Online sex offenders Essay Example | Topics and Well Written Essays - 1000 words

Online sex offenders - Essay Example One of the studies revealed that majority of the online sex offenders have testified to contact sexual activities with their victims who are majorly children. For this reason, all online sex offenders should be held accountable for their actions by facing the full wrath of the law. Furthermore, they should be monitored even after serving their sentence because most of them tend to repeat the same offence. There are two types of online sex offenders; type one are those who knowingly take advantage of the innocence of the minors to seek for sexual activities. The second group is the offenders who unknowingly interact with the minors thinking that they are adult. This second group is tricky because the children propagate the act. However, irrespective of the group, all of them are liable for prosecution because it is believed that all the adults must practice responsible sexual relationships. The online sex offenders upon realizing that their prey is a child they employ various tactics with the sole purpose of winning their trust. Majority of them start with an informal introduction where they portray themselves as humble, reliable and trustworthy individual who can be available to assist the minor in handling emotional issues. After getting to know the minor, the offender takes advantage of them by using the information gathered to seduce the child. At this point, the offender exchange pornographic materials such as the videos and pictures to the minor with the goal of luring them into sexual activities.in addition, some even organizes with the minors for meeting where they engage in physical sexual activities. Lack of proper protection laws provides a platform for these culprits to proceed with this vice without being held accountable. Minor solicitation is acts where by individuals who are more than eighteen years old utilize internet to involve minors in sexual activities. The law dictates that there

Operating System common on the Internet Essay Example for Free

Operating System common on the Internet Essay This paper discusses the various types of operating systems that are commonly used for the internet. The paper explains the general meaning of the operating systems and then discusses the various types of operating systems which support the internet applications. An operating system is a software component of a computer system that is responsible for the management of various activities of the computer and the sharing of computer resources. Operating Systems provide a base software platform on top of which other programs called application programs can run. Operating systems enable user to interact with the computer systems by acting as an interface between users or the application programs and the computer hardware. The different operating systems available in the market offer a wide choice for the user. However, with the increasing internet usage, the choice of operating system greatly depends on how well the OS supports the activities of the internet based applications. The different operating systems provide different types of browsers to enable internet usage. Linux is the most popular operating system for the internet and is based on UNIX, just like the Mac OS X. Linux offers larger amount of free space and open source software and is more equipped than any of the other counterparts. Comparing the features of the various OS, Hughes states that one of the most important features of the Linux operating system is its set of internet clients and servers including mail, news, FTP, web as well as the proxy clients and servers. Owing to the range of Linux distributions to offer, Linux is easily customizable. The use of compatibility layers such as Wine, makes Linux attuned with the windows programs and hence a good choice for the internet. The system is less prone to viruses and hence more reliable, especially for the internet. The system is freely available and far less expensive. This advanced operating system is most popular and recommended for internet users. BSD operating systems are very similar to Linux operating systems and fully support internet access. Both Linux and BSD come with full functionality for regular dial-up, PPP-based, cable modem, and Ethernet connections. Sun Operating system, which is a part of Sun Microsystems Solaris, is yet another OS commonly used for internet networked applications (Linfo, 2004). Although not so commonly used, BSD and IRIX also considered as good operating systems for the internet applications. Linux is considered to be safer for web hosting servers. It is found to b more reliable, stable and efficient (Internet-Web Hosting). Microsoft Windows has been the most common operating system. The series of operating systems started with MS_DOS, Windows 95, Windows NT, XP and the now popular Windows Vista. Owing to the largest library of programs and applications, and the ease of hardware compatibility that it renders, Windows continues to be one of the commonly opted operating systems. However, considering the performance speed and security issues, Windows might not be the best choice for the internet. Windows operating system is prone to viruses and spy ware because of which it necessitates the installation and maintenance of the internet security software. Apple’s Mac OS X is the second most popular operating system based on UNIX. The OS is relatively simpler and more compatible. It offers many advanced features along with an intuitive interface. Mac OS X supports second largest selection of software and is the most reliable operating system. Unlike the Windows Operating system, Mac OS X is not prone to virus or malware and is a better choice for the internet when compared to Windows for certain cases. However, the limited compatibility with the Apple hardware imposes a constraint on the system being used across the internet. Unlike the Windows, the Mac OS X does not require the frequent expenditure on the internet security software subscriptions and is thus less expensive as compared to the Windows. The choice of Operating Systems for running Internet applications primarily depends on the type of user. While Windows may be the choice of home and leisure users, Linux is generally used by professionals. Windows offers ease of use whereas Linux provides Security and Open source. References Hughes, P. , Operating Systems Comparison. Retrieved on April 14, 2009 from http://netshooter. com/linux/oscomp. html The Most Popular Operating Systems. 2004. Linux Information Project Retrieved on April 14, 2009 from http://www. linfo. org/operating_systems_list. html Internet-Web Hosting. Retreived on April 14, 2009 from http://www. internet-webhosting. com/whichplan. php

Sleep Too Much? Essay -- Biology Essays Research Papers

Sleep Too Much? As college students, we often complain that we have not gotten enough sleep on any given night. We drink copious amounts of caffeine in order to stay awake and finish that paper. Many times, we compensate for a lack of sleep at night by taking naps after (and sometimes during) our classes. This behavior might be recognized as "normal" by many teenagers and young people. However, many college-aged people suffer from sleep disorders. The most commonly recognized among these is insomnia, or the inability to obtain an adequate amount of sleep. But often overlooked and potentially harmful is hypersomnia. Although we rarely identify it as a negative condition, many of us actually get too much sleep. Hypersomnia is defined as excessive daytime sleepiness and/or nighttime sleep. Humans sleep for an average of eight hours a night. Those with hypersomnia may find themselves sleeping for over ten hours at a time. (2) The most common symptoms are napping at inappropriate times, difficulty waking up, anxiety, irritability, restlessness and fatigue. Some more serious symptoms may include hallucination, loss of appetite, memory loss, or the inability to hear, see, taste, or smell things accurately. The disorder can have a profound effect on one's ability to cope in social situations. (1) There is a range of possible causes for the condition, but the primary cause is described as abnormalities that occur during sleep or abnormalities of specific sleep functions. (2) Those with hypersomnia are generally diagnosed in one of four categories by a polysomnogram, which monitors a patient during one night of rest. (2) Post-traumatic Hypersomnia is caused by trauma to the central nervous system, such as a head injury or a tr... ...uch becomes a habit that such behavior can become a lifelong concern. World Wide Web Sources 1) National Institute of Neurological disorders and Stroke Homepage.,, Information about sleep disorders as related to neurology. http://www.ninds.nih.gov/disorders/hypersomnia/hypersomnia.htm 2) Talk About Sleep: Idiopathic Hypersomnia, An informational website about sleeping disorders including a forum. http://www.talkaboutsleep.com/idiopathic-hypersomnia/ 3) Bringing Secrets of the Night to the Light of Day, Idiopathic Hypersomnia , Written by a doctor as a means of helping to identify abnormal sleeping behavior. http://members.tripod.com/~sleephealth/5icnsh.html 4) The Johns Hopkins Newsletter, science page, an article from Johns Hopkins University about college students and sleep disorders. http://www.jhu.edu/~newslett/03-30-00/Science/5.html

mathew brady and the photographic documentation of the civil war :: essays research papers

Mathew Brady was the son of Irish immigrants who came to the United States in the late 1830's, later that year they became residents of Saratoga Springs, where they became acquainted with the artist, William Page. Page was a large influence on Brady's artistic lifestyle teaching him trades such as jewel making, case making, and painting. Page took Brady under his wing and they moved to New York where Brady met Samuel F.B. Morse an artist who instructed Page in earlier days. Morse began the new art of photography, which his friend Daguerre from Europe had just began. Therefore, the young Brady began his love for photography through Morse. Brady began to study the standards of this new and exciting art form. It took Brady several years to acquire the skill needed to take off in to the world and business of daguerreotype. Yet, in 1844 his professional photographer career began.   Ã‚  Ã‚  Ã‚  Ã‚  Mathew was a respected photographer before even the thought of a civil war. He was very devoted to his work with the photographs. Many people did not consider photography an art form at the time in which Brady practiced it and therefore he tried extremely had to earn the respect he did. Mathew had many photography subjects before the war. Brady was a well-known photographer of portraits. Brady's mastery of technical details is part of the reason his name is still remembered today.   Ã‚  Ã‚  Ã‚  Ã‚  Mathew Brady was originally discouraged from photographing the civil war because of the danger that lie in the battlefields. Yet, the already famous Brady chose to photograph the civil war anyway.

Assess the Marxist View That the Main Role of the Family Is to Serve the Interests of Capitalism

Assess the Marxist view that the main role of the family is to serve the interests of capitalism. There are many different perspectives of the family. Each different view sees different things as the main role of the family. Marxists view the family in a very belittled manner. They believe that the main role of the family is to serve the interests of capitalism and bourgeoisie. They also believe that the family cushions the main provider. Marx’s views on the capitalist mode of production highlights the exploitative nature of the eco system.He displays how the middle class take advantage of the working class and their labour; the working class are a tool used to create profit and to keep profit at a reasonable level. Marx argues that the monogamous middle class nuclear family developed to help them solve the problem of the inheritance of private property. The men needed to know who their children were in order to pass on their property to their heirs. The family was therefore t hought to be by Marxists as designed to control women and protect property.The Middle class nuclear family is emerged with capitalism. It is patriarchal as designed to guarantee and encourage male power through the inheritance of property. It therefore serves the interests of capitalism. Marxists would argue that families are a unit of reproduction, they believe that the family is essential in the reproduction of the labour force. In pre capitalist society people only grew staple foods, drank water and lived simple life’s. People choose to have numerous children. More children meant more farm hands and help around the farm.It also acted as an insurance, against the famine, disease and other natural disasters. After the industrial revolution this all changed, Families would have less children because there was a higher chance of them surviving. Men would find themselves working and getting paid much less than the money they made for the business Engel says women’s role in the family was harsh as they did unpaid work such as cleaning and childcare. The capitalist benefits from the unpaid labour given to them by women and children within the unit.Zaretsky argues that the family is a major consumer of capitalist products. This fact in itself ensures a market for capitalist products. Because it means that the working class are first exploited and underpaid and then overcharged to buy the goods they do not need which they produced. Functionalists would argue industrialisation led to the slow replacement of extended families by nuclear families because industrialisation requires more geographical and social mobility.Geographical mobility is easier for nuclear families while if within extended families young adults achieve higher social status through social mobility than their parents this, according to Parsons would make for social tensions within the extended family which would be avoided if young married adults lived separately in their own nuclear f amily. Industrialisation leads also to processes of structural differentiation which implies that new more specialised social institutions such as factories, schools and hospitals develop to take over some of the functions previously performed by families.This means therefore that the nuclear family loses some of its functions but it remains crucial in relation to the two functions which it does retain, the socialisation of the young and the stabilisation of adult personalities. In conclusion, the main purpose of the family is to support capitalism to a certain extent as Marxists have many valid points however Capitalism may not be seen as biased and therefore the Marxist view of the family is rejected and Marxists ignore family diversity completely.

Fun with Education Essay Essay Example

Fun with Education Essay Essay Example Fun with Education Essay Essay Fun with Education Essay Essay In a general sense. ‘education’ means a signifier of larning procedure in which cognition. accomplishments. and wonts of a group of people are transferred from one coevals to the following through learning. preparation and research. Consequently. instruction aims at the physical. rational. religious and moral development of adult male. Education simply does non give cognition to a human being and enabling him to gain his support. But it does much more than this. Nowadays. what we can see the society as a hereafter instructor is the pupils do non hold an involvement in larning by the manner of ‘chalk and talk’ any longer. : They prefer something new from the instructors which are more interesting and merriment. One of the most effectual ways is including games in instruction and acquisition procedure. Education can be fun through games. As a athleticss instructor. we can construct our student’s potency. Games are a mean of maintaining the organic structure healthy and fit. Indeed. good wellness is the first status of felicity in life so those who play games by and large maintain good wellness. For illustration. athleticss teacher can make interesting games that can assist pupils in constructing up their critical thought accomplishments besides physical strength. They can larn different types of accomplishments such as throwing. passing. and kicking in athleticss like hoops. football and others. On top of that. instruction can besides include vocals which are signifiers of amusement. In this manner. we can do our category more interesting and pupils will be entertained. From the vocal wordss. we can smooth our student’s linguistic communication and vocabulary besides doing larning more merriment. They can besides larn to show their emotions through vocals as vocals can be a good remedy for emphasis. Furthermore. instruction can be fun through function playing. We can affect our pupils move out a play which may assist to better their playing accomplishments and ego assurance. Indirectly. they will be able to show their ideas through role-play in a signifier of voice projection. facial look and besides organic structure linguistic communication. Apart from that. they can beef up their memorizing accomplishments excessively. This is because they need to memorise their books. As we know. the universe we are populating today is engineering dominated and everything can be done fast and ferocious. For illustrations. cell phones. instant java machine. one hour-photo stores and cyberspace can assist us to finish our undertaking in a short clip. In short. engineering makes the universe moves faster than the past. But. instruction does non hold any cutoff for us to make the finish. We must larn measure by measure. Practice makes perfect. So. we take clip to accomplish our ends in the field of instruction. In a nutshell. we can do instruction merriment in many ways such as games and vocals. Therefore. we can do our schoolroom full of joy and pupils will non experience bored while larning from the instructors. Besides. pupils will be able to believe out of the box. With this. the ends of ‘fun in education’ could be achieved.

The story of an hour short essay Essay Example

The story of an hour short essay Essay Example The story of an hour short essay Essay The story of an hour short essay Essay Essay Topic: The Wonderful Wizard Of Oz Irony in The Story of an Hour. In The Story of an Hour Mrs. Mallard is greeted by her sister and friends who speak very gentle and in euphemistic talk of the death of her beloved husband. She weeps for a great while, trying to think of how she is going to go on. After she has cried all she could, she retreats to her room to mourn in solitude. She sits and looks out the window, and is slowly becoming more and more adapted to the thought of her husband being gone. Eventually she is overcome with a longing for freedom, and is relieved her husband has passed on. She loved him sometimes, but she is now eeling her own sense of being. She goes back down the stairs feeling better than ever, and more full of ease. As she reaches the bottom of the stairs, she hears the door open. Brantley Mallard is walking through the door, and as soon as she sees him she dies ofa heart attack. Irony can be seen in most everyday situations. Whether it be an ambulance driver running over the impaired patient, or in classic movies like the Wizard of Oz when the cowardly lion only wants courage and discovers he had it all along. Sometimes it may be quite humorous, other times tragic. Much like in The Story of an Hour. The irony pulsates in this story, mostly tragic, some funny. At the start of this short story Mrs. Mallards sister and friends assume that Mrs. Mallard and her husband had a very wonderful marriage and were very deeply in love, they take great lengths to tell her gently about the death of her so thought beloved husband. She seems very much upset at the thought of her husband no longer being around at first. After her fit of crying, she realizes how wonderful her life would be. She realized all these years she has had a horrible life with this man. She loved him sometimes and thought she was free, free, free. When he arrives back home without a single scratch on him, Mrs. Mallard dies of a heart attack. This is also irony for the reader. One would suspect Mrs. Mallard to stay in her period of grieving for a long amount of time, not see her become more alive than before in a single hour. A short while later, she is surprised with the return of her husband that results in a quick death of Mrs. Mallard. She is thought to be dying of a sudden shock of happiness, but she died from the overwhelming shock of disappointment. She was finally Free, free, free to do as she wished, and to live as fully as she had always wanted, for those few short moments.

Megapiranha - Facts and Figures

Megapiranha - Facts and Figures Name: Megapiranha; pronounced MEG-ah-pir-ah-na Habitat: Rivers of South America Historical Epoch: Late Miocene (10 million years ago) Size and Weight: About five feet long and 20-25 pounds Diet: Fish Distinguishing Characteristics: Large size; powerful bite About Megapiranha Just how mega was Megapiranha? Well, you may be disappointed to learn that this 10-million-year old prehistoric fish only weighed about 20 to 25 pounds, but you have to bear in mind that modern piranhas tip the scale at two or three pounds, max (and are only truly dangerous when they attack prey in large schools). Not only was Megapiranha at least ten times as big as modern piranhas, but it wielded its dangerous jaws with an additional order of magnitude of force, according to a recently published study by an international research team. The largest variety of modern piranha, the black piranha, chows down on prey with a biting force of 70 to 75 pounds per square inch, or about 30 times its own body weight. By contrast, this new study shows that Megapiranha chomped with a force of up to 1,000 pounds per square inch, or about 50 times its own body weight. (To put these numbers into perspective, one of the most fearsome predators that ever lived, Tyrannosaurus Rex, possessed a biting force of about 3,000 pounds per square inch, compared to a total body weight of about 15,000 pounds, or seven to eight tons.) The only logical conclusion is that Megapiranha was an all-purpose predator of the Miocene epoch, chowing down not only on fish (and any mammals or reptiles foolish enough to venture into its river habitat) but also large turtles, crustaceans, and other shelled creatures. However, theres one nagging problem with this conclusion: to date, the only fossils of Megapiranha consist of bits of jawbone and a row of teeth from a single individual, so a lot more remains to be discovered about this Miocene menace. In any event, you can bet that somewhere right now, in Hollywood, an eager young screenwriter is actively pitching Megapiranha: The Movie!

United Airlines multinational finance Research Paper

United Airlines multinational finance - Research Paper Example United Airlines (UAL) is the major United States airline with the largest number of destination and passenger flights. It caters to the customers’ demand of maximum luxury and comfort during flight. It is the most in-demand airline for all employees and shareholders to invest. It is the world’s most inclusive set of connections worldwide with first-rate international gateways to Asia and Australia, Europe, Latin America, Africa and the Middle East. United Airlines has its base almost everywhere in the US with non-stop or one-stop services. Its fleets are the most fuel-efficient among all the US network carriers. It has ten most advantageous central locations in the four largest cities in the US (UAL, Factsheet 1). The overseas subsidiaries of UAL are United Express, Ted, Continental Express and Continental Connection carriers. United Express and Ted are premium and low-cost subsidiaries of UAL. With these two subsidiaries, UAL participates in the entire scale of the con sumer market. These are regional operators and act as additional services of UAL’s mainline network. These subsidiaries add to UAL’s operations by carrying flights that connect to the mainline service. These subsidiaries also can allow a more number of flights in smaller cities than would not have been economically viable with full sized mainline jet aircraft (UAL, Form 10-K 5). The total number of aircrafts owned and leased by the subsidiaries is 552 (UAL, Form 10-K 29). In 2009, UAL had an operating revenue from mainline passengers of $11,313 million as reclassified and $11,910 million as historical. In the same year, UAL had an operating revenue from regional passengers of $2,884 million as reclassified and $3,064 million as historical. Other operating revenues were $1,602 million as reclassified and $825 million as historical (UAL, Form 10-K 99). Foreign Exchange Risk Management Policy UAL being an international airline garners revenues and makes expenditures in nu merous foreign currencies. Some expenses include aircraft leases, commissions, catering, personal expense, advertising and distribution costs, customer service expense and aircraft maintenance. Fluctuations that occur in the rates of foreign currencies exchanges have a major effect on the service of UAL and â€Å"cash flows through changes in the dollar value of foreign currency denominated operating revenues and expenses† (UAL, Form 10-K 140). In order to effectively reduce the possibilities of risk, the Company may use foreign currency forward contracts to avoid a part of its vulnerability to changes. UAL does not enter into foreign currency derivative contracts for purposes other than risk management. In 2009 and 2010, United did not have any foreign currency derivatives. Continental had foreign currency derivatives with a fair value of $7 million in 2010 and $5 million in 2009. During these two years, according to financial statements, there were no significant hedge gain s or losses (UAL, Form 10-K 140). UAL emphasizes North American and hence is not vulnerable to US$ exchange rate risk. For this, UAL does not have to worry about risk related to foreign exchange while buying fuel because oil is traded in US$. This is one advantage for UAL (Muck and Rudolf 573). Some of the most common foreign exchange transactions of the Company are Canadian dollar, Chinese renminbi, Japanese Yen, British pound and European Euro (UAL, Form 10-K 74). UAL’s foreign currency exchange rate changes were 11 million in 2010 and 8 million in 2009 (UAL, Form 10-K 121). Fluctuations in foreign exchange rates can affect UAL in various ways. The scopes and variations of foreign exchange impact can be immense. Foreign exchange exposure is of significant importance to UAL as the large aircrafts travel into foreign markets (Levi 303). Net cash flows of UAL that include foreign currency cash flows have increased in 2010 by $941 million from 2009. There has been a steady incr ease in cash flow over the last few years and the principal sources

Rewrite my essay Example | Topics and Well Written Essays - 500 words

Rewrite my - Essay Example The first of these is that it may be possible for a project to have a concrete starting point but not a predetermined finishing point. As an example, a project to do with rehabilitating endangered animals has some unplanned risks that could delay the project from being completed. In this situation, no fixed end date would be set because it is possible that the project would yet to be completed. Although the Work Breakdown Structure breaks activities down into more manageable tasks, one downside is that some unforeseen circumstances may arise. Let’s say that a project has many problems through on each stage of execution. During the beginning stage, a project may face the difficulty of trying to fix a broken down car in the middle of the highway. In the next stage, a weather problem could prevent an airplane from landing, which would decrease its fuel. In the final stage, a project may face a problem of dealing with the heath of a newborn animal, and this may delay a project further. Therefore, every project can contain many different perspectives that derive from project management. As was mentioned above, we have now increased our knowledge about the positives and negatives of project management concerning any given problem. This background will assist in understanding all the holdups that occur in project management. In addition to this, also to be discussed are the issues that can harm the objective of a mission statement of a company. Understanding the basics of project management helps companies and employees alike to make decisions based on project management techniques. Forecasting can assist in identifying results in terms of scope, scheduling, price, and quality. In summary, we can say that project management is a problem-solving technique that can be used while carrying out research methodology. The benefits of project management for any simulation are listed below: The planning phase of

Protest Against Slavery In New England Essay Example | Topics and Well Written Essays - 1000 words

Protest Against Slavery In New England - Essay Example If one man raises his voice, then others will follow and this can create a strong protest against slavery which can bring freedom to people chained to injustice. The quote further asserts that struggle has mighty power and fight against slavery is an inevitable want and people must in some way protest against this. Without fighting there is no way out to come out of slavery. The people who practice slavery must be made realize the ill effects of this practice and should also be made understood the value of freedom and human rights. This quote is very useful one as it awakens the dull mind of people of New England and States as people are remaining ignorant and unaware of the injustice happening in their country. The quote is in many ways alerting the common men that fighting is not an easy action and can have many negative consequences. This quote is a warning and precautionary message to the people about what they should anticipate. People here are not only awakened but also are giv en guidance towards the reaction of the protest. It is highly appreciable of the quote that it projects facts about the real scenario of a fight against slavery. Slavery is indeed an evil which eats into the infrastructure of a society. Slavery upholds racism, disrespect, and cruelty in a society. So as the quote suggests it is highly necessary to fight against slavery. The quote claims that if people rise to fight against the slavery, then the union of the country may break up and this should not be the concern of the people.

Art in the Age of Revolution Essay Example | Topics and Well Written Essays - 2750 words

Art in the Age of Revolution - Essay Example lieving in this idea, the Realists recorded in often resolute aspects of the current day survival of modest people that paralleled with the associated movements in the naturalist literature of Emile Zola, Honore de Balzac, and Gustave Flaubert. The assessment of the working class into the area of high art and literature overlapped with the socialist philosophies of Pierre Proudhon and Karl Marx’s Communist Manifesto, which were published in the year 1848 and led to an urge of manual revolution (Nineteenth-Century French Realism, 2012). Gustave Courbet was a great French painter and he developed the term Realism in art to sum up a fashion of painting that emerged in France after the 1848 Revolution. The painters and sculptors who followed Realism wanted to express neither magnificence nor attractiveness. Rather it was all ordinariness that they were focused into. Artists of the time completely surveyed the limits of this artistic concept. Popular artists like Auguste Rodin succ eeded in initiating this heroicism in their works. The mid nineteenth century school of French Realism was an introduction for numerous other movements of the modern art related to Realism that appeared later in the twentieth century. Social Realism was also included in these movements (Artists of the Realism School (c. 1840-1900), n.d.). Socialist Realism in Modern Art: In the field of modern art, the concept of Social Realism is conventionally linked with interwar American art. It provided remarks on social, economic, and political conditions that existed during an era of Depression. There were two movements of modern art that could be associated with a left-wing character. These were the American Social Realism and Soviet-inspired Socialist Realism. There had been significant events that... From the above study, it can be very well concluded that during the mid nineteenth century, French artists had significantly given rise to the revolution involving Realism in their art and avoided Romanticism. The main purpose of this plan was to bring out the lives of the common people of their times in the representations and portrayals of the arts and paintings as well as literature. This can be considered to have an association with the social aspect of lives as well since the depictions would communicate some message or the other in regard to the human lives and their society. This author talks that Realism is a form of presenting the work of art in which different issues are portrayed in as simple a way as feasible, exclusive of romanticizing them and without any rules of formal artistic theory being followed. This paper makes a conclusion that the label of Socialist was not much obtained in the movement and Realism was considered more suitable to the movement and the acts of the artists as represented through their works. Thus, as far as the movement is concerned it can be said that the French Art in the mid nineteenth century had taken significant measures towards their society trying to focus and represent their conditions through their paintings and creations but the label of socialist might not been involved or attached to realism to great extents in this regard, although their works did have socialist message for the world.

Article analysis about organizational culture Essay

Article analysis about organizational culture - Essay Example At a first level, a brief description of the article should be provided. After being 12 years in the firm, Greg Smith had realized that the behavior of the organization towards its clients was not appropriate. For this reason, Greg decided to leave the firm even if he had no complaints for his treatment as a member of the workforce (Urstadt 2012). The article is based on the experience of Greg, as an employee of the particular organization, and does not include details in regard to the firm’s employment policies. However, the article reveals an important characteristic of the firm: the lack of publicity in regard to the organization’s culture (Urstadt 2012). The article leads the reader to contradictory assumptions: at a first level, Smith had felt that he should terminate his contract with the specific firm as he could not tolerate the way that the firm’s employees had to treat the customers. On the other hand, Smith notes that despite his opposition in regard t o the firm’s practices the benefits that an individual can enjoy by working in the particular organization are significant. The article includes the personal views of the author, Urstadt (2012) in regard to the story of Greg Smith. ... A major firm, like Goldman Sachs, would be expected to have clear rules in regard to the promotion of ethics and fairness across its departments. Still, through the article of Greg it is revealed that well-known firms, such as Goldman Sachs, do not necessarily operate on the basis of a particular cultural framework. Rather, they can continuously alternate their policies, as appropriate, so that the success of their operations is guaranteed. In the context of a multidimensional analysis, the article would be analyzed by using different criteria. The article has been well-structured showing providing primarily a brief description of Greg’s qualities, as an employee, and of his position within the particular organization. Then, reference is made to the organizational practice that led Greg to leave the firm, i.e. the use of an offensive word by managers when discussing for customers (Urstadt 2012). At the next level, the author gives his personal view on Greg’s justificati ons in regard to his decision to terminate his employment contract with Goldman Sacks. Reference is made to the character of Greg, especially of his lack of awareness in regard to his actual capabilities. The benefits that Greg enjoyed as an employee of Goldman Sachs are also presented. In this way, readers are able to evaluate the appropriateness of Greg’s decision and his actual motives. Using the theory related to organizational culture, the following issues would be highlighted: the organizational culture of each firm needs to be clearly stated so that its stakeholders are able to understand their role in relation to the firm’s activities. However, it is possible, under certain terms, that the elements of organizational culture are not made known to the public.

Art in the Age of Revolution Essay Example | Topics and Well Written Essays - 2750 words

Art in the Age of Revolution - Essay Example lieving in this idea, the Realists recorded in often resolute aspects of the current day survival of modest people that paralleled with the associated movements in the naturalist literature of Emile Zola, Honore de Balzac, and Gustave Flaubert. The assessment of the working class into the area of high art and literature overlapped with the socialist philosophies of Pierre Proudhon and Karl Marx’s Communist Manifesto, which were published in the year 1848 and led to an urge of manual revolution (Nineteenth-Century French Realism, 2012). Gustave Courbet was a great French painter and he developed the term Realism in art to sum up a fashion of painting that emerged in France after the 1848 Revolution. The painters and sculptors who followed Realism wanted to express neither magnificence nor attractiveness. Rather it was all ordinariness that they were focused into. Artists of the time completely surveyed the limits of this artistic concept. Popular artists like Auguste Rodin succ eeded in initiating this heroicism in their works. The mid nineteenth century school of French Realism was an introduction for numerous other movements of the modern art related to Realism that appeared later in the twentieth century. Social Realism was also included in these movements (Artists of the Realism School (c. 1840-1900), n.d.). Socialist Realism in Modern Art: In the field of modern art, the concept of Social Realism is conventionally linked with interwar American art. It provided remarks on social, economic, and political conditions that existed during an era of Depression. There were two movements of modern art that could be associated with a left-wing character. These were the American Social Realism and Soviet-inspired Socialist Realism. There had been significant events that... From the above study, it can be very well concluded that during the mid nineteenth century, French artists had significantly given rise to the revolution involving Realism in their art and avoided Romanticism. The main purpose of this plan was to bring out the lives of the common people of their times in the representations and portrayals of the arts and paintings as well as literature. This can be considered to have an association with the social aspect of lives as well since the depictions would communicate some message or the other in regard to the human lives and their society. This author talks that Realism is a form of presenting the work of art in which different issues are portrayed in as simple a way as feasible, exclusive of romanticizing them and without any rules of formal artistic theory being followed. This paper makes a conclusion that the label of Socialist was not much obtained in the movement and Realism was considered more suitable to the movement and the acts of the artists as represented through their works. Thus, as far as the movement is concerned it can be said that the French Art in the mid nineteenth century had taken significant measures towards their society trying to focus and represent their conditions through their paintings and creations but the label of socialist might not been involved or attached to realism to great extents in this regard, although their works did have socialist message for the world.

President Ronald Reagan Term Paper Example | Topics and Well Written Essays - 2000 words

President Ronald Reagan - Term Paper Example One such example of a nation with rich history of leaders is the United States. In the modern society of the United States, the president is viewed as the greatest leader of the country. The US has had its share of its own leaders, from the first presidents and community heads, to today’s president, Barrack Obama. One of these leaders of the American nation who served as a president is Ronald Reagan. He has numerous contributions during his term, but one must objectively assess these contributions, so as to fully appreciate whether these contributions and achievements had any real impact or effect. In relation, this paper will then look into the said contributions and achievements of a US president, specifically Ronal Reagan. This paper will first present an overall look at the president’s biography, especially focusing on Reagan’s term as the president of the United States. Afterwards, this paper will then present a critical appraisal of the president’s c ontribution to the country, using the different criteria provided by different secondary literatures and resources. In here, different ratings or appraisals will be given to the president and his performance, based on the said literatures. In addition, after different individual grades, an overall grade or evaluation of former president Ronald Reagan will be presented. More importantly, this paper will attempt to prove that President Ronald Reagan can be given a grade of A-, based on his achievements and accomplishments, also including numerous issues, controversies, and problems that arose during his reign as president. Biography and Overview of President’s Administration Ronald Wilson Reagan was born on the 6th of February in 1911, in a second floor apartment in Tampico, Illinois, where his parents resided at the time. The young Reagan was then raised in Dixon, and he received his education at Eureka College, graduating with a degree of Bachelor of Arts in Sociology and Eco nomics.1 After he graduated, Reagan first went into the entertainment sector, wherein he served as a radio broadcaster in Iowa. He then moved to Los Angeles in 1937, where his career in the entertainment sector soared as he found roles for acting in films, and then television shows.2 Some of Reagan’s most notable films include Bedtime for Bonzo, Kings Row, All American, and numerous others. In the later years of his career as an actor, Reagan found himself serving as the president of the Screen Actors Guild. Later, he also became the spokesman for the company General Electric (GE), where history saw to the earlier beginnings of his political career.3 Reagan was originally a member and follower of the Democratic Party, but by the late 1950s, his positions started shifting rightward and by 1962, he transferred to the Republican Party. His most notable move to the political arena was seen when, after delivering a stirring speech in 1964 supporting the presidential candidacy of t hen candidate Barry Goldwater, his leadership potentials were noticed and then brought to the limelight. With this acknowledgement of his potentials, Reagan was then persuaded to run for the governorship. Two years later, he won the said California governorship, a position he won again in 1970.4 In 1968, he ran for presidential nomination as candidate for the Republican Party, but he lost, and again in 1976, he ran for the same nomination for presidential candidacy but was defeated. Finally, in 1980, he won the said

Dalit literature Essay Example for Free

Dalit literature Essay Chaucer and the Elizabethan Age The Neo Classical Age The Romantic and the Victorian Ages Twentieth Century Theory and practice of Translation 4 4 4 Max. Marks Uni. CIA Exam. 25 75 25 75 25 75 6 6 30 4 3 19 25 25 125 75 75 375 100 100 500 Ins. Hrs/ Week 6 6 6 Credit Total 100 100 100 I Year II Semester MAIN Paper-5 MAIN Paper-6 MAIN Paper-7 MAIN Paper-8 COMPULSORY PAPER ELECTIVE Paper-2 English Language and Linguistics Indian Literature in English Shakespeare American Literature Human Rights New Literatures English 6 5 6 5 2 6 30 5 5 5 5 2 3 25 25 25 25 25 25 25 150 75 75 75 75 75 75 450 100 100 100 100 100. 100 600 II year III Semester MAIN MAIN MAIN MAIN Paper-9 Paper-10 Paper-11 Paper-12 6 6 6 6 5 5 5 5 25 25 25 25 75 75 75 75 100 100 100 100 ELECTIVE Paper-3 Commonwealth Literature Literary Theory and Criticism I English Language Teaching Literature, Analysis, Approaches and Applications Film Reviews and Presentation 6 30 3 23 25 125 75 375 100 500 MAIN MAIN MAIN MAIN ELECTIVE Paper-13 Paper-14 Paper-15 Paper-16 Paper-4 (or) Project 6 6 6 6 6 5 5 5 5 3 25 25 25 25 25 75 75 75 75 75 100 100 100 100 100 30 23 125 375 500 II Year IV Semester Literary Theory and Criticism II Soft Skills, Literature and Movies. World Classics in Translation Women’s Writing in English Anatomy of Literature Total 1 M. A. English : Syllabus (CBCS) Papers Credit Total Credits Marks Total marks MAIN 16 4-5 76 100 1600 ELECTIVE 4 3 12 100 400 COMPULSORY PAPER 1 2 2 100 100 21 90 2100 Subject Total 2 M. A. English : Syllabus (CBCS) THIRUVALLUVAR UNIVERSITY M. A. ENGLISH SYLLABUS UNDER CBCS (with effect from 2012-2013) SEMESTER I PAPER 1 CHAUCER AND THE ELIZABETHAN AGE Objectives Students are : 1. exposed to early English literature with special reference to transition from middle English to the Elizabethan ethos. 2. introduced to the earliest English writers through representative texts 3. to gain a deeper knowledge of the writers and their works UNIT-I : POETRY 1. Chaucer : Prologue to the Canterbury Tales : The Knight, The Prioress, The Wife of Bath and the Doctor of Physic. 2. John Donne : 1) The Canonization 2) Valediction Forbidding Mourning 3) Go and Catch a Falling Star UNIT-II : POETRY 1. Edmund Spenser : Prothalamion 2. Wyatt and Surrey : As Sonneteers 3. Ballads 3 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Bacon : Of Truth, Of Adversity, Of Parents and Children, Of Ambition 2. The Gospel according to St. Mark (MacMillan Annotated Classics) 3. Thomas More : The Utopia UNIT-IV : DRAMA Webster :The Duchess of Malfi UNIT-V : DRAMA Ben Jonson : The Alchemist 4 M. A. English : Syllabus (CBCS) PAPER 2 THE NEO CLASSICAL AGE Objectives Students are : 1. exposed to the shift to the Classical tradition in literary and political terms 2. to appreciate the tremendous changes in literary forms 3. trained to analyze the trends in literary expression of the period UNIT-I : POETRY Milton (1608 1674) : Paradise Lost Book IX UNIT-II : POETRY 1. Andrew Marvell (1621 1678) : To His Coy Mistress 2. John Dryden (1631 1695) : Absalom and Achitophel 3. Pope (1688 1744) : The Essay On Man : Epistle II (II. 1 92) (â€Å"Know then thyself†¦. Our greatest evil or great good†) UNIT-III : PROSE 1. Addison and Steele : The Coverley Papers : Sir Roger at Church Sir Roger at the Assizes 2. Milton : Areopagitica 3. Swift : The Battle of the Books 5 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. John Dryden : All for Love 2. Richard Sheridan : The Rivals UNIT-V : FICTION 1. Daniel Defoe (1660 1731) : Robinson Crusoe 2. Swift (1667 1745) : Gulliver’s Travels 6 M. A. English : Syllabus (CBCS) PAPER 3 THE ROMANTIC AND THE VICTORIAN AGES Objectives Students are : 1. to appreciate the influence of ever changing trends brought about by social and scientific developments 2. to analyze diverse literary devices of these periods 3. to comprehend and analyze the dialectic between Neo Classicism and Romanticism 4. to gain indepth understanding of major writers of the 19th century UNIT-I: POETRY 1. Wordsworth : Tintern Abbey 2. Coleridge : The Rime of the Ancient Mariner 3. Shelley : Ode to a Skylark 4. Keats : Ode on a Grecian Urn 5. Tennyson : Ulysses UNIT-II: POETRY 1. Browning : My Last Duchess 2. Blake : Night 3. D. G. Rossetti Infant Sorrow : Blessed Damozel 4. Arnold : The Scholar Gypsy Ref: Victorian poets, ed. V. S. Seturaman, Macmillan Annotated Classics 7 M. A. English : Syllabus (CBCS) UNIT-III: PROSE 1. Charles Lamb : From Essays of Elia: Dissertation on a Roast Pig : Poor Relations 2. Arnold : From Culture and Anarchy: Sweetness and Light 3. Thomas Carlyle : On Shakespeare (from Victorian Prose ed. V. S. Sethuraman) UNIT-IV: DRAMA Oscar Wilde : Lady Windermere’s Fan UNIT-V: FICTION 1. Jane Austen : Emma 2. Dickens : Pickwick Papers 3. Charlotte Bronte : Jane Eyre 4. Walter Scott: Ivanhoe 8 M. A. English : Syllabus (CBCS) PAPER 4 TWENTIETH CENTURY Objectives Students are : 1. trained to acquire a working understanding of the war years and their literary consequences 2. exposed to dominant literary traditions and authors of the 20th Century 3. to analytically appreciate various emerging literary trends and forms 4. introduced to futuristic thinking through a classic science fiction novel UNIT-I : POETRY 1. W. B . Yeats 2. T. S Eliot 3. Wilfred Owen : Easter 1916 : Sailing to Byzantium : The Love Song of J. Alfred Prufrock : Strange Meeting UNIT-II : POETRY 1. 2. 3. 4. Hopkins. Seamus Heaney Thom Gunn Stephen Spender : Wreck of the Deutschland : The Tollund Man : On the Move : I think continually of those who are truly great. UNIT-III: PROSE 1. Orwell 2. D. H. Lawrence 3. C. P. Snow : Politics and the English Language : Why the Novel Matters : Two Cultures UNIT-IV: DRAMA 1. Beckett 2. T. S. Eliot : Waiting For Godot : The Family Reunion 9 M. A. English : Syllabus (CBCS) UNIT-V: FICTION 1. Virginia Woolf : Mrs. Dalloway 2. D. H. Lawrence : Sons and Lovers 3. Arthur C. Clarke : Childhood’s End 10 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 1 THEORY AND PRACTICE OF TRANSLATION Objectives Students are trained : 1. to gain a working knowledge of the origin and development of translation 2. in the various theories and techniques of translation 3. to be able to translate literary and non-literary texts from English into an Indian language and vice-versa UNIT-I : History of Translation Origin and development of translation in the West Origin and development of translation in the Indian context UNIT-II : Theories of Translation Catford Nida Newmark UNIT-III : Translation of Literary Aesthetic Texts Problems and Techniques Translation of Religious Texts in India. Translation of Poetry Translation of Fiction Translation of Plays UNIT-IV : Translation of Scientific Technical Texts Problems and Techniques Translation of Scientific Texts Translation of Social Sciences Texts Translation of Official Circulars, Agenda, Minutes Translation of Commercial, Financial documents and Legal texts 11 M. A. English : Syllabus (CBCS) UNIT-V : New trends Assessment of Translation Computer aided Translation Reference Susan Bassnett McGuire, Translation Studies J. C. Catford, A Linguistic Theory of Translation E. A. Nida, Towards a Science of Translation (1964) E. A. Nida and C. Taber, The Theory and Practice of Translation (1974) Peter Newmark, Approaches to Translation (1981) A. Duff, The Third Language (1961) Ayyappa Panicker, ed. Indian Literature (1995) 12 M. A. English : Syllabus (CBCS) II SEMESTER PAPER 5 ENGLISH LANGUAGE AND LINGUISTICS Objectives Students are exposed to : 1. the evolution of the English language at a deeper level, updating what has been learnt at the UG level 2. the intricacies of articulating English sounds, enabling them to speak better 3. levels of linguistic analyses, preparing them to become effective teachers UNIT-I : THE HISTORY OF ENGLISH LANGUAGE. Descent of English language; Old English Period; Middle English; Renaissance After; Growth of Vocabulary; Change of Meaning; Evolution of Standard English. Recommended Reading: F. T Wood An Outline History of English Language UNIT-II : PHONOLOGY Cardinal Vowels, English Vowels, Diphthongs and Consonants, Transcription, Syllable UNIT-III : PHONOLOGY Received Pronunciation and the need for a model, Accent, Rhythm and Intonation, Assimilation, Elision, Liaison and Juncture. Recommended Reading T. Balasubramanian A Textbook of English Phonetics for Indian Students (Chapter 3-17) 13 M. A. English : Syllabus (CBCS) UNIT-IV : LEVELS OF LINGUISTIC ANALYSIS Morphology, Sentences and their parts, words, phrases and clauses, phrases, Semantics, Pragmatics Discourse Analysis Recommended Reading Geroge Yule The Study of Language (Chapters 8-13) (Second Edition Cambridge University Press, 1996) Quirk Greenbaum. A University Grammar of English UNIT-V : SOCIOLINGUISTICS Language varieties; language, society and culture. Recommended Reading George Yule The Study of Language (Chapter 20 21) Second Ed. CUP, 1996) Verma and Krishnaswamy Modern Linguistics (Units 42 – 45). 14 M. A. English : Syllabus (CBCS) PAPER 6 INDIAN LITERATURE IN ENGLISH Objectives Students are : 1. introduced to a wider range of works in Indian Literature in English 2. exposed to a balanced textual study of established and contemporary writers 3. enabled to acquire a holistic perception of Indian Literature in English in preparation for a teaching or research career UNIT-I : POETRY 1. Aurobindo : Thought the Paraclete 2. Nissim Ezekiel : Poet, Lover, Bird Watcher 3. A. K. Ramanujan : Anxiety (from selected poems OUP, 1995,p. 29, pp. 124-25) 4. Arun Kolatkar : From Jeiury 1. The Bus 2. A Scratch 5. Rabindranath Tagore : Gitanjali UNIT-II : POETRY 1. Daruwalla : Hawk (from The Anthgology of Twelve. Modern Indian Poets ed. A. K. Mehotra, OUP (1992) 2. Sujatha Bhat : The Star (from Monkey Shadows, Penguin India, 1993 pp 13-15) 3. Mamta Kalia : Tribute to Papa (from Nine Indian Women 15 M. A. English : Syllabus (CBCS) Poets ed. Eunice D’Souza, OUP, 1997, pp. 2021) UNIT-III : PROSE 1. Nehru : Discovery of India (Ch. 2 and 3) 2. B. R. Ambedkar : Extracts 4,5 and 6 (from Annihilation of Caste Ed. Mulk Raj Anand. Delhi: Arnold Publishers, 1990, pp. 47-54) UNIT-IV : DRAMA 1. Karnad : Nagamandala 2. Mahashweta Devi : Rudali (Calcutta: Seagull, 1999) UNIT-V : FICTION 1. R. K. Narayan : The English Teacher 2. Chetan Bhaghat : One Night @ the Call Centre 16 M. A. English : Syllabus (CBCS) PAPER 7 SHAKESPEARE Objectives Students are : 1. enabled to establish Shakespeare’s contribution to development of English literature and language. 2. to gain knowledge and understanding necessary to explain his dramatic skills 3. to identify and explain meaning-making and communicative strategies in the prescribed plays 4. oriented to a concrete understanding of his ‘universality’ which in this context means his ability to communicate to a far wider spectrum of people 5. prompted to recognise and appreciate his skills as a wordsmith 6. trained to identify passages (from the prescribed plays) that can be used as case studies to understand and practice soft and communicative skills. UNIT-I : As You Like It UNIT-II : Othello UNIT-III : Richard III UNIT-IV : The Winter’s Tale UNIT-V 1. The Elizabethan Theatre and Audience 2. Trends in Shakespeare Studies 17 M. A. English : Syllabus (CBCS) PAPER 8 AMERICAN LITERATURE Objectives Students are : 1. to explore the uniqueness of American literature at an advanced level 2. trained to analyze the American mind in its important facets 3. enabled to appreciate mutually beneficial relationship between India and the U.S. , through the literary medium 4. introduced to American Science Fiction through one of the most representative texts UNIT-I : POETRY 1. 2. 3. 4. Walt Whitman Emily Dickinson Robert Frost Wallace Stevens : Crossing Brooklyn Ferry : Success is counted sweetest : Home Burial : Anecdote of the Jar UNIT-II : POETRY 1. e. e. cummings 2. Amiri Baraka 3. Gwendolyn Brooks : Any one lived in a pretty how town : An Agony as Now : Kitchenette Building UNIT-III : PROSE 1. R. W. Emerson 2. H. D. Thoreau 3. Allan Bloom : Self Reliance : Walden (Selected Chapters 1,2 and 17) : Nietzscheanization of the Left or Vice-Versa (from the Closing of the American Mind 1987) 18 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. Eugene O’Neill 2. Arthur Miller : Hairy Ape : The Crucible UNIT-V : FICTION 1. Mark Twain 2. W. Faulkner 3. Isaac Asimov : Adventures of Huckleberry Finn : The Sound and the Fury : The Caves of Steel 19 M. A. English : Syllabus (CBCS) HUMAN RIGHTS COMPULSORY PAPER UNIT-I Definition of Human Rights Nature, Content, Legitimacy and Priority Theories on Human Rights Historical Development of Human Rights. UNIT-II International Human Rights Prescription and Enforcement upto World War II Human Rights and the U . N . O. Universal Declaration of Human Rights International Covenant on Civil and Political Rights International Convenant on Economic, Social and Cultural Rights and Optional Protocol. UNIT-III Human Rights Declarations U. N. Human Rights Declarations U. N. Human Commissioner. UNIT-IV Amnesty International Human Rights and Helsinki Process Regional Developments European Human Rights System African Human Rights System International Human Rights in Domestic courts. UNIT-V Contemporary Issues on Human Rights: Children’s Rights Women’s Rights Dalit’s Rights Bonded Labour and Wages Refugees Capital Punishment. Fundamental Rights in the Indian Constitution Directive Principles of State Policy Fundamental Duties National Human Rights Commission. 20 M. A. English : Syllabus (CBCS) Books for Reference: 1. International Bill of Human Rights, Amnesty International Publication, 1988. 2. Human Rights, Questions and Answers, UNESCO, 1982 3. Mausice Cranston What is Human Rights 4. Desai, A. R. Violation of Democratic Rights in India 5. Pandey Constitutional Law. 6. Timm. R. W. Working for Justice and Human Rights. 7. Human Rights, A Selected Bibliography, USIS. 8. J. C. Johari. Human Rights and New World Order. 9. G. S. Bajwa Human Rights in India. 10. Amnesty International, Human Rights in India. 11. P. C. Sinha International Encyclopedia of Peace, Security K. Cheous (Ed) Social Justice and Human Rights (Vols 1-7). 12. Devasia, V. V. Human Rights and Victimology. Magazines: 1. 2. 3. 4. The Lawyer, Bombay Human Rights Today, Columbia University International Instruments of Human Rights, UN Publication Human Rights Quarterly, John Hopkins University, U. S. A. 21 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 NEW LITERATURES IN ENGLISH Objectives Students are introduced to contemporary and complex writers and their works spanning all the commonwealth countries. If selected for study, this paper will enable the student to acquire a highly comprehensive knowledge of commonwealth literature, enhancing their reception of the paper on commonwealth literature in the III semester, and also providing them with sufficient knowledge base for pursuing research or teaching. UNIT-I : POETRY 1. Australia Judith Wright : At Cooloola 2. New Zealand James Baxter : The Ikons 3. Allen Curnow : House and Land UNIT-II : POETRY 1. Canada Al Purdy : Lament for the Dorsets (EskimosExtinct in the 14th Century AD) (from Norton Anthology of Modern Poetry) 2. Africa Kofi Awoonor : Song of War : The Weaver Bird (from Penguin Anthology of Modern Poetry- Africa. Eds. Gerald Moore and Ulli Beier. ) 3. ace Nichols West Indies Grace Nichols Of course, when they ask for poems (from Six Women Poets. Ed. Judith Kinsman, OUP, 1992, pp. 41 -43) 22 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Africa Achebe : Colonialist Criticism (from Post Colonial Studies Reader eds. Helen Tiffin, Chris Tiffin Bill Ashcroft) 2. West Indies V. S. Naipaul-India : A Wounded Civilization UNIT-IV : DRAMA. Australia Louis Nowra : Radiance J. P. Clarke : Song of a goat UNIT-V : FICTION Africa-Koetzee : Disgrace Canada-Maragaret Laurence : The Stone Angel Australia-Peter Carey : Oscar and Lucinda 23 M. A. English : Syllabus (CBCS) III SEMESTER PAPER 9 COMMONWEALTH LITERATURE Objectives Students are : 1. exposed to the literatures of the Commonwealth 2. introduced to the postcolonial perceptions of a wide range of people whose second language is English 3. trained to develop comparative perspectives 4. Trained to discuss the question of identity and dominance of landscape in Commonwealth literature UNIT-I : POETRY. Australia A. D. Hope : Australia New Zealand Jessie Mackay : The Noosing of the sun-god Africa Abioseh Nicol : The Continent that lies within us UNIT-II : POETRY Africa David Rubadiri : A Negro labourer in Liverpool Dereck Walcott : Ruins of a Great House Canada F. R. Scott : The Canadian Author’s Meet (from Anthology of Commonwealth Verse ed. Margaret O’Donnell An Anthology of Commonwealth Poetry ed. C. D. Narasimhaiah) UNIT-III : PROSE Sri Lanka Ananda : The Dance of Shiva Coomaraswami 24 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA Nigeria Wole Soyinka : The Lion and the Jewel UNIT-V : FICTION. Canada Margaret Atwood : Surfacing Australia Patrick White : Voss 25 M. A. English : Syllabus (CBCS) PAPER 10 LITERARY THEORY AND CRITICISM I Objectives Students are : 1. introduced to one of the most enabling forms of literary study 2. exposed to the complexities of literary theory and criticism, which is most essential aspect of literary appreciation 3. trained to understand and analyze literary writings based on the ever evolving traditions of criticism 4. enabled to form a comparative perspective of the Eastern and Western critical traditions UNIT-I Introduction to Classical Literary Criticism UNIT-II. Ancient Tamil and Sanskrit Criticism UNIT-III Johnson : Preface to Shakespeare Wordsworth : Preface to the Lyrical Ballads UNIT-IV Arnold : Study of Poetry T. S. Eliot : Tradition and Individual Talent UNIT-V N. Frye : Archetypes of Literature 26 M. A. English : Syllabus (CBCS) PAPER 11 ENGLISH LANGUAGE TEACHING Objectives Students are : 1. expected to acquire the essentials of teaching English as a second / foreign language 2. to internalize the various methods of English language teaching, theory as well as practice 3. trained to appreciate the area specific feature of ELT, in the Indian context, to become able teachers. 4. Problems and Principles UNIT-I The role of English in India; English teaching in India today UNIT-II Theories of language learning: cognitive-theory; behaviouristic theory. First language acquisition and second language learning; Attitudes to error; Inter language UNIT-III Approaches and Methods: Grammar Translation; Audio-lingual; Communicative and Current Trends UNIT-IV Classroom Management and Teacher Student Interaction Materials Production 27 M. A. English : Syllabus (CBCS) UNIT-V Reading, Writing, Testimony, Speaking, Study Skills, Literature, Remediation Recommended Reading Howall A. P. R. A History of English Language Teaching, OUP, 1984. Richards, J and Rodgers, S. Approaches and Methods in Language Teaching, Cambridge University Press, 2001. Ellis, R. Understanding Second Language Acquisition, London, OUP, 1985. Pit Corder, S. Introducing Applied Linguistics, Harmondsworth, Penguin, 1973. Edinburgh Course in Appied Linguistics Vols. 1,2,3,4. Yalden, 1. The Communicative Syllabus: Evolution Design Implementations. Penguin, 1983. Oller J. W. Jr. Language Tests at School, London, Longman, 1979. David Nunan, Language Teaching Methodology, Prentice Hall, 1991. 28 M. A. English : Syllabus (CBCS) PAPER 12 LITERATURE, ANALYSIS, APPROACHES AND APPLICATIONS Objectives Students are : 1. introduced to the methodologies of analysis, an integral part of literary appreciation 2. exposed to the expected levels of performance required in them 3. directed to the ever widening career options opening to a PG in English, especially in the Knowledge Processing Industry for writers, editors, instructional designers and so on UNIT-I Practical Criticism UNIT-II Journalism and Mass Communication UNIT-III Report Writing and Book Review UNIT-IV Proofreading, Editing and Advertising UNIT-V : TECHNICAL WRITING Specs, Manuals, Business correspondence 29 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 FILM REVIEWS AND PRESENTATION Objectives Students are : 1. exposed to the newly emerging field of film studies 2. introduced to the technicalities of making and appreciation of cinema 3. trained to become reviewers, opening up another career option UNIT-I History of Cinema in India UNIT-II Major Landmarks in Indian Cinema UNIT-III What is Film Reviewing? UNIT-IV Actual reviewing by showing film clips UNIT-V The script, storyline, acting, costumes, dialogue, visuals, music and dance, graphics and special effects 30 M. A. English : Syllabus (CBCS) IV SEMESTER PAPER 13 LITERARY THEORY AND CRITICISM II Objectives In addition to the objectives for Literary Theory and Criticism I Students are : 1. sensitized to the transition from Humanistic to Modern and Postmodern critical traditions 2. enabled to comprehend the dominance of theory in the Postmodern phase 3. introduced to recent contexts, concepts and ideologies UNIT-I Lionel Trilling: Sense of the Past Cleanth Brooks: The Language of Paradox UNIT-II Georg Lukacs: Ideology of Modernism UNIT-III Jacques Lacan : Of Structure as an Inmixing of an Otherness Prerequisite to any Subject Whatever UNIT-IV. Barthes: Death of the Author UNIT-V Simone de Beauvoir : Introduction to â€Å"The Second Sex† 31 M. A. English : Syllabus (CBCS) PAPER 14 SOFT SKILLS, LITERATURE AND MOVIES Objectives Students are : 1. trained to understand the aspects of soft skills 2. exposed to the actualities of the various skills grouped under the rubric ‘Soft Skills’ 3. motivated, through this paper, to empower themselves with the expected skills for suitable employment 4. oriented to recognize and locate the role of soft skills in real life situations UNIT-I : INTRAPERSONAL Self-management, self-esteem, self-awareness, self-regulation, self-critique,  Jane Eyre UNIT-II : EMPATHY Honesty, cultural diversity, Ability to take other’s point of view, integrating cognitive and affective skills, Nelli in â€Å"Wuthering Heights† UNIT-III : INTERPERSONAL Team work, persuasion, negotiation, conflict resolution, Reading social situations, learning to say no, active listening, Rosalind, Portia and Viola UNIT-IV : COMMUNICATION Body language, facial expression, humour, eye contact, tone of voice, etiquette, 1. Antony and Cleopatra (Movie) 2. To Sir with Love (Movie) 3. Dead Poets Society (Movie) UNIT-V : LEADERSHIP Critical, lateral, strategic thinking; delegation; taking responsibility; giving praise and appreciation; giving and receiving feedback; ability to motivate; problem solving, â€Å"Things Fall Apart† – Achebe. 32 M. A. English : Syllabus (CBCS) References Daniel Coleman. Working with Emotional Intelligence. Dale Carnegie. How to Develop Self Confidence and Influence People by Public Speaking. 1926. rpt. 1956. Pocket Books. 33 M. A. English : Syllabus (CBCS) PAPER 15 WORLD CLASSICS IN TRANSLATION Objectives: Enable the students to appreciate the writings for them literary values, cultural importance, philosophical and socio-political background to  facilitate the development of cross-cultural perspectives. UNIT-I : Poetry Homer : The Sliad Book III Virgil : The Aeveid Book IV (438-563) Thiruvalluvar : Thirukkural Book II UNIT-II : Dante : The Inferno (Canto III) Gibran : The Prophet UNIT-III : PROSE St. Augustine : The Confessions Book – I Confucius : Analects 1, 2 Harace : As Poetria UNIT-IV : DRAMA Anton Chekov : The Cherry Orchid Kalidasa : Sahuntala Aristophanes : The Clouds UNIT-V : FICTION Leo Tolstoy : Anna Karenina Books (1 2) Thomas Mann : Magic Mountain 34 M. A. English : Syllabus (CBCS) PAPER 16 WOMEN’S WRITING IN ENGLISH UNIT-I: POETRY Elizabeth Barret Browming. Ways. : How Do I Love Thee? Let me count the Sylvia Plath : Lady Lazarus Maya Angelou : Phenomenal Woman Kamala Das : Introduction Toru Dutt : Sita UNIT-II: PROSE Virginia Woolf : A Room of One’s Own Arundhathi Roy : The Algebra of Infinite Justice. UNIT-III: DRAMA Mahashweta Devi : Mother of 1084 Caryll Churchill : Top Girls UNIT-IV: FICTION Jhumpa Lahiri : The Namesake Margaret Atwood : The Handmaid’s Tale UNIT-V: GENERAL Mary Woolstone craft : The Vindication of the Rights of Women Elaine Showalter : Toward a Feminist Poetics 35 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 4 ANATOMY OF LITERATURE Objectives. Students are : 1. enabled to acquaint themselves with the major generic divisions in English literature 2. trained in the universally acknowledged conventions of literary research and documentation UNIT-I : THE ANATOMY OF PROSE The form of prose vocabulary grammar and idiom written and spoken prose the paragraph prose rhythm individual and common style common style and cheap style simplicity and ornamentation objective and subjective abstract and concrete realism, romance and unreality special inventions prose for its own sake the historical approach the science of rhetoric writing prose. UNIT-II : THE ANATOMY OF POETRY The importance of form the physical form of poetry metre variation rhyme onomatopoeia internal pattern form in intonation repetition the main types of poetry logical sequence the use of associations patterns of imagery traditional verse forms free verse the choice of words illustrations cautions twentieth century techniques. UNIT-III : THE ANATOMY OF NOVEL The concept of fiction verisimilitude the point of view plot character character revealed conversation scene and background dominant themes the experimental novel 36. M. A. English : Syllabus (CBCS) UNIT-IV : THE ANATOMY OF DRAMA Live literature action plots conventional divisions direct experience of characters dialogue and conversation verse and prose types of drama drama and history use of notes interpretation UNIT-V : LITERARY RESEARCH Research and writing the mechanics of writing the format of the research paper documentation: preparing the list of works cited documentation: citing sources in the text abbreviations Reference Marjorie Boulton, The Anatomy of Prose (1954). Marjorie Boulton, The Anatomy of Poetry (1953) Marjorie Boulton, The Anatomy of Novel Marjorie Boulton, The Anatomy of Drama (1960) Joseph Gibaldi, MLA Handbook for Writers of Research Papers, 6th Ed. 37 M. A. English : Syllabus (CBCS) PROJECT DISSERTATION Objective Project Work is a preparatory exercise for research writing. Students are introduced to the basics of research and trained to write academically following the framework given below: 1. Introduction 2. Statement of the problem 3. Review of Literature 4. Analysis 5. Summary, findings and suggestions.

Effect of Remittances on Household Consumption Patterns

Effect of Remittances on Household Consumption Patterns Do remittances affect the consumption pattern of the Filipino households? Objectives The objective of this paper is to formulate structural models to illustrate the change in consumption pattern of the Filipino households. In this study, our aim is to use an advanced econometric approach to find out if there is indeed such change in the consumption pattern of the household receiving remittances as compared to those who only get their income from domestic sources. Review of Related Literature There are several studies regarding the consumption patterns of household. One of which is the study made by Taylor and Mora (2006), they studied about the effect of migration in reshaping the expenditure of rural households in Mexico. The conclusion that they made is that remittances has positive effects on total expenditures and investment. They also found out that as the remittances of rural household increases, the proportion of the income on consumption decreases (Taylor Mora, 2006). Another one is the study of Rasyad A. Parinduri Shandre M. Thangavelu (2008), wherein they used the Indonesia Family Life Survey data to observe the effect of remittances to the consumption patterns of the Indonesian households. In their study, they used the matching and difference-in-difference matching estimators to observe the relationship. They found out that remittances do not improve the living standard of the households, nor do remittances have an effect on economic development. They used t he education and medical expenditure as indicators of economic development. The major findings that they have are that most of the Indonesian households used the remittances in terms of investing them into luxury goods such as house and jewelries (Parinduri Thangavelu, 2008). Using the same study, we intend to observe the consumption pattern of the households, based not only on the remittances but also to other sources of income. In addition to that, instead of looking at economic development, we intend to look at the consumption goods that households normally consume, and see if there are indeed changes in the consumption patterns of the selected households. Theoretical Framework Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law Methodology and Data In the methodology and data part, our main concern is to find ways to observe the consumption patterns of the Filipino households here in this country. In order to do that, we tried to find a dataset that will explain such relationship. Based from the available datasets here in the country, we would say that the Family Income and Expenditure Survey or the FIES best suits our study. The dataset enlists all the possible consumption goods that were being consumed by the households during a specific year. In addition to that, we can also determine the source of income of the different households that was made available in the dataset. By examining the relationship of consumption and income, we will be able to observe the behavioral aspect of the Filipino householdsà ¢Ã¢â€š ¬Ã¢â€ž ¢ consumption based from the income that they received. Due to the inaccessibility of the latest data, we settled for the 2003 edition. Based on this data, we will be able to observe the impact of the different sources of income to the kind of goods that the Filipino families consume, using an advanced econometric approach called the simultaneous equation model (SEM). After acquiring the right dataset for this study, we must next formulate the different structural equations to illustrate the consumption patterns. In this paper, we have formulated four equations, one of which is based from the Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law, which again, states that when an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s income increases, his/her percentage of consumption decreases (Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law, n.d.). As for the other three other equations which are mainly composed of different sources of income, mainly wages, domestic source, and foreign source, we have used other studies conducted by (SOURCE) ,to see what are the factors that affects or determine the different sources of income. After formulating the equations, we decided to use the log-log model for the estimation, simply because our study aims to observe the income elasticity of the different goods. With the use of the log-log model, we will be able to determine the elasticity of the different consumption goods, by just looking at their respective estimated coefficients. Another reason why we chose the log-log model is because of the limited information about the domestic and foreign source of income in the FIES data. There are several households in the data who either do not receive domestic or foreign source of income, or the data gatherers failed to obtain these data from the respective respondents. By using the log-log model, we will be able to exclude those unrecorded observations, so that the results will be not inconsistent and will not be affected by the people who do not receive income from either domestic or foreign source. After citing the reasons for the construction of the model, next, we will be observing three consumption goods, particularly the total food expenditures, the total non food expenditures, and the tobacco-alcohol consumption. Model 1: Food Consumption Equation 1: Equation 2: Equation 3: Equation 4: Where: food = total food expenditures Condo = domestic source of income Conab = foreign source of income Wage = wages or salaries of the household Wsag = wages or salaries from agricultural activities Wsnag = wages or salaries from non-agricultural activities S1021_age = household head age S1041_hgc = household head highest grade completed S1101_employed = total number of family employed with pay Lc10_conwr = contractual worker indicator In order to observe the consumption patterns of the Filipino household based from the different sources of income, we will be modifying the first equation of the model, by replacing one good to the other good, while maintaining the same structural forms. For example, in the initial first model, we have chosen food expenditure as our first consumption good. Later on, we will be observing other consumption goods such as non food expenditure, and alcoholic tobacco-alcohol consumption, and we will replace the food consumption with these other goods. This is because consumption goods are all affected by the income, and we have chosen the different income sources based from the availability of the FIES data, which was released on 2003. A-priori expectation Given the interrelationship of the equations, it seems like we have to solve the equations simultaneously to estimate for the unknown variables. Before we can use the simultaneous equation model (SEM) approach, there are several identification problems that we must solve in order to know whether SEM is an appropriate method or not. According to Gujarati and Porter (2009), the identification problem process consists of the following tests: a. order and rank condition, b. Hausman specification test, which is also known as the simultaneity test, and c. exogeneity test. Identification Problem Order and rank condition Before we proceed with the order and rank condition, we must first define the different variables that we will be using in order to test whether the equations are under-identified, exactly identified or over-identified. Legend: M à ¯Ã†â€™Ã‚  number of endogenous variables in the model m à ¯Ã†â€™Ã‚  number of endogenous variables in the equation K à ¯Ã†â€™Ã‚  number of exogenous/predetermined variables in the model k à ¯Ã†â€™Ã‚  number of exogenous/predetermined variables in the equation Order Condition The order condition is a necessary but not sufficient condition for identification (Gujarati and Porter, 2009). This test is used to see whether an equation is identified by comparing the number of excluded exogenous/predetermined variables in a given equation with the number of endogenous variables in the equation less one. There will be three instances where we can determine if the equation is identified or not. First, if K-k (number of excluded predetermined variables in the equation) In the first model, there are four endogenous variables namely lnfood, lnwages, lncondo, and lnconab (M=4). And there are also six exogenous variables in the equation which are the variables that were not named (K=6). With that, the order condition of the food consumption is illustrated below: Equation K-k m-1 Conclusion Lnfood 6 3 Over Lnwages 4 0 Over Lncondo 2 0 Over Lnconab 2 0 Over In the first case, all the equations are considered to be over-identified, simply because K-k > m-1. In the order condition, we have concluded that the model is identified. However, the order condition is not sufficiently enough to justify whether an equation is identified or not, that is why there is another condition that must be satisfied before we can proceed to the estimation process, which is the rank condition. Rank Condition The rank condition is a necessary and sufficient condition for identification. In order to satisfy the rank condition, à ¢Ã¢â€š ¬Ã…“there must be at least one nonzero determinant of order (M-1) (M-1) can be constructed from the coefficients of the variables excluded from that particular equation but included in the other equations of the modelà ¢Ã¢â€š ¬?(Gujarati and Porter, 2009). Ys Xs Eq. Food Wages condo conab 1 wssag wsnag hh_age hh_hgc employed conwr lnfood 1 0 0 0 0 0 0 lnwages 0 1 0 0 0 0 0 0 Lncondo 0 0 1 0 0 0 Lnconab 0 0 0 1 0 0 We simplify the variableà ¢Ã¢â€š ¬Ã¢â€ž ¢s notation, but ità ¢Ã¢â€š ¬Ã¢â€ž ¢s basically the same as the variables in the model, it only lacks the à ¢Ã¢â€š ¬Ã…“lnà ¢Ã¢â€š ¬? in some variables, and some variablesà ¢Ã¢â€š ¬Ã¢â€ž ¢ descriptions are shortened. We can observed that the (M-1) x (M-1), which in this case is 3 x 3 matrices, have at least one nonzero determinant, therefore the rank condition is satisfied. We can now proceed to the other identification test. Hausman specification test The Hausman specification test is to test whether the equations exhibits simultaneity problem or not. According to Gujarati and Porter (2009), if there is not simultaneity problem, then OLS is BLUE (best linear unbiased estimator). But if there is simultaneity problem, then OLS is not blue, because the estimated results will be bias and inconsistent. With that, we have to use the different estimation techniques of the SEM in order to regress the given equations. The Hausman specification test involves the following process: First, we regress an endogenous variable with respect to all of the exogenous/predetermined variables in the system, after which we obtain the value of the residual, in which it is the predictedThe second step is to regress the endogenous variable with respect to the other endogenous variables plus the predicted . If the is statistically significant, this means that we have all the evidence to reject the null hypothesis, which states that there is no simultaneity bias in the model. But if it is insignificant, we have no evidence to reject the null hypothesis, and if that happens, there is no simultaneity problem. The variable that exhibits no simultaneity bias should not be treated as an endogenous variable. (Gujarati and Porter, 2009) Dependent variable: lnwages P-values Independent variables: lncondo 0.370 lnconab 0.014 uhat 0.000 For the simultaneity test in the first model, we follow the steps in the Hausman specification test. After that, we observed the predicted uhat in this regression and we can see that the predicted uhat here is 0.000. This means that the null hypothesis is rejected, and there exist simultaneity bias in the first model, therefore we should use other estimation techniques other than OLS, to produce unbiased and consistent estimates. Exogeneity test After the simultaneity test, we must also test for the other exogenous/predetermined variables, to check whether these variables are truly exogenous or not. The process is similar to the Hausman specification test, but instead of regressing the endogenous variables, we regress each exogenous/predetermined variable with respect to the . If the is statistically significant, then we have to reject the null hypothesis that it is truly an exogenous variable. But if the p-value of the is 1.000, this means that we have no evidence to reject the null hypothesis, and we conclude that the corresponding variables are truly exogenous or truly predetermined variables. Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 2nd equation Resulting p-values for uhat Lnwsag 1.000 lnwsnag 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 3nd equation Resulting p-values for uhat s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 4nd equation Resulting p-values for uhat s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Based from the table given above, each exogenous variable is regressed against the predict uhat and looking at the respective p-values, which are all 1.000. This means that we have no evidence to reject that these variables are indeed truly exogenous variables in each of the equations. Model 2: Non Food Consumption Equation 1: Equation 2: Equation 3: Equation 4: Where: nonfood = total non food expenditure In model 2, we basically changed the total food expenditure with the total non food expenditure. Before we can regress the model, this model should also undergo series of identification problem process to see if whether the model is identified or not. We will also test if the nonfood expenditure model exhibits simultaneity bias and if all of its exogenous variables are truly exogenous. Order and Rank Condition Order Condition Equation K-k m-1 Conclusion Lnnonfood 6 3 Over Lnwages 4 0 Over Lncondo 2 0 Over Lnconab 2 0 Over Similar to the food consumption order condition, the non food consumption is also identified based on the order condition. All equations are concluded to be over-identified; therefore we can say that the model is identified. But again, we must use the rank condition to further validate if the equations are truly identified or not. Rank Condition Ys Xs Eq. nonfood wages condo conab 1 wssag wsnag hh_age hh_hgc employed conwr lnnonfood 1 0 0 0 0 0 0 lnwages 0 1 0 0 0 0 0 0 lncondo 0 0 1 0 0 0 lnconab 0 0 0 1 0 0 Based from the sub 33 matrices, we can say that there exists at least one nonzero determinant in the equation, therefore rank condition is satisfied. This means that the equations are identified. Hausman specification test Dependent variable: lnwages P-values Independent variables: lncondo 0.533 lnconab 0.011 uhat2 0.001 For the simultaneity test in model 2, we can see that uhat2 is statistically significant, meaning there exists a simultaneity bias in the model. Therefore we must use the SEM estimation techniques similar to model 1, to estimate the impact of income and consumption goods. Exogeneity test Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 2nd equation Resulting p-values for uhat2 Lnwsag 1.000 lnwsnag 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 3nd equation Resulting p-values for uhat2 s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 4nd equation Resulting p-values for uhat2 s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Similar to the food consumption model, the exogenous variables in the nonfood model are truly exogenous, since all the resulting p-values for uhat2, are all 1.000. Model 3: Tobacco-Alcohol Consumption Equation 1: Equation 2: Equation 3: Equation 4: Where: at = tobacco-alcohol consumption The same process in model 2 was made here in model 3, we now check for the identification problems for the tobacco-alcohol consumption Order and Rank Condition Order Condition Equation K-k m-1 Conclusion Lnat 6 3 Over Lnwages 4 0 Over Lncondo 2 0 Over Lnconab 2 0 Over Order condition is satisfied here in model 3, since all of the equations are concluded to be over-identification. We now proceed to the rank condition to check if the equations are ultimately identified. Rank Condition Ys Xs Eq. at wages condo conab 1 wssag wsnag hh_age hh_hgc employed conwr lnat 1 0 0 0 0 0 0 lnwages 0 1 0 0 0 0 0 0 lncondo 0 0 1 0 0 0 lnconab 0 0 0 1 0 0 Rank condition is satisfied because there is at least one nonzero determinant here in the sub 33 matrices. Hausman specification test Dependent variable: lnwages P-values Independent variables: lncondo 0.911 lnconab 0.063 uhat3 0.003 In model 3, there is no simultaneity problem because uhat3 is statistically significant. Therefore, we have all the evidence to reject the null hypothesis that there is no simultaneity bias in the equation. The same procedure as for food and nonfood model, we will be using the different estimation techniques to estimate these unknown variables. Estimation Techniques and Results Estimation Techniques After the identification problems of the simultaneous equation problem, we proceed to the estimation techniques. As discussed by Gujarati and Porter (2009), they provided three estimation techniques in order to solve for SEM, namely the ordinary least squares (OLS), indirect least squares (ILS), and the two-stage least squares (2SLS). The OLS is used for the recursive, triangular, or causal models (Gujarati and Porter, 2009). Meanwhile, the ILS focuses more on the reduced form of the simultaneous equations, wherein there exists only one endogenous variable in the reduced form equation and it is expressed in terms of all existing exogenous/predetermined variables in the model. It is estimated through the OLS approach, and this method best suits if the model is exactly identified (Gujarati and Porter, 2009). Lastly, the 2SLS approach, wherein the equations are estimated simultaneously. Unlike ILS, 2SLS can used to estimate exact and over-identified equations. (Gujarati and Porter, 2009 ) The three approaches discussed by Gujarati and Porter (2009) are all based from the single equation approach. If there are CLRM violations such as autocorrelation and heteroscedasticity in the models, we must use the system approach, particularly the three-stage least squares (3SLS), to correct these violations. The only drawback of the 3SLS method is that if any errors in one equation will affect the other equations. Ordinary Least Squares (OLS) Since all three models suffer from simultaneity bias, we will not use the OLS in this paper. This is because if we used the OLS in estimating the equation which there exist simultaneity bias, the results will be biased and inconsistent. Therefore, OLS is not a good estimator for the three models. Indirect Least Squares (ILS) Food consumption model reduced form: Where: | Nonfood model reduced form: Where: | Tobacco-Alcohol model reduced form: Where: | We will not estimate anymore the coefficient for the ILS, because our main goal is to observe the relationship of consumption goods with the different sources of income and not the other determinants of the different sources of income. The ILS results will not yield standard error for the structural coefficients; therefore it will be hard to obtain the values of the structural coefficients. In addition to that, all of our equations are over-identified, therefore ILS is an inappropriate method to estimate the coefficients. Two-stage least squares (2SLS) Consumption Goods Food (948 obs) Non Food (1078 obs) Tobacco-Alcohol (634 obs) 1st Equation Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 6.428484 (0.000) 1.401963 (0.070) 12.94298 (0.001) lnwages 0.2235283 (0.000) 0.2880426 (0.000) 0.7781965 (0.000) lncondo 0.0223739 (0.622) 0.2036453 (0.013) -1.47202 (0.000) lnconab 0.205797 (0.001) 0.5110999 (0.000) 0.6098058 (0.121) 2nd Eq. lnwages Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 2.122649 (0.000) 2.122649 (0.000) 1.884011 (0.000) lnwsag 0.3611279 (0.000) 0.3611279 (0.000) 0.42199 (0.000) lnwsnag 0.5175117 (0.000) 0.5175117 (0.000) 0.483135 (0.000) 3rd Eq. lncondo Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 7.75861 (0.000) 7.75861 (0.000) 7.887869 (0.000) s1021_age -0.0003422 (0.903) -0.0003422 (0.903) 0.0014345 (0.720) s1041_hgc 0.0346237 (0.000) 0.0346237 (0.000) 0.1302147 (0.000) s1101_employed -0.023387 (0.450) -0.023387 (0.450) -0.0601213 (0.111) lc10conwr 0.1583353 (0.345) 0.1583353 (0.345) 0.0871853 (0.710) 4th Eq. lnconab Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 10.39914 (0.000) 10.39914 (0.000) 9.947326 (0.000) s1021_age 0.004519 (0.169) 0.004519 (0.169) 0.0145833 (0.002) s1041_hgc 0.0210221 (0.000) 0.0210221 (0.000) 0.150857 (0.000) s1101_employed 0.0420871 (0.245) 0.0420871 (0.245) 0.0273189 (0.541) lc10conwr -0.6848394 (0.000) -0.6848394 (0.000) -0.7780885 (0.005) Since FIES is a cross sectional data, the model maybe exposed to the violations of multicollinearity and heteroscedasticity. As shown in the appendix1, under the CLRM violations, there exists no multicollinearity in the equations, but there exists heteroscedasticity three out of four equations in the model. The only way to correct for the heteroscedasticity problem is by estimating the simultaneous equations using the three-stage least squares method, which is considered to be full information approach. Three-stage least squares (3SLS) Consumption Goods Food (948 obs) Non Food (1078 obs) Tobacco-Alcohol (634 obs) 1st Equation Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 6.383871 (0.000) 0.7926094 (0.289) 18.63624 (0.000) lnwages 0.2224267 (0.000) 0.2831109 (0.000) 0.7374008 (0.000) lncondo 0.0245077 (0.582) 0.3151916 (0.000) -2.405262 (0.000) lnconab 0.2101956 (0.001) 0.4810778 (0.000) 0.9024638 (0.020) 2nd Eq. lnwages Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 2.142826 (0.000) 2.126479 (0.000) 1.895235 (0.000) lnwsag 0.3560053 (0.000) 0.3594587 (0.000) 0.419183 (0.000) lnwsnag 0.5203181 (0.000) 0.5187091 (0.000) 0.4846674 (0.000) 3rd Eq. lncondo Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 7.66644 (0.000) 7.420188 (0.000) 8.252266 (0.000) s1021_age 0.0000462 (0.987) -0.0005333 (0.840) 0.0042572 (0.224) s1041_hgc 0.0344578 (0.000) 0.0327889 (0.000) 0.0972984 (0.002) s1101_employed -0.0109756 (0.720) 0.030168 (0.302) -0.0811008 (0.009) lc10conwr 0.173369 (0.296) 0.234941 (0.151) -0.0362562 (0.860) 4th Eq. lnconab Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 9.635422 (0.000) 9.760654 (0.000) 9.899007 (0.000) s1021_age 0.0025551 (0.394) 0.0034051 (0.195) 0.0140427 (0.003) s1041_hgc 0.0212975 (0.000) 0.0171248 (0.000) 0.1589354 (0.000) s1101_employed 0.1534522 (0.000) 0.1464836 (0.000) 0.0291422 (0.510) lc10conwr -0.484862 (0.011) -0.5302148 (0.004) -0.761339 (0.006) By using the 3SLS, the models are now corrected and it is free from any CLRM violations. Therefore, the table shown above is already the final model of estimation, and we can now interpret the results equation per equation basis. Check for equality and unit elasticity As indicated in the appendices (last part), we also check if there lnwages and lnconab in the food consumption equation are indeed equal. We used the test command in STATA, to see if the two variables are equal, by looking at its p-value. The resulting p-value of the test is 0.8614, meaning we have no evidence to reject the null hypothesis that the two variablesà ¢Ã¢â€š ¬Ã¢â€ž ¢ coefficients are equal. We made the same process for the lnwages and lncondo in the nonfood consumption equation, and the resulting p-value of the test is 0.6846, which means that lnwages and lncondo are also equal in the estimation. Aside from the check for equality, we also check if the lnconabà ¢Ã¢â€š ¬Ã¢â€ž ¢s income elasticity to tobacco-alcohol consumption is equal to 1. The resulting p-value for the test is 0.8007, which means that the income elasticity of lnconab to tobacco-alcohol consumption is 1, meaning it is unit elastic. Results Model 1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" Food Consumption In the first model, which is the total food expenditure model, the variable domestic source of income in the 1st equation is considered to be statistically insignificant. This means that it will be meaningless to interpret the results of that particular variable. As for wages and foreign source of income, we can see that the two coefficients are very similar, which means that for every one percent increase in wages and foreign source of income, food consumption increases by 0.22 and 0.21 percent respectively. The results are clearly consistent with Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law of food consumption that the proportion of food expenditure decrease as an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s income increases. For the 2nd equation, which is the wage equation, the result shows that the impact of non-agricultural activities is greater compared to agricultural activities. This is consistent with our a-priori expectation of one having a larger impact than the other. In reality, we can see that non-agricultural activities result to higher income due to its high value added products that it produces. The higher the value added the work is, the higher the changes are that wages or salaries received will be also higher. For the 3rd and 4th equation, which is considered to be similar except for the source of income where it comes from, the results show that only highest grade completed is considered to be statistically significant in the 3rd equation, while in the 4th equation, the household headà ¢Ã¢â€š ¬Ã¢â€ž ¢s age is the only one which is statistically insignificant. For the domestic source of income, we can observed that people who has a larger share of the wages or salaries in the company, have typically higher educational attainment compared to those who have lower educational attainment. The result of the 3rd equation maybe attributed to that factor. For the 4th equation, it is the same explanation for the highest grade completed by the household head as in the 3rd equation. While for the total family members employed with pay, it has a positive relationship, simply because if there are larger number of family members who are working and receiving salaries, the cumulative source of income wi ll be larger, compared to those families who have fewer number of family members working with pay. The last variable in the 4th equation, which is the dummy variable contract worker, we can see in the result that if an individual is a contract worker, generally, that individual will receive lower wages compared to those regular employees. This is because contractual workers are given limited period of time to work for certain companies, and companies hire contractual workers for short term uses. With that, companies usually pay lower amount of wages to these short term workers. Model 2 à ¢Ã¢â€š ¬Ã¢â‚¬Å" Non food consumption For the 2nd model, the nonfood consumption model, all the variables in the 1st equation are all statistically significant. The coefficients of wages and domestic source of income are similar, but there is a disparity between these two variables and the foreign source of income, which resulted to a higher coefficient. The higher coefficient means that the foreign source of income is more sensitive to nonfood consumption compared to the initial two variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" wages and domestic income. We can see in the result that a ho Effect of Remittances on Household Consumption Patterns Effect of Remittances on Household Consumption Patterns Do remittances affect the consumption pattern of the Filipino households? Objectives The objective of this paper is to formulate structural models to illustrate the change in consumption pattern of the Filipino households. In this study, our aim is to use an advanced econometric approach to find out if there is indeed such change in the consumption pattern of the household receiving remittances as compared to those who only get their income from domestic sources. Review of Related Literature There are several studies regarding the consumption patterns of household. One of which is the study made by Taylor and Mora (2006), they studied about the effect of migration in reshaping the expenditure of rural households in Mexico. The conclusion that they made is that remittances has positive effects on total expenditures and investment. They also found out that as the remittances of rural household increases, the proportion of the income on consumption decreases (Taylor Mora, 2006). Another one is the study of Rasyad A. Parinduri Shandre M. Thangavelu (2008), wherein they used the Indonesia Family Life Survey data to observe the effect of remittances to the consumption patterns of the Indonesian households. In their study, they used the matching and difference-in-difference matching estimators to observe the relationship. They found out that remittances do not improve the living standard of the households, nor do remittances have an effect on economic development. They used t he education and medical expenditure as indicators of economic development. The major findings that they have are that most of the Indonesian households used the remittances in terms of investing them into luxury goods such as house and jewelries (Parinduri Thangavelu, 2008). Using the same study, we intend to observe the consumption pattern of the households, based not only on the remittances but also to other sources of income. In addition to that, instead of looking at economic development, we intend to look at the consumption goods that households normally consume, and see if there are indeed changes in the consumption patterns of the selected households. Theoretical Framework Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law Methodology and Data In the methodology and data part, our main concern is to find ways to observe the consumption patterns of the Filipino households here in this country. In order to do that, we tried to find a dataset that will explain such relationship. Based from the available datasets here in the country, we would say that the Family Income and Expenditure Survey or the FIES best suits our study. The dataset enlists all the possible consumption goods that were being consumed by the households during a specific year. In addition to that, we can also determine the source of income of the different households that was made available in the dataset. By examining the relationship of consumption and income, we will be able to observe the behavioral aspect of the Filipino householdsà ¢Ã¢â€š ¬Ã¢â€ž ¢ consumption based from the income that they received. Due to the inaccessibility of the latest data, we settled for the 2003 edition. Based on this data, we will be able to observe the impact of the different sources of income to the kind of goods that the Filipino families consume, using an advanced econometric approach called the simultaneous equation model (SEM). After acquiring the right dataset for this study, we must next formulate the different structural equations to illustrate the consumption patterns. In this paper, we have formulated four equations, one of which is based from the Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law, which again, states that when an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s income increases, his/her percentage of consumption decreases (Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law, n.d.). As for the other three other equations which are mainly composed of different sources of income, mainly wages, domestic source, and foreign source, we have used other studies conducted by (SOURCE) ,to see what are the factors that affects or determine the different sources of income. After formulating the equations, we decided to use the log-log model for the estimation, simply because our study aims to observe the income elasticity of the different goods. With the use of the log-log model, we will be able to determine the elasticity of the different consumption goods, by just looking at their respective estimated coefficients. Another reason why we chose the log-log model is because of the limited information about the domestic and foreign source of income in the FIES data. There are several households in the data who either do not receive domestic or foreign source of income, or the data gatherers failed to obtain these data from the respective respondents. By using the log-log model, we will be able to exclude those unrecorded observations, so that the results will be not inconsistent and will not be affected by the people who do not receive income from either domestic or foreign source. After citing the reasons for the construction of the model, next, we will be observing three consumption goods, particularly the total food expenditures, the total non food expenditures, and the tobacco-alcohol consumption. Model 1: Food Consumption Equation 1: Equation 2: Equation 3: Equation 4: Where: food = total food expenditures Condo = domestic source of income Conab = foreign source of income Wage = wages or salaries of the household Wsag = wages or salaries from agricultural activities Wsnag = wages or salaries from non-agricultural activities S1021_age = household head age S1041_hgc = household head highest grade completed S1101_employed = total number of family employed with pay Lc10_conwr = contractual worker indicator In order to observe the consumption patterns of the Filipino household based from the different sources of income, we will be modifying the first equation of the model, by replacing one good to the other good, while maintaining the same structural forms. For example, in the initial first model, we have chosen food expenditure as our first consumption good. Later on, we will be observing other consumption goods such as non food expenditure, and alcoholic tobacco-alcohol consumption, and we will replace the food consumption with these other goods. This is because consumption goods are all affected by the income, and we have chosen the different income sources based from the availability of the FIES data, which was released on 2003. A-priori expectation Given the interrelationship of the equations, it seems like we have to solve the equations simultaneously to estimate for the unknown variables. Before we can use the simultaneous equation model (SEM) approach, there are several identification problems that we must solve in order to know whether SEM is an appropriate method or not. According to Gujarati and Porter (2009), the identification problem process consists of the following tests: a. order and rank condition, b. Hausman specification test, which is also known as the simultaneity test, and c. exogeneity test. Identification Problem Order and rank condition Before we proceed with the order and rank condition, we must first define the different variables that we will be using in order to test whether the equations are under-identified, exactly identified or over-identified. Legend: M à ¯Ã†â€™Ã‚  number of endogenous variables in the model m à ¯Ã†â€™Ã‚  number of endogenous variables in the equation K à ¯Ã†â€™Ã‚  number of exogenous/predetermined variables in the model k à ¯Ã†â€™Ã‚  number of exogenous/predetermined variables in the equation Order Condition The order condition is a necessary but not sufficient condition for identification (Gujarati and Porter, 2009). This test is used to see whether an equation is identified by comparing the number of excluded exogenous/predetermined variables in a given equation with the number of endogenous variables in the equation less one. There will be three instances where we can determine if the equation is identified or not. First, if K-k (number of excluded predetermined variables in the equation) In the first model, there are four endogenous variables namely lnfood, lnwages, lncondo, and lnconab (M=4). And there are also six exogenous variables in the equation which are the variables that were not named (K=6). With that, the order condition of the food consumption is illustrated below: Equation K-k m-1 Conclusion Lnfood 6 3 Over Lnwages 4 0 Over Lncondo 2 0 Over Lnconab 2 0 Over In the first case, all the equations are considered to be over-identified, simply because K-k > m-1. In the order condition, we have concluded that the model is identified. However, the order condition is not sufficiently enough to justify whether an equation is identified or not, that is why there is another condition that must be satisfied before we can proceed to the estimation process, which is the rank condition. Rank Condition The rank condition is a necessary and sufficient condition for identification. In order to satisfy the rank condition, à ¢Ã¢â€š ¬Ã…“there must be at least one nonzero determinant of order (M-1) (M-1) can be constructed from the coefficients of the variables excluded from that particular equation but included in the other equations of the modelà ¢Ã¢â€š ¬?(Gujarati and Porter, 2009). Ys Xs Eq. Food Wages condo conab 1 wssag wsnag hh_age hh_hgc employed conwr lnfood 1 0 0 0 0 0 0 lnwages 0 1 0 0 0 0 0 0 Lncondo 0 0 1 0 0 0 Lnconab 0 0 0 1 0 0 We simplify the variableà ¢Ã¢â€š ¬Ã¢â€ž ¢s notation, but ità ¢Ã¢â€š ¬Ã¢â€ž ¢s basically the same as the variables in the model, it only lacks the à ¢Ã¢â€š ¬Ã…“lnà ¢Ã¢â€š ¬? in some variables, and some variablesà ¢Ã¢â€š ¬Ã¢â€ž ¢ descriptions are shortened. We can observed that the (M-1) x (M-1), which in this case is 3 x 3 matrices, have at least one nonzero determinant, therefore the rank condition is satisfied. We can now proceed to the other identification test. Hausman specification test The Hausman specification test is to test whether the equations exhibits simultaneity problem or not. According to Gujarati and Porter (2009), if there is not simultaneity problem, then OLS is BLUE (best linear unbiased estimator). But if there is simultaneity problem, then OLS is not blue, because the estimated results will be bias and inconsistent. With that, we have to use the different estimation techniques of the SEM in order to regress the given equations. The Hausman specification test involves the following process: First, we regress an endogenous variable with respect to all of the exogenous/predetermined variables in the system, after which we obtain the value of the residual, in which it is the predictedThe second step is to regress the endogenous variable with respect to the other endogenous variables plus the predicted . If the is statistically significant, this means that we have all the evidence to reject the null hypothesis, which states that there is no simultaneity bias in the model. But if it is insignificant, we have no evidence to reject the null hypothesis, and if that happens, there is no simultaneity problem. The variable that exhibits no simultaneity bias should not be treated as an endogenous variable. (Gujarati and Porter, 2009) Dependent variable: lnwages P-values Independent variables: lncondo 0.370 lnconab 0.014 uhat 0.000 For the simultaneity test in the first model, we follow the steps in the Hausman specification test. After that, we observed the predicted uhat in this regression and we can see that the predicted uhat here is 0.000. This means that the null hypothesis is rejected, and there exist simultaneity bias in the first model, therefore we should use other estimation techniques other than OLS, to produce unbiased and consistent estimates. Exogeneity test After the simultaneity test, we must also test for the other exogenous/predetermined variables, to check whether these variables are truly exogenous or not. The process is similar to the Hausman specification test, but instead of regressing the endogenous variables, we regress each exogenous/predetermined variable with respect to the . If the is statistically significant, then we have to reject the null hypothesis that it is truly an exogenous variable. But if the p-value of the is 1.000, this means that we have no evidence to reject the null hypothesis, and we conclude that the corresponding variables are truly exogenous or truly predetermined variables. Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 2nd equation Resulting p-values for uhat Lnwsag 1.000 lnwsnag 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 3nd equation Resulting p-values for uhat s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 4nd equation Resulting p-values for uhat s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Based from the table given above, each exogenous variable is regressed against the predict uhat and looking at the respective p-values, which are all 1.000. This means that we have no evidence to reject that these variables are indeed truly exogenous variables in each of the equations. Model 2: Non Food Consumption Equation 1: Equation 2: Equation 3: Equation 4: Where: nonfood = total non food expenditure In model 2, we basically changed the total food expenditure with the total non food expenditure. Before we can regress the model, this model should also undergo series of identification problem process to see if whether the model is identified or not. We will also test if the nonfood expenditure model exhibits simultaneity bias and if all of its exogenous variables are truly exogenous. Order and Rank Condition Order Condition Equation K-k m-1 Conclusion Lnnonfood 6 3 Over Lnwages 4 0 Over Lncondo 2 0 Over Lnconab 2 0 Over Similar to the food consumption order condition, the non food consumption is also identified based on the order condition. All equations are concluded to be over-identified; therefore we can say that the model is identified. But again, we must use the rank condition to further validate if the equations are truly identified or not. Rank Condition Ys Xs Eq. nonfood wages condo conab 1 wssag wsnag hh_age hh_hgc employed conwr lnnonfood 1 0 0 0 0 0 0 lnwages 0 1 0 0 0 0 0 0 lncondo 0 0 1 0 0 0 lnconab 0 0 0 1 0 0 Based from the sub 33 matrices, we can say that there exists at least one nonzero determinant in the equation, therefore rank condition is satisfied. This means that the equations are identified. Hausman specification test Dependent variable: lnwages P-values Independent variables: lncondo 0.533 lnconab 0.011 uhat2 0.001 For the simultaneity test in model 2, we can see that uhat2 is statistically significant, meaning there exists a simultaneity bias in the model. Therefore we must use the SEM estimation techniques similar to model 1, to estimate the impact of income and consumption goods. Exogeneity test Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 2nd equation Resulting p-values for uhat2 Lnwsag 1.000 lnwsnag 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 3nd equation Resulting p-values for uhat2 s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Exogenous variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" 4nd equation Resulting p-values for uhat2 s1021_age 1.000 s1041_hgc 1.000 s1101_employed 1.000 lc10_conwr 1.000 Similar to the food consumption model, the exogenous variables in the nonfood model are truly exogenous, since all the resulting p-values for uhat2, are all 1.000. Model 3: Tobacco-Alcohol Consumption Equation 1: Equation 2: Equation 3: Equation 4: Where: at = tobacco-alcohol consumption The same process in model 2 was made here in model 3, we now check for the identification problems for the tobacco-alcohol consumption Order and Rank Condition Order Condition Equation K-k m-1 Conclusion Lnat 6 3 Over Lnwages 4 0 Over Lncondo 2 0 Over Lnconab 2 0 Over Order condition is satisfied here in model 3, since all of the equations are concluded to be over-identification. We now proceed to the rank condition to check if the equations are ultimately identified. Rank Condition Ys Xs Eq. at wages condo conab 1 wssag wsnag hh_age hh_hgc employed conwr lnat 1 0 0 0 0 0 0 lnwages 0 1 0 0 0 0 0 0 lncondo 0 0 1 0 0 0 lnconab 0 0 0 1 0 0 Rank condition is satisfied because there is at least one nonzero determinant here in the sub 33 matrices. Hausman specification test Dependent variable: lnwages P-values Independent variables: lncondo 0.911 lnconab 0.063 uhat3 0.003 In model 3, there is no simultaneity problem because uhat3 is statistically significant. Therefore, we have all the evidence to reject the null hypothesis that there is no simultaneity bias in the equation. The same procedure as for food and nonfood model, we will be using the different estimation techniques to estimate these unknown variables. Estimation Techniques and Results Estimation Techniques After the identification problems of the simultaneous equation problem, we proceed to the estimation techniques. As discussed by Gujarati and Porter (2009), they provided three estimation techniques in order to solve for SEM, namely the ordinary least squares (OLS), indirect least squares (ILS), and the two-stage least squares (2SLS). The OLS is used for the recursive, triangular, or causal models (Gujarati and Porter, 2009). Meanwhile, the ILS focuses more on the reduced form of the simultaneous equations, wherein there exists only one endogenous variable in the reduced form equation and it is expressed in terms of all existing exogenous/predetermined variables in the model. It is estimated through the OLS approach, and this method best suits if the model is exactly identified (Gujarati and Porter, 2009). Lastly, the 2SLS approach, wherein the equations are estimated simultaneously. Unlike ILS, 2SLS can used to estimate exact and over-identified equations. (Gujarati and Porter, 2009 ) The three approaches discussed by Gujarati and Porter (2009) are all based from the single equation approach. If there are CLRM violations such as autocorrelation and heteroscedasticity in the models, we must use the system approach, particularly the three-stage least squares (3SLS), to correct these violations. The only drawback of the 3SLS method is that if any errors in one equation will affect the other equations. Ordinary Least Squares (OLS) Since all three models suffer from simultaneity bias, we will not use the OLS in this paper. This is because if we used the OLS in estimating the equation which there exist simultaneity bias, the results will be biased and inconsistent. Therefore, OLS is not a good estimator for the three models. Indirect Least Squares (ILS) Food consumption model reduced form: Where: | Nonfood model reduced form: Where: | Tobacco-Alcohol model reduced form: Where: | We will not estimate anymore the coefficient for the ILS, because our main goal is to observe the relationship of consumption goods with the different sources of income and not the other determinants of the different sources of income. The ILS results will not yield standard error for the structural coefficients; therefore it will be hard to obtain the values of the structural coefficients. In addition to that, all of our equations are over-identified, therefore ILS is an inappropriate method to estimate the coefficients. Two-stage least squares (2SLS) Consumption Goods Food (948 obs) Non Food (1078 obs) Tobacco-Alcohol (634 obs) 1st Equation Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 6.428484 (0.000) 1.401963 (0.070) 12.94298 (0.001) lnwages 0.2235283 (0.000) 0.2880426 (0.000) 0.7781965 (0.000) lncondo 0.0223739 (0.622) 0.2036453 (0.013) -1.47202 (0.000) lnconab 0.205797 (0.001) 0.5110999 (0.000) 0.6098058 (0.121) 2nd Eq. lnwages Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 2.122649 (0.000) 2.122649 (0.000) 1.884011 (0.000) lnwsag 0.3611279 (0.000) 0.3611279 (0.000) 0.42199 (0.000) lnwsnag 0.5175117 (0.000) 0.5175117 (0.000) 0.483135 (0.000) 3rd Eq. lncondo Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 7.75861 (0.000) 7.75861 (0.000) 7.887869 (0.000) s1021_age -0.0003422 (0.903) -0.0003422 (0.903) 0.0014345 (0.720) s1041_hgc 0.0346237 (0.000) 0.0346237 (0.000) 0.1302147 (0.000) s1101_employed -0.023387 (0.450) -0.023387 (0.450) -0.0601213 (0.111) lc10conwr 0.1583353 (0.345) 0.1583353 (0.345) 0.0871853 (0.710) 4th Eq. lnconab Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 10.39914 (0.000) 10.39914 (0.000) 9.947326 (0.000) s1021_age 0.004519 (0.169) 0.004519 (0.169) 0.0145833 (0.002) s1041_hgc 0.0210221 (0.000) 0.0210221 (0.000) 0.150857 (0.000) s1101_employed 0.0420871 (0.245) 0.0420871 (0.245) 0.0273189 (0.541) lc10conwr -0.6848394 (0.000) -0.6848394 (0.000) -0.7780885 (0.005) Since FIES is a cross sectional data, the model maybe exposed to the violations of multicollinearity and heteroscedasticity. As shown in the appendix1, under the CLRM violations, there exists no multicollinearity in the equations, but there exists heteroscedasticity three out of four equations in the model. The only way to correct for the heteroscedasticity problem is by estimating the simultaneous equations using the three-stage least squares method, which is considered to be full information approach. Three-stage least squares (3SLS) Consumption Goods Food (948 obs) Non Food (1078 obs) Tobacco-Alcohol (634 obs) 1st Equation Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 6.383871 (0.000) 0.7926094 (0.289) 18.63624 (0.000) lnwages 0.2224267 (0.000) 0.2831109 (0.000) 0.7374008 (0.000) lncondo 0.0245077 (0.582) 0.3151916 (0.000) -2.405262 (0.000) lnconab 0.2101956 (0.001) 0.4810778 (0.000) 0.9024638 (0.020) 2nd Eq. lnwages Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 2.142826 (0.000) 2.126479 (0.000) 1.895235 (0.000) lnwsag 0.3560053 (0.000) 0.3594587 (0.000) 0.419183 (0.000) lnwsnag 0.5203181 (0.000) 0.5187091 (0.000) 0.4846674 (0.000) 3rd Eq. lncondo Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 7.66644 (0.000) 7.420188 (0.000) 8.252266 (0.000) s1021_age 0.0000462 (0.987) -0.0005333 (0.840) 0.0042572 (0.224) s1041_hgc 0.0344578 (0.000) 0.0327889 (0.000) 0.0972984 (0.002) s1101_employed -0.0109756 (0.720) 0.030168 (0.302) -0.0811008 (0.009) lc10conwr 0.173369 (0.296) 0.234941 (0.151) -0.0362562 (0.860) 4th Eq. lnconab Coefficients (P-value) Coefficients (P-value) Coefficients (P-value) constant 9.635422 (0.000) 9.760654 (0.000) 9.899007 (0.000) s1021_age 0.0025551 (0.394) 0.0034051 (0.195) 0.0140427 (0.003) s1041_hgc 0.0212975 (0.000) 0.0171248 (0.000) 0.1589354 (0.000) s1101_employed 0.1534522 (0.000) 0.1464836 (0.000) 0.0291422 (0.510) lc10conwr -0.484862 (0.011) -0.5302148 (0.004) -0.761339 (0.006) By using the 3SLS, the models are now corrected and it is free from any CLRM violations. Therefore, the table shown above is already the final model of estimation, and we can now interpret the results equation per equation basis. Check for equality and unit elasticity As indicated in the appendices (last part), we also check if there lnwages and lnconab in the food consumption equation are indeed equal. We used the test command in STATA, to see if the two variables are equal, by looking at its p-value. The resulting p-value of the test is 0.8614, meaning we have no evidence to reject the null hypothesis that the two variablesà ¢Ã¢â€š ¬Ã¢â€ž ¢ coefficients are equal. We made the same process for the lnwages and lncondo in the nonfood consumption equation, and the resulting p-value of the test is 0.6846, which means that lnwages and lncondo are also equal in the estimation. Aside from the check for equality, we also check if the lnconabà ¢Ã¢â€š ¬Ã¢â€ž ¢s income elasticity to tobacco-alcohol consumption is equal to 1. The resulting p-value for the test is 0.8007, which means that the income elasticity of lnconab to tobacco-alcohol consumption is 1, meaning it is unit elastic. Results Model 1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" Food Consumption In the first model, which is the total food expenditure model, the variable domestic source of income in the 1st equation is considered to be statistically insignificant. This means that it will be meaningless to interpret the results of that particular variable. As for wages and foreign source of income, we can see that the two coefficients are very similar, which means that for every one percent increase in wages and foreign source of income, food consumption increases by 0.22 and 0.21 percent respectively. The results are clearly consistent with Engelà ¢Ã¢â€š ¬Ã¢â€ž ¢s Law of food consumption that the proportion of food expenditure decrease as an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s income increases. For the 2nd equation, which is the wage equation, the result shows that the impact of non-agricultural activities is greater compared to agricultural activities. This is consistent with our a-priori expectation of one having a larger impact than the other. In reality, we can see that non-agricultural activities result to higher income due to its high value added products that it produces. The higher the value added the work is, the higher the changes are that wages or salaries received will be also higher. For the 3rd and 4th equation, which is considered to be similar except for the source of income where it comes from, the results show that only highest grade completed is considered to be statistically significant in the 3rd equation, while in the 4th equation, the household headà ¢Ã¢â€š ¬Ã¢â€ž ¢s age is the only one which is statistically insignificant. For the domestic source of income, we can observed that people who has a larger share of the wages or salaries in the company, have typically higher educational attainment compared to those who have lower educational attainment. The result of the 3rd equation maybe attributed to that factor. For the 4th equation, it is the same explanation for the highest grade completed by the household head as in the 3rd equation. While for the total family members employed with pay, it has a positive relationship, simply because if there are larger number of family members who are working and receiving salaries, the cumulative source of income wi ll be larger, compared to those families who have fewer number of family members working with pay. The last variable in the 4th equation, which is the dummy variable contract worker, we can see in the result that if an individual is a contract worker, generally, that individual will receive lower wages compared to those regular employees. This is because contractual workers are given limited period of time to work for certain companies, and companies hire contractual workers for short term uses. With that, companies usually pay lower amount of wages to these short term workers. Model 2 à ¢Ã¢â€š ¬Ã¢â‚¬Å" Non food consumption For the 2nd model, the nonfood consumption model, all the variables in the 1st equation are all statistically significant. The coefficients of wages and domestic source of income are similar, but there is a disparity between these two variables and the foreign source of income, which resulted to a higher coefficient. The higher coefficient means that the foreign source of income is more sensitive to nonfood consumption compared to the initial two variables à ¢Ã¢â€š ¬Ã¢â‚¬Å" wages and domestic income. We can see in the result that a ho