Find a job when you’re over 50

Find a job when you’re over 50 Today’s job market is increasingly competitive- even for the brightest and most go-getting candidates in the field. If you’re over 50 and looking for a new gig amongst fields of millennials, the current state of job hunting can feel overwhelming. Whether you’re looking to score a job or change your career, don’t panic if you’re a little past the fresh-out-of-undergrad age. It might take you a bit longer to find a good fit and get hired, but it’s possible. Here are some good strategies for finding a fulfilling job- no matter what your age.Dust yourself off.Figure out new trends in your desired field and make sure you’re up on them. Improve your skills as necessary, and update your resume. Emphasize the skills you’ve honed over years in the working world and the unique bundle of expertise and experience you bring to the table. Answer this question: How is your age an asset rather than a liability?Look good.This sounds shallow, but the better groomed and healthier you look, the more vital you will seem. Stay relatively fit. Get a good haircut. Shell out for a well-tailored outfit. People do judge books by their cover, so present yourself in your most ideal package.Reach out to your network.The benefit of your age and experience is the huge number of people that you have gathered into your circle over the years. Make use of the people you know- don’t be shy. Keep your contacts current and make sure to utilize them rather than applying only through online job search boards. It’s still very much a â€Å"who you know† world out there, and you know more than the average job seeker!Don’t fear the interview.A face-to-face meeting is perhaps your best chance to present yourself as seasoned enough to be reliable, but current enough to be an exciting choice to hire. It’s also a great opportunity to show that you wouldn’t be a culture clash- even at your age. Show that youâ€⠄¢re a team player- and humble enough to take your marching orders from a 22-year-old boss.Know your tech inside and out.Don’t just get tech savvy. Show off your knowledge. Let potential hirers know that you own and wield the right devices and that you have a social media presence and are actually adept at working with the various platforms.Don’t forget to negotiate.Your age, position, and experience are actually an asset- don’t let anyone convince you otherwise. Once you get to the hiring stage and are discussing compensation, remember that you might be due a higher salary point and even a â€Å"compensation package† rather than the entry-level of your bright-eyed peers. Ask for what the position and your experience deserve without apology. You’ve earned this!Stay positive and persist.Above all, keep a good attitude and don’t get discouraged if things don’t come quickly. It might not happen overnight and you might have to look to a f ew explicitly age-friendly companies or employers to land yourself in the right spot, but you will find something that speaks to you. Put in the work to update yourself for a new economy, and you will land at a place that appreciates you for your age- not in spite of it.

The History of the City of Rome

The History of the City of Rome Rome is the capital city of Italy, the home of the Vatican and the Papacy, and was once the center of a vast, ancient empire. It remains a cultural and historical focus within Europe. The Origins of Rome Legend says Rome was founded by Romulus in 713 B.C.E, but the origins probably predate this, from a time when the settlement was one of many on the Latium Plain. Rome developed where a salt trade route crossed the river Tiber en route to the coast, near the seven hills the city is said to be built on. It’s traditionally believed that the early rulers of Rome were kings, possibly coming from a people known as the Etruscans, who were driven out c. 500 B.C.E. The Roman Republic and Empire The kings were replaced with a republic which lasted for five centuries and saw Roman dominion expand across the surrounding Mediterranean. Rome was the hub of this empire, and its rulers became Emperors after the reign of Augustus, who died in 14 C.E. Expansion continued until Rome ruled much of western and southern Europe, north Africa, and parts of the Middle East. As such, Rome became the focal point of a rich and opulent culture where vast sums were spent on buildings. The city swelled to contain perhaps a million people who were dependent on grain imports and aqueducts for water. This period ensured Rome would feature in the retelling of history for millennia. Emperor Constantine instituted two changes which affected Rome in the fourth century. Firstly, he converted to Christianity and began building works dedicated to his new god, changing the form and function of the city and laying the foundations for a second life once the empire vanished. Secondly, he built a new imperial capital, Constantinople, in the east, from where Roman rulers would increasingly run just the eastern half of the empire. Indeed, after Constantine no emperor made Rome a permanent home, and as the western empire declined in size, so did the city. Yet in 410, when Alaric and the Goths sacked Rome, it still sent shocks across the ancient world. The Fall of Rome and the Rise of the Papacy The final collapse of Rome’s western power- the last western emperor abdicated in 476- occurred shortly after a Bishop of Rome, Leo I, was stressing his role as direct heir to Peter. But for a century Rome declined, passing between warring parties including Lombards and Byzantines (Eastern Romans), the latter trying to reconquer the west and continue the Roman empire: the draw of the homeland was strong, even though the eastern empire had been changing in different ways for so long. The population shrank to perhaps 30,000 and the ​senate, a relic from the republic, vanished in 580. Then arose the medieval papacy and a reshaping of western Christianity around the pope in Rome, initiated by Gregory the Great in the sixth century. As Christian rulers emerged from across Europe, so the power of the pope and the importance of Rome grew, especially for pilgrimages. As the wealth of the popes grew, Rome became center of a grouping of estates, cities, and lands known as the Papal States. Rebuilding was funded by the popes, cardinals and other wealthy church officials. Decline and Renaissance In 1305, the papacy was forced to move to Avignon. This absence, followed by the religious divisions of the Great Schism, meant that papal control of Rome was only regained in 1420. Striven by factions, Rome declined, and the fifteenth-century return of the popes was followed by a consciously grand rebuilding program, during which Rome was at the forefront of the Renaissance. The popes aimed to create a city which reflected their power, as well as deal with pilgrims. The Papacy didn’t always bring glory, and when Pope Clement VII backed the French against Holy Roman Emperor Charles V, Rome suffered another great sacking, from which it was again rebuilt again. The Early Modern Era During the late seventeenth century, the excesses of the papal builders began to be curbed, while the cultural focus of Europe moved from Italy to France. Pilgrims to Rome began to be supplemented by people on the ‘Grand Tour,’ more interested in seeing the remains of ancient Rome than piety. In the late eighteenth century, the armies of Napoleon reached Rome and he looted many artworks. The city was formally taken over by him in 1808 and the pope was imprisoned; such arrangements didn’t last long, and the pope was literally welcomed back in 1814. Capital City Revolution overtook Rome in 1848 as the pope resisted approving revolutions elsewhere and was forced to flee from his fractious citizens. A new Roman Republic was declared, but it was crushed by French troops that same year. However, revolution remained in the air and the movement for the reunification of Italy succeeded; a new Kingdom of Italy took control of much of the Papal States and was soon pressurizing the pope for control of Rome. By 1871, after French troops left the city, and Italian forces had taken Rome, it was declared capital of the new Italy. As ever, building followed, designed to turn Rome into a capital; the population rose fast, from roughly 200,000 in 1871 to 660,000 in 1921. Rome became the focus of a new power struggle in 1922, when Benito Mussolini marched his Blackshirts towards the city and took control of the nation. He signed the Lateran Pact in 1929, conferring on the Vatican the status of an independent state within Rome, but his regime collapsed during the Second World War. Rome escaped this great conflict without much damage and led Italy throughout the rest of the twentieth century. In 1993, the city had received its first directly elected mayor.

Ink Painting In China Essay Example | Topics and Well Written Essays - 1000 words

Ink Painting In China - Essay Example China is known for its rich history in paintings, as well as, the embraced art forms. There are numerous characteristics in Chinese ink paintings that were used in the traditional mode of painting. Ink paintings in China are based on genres and themes that were acceptable in the traditional Chinese cultures. However, western educated Chinese artists changed these aspects by introducing ink paintings after returning to China. Contrary to the traditional painting in China, ink painting focused more on bringing out more vivid aspects of nature. These artists changed a lot of things, and there is no discussion of modern Chinese art can be completed without discussing Xu Beihong’s work and its influence on ink painting. Xu Beihong (195-1953) had the skill to combine modern and ancient techniques in accomplishing his best work. His works amalgamated the impressionistic utilization of color and light coupled with keen adherence to shape and structure. Xu Beihong’s works will, therefore, assist in the critical understanding of Chines ink art and why or how the western educated Chinese adapted ink painting after returning to their country, as well as, the differences between these works and traditional ink art.

Introduction to American Politics Term Paper Example | Topics and Well Written Essays - 1250 words

Introduction to American Politics - Term Paper Example The low precedence Americans give to members of the interest groups are used as foundations of social action. The small powerful minorities are usually concentrated in fragmented government. It is not incompetent but not necessary for whole classes to assemble when members are often pleased and pressed in piecemeal fashion. The experiential evidence bolstering this doctrine of pluralist is overwhelming (Reynolds). In a Pluralist Democracy, the Government’s role is to safeguard and endorse diversity. This theory talks about human nature which is acquisitive and selfish. In the past, political scientists asked whether it was necessary for Developmental democracy to persist. These scientists noticed that most of the people are indifferent about politics. These scientists realized that politicians and party leaders handle everyday issues of government and citizens do not affect them at all. Therefore, according to this theory, authority stays in the hands of some people only. This is also called as â€Å"iron law of oligarchy† (Reynolds). As most people are uninterested in politics, it has its advantages as well. Great interest is parallel to extreme partnership and membership and it may end in strong fanaticism that can devastate the democratic procedure if it is made general for the whole community. Small effect towards election propagates declaration of many political dilemmas. Votes can be sorted out in two party systems rather than into uneven several parties. This low interest gives direction for political shifts mandated for an intricate society. Some people are highly interested in political issues and they should be, but everyone should not be a part of it (Reynolds). Pluralist politics need a foundation of social diversity to succeed. Pluralists believe that even thought every individual does not want to raise his or her voice; several interest groups will be able to represent will of all the people. These interest groups have far more knowl edge regarding the Government than normal citizens do and that is why they are capable of channeling the democratic voices of the power to politicians in authority more efficiently. A Pluralist Democracy will be a special interest group for every varying decision which is held by populous so even though everyone is not participating; people’ representation will be accomplished in the long run. Therefore, most politicians try to make the special interest groups happy considering that it will lead to much more support among general public (Janda, pg 23-30). Everybody in a Pluralist View of Power identifies political power when they actually see it. In a Pluralist Democracy, power is not certain property which humans hold in permanent amounts. It is because people are authoritative as they can control several resources. Resources are the assets which can be utilized to force other people to do what they want. They are controlling because they usually command the resources which people respect or fear. List of possibilities is an endless one as prestige, money, skill, legal authority, legitimacy, charisma, public support, free time, celebrity, and experience. Most of the Civil rights activists in 1960s mainly focused on the legitimacy and numbers of their source to find their way, however companies often depend on their admittance to control of information, officeholders, and to contributions of the campaign. Whichever the

WANs in Organisations Essay Example for Free

WANs in Organisations Essay 1. WHY ARE WANS USED? Wide Area Networks, or WANs as theyre commonly known, are networks with the ability to span quite a distance; usually 5 kilometres or more. The main reason for any network usually to allow the sharing of resources and WANs are no exception to this; whether it is sharing resources with an employee of your business or a customers business, a WAN will allow data exchanges to be made. They also offer connectivity between both regional and global sites but differ from the Internet. This is looked at later in this information sheet. WANs allow for centralisation, particularly in administration which is important to allow a good level of control and security. 2. NETWORK DIFFERENCES WIDE AREA NETWORKS Wide Area Networks are networks that span a wide area. This is considered to be anything over around 5km meaning that a several site company will be using a WAN. METROPOLITAN AREA NETWORKS This is a network that covers between 2km and 5km and is often found in metropolitan cities. These networks are usually owned by a single company but are provided for use by everybody. Occasionally a network such as this will be implemented by a public company such as the local council. Generally speaking, a MAN is any type of network that connects computers together in an area of around 2km 5km. CAMPUS NETWORKS A Campus network is a network of less than 2km that is operated by a single entity. The buildings connected together may all be owned by the same company, or several companies in this small area. This type of network is frequently found at university campuses and hospitals. Campus networks usually connect the entire site together to allow the sharing of information. LOCAL AREA NETWORK A LAN is a network that covers a single building. This could include a home network or an office network. It has a range of around 300m. PERSONAL AREA NETWORK This is any network that is in your immediate area; usually a network with a maximum distance of around 15m. It is important to note that this is usually a very simple network that it usually only has a temporary use. Wireless PANs are created by systems such as Bluetooth whilst USB and Firewire are both considered wired PANs when used to directly connect devices to each other. Distance Location Uses WAN 5km + Several Locations Connections private computers together over a large area. MAN 2km 5km Several Buildings Part of a City Connections between several buildings possibly covering the same area. This could cover an entire city or just a smaller area. Campus 2km Several Buildings University Campus Style Most used in an area such as a campus. This could be either an actually college/university campus or a group of buildings that require access to each other. LAN 300m Home A Building This is quite a small area and so is most often found in small business and home type networks. PAN 15m Between Computer and Phone/PDF/etc. Sending data such as photos or backups between computer and portable devices such as phones. Table showing the distances, location and uses of the five networks. 3. WAN AND THE INTERNET The Internet and WANs are two very different things but the majority of WANs will require the Internet, just as the Internet relies of WANs. The Internet is a special network that consists of many interconnected networks to provide access to world wide resources and nobody owns it and so nobody can govern its uses unless other laws are broken. A WAN will have a company controlling it and is therefore much more controlled in who can access and how. A WAN also connects much fewer computers and has a smaller coverage area. 4. DEVELOPMENTAL IMPACT ON WANS There are many things that could impact the development and uses of WAN. The major five are; maintenance, costs, expansion, technology, bandwidth and planning. MAINTENANCE Maintenance is important for any part of a system. Good maintenance will keep the WAN usable whereas no maintenance will lead to an unusable system. COSTS Costs are an extremely important part of network development. Lower costs means that more things can be changed at once, but costs also impact quality. TECHNOLOGY WANs can only develop at the speed that the technology is developed. At each network based technological breakthrough; the support for WANs is increased and improved. If technology does not keep up to speed with the needs of WAN users then the network will not work as effectively as it should. BANDWIDTH Bandwidth is very important for the network; without it nothing can be sent. If the amount of bandwidth needed by the network exceeds the amount of bandwidth that is available then problems concerning speed and errors are likely to arise. As bandwidth is improved (and the technologies needed to deliver said bandwidth), so are the speeds offered to business for their networks

Personal Narrative - To Leave or To Stay Essay -- Personal Narrative G

To Leave or To Stay Have you ever felt lost? Have you ever felt scared of the future not knowing what to expect and what to do? If you have then you have experienced a crisis that you had to resolve in order to continue your life normally. Sometimes it is really hard to know what is best and to realize what have to be done, and the younger you are the harder it is. No matter what you think though, the only way to solve your problem is to sit down and think about it and come up with all the positive sides and all the negative sides of the situation, and then decide what you should do. I was 16 years old when I faced my biggest crisis. I did not know what to do; I even refused to think about it. I thought everything was going to resolve itself but that was impossible. My mother had received an opportunity to come legally to the United States as permanent residents and she was also allowed to take her family with her – my father, my brother and me. They seemed to be happy about it. That was their dream, but I didn’t know what to think and whether to be happy or sad about this. The thought that I had to leave everything I owned and everything I loved and then go somewhere else to start a whole new life scared me. What about all the friends I had? What about the relatives†¦ my dog? What about the beautiful Bulgarian mountains and lakes and the Black Sea, and my little garden in the back yard. What about my whole life up to that point. Would I still be able to come back to it? Would it be the same? Would my friends still be my friends and remember me ? I was confused and scared. There were so many questions in my head. I was afraid to imagine leaving even for a part of the second. Time was passing and my crisis did not resolve i... ... much time together, we still kept in touch and we were not going to forget each other. My sweet best friend, the German Shepard Nora waited for me by the door and gave me a big kiss when she saw me. She looked good and healthy due to my responsible and caring grandparents that took care of her. The other good thing was that I like traveling anyway, so now I have one more good reason to travel more often. This is also why I want to share my favorite quote with you:† Distance isn't for the fearful, it's for the bold. It's for those willing to spend a lot of time alone in exchange for little time with the ones they love. It's for knowing a good thing when they see it even if they don't see it nearly enough.† I do not know who said this, but I know that it sounds right. Now I know that I have made the better decision and I am glad that I came over to the United States. Personal Narrative - To Leave or To Stay Essay -- Personal Narrative G To Leave or To Stay Have you ever felt lost? Have you ever felt scared of the future not knowing what to expect and what to do? If you have then you have experienced a crisis that you had to resolve in order to continue your life normally. Sometimes it is really hard to know what is best and to realize what have to be done, and the younger you are the harder it is. No matter what you think though, the only way to solve your problem is to sit down and think about it and come up with all the positive sides and all the negative sides of the situation, and then decide what you should do. I was 16 years old when I faced my biggest crisis. I did not know what to do; I even refused to think about it. I thought everything was going to resolve itself but that was impossible. My mother had received an opportunity to come legally to the United States as permanent residents and she was also allowed to take her family with her – my father, my brother and me. They seemed to be happy about it. That was their dream, but I didn’t know what to think and whether to be happy or sad about this. The thought that I had to leave everything I owned and everything I loved and then go somewhere else to start a whole new life scared me. What about all the friends I had? What about the relatives†¦ my dog? What about the beautiful Bulgarian mountains and lakes and the Black Sea, and my little garden in the back yard. What about my whole life up to that point. Would I still be able to come back to it? Would it be the same? Would my friends still be my friends and remember me ? I was confused and scared. There were so many questions in my head. I was afraid to imagine leaving even for a part of the second. Time was passing and my crisis did not resolve i... ... much time together, we still kept in touch and we were not going to forget each other. My sweet best friend, the German Shepard Nora waited for me by the door and gave me a big kiss when she saw me. She looked good and healthy due to my responsible and caring grandparents that took care of her. The other good thing was that I like traveling anyway, so now I have one more good reason to travel more often. This is also why I want to share my favorite quote with you:† Distance isn't for the fearful, it's for the bold. It's for those willing to spend a lot of time alone in exchange for little time with the ones they love. It's for knowing a good thing when they see it even if they don't see it nearly enough.† I do not know who said this, but I know that it sounds right. Now I know that I have made the better decision and I am glad that I came over to the United States.

Prewriting Strategies Essay

1. In academic writing, assignments may require students to present the results of their research without including their personal opinion. By avoiding first- and second- person pronouns, and writing in the third person will help one doing so. The use of first- and second- person also gives the writing an informal feel. When writing academically, the writer should always be formal. 2. www.jackiekcooper.com/MovieReviews/Limitless.html a.In this movie, Jackie Cooper has the starring role and holds his own even in scenes with the legendary star Robert De Niro. In this sentence the adjective legendary describes Robert De Niro. b.In the film Cooper plays Eddie Morra, a down-on-his-luck aspiring writer. The adjective describes the writer as being aspiring. c.His girlfriend Lindy is fed up with his shiftless ways and breaks up with him. The adjective describes his ways as shiftless. d.When he takes the pill, his life becomes much clearer. The adjective describes life as clearer. e.It is not a great role and De Niro is only adequate in it. The adverb describes how De Niro acted in the role. f.It is not a great role and De Niro is only adequate in it. The adjective describes the role as not great. g.In â€Å"Limitless† the story centers totally on his character and he rises to the occasion to give the role his all. The adverb describes how the story centers on hi s character. h.Eddie may be riding high for a while but there is always that possibility of him falling down or being brought down. The adverb describes how Eddie is riding. Overall, the critic used the adjectives and adverbs in a very descriptive and effective way. 3. This class has already taught us that although we may have the imagination to write, we have much more to learn about proper academic writing mechanics. The most important lesson we have learned is to proofread carefully. When we first started our studies at the University of Phoenix, we were not aware of the significant difference between academic writing and casual writing. The difference between academic writing and casual writing is becoming clearer to us. The difference between the two is clearest when we receive instructor feedback. We will continue to pay closer attention to details in our writing. This is the way that we will change our focus in the future and also the way we will come closest to achieving our goals. 4. There are three key parts of a paragraph; the topic sentence or introductions, the body of the paragraph or supporting information, and the conclusion that summarizes the content of the paragraph. 5. It is important that the topic sentence and supporting points within that paragraph be directly related or else the writer’s message will be lost, and the reader will be confused. The writing will not flow smoothly, and the reader will be forced to work at trying to figure out exactly what they are reading. Unless the topic sentence and supporting paragraphs do not connect or relate, the reader will be left confused. In the end, the reader may dismiss the frustrating writing altogether. 6. An evaluation is the writer’s informed judgment about a reading. The author did a great job summarizing and tying in what they have learned from the reading. The author was able to relate to the topic by adding an experience he or she conducted to the material. One thing the author could have done better was to point out why he or she thought it was a good overview.

Family Issues

International Research Journal of Finance and Economics ISSN 1450-2887 Issue 52 (2010)  © EuroJournals Publishing, Inc. 2010 http://www. eurojournals. com/finance. htm Does Education Alleviate Poverty? Empirical Evidence from Pakistan Imran Sharif Chaudhry Associate Professor of Economics. Bahauddin Zakariya University Multan, Pakistan E-mail: [email  protected] edu. pk Shahnawaz Malik Professor of Economics, Bahauddin Zakariya University Multan, Pakistan E-mail: [email  protected] edu. pk Abo ul Hassan Ph.D Research Fellow, Department of Economics, Bahauddin Zakariya University Multan, Pakistan E-mail: [email  protected] com Muhammad Zahir Faridi Lecturer, Department of Economics, Bahauddin Zakariya University Multan, Pakistan E-mail: [email  protected] com Abstract Poverty has become a sensitive and ever remained issue almost in all developing countries of the world. Education plays a vital role in poverty alleviation. Therefore, it is important to investigate that whethe r different levels of education or literacy cause to alleviate poverty.The major objective of this study is to evaluate the effects of different levels of education and literacy on the incidence of poverty in Pakistan. Our results suggest that poverty alleviation process would be accelerated if resources are targeted at education sector especially in higher education. Pakistan presents a paradoxical situation. Until the late 1980s Pakistan had achieved a spectacular record of economic growth and reduced incidence of poverty remarkably, but the country had horrible social indicators.However when social indicators began to improve in the 1990s for a variety of reasons, both internally and externally driven, the average rate of economic growth declined. Contrary to the said situation, the general perception about Education is that the role of education in poverty alleviation, in close co-operation with other social sectors, is crucial. This paper is mainly intended to explore the reali ty that to what extent education is affective in poverty alleviation in Pakistan. In addition, some important macroeconomic variables have also been taken understudy to find out the reality of the problem.Keywords: Education; Poverty; Inflation; Economic Growth; Openness; Pakistan International Research Journal of Finance and Economics – Issue 52 (2010) 135 I. Introduction Poverty is a multidimensional phenomenon, encompassing inability to satisfy basic needs, lack of control over resources, lack of education and skills, poor health, malnutrition, lack of shelter, poor access to clean water and sanitation, vulnerability to shocks, violence and crime, lack of political freedom and voices. The poor are the true poverty experts.They assert on material well being, physical well being, social well being, security of food, security of law and order, public safety, safety from violence and civil conflicts, freedom of choice and action, being a part of the decision making body rather to be a victim of decision making body and the security of jobs. Poverty can be looked at from different angles and depending upon the perspective one adopts definitions of poverty may vary. It differs from country to country and from context to context. Poverty may be absolute or relative.Absolute poverty can be eradicated but relative poverty cannot. Relative poverty is a dynamic concept because it involves comparison between groups. It exists in all parts of the world, either in packets or on a much larger scale. In Pakistan both absolute and relative poverty exists normally, poverty is measured in monetary terms. The causes of poverty are also multidimensional. 1 There is no single cause that can explain it fully. Poverty is often related to a number of factors: physical, psychological, economic and sociocultural.Among the physical factors accounting for poverty are an unfavorable natural environment and lack of basic physical and economic infrastructure. These may also relate to poor health and malnutrition. Psychological factors refer to feel of hopelessness, helplessness, lack of confidence in one’s self and poor self-image resulting from inappropriate value system, cultural deprivation and undeveloped potential. These factors may also be related to an inability to participate in democratic processes and behavioral inadequacies aggravated by low levels of literacy and education.Education is the most important factor that distinguishes the poor from the non-poor; according to Pakistan’s Interim Poverty Reduction Strategy Paper 2001, the percentage of literate of households heads is 27 in poor households while for non-poor households it is 52. Though the origins of human capital theory can be traced to the earlier economists – from Adam Smith (1776) to Alfred Marshall (1920) – it is Theodore Schultz (1961) who created a ‘human investment revolution in economic thought’ by emphasizing the role of human capital in e conomic growth.Schultz (1961), Gary Becker (1964), Jacob Mincer (1972) and many others with their voluminous pioneering contributions placed education at a high pedestal in the theories of economic growth. Amartya Sen (1999) rightly argues that education constitutes a part of human freedom and human capability. . Over the period under study many important factors like unemployment, current account deficit and services growth rate have been contributed to why poverty is increasing even though education has increased consistently.We have tried to give a brief description of the debate of researchers that if increased education has significant impact on income and thus poverty or not or whether there are other factors mitigating or attenuating the impact of education on poverty. However in our analysis, the central focus has been on the role of education in poverty alleviation. Education has important implications for the analysis of changes in a poverty profile in a country. Keeping i n view the issues high lighted above, this paper tries to answer following related questions.Does education play its role to alleviate poverty? What is the role of other key macroeconomic variables in poverty alleviation? What can be generalized about the impact of education on poverty? What are the important policy implications? These questions keep their extreme importance as answering the said questions will bring a solution to the hitherto puzzle that’s why Pakistan is lagging behind on the development path as compared to some developed countries who got independence later than us. 1 Technical consultation on literacy as a tool for the empowerment of the poor, Lampang, Thailand, 1997. 36 International Research Journal of Finance and Economics – Issue 52 (2010) To pursue the problem understudy, this paper is technically divided into several parts. Firstly we have attempted to explain the conceptual and theoretical framework of education and poverty alleviation. So f ar as the empirical analysis is concerned, we have divided it into two portions. The first portion presents the descriptive analyses and the second portion presents the econometric analysis which has been undertaken by considering autoregressive regression equations. II.Education and Poverty: A Theoretical Framework The economists often define education as having ‘direct effects’ and ‘indirect effects’. The direct effects of education are the imparting of knowledge and skills that are associated with higher wages. The indirect effects, also often referred to as external benefits, include fulfillment of basic needs, higher levels of democratic participation, better utilization of health facilities, shelter, water and sanitation and the additional effects which occur in woman’s behavior in decisions relating to fertility, family welfare and health.The relationship between education and poverty can also be examined by rate of return analysis, and produc tion function analysis – at individual as well as social/national levels. Rates of return are estimated using either Mincerian earnings function (Mincer, 1972), or using the concept of marginal efficiency of capital that relates costs of education to the lifetime benefits, essentially earnings associated with education. III. Data and Methodological Issues In order to study the impact of education on poverty, the study chooses time series data, for thirty five years (1972-2007) for Pakistan.The poverty data sets are collected mainly from Malik (1988), Amjad and Kemal (1997), Jamal (2003) and various issues of Pakistan Economic Survey since 2005, while the data on other variables is collected from World Bank, World Development Indicators (WDI), April 2008, ESDS International, (Mimas), University of Manchester. To make time series data on poverty incidence, a linear interpolation technique is employed. The selected time period presents the paradoxical situation of Pakistan as bo th growth and social indicators move in opposite directions.That is why it is selected to understand this paradoxical situation. Thirty five years time period is long enough to capture long run effect of most of the variable constructed in this study. We have tried to keep in view the problem of endogeniety while selecting the explanatory variables for our analysis. The study chooses the absolute poverty (poverty headcount index), education literacy rate, primary school level enrollment rate, middle school level and the university level enrollment widely used proxies for education) as the key variables.In addition, some useful variables (Growth rate, inflation rate, and Trade openness) have also been included in our model. In this study, autoregressive models are employed for econometric empirical investigation. In our first poverty autoregressive regression model, growth, literacy rate, CPI, and hcr(-1) are used to analyze while in the second model, some enrollment rates at various levels are considered. In order to achieve the objectives of the study, trade openness is also considered to check the robustness of globalization. Log values of the variables are used in the analysis.We postulate that the incidence of poverty prevailing in the economy is significantly dependent on higher education level. International Research Journal of Finance and Economics – Issue 52 (2010) 137 IV. Results and Discussions a) Descriptive Analysis Our complete data set consist of 35 years of annual observations from 1973-2007 on the selected variables. The descriptive statistic is reported in table 1 which states that the average of head count ratio (HCR) for our study period is 27. 63% with a standard deviation (SD) of 6. 74. The average of primary school enrollment rate is 11316. 8 with 6204. 18, the value of its standard deviation (SD). Middle school enrollment is 2667. 611 on an average and with standard deviation (SD) 1326. 06. The average values for university enroll ment rate, real gross domestic product (RGDP) and openness are 83045. 19, 22879. 24, 33. 81 with the value of standard deviations 65444. 71, 5756. 76, 3. 18 are given accordingly. As far as skewness of variables is concerned head count ratio (HCR), primary school enrollment rate, middle school enrollment rate and university enrollment rate are skewed on the rightward whereas openness is skewed leftward.All the variables are skewed a little. Table 1: Descriptive Statistics HCR 27. 63 25. 20 45. 75 20. 71 6. 74 1. 04 3. 26 6. 64 0. 04 LITR 36. 93 34. 35 55. 00 22. 10 10. 92 0. 24 1. 56 3. 47 0. 18 MIDDLE 2667. 61 2350. 00 5368. 00 963. 00 1326. 06 0. 36 1. 83 2. 84 0. 24 PRIMARY 11316. 78 9827. 00 24465. 00 4210. 00 6204. 18 0. 57 2. 02 3. 36 0. 19 UNIV 83045. 19 65642. 00 296812. 00 17507. 00 65444. 71 1. 76 5. 59 28. 74 0. 00 OPEN 33. 81 34. 35 38. 91 27. 72 3. 18 -0. 30 2. 19 1. 53 0. 47 RGDP 22879. 24 23859. 71 33820. 04 14033. 11 5756. 76 -0. 06 1. 86 1. 97 0. 37 CPI 56. 51 39. 7 3 149. 0 7. 40 41. 73 0. 67 2. 16 3. 77 0. 15 Mean Median Maximum Minimum Std. Dev. Skewness Kurtosis Jarque-Bera Probability Kurtosis is a measure whether the data set is peaked or flat relative to a normal distribution. Kurtosis statistic of the variables shows that only HCR and university enrollment is Leptokurtic (long tailed or high peakedness) and all other variables are Platykurtic (relatively narrower tailed then the normal curve. However the value of HCR is though high compared to the value of Meso-kurtic curve but it is not too high from the value desired for a normal distribution.The Jerque-Bera (JB) test of normality gives joint hypothesis of skewness and kurtosis. Jerque-Bera test of normality suggest that if the computed P-value of JB-statistic of university enrollment rate is sufficiently low as the value of the statistic is very different from zero, we state that the residuals for university enrollment rate is not normally distributed. For all other variables include d in the present study, it is concluded that residuals for these variables are normally distributed. Table 2: Correlation Matrix HCR 1. 00 -0. 35 -0. 37 -0. 28 -0. 30 -0. 9 -0. 53 -0. 27 LITR 1. 00 0. 99 0. 98 0. 84 0. 25 0. 97 0. 98 MIDDLE 1. 00 0. 99 0. 86 0. 28 0. 97 0. 98 PRIMARY UNIV OPEN RGDP CPI HCR LITR MIDDLE PRIMARY UNIV OPEN RGDP CPI 1. 00 0. 89 0. 20 0. 95 0. 99 1. 00 0. 18 0. 84 0. 91 1. 00 0. 39 0. 17 1. 00 0. 94 1. 00 The degree of the relationship of the variables is also estimated and reported in table 2. All the variables are negatively correlated with each other. The results state that openness is highly correlated and primary, middle, university enrollment rates and RGDP are moderately correlated with HCR. 138International Research Journal of Finance and Economics – Issue 52 (2010) b) Autoregressive Regression Analysis In our analysis, we have used a data set using time series ranging from 1973-2007. To investigate the significance of education (literacy) on the incidence of absolute Poverty, we have following autoregressive regression models. The robustness of the models is examined by including and excluding some important macroeconomic variables in our analysis. The model is given as below: The Poverty Autoregressive Regression Model- 1 LHCR = ? 0 + ? 1 LRGDP + ? LLITR + ? 3 LCPI + ? 4 LOPEN + ? 5 LHCR (? 1) + ? i Table 3 presents the estimation results in which head count index (HCI) is the dependent variable and the variables such as growth rate, literacy rate, consumer price index (CPI) and head count index (HCI) for the previous year are all explanatory variables in the present analysis. The value of adjusted Rsquared is 94. 5%, implying that 94. 6% of the variation in the dependent variable is explained by the independent variable. The value of R-squared clearly shows robustness of our results. The value of hstatistic is 1. 8, the results indicates that there is no significant autocorrelation problem in the error. The coeffic ient for growth verifies our theoretical expectations, implying an inverse relationship between poverty and growth. The coefficient for growth is highly significant putting an immense effect on poverty. The results verify the findings of Sarris who could find that overall economic growth reduces overall poverty. The coefficient for literacy is significant in the poverty regression analysis. However the variable is inversely related with the dependent variable which verifies the theoretical relationship of the two variables.The above results follow the findings of Dollar and Kraay (2002) who have concluded that growth is a prominent factor in eliminating poverty and that the impact of low level of educational attainment is not so much important. The coefficient of the consumer price index (CPI) having an expected theoretical sign, implies a positive relationship with poverty. However coefficient is not statistically highly significant. Our results also second the findings of Romer an d Romer who believed that an increase in inflation will be associated with a decline in the unemployment in the short run that may well relatively benefit the poor.The findings of Agenor (1998) also strengthen our faith on the outcome of our analysis implying the fact about the poverty rates to be positively related with inflation. The previous year’s poverty is highly significant with the incidence of poverty. The coefficient of the variable is keeping a postulated positive sign. The best justification of the result is given by the Ragner Nurkse who could observe that a â€Å"country is poor because it’s poor. † Although the theoretical expectations of our present study are fulfilled yet we have included some more important variables pertaining to the human capital.We have included primary, middle and university enrollment rates instead of the literacy rate in our model. In order to check the impact of globalization on the incidence of poverty, we have included the trade openness in our analysis. The coefficient of openness is negative and insignificant. Table 3: Estimates of the Model-I Coefficient 5. 77051 -0. 62553 0. 512801 0. 004567 -0. 123046 0. 713883 0. 94 0. 93 1. 58 Std. Error 2. 62493 0. 300753 0. 263391 0. 085448 0. 137595 0. 094954 t-Statistic 2. 198348 -2. 079882 1. 946923 0. 053446 -0. 89426 7. 518185 F-Stat Prob Prob. 0. 0361 0. 0465 0. 0613 0. 9577 0. 3785 0. 0 99. 93 0. 00 Variable C LLGDP LLITR LCPI LOPEN LHCR(-1) R Squared Adj R Squared h-Statistic International Research Journal of Finance and Economics – Issue 52 (2010) 139 The Poverty Autoregressive Regression Model-2 It is a vivid fact that a problem like poverty cannot be eradicated at all. Owing to the said fact study is intended to explore the answer of the question â€Å"Does education alleviate poverty? † To investigate the query, we have followed the regression model. We have developed the poverty regression model. Primary, middle and university enrollment rates as a proxy for education are used in our model.The model is given below: ? ? 0 + ? 1 LRGDP + ? 2 LPRIMARY + ? 3 LMIDDLE + ? 4 LUNIV + ? Poverty = ? ? ? ? 5 LCPI + ? 6 LOPEN + ? 7 LHCR(? 1) +  µ i ? Table 4 presents the estimation results for the poverty regression analysis where the dependent variable is the poverty had count index (HCI) and remaining seven variables namely log of real gross domestic product, log of primary school enrollment, log of middle school enrollment, log of university enrollment, log of consumer price index, log of openness and the log of head count ratio of the previous year are all independent variables.Note that the adjusted R-squared is 95. 9% implying that the approximately 95. 9% variation in the dependent variable is explained by the independent variables. The coefficient for LRGDP is keeping a negative sign implying the inverse relationship of LRGDP with the incidence of poverty. The theoretical relationship of LRGDP and LHCR also supports the negative relationship of these two variables. But the coefficient for LRGDP is statistically insignificant pervading a little effect on the incidence of poverty.The coefficient for log of primary enrollment rate and log of middle enrollment rate both keep a positive relationship with the incidence of poverty implying that both the standards minutely aggravate the incidence of poverty. The coefficients for both the levels are statistically insignificant which shows lesser nuisance value of primary and middle standards of education. The results also match with the findings of Rodriguez K Smith (1994) and Coulombe and Mckay (1996) who believe that the likelihood of being poor is higher for the lower levels of education.The coefficient for the log of university enrollment rate is statistically highly significant in the poverty regression analysis as shown in the table 3. The variable is inversely related with the dependent variable which verifies the theoretical relationshi p of the two variables. The estimation results verify the findings of all those who believe in an effective role of human development of poverty alleviation. The estimation results stay in line with the findings of Tilak (1994) which emphasize on the role of education.The results also explain that higher education is one of the most powerful means to reduce poverty. Our results also match with the findings of King (2005) who has argued that the agenda of the millennium development goals for education cannot be achieved without giving right consideration to higher education. All the prominent approaches of development like the human capital approach, the basic need approach, the human development approach and the capability approach which recognize the inverse relation of education and human poverty stay in line with our results.The coefficient for inflation rate in the poverty regression analysis for log values has become significant statistically and it is positively related with t he poverty head count index. The postulated positive sign of inflation portrays the fact that inflation is regarded as more of a problem by the poor. The fact was also found by William Easterly and Stanlay Fischer (2001). According to them the rich are better able to protect themselves against, or benefit from; the effects of inflation then are the poor.The coefficient of openness is keeping a postulated negative sign, implying an inverse relationship between the incidence of poverty and openness. The estimation result shows that openness is powerfully influencing the poverty head count index as the coefficient of openness is found highly statistically significant. The results match with the findings of Derek H. C. Chen, Thilak Ranawera and Andriy Storozhuk who argue that high level of globalization, globalization would tend to increase poverty. The coefficient for the poverty of previous year is statistically highly significant, keeping a positive relationship with poverty. 40 Tabl e 4: International Research Journal of Finance and Economics – Issue 52 (2010) Estimates of the Model-2 Coefficient 3. 707976 -0. 205005 0. 060653 0. 042189 -0. 154165 0. 127132 -0. 186327 0. 796384 0. 96 0. 95 -1. 68 Std. Error 1. 937434 0. 246698 0. 1637 0. 190211 0. 04069 0. 0777 0. 110726 0. 081578 t-Statistic 1. 913859 -0. 830995 0. 370514 0. 221801 -3. 788787 1. 63619 -1. 682781 9. 762301 F-Sat Prob Prob. 0. 0663 0. 4133 0. 7139 0. 8261 0. 0008 0. 1134 0. 1039 0. 00 114. 37 0. 00 Variable C LLGDP LPRIMAR LMIDDLE LUNI LCPI LOPEN LHCR(-1) R Squared Adj R Squared h StatisticV. Conclusion and Some Policy Recommendations In this paper, we addressed a key issue in the current debate on economic development: the role of education in poverty alleviation. We have reviewed the empirical evidence on the relationship between education and poverty. The link of education to poverty is one of the most important dimensions of policies towards poverty. Education may affect poverty in ma ny ways. It may raise the incomes of those with education. It may in addition, by promoting growth in the economy raise the incomes of those with given levels of education.To measure education we used, among others, the literacy rate, primary education level, middle education level and university education level as proxies for education. To measure poverty, we emphasized on the concept of absolute poverty, using the poverty headcount index and as a proxy for relative poverty. We have used the econometric techniques to sketch a few stylized facts in a very complex framework of relationship. The present study incorporates macroeconomic, structural and policy variables to poverty headcount index and education.More specifically, the poverty equation links the incidence of poverty to CPI, growth, literacy rate, primary school education, middle school education and university education level and openness. The said relationship thus enables the changes in poverty due to the changes in macr oeconomic or policy variables to be projected. The relationship is empirically estimated using time series regressions, based on thirty five years data of Pakistan from 1973 to 2007, which determined the magnitudes of the effects of the above mentioned macroeconomic, structural and policy variables on poverty.The results from the empirical analysis indicate that the university education significantly alleviates the incidence of absolute poverty. It is concluded that university education comes up with a powerful tool for poverty alleviation, keeping an inverse relationship with the dependent variable. As the higher education increases, the level of poverty decreases in the country. This result confirms the expectations that poverty is highly influenced by education. Local universities help developing countries in improving the skills of human capital which ultimately become helpful in poverty alleviating.University graduates have the specialized skills to earn a living and infuse the ir sector of employment- whether in the private industry, the public sector or civil society-with the enterprise that underpins success. Getting universal primary education, one of the millennium development goals, without the higher education would simply mean increasing the burden of unskilled population on the economy. Some people consider university education a luxury for developing countries. It is not a luxury, it is essential.Our estimation results confirm the best known approaches like the human capital approach, the basic needs approach, the human development approach and the Sen’s capabilities approach as all four approaches mainly emphasize on the attainment of education for economic development. Our estimation results carry an important policy implication-namely that the spread or the distribution of higher education among the population can have a powerful impact on their welfare. A household with no education among any of its members may benefit from even one me mber gaining access toInternational Research Journal of Finance and Economics – Issue 52 (2010) 141 education, beyond the immediate gains to that particular individual. And this is not only the case when an improvement in the education of the family’s children, but also it becomes the better and immediate source of earning opportunities for other members. Our empirical results confirm that education plays an effective role in poverty alleviation. Accordingly, a focus of economic policies on education in order to reduce poverty and to speed up development appears to be justified.Inflation also becomes the cause of poverty while trade openness reduces poverty significantly. Nevertheless, it is recommended that inflation controlled and trade opened policies will definitely and significantly address this issue of poverty alleviation in Pakistan. References [1] [2] [3] [4] Agenor, Pierre-Richard (1998). Stabilization policies, poverty and the Labour Market, Mimeo, IMF and W orld Bank. Amjad, Rashid, and Kemal, A. R. (1997). Macroeconomic policies and their impact on poverty alleviation in Pakistan. The Pakistan Development Review, 36(1), 39-68. Becker, Gary S. (1964).Human Capital. New York Colombia University Press for NBER Chen, Derek H. C. , Ranaweera, Thilak and Storozhuk, Andriy, (2004). The RMSM-X+P: A Minimal Poverty Module for the RMSM-X (May 11, 2004). World Bank Policy Research Working Paper No. 3304. Available at SSRN: http://ssrn. com/abstract=610349 Dollar D, Kraay A (2002). Growth is good for the poor. Journal of Economic Growth, 7,195-225. Irfan, Muhammad (2001). Global Trends on Education. The Oxfam Education Report (2001), Chapter 2. Jamal, H. (2003). Poverty and inequality during the adjustment decade: Empirical findings from household surveys.The Pakistan Development Review, 42(2), 125-136. Khan, Mosin (1990). Macroeconomic Policies and the Balance of Payments in Pakistan. 197286, IMF Working Paper /90 /78, Washington D. C. Malik, Mu hammad Hussain (1988). Some New Evidence on the Incidence of Poverty in Pakistan. The Pakistan Development Review, 27(4), 509-516. Marshall, Alfred. Principles of Economics. London: Macmillan 1890 (1st edition); (1920) (8th edition). Book VI, Ch. IV, 2, 3 and 4 (pp. 560—566); Chapter XI, 1 (pp. 660—661) and Chapter XII,  § 9 (pp. 681—684). Mincer, Jacob (1972). Schooling, Experience and Earnings.New York: NBER. Mincer, Jacob (1958). Investment in Human Capital and Personal Income Distribution. Journal of Political Economy, 66. Ministry of Finance Pakistan (2001). Combating Poverty in Pakistan, www. finance. gov. pk Pakistan Economic Survey (various Issues), Ministry of finance, Government of Pakistan, Islamabad. Romer, Christina and David Romer (1998). Monetary Policy and the Well-Being of the Poor. National Bureau of Economic Research Working Paper 6793, November Sarris, Alexender H. (2001). The Role of Economic Development and Poverty Reduction: An Empirical and Conceptual Foundation.University of Athens, Athens. Schultz, Theodore W. (1961). Education and Economic Growth. In N. B. Henry (Ed), social factor influencing education. Chicago: University of Chicago Press. Sen, Amartya (1999). Development as Freedom. New Delhi: Oxford University Press. Smith, Adam (1776). An Inquiry into the Nature and Causes of the Wealth of Nations. London. (First edition). London: George Rutledge & Sons. 1903. pp. 78-79. World Bank, World Development Indicators (WDI). (April 2008). ESDS International, (Mimas): University of Manchester. 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sociology education Essays

sociology education Essays sociology education Essay sociology education Essay Outline some of the ways in which marketization and selection policies may produce differences in educational achievement (12 marks) Marketization is the policy of introducing market forces of supply and demand into areas run by state, such as education and the National Health Service. The 1988 Education Reform Act began the marketization of education by encouraging competition between school and choice for parents. Marketization brought in a funding formula that gives a school the same amount of funds for each pupil, Exam eague tables -the rank each school according to its exam performance and make no allowance for the level of ability of its pupils. For example, secondary school are ranked in terms of what percentage of their pupils succeed in gaining five or more GCSE grades A*-C and finally, competition- among schools to attract pupils. These acts of marketization lead to selection policies. Selection in education is the process of choosing and allocating pupils to a particular school, class steam ECT. Will Bartlett (1993) argues that marketization leads to popular schools, cream- skimming. This is the selection of higher ability pupils, who gain the best results and cost less to teach. This selection policy may cause differences in educational achievement as the higher ability students would receive better teaching as the better schools would select them as they cost less to teach. He also argues that marketization leads to popular schools silt-shifting. This is the off-loading of pupils with learning difficulties, who are expensive to teach and get poor results. This too creates differences in educational achievement as it causes lower ability students to e off-loaded to less successful schools who could potentially not be able to meet their needs. The educational triage is a selection process that may cause differences in educational achievement too, created by Gillborn and Youdell. Educational triage is the process whereby schools sort pupils into hopeless cases, those who will pass anyway, and those with potential to pass, and then concentrate their efforts on the last of these groups as a way to boost the schools exam league table position. Sorting ay be based on stereotypical ideas about pupils ability. Schools need to achieve high league table position if they are to attract pupils and funding. This causes difference in educational achievement as the higher ability students are selected, and attracted to the higher league table schools. This also means they are likely to achieve higher in education. Some schools have responded to marketization by creating a traditional image to attract middle-class parents and this too has reinforces class divisions. Studies of rant maintained (6M) schools (now known as foundation schools) and city technology colleges (CTCs) show how this has occurred. Geffrey Walfords (1991) research on the CTCs found that although they were intended to provide vocational education in partnership with employers and to recruit pupils from all social backgrounds, in practice they have come to be Just another route to elite education. They become attractive to middle-class parents not because Oh hi-tech image, but because they were seen as the next best thing to a traditional school.

A Smorgasbord of Food Terms Meaning Mixture

A Smorgasbord of Food Terms Meaning Mixture A Smorgasbord of Food Terms Meaning Mixture A Smorgasbord of Food Terms Meaning Mixture By Mark Nichol A number of words referring to an assortment of food in one dish or display of dishes also allude to a mixture (often a confused one); here are those terms and their meanings and origins. A figurative alphabet soup, by analogy to the soup featuring pieces of pasta shaped like letters of the alphabet, is a series of initials, often appearing as a string of groups of letters after a person’s name indicating degrees or honors or as a list of acronyms and initialisms that refer to agencies or organizations. Speaking of pasta, several hundred years ago, pasticcio (from the Italian word pasta, meaning â€Å"paste†), an Italian term for a macaroni dish, was adopted into English to refer to a mixture (it was never used in the food sense), but it was later supplanted by the French translation pastiche. Meanwhile, far, the Latin word for the grain we call spelt (and the root of farina, the term for a meal used to make hot cereal) is the origin of the Latin term farrago, meaning â€Å"cattle feed† but also acquired by English only in the extended sense of â€Å"a mixture.† Gumbo, probably ultimately derived from a word in an African language for â€Å"runaway slave,† refers to a type of soup or dish made of multiple ingredients, often thickened with or including okra. (The term also refers to a type of silty soil or mud, or to a mixture in general.) Jambalaya, by contrast, is a spicy rice dish with one or more types of meats and vegetables; the French Provenà §al dialect term jambalaia, from which it is derived, means â€Å"mix-up.† In its original sense in Swedish, smorgasbord literally means â€Å"open-sandwich table,† but in English it refers broadly to a self-service buffet spread. Macà ©doine (from the French word for the culturally diverse southern European region of Macedonia) is a mixture of fruits or vegetables served in a variety of ways, including a salad. Salmagundi, an alteration of the French word salmigondis, meaning â€Å"hodgepodge,† is a salad plate of arranged vegetables as well as meat, fish, and eggs. Salad (the word is ultimately derived from the Latin term sal, meaning â€Å"salt†) can itself refer to a mixture of disparate elements. Hash, stemming from the French verb hacher, meaning â€Å"chop,† is a dish made of chopped meat and potatoes often served as leftovers, hence the additional sense of â€Å"a restatement of something already known.† (The word also appears in â€Å"hash brown potatoes†- alternatively called â€Å"hash browns†- a description alluding to the chopped-up form of the potatoes.) In addition, hash refers in general to a figurative or literal mess, and as a verb it means â€Å"chop,† â€Å"confuse,† or â€Å"review† or â€Å"talk about.† The expressions â€Å"hash (it) out† and â€Å"hash (it) over† refer to discussing something or solving a problem, and to make a hash of something is to ruin it or do a poor job. Hash is also an alternative term for the pound sign, also called the number symbol; the word refers to the lines in the symbol, which resemble chopping marks. The term has become popular thanks to its widespread use in tweets, or messages sent using the social-networking service Twitter; the symbol, due to its use as a marker in tweets, is also called a hashtag. (Hash as a short form of hashish is unrelated; the latter is an Arabic term referring to resin collected from hemp for use as a drug.) â€Å"Olla podrida† and potpourri, from Spanish and French respectively, both literally mean â€Å"rotten pot,† though they consist of savory ingredients; the former is the name of a Spanish or Latin American stew usually featuring sausage and chickpeas, and the latter refers to a mixture of flowers, herbs, and spices collected to provide a pleasant scent. Stew itself refers to an assortment of chunks of food cooked in a hot liquid, though it can also mean â€Å"a hot bath† (the Middle English term stewe means â€Å"a heated room for a steam bath†) as well as â€Å"a state of congestion or heat or of confusion, excitement, or worry.† (It is also outdated slang for brothel or, in plural form, an obsolete reference to a red-light district.) Three other words for stew derive from forms of French: hotchpotch (from the Anglo-French term meaning â€Å"to shake† combined with pot), which was altered to hodgepodge; ragout, which comes from the French verb ragoà »ter, meaning â€Å"to revive the taste† (the second syllable is related to gusto, meaning â€Å"taste† or â€Å"enthusiasm,† and gustatory, meaning â€Å"relating to taste or tasting†); and gallimaufry, from galimafree, a Middle French term for stew. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?How to spell "in lieu of"5 Tips to Understand Hyphenated Words

Advanced Investment Theory and Practice Assignment

Advanced Investment Theory and Practice - Assignment Example The question to ask is, â€Å"what are the several implications of a market that is efficient for portfolio management?† As far as security analysis is in question, the efficient market hypothesis plainly put forward that neither fundamental analysis nor technical analysis is meaningful, unless, as Lorie and Hamilton explain, the scale of investable funds is sufficient in the process of analysis (Lorie & Hamilton 1973). The process of portfolio management is simple to explain. The whole process is adequately basic to allow the writing of a computer program to replicate nearly precisely the portfolio, which a manager chose. For example, Black presents an intense but convincing case for a passive portfolio management strategy. He explains that in case an investor does this, that investor will not try to outguess changes in the market. He continues saying the investor will not try to pick stocks that are thought not to do better than other stocks. The investor will usually sell o nly to establish losses in tax, or when the investor requires money. The investor may borrow against portfolio when money is required, rather than selling, in order to avoid realizing gains in capital.   Furthermore, the investor will try to minimize investment expenses, taxes, and costs. As correctly pointed out above by Black, a portfolio strategy that is passive does not mean randomly purchasing securities, but choosing a portfolio that is well diversified in harmony with the utility of investor towards risk.  

Working Capital Management Essay Example | Topics and Well Written Essays - 1000 words

Working Capital Management - Essay Example Gross Working Capital: It refers to the firm's investment in current assets. Current assets in year 2006- 2000000 and in 2007- 2470000. It increased significantly instead of dip in cash because of nearly 71% increment in debtors and 58% increment in inventory of finished goods, but cash reserve dipped by 96% and tightens the liquidity position of company by the end of 2007. Net Working Capital: It refers to the difference between current assets and current liabilities. In year 2006, NWC-1300000 and in year 2007, 1490000. Net working capital has been increased YoY but it's difficult to assume that how much Working capital is required by the company in the existing business as no industry standard or benchmark standard is not provided. Even the trading cycles are not mentioned regarding finished goods, creditors and debtors, therefore assuming the different cycles is difficult and so does the prediction of working capital. If we checkout the current asset to fixed assets ratio as it helps in determining the optimum level of current assets so that the wealth of shareholders is maximized. As the firm's output and sales increase, the need for current assets increases. Generally, current assets do not increase in direct proportion to output; current assets may increase at a declining rate with output. This relationship is based upon the notion that it takes a greater proportional investment in current assets when only few units of output are produced than it does later on when firm can use its current assets more efficiently. For year 2006, CA/FA ratio is 0.55 For year 2007, CA/FA ratio is 0.58 Company has nearly same ratio in both the years that means company increases its assets as per the requirement. That can be analyzed by taking ratio of working capital requirement as a percentage of turnovers, which is nearly 27% in 2006 and nearly 23% in 2007. Therefore it can be said requirement of current assets has been increased proportionately. It's difficult to assume how much is required to run the business as any standards are not given and it's difficult to presume for an industry. But it can be said that Adorama net working capital has been increased even though company might face problem in quick solvency (which includes mainly within a week convertible current assets) but if we see overall situation of working capital needs company is in sound position even it has overdraft problem but sound position of debtors and inventory can sort it out, certainly company might face liquidity problem as company has very less to meet immediate demands but money can be raised by mortgaging debtors to meet immediate requirements. Overtrading is mainly matching sales and production cycles, it takes place when a business accepts work and tries to complete it, but finds that fulfillment require greater current assets or working capital. Overtrading is a common problem in businesses and it often happens because of some mismanagement or any unprecedented cause. If you see Adorama has net working capital of 1490000 in 2007, which is enough to meet the requirements but in its cash kitty it has only 20000. Therefore, passing a judgment is difficult and highly depends upon the nature of business, position of different cycles( debtors and inventory mainly) but still I would like to say that there is certainly problem of cash crunch or current