Is placing a financial value on the natural envirnment enough Essay

Is placing a financial value on the natural envirnment enough - Essay Example Additionally, the desire for improved infrastructure makes it possible for government agencies and the private sector to overlook the natural environment. Placing a financial value on the natural environment thus makes it possible for the government to maintain high-level accountability thus monitoring changes and implementing appropriate policies in curbing the effects of environmental degradation. Emission of carbon dioxide gases and the diminishing forest cover in countries globally is a vital social issue that governments all over the world strive to address. Pacing financial value on the natural environment thus makes it possible for the government to account for the activities of every individual and determine an appropriate way of compensating especially for people who emit carbon but cannot take social responsibility (Glasson, Therivel & Chadwick, 2005). The Canadian for example has implemented and efficient mechanism of taxing those emitting carbon. Through a tax regime entitled carbon tax, the Canadian government collects revenue it uses in improving the forest cover with the view of increasing conservation of the environment. Additionally, such costs act as incentives for entrepreneurs to use clean sources of energy such as bio fuels, the sun and wind among many others. By placing financial value on the natural environment, the implementation of such effective polici es become more efficient and less exploitative since the government will monitor the activities of every emitter of carbon thereby charging appropriately. The approach adopted by the UK government promises more effectiveness owing to the governments attention to details associated with the placement of the financial value on the natural environment. Total enterprise value is a concept in accounting that helps entrepreneurs to determine the actual value of their entries.

Nursing Job Description Essay Example | Topics and Well Written Essays - 1000 words

Nursing Job Description - Essay Example These numerous tasks make the head nurse central in ensuring the efficient performance of the team. Thus, this involves financial planning as well in order to ensure that goals are being met. Forecasting is defined as the task of making projections about the future performance on the basis of historical and current conditions data. A head nurse often makes decision regarding the future of his or team. A more appropriate example of this is the amount of budget that the team needs for the coming month. In order to make projections, the head nurse will rely on the historical data of the actual expenses in the previous months. Based on these records, he or she will then determine which types of expenses will apply in the forecast period as well as eliminate the costs that are be foreseen to be insignificant. Afterwards, he or she also analyzes the factors which will make costs in each individual item higher or lower. In order to do this, he or she will rely on current situation which were not present in the previous budgeting period. Example is cost of input which drives up prices of materials needed. With these, he or she can then forecast the budget to be appropriated in t he next period. Long-range planning is another typical activity of a head nurse. Like forecasting, long range planning is concerned with the future of the team. However, as opposed to forecasting, long-range planning involves the head nurse making decisions according to the strategic goal of the healthcare organization. Long-range planning encompasses both financial and non-financial goals and the focus is always the achievement of a specific objective. Most companies have embarked on aligning their plans with the overall organizational goal. A head nurse also does this. For example, when the overall plan of the hospital is to transform itself into a state-of-the art organization by utilizing the latest medical technology available in the market, the head nurse prepares his staff for this. Long-range planning may include but is not limited on his efforts to build a program which will enable the members of the team to get acquainted with the new image to be established. This will include putting up quarterly meetings in order to educate members as well as having appropriate training classes that will equip the members with the skills needed to operate the equipment. As a part of the plan, monitoring will also be installed in order to assess the development and performance of the members of the team. Benchmarking means the process of comparing the performance, policies, philosophies, and other factors of one business organization to the other. These comparisons are often geared in ascertaining how an organization stands in comparison to the other players in the market. In the setting of the healthcare organization, a head nurse benchmarks when he or she compares the performance of his or her team through a defined metrics. The benchmark often looks at the historical and current performance in order to make an improvement in the future. For instance, a head nurse might want to compare his team's level of performance by the number of times late or

The Impact of Part Time work towards Academic Performance

The Impact of Part Time work towards Academic Performance 1. Introduction Most of MCAST students work part-time. Does this affect their school performance? If work is related to their studies this would definitely be beneficial. What if work is not study-related? After all, do students really need to work? Is a students life becoming boring? Curtis and Williams (2002) states that combining paid work and study, has become a norm in the UK. Vickers et al. (2003) report a similar situation in Australia, highlighting the global significance of this trend. According to Labour Force Survey carried out in the UK, it states that between 1996 and 2006 the amount of student engaged in part-time employment increased by 50%. According to the Journal of Organizational Behavior (1998) 50% of the full-time students in the U.S. have a part-time job. Part-time work can have a positive impact on the students especially if the work is course-related. Students can have a glimpse of their future job and determine whether they actually like that particular career path. Also, part-time jobs can help students improve time management skills and become more efficient. Parents and educators are in favour of employment amongst students because they believe that employment builds character (Greenberger and Steinberg, 1986). Dwyer et al. (2001) argue that combining work and study promotes a pragmatic perspective on education On the other hand, an excessive workload can have a detrimental effect not only on the students academic performance but also psychologically and physically. Combining work and study can also have negative effect on the students mental health such as stress and fatigue, leading to worsening performance in class. Rolfe (2002) reports that UK students believe that the excessive and unsocial hours of part-time work sometimes lead to tiredness and depression. If we had to look at higher education around the globe, say in the UK, students would have to pay approximately  £3000. In Germany, universities now charge à ¢Ã¢â‚¬Å¡Ã‚ ¬1000 enrolment charge per year. In the USA the tuition fee varies around $9000 per year. Malta is one of the few exceptional cases were students are paid to study. MCAST students are entitled to à ¢Ã¢â‚¬Å¡Ã‚ ¬83 per month and à ¢Ã¢â‚¬Å¡Ã‚ ¬233 at the beginning of the academic year. Out of which students are entitled to pay à ¢Ã¢â‚¬Å¡Ã‚ ¬372 BTEC registration fee. When I started university 6 years ago I never felt the need to do a part-time job (except in summer). Obviously, my budget was very tight and luxuries were inexistent. Nowadays, I started to believe that students prefer working part-time than keeping away from buying expensive mobiles, laptops and cars. This study examines two types of part-time work. Research has been preformed for students who work in the IT industry and the other research was carried out on students whose part-time job is not study-related. The purpose of this research is to find out whether these two types of part-time work affect the students performance and well-being. In this research we find that part-time jobs for student have a positive impact on their studies as long as the number of hours worked does not exceed twenty. Section 4 provides a background on the apprenticeship scheme at MCAST and other non-IT related jobs. Section 5 analyses the common part-time jobs amongst respondents and the main reasons for engaging in part-time work. Section 6 evaluates the effect of part-time work on students performance. In Section 7 the students well being is analyzed when compared to work and study commitments. Discussion, Future Limitations etc.. 2. Literature Review The literature reviewed below examines the popularity of part-time work amongst students, how employment is affecting students performance and how part-time work is effecting the students life. Some of the issues discussed in this research are the number of hours a student works, whether they still have time for study and leisure and how does this effect their academic performance and well-being. The prevalence of part-time work: According to Social and Economic Conditions of Student Life in Europe over 40% of the students from Spain, Sweden and Finland have work experience prior to entering into higher education. In general, more students from lower education backgrounds have work experience than students whose parents attained a higher education degree. It has been reported that poor students in countries such as Bulgaria, Ireland and Switzerland receive additional grants to compensate for the missing base funding via state support. For example, Irish students from low-educated families receive 93% more state support and high-educated families 44% less than the average student. In Malta students who come from families where the total household income is less than à ¢Ã¢â‚¬Å¡Ã‚ ¬5,000 per year are eligible for a supplementary grant of à ¢Ã¢â‚¬Å¡Ã‚ ¬42 every four weeks, which is additional to their regular stipend. In Netherlands and Estonia more than two thirds of the students have a part-time job. In Australia half to three quarters of the students work. According to the report of the French Conseil Economique et Social on students employment (2007), 15% to 20% of students work regularly while studying in France. Statistics Canada states that, in Canada more than 48% of the students work part time. Full-time students working more than 35 hours per week has almost doubled since 1990. According to the Canadian Undergraduate Survey Consortium, more than 50% of the students work during their least year of their degree than the first. In Austria, Czech Republic and Estonia there is a comparatively high rate of employment and a relatively close relationship between students jobs and students courses (Social and Economic Conditions of Student Life in Europe). Analyses of the Eurostudent survey indicates that the lowest level of students working part-time is in Southern Europe (especially Portugal and Italy) and the highest rate is in Netherlands and Ireland. Potential reasons for such outcomes may be due to the nature of the labour market and availability of jobs suitable for students. For example, in Greece the majority of students do not engage in paid employment due to lack of job opportunities (Dimitros and Karaliopoulou (2005)). Whereas, in the U.S. part time employment has become the norm amongst students (Bureau of Labour Statistics 2005). In the past few years employment among post-secondary students has been increasing rapidly. The effect of part-time employment on students performance: Ronald DAmico (1994) states that part-time employment provides opportunities to assume greater responsibility, authority and cooperative interdependence. Students who work part-time will develop networking skills; contacts and references will be valuable for future employment opportunities. Employers may prefer students who held part-time jobs while at college because it indicates stronger management skills. Also, there is high probability that students who worked part-time will be employed on full-time basis once they graduate with the same company. Green (2001) also stated that they[students] had gained job skills, experience, knowledge of a variety of jobs, a sense of accomplishment, a feeling of responsibility, and money for personal and school expenses (p. 329). Employment can have a positive effect if balance working hours and study are balanced (Cheng 1995). Research done by the University of Canberra shows that paid employment did not have a large effect on grades. Results show that some paid employment improves grades slightly, but working more than twenty-two hours per week has a negative effect. On the other hand, most of the research indicates that employment negatively affects students academic achievements especially those who work more than fifteen hours a week and they are more likely to drop out (Stern 1997). According to Furr and Elling (2000), 29% of the students working 30-39 hours per week and 39% of those students working full time indicated that work had a negative and frequent impact on their academic progress. (Dallam Hoyt, 1981) anticipated that there will be negative effects on school performance because of part-time employment. Juggling work and study may also lead students to put forth less effort into both because they are spreading themselves too thin (Astin, 1993). According to Canadian Social Trends, 1994 shows that student who worked more than 20 hours had 33% dropout rate whereas students who worked less than 20 hours had a 16% dropout rate. Young and immature students tend to find it difficult to mange working hours and study than older students (Barone 1993). Therefore, age also pays an important role in the students decisions. A March 2009 study by the Bureau of Labor Statistics states that students with part-time work reduce the time spent on homework, sleeping, and socialization by 84%. McInnes (2001) stated that compared with those who do not work, younger first year students who work part-time are more likely to spend fewer days on campus, to not work with other students on areas of their course, and to have studied inconsistently through the semester. They also tend to anticipate getting lower marks, and are more likely to seriously consider deferring at an early point of their student experience We also know that these negative factors are amplified the more hours students work, and they feel seriously burdened by overcommitment. (p. 5). The effect of part-time employment on the students life: Too many hours spent at work could also affect the students lifestyle such as participating in extracurricular activities. Greenberger and Steinberg(1986) argued that instead of instilling work habits, many students who worked part time at an early age were more prone to cheating and dealing with boring work. Students who are unable to manage their part-time income or have never been given the right advice on how to save money will find it more difficult to make budgets and are more prone to overspending. This will eventually result in increasing the number of working hours. Research also indicates that too many hours of work increases fatigue and may cause lower academic performance. Carskadon(1999) states that students who work more than 20 hours changed their sleeping patterns resulting in later bedtimes, shorter sleeps, possibility of falling asleep during class, late arrivals at school or missing lectures. Many students who work part time find have limited time for their hobbies and extra-curricular activities (Hope 1990). According to researchers Barling, Rogers and Kelloway, Labour force participation by high school students, especially more than 20 hours of part-time work per week, is linked to poorer school performance, increased drug and alcohol use, decreased family contacts, and cynical attitudes toward work On the other hand, Tannock (2001) and (Li-Chen Wooster, 1979) pointed out that student works tend to have low skilled jobs, such as a cashier, fast food worker or retail. It is assumed that these jobs have a negative effect whereas high-quality part-time jobs seem to develop career-related skills. Also, these jobs are more likely to be flexible and work with students schedules (Healy, OShea, Crook, 1985). A number of researchers, for example, found that hard work built stronger academic character because it taught the students time-management skills, gave them experience outside of the classroom, more confidence and provided them with more satisfaction in college (Pennington, Zvonkovic, Wilson, 1989). According to Smith and Green (2001) student who work learn a lot and they develop self-efficacy especially the low-achievers. In her research Singg (2002) found out that students who work part-time tend to show more responsibility in their daily personal situations and have greater career maturity than those students who do not work. Stern (1997) states that students will develop a more positive attitude to work when gaining work experience whilst studying. Managing to work part time during the studies will also be beneficial on the resume. Employers look for students who are capable of managing time, working in teams, able to communicate and work on their own initiative. Research by the University of New Hampshire shows students who have a lot of free time they are more prone to make use of drugs and other substances. Therefore, the benefits of having a part-time job will keep the students occupied during their free time. Moreover, students who work part-time become financially independent and learn how to effectively manage finances. 3. The Research Context MCAST-BTEC National Diploma in Computing (Software) is offered at Malta College of Arts, Science Technology (MCAST). This course is Level 4 and the duration is 1 year Full-time or 2 years part-time on an apprenticeship. The course specializes in Software Development and the modules are relevant to the needs of the industry. Students who opt for an apprenticeship will still cover the same modules but over the duration of 2 years. ETC assists apprentices in finding an employer with whom they can perform their on-the-job training during the apprenticeship period. Apprenticeship will be required to work 27 hours a week and attend lectures twice a week. During 2009/2010 academic year I have noticed a 3% drop out and 25% failure rate. It has been found out that students are not dedicating enough time to practice programming mainly due to part-time work commitments. This study is targeted towards this group of students. The major questions of this research are: What factors influence students to seek part-time employment? How do students juggle study and work commitments? Do students set priorities if study and work commitments clash? If yes, how? Does part-time work have an impact on the students academic performance? Does part-time work have an impact on the students social life and well-being? Do the types of jobs students work have an impact on their academic performance? Do the number of hours worked effect the students performance? Research Methods: A questionnaire was compiled for students enrolled in the second year of the Diploma (specializing in Software). Questionnaires were distributed to two classes (one apprenticeship and the other non-apprenticeship) during one of the lectures. I taught both classes the same modules, i.e. Programming Concepts/Practice and mentoring their end-of-year Software Projects. Students were asked to complete the questionnaire anonymously. The data was collected two months prior to the end of semester when the student attendance was high. A total of 35 students completed the questionnaire. The average age of the students interviewed was between 17 and 21 years. Questionnaire Structure: The questionnaire comprised of four sections as follows: General information including Age, Gender and indicating whether they are apprenticeship students or not. Students engagement in part-time employment, including type of job, number of hours worked per week, number of days worked per week and the average hourly rate Students distribution of income Students experiences in balancing work, study, personal development and leisure. Students were asked to indicate whether they worked during the academic year and, if so, the number of hours and days they worked per week and the hourly rate. To evaluate the impact of part-time work on education, students had to specify how many hours they spend studying and the frequency of missing lectures or assignment deadlines due to work commitments. Ethics Procedure: Students were advised that participation was voluntary and refusing to participate will not affect their academic report. Students were informed that completed questionnaires will be stored in a secure location and treated with strict confidence. The questionnaires did not include any confidential data such as parents income or whether the students family receives government social benefits and grants. 4. Overview of the students background: Apprentices: ICT students at MCAST can opt to form part of the Apprenticeship Scheme during the second year of the National Diploma. They will spend 2 days at the college and 3 days at the work place. Apprenticeship students work 27 hours a week and are paid à ¢Ã¢â‚¬Å¡Ã‚ ¬200 per month (besides the monthly stipend). The course will be completed within 3 years (1 Year Full-Time and 2 years part-time on an apprenticeship). The benefit of students working as apprentices is that they are exposed to the working world and therefore they can better relate theory to practice. These students are led by professionals thus gain training and a learning experience. Apprentice students are more likely to be recruited by the company after they have completed their studies. Non-Apprentices: The option is that students can decide to complete the National Diploma in two years full-time. They will only benefit from the monthly stipend as stated in Introduction Section. These students will be allocated seventeen hours of lecturing per week. Most of the ICT students opt for this choice mainly because they complete the Diploma within 2 years. 5. The prevalence of part-time work: Non-IT related part-time jobs: Employment is the only way students can earn extra cash. Since most of the students are under qualified it is very difficult to find course related jobs therefore they opt for other part-time jobs. According to the Labour Force Survey carried out in the UK, nearly half a million full-time students work in the retail sector and nearly quarter of a million students work in hotels and restaurants industry. This survey shows the complete opposite. Only 11% of the students interviewed work in the retail sector and nearly half the respondents work in the catering industry. Besides the 43% of the students who work at an IT company (apprentices), this survey shows that the most popular part-time jobs amongst MCAST students are the following: Figure 1: Survey Question: What type of job do you have? The most popular non-IT related jobs were waiters/waitresses at fast food outlets, crepe makers, selling fast food at stalls and serving drinks in bars and clubs. In general, there were more male students than females engaged in these types of part-time jobs. The least most popular were cashiers at retail shops, telephone assistants, receptionists and entertainers. On the other hand these types of jobs were more popular amongst female students. These jobs require the minimal responsibility, flexible hours and few qualifications. Conversely, companies prefer people who are committed and work long hours because of the short-term and long-term projects they will have to complete within a stipulated deadline. Reasons for engaging in part-time work: Students at MCAST receive à ¢Ã¢â‚¬Å¡Ã‚ ¬83 per month as stipend. Is this amount enough for a student? Why does a student need to work? The main reason why students work is because they want to buy a car and maintain it. A car gives students independence and a social status. In February 2009 InsiterOnline.com  [1]  carried out a survey showing that 85 out of 170 students own a car and 22 out of 85 have a car bought to them by their parents. This clearly shows that Maltese students priority is that by the age of 18 they own a car. The second most popular reason for working is having money to spend during the weekends. The minimum amount a teenager spends every weekend is à ¢Ã¢â‚¬Å¡Ã‚ ¬20 including alcohol, transport and fast food takeaway. The third most popular reason for working is to buy clothing. Over the years I have noticed that students have become more conscious about their appearance. Most of the students wear expensive brand clothing and accessories. Other students prefer to do a part-time job to buy computer games and the latest gadgets. Keeping in mind that 99% of the students live with their parents therefore they do not have any accommodation expenses (besides a small percentage of the students who are expected to contribute to family expenses). The diagram below shows the statistics of this survey: Figure 2: Survey Question: How do you spend your part-time money? The most unexpected result was the 28% of the students who spend their part-time money on clothes. Research by the (Wheeler, 2001)states that in the U.S. an average student spends $57 weekly on clothes. To make matters worse, Malta is one of the most expensive countries in the EU to buy clothing. Evarist Bartolo  [2]  , ex-Minister of Education stated that, Maltas prices are the second highest in the Eurozone (after Slovakia). They are 150% relatively more expensive than EU average. Footwear in Malta has the highest prices in Eurozone: 164% relatively more expensive than EU average. Consumer electronics in Malta are the second highest in the Eurozone (after Slovakia): 186% relatively more expensive than EU average. Case studies: Reasons for students engaging in part-time jobs These case studies mostly suggested that students working long hours were doing so because of money. Working to earn extra money: David* is 19 years old and his obsession is cars. Similar to the majority of Maltese teens by the age of 18 years their first investment would be a car. This gives them independence and social status. David is not satisfied with buying a cheap second-hand car but his dream is have a modern sports car. David also believes that further education is mandatory in todays world, therefore he does not intend to stop studying. To be able to buy his dream car he estimates it would cost him around à ¢Ã¢â‚¬Å¡Ã‚ ¬14,000. Since David is a student he can only apply for a loan of up to à ¢Ã¢â‚¬Å¡Ã‚ ¬5000, therefore the only option left is to sacrifice his free time and work. Working to pay for accommodation and living costs: Sarah* is 21 years old and comes from a middle-class family. During the last year together with her boyfriend they decided to rent a basic apartment and move in together. Although she comes from a middle-class family her family decided to assist her financially with school expenses but not for accommodation. To cope with the expenses, Sarah works as a shopkeeper between 4 and 7 during weekdays and between 9 and 12 on Saturday morning. Working to pay for leisure activities: Rebecca* is a fashion enthusiast and loves parties. She is always wearing brand clothing and accessories. The stipend is not enough to buy expensive clothing and go out in the weekends. Therefore, Rebecca works 10 hours a week at a clothing shop to make up for the extra expenses. Working to gain experience: Nathan* is one of the brightest students I have ever taught. He is 21 years old and an apprenticeship student. Besides working at an IT company he also works as a freelance web designer. During his free time he is always researching new technologies and enhancing his programming skills. *The names mentioned in the above case studies are fictitious. 6. The effect of part-time work on students performance: Evaluating Students Income: Students living with their parents have a higher amount of income when compared to others who have to maintain their own households. In other European countries students have to spend one third of their income on accommodation. In general, MCAST students spend most of their daily expenses on transport and food. The following table evaluates a students daily expenses; assuming that the majority of the students do not own a car but use public transport. Breakdown of an average student daily expenditure: Public Transport: (à ¢Ã¢â‚¬Å¡Ã‚ ¬1 each way) à ¢Ã¢â‚¬Å¡Ã‚ ¬2.00 Lunch Soft drink: à ¢Ã¢â‚¬Å¡Ã‚ ¬3.50 Total Daily Expenses à ¢Ã¢â‚¬Å¡Ã‚ ¬5.50 If we had to make some calculations: An MCAST student receives à ¢Ã¢â‚¬Å¡Ã‚ ¬83 per month. S/he spends on average à ¢Ã¢â‚¬Å¡Ã‚ ¬5.50 a day at the college. Calculation: Monthly stipend à ¢Ã¢â‚¬Å¡Ã‚ ¬ 83 Less Monthly expenses (à ¢Ã¢â‚¬Å¡Ã‚ ¬5.50 * 20 days) à ¢Ã¢â‚¬Å¡Ã‚ ¬110 Remaining Balance à ¢Ã¢â‚¬Å¡Ã‚ ¬27 The above calculation shows that a student who commutes to school using public transport and buys lunch from the college canteen everyday the stipend will not be enough to cover these basic expenses. The student makes a loss of à ¢Ã¢â‚¬Å¡Ã‚ ¬27 monthly. Paid Work: Few working hours will unlikely have an impact on the studies, but the more hours worked the more there will be an impact on the students academic performance. This section will take into consideration 4 factors; pay and conditions for students working part-time, time spent in paid employment, time spent at college and time spent studying. Pay and Conditions for Students working part-time: According to the Part-time Employees (Amendment) Regulations, 2010- L.N. 117 of 2010, published on the 12th March 2010, part-timers should be paid à ¢Ã¢â‚¬Å¡Ã‚ ¬4.75 per hour during weekdays and on Sundays and Public Holidays the rate is à ¢Ã¢â‚¬Å¡Ã‚ ¬6.50 per hour. It is more likely that students from low-income families engage in a part-time job during their studies. Research shows that nearly half of the respondents earn à ¢Ã¢â‚¬Å¡Ã‚ ¬3 to à ¢Ã¢â‚¬Å¡Ã‚ ¬4 per hour, which by and large is the minimum wage. Only 5% of the respondents earn à ¢Ã¢â‚¬Å¡Ã‚ ¬6 to à ¢Ã¢â‚¬Å¡Ã‚ ¬7 per hour. This survey assumes that the statistics are based on the net pay. Figure 3: Survey Question: How much money do you earn per hour (net pay)? Time spent in paid employment: Furr and Elling (2000) and Dallam Hoyt, (1981) agree that the number of hours worked effect the students performance. There is a negative impact when students work more than twenty hours a week. Figure 4 shows that more than fifty percent of the interviewees work more than twenty hours a week. The majority of these students work as bartenders, waitresses or waiters, therefore it is quite common to work long hours because of the opening hours. Their shifts are usually from 5 pm till late at night. Such part-time jobs do not only entail taking orders and serving food but they are also generally requested to clean the place after the establishment closes. Figure 4: Survey Question: How many hours do you work per week? Nearly half of the respondents work between four to five days a week. The majority work on Friday evening and Saturday. Wednesdays and Sundays are also common working days. Students prefer not to work during the weekdays because of school commitments but if they are asked to work during the weekdays the majority of the students admitted that they would not refuse work. This clearly shows that students are eager to make money. Figure 5: Survey Question: How many days a week do you work? Time spent at college: Students are timetabled seventeen hours of lecturing. The following is a timetable of one of the classes interviewed. On average they spend six and a half hours at the college. Out of which they have four and half hours of lecturing. Overall, students wait ninety minutes between lectures. Figure 6: Sample Timetable Time spent studying: ICT students at MCAST spend 8 hours weekly in a computer laboratory. During these hours students will be thought programming concepts and they will also have hands-on sessions where they can practice under the teachers supervision. 8 hours are not enough to learn programming. Students have to practice at home to succeed. According to an article issued by Monash University (Faculty of ICT) states that programming students should spend at least 10 hours per week studying and practicing. Results: This section will describe the outcome of this research. Figures in section 4, 5 and 6 have been analyzed and evaluated. The table below calculates the number of hours remaining after deducting the total number of lecturing hours and hours allocated for studying, working and sleeping per week. The following calculation is based on a student who works 20 hours a week Hours Lectures per week 16 Working hours 20 Studying 10 Sleeping (7 hours * 7 days) 49 Total Hours Remaining (168 hours 95 hours) 73 Total hours in a week: 24 hours * 7 = 168 hours Total appointed hours: 16 + 20 + 49 + 10 = 95 hours The above estimations illustrate a breakdown of the number of hours in a week. As a result a student who works part time can only utilize the remaining 73 hours for study time and leisure. According to the EuroStudent survey, in most of the countries the average time spent on personal study time ranges between 30 to 35 hours per week. According to the EuroStudent document, the national averages for study-related activities (i. e. for taught courses and personal study time) range between 25 hours per week in Slovakia and Estonia and up to around 40 hours a week in Romania and Bulgaria. In most of the countries time spent on studies clusters around 30 to 35 hours per week. Gender % Number of Students Females 23% 8 Males 77% 27 Type of student % Number of Students Apprenticeship 43% 15 Non-apprenticeship 57% 20 Working hours for non-apprenticeship students (i.e. not IT related): Number of Hours % Number of Students More than 20 hours 40% 8 Less than 20 hours 30% 6 Do not work 30% 6 Grades % Number of Students Pass 14% 5 Merit 26% 9 Distinctions 40% 14 Fail 20% 7 Breakdown of grades: Working Scheme No. of students Pass No. of students Merit No. of students Distinction No. of students Fail Apprenticeship 5 10 > 20 hours 1 7 3 3 Do not work 1 1 3 1 The above statistics show that students who do not work or have a course related job are the most successful. The highest number of students who achieved a distinction are the apprenticeship students. With regards the group of students who work more than 20 hours a week, only one out of eight managed to achieve a pass the rest failed the module. The group who worked less than 20 hours a week managed to obtain a Pass and half of the group even managed to obtain a Merit. This shows that if students manage to balance work and st

Reggae got Blues :: essays papers

Reggae got Blues Introduction No food on my table, no shoes to go on my feet No food on my table and no shoes to go on my feet, My children cry for mercy, Lord they ain't got no place to call their own. The blues arose as both a social protest and a means for expression by the Afro-American slave. The institution of slavery had existed before the trans-Atlantic slave trade, but never before had a race suffered such discrimination; oppression and poverty as the West Africans have endured for the last four hundred years. " The African’s sole purpose in America was, for the most part, to provide the cheapest agricultural labor possible to procure"(Baraka, 3). Previous forms of slavery (Roman and Greek) utilized the intellectual capability of slaves, where as the institution of slavery in the Americas treated slaves like that of property, a master would relate to his slave as, ". if you twist the knob on your radio you expect it to play"(Baraka, 3). This, the non-human view of slaves that existed, viewed Africans as heathens and thought them to be primitive and inferior to the Euro-American. These so-called nonliterate peoples whose traditional histories were passed down generati on to generation through oral tradition, were seen as primitive to the highly industrialized Euro-Americans. The profound beliefs and concepts of one culture (African) become absurd and intangible for a complete opposite culture (Euro-American)(Baraka, 7). Not only were the West Africans aliens to the their physical surroundings but aliens to a new "philosophical system"(Baraka, 7). With this in mind the West Africans who survived the western passage across the Atlantic to the Mississippi Delta had found a similar Jamaican Babylon and, " Lord they ain’t got no place to call there own". The blues are an extension of the West African oral tradition through spirituals, worksongs, seculars, and field hollers. From the late eighteen hundreds to the mid twentieth century afro- American’s have been slaves to King Cotton in the form of bound slavery, tenant farming and sharecropping. The endless cycle of debt, has Blues music centered on movement from oppression, and poverty w hile the protest may not always take serious form. I will examine the music of the Delta blues looking for connections to the mento/early reggae era in religious, social and lastly lyrical context. RELIGION African religions usually have a tight fit with a particular culture, language and belief system.

Mansfield Park; Empire & Orientalism from Edward Said Essay

Edward Said’s analysis of Jane Austen’s narrative in her 3rd novel ‘Mansfield Park’ (1814) is based on his own studies of ‘orientalism’. This term is defined by Said as a variety of false assumptions /depictions of Eastern people within Western attitudes. This is achieved, he argues, through the literary discourse provided by post-enlightenment, post-colonial American/European (Western) authors. Said draws our attention to an underlying theme of ‘Mansfield Park’, which is empire. Said recycles his interpretation of stereotyped Muslims, Arabs & Egyptians and applies it again to a different social group. He does so by examining the novels representation of the Atlantic slave trade (in the West Indies), and in turn concludes that Austen must support British values of imperialism and empire. He points out the ease with which Austen’s characters refer to Antigua, and convinces us that Austen’s infrequent use of this word i s evidence of her personal support of the degradation of slaves. In his analysis of the text, Said starts at the beginning, and relies heavily on the ignorant way in which Sir Thomas’s colony is isolated from his family and domicile, which remains proudly on English land, miles across the globe. He implies that the slight references to Antigua do no justice to its own beauty, history, and the fact that it is, in comparison, a paradise island. However Austen does actually support this claim herself, as Lady Bertram does no justice to India, wanting only the commodities it can offer: â€Å"I may have a shawl. I think I will have two shawls† His ultimate point is that the ‘Antigua’ seen in Mansfield Park is no more than a place for work, necessary for obtaining personal luxuries and fortune for the locals of Britain. Austen doesn’t deny this in her novel, but she doesn’t shout about it either. Said’s writing just reminds us of how unfair the situation was, by pointing out the geographical space in betwe en Mansfield Park (where the money is spent and enjoyed) and the Antiguan sugar plantation (where the money is produced). His critique of â€Å"the ease with which the family’s needs are met by a sojourn in the Caribbean† is unnecessary and useless in explaining his point, it merely serves to highlight the fact that the slave trade was, at its peak, very successfully organised and achieved, due to the political military  force. â€Å"Sir Thomas’s means will be rather straitened, if the Antigua estate is to make such poor returns†, Mrs Norris’s comment proves that Austen is aware of the dependence of the family on their slave trade income, as is Lady Bertram, because her reply is: â€Å"Oh! that will soon be settled!†. Although his wife is unwilling to spend time talking on the subject, this type of ignorant attitude seems to be a convention of realism which Austen applies to her characters systemically, in hopes that their final outcomes will explain her own disposition on the subject. Said constantly alludes to Austen’s lack of concern for the slave tr ade, because her narrative lacks the description which is needed to properly illustrate the subject, and the setting. Said argues that without the slave trade, the Bertram’s could not have been possible, but again, I believe Austen is fully aware of the fact that slavery enables the Bertram’s to flourish in Mansfield Park. Otherwise, she simply would not have written so much about wealth and class in relation to the success of women, for example in the end of Pride & Prejudice (1813) Lizzie chose love over money, and Mr Darcy chose love over class. Furthermore Austen includes the downfall of the slave industry within her narrative, and in turn she shows the downfall of Sir Thomas because of the latter. Sir Thomas is depicted (in the end) as having remorse for his actions, and having learned his lesson through redemption. Jane Austen is stereotyped by Said as a typical euro-centric academic, naà ¯ve towards the REAL threats, inequalities and unfairness’s of the world. Just like the slaves Sir Thomas had the advantage of owning, Fanny becomes the only slave who is able to dwell i n Mansfield Park. I believe Austen’s hopes were that she would be seen as the epitome of the slave: â€Å"She could hardly believe it. To be placed above so many elegant young women! It was treating her like her cousins!† Austen explains, from the very first chapter how the class/background ideas of the era are a hindrance to her success, at home and in society. Overall she is treated as below standard, but by the end of the novel she is happy, reasonably comfortable and is married to the one whom she was meant to be worth less than. She was constantly referred to as from a different class, background, and place. Those notions of ‘breeding’ compare her to a mere puppy: â€Å"breed her up with them from this time, and suppose her even to have the beauty of an angel, and she will never be more to either than a sister†. Fanny herself remarked upon the â€Å"dead silence†Ã‚  which followed from her uncle, after her enquiries about the slave trade. She concluded that because she showed â€Å"a curiosity and pleasure in his information which he must wish his own daughters feel† she regretted asking about the slave colony, as if she just re-realised that she isn’t fit to do certain things. Her character reflects ideas of rank and persecution and oppression; she is the ultimate realist of the novel. With regard to the character of Sir Thomas and his silence on the subject of his work, Said would most likely argue that he is selfish and ignorant and therefore doesn’t permit any time being wasted on the subject. However, Austen is more likely treating the subject with the shame and embarrassment it deserves. It is my view that Austen would have been sympathetic towards these slaves and could not surely condone such hegemony, oppression and empire? After all she herself was a victim of oppression, being a female author unable to take credit and receive praise for her own work within society. Austen ended her life as a spinster, having never married a man, showing that she didn’t conform, for whatever reason(s), to social expectations of women. Moreover, her life was dependant on the males within her family, as per the UK’s laws regarding rights, inheri tance and property, because she had nothing of her own. Therefore she would be hypocritical to support the forced labour of slaves for the benefit of the nation she somewhat rejects. Supposing Austen was supportive of Britain’s imperialist venture for empire, surely someone with such priorities would have settled and married, just for wealth and security? This is summarised in Susan Fraiman’s writing: â€Å"Lacking the franchise, enjoying few property rights (and these because she was single), living as a dependent at the edge of her brother’s estate, and publishing her work anonymously, Austen was arguably a kind of exile in her own country† In conclusion I completely refute Edward Said’s claims toward Austen – his statements are judgemental and a little confused. Moreover, his attention to detail is lacking in research, as Fraiman cleverly states here: â€Å"So ready is Said to offer Austen as ‘Exhibit A’ in the case for culture’s endorsement of empire†. Indeed the degradation of slaves was clearly fact, however, if Austen herself is an outsider to Mansfield Park and its narrative, then her opinions would be channelled through her characters’ fate. In my opinion, Said fails to take into account the fate of such characters, and the possibility that humans can exercise remorse and  rehabilitation. Said draws the conclusion that Austen is lazily making trivial references to other important changes from this period, one being the Napoleonic revolution. However, I think that in the period and place she lived, it would have been nonsensical to openly critique the powers of the government, being that it really WAS un-just; it would have been too dangerous to do so. Bibliography Austen, Jane, Mansfield Park (Oxford World’s Classics, London: 1814) Said, Edward, ‘Jane Austen and Empire’, Culture and Imperialism (Knopf, New York: 1993) [http://www.scribd.com/doc/57070252/3-Edward-Said-Austen-and-Empire] accessed 19/10/2012 Fraiman, Susan, ’Jane Austen and Edward Said: Gender, Culture, and Imperialism’, Janeites: Austen’s Disciples and Devotees – edited by Deidre Lynch (Princeton, Princeton: 2000) [https://blogs.commons.georgetown.edu/orientalism-spring2011/files/Fraiman0001.pdf] accessed 19/10/2012

Strengths and Weaknesses of the Qualitative Methodology

Cotte’s paper primarily deals with the Economic, Symbolic and Hedonic motives of gambling (2-3). Her method is centered on Ethnographic Participant Observation (1). The study was conducted on a Northeastern casino (10) for 90 hours that was accumulated through 30 visits between October 1995 and March 1996 (9). This critique will concentrate on the analysis of Cotte’s Literature Review, Research Design and Methods and Subjects chosen for the study. Literature Review Cotte’s literature review tackles the economic, symbolic and hedonistic motives of recreational gambling.With an emphasis centered on â€Å"Experiential Consumption† (6) which explains the role of motives in human behaviors and decisions, the paper was able to prove its point that the human drive to gamble stems out from the desire to learn and evaluate the game (12), to have a feeling of a â€Å"rush† (14), to demonstrate self definition such as being a â€Å"variety-seeker, rebel, and casino pro† (15), to fulfill the desire to be a risk-taker (18) and to view â€Å"cognitive self classification† that is primarily achieved through â€Å"interpersonal relationships† (19).Similarly, the study reveals that urge for â€Å"emotional self classifications† are also evident (19); similarly, human competition (20) and communion (21) are also part of the characteristics that were studied. The paper’s main criticism for the author’s literature review is: Cotte, by opting to focus on the hedonistic aspect of gambling has established the claim that recreational gambling primarily is a result of emotion in its most â€Å"barbaric sense† and provides no rational explanation whatsoever on the concept of recreational gambling.Cotte presented eight cells (12-21) which tells the reason in a form of conversation between her (i. e. the researcher) or other people through overheard conversations or observations explaining why people gambl e. It could be significantly noted that Cotte have made various explanations linking the results of the observation and or interview to her related literature; and it appears that those explanations are only liked to the situations wherein there is an emphasis on the hedonistic drive (12-18).The author explained that the feeling of excitement, rush, the unknown etc are the primary reasons why people keep on coming back to the casino and even bringing their families with them to gamble as well (18). However, the paper would like to assert that although the first few cells are significantly linked on the theories that the author used, the last three cells were explained by the author in such an abrupt manner that she suddenly inserts a theory that in no way was she was able to elaborate on her literature review (19, 21).The Utilitarian Theory which definition is not established or discussed at all was inserted and was used to explain â€Å"emotional self classification† (19) an d communing (21) . In virtue of its philosophical roots, the Utilitarian theory was introduced by JS Mill and is commonly known of having this maxim: the greatest amount of happiness for the greatest number of people. However, the paper would want to establish that the author coined a different concept to the theory by equating utilitarianism to â€Å"rationality† which is definitely not the case.The paper acknowledges however that linguistics of course allows convention to give a different meaning to a particular word. However, if this is the case, the author should have at least provided an operational definition on her review of related literature. Research Design and Methods The author’s method is qualitative research focusing on Ethnographic Participant Observation (1). Her data gathering method was done primarily through unstructured interviews (Bailey, 1994) and observation (Holloway, 2002). The paper has two main criticisms: (1) Unstructured interviews are rela tively prone to bias (Bailey, 1994, 195).The unstructured interview wherein the interviewer has the advantages of probing her subjects more has a high degree of possibility to be interpreted in a different manner than what the subjects really intend it to be (195). Also, in comparing the unstructured interview to the structured interview, Bailey argued that â€Å"the mere fact that a highly structured interview has a neatly typed questionnaire is easy to code, and seems to be reliable does not ensure that the information gathered will be superior to that gathered with an unstructured interview† (195).(2) The second criticism of the paper is that observations that are primarily documented through field notes and should be in four types: condensed account, the expanded account, the fieldwork journal, and analysis and interpretation notes (Holloway, 2002, 135). However, it could be noted that the author has made clear on her paper that she only has â€Å"field notes† (whi ch is a generalized note) and â€Å"introspections† (10) for her data gathering. Holloway (2002) by quoting Spradley (1979) on her book explained that it is necessary that all of these field notes should be done by any researcher who will use the Ethnographic method.However, the paper also recognizes the advantages of the unstructured research. It is also noted by Bailey (1994) that most cases reveal that unstructured interviews have the capability of eliciting more favorable responses from its subjects. The fact that the interview is more informal in its setting and is generally friendly, most researchers are able to get the innermost feelings of their subjects that the subjects on the other hand might not consciously realize that they possess.Similarly, the descriptive ethnography method (Holloway, 2002) is capable of presenting an account of a particular behavior on a specific area or industry. Similar on the case of the recreational gamblers in the northeast, the author w as able to present what type of recreational gamblers those people are going in that casino. Cotte’s output as she stated on the latter part of her paper could be grounds for better and improved researches. Subjects of the Study The subjects of the study are randomly chosen.As evident on the research conducted, the author claims that most of the data gathered are from abrupt conversations, overheard conversations and observations. Hence, the paper claims that there is no way that the author could further verify if the same emotions or motives still apply after that particular day or the days after that particular study. Similarly, the context of the study (Holloway, 2002) that is in Northeast America does not allow the study’s conclusion to be extended to other locations or cultural contexts. Conclusion:The paper would say that the author’s attempts to verify that recreational gambler’s motivations in gambling are primarily driven by their hedonistic moti ves are successful. However, there should be enough detail that should be given in terms of the literature’s completeness, further efforts to make the methodology more valid and a more diverse choosing of the respondents. Literature Cited Holloway, I. (2002). Qualitative Research Methods in Public Relations and Marketing Communications. London: Routledge. Bailey K. (1994). Methods of Social Research. New York: The Free Press.