The Quality of Risk Management in the Civil Engineering PowerPoint Presentation

The Quality of Risk Management in the Civil Engineering - PowerPoint Presentation Example In some cases only money is at stake, but all these concerns must be brought to bear during the planning process and identify so that evaluations of the inherent dangers are efficient. Additional statistics are provided to allow for comparison and evaluation in diverse industries to permit a more thorough understanding of risk calculation strategies as well as the ramifications of inadequate considerations. This investigation categorizes various forms of risk and provides recommendations relating to timetables, and the budgetary constraints that are inherent in any such endeavor. A brief history of the international construction market has been researched with implications that can be felt around the world. New regulatory paradigms are touched upon, in which project organizers are required to develop a mastery not only of the legal constraints of their own country, but also of the interplay between multinational financing and local laws. Differences which foreign contractors must kee p in mind relate to the availability of construction equipment, local labor practices and regulations, and in some cases the actual political stability of the region. These difficulties must be itemized before scheduling, before the budget is finalized, and before the first shovel touches the construction site. The construction industry itself is expressed in a global sense, and this project describes the implications of international pursuit that is worth over $3 trillion annually. (Bon, 2000) while it is true that most recently the United States has been the largest single market for construction, when the fortunes of a country become favorable that creates a climate of intensified economic activity which in and of itself can encourage foreign investment in both directions. A stable and profitable country is an excellent place for other investors to set up shop. Furthermore, when a country becomes a good place to do business, financial interests within that country are then more a ble to find more foreign investments raising the prospects of other countries, such as China, for example. This research provides advice for budgetary planners in the quantification of risk, as well as the awareness of the need for surplus planning, cushioning in terms of money and time that should be included in the initial cost calculations for projects of international importance in civil engineering. There has been considerable recognition worldwide of the needs of risk management in the civil engineering sphere and a variety of theoretical methodologies have been pioneered by experts in this field. The details of various management and risk evaluation criteria for engineering projects are also discussed. METHODS There is an assumption in this article, and among other researchers that risk can be boiled down in relatively simplistic equation format: Risk equals =likelihood x consequences. (van Rijn, 2004.) Risk management criteria and various evaluation schemes are described her ein. It is important for planners to make the delineation of a risk versus threat the uninformed are likely to identify as threatening even those events which have vanishingly small probability the distinction must be drawn between every possible worst case scenario, and reasonable damages that are predictable for any project involving construction under the relevant circumstances. Accident statistics have been compiled to illustrate the discontinuity between what the public worries about and what is likely to injure the average person.

Inroduction to property law Essay Example | Topics and Well Written Essays - 3500 words

Inroduction to property law - Essay Example legal right to the property could have been rightfully established, however in the absence of this legal claim, his rights must be established through proprietary estoppel. The commonly accepted definition of proprietary estoppel is as provided by Oliver J in the case of Taylors Fashions Ltd v Liverpool Victoria Trustees Co Ltd2 is that proprietary estoppel may be established in this cases where â€Å"it would be unconscionable for a party to be permitted to deny that, which, knowingly or unknowingly, he has allowed or encouraged another to assume to his detriment.† Therefore, in applying this to the case of Derek, it may be possible to establish that it would be unconscionable for Pam as the legal title holder, to now sell the house and ask Derek to move into an old people’s home to his detriment, when the house was supposed to be a home for all of them, and Derek has been making mortgage payments all the while on the basis of this assumption. Moreover, at the time of purchase of the house, the main objective was not only to provide a home for them but also to enable Derek to be able to take in lodgers so that he could be provided with an income in his old age, which is also the reason why Derek has assumed the primary financial burden in making mortgage payments on the house. Hence, it would be unconscionable to now expect him to vacate the house and move into an old age home. The objective of proprietary estoppel is to establish interest and proprietary interest in providing a remedy in the event of a property transfer where legal formalities fall just short of what is required3. Proprietary estoppel was invoked in the case of Yaxley and Gotts v Another4 in providing just such a remedy. The issue in this case was the dispute over whether an oral contract did indeed exist between the parties and whether this could provide justification for the issue of a remedy. However, as pointed out by Justice Robert Walker in his judgment, proprietary estoppel was

Illiteracy Rate Of Mozambique At A Glance Education Essay

Illiteracy Rate Of Mozambique At A Glance Education Essay The purpose of our research is to have a better understanding about the condition of illiteracy in Mozambique such as the reasons of high illiteracy rate in Mozambique, gender issues and solutions to reduce illiteracy. Illiteracy is defined as the condition of being unable to read and write. Our area of study is focused on Mozambique which is one of the country of Bottom Billion. We also hope to raise the awareness among all nations about the importance of education through this research. The sampling method we used throughout this research is purposive sampling and snowball sampling. We have sent out our questionnaire which consists of 9 questions to 30 respondents who came from Mozambique. They are all full time students resident in Universiti Teknologi PETRONAS (UTP). Each of them is given 15 minutes to answer the questions. Our research is a small scale study which concentrates only on Mozambican students in UTP. From our research, we found out that most of the respondents grade illiteracy rate as average. Besides, the main reason behind the high illiteracy rate in Mozambique is due to insufficient budgets. Female has higher illiteracy rate than male is because of the cultural background of Mozambique. Introducing more high quality teachers and provide enough facilities are among the effective solutions to reduce illiteracy rate, as stated by our respondents. In conclusion, the Mozambique government should revise their current plan in reducing the illiteracy rate in Mozambique. Besides, the government should also compromise and develop strategies with international communities to contain enough funds for education facilities and adult literacy programs, so that every Mozambicans can gain access to basic education. The limitations of our research are that our scope of study is narrow and it does not represent the overall opinions of every Mozambicans. Thus, the research is encouraged to be carried out outside UTP with a larger group of respondents involved, so that the data obtained is more reliable. The time allocated to complete this research should be increased too, in order to intensify our understandings and researches on the illiteracy in Mozambique. CONTENTS Abstract à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.2 Chapter 1: Introduction à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. pg.4 5 Chapter 2: Literature Review 2.1 Mozambique (Country Context) à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. pg.6 2.2 History of Literacy in Mozambique à ¢Ã¢â€š ¬Ã‚ ¦..à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.6 7 2.3 Statistics of Illiteracy in Mozambique .à ¢Ã¢â€š ¬Ã‚ ¦..à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. pg.7 8 2.4 Structure of the current educational systemà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. pg.8 2.5 Reasons, solutions and consequences regarding illiteracy pg.9 10 Chapter 3: Methodology 3.1 Overview à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.11 3.2 Population/Sample à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.11 3.3 Location à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. pg.11 3.4 Limitation à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.11-12 3.5 Sampling technique à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. pg.12 3.6 Procedure à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.12 3.7 Materials à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. pg.13 3.8 Statistical Treatment à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. pg.13 Chapter 4: Results à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. pg.14 18 Chapter 5: Discussion 5.1 Reason behind the high illiteracy rate in Mozambique à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.19 5.2 Effects of illiteracy à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. pg.20 5.3 Illiteracy rate among women and men in Mozambique à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.20 5.4 Solutions to overcome illiteracy in Mozambique à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.20 21 5.5 The role of the international communityà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. pg.21 5.6 Limitations and Recommendation à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.22 Chapter 6: Conclusion à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ pg.23 References à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. pg.24 25 Appendix Sample Questionnaire à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. pg.26 27 Chapter 1: Introduction Our group has decided to study the issue of illiteracy which still exists, in fact, getting more serious for the Bottom Billion. Based on Oxford dictionary, illiteracy is defined as the condition of being unable to read and write. It can be further explained as the ignorance resulting from not reading. The Bottom Billion refers to those people living in impoverished countries which fail to progress, despite international aid and support. Collier (2007) points out that the majorities of the 5-billion people in the developing world are getting richer at an unprecedented rate, however, a group of countries, where mostly in Africa and Central Asia, are stuck and that development assistance should be focused heavily on them. In this context, the conflict of illiteracy is rather important and need to be resolved immediately. Our area of study is focused on Mozambique. Mozambique situated in south eastern Africa bordered by the Indian Ocean to the east, with almost 17.5 million inhabitants living in an area of 801,590 km2. The countrys main economy is based on agriculture where more than 70% of the population live in rural areas and work mainly in agriculture, forestry and fisheries. In All Africa (2011), Deputy Education Minister Augusto Jone pointed out that the illiteracy rate was 60.5% when the First Literacy and Adult Education Strategy were approved in 2005, however in between 2005 and 2010; the rate was cut to 48.1%. Besides, South African Press Association (2007) stated, Ernesto Muianga, the national director of adult education in the ministry of education and culture said illiteracy level in the country is still low where only seven out of 100 Mozambicans could read and write. Melo (n.d.) mentioned that Mozambique is still lack of schools and teachers to guarantee education for the nations youth after independence in 1975 where an estimated 60% of adults still cannot read and write, with the illiteracy rate higher among women. These studies focused on the illiteracy rate in Mozambique which has fluctuated. Our research paper is to get a better understanding and to investigate the condition of illiteracy in Mozambique. The increasing interest in the issue of illiteracy has heightened the need for education as a necessary element of development and fundamental human right. An educated population is essential to national development. Education is considered a key factor in promoting social well-being and in poverty reduction because it can have a positive impact on national productivity. This investigation hopes to create awareness among all nations so that the development of a country and human civilization is not neglected due to insufficient education. Our research paper hopes to answer the following questions: What are the reasons behind the high illiteracy rate in Mozambique? What are the effects of illiteracy? Why is the illiteracy rate among women higher than men in Mozambique? What are the solutions to overcome illiteracy in Mozambique? How effective is the role of the international community in helping to improve the situation? We hope our research paper is able to answer these questions. To complete this task, interview has been used as methodology. Our respondents are the Mozambiques students studying in Universiti Teknologi PETRONAS (UTP) so that we can obtain the information directly. Our numbers of respondents are expected to be around 30. Chapter 2: Literature Review 2.1 Mozambique (Country Context) Mozambique, with almost 17.5 million inhabitants living in an area of approximately 801590 km2, has the highest population among the former Portuguese African colonized country. (Mario Nandja, 2005) The main economy of Mozambique is depends on agriculture. Thus, most of the Mozambicans live in rural areas which make up of 70% of total population. They work mainly in agriculture, forestry and fisheries. According to the World Bank (2011), Mozambique also have large share of youth population with about 44 per-cent of population is younger than 15 years old. After independence from colonization of Portugal for about 470 years in 1975, Mozambique was left with a very high illiteracy rate among adults with the illiteracy rate of about 93%. According to USAID (2009), an estimated of 60% of adult is still unable to read and write in 2009 where the rate decrease for about 33% with higher illiteracy rate among female. 2.2 History of Literacy in Mozambique During the colonial period, formal education in Mozambique was provided by Koranic schools in Muslim towns. In 1907, education is conducted in Portuguese and some other native languages, where schools and textbooks were subjected to government approval. The class of Assimilados was firstly introduced in 1927 which separates Africans who possess a fluent command of Portuguese. In 1930, the education system has reached an amount of 47 elementary schools with 11217 students, 186 rudimentary schools where basic Portuguese were taught to just fewer than 30000 Africans and one secondary school in the capital of Mozambique. (Wikipedia, 2012) Unfortunately, in the Mozambique Civil War (1977-1992) after the national independence from Portugal in 1975, schools were a particular target of Renamo attacks which causes the literacy rate decreases from 20% in 1983 to 14% in 1990. According to Mario and Nandja (2005), this first phase of education, from 1975 until the mid-1980, has recognized the importance of education as one of the main element of the national education. Mario and Nandja states that: This phase was marked by a dynamic and multifaceted process in which the people were mobilized in national reconstruction tasks, forging national unity and affirming their Mozambican identity. Accordingly: a number of nationwide adult literacy and education campaigns were conducted; a series of planned and agreed adult education and training schemes involving particular enterprises, communities and social sectors considered strategic for the social and economic development of the country were launched. From mid-1980s until 1995, the second phase of education in Mozambique went on and was marked by a substantial reduction in adult literacy and education activities owning to the escalation in the destabilization war. When National Adult Education Department was disbanded, this phase ended where their activities were taken over by National Basic Education Department. The third and as well as the last phase began in 1995 and is still going on that it can be as a process of rediscovery and rescue of adult literacy and education. In 1998, United Nations has estimated a literacy rate of 40% in Mozambique, where the literacy rate among women was almost half of the men. 2.3 Statistics of Illiteracy in Mozambique According to United Nations Educational, Scientific, and Cultural Organization (2012), the adult literacy rate of Mozambique in 2009 is 55.06% out of the total population of people aged greater than 15 years old. For Malaysia, the adult literacy rate in 2009 is 92.46%. The difference between the two countries is about 37.4%. The youth literacy rate of Mozambique in 2009 is 70.87% whereas for Malaysia is about 98.55% (Index Mundi, n.d.). The difference is approximately 27.7 % which is 10% less than the difference for adult literacy rate. The rate of youth literacy is higher than the adult literacy for both countries. Similarly, CIA World Factbook (2009) stated that the literacy rate of Mozambique is 47.8%. If compared with worlds highest literacy rate countries such as Andorra, Finland, Georgia, Greenland, Liechtenstein, Luxembourg, Norway and Vatican City which have 100% rate of literacy, Mozambique is about 52.2% lesser. Mozambique is ranked as 199 out of 213 countries for the world literacy rate. (CIA World Factbook, 2009) Women have high illiteracy rate if compared with men in Mozambique. According to the data published by the National Institute of Statistics in 2004, the illiteracy rate for female is 69% whereas male with 38% of illiteracy rate only. However, Millennium Development Goals (2010) as cited in United Nations Development Programme (n.d.), reported that the illiteracy rate of female has decreased as time goes, with about 66.2% in 2004 and dropped to 56% in 2009 after the launching of the literacy programmes. It also stated that the female literacy rate in rural areas is 31.3% while in urban is 70.1% 4. Structure of the current educational system Currently, there are several policies in Mozambique that govern the education system. Among them, the most noticeable are the Republic of Mozambique, which states that every citizen has the rights to receive education and education consists of a means of achieving national unity, eradicating illiteracy, mastering science and technology and providing citizens with moral and civil values. The 1990 Constitution enshrines modernized the National Education System (SNE), bringing it into line with the new economic and political model. Besides, the eagerness of government and society in reducing the illiteracy rate due to the awareness towards the importance of education in the development of the country is further highlighted through the implementation of Action Plan for the Reduction of Absolute Poverty (PARPA) which defined literacy and adult education as primary goals in education programme from 2001 to 2005 as well as the National Strategy for Adult Literacy and Education and for Non-F ormal Education (AEA/ENF) to eradicate illiteracy. The purposes and objectives of Education For All (EFA). (Mario and Nandja, 2005) 2.5 Reasons, solutions and consequences regarding illiteracy According to Mario and Nandja (2005), the high illiteracy rate in Mozambique is because most of the population does not have an adequate and full command of Portuguese, the countrys official language after the colonization of Portugal. Despite the governments intention to increase funding budget for education, the amount instead remained the same without much significant difference. It is undeniable that the country has developed since its civil war but ineffective policies, government mismanagement and prolonged drought have haunted its economy. Mozambiques annual budget depends much on foreign assistance and a large of the population lives under extreme condition. As mentioned by Linden and Rungo (2004), due to insufficient budget, the condition during learning is considered bad. The students face an amount of problems, such as lack of information, lack of classrooms and learning materials and inconvenient timetables. Lessons under a tree or in buildings of weak construction are co mmon. These results in some of them have negative attitude towards the path of learning. Well, according to de Melo (n.d.), the reason behind the high illiteracy rate is mainly due to the legacy of colonialism and 16-year civil war. Also, in this context, gender inequality plays vital role in contributing to the high rate of illiteracy. Mario, Nandja (2006), and Linden, Rungo (2004) highlighted the effect of unequal gender opportunities towards this issue. Linden mentioned that women seemed to be more interested in programmes specialized to enhance their lives and well-being of their families. Cultural background also affects significantly, where many women dropped out as they were kept at home when family members need care or the family ran out of money. There are also cases where men do not allow their wives to attend classes. They feel that womens responsibilities are to stay at home, handling chores and it is pointless or rather ridiculous for them to learn new knowledge. To most of them, they assumed that wives must not be smarter than their husbands because if they do, they will start to disobey and become disobedient, opposing the usual cultural background. After all, due to the high illiteracy rate, there a lot of measures that has been done in order to control and rectify this problem. de Melo (n.d.) told us that  actually, IBIS has been working on 2 programmes, Education for Change in Rural Communities (ECRC) and a Governance programme. In ECRC, it is known that this intervention aimed to upgrade teachers training in the poorest parts of the countryside besides ensure better educational methods in the classroom with improved teaching materials. The main objective of ECRC is to introduce new concepts that underpin and inspire the reformations of Mozambican education. On the other hand, United States Agency for International Development (USAID) has employed a food security strategy which provides rural Mozambicans knowledge to be used to increase their incomes. To reduce the consequences brought by illiteracy, USAID recognized this problem by providing funds to literacy instructors in 10 specified rural districts to supplement the governments struggling literacy program. In addition, the Ministry of Education of Mozambique is expanding its adult literacy program and now are able to incorporate the USAID-funded instructors into its payroll. (USAID, 2009) Community, school and technology are the three fundamental components in order to improve literacy. As globalisation occurs, Karchmer, Mallette, Soteriou and Donald (2005) strongly agree the importance of ICTs as the central technology for eradicating illiteracy. Hargreaves (1994), as cited by Glover and Law (2002), stated that the teaching force should be trained and retrained in order to cope with the demands of a national agenda for school improvement. Self-evaluation is also important in improving literacy rate. Education system in a country should aware about the initiative to develop a more effective planning processes, monitoring and evaluating techniques. Chapter 3: Methodology 3.1 Overview This chapter would focus on the methodology that was employed to enable the collection of data from the respondents points of view regarding the illiteracy rate in Mozambique. Our task is to give out questionnaires to find out whether the causes, effects and solutions that we had listed out in the past chapters were agreed by our Mozambican respondents. These questionnaires were then compiled and the information obtained were analysed and interpreted. 3.2 Population/Sample To conduct our research to find out more about the illiteracy rate in Mozambique, 30 individuals which were full-time students at Universiti Teknologi PETRONAS (UTP) were randomly selected to answer the questionnaires, we had prepared beforehand. Our respondents were fellow students of Universiti Teknologi PETRONAS (UTP), who came from Mozambique to further their studies in our country. They were from different courses, programmes and social background. 3.3 Location Our location for the research was in Universiti Teknologi PETRONAS (UTP). The campus is built on a 400-hectare (1,000 acre) site strategically located at Bandar Seri Iskandar, Perak Darul Ridzuan, Malaysia. All of our respondents lived inside the campus. Majority of our respondents lived in Village 2, while some lived in Village 1, Village 5 and Village 6. 3.4 Limitation There were some of the limiting conditions that affected the accuracy of our research paper. For example, there were limited Mozambican students in our university to be respondents which mean we could not get sufficient information in details from that country. In addition, we had to search for them in order to have the questionnaire session because of the limited Mozambican students in our university. Besides, there were some conditions where the Mozambican students were reluctant to collaborate to carry out the research where most probably were due to their heavy language accent and some miscommunication. 3.5 Sampling Technique The sampling techniques that we used were snowball sampling and purposive sampling. Using the snowballing technique, we found a group of Mozambican students to reach our target of 30 respondents by contacting some of our Mozambican friends. This technique helped us to obtain the information easily and precisely by approaching the Mozambican community in our University. The Mozambican community in our University are definitely literate and is able to aid in our research. 3.6 Procedure The questionnaires were based on the respondents opinions on aspects related to the research, multiple choice questions were provided. Firstly, we contacted our Mozambican friends and went to their room to conduct the research. The Mozambican friends were helpful to bring us to meet the others Mozambican students in UTP and some even gave us their friends contacts for us to approach them. Mostly, we met them at their place of living and some in front of the market in UTP. We had also borrowed a car to reach Village 6 to approach the respondents there. All respondents were given fifteen minutes to complete the questionnaires on the spot. We had explained the questions in the questionnaire to those who didnt understand and assisted them while answering to complete the research. After the time limit, we collected the questionnaires back and thanked them for their co-operation. The collected quantitative data was analysed and illustrated in tables, bar graphs and pie charts as in the res ults section. 3.7 Materials We decided to use a quantitative method, instead of qualitative to obtain our results in regarding to the topic of research. We prepared a set of questions with 9 questions for them to fill up with multiple choice questions provided. Besides, we also provided a grading scale from very poor to excellent, from low to high or from strongly disagree to strongly agree, to ease the respondents answers and feedback. (Refer sample of questionnaire in Appendix 1) 3.8 Statistical Treatment After we obtained the results or questionnaires from the respondents, we compiled the questionnaires according to the answers they had done. After that, we compared each questions and the answers in one questionnaire with the others. With different responses from the respondents, the data were able to compile effectively and efficiently. The answers from the 30 respondents are calculated and converted into percentages. Then, we substituted the information obtained into pie chart and bar chart form for easier analysis. Lastly, the statistics obtained from our results are interpreted and further discussed in the discussion section. Chapter 4: Results Figure 4.1: Illiteracy rate in Mozambique According to the column chart above, most of the respondents consider that the illiteracy rate in Mozambique is neither high nor low. Figure 4.2: Reasons for higher illiteracy rate in female than in male According to the pie chart above, cultural background is the main reason behind the high illiteracy rate among female. Figure 4.3: What illiterate affect the most According to the pie chart above, illiterate affects employment prospects the most. Figure 4.4: Reasons for the high illiteracy rate in Mozambique According to the pie chart above, insufficient budget is the main reason behind the high illiteracy rate in Mozambique. Figure 4.5: International community in helping to reduce illiteracy rate in Mozambique From the column chart above, most of the respondents disagree that international community is helping in reducing illiteracy rate in Mozambique. Besides, the statistics above also shows that the percentage of respondents grade it as Average and Agree are the same. Figure 4.6: Education system in Mozambique According to the column chart, most of the respondents feel that the education system in Mozambique is considered average. Figure 4.7: Public awareness towards education in Mozambique As shown in the column chart above, most of our respondents grade the public awareness in Mozambique towards education as average whereas none of them grade it as very poor. Figure 4.8: Effort of government in reducing illiteracy rate in Mozambique From the column chart above, most of the Mozambicans grade the effort of government in reducing illiteracy as average whereas only 10% of respondents grade it as very poor. Figure 4.9: Ways to reduce illiteracy rate in Mozambique According to the pie chart above, high quality teachers and sufficient facilities show the highest percentage proportion in the ways to reduce the illiteracy rate in Mozambique. Chapter 5: Discussion In this chapter, the quantitative results are discussed with the support of past research. Similarities and differences between the results and our literature review are explained logically and concluded for a more comprehensive discussion. The aim of this discussion is to investigate the reasons, consequences, solutions and the role of international community in regarding the illiteracy in Mozambique. 5.1 Reason behind the high illiteracy rate in Mozambique In Figure 4.1, 33.67% of the respondents think that the illiteracy rate in Mozambique is considered average, where in fact; the adult literacy rate of Mozambique in 2009 is 55.06% which is at a place of 199 out of 233 countries. The illiteracy rate is still most likely to be high, as approximately half of the Mozambican community is illiterate. In our study, there are only about 13.33% of our respondents considered the illiteracy rate in Mozambique as very high. None of them chose very low while grading the illiteracy rate in Mozambique. This is contradicting to our literature review which is possibly due to the low public awareness, specifically from the respondents. Furthermore, it was found out that the major reasons that contribute the most to the high illiteracy rate in Mozambique is due to insufficient budget where 40% of the respondents supported as shown in Figure 4.4. After the independence of Mozambique from Portugal in 1975, surviving from the colonization era and the Mozambique Civil War which happened from 1977 to 1992, these probably result to insufficient budget and then the abandonment of education. Linden and Rungo (2004) mentioned too that, due to insufficient budget, the condition during learning is considered bad. The students face an amount of problems in the learning process which further results to the unresolved illiteracy problem in Mozambique. The education system in Mozambique is a catalyst to improve literacy rate. In Figure 4.6, 40% of our respondents rate the current education system in Mozambique as average. Several policies in Mozambique that govern the education system are not noticeable, which indirectly causes the low level of respond from the Mozambican community. To achieve Education for All (EFA), a good education system provides a strong basis to attract the awareness of all Mozambicans, and to eradicate illiteracy. 5.2 Effects of illiteracy Figure 4.2 shows 46.67% of our respondents feel that illiteracy affects employment prospects the most. The respondents realize that being literate and armed with knowledge are able to guarantee a job with promising aspects. In addition, the current condition in Mozambique depends mostly on agriculture, forestry and fishery as their main source of income. Mozambicans have to go by leaps and bounds to develop an advanced country, by exploring industries that require high qualifications and education, where literacy plays a pivotal role in increasing chances of employment prospects. Only 10% of them think that illiteracy will affect family life. This low value is likely to show that the awareness of education is still low. They may feel that they have adapted themselves perfectly in the traditional way, ignoring the importance of literacy and progressing. 5.3 Illiteracy rate among women and men in Mozambique Based on Figure 4.2, 56.67% of the respondents stated that illiteracy rate among women is higher than men because of cultural background. It has been a tradition that males are the leader and also the sole bread winner of the family, whereas females should stay at home to do the house chores and nurture their children at home. Females are always prohibited from learning due to cultural purposes that causes the significant lower illiteracy rate among females. There are also possibilities that the programmes offered by the schools are mainly favouring the male students. Women seem to be more interested in programmes designed to improve their lives and the well-being of their families as stated by Mario and Nandja (2005). 5.4 Solutions to overcome illiteracy in Mozambique We found out that both introducing more high quality teachers and providing enough facilities for education show the highest percentage (30%) in reducing the illiteracy rate in Mozambique as in Figure 4.9. This is due to the reason that there are still lacks of sufficient teachers in school especially in rural areas. Besides, there are also insufficient classroom where the children have to learn under extreme conditions in Mozambique. Thus, most of the respondents may think that both of the ways above are the solution to reduce the illiteracy rate in Mozambique. As shown in Figure 4.7, most of the respondents grade the public awareness towards education among the Mozambicans as average with 40%. This is more likely to happen because of the less effectiveness of the campaign carried out which only stress on the importance of education to parts of the Mozambique nation and also yet being practiced thoroughly. It is clearly to be seen that the public awareness towards education should be increased and measures have to be taken drastically to resolve this issue. Furthermore, as stated in Figure 4.8, 33.33% of our respondents grade the effort of the government in improving the literacy rate as average. It is possible that parts of the Mozambican do not recognize the policies introduced by government in reducing the illiteracy rate. Moreover, it is more likely that some of the respondents may think that the government did not increase the funds for adult literacy and education programmes. Besides , the plans in improving the education are not translated into action. 5.5 The role of the international community From Figure 4.5, it shows that most of our respondents (30%) do not think that the international community is helping in reducing the illiteracy rate in Mozambique. Only 6.67% of them agree that help has been provided. There are contradictions as United States Agency for International Development (USAID) has employed a food security with the purpose of increasing the Mozambicans incomes. Besides, financial assistance is also provided with literacy instructors in 10 specified rural districts are given funds. The existence of contradictions most probably results from the lack of awareness towards this issue in improving literacy. 5.6 Limitations and Recommendations The result of the research is considered reliable. However, there are som

Darkness Falls in Stantana - Original Writing :: Papers

Darkness Falls in Stantana - Original Writing In a village called Santana lived a young woman called Mary archer. Everyone hated her because she use to go to little children and offer them into her house, and she feeds them with poisonous food because when Mary was a little girl her mum was preparing dinner but she accidentally added washing up liquid with her knowing. When she put dinner on the table Marry came home from school with her father. While Mary was upstairs in the toilet, Mary's mum and dad helped their selves to the sweet and tasty paste. When Mary came downstairs she saw her mom and dad lying down on the ground perfectly still. Mary walked slowly to her mum repeatedly saying "mum, mum get up mum", but there was no reply. Mary knew something was wrong so she quickly and ran out of the house to her neighbors and told them what happened. Since then Mary wasn't the same. One day the mayor's son went missing, so all of the villagers set off hunting for Mary because they had a feeling that it was her that kidnapped the mayor's son Alex. When they reached Mary's house they saw Alex's bicycle lying on the floor outside the doorstep of Mary's house. The villagers kicked the door down and saw Mary with a butcher's knife in her right hand and blood was dripping off the knife. The mayor was in shock when he stepped into the kitchen and saw his son lying perfectly still and red blood surrounding him. The next day the mayor and the villagers all decided to burn the face of Mary and hang her. When they burned Mary's face, Mary put a curse on the village that 20 years later she will return and when darkness falls and children are asleep Mary will kill the child if the child or any other person in Santana looks at her face. After she made that curse she was hanged at the top of tall a wooded stick. 20 years later a young boy named James Patel 11 years old that lived

Objective Strategies Essay

Competitive advantage of the product = only perceived by buyers. LEADERSHIP IN COSTS: When consumers value low cost as a factor very important in their purchase decision. It relies on the productivity dimension and is usually linked to the existence of an experience or economies of scale effect. This strategy involves close monitoring of costs operating costs of products and services and expenditure reduced advertising sales and while the emphasis is essentially obtains a low unit cost in relation to its competitors. Differentiation When the client buys by factors other than price These strategies are intended to give the product qualities important for the buyer distinctive and distinguishing it from the offers from competitors. It can be based on an image of brand, a recognized technological advance, the outward appearance. SPECIALIST When focused on the needs of a segment or a particular group of buyers, without pretending to go to the market Primary strategy: Get place in all stores. At least one of our bikes. To achieve this we use the following tactics: Contact one by one with all the shops and they personally show you our portfolio. Method: will be contacted by telephone and as far as possible will visit the shops. Emphasis will be placed on the price of our products to better pleasing our customers. . id that â€Å"no child deserves to suffer and die if it could easily have been prevented†), since I have no evidence of Basson contributing to charity to create a better world for all. My comment that I would like to see Basson contribute to enable the underprivileged to create a better life for themselves and that this is what I would do if I were to earn that much is, however, compatible with my opinions of both assignments 3 and 4, since I expressed in both that we should help others as much as we can, and not let children die needlessly. Sources consulted: Collins Dictionary. [Sa]. [O]. Available at: http://www.collinsdictionary.com/dictionary/english/altruism (accessed on 23/08/2014) Eccles, N. 2013. Sustainability and Greed. [O]. Available at: https://my.unisa.ac.za/portal/site/SUS1501-14-S2-16T/page/a5485ad2-c031-4ffd-a90f-3313380c55b4 (accessed on 23/08/2014)

Civil War and Reconstruction Essay

Born September 28, 1941 in Eunice, Louisiana James L. Roark is a Stanford educated historian who has written countless texts on American History and the impact of the American Civil War, to include The American Promise: A History of the United States (2008), No Chariot Let Down: Charleston’s Free People on the Eve of the Civil War (2001) and Black Masters: A Free Family of Color in the Old South (1986). He is a currently a Samuel Candler Dobbs Professor of American History at Emory University in Atlanta, Georgia and working on a documentary on the Confederate States of America . Though I may not have expected it to be so, this award winning literary piece was actually quite thought provoking and well-written in a way that reaches far beyond similar works of its time. Roark eloquently presents a well thought out and well written series of arguments organized in subsections relying dominantly on the use of primary sources, along the lines of diary entries and personal letters, to display the thoughts and examine the philosophy of Southern planters. He presents the well-researched examination of the impact of Reconstruction and all of its components from secession to emancipation. Though their thoughts and understandings, their ideologies ma have been centralized and immensely focused on the idea f the plantation, the way in which Roark presents their thoughts and opinions allows the reader to open their minds about the process of Reconstruction in a way that allows them to think freely about the institution of slavery in a different way. In the days of its practicing the institution of slavery was presented and lived in tune vision, it was a way of life that was so widespread that there was no way to see around it and thus no one ever ventured to look. It was a system of hatred and oppression, yes, but it was above all a way of life, making it difficult for many to have imagined life in any other way, thus making southern planters quite nervous to have their system of living threatened by Union efforts at Reconstruction. The planters, slave masters shared a sense of unity amongst a class of people whom they believed to be untouchable because for them, their lives as slave masters was all that there was to their identities and without it, how would they continue to exist. How would they be able to go on having had their way of life threatened and attacked. I enjoyed the way that Roark broke down the process of Reconstruction for the reader in a way that allowed them to more fluidly follow the path secession. He sets forth three periods in his analysis and presentation: the planters decision to secede, the effects of the Civil War on the planter’s way of life-on their plantations, and the period of adjustment required to cope with a new world and a reformed system, thrust upon them by emancipation. Not altogether sadly, the southern planters had made the mistake of forming the thought and eventually believing that the American government was put in place to support and protect them, to prevent such happenings as emancipation. When they realized that this was in no way true is when they began to recognize, but not at all accept defeat. Over time some were able to cope and others were not, ultimately relocating to an area that better suited their understanding of the world. The saddest of truths revealed by Roark in this work is the actual mental processes of the slave owners. They honestly felt that slavery was the best way to go and that there could or should be nothing else but slavery. There was no evidence of guilt on the part of these individuals, no conscious thought or understanding of the hatred and innate inhumane treatment that was eroding the intended and to that point completely false American system of democracy. All that mattered to these people was the fact that this was and had always been the way that they had lived their lives and that way of life was being threatened by outsiders whom they felt simply could or did not understand the way their system of living worked. These people were fully committed to their lifestyle at all costs and on every level. The institution of slavery was for many all that they knew making it impossible for them to conceive of anything else. They did not feel that they lived in a land that would take the essence of their existence, the ownership of other human beings, away from them and had absolutely no understanding of how others lived outside the institution of slavery because for them slavery was all there was and all that there could ever be. It was the base upon which their entire life, their reason for being, was founded. Nothing else could be conceived because nothing else existed, they couldn’t’ even understand poverty and how poor whites were able to function economically forced to live outside f the institution of slavery. Roark presents a type of homeland versus homestead view of the American lifestyle and way of functioning. From reading this work one can deduce that all Americans were either on one of two sides – they either erred on the side of the Union and sought unity for their nation as a whole or they erred on the side of the Confederacy and sought the maintenance of their current living situation. Either you were willing to turn away from the life that you had always known for sake of nationwide unity or you were dead focused on maintaining the life you had always known and did not feel should be interrupted. Some may find fault in this homeland versus homestead view but what must be understood is that these were peoples lives they may have been living immorally, this I do not deny, but these were their lives nonetheless and the reader must therefore attempt to understand the rationale behind the division of understanding that is relayed to them within the pages of this work. There may be aspects of your life with which others ay find great fault, but it is your life nonetheless and your story thus bears interest in being told. I do not in any way agree with the institution of slavery but I do understand that prior to reading this work a great deal of the literature that I have read about the institution of slavery over the years has come from the standpoint of the enslaved not portraying the ideas or thoughts of those who relied on that enslavement. I am never one to make excuses especially for improper behavior, hatred and moral relativism, but I am one who prefers to have both sides of every story, no matter how ignorant the one side may be. With this having been said it is clear that although I do not approve of the southern planters views or understandings of the way that the world works, I was able to appreciate the manner in which those understandings were portrayed to the reader by the author of this work. In his use of extensive quotes and personal accounts Roark adds a great deal of in depth analysis of the southern planters’ thoughts and position to the reader for review. In my opinion this puts literature at its finest to honestly present the material and allow the reader to draw their own conclusions and form their own ideas of the material. It is my belief that the reasoning for the slaveholders story never having been told is that there is in literature as in every other aspect of culture a division between the minority and majority standpoint as viewed by the public and unfortunately it is not all too often that the minority standpoint is presented to the authors’ readership. Slave owners were greatly outnumbered by the slaves that they took ownership over; they were able to control these people with the numbers of individuals involved being greatly imbalanced. I, again, do not condone such acts or behaviors, but that fact that thousands of slave owners could take captive and keep hundreds of thousands of people enslaved bears note. They should ever had owned other human beings but it is important to find out why they owned other human beings; what was their thought behind the ownership and forced labor of another man. There were instances throughout history were men were enslaved for payment of debt or loss of battle, but the American institution of slavery was not one of those such instances. This was the forced capture of innocent peoples and the enslavement of those people for the acquiring of free labor. Thus it bears note to question and present what could have possibly lain on the minds of such individuals that would perform these immoral acts. These people viewed slavery as necessary for the furthering of the American agricultural agenda. No place else could you acquire labor for free and they felt that enslaved labor was not necessarily the only kind but it was the best that no money could buy. They honestly didn’t’ feel that they should have had to pay for the labor put to use by force on their lands, they probably figured that they had paid enough having purchased the slaves in the first place. What bears great note is the understanding of these planters’ views of the world – they honestly did not see anything morally wrong or corrupt with what they were doing. They looked upon the ownership of human beings as business as usual. It was nothing out of the ordinary because it was how they had always lived their lives. This is why they had such difficulty imaging and accepting the idea of emancipation even in the partial state in which it was enacted, because to them there was no other way but slavery to bring out all the work that America needed done. Emancipation, they felt was thrust upon them, and it challenged not only everything that they knew, but all that they believed could be possible. They lived their lives based on an innate thought of African Americans as inferior beings and thus could not on any level imagine the states of America (because they were not yet united) putting these inferior beings in a position of liberation, the removal of legal and physical restraint, and giving them any of the rights these slave owners believed were set aside for whites only. For these southern planters the very thought of this was inconceivable. Roark presented the battle over emancipation as the revolutionary transformation and struggle that it was intended to be, unable at the time to present the shortcomings that would result from the somewhat failed attempt at liberation of the African American people. There is no presentation of the actual outcome of emancipation because that is not what this work is about. The focus of this work was to underline the deep-seated issues that southern planters had with the very idea of slavery being abolished, it’s not about how they would later and not long after form a new system of oppression that would keep African Americans enslaved for decades following the intended emancipation. Yes, the slave owners would emerge victorious over the attempt at destroying their way of living because of the fact that the American government failed to redistribute lands to freed peoples, ensuring that the class of planters would still have all of their power because they still ha all of the land. It was not as if the Africans brought to this country and enslaved could now return home, but although this is a very great point, it was not the purpose of this work, and as such this piece should appreciated for the task that Roark set out to accomplish having been just that, accomplished. Prior to Masters Without Slaves: Southern Planters in the Civil War and Reconstruction there was no study exclusively dedicated to the exploration of slave owners’ view of the world in the days leading up to and surrounding American Reconstruction. There was no one to offer us a glimpse into the social and moral values (or lack thereof) of the class of slave owners present in America at that time which is undoubtedly and without question one of the most critical moments in our nation’s history. Roark presents the attitudes of the slave owners at the very thought of emancipation and the difficulties that they endured in attempting to adjust to and make a comeback from the acts implemented as a division of Reconstruction. These slave owners were pointed out and told explicitly that their way of life was absolutely wrong and not just that it had to be changed but that it was going to be changed in the very near future whether they liked it or not. This work chronicles their reaction to that knowledge and their planning of a comeback for what they initially perceived as a defeat but later found to be a bright new opportunity. The institution of sharecropping was not altogether the same as the institution of American slavery, but it was not a far cry from the same oppression that slaves had experienced for years. Roark must be commended for his obvious talent for portraying the truths that not many would desire to recognize and for doing so in such an eloquent manner. He has taken the thoughts of slave owners at the time of American Reconstruction and put it in the face of the reader for consideration of the slave owners’ thoughts on emancipation and their return from defeat of their lifestyle. The unfortunate truth is that all positives have a negative and along those lines just as there was so much that I enjoyed and appreciated about this work there were also aspects of this piece which I found either fell short or remained unsettled. The greatest issue that I believe may be found in this work as far as I am concerned is that Roark created only one group of planters. There was no distinction presented between ideologies or ideals, he in many ways formed a race, a collective and representative sample consisting all al southern planters. There was no distinction made in the possibility that maybe planters had different ideals coming from different areas of the country. I can understand is view of this matter because for e and clearly for Roark tyranny is tyranny and there can be only two cases of oppression- the oppressor and the oppressed, but from a literary standpoint I do believe that a greater distinction could have been made between the classes of planters and that it would have added a lot to the work. There were also some points in the work that were touched on very lightly in comparison to how the themes and ideas could have been developed thus taken some of the effect way from the work itself. Thing like the beginning of the work when Roark speaks about secession, I believe that portion of the work could have been more well developed and if it had been would have likely added a great deal of affect to the already substantial quality of the work. Roark adds exquisite detail to most other portions of the work so to have lightly grazed upon the subject of secession makes the work, in many ways, appear unfinished and imbalanced. You cannot ask for everything, for every element of a literary work to be present and in perfect condition, but I do feel that this could have added a lot to the aesthetics of the piece. Yet even lacking in these two somewhat vital elements the book still does not lose its focus in exposing the reader to the thoughts of slave owners in the days leading up to Reconstruction. In this fashion, Roark did much to accomplish all that he set out to do. He presented the reader with an unbiased account of southern planter ideologies as based on their own words and thoughts of how they viewed their lives. The author does not add anything to their views or take anything away that could jeopardize the quality of his work. The book was written professionally in the manner expected of Stanford graduate and life-long historian with Roark being careful not to allow his personal views or ideas concerning the institution of American slavery to cloud his presentation of the evidence, leaving the ultimate decision whether or not to judge completely up to the reader. Roark’s distant relation of the materials sets him apart from other historians by making the presentation of the content more interesting and easy to follow. All-in-all a quality experience and fine read. I would recommend this work to others. Bibliography Roark, James L. â€Å"James L. Roark Department of History Faculty Webpage†. Emory University Department of History. Retrieved: 20 April 2009