Descriptive (Mean, Standard Deviation) Differential Analysis (t-test) Relational Analysis (Correlation) Chi-Square 3.16 DELIMITATIONS: The study is confined to high school children (i.e) children between the age group of 13 to 15. The boundary of the sample area is restricted to the Taluk of Chennai, Kanchipuram and Thiruvallur Districts not covering the whole Tamil Nadu. The study is confined to the effects of parent- child relationship. The size of the sample of high school children is restricted to 1129 for the study. 3.17 CONCLUSION: Parent-child relationships undergo important transitions during adolescence, including a decrease in time spent with parents and a shift from dependency to mutual reciprocity. Parents play a significant role in supporting their child with providing secure attachment during these transitions. Adolescents benefit from parental support that encourages autonomy development yet ensures continued monitoring and emotional connectedness. Specific parenting skills that promote attachment security and autonomy development include psychological availability, warmth, active listening, Behaviour monitoring, limit setting, acceptance of individuality, and negotiation rules and responsibilities. Parental support during stressful periods of transition e.g., entry to high school) predicts positive adolescent adjustment Children who have experienced chaotic and inconsistent parenting do not have the experience of regulation to guide their own efforts, nor the confidence in the caregiver (and consequently in themselves) required for self-regulation. Additionally, children who have been pushed to independence at too early age because of their parents emotionally unavailable condition or too strict to tend or to adopt rigid regular strategies, which they attempt to use on their own. They do not learn to turn to parents or others to help them with regulation.

Hannah More vs. William Blake :: Poem Poetry Compare Contrast Essays

Hannah More vs. William Blake The Little Black Boy and The Sorrows of Yamba are both anti-slavery poems. Both Blake and More were against the political and social structure of slavery, but the way in which they choose to address the issue through their poetry is quite different. Differences in tonality, gender of main characters, implications for the future of these characters, and the audiences these pieces were addressed to make for a good contrast to the similarities they inevitably share in being both anti-slavery. Blake's poem, The Little Black Boy seems to be more hopeful then More's, The Sorrows of Yamba, which is in accordance with comments made about Blake's general attitude in Songs of Innocence. This hopefulness appears to come from a combination of faith and hope on the part of the author mixed with a type of ignorance on the characters part. The boy does not know any better; therefore, he can envision a heaven where he is an equal to the white English boy in heaven with him. More's poem does not seem as hopeful, it is more laden with grotesque imagery, something we might expect to see in a counterpart to Little Black Boy in Songs of Experience. More's descriptions are corporeal, and the despair and pain seem to be shouting out of these carcasses with 'mangled flesh.' Part of this difference in tonality may be due to the gender of the narrators and similarly the authors. As a man, Blake has always maintained the position a more privileged position in society compared to More simply beca use she is a woman. Although Blake may not agree with slavery, he is not writing from the perspective of a person who has been marginalized because of a biological difference within him, whereas More is. Perhaps because of this she has more knowledge and understanding of the internal strife, and more of a right to speak, of a person of color being stripped of all they have - even the desire to live. However, beyond the superficial reading of the authors' gender, though beneficial, there are lots of similarities and differences within the texts themselves. First, the genders of the narrators match up with the genders of the authors. One is a child, a boy, and one is an adult-the mother. I thought Blake's poem seemed to fit within the end of More's poem through the mother's sentiment, in the sense that the little boy was accepting Christian teachings of heaven?

China’s Role in the World Economy

Over the past decades, the competitiveness of the United States economy has been outstanding because of its capacity for innovation, higher education system, market size in terms of labor and product markets, and flexible capital markets. These advantages have allowed U. S. industries to take a leadership role in the global economy, providing products and services demanded worldwide. However, the U. S. economic powerhouse faces expanded global competition. Economic liberalization throughout the world, skills upgrades in developing countries and massive technological advances mean that the United States faces expanded competition for jobs and investment. The United States’ overall competitive position in the world economy is threatened by uprising developing countries such as BRIC—Brazil, Russia, India, and China. This paper will focus particularly on China’s role in the world economy. At a time when the U. S. nd other traditional economic powers are weakening, China’s economic power is strengthening, indicating that it will try to find a much more assertive role in shaping the future of the world financial order. China, after all, has one-fifth of the world’s population, or roughly twice the population of the European Union, the United States, and Japan plus a handful of other high income nations. China sees the global downturn as an opportunity and it has the resources to seize the moment. Although Chinese leaders are struggling with shrinking trade and rising unemployment, China’s economy is still growing faster than those of other major nations. Chinese banks are more stable and the Beijing government is sitting on the largest stockpile of foreign reserves in the world. China's power has been increasing in recent years as it has surged to become the third biggest economy, after the U. S. and Japan. Since the late '70s, however, China's economy has doubled every eight years. In that same period, the U. S. conomy has doubled once. Today, average Chinese have some ten times the purchasing power they had just a quarter century ago. China's growth was led by exports and investments in fixed assets, such as factories and roads. China is now a powerful trading nation, and in recent years has been an avid consumer of industrial commodities such as copper, iron ore, and steel to fuel its rapid industrialization. Additionally, another main driver of Chinese growth was the Beijing Summer Olympics whom people looked to as a defining moment of China's rise. China's run of economic prosperity has been great news for millions of Chinese who have seen their living standards improve, as well as for global trade and the broader world economy. However, with all the foreign investment China is receiving, the country will only grow more and more interdependent upon the world economy. The impressive growth rate of China’s economy is not without its shortcomings. Problems such as inflation and inefficient state-owned enterprises plague the rise of the Chinese economy. Some of China’s economic problems seem to be internal, and connected with supporting the massive population while divesting the government of money-losing businesses. Its integration into the international economic order poses major difficulties for the rest of the world. These problems include bringing China's mixed market/centrally planned economy into the GATT, adapting to competition from labor-intensive Chinese exports, encouraging further market-oriented reform, and accommodating its demand for international capital. But China's participation in the global economy also offers important opportunities for trade, investment, and international cooperation to promote world prosperity and stability. The average Chinese GDP is still very low, meaning that it is a country with a lot of poverty. Since China has limited natural resources, the incremental increase in demand for these resources will have to come mainly from imports. Demand for energy and for certain other resources will thus grow very rapidly and China will have to expend large amounts of foreign exchange on their purchase, but China will have the oreign exchange required. And it is also clear that for the developed world, we have to react intelligently and strategically to what China is doing, accepting its aspirations, but also being aware of our own national self interest, and being clear about the ways we can work together. China is a manufacture based economy and is also graduating 350,000 engineers each year, six to seven times more than the U. S. These engineers are joining the manufacturing sector where manufactures now play an important role in response to global demand. The use of information technology in organizations is inevitable, be it manufacturing. It has contributed largely to the process advancements in countries much like Eastern Asia. Chinese manufacturers, for example, will continue to seek out and perfect the implementation of the latest strategies and technologies in the future. A comparative analysis of the investment patterns of U. S. manufacturers versus China is quite astounding. †¢ U. S. Manufacturing plants spent 3% of sales on capital equipment in 2004 whereas China spent 20%. †¢ In the U. S. 53% of manufacturing plants were expected to increase their capital-equipment spending in 2005 compared to China at 72%. †¢ IT spending was expected to increase at 42% of U. S. Plants in 2005 whereas in China, 75% of plants were expected to increase their spending on IT. In short, China has a manufacturing base that is, more cost-efficient today and investing more heavily in the capital equipment and IT that will enable it to become more innovative tomorrow. The impact of information technology in global trade is on the rise, as several advancements are focused on to be implemented in various developing countries like China. American entrepreneurs have pounced on the opportunity of growth in these countries, specifically in China. China is highly populated and is increasing in middle class citizens who have enabled the creation of consumer markets in China. While continuing to grow, entrepreneurs have leaped at the chance to be apart of the business and consumer growth. They learn the Chinese culture, language, and government regulations through their own research and or with the help of locals. Using the opportunity of unpenetrated markets and low resource and production costs, these entrepreneurs are able to build successful ventures. With high business growth, more Chinese citizens are able to afford purchase of imports and exports. Certainly, China is poised to become the world’s next economic super power and largest trading entity, in terms of inward and outward trading flows. If China would keep growing at this pace its economy would be bigger than the American’s economy by 2030 (Prasad, 2004). Their success in attaining that status will depend largely on how they collectively deal with their existing and future economic issues. The economy is showing positive changes but still faces very big difficulties. Despite its problems, China's economy is forecast to grow by at least 5% this year, in stark contrast to many major global economies that are shrinking. But these are speculations about the future. As for the present, China’s emergence is already a major challenge for other developing countries, for Asia, and for the world. That challenge will not diminish anytime soon.

Free Essays on To Pray Or Not

To Pray or Not to Pray â€Å"The trend of taking God and moral teaching out of schools is a diabolical scheme,† declared the Reverend Billy Graham soon after the Engel versus Vitale and Schempp verdict (Haas 30). The debate over the separation of church and state had been swirling through courtrooms for years. The controversy over school prayer in the Engel versus Vitale case started over a prayer recited in the New York public school system, known as the Regent’s Prayer. A group of three parents found the prayer unfair to their children and decided to take their case to court. After hard work and tough battles the case came to the Supreme Court. On June 25, 1962 the court made the decision to ban prayer from public schools across the nation. Yet, the prayer is beneficial to help minimize juvenile delinquency, does not favor one religion, and revives America’s spiritual heritage. â€Å"Something is terribly wrong with our education system. The evidence is everywhere: children who cannot read, graduates who cannot reason, danger in school yards, and indoctrination in classrooms,† (Free 1). Since the court outlawed prayer, the nation has been in a moral decline. Serious crimes in schools have risen to 3,000,000 a year, violent assaults have risen to 465,000, and the number of teachers attacked per year reaches 5,000 (Crisis). Taking prayer out of school has allowed immorality and violence to seep into the public school system. Teen pregnancy, school shootings, and drug use have become more prominent then any other time in our country’s history. Teen pregnancy increased two hundred percent from 1960 to 1990 (Geisler 2). Without moral instruction and values teens are going out and getting pregnant without even thinking of the consequences. Children are having children. Some take the easy way out and have abortions, which are unfair to the innocent child at hand. Between 1960’s and 1990’s abortion has increase... Free Essays on To Pray Or Not Free Essays on To Pray Or Not To Pray or Not to Pray â€Å"The trend of taking God and moral teaching out of schools is a diabolical scheme,† declared the Reverend Billy Graham soon after the Engel versus Vitale and Schempp verdict (Haas 30). The debate over the separation of church and state had been swirling through courtrooms for years. The controversy over school prayer in the Engel versus Vitale case started over a prayer recited in the New York public school system, known as the Regent’s Prayer. A group of three parents found the prayer unfair to their children and decided to take their case to court. After hard work and tough battles the case came to the Supreme Court. On June 25, 1962 the court made the decision to ban prayer from public schools across the nation. Yet, the prayer is beneficial to help minimize juvenile delinquency, does not favor one religion, and revives America’s spiritual heritage. â€Å"Something is terribly wrong with our education system. The evidence is everywhere: children who cannot read, graduates who cannot reason, danger in school yards, and indoctrination in classrooms,† (Free 1). Since the court outlawed prayer, the nation has been in a moral decline. Serious crimes in schools have risen to 3,000,000 a year, violent assaults have risen to 465,000, and the number of teachers attacked per year reaches 5,000 (Crisis). Taking prayer out of school has allowed immorality and violence to seep into the public school system. Teen pregnancy, school shootings, and drug use have become more prominent then any other time in our country’s history. Teen pregnancy increased two hundred percent from 1960 to 1990 (Geisler 2). Without moral instruction and values teens are going out and getting pregnant without even thinking of the consequences. Children are having children. Some take the easy way out and have abortions, which are unfair to the innocent child at hand. Between 1960’s and 1990’s abortion has increase...