Historical Prospect of Advertising Coursework Example | Topics and Well Written Essays - 1250 words - 1

Historical Prospect of Advertising - Coursework Example Nowadays, every person who watches television watches commercials since the whole television medium is based upon advertising As compared to the past, in around 1950s, where very few people could afford television sets in their homes, commercials were very few and short in the television industry. These commercials have vividly changed over time. For instance, when looking at today’s food advertisements, for example, the Cadbury’s chocolate advertisement, which has been common in televisions over the years, many differences are seen as the year's progress. What are some rhetorical differences between the historical food advertisement for Cadbury’s chocolate and the present day advertisement of it?The present day advertisement for Cadbury’s chocolate is common on television channels internationally and it lasts for about one minute and thirty seconds.   I first came across it on Facebook where some of my friends were expressing their love for the commerci al and there was a video of it, which I watched.   It is an interesting commercial that is eye captivating and nobody would want to miss it.Advertisements for Cadbury’s chocolate have had very many versions over the years. There was one in the late1990s on television that I had always loved and it is very different from the present day one.The present day advertisement for Cadbury’s chocolate that started showing in Canada in 2007, which is still showing internationally to-date, shows a gorilla sitting behind drums listening with deep emotions to some background song singing about feeling something in the air that is coming. The gorilla has his head lifted in the air and inhales deeply while closing his eyes as if he is passionately longing for something. He is overwhelmed and deep in thought as the song in the background continues. Suddenly the gorilla stretches his neck and is filled with a musical outburst as he plays the drums in rhythm with the background music and then the advertisement ends showing a wrapped bar of Cadbury’s chocolate with two glasses of milk being poured into the bar. The words â€Å"A glass and a half full of joy† are written beneath it.

Research on Work-Family Balance Essay Example for Free

Research on Work-Family Balance Essay Introduction The mastering of a foreign language opens the roads for the transit of citizens whether for work, business, or tourism purposes, as well as for cultural and informational exchanges of all kinds. In this light, the status of English as a global language in politics, economics, education and the media, especially the Internet, is widely acknowledged. Typically, ESP has functioned to help language learners cope with the features of language or to develop the competences needed to function in a discipline, profession, or workplace. (Helen. Basturkman. 2006:6) Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words which is technical, related to their subject matter. †¦knowing the technical terms†¦is not a sufficient condition for successful reading of specialized material. It was, in fact, the non-technical terms which created more of a problem. (Cohen et al. 1988:162) For many people vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP. Despite this, vocabulary studies and, in particular, the teaching of vocabulary appear to have been somewhat neglected in ESP( Laufer p-167, Swales p224). Reading, for students of English for specific purposes (ESP), is probably the most important skill in terms of acquiring new knowledge. It does, however, often pose learning problems, especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However, during the 1980s, the interactive approach to reading became dominant, in which it was proposed that successful comprehension is achieved by the interactive use of two reading strategies: the top-down approach (i.e. making use of the readers’ previous knowledge, expectations and experience in reading the text) and the bottom-up approach(i.e. understa nding a text mainly by analyzing the words and sentences in the text itself: cf. Sanford Garrod 1981; Van DijkKintsch 1983; Carrell 1988. Research in ESP reading (e.gSelinker Trimble 1974; Cohen et al. 1988) provides empirical support for the interactive framework, finding morphonographemic word-processing skills to be a major component of reading. It has also, since the 1980s, been broadly agreed among researchers (cf. Kennedy Bolitho 1984; Trimble 1985; Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a set of vocabulary items that has been variously labeled technical and semi-technical. Whatever the name given to the words in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language teachers and ESP practitioners to seek ways in which learners’ lexical repertoires can be raised to at least the threshold level of skilled readership in their chosen fields. It is known to most second language learners that the acquisition of vocabulary is a fundamental and important component in the course of their learning. A good mastery of vocabulary is essential for ESP/EFL learners, especially for those who learn for specific purpose or expect to operate at an advanced level in English. ‘It is wise to direct vocabulary learning to more specialized areas when learners have mastered the 2000-3000 words of general usefulness in English’ (Nation, 2001:187). I will identify the types of vocabulary in ESP texts and their relative importance. I will provide an overview of some key issues relating to the teaching of ESP vocabulary. Types of vocabulary In teaching and learning vocabulary, it’s essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to leaners’ different aims of learning. 1. Core and non-core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than others. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educators, for if we could isolate that vocabulary then we could equip learners with a survival kit of core words that they could use in virtually any situation, whether spoken or written, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.1990:49) As the word ‘core’ suggests, core vocabulary refers to those words that are more central to the language than other words and tend to be the most frequently occurring ones. ‘People prefer to use such words because they do have core meaning-potential’ (McCarthy, 1990). They are thought to be more ‘core’ because it is easy to find an antonym, also t hey are neutral in formality and usable in a wide variety of situations. Furthermore, an important point is that such words can be used to paraphrase or give definitions of other words. For example, (McCarthy, 1990) the following instruction is given : [decide which is the core word in the set of words: slim, slender, thin, emaciated and scrawny and we can easily figure out that ‘thin’ is the core word] Core vocabulary: words of neutral meaning in any lexical set; core words collocate more readily with a wide range of words, they may be used in a wider range of registers, and are usually involved in the definition of non-core members of their set. In ESP teaching, we may come across subject-specific vocabulary, which is non-core as far as the language as a whole is concerned. ‘This is because it is not neutral in field and is associated with a specialized topic’ (Carter, 1988:172).They are subject-specific core vocabulary; conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igne ous rocks, metamorphic rocks. In fact that the need of ESP students is to learn such above mentioned core vocabulary in written and spoken language in their profession, ESP students with specific and academic purpose may need to acquire technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and writing documents. Specialist vocabulary can be core in the job establishment where specialist use it frequently and in need, as well as during the ESP classes where ESP teacher and student’ fruitful interaction and it is very central for communication, especially, writing documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning. 2. Spoken and written vocabulary The spoken text is an example of what Ure(1971) calls ‘language-in-action’, that is , people are using language as an accompaniment to the action they are engaged in, and the feeling of lightness or heaviness of vocabulary is what Ure calls ‘lexical density’(McCarthy:1990:71) The written text is less dependent on physical context and its words make specific reference to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal lecture) might be lexically quite dense.(McCarthy.1990:71) Although most of the existing literature on vocabulary has grown out of the study of written texts. spoken texts seem less ‘dense’ than the most written texts in vocabulary items, which is characterized in language-in –action texts; repetition and lexical negotiation occur much more often in spoken discourse than in written texts; vague and rather general words are more frequently used in everyday talk than in written texts. Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we can’t use full written information in speech as well as possible, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more available and more demanding for job and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will product spoken vocabulary which is resulted from the information of written vocabulary. That’s why spoken and written vocabulary is essential in ESP courses. 3. Procedural vocabulary Vocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about other words, to paraphrase them and define them and to organize them in communication. Widdowson(1983) describes this kind of vocabulary as ‘procedural’. Robinson (1988) refers to ‘this simple lexis of paraphrase and explanation’ to illustrate procedural vocabulary and calls the procedural words ‘the main element in our interpretation and categorization of specific frames of reference’:Ver-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McC arthy.1990:51) We need sense (relations between words) and denotation (relations between words and the world) in conjunction. However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.1990:52) Widdowson (1983:92) makes a distinction between words which are schematically bound and words of high indexical (or procedural –they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular fields; ‘hydrometer’ has low indexical potential and will occur in a narrow range of texts identifiable within certain scientific and technical fields (McCarthy.1990:51) Procedural vocabulary is characteristically used to talk about, paraphrase, define and organize words in communication. They are commonly used in dictionaries to give definitions. Students of Petroleum engineering may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the assumption that meaning is not static, but can be negotiated through interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite complicated to understand, and is the main tool in the texts to apprehend their own specialty. ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. That’s why the use of procedural vocabulary is essential in ESP classes. 4.Technical and semi-technical vocabulary Many ESP teachers have found that vocabulary can be one of the major problems that effect students’ understanding of scientific and technical texts. According to Kennedy Bolitho (1984), Trimble(1985) and Nation (1990), the difficulty lies not with technical vocabulary as such but, as Cohen et al. (1988: 153) put it: †¦even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering roughly the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading Petroleum engineering texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject area, especially during second and third years of study. Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an area of vocabulary creates significant barriers to students’ understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962; Nation 1990; Tao 1994), and still others use semi-technical (St John Dudley-Evans 1980; Farrell 1990; McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary: this is beyond the capacity of any individual. Nor do we normally want to teach them the specialized technical terms of their own subject†¦.what the English teacher can usually hope to do is to teach a vocabulary which is generally useful to students of science and technology-words that occur frequently in scientific and technical literature of different types. Some of these words will be technical ones, but many will not. The real justification for having highly specialized texts is to achieve face validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their liking for such texts (Tom Hutchinson and Alan Waters.1995:162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words: high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary. They argue: ‘when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners’ (p. 252-253).( Helen. Basturkemn.2006:17). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 2006:17) Sager(p-98) writes: terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages†¦..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are formed according to certain prevailing patterns which have a predictive value. Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at translators and, increasingly, at machine translation and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 1991:27) Voracek compares terminology across the natural sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.1991:27). In fact, technical terms which are used only in a specialized field are sometimes less troublesome than vocabulary that looks familiar. Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not try to find a specialized meaning for it (Virginia French Allen.1983:88). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field needs to know technical words such as organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the Petroleum engineering texts where they come across frequently, and words which most people outside of that industry never use. In terms of language content, there is little reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. There is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular subject. Such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of influence on the language content We can distinguish four types of vocabulary: -structural: are, this, only, however; -general: table, run, dog, road, weather, cause; -sub-technical: engine, spring, valve, acid, budged; -technical: auricle, schist some, fissure, electrophoresis. Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners: they are often internationally used or can be worked out from knowledge of the subject matter and common root. (Tom Hutchinson and Alan Waters.1995:166) Comprehension in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a context, which provides reference points to assist understanding (Tom Hutchinson and Waters.1995:16) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary: technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP. They are: 1. Items which express notions general to all specialized disciplines; 2. General language items that have a specialized meaning in one or more disciplines; 3. Specialized items that have different meanings in different disciplines; 4. General language items that have restricted meanings in different disciplines; 5. General language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen. 6. Items used to signal the writer’s intentions or evaluation of material presented (Dudley-Evans and St John. 1998:83). Dudley-Evans and St John (1998:83) suggest resolving the overlapping six categories (Baker, 1988:91) into two broad areas: A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion. B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can examine the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, desire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes. How may we inform them about the specific knowledge of their profession if we are not subject matter teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of sedimentary rocks may vary greatly from place to place. They can be formed by the mechanical action of water, wind, frost and organic decay. Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the destructive mechanical action of water and wind (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 3. Fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977: 108-109) 4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon together with the small amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) 5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text ‘Fossil Fuels) (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) The technical vocabulary is quite obvious. The items are: organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows: mechanical action, liquid fuels, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to succeed in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English. Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as ‘general useful scientific vocabulary’ (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to exhibit a wide range of academic skills like reading about research papers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business. Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (1998:83), this type of vocabulary is used in general life contexts but has a higher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty. ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as: -general: thickness, place, wind, frost, value, common, and etc. -petroleum engineering: organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs: vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations: destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with. The issue of teaching technical vocabulary It is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964; Higgens, 1966; Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances. Beyond the duty of ESP teacher In discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987; Higgins, 1966)that the teaching technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of ‘semi-technical’ or ‘core vocabulary’. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not touch it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have understood technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specialist (Dudley-Evans and St John. 1998:81) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary. It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 1998:81) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students’ first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained before the exercise is tackled. In many cases there is a one-to-one relationship between the terms in English and the learners’ L1 and so it will be enough to translate the term into the L1 after a brief explanation (Dudley-Evans and St John. 1998:81) A technical word is one that is recognizably specific to a particular topic, field or discipline. It is likely that they can only be learned and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973:223) claims ‘that learners who know the scientific field may have little difficulty with technical words; but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally, known. Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. That’s why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge. Furthermore, even he/she can’t translate the text. As a result, no well-designed teaching will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine production instruction is written and explained, given information about medical drugs, and available devices in English. That’ why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach? According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners’ desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. That’s why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technic al vocabulary is the most essential need for such desire, and teaching technical and semi-technical vocabulary is more demanding. Learnability Ease or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be absorbed and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spelling difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like ‘occurrence’, ‘parallel’, and ‘beginning’. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, either because they contain awkward clusters of sounds ( English ‘thrive’, ‘crisps’), or because spelling interfaces with perception of what the sound is (English ‘worry’ is regularly pronounced by learners as if it rhymed with ‘sorry’). Such words may be effectively learned in all other respects, but pronunciation may remain a long-term difficulty, especially where old habits are ingrained. 3. The syntactic properties of words often make them difficult. In English, ‘want’ presents fewer syntactic difficulties than ‘wish’, ‘want’ is followed by an infinitive and / or an object; ‘wish’ may be followed by a variety of verb patterns in ‘that’ clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to separate one from another. ‘Make’ and ‘do’ are notorious in this respect in English. Learners of Spanish often find it difficult to separate ‘ser’ and ‘estar’, which to the English-speaker seem both to mean ‘be’. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability. Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnability cut right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.

Immigrant short story Essay example -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  It started like any other day up on the hills of Rhein, but that day had the scent of freedom floating in the air. The journey ahead of me had been teasing me for weeks, I was just so anxious to get away and start all over again. I had made certain arrangements before I left, our family dog was not allowed on the ship that we were going to be arriving in America, so I had my parents take care of the dog for us. It was a hard thing to do seeing that the dog had become more than just a pet to the children and I, for we almost would recognize him as a family member. Most of our possessions we were able to keep with us, but we had to keep the load light since it was going to be a tight stay in the steerage. I wasn’t sure of what to expect in America, but my friend Niva had been writing me ever since she had arrived in America; begging me to witness the splendor of freedom given, and the different way of living. I was easy to be convinced into going because it s eemed like nothing was really happening in my life, and I was desperate for a change.   Ã‚  Ã‚  Ã‚  Ã‚  The sea breezes were dancing around me as I waved goodbye to my ma and pa. Tears streamed down my face as I looked at what I was going to be leaving, it was my life and my past. Each of the children were given a photograph of the last time we were all together, including our dog Marcy and my ma and pa. Their small hands drifted in the breeze while waving goodbye to everything they knew in this world, for they had not yet been to another country before, nor had they ever left the world of Rhein. As the ship set sail, it was almost as if we were breaking away from reality. It was a scary thought to start all over but I was willing to put myself through any circumstances to get me away from Rhein. I was tired of the living conditions of Rhein, and I knew America offered better schooling for the children. It was a risky change in my life and the children’s, but I knew as soon as the ropes were untied and we started to drift away, that there was no turning back.   Ã‚  Ã‚  Ã‚  Ã‚  When the shore of Rhein was distant in our path, I thought it was a good time to go to our room on the ship. I kept my children close to me for I was unsure of these strangers that crowed the halls. After going down many stair wells into the bottom the ship, we had arrived at... ...th green shutters beside the windows. With one ring of the door bell, the door shot upon and Niva came running out. Happy tears filled our eyes, for it had been several years since we had last seen each other. She took us up to her apartment space, and there we shared all the great things and not so great things that had occurred in our lives while we were apart. The children swarmed the apartment and were racing around exploring each room, almost as if there was a hidden treasure in each. The rest of the night we all relaxed over a nice meal and listened to Niva’s funny stories of getting lost in the huge city.   Ã‚  Ã‚  Ã‚  Ã‚  For a long time I was unsure of if I wished to stay in New York, or if I wanted to explore more of America and go south or west. But, since Niva had already put in a good word for me at many shops, I decided to stay because I had already so much going for me. From time to time I wrote back to my ma and pa to share with them all of my experiences in America, and I would always leave room for the children to write also. Life was so much better here in America, and each day was another piece to make a difference in my new life, our second chance.

A Critique of Linda Prine’s “Abortion is not a bad thing”

In her article â€Å"Abortion is not a bad thing†, published on June 24, 2013, the family medicine practitioner and the founder of the Reproductive Health Access Project medical director Dr. Linda Prinehighly defend and stick to the issue that abortion itself as an experience can be positive however our culture fails to praise the women rights in taking life-term decision and demonizes women instead for having an abortion. She also shed the light on the importance of supporting the women on abortion to destigmatize the associated shame.Prine sees that it is quite enough to struggle for education and work, and here comes abortion to postpone having childrenuntil better ambience for rising children is ensured. Hearing and feeling that the tough jobs they do in the societies as expertized women are highly recognized, appreciated and respected is much needed. The article’s writer begins her article with disconcertion by the allegation that women getting abortionsare being t o an extent distressed.It is the responsibility of our culture that ruin the image of women for obtaining an abortion while the abortion familiarity itself can be affirmative. The main target is to enlarge the right to have abortions while decreasing the dishonor associated with it, so that the society as whole will recognize it as very mutual and an ordinary part of life. Assertion from physicians, supporting women and their decisions, aims a long way towards removing the shame of abortion.Women are almost encouraged to bring a close person to support them and then to praise that person, for the way in which he strengthens her and their relationship. While activists for abortion rights pretend that lessening the abortions number is mostly important. Prine disagrees and argues that unwanted births is the calamity, it should be decreased. A woman can be a super mother only when she is ready and enough prepared for it, in other words after she had pursued for good education and work.T hat’s why it was good to postpone children and here appears why abortion is not a bad thing. A wise usage of social power gives respect to all women, as well as their decisions, supportive relationships and experience which results in surpassing most of the social obstacles that blocks social development. In the article, the author Linda Prine wants to convince us, using her life and career experience as a woman and as a family medicine practitioner. She had succeeded to an extent in doing her aim.She was absolutely credible in trying to persuade us that abortion is really not a bad thing bytaking advantages of the readers emotions using a sensual languageby giving several life examples she used to experience in her career that made her certain that abortion is not that bad as the 16-year-old couple who came scared to her clinic, and how they relaxed a bit after she talked to them when they realized that she is helping them as well as the two mother/daughter pairs who realize d after her visit how great their jobs when they are supporting their daughters goals in getting more education.The audience definitely empathizes with the women’s psychological state and the fear she feels before abortion and that after, this is the emotional appeal, it is an appeal to pathos. Being the founder of the Reproductive Health Access Project medical director and a writer, people feels that the issue is more granted as an idea to adopt, and this is was another reason why she was credible. Here appealing to ethos is absolutely achieved as this is a clear zoom into the writer’s character and his respect to the reader.She insists that our societies are responsible for damaging the woman’s image for having an abortion which can be almost positive, while they should be supportive and respective for the women and their decisions, supportive relationships and experience. The logical reasoning she followed is well detailed and with no hard terminology it coul d be followed easily. She emphasizes the necessity to decrease the shame associated with abortion so that it becomes something normal and undebatable. She suggests and encourages as a doctor the support of women having abortion especially from the closely people.She also sees abortion as positive in postponing children till better life situations are achieved. Logical fallacies were evaded which is excellent. To make it simple, she makes the reader well understand the importance and how serious the issue is especially when she related the positive effects of abortion to the women world especially and to the society as a whole. She is absolutely a good persuader. One cannot deny that Prine was so logical in the way she presented her issue and supported it.Not only she let the issue enter into the reader’s heart, but she made that heart think how tender she is to be concerned with the promotion of the women rights by this way. She was biased in developing her argument as she ne glected to state any counterargument. She even disagreed with the activists of abortion rights that they need to decrease the number of abortions. She insists instead that abortion is very normal. Outlining few opposing views would have made her argument better, no counter arguments were present.As a family doctor and writer at the same time, her role should notbe limited only to ease the abortion for females, her duty must extend to awake young couples before committing the mistake of unwanted pregnancy. In her argument she only stuck to the necessity of social acceptance of women having abortions but she didn’t mention any moral, religious and conscious overview. Abortion is against God, it is denied by all religions. Abortion is also related to the basic human values, so women should be less egoistic and more humanitarian regarding those unborn babies.Abortion is not safe, she shouldn’t have muted this issue as a family doctor as she should know that abortion indust ry is not regulated and it can be accompanied with a mother death. She should have stated medical and social wise that it is a better alternative than having a defective fetus or child. All of those were not mentioned. Prine’s work presented abortion as a solid basis towhistle blow the need of the women rights in the society and the importance of respecting them. An underestimation of the effects of mentioning the counterarguments decreased her creativity. Although the way she presents her claim is so logical.

Fiscal Decentralization and Economic Growth in Pakistan

FISCAL DECENTRALIZATION AND ECONOMIC GROWTH IN PAKITAN A Thesis Submitted to the Faculty of Institute of Management Sciences, Peshawar In Partial Fulfilment of the Requirements for the Degree of MBA (Finance) (2009-2011) Institute of Management Sciences, Peshawar Chapter 1: Introduction According to James Edwin Kee, Fiscal decentralization is the devolution of certain administrative and fiscal powers and functions to the sub-national governments.It also means the shifting of responsibility to the low-level governments with concomitant accountability. The extent of Fiscal devolution can be measured in terms of the powers of low-level governments to raise revenue or to incur expenditures. Fiscal devolution in the public sector has received great attention during the last two decades for many reasons. The implications of financial autonomy on the performance of sub level government and economic growth has been studied widely both for the developing and the developed world.In transition countries, with the disintegration of centralized system, fiscal federalism emerged; and in many developing countries, like India, Brazil and Argentina, financial decentralization was debated regarding its effects on economic stabilization. Some studies have, however, suggested that the relationship between the two has not been conclusive. [Financial devolution] is reckoned as a key policy tool that ensures economic efficiency and good governance through financial autonomy of the [federating units].It leads to the integration of provinces and enhances their participatory role in the economic development of a country. It relieves the central government from paying attention to the details of financial matters, thereby enabling it to undertake the tasks at national level in a more effective and efficient manner. Also, if the central government for some reasons becomes inefficient, then devolution can be a possible solution. It accelerates growth and empowers the low-level governments through financial autonomy and administrative empowerment.The devolution makes the federating units more responsible as it brings the government closer to the people. Decentralization policy has a positive effect on economic growth as it helps implement social policies in a better manner. In decentralized set ups, the lower tiers of governments know more about the necessities and developmental needs of the people, which leads to economic efficiency in service delivery, thereby accelerating the growth rate at national and regional levels. This is also called the â€Å"Oats Decentralization Theorem†.It says that if the people in one municipality are not provided with adequate public services, they may opt for shifting to other municipalities having more facilities. Financial autonomy reduces the wasteful utilization of resources by the central government. According to Bird and Smart (2002), for effective service delivery it is important that the recipient of funds has clear man date, sufficient resources and powers to make decisions. Through decentralization, responsibilities as well as resources are devolved to the lower level governments (Rondinelli,1981).In this way , the federating units are empowered which enable them to use the resources to good effect , raise living standard of the people and distribute the work load (Gordin, 2004). In Pakistan’s case, the significance of Fiscal devolution cannot be overemphasized. Pakistan is a federation having a centralized taxation system. The major chunk of revenue is collected by the central government, which is then distributed among the provinces to remove financial disparities.Article 160 of the constitution empowers the president that he shall constitute National Finance Commission after every five years for the distribution of funds, taxes and other monetary assets among the federating units. The decision of the commission is called National Finance Commission Award. The commission is comprised of the finance ministers of the federation and the provinces and such other persons as may be appointed by the president in consultation with the governors of the respective provinces. So far, seven NFC Awards have been announced, the latest being the 7th NFC Award of 2010.Except for the 1974 Award, there has been a growing tendency in the transfer of revenue from the centre to the provinces. The 4th NFC Award was a significant move forward towards fiscal decentralization as it enhanced the share of the provinces by 18% and accepted their right over hydel profit, developmental surcharge and excise duty on crude oil. The 7th NFC Award accepted the demands of Baluchistan, KPK, Sindh by devising a formula, wherein poverty, inverse population density and under development have also been given due weightage.Moreover, the provincial share has been enhanced from the previous 47. 5% to 56%. The provinces were also given the powers to collect Sales Tax on their own. Following this decision, the Sindh Province has already undertaken this task and claims to have collected 50% more Sales Tax in the first five months of the financial year compared to the corresponding period last year [Dawn, Dec 10, 2011]. The 8th Financial Award is scheduled to be held on 16th Dec, 2011.Apart from the resource distribution Through NFC Award, Article 161 of the Constitution provides for transfer of Royalty on natural resources to the respective provinces in the shape of surcharge on gas and crude oil. This will lead to greater transfer of funds from the centre to the provinces. With the 18th Constitutional amendment, the concurrent list has been abolished, and with it entry No. 49 in the 4th Schedule to the Federal Legislative list has also been amended. As a result, the GST Services in Federal Excise mode have been assigned to the provinces.Despite the presence of this constitutional mechanism for resource distribution, the smooth allocation of funds was interrupted due to deadlocks among th e provinces over the distribution formula, and, resultantly, the NFC Award failed to narrow down the vertical and horizontal resource gaps. At the district level, The National Reconstruction Bureau launched a decentralization programmed through Government Plan 2000, wherein it was acknowledged that without Fiscal Decentralization no authority is devolved, which further emphasizes the importance of transfer of funds to the lower tiers of government.The above paragraphs portray only one side of the picture. There are many studies which suggest that there is no direct relationship between fiscal devolution and economic growth and efficiency at the level of sub-national governments. As a matter of fact, there is also a strong case against the Fiscal federalism. It may lead to social inequalities as for instance, incomes and taxes may not be equitably distributed among the various regions of a country. Also, fixed costs are associated with running administrations of low-level governments .So, in low-income countries it may not be justified to spend substantial amount of the available funds on these expenses (Homme,1995). The relationship of Fiscal devolution and economic growth has been studied extensively in recent years. So, large volume of literature is available on the topic. Different relationships were studied to establish any clear relationship between Fiscal devolution and economic growth, but inconsistent results were obtained both for the developed and the developing economies.Some studies have shown positive relationship, others negative and still others no relationship at all between economic growth and fiscal autonomy. For Pakistan, too, studies have yet to find any clear relationship between financial decentralization and economic growth. Important contributions on this subject have been made by Zang and Zou(1998) ,Xie , Zou and Davoodi (1999) , Lin and Liu (2000) , Thieben (2001) , Martinez-Vazquez , McNab(2001) , Felenstine & Iwata (2005) and Kardar (2006) etc.This study identifies strengths and weaknesses of the existing Resource Distribution System (RDS) through historical review. It is generally believed that that proper information about the existing RDS will lead to better policy formulation, which will ultimately put the country on the road to prosperity. In this connection, it is also worthwhile to analyze the implications of the current resource distribution policies on the economic growth of the country. Thus, this study helps ascertain the extent of financial autonomy of the provinces and measures its long term benefits.Rest of the study is arranged as follows: Chapter 2 pertains to Literature review i. e. study conducted previously by other researchers on this topic; In chapter 3 theoretical background and econometric methodology for our estimation is being discussed; chapter 4 discusses sources of our data and construction of variables; chapter 5 covers results and interpretation thereof results and chapter 6 is abo ut the conclusion of research. Chapter 2 Literature Review 2. 1 IntroductionIn this chapter, we discuss the empirical studies related to our study i. e. work done previously by other researchers on this topic. 2. 2 Previous empirical studies The significance of relationship between the financial autonomy and economic growth can be gauged from the volume of literature available on this topic. Various important relationships were studied to establish clear relationship between the two, but inconsistent results were obtained both for the developed and the developing economies.For Pakistan too studies have yet to find any clear relationship between financial decentralization and economic growth. On leafing through the pages of available literature, one comes across valuable work on the topic, some of which is discussed in the following paras: Davoodi and Zou (1998) developed a theoretical model for studying the relationship between Fiscal autonomy and economic growth on the basis of ave raged panel data of 46 countries. The study showed a negative relationship between the two for developing countries.Zhang and Zou (1998), while using China’s provincial panel data for the period 1978-1992, found a negative association between provincial economic growth and the degree of financial autonomy over the past fifteen years. Philips and Woller (1997) studied the above referred relationship for seventeen developed and twenty three less developed countries on the data collected for the period 1974 to 1991. A negative weakly significant relationship was found for the developed world. However, no such relationship could be proved between the two variables for the less developed countries.Xie , Zou and Davoodi (1999) observed that there is a highly insignificant relationship between Fiscal Decentralization and economic growth for the United States, which the authors attributed to the fact that the country had already reached optimal level of fiscal autonomy and thus no fu rther progress on this line was possible. Thieban (2001) made use of OECD countries cross sectional data for the period 1975 to 1995, but the study failed to establish any link between revenue decentralization of the low-level governments and economic growth of these countries.Martinez –Vazquez and Mc Nab (2001) concluded that the relationship between fiscal decentralization and economic growth is still unclear, and that little attention has been paid to indirect factors through which fiscal devolution may influence economic growth. In contrast to the above findings, Lin and Liu (2000), while using panel data of 28 provinces for the period 1970 to 1993, arrived at the conclusion that there exists a positive relationship between fiscal decentralization and economic growth in China. The authors noted that the impressive growth of china for the last twenty years can be linked to fiscal reforms.Ebel and Yilmaz (2001), observed that Fiscal design of OECD countries is unable to exp lain Fiscal decentralization in true sense. Martinez –Vazquez and Mc Nab (2003), on the basis of panel data, covering the period 1972-1997, studied the direct and indirect relationship between fiscal decentralization, economic growth and macroeconomic stability . They arrived at the conclusion that devolution minimizes the inflation rate, has no direct influence on economic growth, and has positive indirect effect on growth as it results in on macroeconomic stability.Justin Yifu and Zhiqiang (2000), investigated the implications of fiscal decentralization of economic growth in China, and found that it has made remarkable contribution to economic growth. This finding is in conformity with the hypothesis that Fiscal devolution enhances economic efficiency. Fielstentein and Iwata (2005), while using VAR (Vector Auto regressive) model found that there is a relationship between decentralization and macro economic performance in China. They concluded that Fiscal decentralization is positively related to growth in the period after the war, and has negative effects on the inflation rate after the 1970s.While using the cross country data for 78 countries, Mello and Barenstein (2001) observed that as the share of receipts, including non-tax revenue, grants and transfer of funds, from the federal government increases in the total provincial revenues, the relationship between financial devolution and governance grows stronger. Shah (1991) pointed out that poor performance in most of the developing countries in the last 40 years can be attributed to highly centralized regimes.Huther and Shah (1998) noted that good governance and fiscal decentralization are positively related, which in turn may enhance economic growth. Akai and Sakata (2002) used single country data and predicted that fiscal decentralization plays a role in economic development. They pointed out that in the United States, high government spending was required in the initial phases of economic develop ment, therefore, any analysis that took into consideration this period is bound to overestimate the role of central government in the economic development.This led Xie et al (1999) to declare that decentralization has adverse effect on economic development. Jorge Martinez-Vazquez and Mark Rider (2006) pointed out the structure of financial system plays a pivotal role in determining the conduct and performance of low-level governments, which indirectly influence economic growth of a country. According to them, though both China and India show great financial decentralization, the central governments restrict the fiscal autonomy of the sub-national governments through conditional grants and inadequate powers to raise revenue.Thus, the regional governments are forced to use extra budgetary allocations to overcome their financial constraints, which results in waste of resources. These structural infirmities in the financial systems entail profligacy and unproductive expenditure policies , which may hamper the growth rate in the future in both the countries. Nobuo Akai, Yukihiro Nishimura and Masayo Sakata (2007), while using panel data of the fifty states of the US, showed that fiscal decentralization minimizes the variance of GDP growth due to decentralization among various levels of government.They also observed that there exists a negative relationship between fiscal devolution and economic volatility. Hiroko Uchimora and Yurika Suzuki (2009) studied Fiscal Decentralization in the Philippines after the promulgation of Local Government code (1991) . This study examined the fiscal relationship between the central and sub national governments by using the indicators of Fiscal decentralization. According to their findings, in the Philippines, the responsibility to incur expenditures by the local governments is not accompanied by corresponding strengthening of the fiscal capacity.As a result, local governments rely heavily on fiscal transfers from the central governm ent and Internal Revenues Allotment, which render the local finance unstable. Atushi Alimi(2004) Although , in theory, decentralization promises efficient provision of public services at local level, empirical evidence gives a mixed picture regarding its implications on economic growth. They attempted to resolve this inconsistency by using instrumental technique on the data for the period 1997 to 2001.In this study, fiscal decentralization is measured in terms of the ratio between local expenditure to total government expenditure. The result showed a significant positive relationship between per capita growth rate and Fiscal decentralization. Perraton, J. and Wells, p. (2003), in their paper, ‘Multi level governance and Economic cohesion’ noted three general trends in economic policy making: the transfer of powers to supranational institution in economic policy formulation, e. g. he formation of the European Union and World Trade Organization; secondly, almost all devel oped countries have established regional organizations, to which powers of economic policy-making have been devolved. In the transition states, there is a growing tendency towards decentralization to curtail expenditures and to make the governments more accountable; thirdly, the governments are now inclined to reduce their sizes and make alternate arrangements for governance through NGOs. This concept of governance is referred to as multi-level governance.In Pakistan’s case, Fiscal Federalism has been studied in detail. According to Anwar Shah, World Bank (Dec, 2006), there are two ways of transferring funds from the Centre to the provinces: assigning share of the federal revenues to the provinces at a pre-determined rate and direct transfer of funds (other than revenue) from the Centre to the provinces. According to him, the revenue sharing system in Pakistan affects the transfers in a lump sum and predictable manner to the federating units, which are at liberty to use these funds the way they choose.The author further argues that NFC places greater responsibility of revenue collection on the Federal government, thereby making the tax machinery efficient and tax compliance cost effective. The Revenue sharing system may have its merits, but it is also associated with certain demerits. For example, the provinces enjoy vast discretion in the utilization of funds, but have no control over the amount of funds they receive from the centre ; the federal government cannot influence the provinces to set priorities for achieving uniform standards in reas like health and Education; the provinces receive the funds without any strings attached to it , therefore, they feel less accountable while spending the funds; the share received by the provinces have no relation with the expenditures they incur, as usually the expenditures outgrow the rate at which the Federal revenue grows. Nighat Bilgrami and Mahpara Sadaqat (2006) have given an account of evolution and worki ng of NFC Award ever since its introduction in 1951. According to the authors, with the exception of 1974 Award, there is a growing tendency in increase of revenue transfer to the provinces.The major step forward in this direction was the 1991 NFC Award, wherein new taxes were included in the divisible pool. In addition, as envisaged in Article 161 of the Constitution, royalty on crude oil and surcharge on gas were also transferred to the provinces. This caused greater decentralization of funds, which over a period of time played a pivotal role in improving service delivery in health, education and irrigation etc sectors. The paper identifies various forms of fund transfers from the Federal government to the provinces.These include Revenue Sharing Transfers, Straight transfers, Recurring Grants, Development Grants and loans. The authors have also elucidated that how resources are transferred in Pakistan from the federal government to the provinces in four ways: from the centre to th e provinces, from provincial to local governments, from the federal government to the local governments and from local to local governments. The paper also gives a rationale for transfers of resources from the federal to provincial and municipal governments.At the end of the paper, the authors have suggested that smaller provinces be provided with soft loans and factors like backwardness and poverty be also considered while allocating the resources. Moreover, the provinces should be allowed to generate revenues that fall within their domain. Iftikhar Ahmed, Usman Mustafa and Mahmood Khalid (2007) have dilated upon the evolution of resource distribution over time. According to them the divisible pool has been expanded by the inclusion of more taxes.However, as population is the sole criteria for the distribution of resources through NFC awards, it has given birth to serious differences among the provinces. The paper says that resources are transferred from the centre to the provinces in two ways: Systematic or Formula Based transfer, comprising of revenue sharing and Random transfer, including grants, executive discretionary funds and Parliamentarian funds etc. According to the authors, with the passage of time the federal government has become more centralized, thereby adversely affecting the efficiency of the provincial governments.The federal government has got engaged in activities that purely fall within the purview of provinces. These include irrigation, roads, culture, tourism, youth affairs etc. This has increased the burden on federal government. The Federal government collects 93 % of the revenue but expends only 72%, whereas the provinces generate just 7% but spend 28%. The argument behind greater revenue collection by the centre is that it is more efficient in revenue collection than the provinces. But this argument is flawed as the provincial and local governments are left with lesser opportunities to collect revenue.This results in the dependency of the provinces on the federal government for transfer of resources. In this paper, NFC Award has also been criticized in that the criteria for resource distribution are mainly population. Elsewhere in the world, other factors like backwardness, population density, and revenue generation are also considered while devising a formula for distribution of resources. According to the authors, the major shift towards fiscal decentralization appeared in the 1996 NFC Award, whereby all duties and taxes were included in the divisible pool.By so doing transparency and predictability in resource distribution was though enhanced, yet the resource distribution formula between the federal and provincial governments changed little. The paper says that resources distribution has never been taken seriously. Only one criterion, that is population, has been followed for resource distribution, that’s why the NFC Award has failed to resolve the problem of Fiscal Decentralization. Usman Mustafa ( 2011) has highlighted the importance of federal form of government and has argued that even European Union has the characteristics of federalism.While referring to works of notable authors on the subject, it has been argued that Fiscal Decentralization increases efficiency, transparency and accountability. According to the author, in Pakistan’s case, there are pre-federalism (from 1947-71) and post federalism (from 1973 onwards) periods. In the first perid, the authority was centralized (one unit), whereas the second period is characterized by the march towards decentralization of powers from the centre to the provinces. In this context, the author argues that NFC Award is a step forward towards decentralization.He, however, criticizes population being suitable criteria for resource distribution between the centre and the provinces. In order to remove the grievances of the smaller provinces, a historical decision was taken in the 7th NFC Award on Dec, 2009 at Gawadar, to whic h all the provinces agreed. In this award, the demands of the smaller provinces were accepted, and a multifactor formula was devised. In the formula, factors like poverty, underdevelopment and inverse population density were also included for resource distribution. Moreover, the Federation sacrificed more that 10% of its share in favour of the provinces.It was also agreed that collection charges received by the Federal government on revenue would be curtailed from the existing 5% to 1%. This will increase the volume of net transfer of revenue from the federal to the provincial governments. All these decisions taken in the 7th NFC Award will contribute favourably towards Fiscal Decentralization in Pakistan. According to Kardar (2006), local governments have significance both in the context of Devolution plan and failure of central and provincial governments to deliver quality services to the masses ever since the emergence of Pakistan.He further argued that though legislation on devo lution is a landmark achievement, the biggest challenge is to settle the row over powers between the provinces and district governments. Dr. Shahnawaz Malik, Mahmood-ul-Hassan and Shahzad Hussein analyzed the relationship between Fiscal decentralization and economic growth for the period 1971-2005. They obtained mixed results on the basis of different variables used in analysis. The study further showed that with the continuous rise in the share of provincial government revenues and expenditures, economic growth slows down.Naeem-ur-Rehman Khattak, Iftikhar Ahmed and Jangraiz Khan, while using time series data, for the period 1980 to 2007, analyzed the resource distribution, and studied the impact of financial decentralization on the economic growth of Pakistan. According to them, the divisible pool has expanded over the years by the inclusion of more taxes in it. They pointed out that the resource distribution mechanism failed to affect economic growth positively, and suggested that the distribution formula be revisited, having regard to factors like tax collection and backwardness of the provinces.They further suggested that more powers be delegated to the provinces to raise their own revenues. Chapter 3 THEORETICAL BACKGROUND AND ECONMETRIC METHODOLOGY 3. 1 Introduction In this chapter we discuss the theory which guides our research, variables of our model, type of statistical relationship and the model we will use for estimation. 3. 2 THEORETICAL BACKGROUND Various forms of Decentralization. It refers to the delegation of powers and functions from the central to low-level governments. There are three main forms of decentralization (JICA 2008): . 2. 1. Decentralization It is the weakest type of decentralization, and refers to the transfer of decision making powers along with financial and management responsibilities from the officials in the centre to those serving in the local /regional offices. 3. 2. 2. Delegation Here the powers are delegated to the auton omous bodies, including corporations, housing authorities’ etc. , working under the supervision of the central government. These organizations enjoy vast discretion and decision making powers. 3. 2. 3.Devolution It is the gradual transfer of administrative, financial and political authority to the local bodies, which exercise their powers and functions within certain geographical confines. It has three main constituents, as discussed below: a) Political decentralization It refers to the shifting of powers and authority to local bodies, run by local political representatives. It has a well-established system of political decision-making and accountability at the local level. b) Administrative decentralizationIt is the form of devolution whereby staff of line ministry is dissociated from their corresponding ministries and brought under the control of the local administration. This is done through establishing local pay roll, which empowers them to reward and punish the staff. c ) Fiscal decentralization It refers to the shifting of authority and responsibility to the sub-level governments with regard to decision-making on distribution of financial resources. This also includes the powers to raise local revenue.Fiscal decentralization has attracted great attention, among the economic circles, especially for improving service delivery at the local level. The main objectives of Fiscal decentralization include efficient utilization of resources, effective service delivery, macroeconomic stability and economic growth. With these objectives in view, the developing world is following the principle of Subsidiarity, which emphasizes that authority should rest with the lower tiers of government for effective use, and that the responsibility of incurring expenditures should match with adequate financing.Decentralization leads to efficient utilization of funds through improvement in governance, as lower strata of government can better assess people’s problems a nd know their priorities. Decentralization enhances participation of local population as the beneficiaries are directly involved in planning the allocation of funds. Increased decentralization gives birth to democratization, which keeps the government close to the masses, thereby making it more accountable. 3. 3 Various theories regarding decentralizationThe above narrated advantages, and many more not discussed here, emphasize the importance of Fiscal decentralization. But it was since the publishing of Tiebout’s article, â€Å"A pure theory of local Expenditure† that this concept has gained great popularity among the theorists, and the volume of literature on this topic has increased tremendously. According to Tibeout (1956), Fiscal decentralization improves production efficiency through greater mass mobilization. In 1959 Musgrave pointed out that the role of government is to bring stability to the market and effect the redistribution of income.He further argued that efficient utilization of resources can be secured only when local tastes and choices are taken into consideration. Oates (1972) pointed out that people living in different localities have peculiar tastes and preferences for public service, therefore, local governments, as against central government, being better informed, will provide better services to its citizens. This concept is called Oates â€Å"Decentralization Theorem†, according to which economic efficiency can be enhanced by decentralizing the availability of public goods and services.Thus, the central government should be responsible for devising a national policy and providing efficient levels of government for distribution of goods . (Oates,2005) So, equipped with the requisite paraphernalia , the sub-national governments are in a better position to put in place welfare-maximizing policies. Cremer, Estach and Seebright (1994), stated that government at the centre cannot reach the information about local tastes a nd choices. Thus, it is through Fiscal Decentralization that local agents can bring about efficient supply of goods and services to their constituencies.Almost identical views were expressed by Qian and Weingast (1997), who opined that decentralization puts a check on budget expansion by promoting competition and strengthening accountability, which effects supply of goods and services in an efficient manner. Having said this, there is always a tendency among the local political agents to enlarge the scope of public goods and services at the cost of other jurisdictions. Rodden (2003) attributed this predilection to the type of decentralization being followed.If decentralization is dependent on self-generated tax revenue, smaller governments emerge; and if transfer of funds occurs from the centre, it results in budget expansion. Though from economic and political point of view there are many benefits of Fiscal decentralization, yet it is not a cure for all ills. For instance, Fiscal D ecentralization entails loss of Economies of Scale and loosens control over scarce resources. From it follows that centralization and Decentralization are not alternatives, rather the countries should find a balance between the two as per their requirements. . 4. Rationale for Fiscal Transfer in Pakistan The first reason is the general perception that the federal government is better equipped to collect major taxes, but is inefficient to collect smaller taxes. Also, the federal government may undertake major projects, but fail to deliver on smaller projects. Hence, the efficiency criteria must be followed while deciding allocation of means and responsibilities. The second reason for resource transfer from the centre to the provinces is that the latter lack the resources to finance the provision of even basic services.In the last ten years, the average revenue generated by the centre, provinces and municipalities stand at 89%, 5% and 6% respectively. As against the revenue generation , the share in recurring expenditure of the federal, provincial and municipal governments is 74%, 23% and 4% respectively. As regards developmental expenditure, the share of these governments is as follows: Federal government 65%, provincial government 25% and municipal governments 6%. These figures indicate that the provinces have limited resources vis-a-vis the amount of expenditure they incur.This necessitates the transfer of resources from federal to lower-tiers of government. Another reason that can be attributed to the allocation of resources among the different levels of government is Adequacy of Revenue. This concept refers to the capability of government not only to generate the initial revenue required to start a project but also to its ability to sustain it. In Pakistan’s case, Adequacy of revenue does not exist; hence transfer of resources to the lower tiers of government is necessary if they are to undertake any such projects.The fourth reason of transfer funds f rom the centre to the provinces is that there are taxes which though provincial in nature but is collected by the federal government, for example Sales Tax. Another rationale for transfer of funds is that federal government uses certain taxes for the overall stabilization of the economy; hence they should be under the control of the federal government. [NFC AWARDS Commentary and Agenda, Nighat Bilagarami, Jaffery and Mahpara Sadaqat (2006)]. 3. 5 ECONMETRIC METHODOLOGY 3. 5. 1Augmented Dicky Fuller (ADF) Test In this study a time series data is being used.Since this kind of data is usually non-stationary in nature, we first test it for stationarity or non-stationarity. For this purpose, an enhanced version of Dicky fuller Test, known as Augmented Dicky Fuller Test, is being employed. The ADF includes extra lagged terms of the dependant variable so as to remove auto-correlation. The following equations denote the three possible forms of ADF Test. i) Without any constant and trend ?yt =? *yt-1+i=1p? i? yt-i+et ii) Constant with non trend ?yt=a+? *yt-1i=1p? i+? yt-1+et iii) Constant with trend ?yt=a+? t+? *yt-1+i=1p? i+? yt-1+etOf the above equations, (iii) represents a more generalized form of ADF Test. Mackinnon(1991) gave critical values for the DF test The critical values for the ADF Test are the same as those for Dickey Fuller Test. If the DF Statistical value is smaller than the critical value, Null hypothesis of a unit root is rejected, which suggests that the yt is stationary process or the variables are stationary. If on running the ADF Test the variables are found non-stationary in their original levels of series, the variables are made stationary in their first difference level of the series. . 5. 2 Ordinary least square model (OLS) Once the variables are made stationary, estimation is made by employing Ordinary least square model (OLS). This model is suitable for ascertaining linear interdependencies in a time series data. Here it is also worthwhile to discuss Regression model. A multiple linear regression model estimates value of dependant variable (also called response variable) on the basis of independent variables (also called explanatory variables). But there is always a difference in estimated and observed values.Therefore, a Regression model also possess unexplained variable, also called error term, which measures the difference between observed and estimated values. y= b+b1 x1+ b2 x2+ b x3 †¦Ã¢â‚¬ ¦ +ei A regression model will be â€Å"best fit† if the difference between observed and estimated value is minimum. We cannot take error term by simply adding all the difference between observed and estimated value because it may contain both positive and negative values which can cancel the effect of each other. So, we take the square of error terms which leads us to OLS . i. e. minimum squared difference.OLS is useful for structural inference and policy analysis. For the purpose of Structural Analysis of data, cert ain assumptions regarding the causality of data are made. These are : error term (i) is normally distributed (ii) has zero expected value of mean (iii) has constant variance in each time period and for all values of X and (iv) its value in one time period is unrelated to its value in another time period. OLS is a very simple technique by which we can calculate the coefficient of each variable in other words it gives us the impact of one variable on another variable, which is summarized by impulse response function. | | | | | Chapter 4 DATA AND VARIABLE 4. 1 INTRODUCTION This chapter covers how data is collected, what are sources of our data and how variables have been constructed variables for our estimation. 4. 2 Data type For the purpose of studying the relationship between Fiscal decentralization and economic growth, secondary data is being utilized. 4. 3 Sources of data For the purpose of this study the following sources have been utilized. i) Issues of â€Å"Economic survey of Pakistan† ii)World Development Indicators iii)Ten years in Pakistan Statistics† (1983) iv)UNDP Human Development Report, 2007. )Hand book of Statistics on Pakistan Economy (2005)† 4. 4 Construction of variables Economic growth of the country is taken as dependant variable. It is measured in terms of per capita Log of per capita gross domestic product (LYP), which is rebased by the year 2000 market prices. The variable is expressed in real terms using GDP deflator to ascertain the pattern of economic growth over the years. The Fiscal decentralization is captured on the ratio of Provincial share in Total Revenue to the Total Revenue (PRFR). The data source for these variables is â€Å"Economic survey of Pakistan and covers the period from 1964 to 2008.As regards investment, it is captured by the Gross Fixed Capital Formation (GFCF) and data is taken from â€Å"Pakistan Economic Survey† Moreover, a variable for trade openness (OPN) is also used in the estimat ion model. This variable is obtained by adding imports and exports and dividing the same by LYP (at market prices). Here, too, the source of data is â€Å"Economic Survey of Pakistan† Other variables in the estimation model are Tax to GDP ratio (TGDP) and GINI co-efficient, the latter being used to calculate income equality and its source is UNDP Human Development Report. Chapter 5 RESULTS AND DISCUSSION . 1 INTRODUCTION The section consists of results and their interpretation. In para 5. 1, 5. 2 and 5. 3 Stationarity of data, Autocorrelation and the results of OLS model respectively have been discussed. 5. 2 Unit Root test In a time series data, the major problem is the non-stationarity of variables. So, before estimation, a test is applied to make the variables stationary. For this purpose various tests can be employed, but in our case we have used Augmented Dickey Fuller test, the results of which are shown in table 5. 1 below. Table 5. 1 UNIT ROOT TEST| Non stationary var iables| ADF-value| 5% Critical value| Gfcf| -1. 693492| -2. 9303| Gini| -2. 462911| -2. 9303| Lpy| 0. 863730| -2. 9303| PRFR| -2. 206432| -2. 9303| TGDP| 0. 158213| -2. 9303| Stationary variables| | ADF-value| Critical value| Gfcf| -3. 997577| -2. 9320| Gini| -4. 766215| -2. 9320| Lpy| -4. 632922| -2. 9320| OPN| -3. 453532| -2. 9303| PRFR| -3. 662186| -2. 9320| TGDP| -3. 01612| -2. 9320| Gfcf- Gross fixed capital formation, Gini- Income inequality, Lpy- Log of GDP, OPN- Openness to trade (export+import/GDP), PRFR- Ratio of provincial shares in total revenue to total revenue, TGDP- Tax to GDP ratio.At the level, all the variables except â€Å"OPN† were found non-stationary, and were, therefore, stationarized at First difference level by using ADF Test. 5 . 3 TEST FOR AUTOCORRELATION Autocorrelation tells about the relationship between two or more error terms in the model. For unbiased estimation, autocorrelation must be zero. If there exists problem of autocorrelation, it has to be removed. For this purpose, two hypothesis are constructed : one, H0: Co-Var(u,u+1)=0,there is no autocorrelation between the error terms and second, Ha: Co-Var(u,u+1)not equal to zero, meaning there is a problem of autocorrelation.To check autocorrelation in our model, we have used Breusch-Godfrey Serial Correlation LM Test (BG TEST), as shown in table 5. 2. According to the table, probability of F-statistic is significant at 5%, so we reject the hypothesis that cov (ut, ut+1) is equal to zero. In other words, there is autocorrelation problem in our model. In order to remove the autocorrelation problem, we have applied ARMA model with autocorrelation through AR (1), AR (3) and MA (2). Breusch-Godfrey Serial Correlation LM Test:| F-statistic| 4. 781666| Probability| 0. 001241| Obs*R-squared| 20. 50376| Probability| 0. 002252|Probability of F-statistic is significant at 5%, so we reject the hypothesis that cov (ut, ut+1) is equal to zero. It means there is autocorrelation proble m in our model. 5 . 4 ESTIMATION The results of the estimation with OLS are tabulated in Table 5. 3 below: Dependent variable:LPYMethod: Least Squares| Date: 03/25/12 Time: 11:13| | | | | | Variable| Coefficient| t-Statistic| Prob. | | GFCF| 0. 004693| 3. 806074| 0. 0006| | GINI| -0. 324275| -2. 919698| 0. 0065| | OPN| 0. 000254| 0. 468847| 0. 6425| | PRFR| -0. 000173| -0. 517278| 0. 6086| | TGDP| -0. 003194| -0. 809929| 0. 4242| | | | | | | R-squared| 0. 97793| Prob(F-statistic)| 0. 000000| Adjusted R-squared| 0. 997081| | | Durbin-Watson stat| 1. 705104| | | | | | | In the model ‘’R^2’’ shows strength of the regression line, which means how much important variables are covered by a model or how well variation in independent variables explains the variation in dependent variable. For time series analysis â€Å"R^2’’ value must be greater than 0. 70 or 70%, which means the model must explain at least 70% of the total variation in dependent v ariable. In our results, â€Å"R^2=99%† value is greater than 70%, so 99% of variation LPY is explained by our variables i. . GFCF, GINI, OPN, PRFR, TGDP. But the values in the 3rd column against each variable show â€Å"t† values. If the t value, in absolute form, is greater than â€Å"2†, the relationship between the variables is significant. In our case, the financial autonomy is measured in terms of â€Å"Ratio of Provincial share in Total Revenue (PRFR)†, whereas the Economic growth is captured on the variable LPY. It is evident from the table that the relationship between LPY (dependent) and PRFR (independent) is insignificant because the â€Å"devalues, in absolute form, are less than â€Å"2†.It implies that LPY is not influenced by PRFR. In other words, in Pakistan’s case, Fiscal decentralization has no bearing on economic growth. The model shows that GFCF and GINI with variables have ‘’t’’ value greater than 2 in absolute form affect economic growth. Durbin-watson value in the table tells us about the problem of auto-correlation in the model. If the value of Durbin-watson test is between 1. 7 and 2. 2 there will be no auto-correlation. In our table its value 1. 7, so we say that the problem of auto-correlation has been removed.CHAPTER NO: 06 CONCLUSION This study focuses on identifying the impact of fiscal decentralization on economic growth through compilation of its historical trends. It is generally believed that that proper information about the existing fiscal decentralization system will lead to better policy formulation, which will ultimately put the country on the road to prosperity. In this regard, it is also worthwhile to analyze the implications of the current fiscal decentralization policy on the economic growth of the country.Thus, this study helps ascertain the extent of financial autonomy of the provinces and measures its long term benefits. In this study secondary d ata has been used, which covers the period from 1964 to 2008. Provincial share in total revenue (PRFR), GFCF- Gross fixed capital formation, Gini- Income inequality, OPN- Openness to trade (export+import/GDP), PRFR- Ratio of provincial shares in total revenue to total revenue, TGDP- Tax to GDP ratio are dependant variables, whereas LPY (Log of GDP) is dependent variable in the data.We used OLS model for our estimation, the results of which revealed that only GFCF and GINI have significant impact on GDP growth. On the other hand the influence of, OPN, TGDP and PRFR on economic growth (LPY) are insignificant. As PRFR and LPY measure the extent of fiscal decentralization and Economic growth respectively, we conclude that economic growth in Pakistan does not depend on fiscal decentralization. This may be due to the fact the Resource Distribution Formula has been mainly based on population. The results of other factors, included of late in the NFC Award, are yet to be seen.It is, therefo re, proposed that not only the impact of population in the distribution formula be diluted by the inclusion of other factors, being emphasized by the smaller provinces, but also the powers of the provinces with regard to revenue generation be enhanced. ——————————————– [ 1 ]. The words, Financial devolution, financial autonomy and Financial /fiscal decentralization are being used interchangeably in this study. [ 2 ]. In this discussion ,the words, federating unit, unit, province, sub-national government and low-level government will be used interchangeably.

Changing the Language Settings in Microsoft Word

Changing the Language Settings in Microsoft Word Changing the Language Settings in Microsoft Word The automatic spellchecker  in Microsoft Word is far from perfect, but it can be useful for spotting mistakes in your written work. First, though, you’ll need to know how to change the language settings. This is vital because even regional variations of English can differ in spelling, which means the automatic spellchecker will miss mistakes if the wrong settings are used. Luckily, changing the language in Microsoft Word is a quick and simple process. Changing Language Settings There are two main ways to set the language of a new document in Microsoft Word. The first is to use the â€Å"Review† tab on the main ribbon: Go to the â€Å"Review† tab and find the â€Å"Language† section Click on â€Å"Language† and select â€Å"Set Proofing Language†¦Ã¢â‚¬  Choose the language required in your document from the new window and click â€Å"OK† The second option is possibly even simpler: Click on the language section of the blue bar at the bottom of your document (this will display the current language settings by default) In the new window, select your chosen language and click â€Å"OK† Either approach will ensure the spellchecker looks for spellings specific to your region. For American English, the correct option is â€Å"English (United States).† If you click â€Å"Set as Default,† the same settings will be applied to all new documents. Applying a New Language to Existing Text If you’re applying new language settings to an existing document rather than starting from scratch, you’ll need to select the text you want to modify first. You can do this by selecting the passages you want to check and using the steps outlined above to pick a new proofing language. This also allows you to use different language settings in different parts of the same document, if required. Alternatively, you can quickly select all of the text in a document using â€Å"Ctrl + A† (or â€Å"Cmd + A† on Mac computers), then apply a new language as described above. Comments, Headers and Footnotes For reasons beyond the comprehension of mortal minds, Microsoft treats the language options for comments, headers and footnotes as separate from the main text in your document. The last thing you need is sneaky British spellings in your footnotes! If you’re using any of these features, you’ll need to check that the language settings are consistent with the rest of your document. You can do this either by selecting the relevant text and using the process described above, or by following these steps: Go to â€Å"Styles† and right click the style you want to update (e.g., â€Å"Header†) In the dropdown menu, click â€Å"Modify†¦Ã¢â‚¬  to open a new window In this menu, click â€Å"Format† in the bottom left and select â€Å"Language† Pick the language required and click â€Å"OK† This will ensure consistency between different parts of the document in question, which is especially important if your paper includes extensive footnotes.

Free Essays on The Meaning Of Greatness

Greatness can de defined in many ways, however to be truly great you simply need acceptance. Bernard Malamud’s main character in The Assistant Morris Bober exemplifies this humble greatness while refuting mislead ideals of pompous greatness. Camus’ The Myth of Sisyphus mirrors Morris’ ideal of greatness through the silent acceptance of one’s destiny. Morris lives a very simple, bleak like. He gets up at the same time every morning, sells the same products to the same customers, takes the same breaks, does the same chores, worries about the same bills from the same store and his family every single day. Nothing has changed much. However despondent a life Morris lives however, he never fails to help out those who are worse off than him. â€Å"He found a penciled spot on the worn counter, near the cash register, and wrote the sum under ’Drunk Womnen’. The new total now came to $2.03†¦Ã¢â‚¬  ( Malamud, 2). Even when Frank confesses to holding Morris up, he reveals that, â€Å"This I already know, you don’t tell me nothing new.† (Malamud, 188). Morris found his greatness through his acceptance of his humble life much like Sisyphus from Camus’ The Myth of Sisy phus. â€Å"At each of those moments when he leaves the heights and gradually sinks toward the lairs of the gods, he is superior to his fate. He is stronger than his rock.†(Camus, 230). Only through accepting one’s fate humbly with understanding like Morris and Sisyphus can one become â€Å"stronger than his rock†. It is evident in Morris’ demeanor that not only does he hold Camus’ ideals among greatness, but that he openly refutes Carlye’s ideals as well. Carlye’s On Heroes and Hero-Worship blatantly contrasts Morris Bober’s views on greatness with its ideals that greatness is rooted in recognition and distinguishment. Carlye believes that â€Å"One comfort is that Great Men, taken up in any way are profitable company.† (Carlyle, 237). This however is not tr... Free Essays on The Meaning Of Greatness Free Essays on The Meaning Of Greatness Greatness can de defined in many ways, however to be truly great you simply need acceptance. Bernard Malamud’s main character in The Assistant Morris Bober exemplifies this humble greatness while refuting mislead ideals of pompous greatness. Camus’ The Myth of Sisyphus mirrors Morris’ ideal of greatness through the silent acceptance of one’s destiny. Morris lives a very simple, bleak like. He gets up at the same time every morning, sells the same products to the same customers, takes the same breaks, does the same chores, worries about the same bills from the same store and his family every single day. Nothing has changed much. However despondent a life Morris lives however, he never fails to help out those who are worse off than him. â€Å"He found a penciled spot on the worn counter, near the cash register, and wrote the sum under ’Drunk Womnen’. The new total now came to $2.03†¦Ã¢â‚¬  ( Malamud, 2). Even when Frank confesses to holding Morris up, he reveals that, â€Å"This I already know, you don’t tell me nothing new.† (Malamud, 188). Morris found his greatness through his acceptance of his humble life much like Sisyphus from Camus’ The Myth of Sisy phus. â€Å"At each of those moments when he leaves the heights and gradually sinks toward the lairs of the gods, he is superior to his fate. He is stronger than his rock.†(Camus, 230). Only through accepting one’s fate humbly with understanding like Morris and Sisyphus can one become â€Å"stronger than his rock†. It is evident in Morris’ demeanor that not only does he hold Camus’ ideals among greatness, but that he openly refutes Carlye’s ideals as well. Carlye’s On Heroes and Hero-Worship blatantly contrasts Morris Bober’s views on greatness with its ideals that greatness is rooted in recognition and distinguishment. Carlye believes that â€Å"One comfort is that Great Men, taken up in any way are profitable company.† (Carlyle, 237). This however is not tr...