Themes inU.S and Wold History Essay Example | Topics and Well Written Essays - 500 words - 1

Themes inU.S and Wold History - Essay Example Before the era of industrialization family units had more freedom for times of relaxation and family contact. The factory owners craved for more profits, this prompted them to employ more workers and women and children were incorporated as it was easy to control them. The working hours were up to 18 hours, reducing the family bond. Days entailed of mostly work and sleep (Fischer 1996). The society was affected by the other consequence that was urbanization; this is the manner in which people migrated to areas where the factories were set. The labor force was large and could not suffice all the people and urbanization crimes like prostitution, theft came to existence affecting the society adversely. Rise of capitalism can be related to the first industrial revolution. This because the increased use of surplus money for investment in ventures to make profit. This made the middleclass to provide leadership for the economic revolution. From the definition of capitalist by Karl Marx, ‘capitalists’ were the venture entrepreneurs of the day who often risked their wealth on newly formed companies and industries through investment. From this the idea of capitalism can be traced to the first industrial revolution. The factories set with new found machinery that made production faster and cheaper. The wealthier individuals set up factories in form of partnerships or individuals and pay wages to the employees. This then becomes the economic system of capitalism. Without capitalism there could be no existence of such term as communism. Before industrialization there was no capitalism and work was done on one’s convenience and stride. Industrialization then brought about capitalism, few factories were set up, and a lot of people were working for the owners of this factories. The capitalist were the owners of these factories, the employees working in the factories begun experiencing oppression from the owners (capitalists) this prompted

Health care Lecture Essay Example for Free

Health care Lecture Essay Summary Dr. Curtis lecture was one of healthcare and how it relates to his profession, chiropractic medicine. He also hit on health in general and medications. Dr. Curtis started rather quite abruptly with his self helping theories as to what he does as a profession and also what other medical fields are doing to help him become rich, yet keep the healthcare level of the United States down to the lower levels it has been hovering at for years. This may be in direct contradiction to the fact that even though the United States only has three percent of the worlds population, it still consumes more than half of the drugs produced in the world. What does this tell the reader? Dr. Curtis explained that a lot of these drugs are not needed, and in fact have actually hurt the patients. As proof, he stated some startling facts from the American Journal of Medicine and the New England Journal of Medicine, perhaps the two top most medical specific journals in the world. Some of these facts included that one hundred and sox thousand people die every year from properly proscribed drugs. Per year, there are seven thousand medical errors resulting in someone dying. One point five million people have Introgenic diseases, or physician caused diseases. It is estimated that the United States as a whole is spending seventy seven billion dollars a year fixing these problems. These indeed are very troublesome statistics. Dr. Curtis also goes on to explain that the reason why the United States continues to spend excess amounts of money for drugs and procedures they do not need is because of mainly one thing, advertising. Billions of dollars are spent on advertising for drugs every year. Over one hundred and thirty  two dollars were spent last years on advertising alone. Often companies give kickbacks like trips or bonuses to doctors that proscribe a certain number prescriptions of a specific drug. This practice, which should be illegal, is what is known as Off Label Promoting. The United States populace continues to believe advertising of drugs. The advertisements dont tell the truth most of the time. For example, twenty percent of antibiotic prescriptions are useless. What is bad is that when people take unneeded antibiotics, they raise their immunity to them, and they will not work next time, or people will have to up the dosage to get it to work. This is extremely bad for health reasons, considering that if patients were to mix two or more drugs, there is an eighty eight percent change of adverse side effects, even more illness and injury. The Food and Drug Administration Agency is not helping matters either. The practice of rushing promising drugs like Fen-Fen to the market without proper timed tests has added to the health problems of the United States. Dr. Curtis is not saying do not go to the doctor, he is just saying to make sure you are doing the correct thing, which included getting second opinions, and doing your own research on drugs and what they can and cannot really do. Sometimes Doctors can not be trusted because of the one hundred and sixty drugs labeled by the FDA as do not use, people still proscribe them. With only a selection of twenty three out of those one hundred and sixty drugs, there are still one hundred million prescriptions being filled. These are drugs known to do harm, and they are still being prescribed. One must be vigilant in his own healthcare is the message of the day. Reflections At first I didnt even know what Dr. Curtis was a doctor in, however due to time constraints I understand that the normal introduction and background speech has to be cut. I have listened to many doctors speak and lecture, not nearly enough as professors and other professionals of course, but enough to know that normally there is at least five minutes of talking about oneself before the actual lecture begins. Also, he being young did not add to me actually listening to his opinions that well. However, Dr. Curtis did not  give many opinions and his statements were backed up quite well and documented quite nicely as well. He obviously put in the needed time to prepare the lecture. Time constraints not only cut up his lecture, but also his speech pattern as well. Normally lectures should be flowing, his statements were extremely choppy. He states many things that were actually surprising to me. Not the fact of advertising, I already knew that, but I didnt realize the actual statistics of these healthcare problems, and that a lot were caused by those in the healthcare field. His explanations as to how his field fitted into his lecture were actually quite easy to understand. The fact that stress messes up your nervous system, which in turns messes up the rest of you, is basically what he was saying without stating his words verbatim. He explains that even though the United States is third best in the world in what we eat, we still have one of the lowest life expectancies. I enjoyed his explanation as to how posture really controls a lot of health problems. He explains that proper diet, mental attitude, exercise, a non-stressed nervous system, and plenty of rest and relaxation are the keys to keeping the body as self healing as it is designed to do. Overall I enjoyed the lecture and learned quite a lot out of it.

Its Time to Drain Lake Powell :: Glen Canyon Dams Environmental Essays

It's Time to Drain Lake Powell Many people know ‘Lake’ Powell as a fact of life. Since its creation in 1963, the reservoir, known as Lake Powell, is just there. Few people that are alive today have had the opportunity to see the true beauty of Glen Canyon, which rivals the Grand Canyon. Glen Canyon, equivalent to one hundred eighty river miles with dozens of side canyons, was flooded for the purpose of power and water resources. ‘Lake’ Powell also generates an enormous cash flow due to the tourism it receives. Although the ‘lake’ has a few reasons to remain in existence, there are many more reasons to drain it. The positive aspects of ‘Lake’ Powell are few yet noteworthy. Glen Canyon Dam’s hydroelectric power-plant generates one thousand three hundred mega watts of electricity at full operation. That is enough power to supply three hundred fifty thousand homes. Glen Canyon Dam holds twenty seven million acre feet of water, which is equivalent to twice the Colorado River’s annual flow (Living Rivers: What about the hydroelectric loss?). One of the most valuable reasons for the dam to remain active is that â€Å"Lake Powell generates four hundred fifty five million dollars per year in tourist revenue, without this cash inflow, gas-and-motel towns . . . would undoubtedly wilt, and surrounding counties and states would lose a substantial tax base† (Farmer 185). These positive aspects are of no surprise considering they are the reason dams are built in the first place. The negative aspects of Glen Canyon Dam greatly exceed the positive aspects. The dam’s hydroelectric power supply is only three percent of the total power used by the six states that are served by the facility. There is a surplus of power on the Colorado Plateau and with more and more power-plants being created in the western hemisphere, Glen Canyon Dam’s power is not needed (Living Rivers: What about the hydroelectric loss). Although the ‘lake’ contains twenty seven million acre feet of water, one and a half million acre feet of water are lost yearly due to evaporation and seepage into the sandstone banks surrounding the ‘lake’ (Living Rivers: What about the water supply?). The loss of that much â€Å"water represents millions, even billions of dollars† (Farmer 183). If the government were to employ more water efficient irrigation practices, as much as five million acre feet of water per year could be saved.

Abstinence is the Only Effective Method Essay -- Birth Control Pregnan

Abstinence is the Only Thing that can Work   Ã‚  Ã‚  Ã‚  Ã‚  Sex outside marriage is at best, wrong; at worst deadly. Today's children are basing their decisions about sex on moral and social values. The accepted moral code is pretty black and white - don't. Our society, however, has always been able to bend the rules to suit the current trend. Right now that trend is, "young people shouldn't have sex outside of marriage, but if they do, they should do it safely." Herein lies the problem: Because most adults grew up in the "sexual freedom" era of the 1960's they don't feel that they should have to give up that freedom. Therefore they would be hypocrites if they taught abstinence as the only effective way to stay safe. This attitude is reflected in the current sex education courses.   Ã‚  Ã‚  Ã‚  Ã‚  The falacy of having 'safe sex' outside of marriage is just that: a fallacy. There is no such thing as 'safe sex.' Children have to realize the risk they are taking by engaging in sexual activity. They aren't just sleeping with one person, but with everyone that person has slept with. There is more at stake then pregnancy and AIDS, such as 100 other sexually transmitted diseases. Children feel that they are immune to the big issues and aren?t even being told about the diseases that can cause perminant damage.   Ã‚  Ã‚  Ã‚  Ã‚  Teaching abstinance in schools is telling the children that the only 100% way to keep from getting pregnant and contracting sexual diseases is by not having sex, which is true. Why are e...

Role of Education in 21st Century

Role of education in 21st  century Long, long ago, Newton had said that he was ‘like a child, who is  picking pebbles at sea-shore while the great ocean of knowledge lies before me’. Since then, knowledge has grown enormously at  a much faster speed than human ability to cope with it. Technological advancements of twentieth century, especially during post 1970? s due to revolution in the field of information technology, have changed the whole scenario. Entering into world of knowledge is like going into a dense forest. Only way out is to develop clarity of thought/mind, as to what one wants to know  and make sincere efforts to  pursue relevant knowledge in that specific area. Also it is equally important to upgrade knowledge continuously. As  Alvin Toffler, renowned writer has said, â€Å"The illiterate of twenty-first century will not be those who can not read or write, but those who cannot learn, unlearn and relearn. † Purpose of education Unfortunately, meaning and purpose of literacy and education is misunderstood. Literacy does not merely mean the knowledge of three ‘R’s, nor does it  mean only academic or theoretical studies/knowledge leading to award of degrees. Increasing knowledge-base through available information is also  not the purpose of learning. Bookish-knowledge and award of degrees through formal education without effective training-systems neither serves  any purpose  nor led the people to get employed gainfully. As Khalil Gibran has said – knowledge, the object of knowledge and application of the knowledge – all the three are equally important for motivating to take a wise action. A little knowledge that acts is worth more than much knowledge that is inactive. One, whose knowledge is confined to books, cannot use his wealth of knowledge, whenever required. The scope of education – The scope of education is much broader. It is a continuous process. It means complete up-bringing of the individual starting from the childhood till end. In its wider sense, literacy and education embraces within itself reading, observation, thought and its application in real life situations. Within its jurisdiction, also comes formation of habits, manners, character, attitude and aptitude along with imparting knowledge. Learning at each and every stage of life increases knowledge-base, understanding and attitudes of a person. A well-planned and sound system of education inspires human beings to control their senses, mind and intellect, so that they could be adjusted better in real life’s environment. It guides people to achieve their goals within time and cost parameters and to channelize their efforts towards desired direction. In short, a sound education system imparts knowledge, shapes attitudes, cultivates skills and builds work habits of the people. Distinction between action, forbidden action, and in-action – Knowledge has  been considered essential for the purpose of giving activities, their due meaning and value. According to Hindu philosophy even a wise man may get puzzled without knowledge about do’s and don’ts. It is only after the acquisition of knowledge, that a person  understands the real nature of work and could distinguish correctly between action, forbidden action and in-action. India and its Education system High regard for knowledge- India has always given importance to and showed a high regards for knowledge, wisdom, virtues, characters and will power. According to Indian philosophy, ‘Wealth of knowledge is supreme among all forms of wealth’. (Vidya dhanam sarvadhana pradhanam). Therefore, knowledge is the greatest thing to be sought after. A human being is human because he has the organic capacity to think and seek knowledge. More importance to knowledge than wealth – Unlike India, in Western countries, more importance is being given to creation of wealth. Wealth is the ultimate aim of the people, yardstick of success and a status symbol. Traditional India was not so materialistic. Its systems had separated pursuit and achievement in knowledge from temptations of worldly comforts, wealth or power-politics. According to Indian philosophy, when a person runs blindly after money and forgets about the real purpose of knowledge, both wealth and knowledge vanishes from their lives. The only judicious way to generate wealth and gain power goes via the path of true knowledge. Knowledge as the base of ranking – Earlier the greatness of a person, institution or a nation was judged on the basis of the degree of righteousness and justice. Greatness of a nation was judged  with which its administration governed lives of the common men or their character. It was not on the basis of the size of a state, its military power  or its treasury/bank-balance. Similarly, in the society, a person or a caste was ranked on the basis of knowledge, iscipline and moral standards, and not on the basis of material success, muscle or money power or of having controlling  power over the destiny of common man. Respect for knowledgeable persons – In ancient India, apart from Brahmins, others were also paid respect  by the society  for their learning, character, spirituality and ability to guide  general masses. The system was quite liberal in this matter. It grace fully accepted the right and opportunity to get to the top from the humblest origin and earn the respect of the whole society. For example, Vashishtha, the principal of the conservative school of Brahmanism, was the son of Uravshi, a prostitute. Vishwamitra, the maker of the very Gayatri Mantra, the quintessence of the Vedic Brahmanism, was a Kshatriya. Aitreya, after whom the sacramental part of Rig-Veda is named as Aitreya Brahamana, was the son from a non-Aryan wife of a Brahman sage. Vyasa of Mahabharata fame was the son of a fish-woman (belonging to Mahr community – Dalit according to present standards and to which Dr Ambedkar, the messiah of Dalits belonged). Balmiki, an untouchable according to present standards, the original author of Ramayana, is highly respected all over India. None of them were not ashamed of  their origin. They still hold a very high position in general public minds. Close connection between Knowledge and hard work -For acquiring knowledge, training mind in a scientific manner and concentrating energies of mind, one has to struggle, work hard, make sincere efforts and face many challenges in life. Now-a-days, courage  to struggle or work hard is missing except in a few students, who still keep the fire of seeking knowledge burning all the time. Without hard-work, search for knowledge remains incomplete and superficial. In ancient India sages (Rishi-Munies) had worked day and night to acquire true knowledge. The love for knowledge inspired many students to walk from different parts of the country to centers of learning at that time like Taxila or Nalanda. A powerful Emperor, like Ashoka the great, thought it his duty, to bow before the monks â€Å"as a mark of my deep respect for their learning, wisdom and sacrifice. What matters in life, are not a person’s status or position, but his virtues and wisdom. Only when you have raised yourself up from ignorance, can you recognize the greatness of a few in a sea of humanity. † For creating modern civilization, sincere knowledge seekers in Western world also did not care for inconveniences or challenges. They had sacrificed their time (for about two centuries), energies and comforts in search of knowledge. Then only they could develop great modern scientific knowledge, technique and wealth. Education  in modern India Sixty four years after independence and self-rule, lliteracy-rate has gone up to 74% from 65%. For males it has risen to 82% from 75%, for females to 65% from 54%. In absolute number, the figure is alarming. No nation can afford to have a large number of its population to remain illiterate, ignorant and unskilled. Constraints That all is not well in education system in India – has been noted by distinguished academicians, policy-makers, political leaders, other eminent persons, commissions and committees. Now and then, they have pointed out its failures in one area or another. It has always been felt that Modern education has become increasingly unrelated to national needs and aspirations, insufficient, wasteful and dysfunctional. In addition to what constraints that have already  been  existing in the education system, many more external and internal problems,  paradoxes and constraints have cropped up. Some defects in modern education based on colonised British Grammer School type education, were pointed out by  Gandhiji like – * It is based upon foreign culture to the almost entire exclusion of the indigenous culture. It ignores the culture of heart and hand and confines itself simply to head * Real education is impossible through foreign medium. External Constraints – Externally, socio-economic and political pressures have violated its identity and autonomy. Some changes have taken place in the recent past in the character, role and inter-relationship of these main constituent of the national elites – the political executiv e, the legislators, the businessmen, the media persons, the organized workers, the surplus farmers and the bureaucrats. It brought into the forefront some undesirable social changes and political turmoil. It has affected adversely the whole atmosphere in the field of education as well. Population explosion has put a heavy pressure on present education system and its available infrastructure. Narrow loyalties, sectional interests and sub-cultures like – favoritism, nepotism and corruption have fast become an accepted way of life. Result is that communal, regional and caste conflicts and unhealthy ompetition between different powerful lobbies are increasing every day to have their exclusive hold on scarce resources available in the field of education or for power and pelf. Few persons and groups, who have the power in their hands, control almost every walk of national life and are working to deny justice to common men. The reflection of all these social evils is found in the educational system as well. Internal Constraints – Internally the system has been fractured along the lines of disci pline deteriorating standard of education in general and student sub-culture. Slowly but steadily, the education system lost its capacity to equip the younger generation with relevant knowledge and skills for enabling them to get gainfully employed and to perform their jobs with a sense of responsibility. It has failed to produce much-needed dynamism in youth as well. Now people have started questioning the legitimacy of a modern education system itself. Disintegrate society – Instead of being an instrument of social integration, education system divides people into two groups – ‘haves’ and ‘have-nots’. There is government or government aided schools that give education to poor masses. It is economical, but do not maintain good standard. On the other hand there are private schools, which caters mainly the needs of ‘Haves’, because it is very costly. Deteriorating standards – After independence, India is facing a rapid deterioration in standards of education. In the past, though education was thinly spread, it had maintained some standard. Now in an attempt to do quantitative expansion of education, quality of education suffered a lot. The examination and evaluation system tests only a narrow range of skills, especially those of memory. Standard of general education has deteriorated considerably and suffers from grave errors. In addition to it, there is lot of  interference and control of the government at every stage of the educational process. Unfit for original work – Education system in advanced countries makes student a lively, inquisitive and original thinking person. There, it has been able to develop certain special qualities  like regards for laws of the nation, awareness, contempt  for hypocrisy,  sympathy for  underdog and courage to resist cruelty or misuse of power and authority. An educated youth in India generally fails to display genuine social conscience. Store-house of information – Importance of information in knowledge, which provides the basis of all the thinking, cannot be denied. However, present education system at all stages of education, from preliminary through secondary right up-to the college stage makes mind a store-house of information/knowledge and discourages original thinking. It lays emphasis on giving students ready-made knowledge, systematically and neatly organized in the form of lessons, units and text book. English medium – English medium puts extra strain upon the nerves of students and makes them crammers, imitators and unfit for original work and thought. Masses remains deprived. System is producing mostly the youth, who are unable to express clearly in any language, including their own and lack woefully the competence and confidence to assume responsibilities. Higher secondary, the weakest link in Indian education system – Higher secondaryeducation is considered  to be insufficient and a weakest link in Indian education system. It needs sincere efforts to improve the Academic standards, curricula and methods of teaching at higher secondary level. In western countries the standard of higher secondary education is sufficiently high to ensure recruits of higher intellectual attainment to join various jobs at this stage. Degree-oriented: The whole system of education and employment is degree oriented. Degree is the master-key to a nice and respectable career giving status, authority and final reprieve from manual work. Such a narrow mind-set has put tremendous pressure on higher education system. A large number of new substandard and superfluous institutions are being created every day to meet the demand. Government also encourages mass entry into universities and colleges. Rush in institutions are of such students as well, who want degree as a passport and are not interested in studies. Such students seize every opportunity to spoil the academic atmosphere and breed indiscipline. Indiscipline- There is a growing unrest in the student community. Youth of the day want to be absolutely free from all compulsions. For them, discipline and observance of rules are supposed to be unnecessary and irrational. They have no respect for rules/discipline/morality or for elders, teachers or authority. Their interests lie in all that is sensuous, in material gains and in enjoying pleasures in life. Indiscipline in student’s world leads to chaos and violence. It makes people slaves of their weaknesses. Employability – One of the major aims of education is to make youth employable. At present it is difficult to find out and recruit well qualified persons for various jobs in government, public or private sectors. At pre-employment stage, education needs to be comprehensive in scope and sound in nature for making youth acceptable in job-market. It needs to be supplemented by rigorous foundation training telling the fundamentals of their specific jobs and inculcating in them relevant knowledge and skills, otherwise effectiveness, efficiency and quality of work gets a setback. At present, all the basics about their jobs are told to employees after their join work-force, which requires a much more massive effort in order to make employees do their jobs well. Unrealistic Manpower Assessment – Assessment of manpower requirement for economic growth is not done rationally according to national needs. After Independence, the need for technical people was felt and in recent past for management experts. The Government created large number of professional institutions in these areas without assessing the needs of the nation. It resulted in educated unemployment. A large number of scientists, doctors, engineer’s technicians and management graduates have to go abroad in search of suitable jobs. Therefore, for streamlining the performance of people at work after employment, most essential and fundamental requirement is that the character and scope of pre-employment educational system should be redesigned in such a way, that it could continuously provide men and women of vitality, vigor, initiative and imagination with intellectual accomplishments, qualifications and soundness of character needed in different disciplines and at different levels at job market. Where the fault lies? – For all these lacunas, students blame teachers, teachers blame students. Both together try to blame educationists. They, in turn, attack social system. The present system of education  can not be changed or improved overnight. It needs concentrated efforts of all – students, teachers and the society. Then only  a larger base of skilled and trained manpower could be created. Conclusion Rational thinking needs to be done about the real problems and the role of education in modern life after understanding its basics, fundamentals and aims correctly. The requirement of a university degree as a Passport for starting nice and respectable career (white collard jobs) has made a mockery of higher education. Such an attitude has by-passed the need to â€Å"educate all†, resulted in negligence of primary and higher secondary education and in over-crowding the institutions of learning. The stress on quantitative increase has subverted all the attempts to improve the quality of teaching and learning. It has led to continuous fall in the academic standards and students’ discipline, regional imbalances in the growth of educational institutions and politics in the temples of learning. In the present times of neck to neck competition, one should continuously upgrade knowledge. It is the best way to create a larger base of skilled and trained manpower. Education should  instill in students problem-solving attitude and develop the courage to meet the challenges of real life bravely. Instead of offering excuses or blaming others for one’s failures and dissatisfaction,  it should inculcate in students the spirit to face the difficult situations in life and make efforts to change  their destiny themselves. Education must teach people always try to have control over ones life’s situations and to stand up on his own feet rather than depending on others for moving forward. Success  in life depends on developing capacity and courage to take right decisions at right time. Only sound system of education and training  can provide a lasting solution for various problems, people are facing today. It  can lead the youth towards rational, positive and creative thinking. It would make youth capable to make right decision at right time, plan rationally about their career that would suit to their attitude and aptitude and to shoulder their responsibilities properly. It would enable them to act judiciously and promptly, give them courage to avoid out-dated traditions and dogmatic ways of doing things, courage to face realities and challenges.

Development Theories after Second World War

Development Theories after Second World War Introduction Economic growth is a narrow concept that involves an increase in the nation’s output observed using the increment in resources. On the contrary, economic development encompasses the normative aspect of growth. This aspect involves the measurement of people’s morality.Advertising We will write a custom essay sample on Development Theories after Second World War specifically for you for only $16.05 $11/page Learn More According to Todaro and Smith, economic development is the increase that a given society realizes in terms of living standards, self-esteem and freedom from oppression (67). In order to measure development, economists have come up with the human development index that captures all sectors of the society. Unlike the economic growth, development takes into consideration the informal sectors of the economy. Many people have tried to explain the level of economic development that a country or society can undergo. Different people including Keynes put original theories of development forward and they were applied in the economic growth and development up to World War II. The theories originated from the classical school of thought. In their argument, they postulated that economic development occurs due to investments in capital and labor. Capital can be used to generate resources used in economic development. Stages of Growth Model of Rostow Immediately after the Second World War, the world was filled with cold war experienced n the 1950s and 1960s. In the course of this period, Rostow’s stage of growth model was uncovered. The model that was put forward by the American economic historian Walt Rostow postulated that the transition that an economy undergoes from underdevelopment to development occurs in phases. The phases of development as described by Rostow range from the traditional society, pre-condition to take off, take off, the drive to maturity and the probably the phase of high mass cons umption. This theory further argues that countries perceived and ranked as developed have undergone all stages successfully to their current phase in which they consume products massively (Potter 86). Harrod-Domar Model This theory postulates that capital goods wear out in the course of their use and have to be replaced savings. The summarized from of the model indicates that the rate at which an economy grows is determined by two factors that are the rate of savings in the economy and the capital-output ratio of a country.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main findings of this model are that in order for an economy to grow and attain the level of development, the country must invest in its physical capital using funds from savings. Consequently, the rate of growth and development could be measured by the level of savings and investment in physical capital in th e country. Despite the contributions of this theory to understanding development, it has been criticized that increased savings and investment in capital for development are necessary conditions for development, but not sufficient reasons. Based on this criticism, other theories have been developed (Eicher 51). The Lewis Theory This theory was first put forward in the mid 1950s but was later modified to become the Two-Sector model. The theory divides the economy into two sectors that are the subsistence rural sector and the urban sector. The rural sector is characterized by high supply of labor while the urban sector is characterized by surplus of capital. Productivity occurs through the interaction of capital and labor, hence the production function. The theory postulates that a country can realize development through increased investment in physical capital found in urban areas while the surplus labor is transferred from the rural sector to work in the urban sectors. In spite of i ts contributions, the theory assumes zero marginal productivity in the agricultural sector with the acquired revenue being re-invested in the urban sector, which is not proved by empirical evidence (Allen and Thomas 121). The Solow Growth Model There is a close link between economic growth and development as sustainable economic growth results into economic development. Despite the contribution that the classical and traditional theories of development contributed to the discipline, modern theories put forward some interesting revelations. One of the modern theories of development is the Solow Growth model. This theory has included changes in technology into the model of growth and development. Therefore, it postulates that development is a factor of capital, labor and technological advances (North 210).Advertising We will write a custom essay sample on Development Theories after Second World War specifically for you for only $16.05 $11/page Learn More Acco rding to Potter, the Solow model incorporates the importance of knowledge and technology into the model of development (109). Therefore, the production function assumes constant returns to scale. It can be deduced from the model that long-term growth of an economy requires application of knowledge and technology and not only labor and capital. From this survey, it is evident that the theories of development have changed over time beginning from the Second World War. While earlier theories only considered capital and labor, neo-classical development theories factored in technology in the achievement of economic growth and development. In addition, earlier theories insisted in investment in physical capital using savings as major factors for development. However, later theories have emphasized the importance of investing in knowledge and technology apart from capital as necessary and sufficient development conditions. Allen, Tim and Thomas, Allan. Poverty and Development into the 21s t century. Oxford: Oxford University Press. 2000. Print. Eicher, Staatz. International Agricultural Development. 3rd edn. Baltimore: The Johns Hopkins University Press. 1998. Print. North, Douglas. Structure and Change in Economic History. London: W.W Norton Company. 1981. Print.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Potter, Robert, et al. Geographies of Development, An introduction to Developments Stuides. 3rd ed. Harlow: Pearson, Prentice Hall. 2008. Print. Todaro, Michael and Smith, Stephen. Economic Development. 10th edn. Addison-Wesley. 2009. Print.

Views of Swami Vivekananda in the Field of Education. Essays

Views of Swami Vivekananda in the Field of Education. Essays Views of Swami Vivekananda in the Field of Education. Essay Views of Swami Vivekananda in the Field of Education. Essay Swami Vivekananda realizes that mankind is passing through a crisis. The tremendous emphasis on the scientific and mechanical ways of life is fast reducing man to the status of a machine. Moral and religious values are being undermined. The fundamental principles of civilization are being ignored. Conflicts of ideals, manners and habits are pervading the atmosphere. Disregard for everything old is the fashion of the day. Vivekananda seeks the solutions of all these social and global evils through education. With this end in view, he feels the dire need of awakening man to his spiritual self wherein, he thinks, lies the very purpose of education. Swami Vivekananda (1863 – 1902), a great thinker and reformer of India, embraces education, which for him signifies ‘man-making’, as the very mission of his life. In this writing, which purports to expound and analyze Vivekananda’s views on education, an endeavor has been made to focus on the basic theme of his philosophy, viz. the spiritual unity of the universe. Whether it concerns the goal or aim of education, or its method of approach or its component parts, all his thoughts, we shall observe, stem from this dormant theme of his philosophy which has its moorings in Vedanta. A sculptor has a clear idea about what he wants to shape out of the marble block; similarly, a painter knows what he is going to paint. Vivekananda points out that the defect of the present-day education is that it has no definite goal to pursue. A teacher, he says, has no clear idea about the goal of his teaching. Swamiji attempts to establish, through his words and deeds, that the end of all education is man making. He prepares the scheme of this man-making education in the light of his over-all philosophy of Vedanta. According to Vedanta, the essence of man lies in his soul, which he possesses in addition to his body and mind. In true with this philosophy, Swamiji defines education as ‘the manifestation of the perfection already in man. ’ The aim of education is to manifest in our lives the perfection, which is the very nature of our inner self. This perfection is the realization of the infinite power which resides in everything and every-where-existence, consciousness and bliss (satchidananda). After understanding the essential nature of this perfection, we should identify it with our inner self. For achieving this, one will have to eliminate one’s ego, ignorance and all other false identification, which stand in the way. Meditation, fortified by moral purity and passion for truth, helps man to leave behind the body, the senses, the ego and all other non-self elements, which are perishable. He thus realizes his immortal divine self, which is of the nature of infinite existence, infinite knowledge and infinite bliss. At this stage, man becomes aware of his self as identical with all other selves of the universe, i. e. different selves as manifestations of the same self. We have to remember that basis of Swamiji’s philosophy is Adwaita which preaches unity in diversity. Therefore, man making for him means a harmonious development of the body, mind and soul. Hence education, in Vivekananda’s sense, enables one to comprehend one’s self within as the self everywhere. The essential unity of the entire universe is realized through education. Accordingly, man making for Swamiji stands for rousing mans to the awareness of his true self. However, education thus signified does not point towards the development of the soul in isolation from body and mind. He often quotes the Upanishad dictum ‘nayamatma balahinena labhyah’; i. e. the self cannot be realized by the physically weak. In his scheme of education, Swamiji lays great stress on physical health because a sound mind resides in a sound body. According to Swamiji, the mind of the students has to be controlled and trained through meditation, concentration and practice of ethical purity. All success in any line of work, he emphasizes, is the result of the power of concentration. However, along with physical culture, he harps on the need of paying special attention to the culture of the mind. By way of illustration, he mentions that the chemist in the laboratory concentrates all the powers of his mind and brings them into one focus-the elements to be analyzed-and finds out their secrets. Concentration, which necessarily implies detachment from other things, constitutes a part of Brahmacharya, which is one of the guiding mottos of his scheme of education. Brahmacharya, in a nutshell, stands for the practice of self-control for securing harmony of the impulses. To quote him: ‘Education is not the amount of information that is put into your brain and runs riot there undigested, all your life. ’ By his philosophy of education, Swamiji thus brings it home that education is not a mere accumulation of information but a comprehensive training for life. Education for him means that process by which character is formed, strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one’s own feet. Having analyzed the goal or objective of education, the next question that naturally arises is about the method of imparting education. According to him, knowledge is inherent in every man’s soul. Here again, we note the Vedantic foundation of Swamiji’s theory. To drive his point home, he refers to the growth of a plant. Just as in the case of a plant, one cannot do anything more than supplying it with water, air and manure while it grows from within its own nature, so is the case with a human child. What we mean when we say that a man ‘knows’ is only what he ‘discovers’ by taking the cover off his own soul. Consequently, he draws our attention to the fact that the task of the teacher is only to help the child to manifest its knowledge by removing the obstacles in its way. In his words: ‘Thus Vedanta says that within man is all knowledge even in a boy it is so and it requires only an awakening and that much is the work of a teacher. ’ Vivekananda’s method of education resembles the heuristic method of the modern educationists. In this system, the teacher invokes the spirit of inquiry in the pupil who is supposed to find out things for himself under the bias-free guidance of the teacher. Swamiji lays a lot of emphasis on the environment at home and school for the proper growth of the child. The parents as well as the teachers should inspire the child by the way they live their lives. Swamiji recommends the old institution of gurukula (living with the preceptor) and similar systems for the purpose. In such systems, the students can have the ideal character of the teacher constantly before them, which serves as the role model to follow. Although Swamiji is of the opinion that mother tongue is the right medium for social or mass education, he prescribes the learning of English and Sanskrit also. While English is necessary for mastering Western science and technology, Sanskrit leads one into the depths of our vast store of classics. The implication is that if language does not remain the privilege of a small class of people, social unity will march forward unhampered. According to Swamiji, the culture values of the country should form an integral part of the curriculum of education. Vivekananda, in his scheme of education, meticulously includes all those studies, which are necessary for the all-around development of the body, mind and soul of the individual. These studies can be brought under the broad heads of physical culture, aesthetics, classics, language, religion, science and technology. The culture of India has its roots in her spiritual values. The time-tested values are to be imbibed in the thoughts and lives of the students through the study of the classics like Ramayana, Mahabharata, Gita, Vedas and Upanishads. This will keep the perennial flow of our spiritual values into the world culture. Education, according to Swamiji, remains incomplete without the teaching of aesthetics or fine arts. He cites Japan as an example of how the combination of art and utility can make a nation great. He reminds us time and again that religion does not consist in dogmas or creeds or any set of rituals. However, by religion, he does not mean any particular kind of it but its essential character, which is the realization of the divinity already in man. Swamiji reiterates that religion is the innermost core of education. All impulses, thoughts and actions which lead one towards this goal are naturally ennobling and harmonizing, and are ethical and moral in the truest sense. It is in this context that Swamiji’s idea of religion, as the basis of education should be understood. We note that in his interpretation, religion and education share the identity of purpose. Swamiji believes that if education with its religious core can invigorate man’s faith in his divine nature and the infinite potentialities of the human soul, it is sure to help man become strong, yet tolerant and sympathetic. It will also help man to extend his love and good will beyond the communal, national and racial barriers. Vivekananda, in his plan for the regeneration of India, repeatedly presses the need for the eradication of poverty, unemployment and ignorance. Hence in Swamiji’s view, for the development of a balanced nation, we have to combine the dynamism and scientific attitude of the West with the spirituality of our country. The entire educational program should be so planned that it equips the youth to contribute to the material progress of the country as well as to maintaining the supreme worth of India’s spiritual heritage. He observes that although men and women are equally competent in academic matters, yet women have a special aptitude and competence for studies relating to home and family. Hence he recommends the introduction of subjects like sewing, nursing, domestic science, culinary art, etc which were not parts of education at his time. Another important aspect of Swamiji’s scheme of education is women’s education. He realizes that it if the women of our country get the right type of education, then they will be able to solve their own problems in their own way. The main objective of his scheme of female education is to make them strong, fear-less, and conscious of their chastity and dignity. To refer to his own words: â€Å"Traveling through many cities of Europe and observing in them the comforts and education of even the poor people, there was brought to my mind the state of our own poor people and I used to shed tears. When made the difference? â€Å"Education† was the answer I got. † The exposition and analysis of Vivekananda’s scheme of education brings to light its constructive, practical and comprehensive character. He realizes that it is only through education that the uplift of masses is possible. He strives to harmonize the traditional values of India with the new values brought through the progress of science and technology. He states it emphatically that if society is to be reformed, education has to reach everyone-high and low, because individuals are the very constituents of society. The sense of dignity rises in man when he becomes conscious of his inner spirit, and that is the very purpose of education. It is in the transformation of man through moral and spiritual education that he finds the solution for all social evils. Founding education on the firm ground of our own philosophy and culture, he shows the best of remedies for today’s social and global illness. Through his scheme of education, he tries to materialize the moral and spiritual welfare and upliftment of humanity, irrespective of caste, creed, nationality or time. However, Swami Vivekananda’s scheme of education, through which he wanted to build up a strong nation that will lead the world towards peace and harmony, is still a far cry. It is high time that we give serious thought to his philosophy of education and remembers his call to every-body-‘Arise, awake, and stop not till the goal is reached. ’ PRASUN KANJILAL.