Women Education in Pakistan

Women education in Pakistan Education plays a pivotal role in developing human capital in any society. Education has become a universal human right all around the globe. Article thirty seven of the Constitution of Pakistan stipulates that education is a fundamental right of every citizen,[1]  but still gender discrepancies exist in educational sector. According to Human Development Report (2011) of United Nations Development Program, ratio of female to male with at least secondary education is 0. 502, and public expenditure on education amounts to only 2. % of the GDP of the country. (2) Patriarchal values heavily govern the social structure in Pakistani society. Home has been defined as a woman's legitimate ideological and physical space where she performs her reproductive role as a mother and wife, while a man dominates the world outside the home and performs his productive role as a breadwinner. Men and women are conceptually segregated into two distinct worlds. The household re sources are allocated in the favor of sons (male members of the family) due to their productive role.Education for boys is prioritized vis-a-vis girls, because it is perceived that boys must be equipped with educational skills to compete for resources in public arena, while girls have to specialize in domestic skills to be good mothers and wives, hence, education is not that important for girls. This gender division of labor has been internalized by the society, and girls/women do not have many choices for themselves that could change these patriarchal realities of their lives. Society does not allow girls/women to develop their human capabilities by precluding them from acquiring education.Lack of emphasis on the importance of women's education is one of the cardinal features of  gender inequality  in Pakistan. (3)  The  Human Development Report  (HDR) listed Pakistan in the category of â€Å"low human development† countries with a female literacy rate of thirty pe rcent, and Pakistan has ranked 145 in the world in terms of human development. (2) ————————————————- Importance of women's education ————————————————- Education has been of central significance to the development of human society.It can be the beginning, not only of individual knowledge, information and awareness, but also a holistic strategy for development and change. (4)    ————————————————- Education is very much connected to women's ability to form social relationships on the basis of equality with others and to achieve the important social good of self-respect. It is important, as well, to mobility (through access to jobs and the political proce ss), to health and life (through the connection to bodily integrity).Education can allow women to participate in politics so they can ensure that their voices and concerns are heard and addressed in the public policy. It is also crucial for women's access to the legal system. (5)  Education is a critical input in human resource development and is essential for the country's economic growth. It increases the productivity and efficiency of individuals and it produces skilled labor-force that is capable of leading the economy towards the path of sustainable growth and prosperity.The progress and wellbeing of a country largely depends on the choices of education made available to its people. It can be one of the most powerful instruments of change. It can help a country to achieve its national goals via producing minds imbue with knowledge, skills and competencies to shape its future destiny. The widespread recognition of this fact has created awareness on the need to focus upon liter acy and elementary education program, not simply as a matter of social justice but more to foster economic growth, social well-being and social stability. 6)  Women's education is so inextricably linked with the other facets of human development that to make it a priority is to also make change on a range of other fronts, from the health and status of women to early childhood care, from nutrition, water and sanitation to community empowerment, from the reduction of child labor and other forms of exploitation to the peaceful resolution of conflicts. [7] ————————————————- Economic benefits of women's education ————————————————-Apart from the acquisition of knowledge and values conductive to social evolution, education also enables development of mind, training in logical and analytical thinking. It allows an individual to acquire organizational, managerial, and administrative skills. Moreover, enhanced self-esteem and improved social and financial status within a community is a direct outcome of education. Therefore, by promoting education among women, Pakistan can achieve social and human development, and gender equality.A large number of empirical studies have revealed that increase in women's education boosts their wages and that returns to education for women are frequently larger than that of men. Increase in the level of  female education  improves human development outcomes such as child survival, health and schooling. (8)  Lower female education has a negative impact on economic growth as it lowers the average level of human capital. (9)  Developmental Economists argue that in developing countries female education reduces fertility, infant mortality and increases children's education. 10)   Gender inequality in education d irectly and significantly affects  economic growth. Empirical studies done by using regression analysis reveal the fact that the overall  literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. (11)  Chaudhry (2007) investigated the impact of gender inequality in education on economic growth in Pakistan. The secondary source of time series data drawn from various issues has been used. In his regression analysis, he estimated a set of regressions showing a moderate explanatory power.The variables, overall literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. It was found that gender inequality in initial education reduces economic growth. (11)  In another empirical study, Chaudhry (2009) investigated factors affecting rural poverty in Southern Punjab (Pakistan), and he concluded that alleviation of poverty is possible by lowering the househol d size and dependency ratio, improving education, increasing female labor participation.He employed Logit regression models and used primary source of data from the project area of Asian Development Bank for estimation. Results indicate that as dependency level and household size increase the probability of being poor increases too. Education has the significant inverse relationship with poverty because it provides employment opportunities and rejects poverty. (12)  The inclusion of trained and education women workforce will not only ensure women's welfare, it will also increase the overall productivity of the workforce due to more competitiveness.Hence, the developmental and feminist economists argue that it is desirable for the government to allocate more resources towards women's education, as it is going to benefit the whole society. ————————————————- Gender disparit y in education in Pakistan ————————————————- According to  UNDP  2010 report, Pakistan ranked 120 in 146 countries in terms of  Gender-related Development Index  (GDI), and in terms of  Gender Empowerment Measurement(GEM) ranking, it ranked 92 in 94 countries. 13)  Gender inequality in education can be measured in different ways. Gross and net enrollment rates and completion and drop-out rates are the ways to identify the gender inequality in education. Pakistan aims to achieve  Millennium Development Goals  and also aims to eliminate gender disparity at all levels of education by the year 2015. (14)  Elimination of gender disparity at all levels of education requires higher allocation of resources on women's education. Strong gender disparities exist in literacy and educational attainment between rural and urban areas of Pakistan. —— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Socio-economic hurdles ————————————————- Patriarchal  values are deeply embedded in the society of Pakistan, and its different manifestations are observed in different aspects of the society. As mentioned above, gender division of labor enforces women to primarily specialize in unpaid care work as mothers and wives at home, whereas men perform paid work, and come out as breadwinners. This has led to a low level of resource investment in girl’s education not only by their families and also by the state.This low investment in women's  human capital, compounded by negative social biases and cultural practices, restrictions on women's mobility and the internalization of  patriarchy  by women themselves, becomes the basis for  gender discrimination  and d isparities in most spheres of life. Some of the ramifications are that women are unable to develop job-market skills; hence, they have limited opportunities available to them in the wage-labor market. Moreover, social and cultural restrictions limit women's chances to compete for resources in a world outside the four walls of their omes. It translates in to social and economic dependency of women on men. The nature and degree of women's oppression and subordination vary across classes, regions and the rural and urban divide in Pakistan. It has been observed that male dominant structures are relatively more marked in the rural and tribal setting where local customs and indigenous laws establish stronger male authority and power over women. (15) ————————————————- Insurgency hurdles ———————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€-Destruction of schools and killings has harmed women's education in Pakistan. 14-year-old education activist and blogger  Malala Yousafzai  was shot in the head and neck byTaliban  insurgents 9 October 2012 after she had blogged about the destruction of schools and closing of all-girls schools in her town of  Mingora  in the  Swat District. Later, the Taliban denied that it opposes education and claimed â€Å"Malala was targeted because of her pioneer role in preaching  secularism  and so-called enlightened moderation. â€Å"(16) ————————————————-In September 2012 the Pakistani newspaper  Dawn  reported that 710 schools have been destroyed or damaged by militants in  Khyber Pakhtunkhwa  and 401 schools have been destroyed or damaged in Swat. (17)  While the Taliban's campaign extends beyond girls to secular edu cation in general,(18)  at least one source reports the damage was related to Taliban opposition to girls' education. (16)  Another source includes the bombing of girls' schools as among the Taliban policies. (19) ————————————————- Rural vs. urban ————————————————-In year 2006, the literacy rate in urban areas was recorded 58. 3% while in rural areas it was 28. 3%, and only 12% among rural women. (20)  An interesting factor in this context is that female enrollment was recorded highest at the primary level, but it progressively decreases at the secondary, college and tertiary levels. It was estimated that less than 3% of the 17–23 age group of girls have access to higher education. (21) ———————— ————————- ————————————————- Public Sector ————————————————-According to the government of  Pakistan, total enrollment level of pre-primary in public sector was 4,391,144. Out of 4,391,144 pre-primary students, 2,440,838 are boys, and 1,950,306 are girls. It shows that 56% of enrolled students are boys, and 44% are girls. Further breakdown of these statistics in to urban and rural enrollment levels reveals almost similar percentage of enrollment among boys and girls, i. e. in rural schools 57% are boys and 43% are girls. ————————————————- Private Sector —————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€-There is a huge sector of private education in Pakistan. According to the government of Pakistan, 2,744,303 pre-primary students are enrolled in private schools. Among them, 1,508,643 are boys, and 1,235,660 are girls. It shows that 55% of enrolled kids are boys and 45% are girls. Of the total number, 39% students are in rural areas, and the percentage of enrolled boys and girls in rural areas are 58% and 42% respectively. ————————————————- Primary education ————————————————-Primary education is compulsory for every child in Pakistan, but due to poverty, and child labor, Pakistan has been unable to achieve 100% enrollment at the primary level. ————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Public Sector ————————————————- The total enrollment in primary public sector is 11,840,719, and among them, 57% (6,776,536) are boys, and 43% (5, 0641, 83) are girls. The 79%of all the primary students in Pakistan are enrolled in rural schools, and the gender enrollment ratios are 59% and 41% for boys and girls respectively in rural Pakistan. ———————————————— Private Sector ————————————————- The private schools are mostly located in urban centers, and the total enrollment in private primary schools was 4,993,698. ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Middle school level ————————————————- The enrollment level falls dramatically from primary to middle school level in Pakistan. These statistics can be very helpful in comprehending the problems faced by Pakistan in its educational sector. ———————————————— Public Sector ————————————————- 3,642,693 students are enrolled in public middle schools, and among them, 61% (2,217,851) are boys, and 39% (1,424,842) are girls. Of the total enrollment, 62% students are in rural areas, and the enrollment of girls is much lower in rural middle schools vis-a-vis urban schools. In rural s chools, 66% enrolled students are boys and 34% are girls. ————————————————- Private Sector ————————————————-The enrollment in private schools declines sharply after primary level, as the cost of attendance in private schools increases and the majority of the population cannot afford private education in Pakistan. The total number of students enrolled in private schools at middle level is 1,619,630. Of the total level of enrollment in private schools, 66% students are in urban schools. Hence, the ratio of boys and girls is relatively balanced with 54% boys and 46% girls. ————————————————- High school level —————— ——————————- In Pakistan grades 8 to 10 constitute high school education. ———————————————— Public Sector ————————————————- The total number of students enrolled in private high schools is 1,500,749. The 61% of students are boys and 39% are girls. Overall enrollment decreases sharply at high school level. A very disproportionate gender ratio is observed in rural high schools, only 28% of the enrolled students are girls, and 72% are boys. ————————————————- Private Sector ——————————————â€⠀Ã¢â‚¬â€- 632,259 students are enrolled in private high schools. Most of them are in urban centers.The ratio of boys and girls enrollment is 53% and 47% respectively. ————————————————- Higher secondary ————————————————- He overall ratio seems to equalize among boys and girls in higher secondary education. ————————————————- Public sector ————————————————- There are 699,463 students enrolled in higher secondary education in public institutions. There is almost 50% boys and girls enrollment in higher secondary education. But there is a discrepa ncy between urban and rural enrollments.Only 16% of the students from the total number are from rural areas, and among them only 28% are female students. While in urban centers, 55% students are female students. ————————————————- Private Sector 154,072 students are enrolled in private higher secondary institutions, with 51% boys and 49% girls. ————————————————- Conclusion ————————————————- Statistics show that education in Pakistan can be characterized by extensive gender inequalities. Girls/women have to face socio-cultural hurdles to acquire education.International community has developed a consensus through the  Millennium Development Goals  to e liminate gender inequality from education. (22)   The proponents of gender equality argue that it is not only humane and ethical thing to provide everyone easy access to education without any gender bias, but it is also essential for development and progress of a society that both men and women are educated. They also point towards empirical studies that have confirmed that gender inequality in education has significant impact on rural poverty in Pakistan, and female literacy is important for poverty alleviation.Feminists like Martha Nussbaum are arguing that there is an immediate need to increase the public expenditures on female education in order to achieve gender equality at all levels. (5) ————————————————- References 1. National Assembly of Pakistan, Gov't of Pakistan 2. UNDP, Human Development Report (2011). http://hdrstats. undp. org/en/countries/profiles/PAK. ht ml 3. Chaudhry, I. & Rahman, S. (2009). â€Å"The Impact of Gender Inequality in Education on Rural Poverty in Pakistan: An Empirical Analysis†. 4. Dr. Noureen, G. & Dr. Awan, R. (2011). Women's Education in Pakistan:Hidden Fences on Open Frontiers†. 5. Nussbaum, M. (2003). Women's Education: A Global Challenge. University of Chicago. 6. Mishra R. C. (2005). Women Education. New Delhi: A. P. H. Publishing Corporation. 7. Goel, A. (2004). Education and Socio-Economic Perspectives of Women Development and Empowerment. 8. Klasen, S. and Lamanna, F. (2008),  The Impact of Gender Inequality in Education and Employment on Economic Growth in Development Countries: Updates and Extensions. 9. Klasen, Stephan (1999). â€Å"Does Gender Inequality Reduce Growth and development? Evidence from Cross-Country Regressions†, 10.Knowles, Stephen, Paula K. Lorgelly, and P. Dorian Owen (2002) â€Å"Are Educational Gender Gaps a Brake on Economic Development? 11. Chaudhry, I. S. (2 007), â€Å"Impact of Gender Inequality in Education on Economic Growth: An Empirical Evidence from Pakistan†,  The Pakistan Horizon  Vol. 60, No. 4, 2007. 12. Chaudhry, I. S. (2009), â€Å"Poverty Alleviation in Southern Punjab (Pakistan) 13. UNDP (2010), â€Å"Statement on Gender in Pakistan†. 14. United Nations, UNDP. http://www. un. org/millenniumgoals/. 15. Khan, S (2007). â€Å"Gender Issues in higher education in Pakistan†. Bulletin, Issue 162, 2007. 16.Why the Taliban Shot the Schoolgirl| Leon Wieseltier| October 19, 2012 | accessed 12. 11. 212 17. Militancy keeps 600,000 KP children out of school  12 September 2012 18. Alex Rodriguez (26 October 2012). â€Å"Taliban's attack on Pakistan education goes beyond one girl]†. Los Angeles Times. 19. Huma Yusuf (25 October 2012). â€Å"In the Taliban's sights†. The New York Times. 20. Federal Bureau of Statistics/Ministry of Education, Pakistan. 21. Government of Pakistan (2006). http://www . moe. gov. pk/ 22. Millennium Development Goals, UNDP,  http://www. un. org/millenniumgoals/education. shtml. ————————————————- Women Education in Pakistan Women education in Pakistan Education plays a pivotal role in developing human capital in any society. Education has become a universal human right all around the globe. Article thirty seven of the Constitution of Pakistan stipulates that education is a fundamental right of every citizen,[1]  but still gender discrepancies exist in educational sector. According to Human Development Report (2011) of United Nations Development Program, ratio of female to male with at least secondary education is 0. 502, and public expenditure on education amounts to only 2. % of the GDP of the country. (2) Patriarchal values heavily govern the social structure in Pakistani society. Home has been defined as a woman's legitimate ideological and physical space where she performs her reproductive role as a mother and wife, while a man dominates the world outside the home and performs his productive role as a breadwinner. Men and women are conceptually segregated into two distinct worlds. The household re sources are allocated in the favor of sons (male members of the family) due to their productive role.Education for boys is prioritized vis-a-vis girls, because it is perceived that boys must be equipped with educational skills to compete for resources in public arena, while girls have to specialize in domestic skills to be good mothers and wives, hence, education is not that important for girls. This gender division of labor has been internalized by the society, and girls/women do not have many choices for themselves that could change these patriarchal realities of their lives. Society does not allow girls/women to develop their human capabilities by precluding them from acquiring education.Lack of emphasis on the importance of women's education is one of the cardinal features of  gender inequality  in Pakistan. (3)  The  Human Development Report  (HDR) listed Pakistan in the category of â€Å"low human development† countries with a female literacy rate of thirty pe rcent, and Pakistan has ranked 145 in the world in terms of human development. (2) ————————————————- Importance of women's education ————————————————- Education has been of central significance to the development of human society.It can be the beginning, not only of individual knowledge, information and awareness, but also a holistic strategy for development and change. (4)    ————————————————- Education is very much connected to women's ability to form social relationships on the basis of equality with others and to achieve the important social good of self-respect. It is important, as well, to mobility (through access to jobs and the political proce ss), to health and life (through the connection to bodily integrity).Education can allow women to participate in politics so they can ensure that their voices and concerns are heard and addressed in the public policy. It is also crucial for women's access to the legal system. (5)  Education is a critical input in human resource development and is essential for the country's economic growth. It increases the productivity and efficiency of individuals and it produces skilled labor-force that is capable of leading the economy towards the path of sustainable growth and prosperity.The progress and wellbeing of a country largely depends on the choices of education made available to its people. It can be one of the most powerful instruments of change. It can help a country to achieve its national goals via producing minds imbue with knowledge, skills and competencies to shape its future destiny. The widespread recognition of this fact has created awareness on the need to focus upon liter acy and elementary education program, not simply as a matter of social justice but more to foster economic growth, social well-being and social stability. 6)  Women's education is so inextricably linked with the other facets of human development that to make it a priority is to also make change on a range of other fronts, from the health and status of women to early childhood care, from nutrition, water and sanitation to community empowerment, from the reduction of child labor and other forms of exploitation to the peaceful resolution of conflicts. [7] ————————————————- Economic benefits of women's education ————————————————-Apart from the acquisition of knowledge and values conductive to social evolution, education also enables development of mind, training in logical and analytical thinking. It allows an individual to acquire organizational, managerial, and administrative skills. Moreover, enhanced self-esteem and improved social and financial status within a community is a direct outcome of education. Therefore, by promoting education among women, Pakistan can achieve social and human development, and gender equality.A large number of empirical studies have revealed that increase in women's education boosts their wages and that returns to education for women are frequently larger than that of men. Increase in the level of  female education  improves human development outcomes such as child survival, health and schooling. (8)  Lower female education has a negative impact on economic growth as it lowers the average level of human capital. (9)  Developmental Economists argue that in developing countries female education reduces fertility, infant mortality and increases children's education. 10)   Gender inequality in education d irectly and significantly affects  economic growth. Empirical studies done by using regression analysis reveal the fact that the overall  literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. (11)  Chaudhry (2007) investigated the impact of gender inequality in education on economic growth in Pakistan. The secondary source of time series data drawn from various issues has been used. In his regression analysis, he estimated a set of regressions showing a moderate explanatory power.The variables, overall literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. It was found that gender inequality in initial education reduces economic growth. (11)  In another empirical study, Chaudhry (2009) investigated factors affecting rural poverty in Southern Punjab (Pakistan), and he concluded that alleviation of poverty is possible by lowering the househol d size and dependency ratio, improving education, increasing female labor participation.He employed Logit regression models and used primary source of data from the project area of Asian Development Bank for estimation. Results indicate that as dependency level and household size increase the probability of being poor increases too. Education has the significant inverse relationship with poverty because it provides employment opportunities and rejects poverty. (12)  The inclusion of trained and education women workforce will not only ensure women's welfare, it will also increase the overall productivity of the workforce due to more competitiveness.Hence, the developmental and feminist economists argue that it is desirable for the government to allocate more resources towards women's education, as it is going to benefit the whole society. ————————————————- Gender disparit y in education in Pakistan ————————————————- According to  UNDP  2010 report, Pakistan ranked 120 in 146 countries in terms of  Gender-related Development Index  (GDI), and in terms of  Gender Empowerment Measurement(GEM) ranking, it ranked 92 in 94 countries. 13)  Gender inequality in education can be measured in different ways. Gross and net enrollment rates and completion and drop-out rates are the ways to identify the gender inequality in education. Pakistan aims to achieve  Millennium Development Goals  and also aims to eliminate gender disparity at all levels of education by the year 2015. (14)  Elimination of gender disparity at all levels of education requires higher allocation of resources on women's education. Strong gender disparities exist in literacy and educational attainment between rural and urban areas of Pakistan. —— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Socio-economic hurdles ————————————————- Patriarchal  values are deeply embedded in the society of Pakistan, and its different manifestations are observed in different aspects of the society. As mentioned above, gender division of labor enforces women to primarily specialize in unpaid care work as mothers and wives at home, whereas men perform paid work, and come out as breadwinners. This has led to a low level of resource investment in girl’s education not only by their families and also by the state.This low investment in women's  human capital, compounded by negative social biases and cultural practices, restrictions on women's mobility and the internalization of  patriarchy  by women themselves, becomes the basis for  gender discrimination  and d isparities in most spheres of life. Some of the ramifications are that women are unable to develop job-market skills; hence, they have limited opportunities available to them in the wage-labor market. Moreover, social and cultural restrictions limit women's chances to compete for resources in a world outside the four walls of their omes. It translates in to social and economic dependency of women on men. The nature and degree of women's oppression and subordination vary across classes, regions and the rural and urban divide in Pakistan. It has been observed that male dominant structures are relatively more marked in the rural and tribal setting where local customs and indigenous laws establish stronger male authority and power over women. (15) ————————————————- Insurgency hurdles ———————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€-Destruction of schools and killings has harmed women's education in Pakistan. 14-year-old education activist and blogger  Malala Yousafzai  was shot in the head and neck byTaliban  insurgents 9 October 2012 after she had blogged about the destruction of schools and closing of all-girls schools in her town of  Mingora  in the  Swat District. Later, the Taliban denied that it opposes education and claimed â€Å"Malala was targeted because of her pioneer role in preaching  secularism  and so-called enlightened moderation. â€Å"(16) ————————————————-In September 2012 the Pakistani newspaper  Dawn  reported that 710 schools have been destroyed or damaged by militants in  Khyber Pakhtunkhwa  and 401 schools have been destroyed or damaged in Swat. (17)  While the Taliban's campaign extends beyond girls to secular edu cation in general,(18)  at least one source reports the damage was related to Taliban opposition to girls' education. (16)  Another source includes the bombing of girls' schools as among the Taliban policies. (19) ————————————————- Rural vs. urban ————————————————-In year 2006, the literacy rate in urban areas was recorded 58. 3% while in rural areas it was 28. 3%, and only 12% among rural women. (20)  An interesting factor in this context is that female enrollment was recorded highest at the primary level, but it progressively decreases at the secondary, college and tertiary levels. It was estimated that less than 3% of the 17–23 age group of girls have access to higher education. (21) ———————— ————————- ————————————————- Public Sector ————————————————-According to the government of  Pakistan, total enrollment level of pre-primary in public sector was 4,391,144. Out of 4,391,144 pre-primary students, 2,440,838 are boys, and 1,950,306 are girls. It shows that 56% of enrolled students are boys, and 44% are girls. Further breakdown of these statistics in to urban and rural enrollment levels reveals almost similar percentage of enrollment among boys and girls, i. e. in rural schools 57% are boys and 43% are girls. ————————————————- Private Sector —————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€-There is a huge sector of private education in Pakistan. According to the government of Pakistan, 2,744,303 pre-primary students are enrolled in private schools. Among them, 1,508,643 are boys, and 1,235,660 are girls. It shows that 55% of enrolled kids are boys and 45% are girls. Of the total number, 39% students are in rural areas, and the percentage of enrolled boys and girls in rural areas are 58% and 42% respectively. ————————————————- Primary education ————————————————-Primary education is compulsory for every child in Pakistan, but due to poverty, and child labor, Pakistan has been unable to achieve 100% enrollment at the primary level. ————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Public Sector ————————————————- The total enrollment in primary public sector is 11,840,719, and among them, 57% (6,776,536) are boys, and 43% (5, 0641, 83) are girls. The 79%of all the primary students in Pakistan are enrolled in rural schools, and the gender enrollment ratios are 59% and 41% for boys and girls respectively in rural Pakistan. ———————————————— Private Sector ————————————————- The private schools are mostly located in urban centers, and the total enrollment in private primary schools was 4,993,698. ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Middle school level ————————————————- The enrollment level falls dramatically from primary to middle school level in Pakistan. These statistics can be very helpful in comprehending the problems faced by Pakistan in its educational sector. ———————————————— Public Sector ————————————————- 3,642,693 students are enrolled in public middle schools, and among them, 61% (2,217,851) are boys, and 39% (1,424,842) are girls. Of the total enrollment, 62% students are in rural areas, and the enrollment of girls is much lower in rural middle schools vis-a-vis urban schools. In rural s chools, 66% enrolled students are boys and 34% are girls. ————————————————- Private Sector ————————————————-The enrollment in private schools declines sharply after primary level, as the cost of attendance in private schools increases and the majority of the population cannot afford private education in Pakistan. The total number of students enrolled in private schools at middle level is 1,619,630. Of the total level of enrollment in private schools, 66% students are in urban schools. Hence, the ratio of boys and girls is relatively balanced with 54% boys and 46% girls. ————————————————- High school level —————— ——————————- In Pakistan grades 8 to 10 constitute high school education. ———————————————— Public Sector ————————————————- The total number of students enrolled in private high schools is 1,500,749. The 61% of students are boys and 39% are girls. Overall enrollment decreases sharply at high school level. A very disproportionate gender ratio is observed in rural high schools, only 28% of the enrolled students are girls, and 72% are boys. ————————————————- Private Sector ——————————————â€⠀Ã¢â‚¬â€- 632,259 students are enrolled in private high schools. Most of them are in urban centers.The ratio of boys and girls enrollment is 53% and 47% respectively. ————————————————- Higher secondary ————————————————- He overall ratio seems to equalize among boys and girls in higher secondary education. ————————————————- Public sector ————————————————- There are 699,463 students enrolled in higher secondary education in public institutions. There is almost 50% boys and girls enrollment in higher secondary education. But there is a discrepa ncy between urban and rural enrollments.Only 16% of the students from the total number are from rural areas, and among them only 28% are female students. While in urban centers, 55% students are female students. ————————————————- Private Sector 154,072 students are enrolled in private higher secondary institutions, with 51% boys and 49% girls. ————————————————- Conclusion ————————————————- Statistics show that education in Pakistan can be characterized by extensive gender inequalities. Girls/women have to face socio-cultural hurdles to acquire education.International community has developed a consensus through the  Millennium Development Goals  to e liminate gender inequality from education. (22)   The proponents of gender equality argue that it is not only humane and ethical thing to provide everyone easy access to education without any gender bias, but it is also essential for development and progress of a society that both men and women are educated. They also point towards empirical studies that have confirmed that gender inequality in education has significant impact on rural poverty in Pakistan, and female literacy is important for poverty alleviation.Feminists like Martha Nussbaum are arguing that there is an immediate need to increase the public expenditures on female education in order to achieve gender equality at all levels. (5) ————————————————- References 1. National Assembly of Pakistan, Gov't of Pakistan 2. UNDP, Human Development Report (2011). http://hdrstats. undp. org/en/countries/profiles/PAK. ht ml 3. Chaudhry, I. & Rahman, S. (2009). â€Å"The Impact of Gender Inequality in Education on Rural Poverty in Pakistan: An Empirical Analysis†. 4. Dr. Noureen, G. & Dr. Awan, R. (2011). Women's Education in Pakistan:Hidden Fences on Open Frontiers†. 5. Nussbaum, M. (2003). Women's Education: A Global Challenge. University of Chicago. 6. Mishra R. C. (2005). Women Education. New Delhi: A. P. H. Publishing Corporation. 7. Goel, A. (2004). Education and Socio-Economic Perspectives of Women Development and Empowerment. 8. Klasen, S. and Lamanna, F. (2008),  The Impact of Gender Inequality in Education and Employment on Economic Growth in Development Countries: Updates and Extensions. 9. Klasen, Stephan (1999). â€Å"Does Gender Inequality Reduce Growth and development? Evidence from Cross-Country Regressions†, 10.Knowles, Stephen, Paula K. Lorgelly, and P. Dorian Owen (2002) â€Å"Are Educational Gender Gaps a Brake on Economic Development? 11. Chaudhry, I. S. (2 007), â€Å"Impact of Gender Inequality in Education on Economic Growth: An Empirical Evidence from Pakistan†,  The Pakistan Horizon  Vol. 60, No. 4, 2007. 12. Chaudhry, I. S. (2009), â€Å"Poverty Alleviation in Southern Punjab (Pakistan) 13. UNDP (2010), â€Å"Statement on Gender in Pakistan†. 14. United Nations, UNDP. http://www. un. org/millenniumgoals/. 15. Khan, S (2007). â€Å"Gender Issues in higher education in Pakistan†. Bulletin, Issue 162, 2007. 16.Why the Taliban Shot the Schoolgirl| Leon Wieseltier| October 19, 2012 | accessed 12. 11. 212 17. Militancy keeps 600,000 KP children out of school  12 September 2012 18. Alex Rodriguez (26 October 2012). â€Å"Taliban's attack on Pakistan education goes beyond one girl]†. Los Angeles Times. 19. Huma Yusuf (25 October 2012). â€Å"In the Taliban's sights†. The New York Times. 20. Federal Bureau of Statistics/Ministry of Education, Pakistan. 21. Government of Pakistan (2006). http://www . moe. gov. pk/ 22. Millennium Development Goals, UNDP,  http://www. un. org/millenniumgoals/education. shtml. ————————————————-

Describe 3 of the deaths in Hamlet Essay

Hamlet is a revenge tragedy play, which was a very popular theme at the time Shakespeare was writing. Hamlet was written at the time Shakespeare was writing at his very best. Hamlet was written over 400 years ago and has outlived most other revenge plays but still continues to hold great appeal due to the effect it has on all those who see and hear it As Hamlet is self-titled we know Hamlet will die and this event will bring a close to the play. Because we know how the play will end Shakespeare entices the audience by keeping us on the edge about when, where, how and why it will happen. In this essay I have chosen to write about the death of Gertrude, Claudius and Hamlet. All three characters die in the last Act, Act 5. Hamlet is a play set in Denmark. His father at the start of the play has already been brutally murdered by his (Hamlet’s) Uncle Claudius. – brother to the deceased king. The ghost of his father appears to him and reveals how Claudius so cunningly murdered him, and begs Hamlet to avenge his death. Ghost: Revenge his foul and most unnatural murther Hamlet is already furious with Claudius for marrying his mother within such a short time of his father’s death. Hamlet: †¦ for look how cheerful my mother looks, and my father died within’s two hours. This causes him to wonder if his mother had had any part in his fathers murder also. Hamlet within him vows to obey the ghost of his father. While all this is happening Fortinbras of Norway is invading Denmark with the aim of avenging his fathers death that was taken by the late king of Denmark, Hamlet’s father. Hamlet decides to have the players play a play similar to the death of his father to see the reaction of Claudius. Hamlet: I’ll have these Players, Play something like the murder of my father, Before mine uncle. I’ll observe his looks,†¦ He wants to be sure that the ghost was not evil and telling the truth. The play is a success and Hamlet can now be sure that Claudius is responsible for the death of his father. Gertrude, Hamlet’s mother along with everyone else are outraged by Hamlet’s change in character. Polonius, Lord Chamberlain, a good friend to the king believes Hamlet is mad as a result of his daughter Ophelia rejecting Hamlet’s love as he had ordered her too. Gertrude asks for her son to visit her in her bedroom. Here Hamlet mistakenly stabs Polonius who is hiding behind the curtains when he heard Hamlet’s footsteps approaching after having been talking to the queen. Queen: O what a rash and bloody deed this this! Polonius’ children now change in character. Ophelia turns mad and drowns herself, while Laertes returns from studying in France and is also driven to avenge his father’s death. Hamlet’s madness causes Claudius to send Hamlet to England. However, Hamlet who seems always to be one step ahead of the king knows Claudius has sent a letter requesting Hamlets death and switches the note with his own for Rosencrantz and Guildenstern, once friends of Hamlet’s, before they decided to betray him by becoming Claudius’ informants and so they are killed. Hamlet: Why do you think I am easier to be played on, than a pipe? Later Hamlet returns to Denmark, to much surprise of the king to see Ophelia’s burial. Throughout the play the audience are kept in suspense about as to when Hamlet will strike Claudius. Hamlet can be seen as a hero or villain. Shakespeare makes the audience see Hamlet as a hero. Through Hamlet’s soliloquies the audience feel as though they come to know Hamlet. In this they experience what he is going through and feel his hurt and pain, which is not enough to justify his killing on Claudius but to understand why he feels he must. Act 5 begins with the burial of Ophelia and shows the first confrontation between Laertes and Hamlet. Here Shakespeare allows the audience to acknowledge that both Laertes and Hamlet are suffering in the same way; although Laertes has lost both a father and sister, as Ophelia’s death was a result of her fathers. However, Shakespeare causes the audience to excuse Hamlet’s wrong deed and side with him. Scene two from this Act is the last in the play. Claudius falsely welcomes Hamlet home. However, Claudius and Laertes see Hamlets return as a suggestion to all their troubles, to kill Hamlet once and for all. They cunningly plan a duel between Laertes the best fighter and Hamlet. What they do not know is that Hamlet has been practicing during his time in England. Hamlet: †¦ since I went into France, I have been in continual practice; The fact that this is secretly revealed by Hamlet to Horatio, Hamlets good friend, reveals also a secret to the audience. At this point the audience cannot be sure if Hamlet will die, as the title suggests. The audience are at this point plagued with the fact that Laertes, Claudius and Fortinbras are all awaiting the day that Hamlet will die. During the wager Hamlet is the first to make a hit. Laertes and Hamlet soon scuffle and wound each other. However, Laertes sword has poison on so that when he hits Hamlet he will die. This was the plan of the king and Laertes. The king who also put a poison pearl into the win glass ‘If Hamlet give the first, or second hit,.. ‘ is horrified when Gertrude drinks from the cup in honour of Hamlet giving the first hit. Gertrude soon dies. Queen: The drink, the drink, I am poison’d. The fact that we never truly knew until this point that Gertrude was an innocent party in her husband’s murder causes us to feel pity for her. We also pity her as Claudius tried to have her son executed and pretended to love her in order to keep the thrown. The audience can now see that Gertrude was tricked from the beginning by Claudius, as well as he taking her husbands life he has also taking her own. This shoes that Claudius was only looking after himself. We pity her because Claudius could never have loved her especially not as her husband did as he was the cause of her death. The way in which she was killed causes the audience to experience horror because we did not expect Gertrude to drink the wine. Also because it was her husband that allows her to die. Although he tries to stop her he does not try hard enough. King: Gertrude, do not drink. It horrifies us that Claudius was so eager to get rid of Hamlet that he even had two plans and so we fear what will happen next. Claudius is already aware that it will only be a matter of time before Hamlet will die as before Laertes did he had cut Hamlet. We also fear what Claudius has become and if he will stop at anything. Hamlet has now lost a mother and a father at the hands of Claudius. The audience are now fearful of the amount of hatred Hamlet must have for Claudius and fear how he will react. The sudden death of Hamlet’s father and Gertrude leaves the audience disturbed as both had no time to repent their sins and we fear if Gertrude will become ‘Doom’d for a certain term to walk the night:†¦ ‘ The plot of Hamlet thickens more and the audience at this point are left to wonder if Claudius will get away with his terrible deeds. However, during the scuffe hamlet picked up Laertes sword when it the scuffle it had been knocked forom his hand and Hamlet had wounded Laertes At this moment Laertes ‘exchange forgiveness’ with Hamlet and his last few words ensure that the king, ‘He is justly serve’d’. Laertes: †¦ the King, the King’s to blame. When Hamlet is sure that it was ‘Treason’ he stabs the king and he is only then ‘justly kill’d with mine own treachery’. The king is now dead. At this point it is hard to pity Claudius because he has been the cause of so many lives being taken away. In spite of this we pity him because he is human and he did attempt to stop Gertrude which he did not have to do. We can also pity him because Hamlet and his parents had a good family and wealth and friends all of which Claudius did not. The audience have been forced from the start of the play to believe that there is an after life and world, heaven and hell. We therefore pity what will become of Claudius because he has been so bad. Ghost: My hour is almost come, When sulphurous and tormenting flames†¦ This shows that the ghost of Hamlet’s father is going to hell, so we pity Claudius as we assume he will be here also. On the other hand we cannot forget what Claudius has done and are horrified by his actions. The numerous ways he has tried to kill Hamlet on several occasions and stopping at nothing, no matter who he hurt in order to achieve his aim. We are again horrified by Claudius allowing his wife Gertrude to die. At this point it looks as though everyone with a path to the throne is dead. We now fear for the people of Denmark about who will save them from Fortinbras. Hamlet who was stabbed by Laertes with the poisonous sword is now feeling the effect of the poison and can feel it taking over him. Hamlet departs this life. Hamlet: †¦ I am dead,†¦ Shakespeare causes the audience to pity Hamlet because he has lost both his mother and father and lover. Claudius had been attempting to kill Hamlet for ages and because he kept failing the audience feel as though hamlet has outwitted Claudius until now and so maybe he would live. The audience have become attached to Hamlet and it hurts them to see him die. We pity Hamlet because he may also go to hell when he was only trying to get even with Claudius the way he thought was right. The audience also pity Hamlet as if Claudius had let his father be, then the ghost would not have told him the truth and he would still be alive. Nevertheless, we fear for Hamlet in the next life, and are horrified that Hamlet dies and Fortinbras is left to take the throne without opposition. Hamlet is very much a revenge tragedy. The first murder of his father led to a string of killings after it. In stating this it shows that certain deaths had to come first in order for others to occur. I think Shakespeare’s Hamlet has been such a success due to the truthful implications it deals with. Revenge is thought to be wrong, immoral, but in Hamlet Shakespeare expresses revenge as the natural human impulse that lies within us all. Hamlet is only acting out of the love he has for his father, which is undoubtedly the reaction each and every one of us would take. Although revenge was a popular theme during the time Hamlet was acted, Shakespeare takes it that great leap further which no author had began or even thought about doing. Instead of hating the avenger and wanting him to die we appreciate his aim and hence feel sorry for him at his death. Shakespeare forces us to perceive Hamlet for the person he is and not for the vile act he commits. The concept of Claudius having destroyed his family as well as his life remains at the forefront of our minds whilst watching the play and causes us to feel immense pity towards Hamlet and we the audience can therefore not loathe him. What makes Hamlet all the more fascinating is that we are kept in suspense as to if Gertrude had a part in the murder of her Husband. Throughout the play Shakespeare causes the audience to experience horror, pity and fear by making the next stage in the play all the more unpredictable. Just when we think we know what will happen due to what has been revealed to us through conversation and especially soliloquies does Shakespeare prove us wrong by adding an unexpected twist. I think Hamlet has also been such a success because it shows how life in this world is so short and puts fear into us about life in the next. It also shows how one incident can affect so many lives so much. The fact that Hamlet is betrayal within a family causes the audience to feel that little bit more afraid. When the tight unity between families is broken then respect for anyone can hardly be possible, as the ability to trust and love another must be hard. Even so Hamlet did and still does love Ophelia. Hamlet: I lov’d Ophelia; forty thousand brothers Could not (with all their quantities of love) Make up my sum. What wilt thou do for her? Shakespeare causes even more pity towards Hamlet, as through this quote it is inevitable that Laertes’ loss was also a loss of Hamlet’s.

Can Exercise Make Kids Smarter Essay Example for Free

Can Exercise Make Kids Smarter Essay I do feel exercise does and could make kids smarter. This article is mainly about scientist testing kids and animals to see how they react and their knowledge after exercising for certain amounts of time. In the article they prove scientifically that exercise has no real change on I. Q. and intelligence levels. Then they tested it and then made the pets and animals run some kind of test and instantly they scored went up just a little at least. Exercise I think just gets your mind working and thinking and that’s all that helps the scores. In my life I feel that when I get up a little early and do some quick activities my brain and mind are ready to think for the rest of the day. So I agree with the idea in this article. This article I think is truly about how exercise changes and helps the life of young people and animals. I feel exercise should be at least done every other day for at least 1 hour. Usually just getting up and exercising means you miss one game of x box or you miss one TV show, but in the big picture of life it is important to exercise. To the scientific part I think exercise gives you a mind set that your mind is fresh and clear and that’s why the scientific test don’t pick up a simple thing like that. Well I do feel exercise if nothing else sets your mind set and tells you you CAN do well on the test and comprehend a lot more that without exercise. This article helped me realize a lot about exercise and how sometimes scientific test are not as accurate as what they seem. Can Exercise Make Kids Smarter. (2017, Feb 21).

Organizational Rationalization Case Study Example | Topics and Well Written Essays - 1750 words

Organizational Rationalization - Case Study Example It is evident that many organizations use rationalization procedure to cut down their expenses. When a company, industry, or a system rationalizes, it becomes more efficient, usually by getting rid of excess staff members and types of equipment, which are not essential. This essay analyses the advantages and disadvantages, which Junction Hotel will experience from rationalizing its operations. Main features of a rational organization From a rational organization perspective, organizations are specially designed to obtain a certain goal (Scott p. 29). Some of the expressions used in this rational perspective are words such as efficiency, information, implementation, design, and optimization. Other â€Å"rational† rhetoric includes authority, rules, constraints, jurisdiction, performance, coordination, programs, and directives. The two main features of a rational organization are formalization and goal specificity (Morgan p. 13). Goal specifics- Organizational goals are tentativ ely described as an achievement of desired objectives. However, rational perspective hypotheses that goals guide decision making on how to design the organizational structure. The junction hotel should be goal specific in order to enable the management to come up with a more official organizational chart. Formalization- Formalization degree is the extent that responsibilities depend on specific individual attributes of the person occupying the responsibilities. Formalization tries to regulate and standardize behaviour. Formalization is also an effort to make the relationship structure more explicit and visible (Scott p. 31). Based on the Junction hotel perception, organizational structure should be a tool that can be amended to improve the hotel’s performance. According to Scott, a formalization is an option to the information structure (p. 33). It can separate people’s feelings between employees in work activities. Most early theorists stressed rational perspective an d described organizations as purposeful and deliberate. These rational theories were: Taylor and Scientific Management Taylor and his colleagues emphasized that it was easy to evaluate individual workers’ tasks scientifically in aid of discovering the procedures, which junction hotel should use to maximize the organization’s output under minimum resources and energies. Although Taylor concentrated on people, changes in personal level highly resulted in alterations at the structural level (Scott p. 34). This is highly evident in, Junction hotel, which has much personnel hence some of them do not know their exact responsibilities. This theory has changed management roles since the roles of both workers and managers were under scientific investigation. Taylor’s point of view was an amalgam of social Darwinism, protestant, and a primary view of individual actions founded on economic incentives (Scott p. 35). The junction hotel should apply such theory in order to co me up with significant management of roles for both workers and managers in the hotel. By doing this, the workers will be able to complete their responsibilities at the right time hence attracting more employees. Administrative Theory (Fall) Administrative theory stressed management roles and tried to generate wide management principle that would act as rationalization guidelines of organizational activities (Scott p. 36). Whilst scientific management rationalized from â€Å"bottom up†, administrative theory focused on productivity advancements from â€Å"top down†.  

Should Marijuana be legalized in America Research Proposal

Should Marijuana be legalized in America - Research Proposal Example Marijuana should be legalized within America, mainly due to the fact that it has absolutely no rationale to ban it in the first place. Crude marijuana, as researchers have been able to extract, possesses more than 400 chemicals as a combination. This however occurs during smoking when all of these 400 chemicals split up into thousands of other chemicals themselves. Notwithstanding the nearly 12,000 studies done on the medical utility of marijuana, a staggering common consent does exist in the scientific community of late which suggests that the smoked form of marijuana cannot be termed as a medicine. One should thus make laws that go against putting the users or sellers of marijuana in jails as they have a right to exercise their lives in the best manner that they deem fit. (Hough, 2003) According to a number of public opinion polls that were conducted in America sometime back, Americans do not support the idea of liberalizing marijuana, just for the sake of it. They are simply not in the harmony with it and thus they do not allow their government to do anything of such nature. Thus this gives the drug pressure groups some food for thought whereby they abstain themselves from using the word "legalization" in their trading with the government and hence the people in particular, in this matter. This term has been substituted with preferred ones like harm reduction, decriminalization and even ‘medicalization’. However they (drug lobby groups) are hell bent upon achieving their goals, which are to approve the bill of medicinal marijuana as legal and free for all and sundry to research openly and extract benefits from.

Designer Babies Research Paper Example | Topics and Well Written Essays - 1000 words

Designer Babies - Research Paper Example benefits at community level such as having a strong character generation that can be of positive use to community; yet there are some ethical issues, which some people grade as un-natural and fiddling with the process of nature. But this is still debatable, as pros and cons or the results yielded by this technology can be evaluated to declare it a viable measure to adopt for having a better generation (Bliss, 2012, p.5). Designer babies’ technology, to some people is a chance for better, healthier and intelligent generation but there are few who consider it as â€Å"playing God† and trying to program a human being. Both concerns are correct in their perspectives as this technology can be used to improve lives and at the same time it can be used to harm people as well. One of the positive effects that can be achieved through this technology is that it can control the genetic diseases by creating the cures in a child way before his birth. There are a number of diseases in the world, which are still in-curable such as bubble boy, cystic fibrosis and several more. The technology ensures that viruses or the causes of these diseases are not transmitted to next generation genetically. People would not fear of transmitting deadly diseases to their next generations through genes. Baby designing gives us a vision into future where heredity diseases would be swabbed out. This technology in turn, can improve the health standards of society tremendously then as it is known today (Deane and Peters, 2003, p.38). With the advancement in technology and easy availability of baby designer technology, the genes alteration will not stop at disease treatment. Parents would definitely demand at a stage, that genes of their children be altered or selected in a way to choose their children’s skin color, level of intelligence, aptitude for making him a better child in community. The element of â€Å"Human Factor† will exist no more as everyone will be like super human having all the

UNIT 4 IP Portion of GP Term Paper Example | Topics and Well Written Essays - 250 words

UNIT 4 IP Portion of GP - Term Paper Example lysis is used for various purposes: segmenting the markets and determining target markets, product positioning and new product development and selecting test markets. Cluster analysis is used in many restaurants, especially those that cater to people of different race. As in America, people of different races frequent famous restaurants. Thus, the cluster technique can be used to segment the market into these different races. The owners and managers then can specifically suit the need the specific race as to their eating habits and their tastes. Factor analysis is also used by business especially to analyze a large volume of measurements and to search for their interrelationships. â€Å"A restaurant chain might gather and conduct factor analysis for a large volume of data on consumer preferences in order to determine the relative importance of portion size, pricing, and perceived quality† (LoveToKnow, Corp.). On the other hand, multi-dimensional scaling is used â€Å"to detect meaningful underlying dimensions that allow the researcher to explain observed similarities or dissimilarities (distances) between the investigated objects† (StatSoft, Inc). Wikimedia Foundation, Inc. (2009, September 2). Retrieved November 5, 2009, from http://en.wikipedia.org:

Sunni-Shia Split Essay Example | Topics and Well Written Essays - 250 words

Sunni-Shia Split - Essay Example The U.S. should have supported the Shia Islam more than the Sunni Islam. This is because Sunni Arabs were more associated with Muslim extremists and the Al-Qa’Ida who considered outside powers as enemies and promoted values that were no in tune with world peace5. Al-Qa’Ida promotes monotheism and is against anyone who believes in polytheism6. It declares war on any individual who does not follow the Muslim religion. AQI viewed Shia as individuals who have rejected Islam and declared war on them7. Therefore, it is evident that Al-Qa’Ida should be stopped as they are against individualism and freedom. The U.S should lend help to individuals who are intent on driving AQI out as seen in the case of Amariyah whose new boss rebelled against AQI8. The Baath party was favored the Sunnis and ensured they took up positions of wealth and power9. The Shia Arabs are seen to be oppressed from several angles and would be the ones who would call for help as they do not promote values going against human right and freedom. The reign of Baath party saw that that the Shia did not enjoy higher living standards, prestigious education and jobs as the Sunni10. Sly, L. (2007). New Boss Turns the Tables on Al Qaeda Ex-Sunni Insurgent becomes U.S. Ally. Chicago Tribune, 22nd November 2007. Retrived Online

Mobile Video Internet Search and Summary Research Paper

Mobile Video Internet Search and Summary - Research Paper Example Mobile video, which encompass smart phones, Iphones and other gadgets of similar caliber were handheld components mostly preferred by protesters and demonstrators as they agitated for the elimination of tyrannical powers, for instance, in Egypt (Boughelaf). People were capable of sharing ideas, slogans, videos and frustrations they so far endured while under tyrannical individuals who due to the sycophancy of traditional Medias made the majority ignorant by threatening them (Stoughton, India). Therefore, through mobile video gadgets, the then incumbent powers did not have any limitation, which they can impose on people except to terminate phones’ supply from western states, but they had already made their citizens’ hands (Shanley). For instance, Duffy (54) in his study cites how most handheld phones now evident among middle class society contributed to effective communication in such a way tyranny powers cannot limit users’ freedom. In Egypt, Syria, Lebanon and L ibya people besides being protesters, almost all of them turned out to be â€Å"journalist reporters† though not in acting it. Since, they took pictures and videos only to flood them in FaceBook, Twitter and YouTube, which currently have large pool of fans (Duffy 53). This helped to disseminate Arab Spring information incomparable to other authorized state Medias (Duffy 54). Hence, being a significant factor that contributed immensely in overturning tyrannical icons especially in Arab regions. Since, it only took the courage of an individual to update an observed repression state then followed by numerous comments of similar caliber expressing frustrations, which then resulted to active action like in Egypt. What are the possibilities now for viewing TV shows on mobile devices? Mobile knowhow has not only perfected its varied applications with the aid of phones but also extended in airing TV shows (Heather). Therefore, fans of diverse shows do not have to part with what they can watch while in the comfort of their homes but also while travelling with the aid of their handheld Iphones, Galaxies and smart phones (Heather). Presently, it is not a shock to find some Wi-Fi enabled public buses installed for passengers to access internet with their phones, which is a marketing strategy in some of Third states especially in Kenya and Uganda (Okwii). This is due to low-priced gadgets, which respective corporations have offered thus enabling even middle class people be in possession of them besides installed in public vehicles. Consequently, this avails masses with large pool of information irrespective of their place and time such that despite being out of residential confinements can still enjoy TV shows they normally love. Presently, the argument concerning â€Å"possibility† of watching TV shows via mobile gadgets is not a future anticipated enjoyment but already realized goal. This is because the knowhow despite being new to some states especially in Middle East is already rampant in other states whereby users they only need to have an internet connection (mostly wireless). In some states, this is already a realized goal whereby some mobile subscribers especially in Kenya, which even offer bundles for internet fanatics via their mobile gadgets (Okwii). Hence, they are capable of watching not only TV shows but also global matches of their favorite teams. PR Newswire

University of California Personal Statement Example | Topics and Well Written Essays - 1000 words

University of California - Personal Statement Example I am part of a learning group that serves as foundation of out of class education. Before knocking at the doors of educational institutions, I ensure that the schools I am interested to enroll have the best standards. Given my skills and inclination to learn further, I have to be in University that embodies credibility and excellence. Moreover, the school needs to emanate its values and disseminate to the students. Among the schools, University of California (UC) satisfies all the criteria. Indeed, UC has the reputation of producing great leaders and difference makers in the society. I believe that the school will serve as the most viable avenue for me to show my capabilities and skills beyond my expertise. It is my tenure at the Long Beach Polytechnic High School is the most noticeable. The high school that I have attended is one of the best in the area offering top notch education. Despite of the challenging environment, I have responded well and delivered in several occasion. The learning schemes offered by the school have given me the opportunity to enhance my potentials and skills. The school also developed a personality in me that is flexible to changes. Undeniably, my possible enrollment in the University will provide several positive outcomes. Academically, I can perform with the best and continue to improve. I have a strong background in engineering and have participated in events related to the course. My experience as a learner has been observed are my previous stints as captain and member of teams playing in contests. In particular, I have participated in events that search for the best team in creating robots and other related innovations. Basically, my superior scholastic record will catapult me to success. Also, my achievements suggest that I am part of the top echelon of freshmen entering to college. Because learning is part of my system, I have been encouraged to join clubs that propagate education. Previously, I have been part of volunteering individuals who serve as facilitators of learning. This experience will be vital for the university as I bring a mentality of learning. Most important, I can be a part of clubs in the University that primarily functions learning organizations. The contributions I can partake to the students and the University are crucial as the school aims to build a reputation of superb learning. Indeed, learning is a collaborative process that demands quality institutions and willing individuals. 2nd prompt I have recognized the need to transfer the success I have experienced the University. Among the accomplishment that I have made, I think that being the President of the Engineering club is one of the most important. Aside from the learning, I have honed my leadership skills guiding the club towards stability and cohesiveness. As the club President, I have represented the organization is competitions and I had my share of victories. Also, I have instilled and learning mentality among my peers and encouraged continuous propagation of teaching programs. I can use this experience to lead an organization in the University that will promote higher causes. Learning embraces different perspectives and fields. Apart from my academic exploits, I have been involved in sports activities. I have been leading the Poly Solar Boat Team in regional and national competitions. Because of this, I can be part of the University boat team and participate in other sports. Aside from academic contributions, I

Youth Gang Violence in Australia Essay Example for Free

Youth Gang Violence in Australia Essay The legal argument being stated in this report refers to the developing issue of youth gang criminology that has somewhat flourished and further advanced in the suburban areas of Australia since the 1990s. The term ‘gang’ is debated throughout the cases presented to psychological and criminal observers, argued to be diverse in definition because of its variety to identifiers. What causes the most uncertainty towards the issue is the query of the agenda behind youth gang violence, which is a factor that must be taken into consideration in performing action in anticipating further crimes. What the main matter of contention is, the controversy of how can legal acts be committed into successfully containing the potential spread of youth gang threats. Criminal observers have dated these organised crimes back a hundred years, originating and nationally developing from the state of New South Wales of Australia. Gang violence practically consists of an organised group of general willing participants that perform acts of crimes; the severity of them differs according to agenda or convenience in availability in numbers or equipment. Gangs can perpetrate crimes such as prostitution, gambling, extortion, arson, theft to social attacks, assault, murder and terrorism etc. Despite the known history of previous Australian gang activity, petty clashes between young peoples though are misinterpreted as youth gang violence. The effects though, whether originated from gang membership or just from individual illegal activity on the streets between juveniles, are still severe to the current generation of society. But whether gang violence is subjected to ‘reality’ or ‘myth’, three main issues of intervention are recognised by the police force and surrounding community: Firstly, criminal acts displayed from youth gangs do exist and are a danger to the community, and almost inevitably provoke authorities to take action, despite what is occurring in the grassroots; Secondly, analysis has proven that politic and economic conditions create potential cause for youth gang crimes, now requiring action to forestall further problematic incident; Thirdly, gangs in Australia have been generally radicalised, public discourses being ubject of an ethnic minority of juvenile offenders. Law enforcement has an inadequate background of managing street gang violence, the police force known to be reluctant of getting involved in physical violence, weary of the potential Internal Affair complaints and accusations, despite their past background of aggression. This report is an overview of the crimes and product of youth gang violence in the Australian communities, as well as a summary based on the law relations, opinionated whether effective in the circumstances. What specifically is youth gang violence? The term ‘youth gang violence’ indicates to an organised assembling of adolescents and juveniles with the suspected intention to commit crimes and cause distress, individually or cooperatively, under a ‘banner’ or title of membership to that specific ‘gang’. Intentions can vary from wanting to have ‘control’ over designated ‘territory’ over suburban areas, to gain infamy or in term ‘respect’, or in a way to find escape and/or have a sense of protection and power. There is no denying of such activity occurring in the urban streets of Australia, known to be more common in the capitals of Sydney, Melbourne and establishing in the outer occupant communities of Brisbane; but consequently this perception has strengthened due to the media exaggerating and releasing news and images of anti-social teen behaviour, so the perspective of such dealings is generally misapprehended. Although youth gang violence is a known emerging problem in Australia, many occurrences that have had to result in the involvement of police have been dramatized by the media as ‘gang violence’. The severity of school yard violence has significantly increased in the past decade as students are arming themselves with weapons and assaulting fellow students and staff alike. With violence occurring outside of education centres, investigations have proven leads originally building and existing within their attending school, just having been provoked outside the institutes. Habitually the breaking news of street or group violence that has any involvement of juveniles and police is distinguished as ‘youth gang activity’ and is repressed accordingly by the police force, even though gang membership might not be the case. Typically viewed upon by stereotypes, assembled from occurrences and news releases in America’s history of gang violence, the law enforcement in the past has aken contentious action against gang suspects but, through observations, police force aggression has been perceived of being at a higher risk of causing resentment from adolescents when dealing with the suspected ‘members’. In fact, severe penalties such as detention have been associated with an increased likelihood of re-offending and a 2002 study showed that young people who went to a youth justice conference were 15-20% less likely to re-offend than young people who went to court for similar offence. A report released by the NSW Ombudsman in 1999 showed that young people are far more likely than adults to be searched and moved on by police. Many organisations, like OxGang Research Network, and other directed projects, such as the Youth Gang: the Australian Experience project, have made it their goal to ‘study’ the behaviours and movements of adolescents potentially or definitely involved in youth gangs in Australia, with the intention of examining and suggesting further law enforcement to help deprive and prevent further incidents concerning juvenile violence. The perception of youth gang violence in Australia is confirmed by politicians making negative proclamations about particular youth groups or ‘gangs’ as well as raising awareness in introducing the anti-weapon legislation. Whether the perceptions hold as much sincerity as charges claim, one intervention observation that stands out above all other theoretical concern is that gang violence in Australia does exist and is a developing issue, and nevertheless if it’s an emerging matter or chronic, inevitably authorities will take action to cease any potential or existing threat to the community. In stating the former point, youth gang violence is a severe occurrence in Australia. 2008, August 02, The Courier Mail released a story â€Å"Violent youth gangs take control of streets† reveals an occurrence of adolescents’ assaults on residents of the Queensland community. The paper stated they were ‘operating like a pack of animals’, followed by Inspector Greg Carey, crime manager for the Tweed-NSW police command, remarking ‘There is no doubt its a phenomenon that is rapidly escalating in this country,’. The story had originated from several incidents consisting of juveniles, ‘whose members are as young as 11’ attacking the community. The report stated ‘drive-by beatings and random swarming attacks by teens armed with knives and poles are leaving a bloody trail across southeast Queensland. ’ In Australia, legislations relating to youth gang violence have been committed more forthcoming in New South Wales which concur of the Children (Protection and Parental Responsibility) Act 1997, which enables officers to remove persons under the age of sixteen that display suspicion of gang activity or if they are generally at risk of committing a crime, or in danger of being affected by it. Another act that was introduced in 1998, the Crimes Legislation Amendment (Police and Public Safety) Act was brought forth with the intention to surmise potential threat by modifying opportunity for weapon use throughout the country. Action that has already been ensued towards youth gang pursuit has come under the perspective that juveniles that are involved in gangs do not have the full intention of causing discord in the streets but to have a place to belong among the residents. Many programs have tried to obstruct the feeling of alienation from foreign adolescents so as to prevent the conceivable threat of gang membership in the future. Currently, there is no empirical work in Australia to allow criminal investigators to determine the general number of gangs or the number of gang members. A paper published by the Australian Institute of Criminology examines some of the complex issues surrounding youth gangs in Australia; its contents considering what gangs are, what sorts of behaviour they engage in, how they are structured, how they change over time, and how they form and disappear. Research has concluded a few general factors concerning youth gangs that can be applied across assorted geographic, demographic and ethnic settings, which in customary sense must be considered in order to understand the practical agenda or ‘origination’ of a gang. In this way, authorities can further their chances to discovering a resolution deeming less problematic occurrences throughout. Gangs are diverse – they vary, for example, in ethnic composition criminal activities, age of members, propensity toward violence, and organisational stability. Gangs do change – they evolve due to direct factors (such as prevention, intervention and suppression efforts) and in response to indirect factors (such as demographic shifts, economic conditions and influence of the media). Reactions to gangs also vary as well as its outcomes – some communities indefinitely deny they exist while others sensationalise them if one is identified. Some communities establish task forces to address gang issues while others conduct assessments to determine the nature and scope of youth gang incidents. Effective responses do prove to be diverse – communities have developed various responses to gangs, including prevention, intervention and suppression or enforcement. International research has also increasingly emphasised that gang formation is a social process involving complex forms of membership, transformation and disintegration. These elements challenge the standard stereotypes of gangs that both can be influenced by media or enforcements. Youth gangs can differ from each other in many ways including their size, members’ ages, whether they are territorial and/or whether they have criminal tendencies. For many young people, gangs serve to provide a sense of social inclusion, support and security. They can also provide opportunities for status, group identity and ‘excitement’. Consequently, in the dealings with infinite occurrences subjected to youth gangs, successful outcomes require delicate attention and action. Enforcement preserves certain areas of law in which aggression is used and can be deemed necessary; however, physiological observations show that the youths that involve themselves in anti-social behaviour is a result of their own personal abuse and neglect. Circumstances practically need to consist of indulged examination and efficient research before severe and potentially permanent action can be conducted. Harsh and permanent penalties do not address the systemic problems underlying juvenile offending. Poverty and neglect are the strongest predictors of youth gang crime and these are not addressed by punitive responses to crime. Supervision based research has proven that large numbers of adolescents in the youth gang system had been in state care and/or homeless. The majority had left school extremely early, mostly before starting Year 10. Many had also proven to have a mental illness or disorder. However, juvenile offense rates occurring in Australia have declined from 4092 per 100 000 juveniles in 1995-1996 to 3023 in 2003-2004, mannerly proving authorities and criminology researchers are dealing adequately with the threats of youth gangs more so than prior action. Methodologically, addressing perceived gang problems requires adoption of a problem-solving model. Understanding gangs and gang problems is ultimately about what people can and are willing to do at a local level to provide local solutions for the community. An example problem-solving model applying to gang problems can consist of four steps: 1, Scanning, which consists of the potential process of searching for and identifying gang problems, and narrowing the community’s view of a general gang problem to more specific problems, such as graffiti, drug sales, violence; lesser but not degraded. 2, Analysis, which can involve in efficiently investigating the specific gang dispute in greater detail by considering the origination, and what form the problem can consequently take, leading to queries as who is and can be harmed and how, and when the problems have and might occur. , Response, which involves an effort to conceptually link specific problems with specific local responses, and to survey potential approaches and projects that might provide a further insight into how best to address specific issues in that specific community context. 4, and Assessment, which can process and conduct an evaluation of the effectiveness of the strate gies, to whether or not the problem has been diminished, or whether the problem needs to be redefined and the considering of the development of appropriate criteria regarding community safety. Youth gang criminology is a diverse and delicate topic, differing in origin and varying in acts. One important feature in authority based action is the process of intervention, considering the major and acute factors regarding adolescent anti-socialism. Major dispute applying to juvenile crimes associate with the lack of national data research justifying the origin and perceived outcome of organised gangs. Perceptions viewed by both the local public and enforcement authorities however are influenced by inadequate policing, resulting in more aggressive and out-bursting action which then causes reaction of resentment from the engaged juveniles. Further observation and physiological research should conduct not on the general behaviour of youth gangs, but should attempt to disestablish potential problematic occurrences throughout the community, as a way in breaking down crimes and threats. Action should be taken methodically and systematically, understanding the varying strategies and outcomes of different circumstances. Youth gang violence will be a chronic display in Australia, whether degraded or over-exaggerated, action must be and will be taken to prevent further effect on society.

Any Given Friday Essay Example for Free

Any Given Friday Essay On any given Friday night any athlete could be injured. It is not wished upon any athlete but accidents happen. On a particular Friday our 17 year old athlete suffered an anterior cruciate ligament or ACL tear while playing football for his high school. The athlete was trying to make a quick cut and when he planted his left knee the ACL popped. The athlete himself was able to hear the pop it was so loud. Immediately the athlete went to the ground grabbing his knee. He was not able to put weight on left leg. There was a noticeable amount of swelling while he was being carried off the field. The athlete made the trip from the football field to the local sports clinic for an MRI and to consult with the orthopedic surgeon about options and severity. While the athlete was waiting on the MRI results in a couple of days he was told to perform what is known as RICE, or Rest Ice Compression and Elevation. (webmd.com) These combinations can help with inflammation and pain. Once the doctor got the MRI back, he was able to tell that there was a complete tear of the ACL. The doctor was now telling the athlete and his parents their options of surgery or no surgery and probably not playing again and having more issues down the road. Obviously they chose surgery to repair the torn ligament. Once the athlete was complete with surgery the rehabilitation process begins. Most doctors recommend a seven month rehabilitation progression. Each week must be completed before moving on to the next step of rehabilitation. It is really up to the athlete and how serious and how hard he pushes himself, all while trying not to overdo it at the same time. Here is an example of the seven month long rehabilitation progression: Weeks 1-2: Range of motion exercises can begin immediately after surgery. The initial focus is to regain full extension (the ability to fully straighten) of the knee. In general, flexion (ability to bend) is much easier to regain than extension. Patients will work with physical therapists to work on gait training (walking), gentle strengthening, and aerobic work. I like to get patients on a stationary bicycle as soon as possible after surgery as this improves strength, motion and aerobic activity. Weeks 3-6: Work is continued with physical therapy. As motion increases, emphasis is shifted to strengthening. Specifically balance and proprioceptive exercises. Once normal motion has been achieved, some sport-specific activities can be started. Before beginning these activities, motion must be near normal and the swelling in the knee gone. Weeks 7-12: Early sports activities can be started and patients can often begin light jogging, cycling outdoors, and pool workouts. Side-to-side, pivoting sports such as basketball, soccer and football must be avoided. Toward the end of this phase, some athletes can begin shuttle runs, lateral shuttles and jumping rope. Months 4-7: Continued progression with sports specific activities. This phase of rehabilitation is often the most difficult, because patients may have a knee that feels normal, but is not ready for the stresses of some sport activities. Emphasis of rehabilitation should be on sport simulating activities. These will include figure-of-eight drills and plyometric, and over time will include sport drills. For example, a tennis player may start light hitting, a soccer player some controlled dribbling, etc.† (about.com) After completing all of these steps the athlete will be closer to getting back on the football field. There are a few other issues that need to be considered before he can be released to participate in full contact football. Making sure that the left knee is fully functional without any give or â€Å"play† in the knee. The surgeon will also have to give the ok and will probably fit the athlete for a special brace made just for him. Once the release is given by the surgeon, the athlete can then start to participate in full contact football. Reference: Cluett, Jonathan. â€Å"Rehabilitation After ACL Surgery.† About.com Orthopedics. Medical Review Board, 4 Oct. 2010. Web. 27 Sept. 2012. http://orthopedics.about.com/od/aclinjury/p/rehab.htm. Healthwise. â€Å"ACL Injuries-Topic Overview.† WebMD. WebMD, 4 April 2011. Web. 27 Sept. 2012. http://www.webmd.com/a-to-z-guides/anterior-cruciate-ligament-acl-injuries-to

Evaluation of the Viability of the Sukuk

Evaluation of the Viability of the Sukuk This proposal aims to evaluate the current status and the viability of the Islamic financial Securities such as Sukuk as an alternative of the conventional financial securities like Eurobond in the context of the current financial crisis. I will outline the overall aims and objective of the research and discuss the various studies on growth of Islamic finance and decline of conventional finance in the background of the financial crisis. This paper will reflect an overall structure of the whole proposal. SIGNIFICANT FOR THE RESEARCH In the financial global market, the Islamic financial services sector is analysed to be gown at double digit rate(Bley Kuehn, 2005), involving over 200 financial institutions with assets estimated to exceed US$ 200 billion(Al-Dhahiri et al, 2003). Researchers (Hamwi Aylward, 1999) already has recognised that over the last decade, Islamic banking and finance has experienced global growth rates of 10-15 percent per annum, and has been moving into an increasing number of conventional financial systems at such a rapid pace that Islamic financial institutions are present today in over 51 countries (Sole, 2007 pp:1). This research is aimed at investigating the practicability of the Islamic Financial system as an alternative to the traditional financial system especially in the context of the recent financial crisis. The fast growth of Islamic banking and finance raises different important questions: Is the development in Islamic banking and finance a result of the comparative advantages of the Islamic banking concept or is it largely attributable to the worldwide Islamic recovery since the late 1960s (Chong Liu, 2007). The fact that Islamic laws forbid paying and receiving interest promote all parties in a financial transaction to share the risk and profit or loss of the project (Qorchi, 2005). In an Islamic contract the output and the quality of the project, ensures a more equitable distribution of wealth (Qorchi, 2005). AIMS AND OBJECTIVES The overall aim of this research is to review and evaluate significant growth of Islamic finance and financial securities as an alternative of the traditional financial system and financial securities which led to the current financial crisis. The objectives of the research can be further identified as: (1). the recognition of the basic concepts of conventional and Islamic financial system. (2). How did studies deal with financial crisis and its effect on the traditional and Islamic banking system. (3). what are the effects of current financial crisis on traditional bond market? (4). How does the Islamic Finance response to the crisis? (5). Is Islamic Securities à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Sukukà ¢Ã¢â€š ¬Ã¢â‚¬â€œ feasible? (6). If Islamic Sukuk is feasible then can it replace the traditional Eurobonds? (7). If it is not feasible then can it co-exist with the traditional Eurobonds? Overview Conventional Financial system Everyone has to contact with the financial system and everyone is very well aware of the financial institution like banks, building securities, and insurance companies, each providing in its own way for every day needs, such as payment facilities through banks, convenient savings and access to home loans from building societies, and car, house, or life insurance. The other financial markets, like the Stock exchange where the securities are bought and sold, are an important market though very few are directly concerned with their activities (Van Harne, 1990). All these financial institutions and markets fit together into a network which comprises the financial system or conventional financial system (Brian, 1992). The conventional financial system based on debt and the fixed rate of interest. The borrower in gaining the high fixed returns may get default as these bonds and corporate securities are not backed by the assets or gold. The burden and all risk are transferred on the issuer. Therefore in try to get high returns and greed of getting more financial share the conventional borrower and mortgage prices went up which result in the drying up the financial market and major companies got default. Islamic Financial System The Islamic financial system makes possible lending, borrowing and investment functions on a risk-sharing basis (Ishaq Mansoor, 2008). Islamic finance is fundamentally different from the conventional finance model as it is based on a profit and loss structure (PLS), which requires that a financial institution invest with a client in order to finance their needs, rather than lending money to the client. Because of the inherent risk involved in an investment, the financial institution is entitled to profit from the financial transaction (IBID). (SBP, 2007). Islamic banking and finance industry has been making breakthrough developments to become a truly feasible and competitive alternative to conventional systems at the global level as an industry adding more ethical, competitive, flexible and diversified tools and systems to global financial marketsà ¢Ã¢â€š ¬Ã¢â‚¬â€œ (Ishaq Mansoor, 2008 pp: 708). The need for Islamic banking is prompted by three considerations: (a). An Islamic investor should keep away from alliance with industries forbidden to Muslims: such as; alcohol, gambling, pornography, meat packing (of pork), weapons production, and liquor. (b). An Islamic enterprise is advised to avoid interest (riba), as well as gambling, and, accordingly, constraints exist on transactions involved in debt securities and in futures and options. (c). Many Muslim investors tend to be attracted to enterprises monitoring the Islamic ethical and moral standards (Oà ¢Ã¢â€š ¬Ã‹Å"Sullivan, 1996). The Islamic finance industry has grown by about 15 percent on average over the last three years, with more than US$500 billion now lodged in Islamic banks, mutual funds, insurance schemes (takaful), and Islamic branches of conventional banks (Jobst, Kunzel, Mills, Sy, 2008). Islamic Law prohibits charging interest (Rajesh, K.A Yousaf, T., 2000). Islamic banking is currently practiced in more than 51 countries worldwide. In countries such as, Iran, Pakistan, and Sudan, only Islamic banking is practiced whereas other countries, such as Bangladesh, Egypt, Indonesia, Jordan and Malaysia, Islamic banking co-exists with conventional banking (Chong Liu, 2007). Therefore Islamic banking, is not limited to Islamic countries as In August 2004, the Islamic Bank of Britain became the first bank licensed by a non-Muslim country to engage in Islamic banking (Chong Liu, 2007). SUKUK Islamic securities have become increasingly popular in over the last five years, both as a means of raising government finance through sovereign issues, and as a way of companies obtaining funding through the offer of corporate Sukuk (Wilson, R., 2008) as Sukuk is to be use as a tool for liquidity management (Wilson. R., 2008), the Sukuk market continues to generate strong interest by new issuers in Muslim and non-Muslim countries. Sukuk (plural of Sakk) are commonly referred to as an Islamic bond, but a more precise translation of the Arabic word would be an Islamic investment certificateà ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã‹Å"(Thomas, 2005). The Accounting and Auditing Organisation for Islamic Financial Institutions (AAOIFI) defines the Investment Sukuk as a certificates of equal value representing undivided shares in ownership of tangible assets, usufructs and services or (in the ownership of) the assets of particular projects or special investment activityà ¢Ã¢â€š ¬Ã‹Å"(Norman, T.,2009). Sukuk is an Islamic financial certificate, similar to a bond in Western finance that complies with Sharia, Islamic religious law. As the traditional Western interest paying bond structure is not permissible, the issuer of a Sukuk sells an investor group the certificate, who then rents it back to the issuer for a predetermined rental fee. The issuer also makes a contractual promise to buy back the bonds at a future date at par value (investropedia, 2009). Sukuk are monetised real assets (converting a government debt into available currency, especially issuing securities, that are liquid (easy to convert into cash), easily transferred and traded in the financial market (Adam, 2006). Likewise the Eurobonds are also liquid assets which are marketable and accepted by all the investors (www.independent.co.uk, 2005). Eurobonds are issued by a government, company shows potential to repay borrowed money at a fixed rate of interest at a specific time. Eurobonds are liquid and trusted bonds as it is backed by a fixed interest rate (ibid). Sukuk can be examined without any difficulty by international and regional rating agencies which facilitate their marketability (Adam, 2006). Likewise the Eurobonds are easily rated by the rating agency as these rating agencies rate these securities on the basis of the liquidity and the liabilities not on the basis of the religion and ethics (Standard Poorà ¢Ã¢â€š ¬Ã‹Å"s, 2009). As the agencies do not rate the securities on the basis of the religion, rather securities are rated on the basis of the quality and the ability of obligator to meet the obligations (ibid). Same like the similarities in the Islamic and conventional financial securities, there are few differences as well, and on the basis of that one system can be preferred on the other system. Starting from the type, the conventional financial Security is a debenture bond whereas the Sukuk are the Secured securities. Debenture bonds are those securities that is unsecured corporate bond by any mortgage, dependent on the credit of the issuer (Dictionary Reference.com, 2009). Whereas the Sukuk are backed by the real assets such as they are attached with the assets which can be turned into tradable in the future or can be replaced by the real assets (Richardson Abdl-Khaleq, 2007). Eurobonds are paper bonds whereas the Sukuk securities are really assets based security which have potential to convert the security into tradable asset in future. Secondly, the major difference in Sukuk and conventional bond is the right of ownership. As Sukuk represent the ownership opportunity in existing or well described assets whereas conventional bond represent pure debt on the issuer (Adam, 2006). LITRATURE REVIEW The relative success of the Islamic finance is remarkable (Bley Kuehn, 2005)as islamic finance institution are making progress with the grwoth rate of 15-18% which is double the average growth rate of conventional finacial institutions (Saifi, 2004). We will discuss A review of the litrature on traditional financial system (TFS)and Islamic financial system( IFS) and the security markets. That is devided into sections as will be reviewing the litrature on the decline of the popularity of the TFS and the growth of the IFS over the last two decades. The litrature review basically discuss information of three area on which research will be carried: (a) traditional banking system and its downfall, (b) islamic financial system and its growth, and (c) the empirical investigation of the feasibility of islamic financial securities to alternate the traditional finacial bonds to raise funds for the projects. BACKGROUND FOR STUDY The current collapse of banking and financial institutions raised a question as interest rate has long been recognized not only by classical and neo-classical economists but also by contemporary economists as one of the factors that determine the level of savings in the economy. Although there are cases of inconsistent findings, it is a generally accepted opinion that interest rate has a positive relationship with savings (Ahmad Haron, 1999). Generally, financial institutions perform two functions; one is to collect deposits and the other is to issue loans (Toutounchian, 1996). Depositors are guaranteed a predetermined return on the nominal value of the deposit by the bank even in most of the cases the deposits are insured (ibid). Hence it can be argued that the traditional financial system plays a passive role in the economy, is operating to face any economic fluctuations (ibid). It is argued that in these banks since the nominal value of the deposits is guaranteedshocks that can lead to banking crisis can cause divergence between real assets and real liabilities and it is not clear how this equilibrium would be corrected and how long the process of adjustment would takeà ¢Ã¢â€š ¬Ã¢â‚¬â€œ (Mohsin, 1985). This is the real essence of fund intermediary function of a traditional finance (Toutounchian, 1996). Islamic finance can simply be defined that it is based on the basic principle of the prohibition of the riba as Islamic institutions does not charge interest but rather participates in the yield resulting from the use of the funds( Lewis Algaoud, 2001). Ebrahim Safadi ( 1995) advocates that islamic finance operations are according to the profit and loss sharing principle which are superior financial security to debt for many reasons including risk sharing of the equities (Hamwi Aylward, 1999. Liu Chong(2007) are of the view that the islamic finance is not different from the conventional finance as the unique feature Profit and Loss sharing (PLS) practically is very similar to the TFS as islamic financial products based on the PLS are not interest free beacuse pegged to conventional deposits(ibid). On the other hand the basic pillar of the conventional financial system is interest rate and fixed income securities have been accepted globally in raising finance for funding large development and capital expenditures (Usmani, 2006). A fixed income security is an investment which provides a return in the form of fixed periodic payments and ultimate returns of principal at maturity (Usmani, 2006). The motivations of firms that issue global bonds is particularly to test whether firms are motivated to offer bonds in multi-markets to raise more capital, take benefit of being well-known in foreign markets and owing to poor domestic economic conditions (Tawatnuntachai Yaman, 2008). The bond market robustness converts into depression when financial crisis which started in 2007 has created the greatest financial dislocation since the Great Depression of the 1930s (Melvin Taylor, 2009). The Eurobond which are based on fix interest rate and guaranteed of fixed return failed to impress the investors in an auction (Kaminska, 2009). In addition, the loans rate set in the fixed income market will have large effect on the demand for properties, and thereby prices, one would strongly believe that securitised property prices are determined by the interest rate changes rather than the stock market (Cheong, Wilson, Zurbruegg, 2009). Financial markets are intergrated now a days and no single economy can avoid the effect of the financial crisis (Chapra, 2007). If the financial system is not responsible for the crisies then why there is a general nervous feeling that à ¢Ã¢â€š ¬Ã¢â‚¬ ¢something is wrong with the financial systemà ¢Ã¢â€š ¬Ã¢â‚¬â€œ (Stiglitz, 2003, p: 54 On the other hand, the Islamic finance manages the affair without involving the pre-agreed interest payment and receipts that replace the interest-based intermediation between the borrower and the lender with profit and loss sharing and equity based link (Bhatti Khan, 2009). CURRENT FINANCIAL CRISIS The credit crunch refers to a sudden shortage of funds for lending, leading to a resulting decline in loans available (Blog, 2008). A Credit Crunch can occur for various reasons such as sudden increase in interest rate, direct money controls by the governments and a drying up of funds in the capital market (Blog, 2008). The crisis started in 2008 in US supreme mortgage market and widely spread all over the world which raised a question that why this has system collapsed which leads the splillover effects from US sub- prime crisis to UK by far the most transparent and worrying for the authorities that exposed the tension between the central banks with respect to the provision of liquidity support facilities, the difficulties inherent in the economy for dealing with the banking crisis, defects in banking economy regulation and supervision and the glaring flaws in deposit protection arrangements (Maximilian, 2008). Islamic Finance Response to Crisis Principles of Islamic Finance The first principle has an effect on the depositors à ¢Ã¢â€š ¬Ã‹Å"behaviour and their decision-making process. The choice of action is based not only on the immediate financial returns but also on those returns in the hereafter. Since Islamic banks operate on an interest-free basis and their establishment is designed to improve Muslim communities. In the case of the second principle that involves wealth, Islam has given a clear guideline to be followed by Muslims. The essence of Islamic finance summarised by the Charles FÃÆ' ¨vre, 2006 is as following: Interest rate, taking or receiving on transactions is prohibited. Capital must have a social and ethical purpose further than pure, unfettered return; Investments in those businesses which are dealing with alcohol, gambling, drugs or anything else that the Sharià ¢Ã¢â€š ¬Ã¢â€ž ¢ah considers unlawful and unwanted, are prohibited. Transactions involving masir (speculation or gambling); gharar, or uncertainty about the subject-matter and terms of contracts are forbidden which includes a prohibition on selling something that one does not own. As the interest-earning on investments are restricted, Islamic banks obtain their earnings through profit-sharing investments or fee-based returns (Charles FÃÆ' ¨vre, 2006). Traditionally an Islamic bank offers two kinds of services: firstly; it provides services for those on a fee or a fixed charge, such as safe deposits, fund transfer, trade financing, property sales and purchases or handling investments (IBID). Secondly; those that involves joint ventures in investments and the sharing of profits and losses (Charles FÃÆ' ¨vre, 2006). REASEARCH METHODOLOGY Methodology is a set of tools, techniques, procedures and investigative methods, used to collect, store, analyse and present information. Scientific methodology involves the development of hypotheses and predictions, investigating the manipulation of particular variables while maintaining all other variables constant, using measurable, objective measures and statistical analyses in order to come to conclusions about the topic under investigationà ¢Ã¢â€š ¬Ã¢â‚¬â€œ (inspiritive.com, 2009). Research can be defined as à ¢Ã¢â€š ¬Ã…“something that people undertake in order to find out things in a systematic way, thereby increasing their knowledgeà ¢Ã¢â€š ¬? (Saunders et al, 2003). Research methods are the means by which knowledge is acquired and constructed within a discipline. It needs to be both relevant and rigorous in order to be accepted as legitimate within a particular field of knowledge (Harvey Myers, 1995).whereas Leedy Research methodology can be explained as the process ca rried out to achieve the overall aim and objectives of the research (Saunders et al, 2003). What does Research Methodology Include? The research methodology involves primary data and secondary data. The primary data collected are more consistent with our research questions and research objectives. With the help of primary data the reasons behind consumer behaviour, management decisions or problems faces in internationalisation efforts can be identified (Ghauri Gronhaug, 2005). According to Hussey and Hussey, (1997, pg.149) à ¢Ã¢â€š ¬Ã¢â‚¬ ¢original data is known as primary data, which is data collected at sourceà ¢Ã¢â€š ¬Ã¢â‚¬â€œ. Primary research provides information and data which doesnà ¢Ã¢â€š ¬Ã‹Å"t already exist. Some of the methods of primary data collection include: Focus groups, Interviews, Observation and Questionnaires (Saunders et al, 2003). According to Saunders et al., (2007, pg.272) à ¢Ã¢â€š ¬Ã…“data that have already been collected for some other purpose, perhaps processed and subsequently stored, are termed secondary dataà ¢Ã¢â€š ¬?. Data can be collected internally or externally from the available materials for literature. These materials come from books, journals, articles, research papers, conference proceedings, newspapers, theses and internet sources. It includes both quantitative and qualitative data and they can be used in both descriptive and explanatory research. Within business and management research such data are used mostly in case study and survey-type research (Saunders et al, 2003). Research Methods Generally available methodological options for Research are two: qualitative research and quantitative research (Ticehurst Veal, 2000). Qualitative Research The purpose of qualitative research is to describe a certain process or problem, to interpret a particular problem and to develop new theoretical concepts and perspectives, to verify the validity of certain problem, and to evaluate the effectiveness of the chosen particular problem (Leedy, 2005). The qualitative analysis based on meaning expressed through words, symbols, interpretations, actions and behaviour (Thornhill et al, 2003). Quantitative research Generally, quantitative research is used to answer the question about relationships among measured variables with the purpose of explaining, predicting, and controlling phenomenon ( Leedy Ormord, 2005). Whereas, Thornhill et al, (2003) stated that in quantitative analysis, the data is based on meanings from numbers. The collection results in numerical and standardised data and the analysis are conducted through the use of diagrams and statistics (Thornhill et al, 2003). The aim of the project can be viewed as qualitative, explanatory, and comparative. To fulfil these aims, the study intends to use the qualitative comparative research strategy (Bryman Bell, 2003). As Leedy Ormrod (2005) noted that qualitative researchers commonly use triangulation for the validation of the research. Comparative Analysis Given the options, qualitative research will be carried out where the literature to be reviewed will be mainly secondary data. The results obtained from the data can be validated by using the above mentioned strategies and comparative analysis which is suggested by Leedy Ormrod (2005) to fulfil the requirements of research. As the Max Weber (1968) also develop approach for social and economical analysis based on comparative method to identify that the researcher plays primary role in outlining research questions, categorizing elements of analysis, and the topics for comparison rather than assuming an objective separation of the researcher and data, as he is of the view that this kind of approach does not confuse researcherà ¢Ã¢â€š ¬Ã‹Å"s conceptualization of the under research phenomenon and phenomenon itself. Comparative analysis facilitates researcher to investigate the problem from a recognized starting point and the investigate other aspects of the object during analysis (Weber , M., 1968 cited in: Google, 2009) Data Collections and Methods In order to achieve the aims and objectives of the research a series of the reviews will be conducted on available literature on Islamic Finance and Conventional finance, particularly the Islamic securities. Islamic source of finance, Al- Quran, Sunnaà ¢Ã¢â€š ¬Ã‹Å"ah, Shariaà ¢Ã¢â€š ¬Ã‹Å"a Laws, and Hadiths books have been taken into account to get information about the Islamic financial principles, and the regulations which are applicable to the finance. This research is based on secondary data which is collected by using research techniques, procedures and instruments such as 1. Journals 2. Books 3. Libraryà ¢Ã¢â€š ¬Ã‹Å"s web based services such as ABI/Inform, Proquest system, Jstor, Emerald. 4. Newspapers 5. Internet and internet article As qualitative comparative analysis will allow the researcher to outline the research objectives and categorizing the elements of the analysis and the choice of selection of the topic to analyse. The comparative analysis will helpful throughout the research to investigate the selected topic from a recognised point and researcher will be able to investigate the other aspect of the analysis. The methodology will be persuaded towards an approach in order to analyse appraise views on the Islamic financial system and Islamic securities in detail as an alternative to the traditional financial system in the context of current financial crisis by presenting and discussing with supervisor as to how he see the future of Islamic and traditional banking following the direction in which it is undertaken. LIMITATIONS This research may have few limitations The main concern is the collection of basic qualitative data from reliable sources mainly from university web based sources and Google scholar search materials; the challenge will be the identification of the reliable sources as often there will be situation where the results can vary from source to source. Sorting the reliable data from since the resources have vast options and all of them might not be having the same facts and figures which will be may required more time than expected in research process. Another limitation that may occur and cause the research to be narrowed and summed up sooner is for the research to miss out on some useful information which would be useful if taken under consideration. As for the vastness of the topic it is a concern that could be distracting as religious validities can be possible but main focus will be managed throughout the research. This research is a qualitative comparative analysis which is depending on the secondary data that may lead research to be limited as collection of data is generally more time consuming and the time is limited and it is not possible to studied wide range of literature which can make difficult to make a systematic conclusion. Drawn Conclusion Comparison of the both system (Islamic Financial System and Conventional Financial System, major will be the Islamic financial securities and conventional bonds) will formed the ground for the conclusion depending on the information gathered from research.