Education and Economics Essay

I. Introduction: The conventional theory of human capital developed by Becker (1962) and Mincer (1974) views education and training as the major sources of human capital accumulation that, in turn, have direct and positive effect on individuals’ life time earnings. In the Mincerian earning function, the coefficient of school years indicates the returns to education, i. e. , how much addition in earnings takes place with an additional school year. There exists a wide range of literature that estimated the rates of returns to education for different countries [Pascharapoulos (1980; 1985; and 1994); Pascharapoulos and Chu Ng (1992)]1. In Pakistan, most of the nationally representative household surveys do not contain information on variables, such as, completed years of schooling, age starting school, literacy and numeracy skills, quality of schooling, and technical training. Due to the unavailability of completed school years, one can neither compute the potential experience nor observe the effect of an additional year of schooling on individual earnings. Therefore, the available literature in Pakistan is lacking in estimating the returns to education by using the Mincerian earning function2. In recent years, the government of Pakistan has started nation-wide survey, Pakistan Integrated Household Survey (PIHS), to address the imbalances in the social sector. This survey ? The authors are Senior Research Economist and Research Economist at the Pakistan Institute of Development Economics (PIDE) Islamabad. 1 Pascharapoulos (1994) provide a comprehensive update of the estimated rates of returns to education at a global scale. He observed high social and private profitability of primary education (18%and 9% respectively) in all regions of world. The private rate of returns at this level were found highest in Asia (39%) as compared to other regions. He also noted a considerable increase in total earnings by an additional year of education in all regions of world; 13% in Sub-Saharan Africa; 10% in Asia; 12% in Europe/Middle East/North Africa; and 12% in Latin America/Caribbean. 2 At national level, only two studies are available in Pakistan that used the Mincerian earning function approach to examine the returns to education [see Shabbir and Khan (1991) and Shabbir (1994)]. However, both these studies are based on twenty years old data set. 2 provides rich information on the above mentioned variables that were missing in the earlier household surveys. This study uses the data of PIHS to examine the returns to education by using Mincerian earning function and thus aims to fill the vacuum that, due to the lack of appropriate data, exists in the literature on returns to education in Pakistan. In this paper we will first estimate the earning function with continuous school years with the assumption of uniform rate of returns for all school years. It is argued that different school years impart different skills therefore we extend our analysis to examine the addition in earning associated with extra years of schooling at different levels of education, i. e. , how much increase in earnings takes place with an extra year of schooling at different levels, such as, primary, middle, matric, intermediate, bachelors and masters. By doing so we overcome the problem that exists in the available literature in Pakistan. To our knowledge no study has yet adopted this method to examine the returns to education in Pakistan3. The impact of technical training and school quality on the earnings of fixed salaried and wage earners will be examined in this study. Based on the available data in Pakistan, most of the studies, for example, Haque (1977), Hamdani (1977), Guisinger et al (1984), Khan and Irfan (1985), Ahmad, et al (1991); and Ashraf and Ashraf (1993a, 1993b, and 1996) estimated the earning functions by defining the dummy variables for different levels of education4. These studies observe low rates of returns at different levels of education as compared to other developing countries. However, a positive association between levels of education and earnings and an inverse relationship between the degree of income inequality and educational attainment has been noted. In order to examine the inter- 3 Most of the studies on returns to education in Pakistan used dummy variables for different levels of education where the rates of returns at different levels of education are computed by the estimated coefficients. 4 In Pakistan, the data on education in most of the nationally representative household surveys have been reported in discrete form that denotes the completion of different levels of education, such as, ‘primary but incomplete middle’, ‘middle and incomplete matric’, and so on. 3 provincial differentials in returns to education, Shabbir and Khan (1991) estimated the Mincerian earning function by using a nationally representative sample, drawn from the of Population, Labour Force and Migration Survey (1979) for the literate wage earners and salaried males. Later Shabbir (1994) estimated the earning function on the extended sample of the same data set. These studies found 7 to 8 percent increase in earnings with an additional year of schooling. Although the results are consistent with those of comparable LDCs but may not reflect the recent developments in Pakistan’s economy as these studies are based on the data set which are 20 years old now. Since 1979, the economy of Pakistan has passed through various changes, especially after the inception of the Structural Adjustment Programme in late 1980s. For example, the literacy rate has increased from 26 percent to 45 percent and enrolment at primary level has increased by 67 percent. Public and household expenditures on education have also increased [Economic Survey (1998-99)]. Moreover, due to the fiscal constraints, the employment opportunities in the public sector have started shrinking and the economy is moving towards more openness with stronger role of private sector in recent years. In this scenario, it becomes imperative to re-test the role of human capital as both private and public sectors are moving towards more efficiency and productivity. This study is important from three standpoints. First, in order to estimate the effect of education on earnings, the most recent and nationally representative household survey data is used which provides detailed information on the variables that were missing in previous surveys. Second, it uses the splines of education in the earning function to examine the additional earnings associated with extra school years at different levels. Third, this study investigates the role of some important factors such as, technical training, school quality, and literacy and numeracy skills on earnings for the first time. 4 The rest of the paper is organised as follows: section 2 presents an overview of the education sector. Section 3 outlines the model for empirical estimation and describes data. Section 4 reports the results. Conclusions and policy Implications are presented in the last Section. II. The Education Sector in Pakistan: An Overview: Education plays an important role in human capital formation. It raises the productivity and efficiency of individuals and thus produces skilled manpower that is capable of leading the economy towards the path of sustainable economic development. Like many other developing countries, the situation of the education sector in Pakistan is not very encouraging. The low enrolment rates at the primary level, wide disparities between regions and gender, lack of trained teachers, deficiency of proper teaching materials and poor physical infrastructure of schools indicate the poor performance of this sector. The overall literacy rate for 1997-98 was estimated at 40 percent; 51 percent for males and 28 percent for females; 60 percent in urban areas and 30 percent in rural areas. These rates are still among the lowest in the world. Due to various measures in recent years, the enrolment rates have increased considerably. However, the high drop-out rate could not be controlled at primary level. Moreover, under-utilisation of the existing educational infrastructure can be seen through low student-institution ratio, (almost 18 students per class per institution) low teacher-institution ratio (2 teachers per institution) and high studentteacher ratio (46 students per teacher). The extremely low levels of public investment are the major cause of the poor performance of Pakistan’s education sector. Public expenditure on education remained less than 2 percent of GNP before 1984-85. In recent years it has increased to 2. 2 percent. In addition, the allocation of government funds is skewed towards higher education so that the benefits of public subsidy on education are largely reaped by the upper income class. Many of the highly educated 5 go abroad either for higher education or in search of better job opportunities. Most of them do not return and cause a large public loss. After mid-1980s, each government announced special programs for the improvement of the education sector. However, due to the political instability, none of these programs could achieve their targets. The Social Action Program was launched in early 1990s to address the imbalances in the social sector. This program aims to enhance education; to improve school environment by providing trained teachers, teaching aids and quality text books; and to reduce gender and regional disparities. The Phase-I of SAP (1993-96) has been completed and Phase-II is in progress. The gains from the Phase-I are still debatable because the rise in enrolment ratio has not been confirmed by the independent sources. Irrespective of this outcome, government has started work on Phase-II of SAP. In this Phase, government is paying special attention to promote technical and vocational education, expanding higher education in public as well as in the private sector, enhancing computer literacy, promoting scientific education, and improving curriculum for schools and teachers training institutions in addition to promoting primary and secondary education. Due to low levels of educational attainment and lack of technical and vocational education, Pakistan’s labour market is dominated by less educated and unskilled manpower. A considerable rise in the number of educational institutions and enrolment after 1980s is not yet reflected in Pakistan’s labour market. This might be due to the fact that most of the bachelor’s and master’s degree programmes emphasise only on academic education without developing specific skills. The sluggish demand for the graduates of these programs in the job markets leads to unemployment among the educated and the job market remains dominated by the less educated. In this scenario, it becomes important to explore the role of education for the economic benefit of individuals. 6 III. Theoretical Model and Estimation Methodology: We start with the human capital model developed by Becker (1964) and Mincer (1974) where natural logarithm of monthly earnings are the linear function of completed school years, experience and its square. In mathematical form the equation can be written as: ln Wi = ? 0 + ? 1 EDU i + ? 2 EXPi + ? 3 ( EXPi ) 2 + Ui (1) where ln Wi stands for natural logarithm of monthly earnings, EDUi represents completed years of schooling, and EXPi is the labor market experience of ith individual. ?1 implies the marginal rate of return to schooling. A positive value of ? 2 and negative value of ? 3 reflects the concavity of the earning function with respect to experience. Ui is the error term, assumed to be normally and identically distributed. It has been argued in the literature that different school years impart different skills and hence affect earnings differently. Therefore, it is misleading to assume a uniform rate of return for all educational levels. Most of the previous studies used dummy variables to capture the effect of different levels of education. In order to examine the effect of school years at different levels of education, van der Gaag and Vijverberg (1989) divided the years of schooling according to the school systems of Cote d’ Ivore. Similarly Khandker (1990) also used years of primary, secondary and post-secondary schooling in wage function for Peru. Both studies found significant differences in returns to education at different levels of education. Following van der Gaag and Vijverberg (1989), we divide the school years into seven categories according to the education system of Pakistan. In Pakistan, the primary education consists of 5 years of schooling; middle requires 3 more years; and by completing 2 more years of schooling after middle, an individual obtains a secondary school certificate i. e. , Matric. After matric , i. e. , 10 years of schooling, students have a choice between technical and formal education. Technical education 7 can be obtained from technical institutions which award diploma after 3 years of education while the certificate of intermediate can be obtained after two years of formal education. After the completion of intermediate certificate, students can enter either in the professional colleges for four years or in non-professional bachelors degree program for two years in a college. Those who choose non-professional degree can pursue their studies in a university for masters for two more years. At this stage the graduates of professional and non-professional colleges complete 16 years of education. They can now proceed to the M. Phil. or Ph. D. degrees. In order to examine the returns to education at different splines of education, we estimate the following extended earning function. ln Wi = ? 0 + ? 1Yrs Pr imi + ? 2 YrsMid i + ? 3YrsMati + ? 4 YrsInteri + ? 5 YrsBAi + (2) ? 6 Yrs Pr of i + ? 7 EXPi + ? 8 ( EXPi ) 2 + Ui where YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf are defined as: YrsPrim = D5EDUi YrsMid = D8EDUi YrsMat = D10EDUi YrsInter = D12EDUi YrsBA = D14EDUi YrsProf = D16EDUi where D5 = 1 if where D8 = 1 if where D10 = 1 if where D12 = 1 if where D14 = 1 if where D16 = 1 if 0< EDU ? 5 5< EDU ? 8 8< EDU ? 10 10< EDU ? 12 12< EDU ? 14 EDU > 14 The coefficients associated with YrsPrim, YrsMid, YrsMat YrsInter YrsBA YrsProf in equation 2 imply an increase in income with one year increase in education at respective levels. For example, the returns to five completed years of education at primary level will be 5*? 1. Similarly, the returns to for six, seven and eight of education will be 5*? 1+? 2, 5*? 1+2? 2, and 5*? 1+3? 2 respectively. On the same lines we can compute the returns to education at each level as: 8 Returns to Primary =5*? 1 Returns to Middle =5*? 1+3*? 2 Returns to Matric= 5*? 1+3*? 2+2*? 3 Returns to Intermediate=5*? 1+3*? 2+2*? 3 +2*? 4 Returns to Bachelor’s =5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 Returns to MA/Prof=5*? 1+3*? 2+2*? 3 +2*? 4 +2*? 5 +2*? 6 The data are drawn from the nationally representative Pakistan Integrated Household Survey 1995-96. In order to assess the performance of the Social Action Programme (SAP), the government of Pakistan has launched the series of Pakistan Integrated Household Surveys (PIHS), a collaborative nation wide data collection effort undertaken by the Federal Bureau of Statistics (FBS). So far two rounds have been completed. The first round of the PIHS is different from other round on two counts. Firstly, the information on employment and wages is available only in this round. Secondly, only 33 percent of the sample used in the first round is being repeated in the subsequent rounds. This implies that all of these rounds are independent cross-section data sets and can not be properly linked with each other to be used as panel data. Therefore, the appropriate sample can only be drawn from the first round of PIHS. This round was conducted in 1995-96, which covers 12,622 households and more than 84,000 individuals. The 1995-96 PIHS provides a detailed information on completed school years5. In addition, this survey contains information on age started school. This information is particularly important for our study to calculate the potential experience of a worker. The indicator for experience used by Mincer (1974) is a good proxy for U. S. workers as they start school at the uniform age of six years6. However, this assumption does not hold in Pakistan, as in this country there is no uniform age to start school. In urban areas, children as young as three years start going to school whereas in rural 5 This is the only nation-wide data set that provides this particular information. Similarly no other survey contains information on public and private school attendence and year starting school. 6 Mincer defined experience as (Age-education-6). 9 areas the school starting age is higher. 7 This information enables us to construct potential experience as (age-schools years-age starting school). Although experience is still a proxy for actual experience but it is relatively better measure than age and the Mincer type potential experience. In addition to education and experience, various other factors, such as quality of schooling, technical training and quality of schooling have significant impact on earning8. It has been argued that because of the market-oriented approach adopted by the private schools, the graduates of these schools earn more as compared to the graduates of public schools9. According to Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997), the quality of education has positive, significant and substantial impact on cognitive achievements and hence on post school productivity, measured by earnings. These studies observed higher earnings of the graduates of high quality school than those who attended a low quality school. A recent study by Nasir (1999) found considerably higher earnings for the private school graduates. These schools, however, charge higher fees. â€Å"Estimates of average annual expenditure per pupil in both government and private schools indicates that the total cost of primary level in rural areas is Rs. 437 (Rs 355 for government schools and Rs. 1252 for private schools), compared with Rs. 2038 in urban areas (Rs. 1315 for government and Rs. 3478 for private schools). This means that the cost of primary schooling is almost three times that of public schools in urban 7 The issue of age starting school has been highlighted by Ashraf and Ashraf (1993) and because of the nonavailability of this information, they used age as proxy for experience. 8 See Summers and Wolf (1977); Rizzuto and Wachtel (1980); Behrman and Birdsall (1983); Booissiere, Knight and Sabot (1985); Knight and Sabot (1990);Behrman, Ross, Sabot, and Tropp (1994); Behrman, Khan, Ross and Sabot (1997). 9 Various studies found the effectiveness of private schools to acquire cognitive skills [Colemen, Hoffer and Kilgore (1982); and Jimenez, Lockheed, Luna and Paqueo (1989)]. For Pakistan, Sabot (1992), Behrman, Ross, Sabot and Tropp (1994), Alderman, Behrman, Ross and Sabot (1996a), Alderman, Behrman, Ross and Sabot (1996b), and Behrman, Khan, Ross and Sabot (1997) found a significant variation in the cognitive skills among children with same number of school years. These studies conclude that some of the differences are due to the family characteristics while some are due to the quality of schooling. 10. areas and nearly four times in rural areas. The differences in cost of schooling also reflect the degree of quality differentials in public and private schools, and between urban and rural schools. A relatively better provision of school facilities and quality of education in private schools is causing a continuous rise in school enrolment in urban areas† [Mehmood (1999) page 20]. The PIHS provides information on the type of school attended10. On the basis of this information we can identify workers according to the school they attended and therefore examine the effect of type of school on individual earnings. In order to capture the quality of education an individual received, a dummy variable is included in the model that takes the value ‘1’ if individual is a graduate of private schools and ‘0’ otherwise. The effect of post-school training on earning has been found positive and substantial in many developing countries [see Jimenez and Kugler (1987); van der Gaag and Vijverberg (1989); Khandker (1990); and Nasir (1999)]. The PIHS contains information on years of technical training. This information helps us to examine the effect of technical training received on individual earnings. We use completed years of technical training as independent variable in the earning function. The existence of vast gender gap in human capital accumulation is evidenced by various studies in Pakistan11. The PIHS reports vast gender disparities in literacy and enrolment rates. The literacy rate among females is half than that of males’ literacy rate for whole Pakistan. This difference has increased to three-folds for rural areas. The gender difference is however smaller for the gross enrolment rate at primary level. For the higher levels of education, this difference 10. The coefficient of private school may also capture the effect of socio-economic background of workers. The data, however, does not contain such information, therefore we are unable to separate the effect of parental characteristics from the effect of private schools in worker’s earnings. 11 Sabot (1992); and Alderman, Behrman, Ross and Sabot (1996b); Sawada (1997); Shabbir (1993); and Ashraf and Ashraf (1993a, 1993b, and 1996) 11 shows an increasing trend. Similarly vast gender gap has been observed in returns to education where males earn more than the female workers [Ashraf and Ashraf (1993a, 1993b and 1996) and Nasir (1999)]. In order to capture the effect of gender, a dummy variable is introduced in the model that takes the value ‘1’ for males and ‘0’ otherwise. The regional imbalances in the provision of limited available social services are more pronounced in Pakistan. Rural areas are not only underdeveloped in terms of physical infrastructure but also neglected in gaining basic amenities. Haq (1997) calculated the disaggregated human development index for Pakistan and its provinces. He noted that nearly 56 percent of population is deprived of basic amenities of life in Pakistan; 58 percent in rural areas and 48 percent in urban areas. According to the 1995-96 PIHS, the literacy rate in urban areas is 57 percent and in rural areas it is 31 percent. The gross enrolment rate was noted 92 percent in urban areas and 68 percent in rural areas. Because of these differences low returns to education are observed in rural areas [Shabbir (1993 and 1994) and Nasir (1999)]. To capture the effect of regional differences, a dummy variable is used that takes the value ‘1’ if individual lives in urban areas and zero otherwise. The four provinces of Pakistan exhibit different characteristics in terms of economic as well as social and cultural values. Significant provincial differentials in rates of returns to education have been noted that reflect not only the differences in market opportunities but also indicate uneven expansion of social services across provinces [Khan and Irfan (1985); Shabbir and Khan (1991); Shabbir (1993); Shabbir (1994); and Haq (1997)]. The effects of these differences are captured through the use of dummy variables for each province in the earning function, Sindh being the excluded category. 12 For the purpose of analysis we restrict our sample to wage earners and salaried persons. Our sample contains 4828 individuals. Among them, 4375 are males and 453 are females. Table 1 presents the descriptive statistics of some of the salient features of the important variables. According to the statistics in table 1, average age of the individuals included in the sample is 34 years with 18 years of experience. A typical worker in the sample has completed approximately 10 years of education. A majority is graduated from public schools. Most of the workers live in urban areas. On average an individual earns Rs. 3163 per month. In our sample, there are only 22 percent individuals who received technical training. The average years spent for training are less than one year. A majority of wage earners belong to Punjab, followed by Sindh and Balochistan. Table1 Mean, Standard Deviation and Brief Definitions of Important Variables Variables W Age EDU EXP RWA MALE Urban Private Training Punjab Sindh NWFP Balochistan Mean SD Variables Definitions 3163. 34 3397. 39 Individual’s monthly earnings in rupees consist of wages and salaries. 34. 07 12. 36 Age of an individual in years. 9. 53 4. 36 Completed years of schooling. 18. 14 11. 80 Total Years of labour market experience calculated as (age-school years-age starting school). 2. 37 1. 07 Categorical variables, contains 4 categories of literacy and numeracy. 0. 91 0. 29 Dichotomous variable equal to 1 if individual is male. 0. 60 0. 49 Dichotomous variable equal to 1 if individual belongs to urban area 0. 04 0. 19 Dichotomous variable equal to 1 if individual is a graduate of private school 0. 35 0. 87 Completed years of technical training 0. 38 0. 49 Dichotomous variable equal to 1 if individual belongs to Punjab 0. 31 0. 46 Dichotomous variable equal to 1 if individual belongs to Sindh 0. 15 0. 36 Dichotomous variable equal to 1 if individual belongs to NWFP 0. 16 0. 36 Dichotomous variable equal to 1 if individual belongs to Balochistan 13 IV. Empirical Results The estimated results of equation 1 and equation 2 are reported in table 2. The highly significant coefficients of school years and experience indicate the applicability of human capital model for Pakistan. An additional year of schooling raises individual’s monthly income by 7. 3 percent, which is very close to the prior studies. 12 13 The coefficient of experience shows substantial increase in wages with each additional year. The concavity of age-earnings profile is evident from the negative and significant coefficient of experience squared. The results reveal that an individual with five years of experience earns 31 percent higher wages as compared to non-experience worker. The highest level of earnings is achieved with approximately 30 years of experience. These estimates are relatively low compared to prior studies14. The positive and significant coefficients of gender (0. 401) and regional dummies (0. 178) strengthens the a priori expectation that males earn more than females and earnings are higher in urban areas as compared to rural areas. These estimates are consistent with earlier studies [see Arshaf and Ashraf (1993), Khan and Irfan (1985)]. Furthermore, significant inter-provincial differences in individual’s earnings can be observed in the estimated model. Many studies indicate substantial differences in earnings across school levels. For example, van der Gaag and Vijverberg (1989) noted that an increase of one year in elementary, high and university education causes an increase of 12 percent, 20 percent and 22 percent respectively in 12 The estimated coefficients of school years by Shabbir and Khan (1991), Shabbir (1991), Shabbir (1993) and Shabbir (1994) are found to be in the range of 6 percent to 9. 7 percent. 13 The returns to education are calculated by taking the anti-log of 0. 092 (estimated coefficient of completed school years) and subtracting from 1. To convert into percentage, multiply the value by 100. For details, please see Gujrati (1988) page 149. 14 The difference in the returns to experience could be due to the approach adopted by these studies. Most of the studies used age as a proxy for experience [see for example Khan and Irfan (1985); Ashraf and Ashraf (1993); and Nasir (1999)]. Shabbir (1991) used the Mincerian approach to calculate experience. The present study uses actual age of starting school and actual years of education. These information enable us to calculate total years of labor market experience. This approach is also not the perfect alternative for actual experience, as we do not have information about the starting time of the first job. But when compared with other approaches, it is more precise in measuring experience. 14 earnings. In order to examine the returns to education across different school years, we include the information on schooling according to the education system of Pakistan (equation 2). The results reported in column 3 of table 2 show a positive and significant impact of school years at each educational level on earnings. For example, an increase of one year in education at primary level increases the earnings by 3 percent. Similarly, at middle level, one year of schooling brings about an increase of 4 percent in earnings and the total returns to schooling at middle level are 27 percent. Table 2 Earning Function with and without Levels of Education Variables Coefficient s 6. 122 0. 072* 0. 058* -0. 001* 0. 178* 0. 401* 0. 127* -0. 113* -0. 203* 0. 412 t-ratios Coefficient s 6. 380 0. 058* -0. 001* 0. 150* 0. 264* 0. 098* -0. 112* -0. 166* 0. 027** 0. 040* 0. 050* 0. 057* 0. 071* 0. 082* 0. 429 t-ratios Coefficient s 6. 342 0. 058* -0. 001* 0. 152* 0. 262* 0. 096* -0. 108* -0. 164* 0. 052* 0. 007 0. 025* 0. 038* 0. 047* 0. 063* 0. 075* 0. 429 t-ratios Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab RWA Yrs-Prim Yrs-Mid Yrs-Mat Yrs-Inter Yrs-BA Yrs-Prof Adj R2 148. 91 46. 71 26. 49 -19. 20 10. 31 13. 98 4. 94 -4. 34 -10. 21 – 92. 03 23. 85 -16. 84 7. 87 8. 15 3. 40 -4. 06 -7. 75 2. 03 5. 07 8. 69 11. 41 16. 85 21. 98 – 89. 25 23. 84 -16. 88 7. 98 8. 09 3. 32 -3. 91 -7. 63 2. 41 0. 45 2. 45 5. 02 7. 28 11. 47 15. 57 – * significant at 99 percent level. ** significant at 95 percent level. One can note higher returns of additional year of schooling for higher educational levels from this table. For example, the returns to masters and professional education (Yrs-Prof) are more than five- 15 times higher than that of primary school years (Yrs-Prim). The results exhibit a difference of 15 percent between primary graduates and illiterates, the excluded category. This category includes illiterates as well as all those who have not obtained any formal schooling but have literacy and numeracy skills15. To further explore the earning differential between primary school graduates and those who never attended school but have literacy and numeracy skills, we have constructed an index RWA that separates illiterates from those who have literacy and numeracy skills. This index takes the value ‘zero’ if individual does not have any skill; ‘1’ if individual has only one skill; ‘2’ if individual has two skills; and ‘3’ if individual has all three skills. We re-estimated equation 2 with this new variable and the results are reported in column 5 of table 2. According to our expectations, the coefficient of RWA is found not only large (0. 05) in magnitude but also statistically significant at 99 percent level. This indicates that the individuals with all three skills earn 15 percent more than those who have no skill. On the other hand, the coefficient of Yrs-Prim dropped to 0. 007 and became insignificant16. The differential in the earnings of illiterates and those having five years of primary education was 15 percent (0. 03*5=0. 15). This differential however, reduced to approximately 9 percent (0. 007*5+0. 053=8. 8) when we include those who have no formal education but have literacy and numeracy skills. These high returns to cognitive skills indicates the willingness of employer to pay higher wages to the able workers as compared to those who have five or less years of schooling but do not have these skills. Now we examine the effect of technical training and quality of schooling on earnings, first in separate equations and then in a single equation. The impact of technical training on earnings is examined by including years of apprenticeship as continuous variable in our model. The results are reported in column 1 of table 3. The results show a positive and significant impact of technical 15 There are 48 wage earners in our sample who have education less than primary but do not have any of these skill. Whereas we found 76 wage earners who do not have any formal education but have at least one of these skills. 16 This result is consistent with van der Gaag and Vijierberg (1989). 16 Table 3 Earning Functions : Impact of Technical Training and School Quality (Separate Functions) Variables Constant EDU EXP EXP2 Urban Male Balochistan NWFP Punjab Train.

Families in 1700’s to Mid 1800’s

Origins of a family have meaning and history. By keeping track of family relations also known as a family tree it can allow us to keep records of the past. The Edwards family tree shows great record from the early 1700's to the mid 1800's. This family tree demonstrates when a person was baptized; when they got married; and when they passed away. The Edwards family chart show the different relations of marriages and fertility rate from today's society. From the chart we can determine that the Edwards family show a different demography compared to todays society.This is because life expectancy was shorter; families were larger; and finally marriages were happening at a young age. According to the Edwards family tree life expectancy was not high. Many of the family members barely lived up to sixty, which was very common in the 1700's. The family tree shows many children dying at a young age; some barely reaching adolescent age. Since child death was very high it showed that health care was very poor; which lead people to have more children. In today's society life expectancy has expanded enormously.Many young children live for a longer time because of better health care. Having a sibling die before they could reach their twenty would be very unlikely because of the amazing health care we have and our environment has improved since the 1800's. The average size of a family during the 1700's would be 7. 5, which is completely larger than the family size in todays culture. Looking at the family tree many couples had a large set of family. Some of the families had more than six children, which is over our regular family size. Since families were big some of the children carried on names of their parents.For example Thomas Edward who was married to Sarah Potman named their first child Thomas. Even after Sarah Potman death he remarried Mary and also named their first child Thomas. That was because names were meant to be carried on and remembered. If we compare that to to day's family, families would be much smaller and usually wouldn't have the dame name as their father. Looking at the chart it is hard to tell when some of the women were born because it was not recorded. However looking at the Edwards family tree many of the women got married in their 20's.Some of these women were pregnant while getting married. On the another hand the men got married in their mid to late twenties which is a lot older compare to the women. For example Thomas Edward son of Thomas and Sarah Potman got married to Sarah White at the age of thirty-four. As we can see there is a big age difference between the male and females. From the Edwards family tree most of the women had children right away. Some were even pregnant at marriage, for example Richard Edward who married Mary Deets in 1730 and at the same year had their first child Sarah Ewards.This shows some couples were involved with each other before marriage, however on the family tree some couples waited a year or two to have children. For example John Edward who married Elizabeth Ward in 1739 their first kid John Edwards was born 1742, that is three years after they got married. From the family tree it seemed uncommon for a married couple to wait a year or two years later to have children; which is really different compare to today because many marry couples wait at least three years to have children.Since Many families did have plenty of children and gave birth right after marriage it seemed that child birth was not planned. Looking at the chart many married couples had children one after another. Shows that there was no limitation on having children, which was very common during the 1700's. Looking at today's society there are limitation on having children because of economic reasons; it is more expensive to raise children.In conclusion the Edwards family tree from the parish registers of Terling, Essex have a different view of life compared to today's society. The diagram has a complete d ifferent overview from today's society. The Edwards family tree has a different outlook from todays culture because of the life expectancy, families were larger, and finally marriages were involved at a younger age. Altogether the Edwards family tree is proven to be a lot different then what we expect today. Comparing modern families from our own show great differences.

Analysis Of The Epic Of Gilgamesh, The Iliad, And The Aeneid Essay

a. Gods and goddesses intervention plays a key role in many of the stories, including The Epic of Gilgamesh, The Iliad, and The Aeneid. Apollo, god of sun and art, intervenes multiple times in The Iliad. He is known for sending the plague to the Greeks. Aruru, goddess of creation, made Gilgamesh and Enkidu in The Epic of Gilgamesh. Aeolus, god of wind, is persuaded by Juno, goddess of marriage, to build a storm. 2. Discuss the importance of the "voices of reason" in three of the stories. (Who or what group emerges that seems to be more rational than the stories ' characters?) a. â€Å"Voice of reason† is important in many stories including The Epic of Gilgamesh, The Song of Roland, and _____. Gilgamesh is a cruel king. He rapes women of all ages and does whatever it takes to get his way. If the men of Uruk had not complained about Gilgamesh then Enkidu would not have been created. Throughout the Song of Roland Oliver suggested that Roland blow the olifant but Roland refused. Although Roland’s actions did result in his death, Oliver knew it was what needed to happen. Oliver was the voice of reason throughout the story. 3. Discuss the theme of strength (inner or outer) in three of the stories. Use specific examples to support your answer. a. The theme of strength can be seen in many stories including Confession, The Song of Roland, and . St. Augustine had behavioral problems as a child but as he grew older became more mature. During his later years he finds the inner strength and courage to believe in God and put all of his faith into Him. Roland’s strength in The Song of Rolarent stories or the same story. a. Three symbols are the ark, olifant, and the inferno. In The Hebrew Bible, God commanded Noah to build an ark. The ark symbolizes God’s promise to Noah and all of the Israelites. The olifant in The Song of Roland is what kills Roland. It symbolizes his death. Dante’s Inferno includes many symbols. The story itself symbolizes one’s spiritual search. 10. What was your favorite story or character? Give at least three specific reasons/examples to support your answer. a. My favorite character was Joseph. Joseph’s brothers hated him very much and because of that they sold him to the Ishmaelites. Even though Joseph’s early years were not pleasant that did not stop him from believing in God. He kept the faith. He is such an inspiration to many because of his love for God. We can learn from him that if we put faith in God we can become a su

FAST FASHION IN USA Essay Example | Topics and Well Written Essays - 1000 words

FAST FASHION IN USA - Essay Example obber market fashion company’s management and profitability ventures, has largely concentrated on strategies adopted by these business, with her key focus being on price competitiveness. The article mainly focuses on one of the largest fast fashion business line, which is Forever 21, a company that is currently valued at $3 billion in net worth, 477 stores worldwide, and has over 35,000 employees. The feature has also outlined some other fashion companies related to fashion 21, accommodating a similar strategy, or focusing on efficiency and speed in the distribution and supply lines, which has resulted in fashion being available to all individuals in the society as opposed to how they were only previously relatable to fashionistas in urban areas. Fast fashion has been assessed from a number of perspectives, from its growing nature, its influence on the job market and the reason for its boom in the 2000s. Additionally, the review has also covered some of the key issues in contemporary international fashion, considering some of the vital considerations such as infringements and copyright violations, brand placement and competition. Forever 21 has opened a fashion stor e on fifth avenue New York, popularly known for large and luxurious fashion companies and not those that adopt price reduction strategies such as the mentioned party. The assessment of supply chain reduction and new innovations is also an impressive aspect of the article since it not only concentrates on the marketing strategies but also shows how these organizations have managed to achieve economic advantages over their competition both in terms of costs and time. The establishment of warehouses all over the world for instance is one of the key strategies that Forever 21 has adopted to ensure that it reduces the lead time from demand to the supply of these products to their retail stores and other departmental stores selling their products as well. The insights offered by this article are highly

Characterization of Granny Weatherall from The Jilting of Granny Essay

Characterization of Granny Weatherall from The Jilting of Granny Weatherall - Essay Example she was jilted away from her desired path because of collapsing relationships, and this may be the reason why she got projected as hypercritical and callous. Granny suffers from an unvarying series of hurt which make her intensely bitter. This is the largest obstacle in Granny’s life. She longs to overcome the challenges in her life and imagines herself as a perfectionist fulfilling all her duties to please herself and her family. This makes the plot even more ironic. The reference to light and dark directs the readers to the religious symbolism used in the story which allows them to decipher Granny’s flashbacks from her present life. Religion played a strong role in Granny’s life. She staunchly believes that death is inevitable and that she should be prepared for it. She imagines herself floating as she dies and goes to heaven. She believes that if she is not directed to heaven she will feel herself descending back on earth. Whether she utters a prayer in her mind or not she is heard praying and thanking â€Å"God for all my life I thank Thee. Without Thee, my God, I could never have done it† (Porter 1965). Granny Weatherall, however, seems to be upset with God in the last hours of her life for reminding her of the dreadful past she always wanted to forget. â€Å"There was the day  .  .  . but a whirl of dark smoke rose and covered it, crept up and over into the bright field where everything was planted so carefully in orderly rows. That was hell.  .  .  . For sixty years she had prayed against remembering him and against losing her soul in the deep pit of hell.  .  .  .†Ã‚  (Porter 1965) During dark hours Granny felt her thoughts falling prey to confusion. The â€Å"jilting† becomes Granny’s own life as each time she attempts to overcome hardships another one is on her way like a bolt. The very first shock of her life was the time when she was standing in the church as a bride and her fiancà © didn’t turn up for her. This moment makes her weak but she has

Performance management is key to achieving sustained competitive Essay

Performance management is key to achieving sustained competitive advantage - Essay Example advantage (Amit & Schoemaker, 1993; Barney, 1991; Schoenecker & Cooper, 1998). Human capital is more mobile than other intangible resources (Teece, Pisano, & Shuen, 1997). Therefore, it may seem an unlikely source of sustained competitive advantage. Hence the organization must search for the means and ways to retain them to achieve completive advantage. Competitive advantage is gained only when the organization selects or develops these resources and structures work tasks and the reward system in ways that motivate the team to perform well and thereby contribute to organizational effectiveness (Guzzo & Shea, 1992). Some organizations reward employees financially when they demonstrate an ability to acquire and master new knowledge (Jenkins & Gupta, 1985; Gerhart, 2000; Lawler, ch-10).Also some studies like, Jackson & Schuler, 2002 considers that organizational structures for rewards improve organizational performance and proves competitive advantage rather than team effectiveness and selection and training. But according to Dobbins, Cardy, Facteau, & Miller, 1993 opinion, system factors are the only constraining influences that restrict individual ability and motivation, and result in lowered performance. Performance management involves enabling people to perform their work to the best of their ability, meeting and perhaps exceeding targets and standards, and hence the PM system involves the following components.1. The focus is on an individual's work.2. There are expectations or standards of performance.3. There are usually two sessions between the employee and the evaluator: one to establish the standards and another to review performance. 4. The evaluator is usually the person who has line management authority over the one evaluated. 5. The evaluation session usually results in some written conclusion--some paper trail regarding the performance of the person reviewed. Corporate Performance Management (CPM) has become a widely adopted strategy execution in the current day corporate scenario with systematic and integrated improvements in the management processes to ensure efficiency and effectiveness. At the core of CPM is A metrics-based strategic planning and execution framework that helps align strategic plans with resource allocation and strategic initiatives Strategic goal alignment through enhanced communication and focusing processes / resources towards organization objectives A structured information based review mechanism that provides the feedback loop and connects strategic planning to operational performance measures Eg: Infosys is a best example to observe the competitive advantage of the company that has achieved through the adoption of CPM approach. Performance management and improvement is observed as Cycle to adopt in the process with certain steps. The practice of Infosys CPM is observed through the following steps of PM cycle. 1. Performance planning: Here

Journal 9 Essay Example | Topics and Well Written Essays - 500 words

Journal 9 - Essay Example This narrative will demonstrate just how a positive change in training habits can cause a player to become a better soccer player. When I was young, I was always elated at getting the opportunity of kicking the ball around the back yard with my father. I would especially look forward to the weekend when after I had finished working on all my chores, my dad would always reward me by taking me out to the park to play soccer with my friends; and if there was a soccer match being played near our home, he always made sure that he bought the tickets knowing very well that I would be very happy to go and watch the match. My soccer playing skills were however quite poor and I would often be kept as a substitute wherever our school team was playing against another team. This at times caused me to be quite despondent and my parents would often try to encourage me to not give up as I could improve and become a much better player. One winter morning, a new family moved into our neighborhood and I was elated to learn that the family had a young man about eight years my senior by the name of Todd who was quite a skilled player. Due to our shared love for football, Todd and I quickly became friends and one day while we were kicking a ball around his back yard, Todd promised that he would help me get good at the game. Admittedly, I had always loathed playing but loved playing however; Todd was quite the taskmaster when it came to coaching me. He would often cause me to do extensive workouts before even touching the ball arguing that I needed to first be physically fit. He took me through a lot of ball dribbling workouts and my game started to slowly improve. I watched a lot of training videos and was pleasantly surprised when with time; I discovered that I could now be able to dribble circles around my father. All this time while I was intensively training, I had so far never really been afforded the opportunity of finally getting to play for

Quantitative Techniques Essay Example | Topics and Well Written Essays - 500 words

Quantitative Techniques - Essay Example The social and economic scenario is in the constant process of undergoing change and is influenced by a number of external factors. As such, there are numerous controllable and uncontrollable parameters that today’s decision makers need to take care of in order to prepare a careful course that can navigate through all idenfied obstacles. If adopted, qualititative, well-structured and a well-planned business forecasting effort can yield the desired results. As such, apart from feeling the need to forecast, it is also very important to plan the forecasting process with great precision (John E. Hanke, Arthur G. Reitsch, 1989). The rise in the growth and use of computing power to perform calculations has gained immense popularity among users. As such, with a good forecasting plan, one can easily perform the required analysis in a short time. Forecasting is used to identify a number of patterns that are deemed important to a company’s interests. It could include attributes such as the performance of stocks over a time period, pattern of sales, prices of essential raw materials, employee satisfaction surveys etc. a company can immensely benefit from business forecasting as these enable it to analyze its performance across various domains and also helps it compare itself amongst other competitors in the market. It enables the company to identify the segments that are not performing according to expectations and paves the way for adopting suitable solutions to overcome them. As the economy is dynamic in nature, there is an ncreasing need to prepare the future map in advance, which emphasizes the need fo r business forecasting. In the recent years, business forecasting has adopted an extensive scientific flavor that includes the fusion of various business theories and techniques to forecast specific types of data. It can involve procedures as simple as spreadsheets to massive database networks that are performing trillions of

Land law Outline Example | Topics and Well Written Essays - 750 words

Land law - Outline Example (b). Gill find herself in a situation where there are people claiming to have interest on the land she has just acquired from Selina Morton. These parties claim differently and their rights if any are subject to this discussion. As for Collins Jones, he claims that he has exclusive right over a barn that in the land that was sold to Gill. He claims that an assignment in his favour was made by one Mona Siddique who alleged to have acquired a lease to use the barn from Selina Moron for a period of 25 years. It is this lease that was assigned to Colin Jones. This being a lease of more than 7 years, it ought to be registered for it to be effective from the official copy of register, there is an entry of a registered lease up to the year 2035. However, an alleged assignment of the lease by the initial lessee to Collins was not registered. This is contrary to law and is therefore unenforceable by Collins against Gill. Collins has no right as the assignee for want of registration of assignment instrument. However, Mona has a right to claim under the lease and occupy the barn. This means that Gill will have to occupy subject to the rights of Mona created under the lease agreement (Land Registration Act 2002). As for Harold, he claims that he has passed through the land transferred to Gill as short cut to his hives for fifty years. Harold is therefore claiming a right of way. A right of way is an easement which ought to satisfy all the elements of a valid easement for it to be recognised. First, there must be a dominant tenement and a servient tenement. This means that there must be someone using this land and the land that is being used. Secondly, the person using the land of another must have been allowed to use it by the owner. Thirdly, the owners of the two parcels of land (dominant tenement and Servient tenement must be

Herman Millar Inc. Essay Example for Free

Herman Millar Inc. Essay The office furniture manufacturing industry market in the United States is very competitive since many companies offering similar products. Companies compete primarily on price, product and service quality, differentiation, design, speed of delivery and customer service. Firms compete within each market segment and are pressured by growing competition from overseas manufacturers particularly from China and Vietnam. Six manufacturers-Steelcase, Herman Miller, Haworth, HNI, Kimball International and Knoll-account for approximately 60% of the U. S. office furniture market. The remainder of the market is captured by a large number of small and privately owned businesses that successfully supply the local communitys retail demand. The large number of existing companies definitely shaped the landscape of the Chinese market competition. Furniture manufacturing industry concentration has increased in last couple of years because many operators have gone out of business. Following the downturn of US economy, high unemployment rates, have created an intensely competitive environment for existing players; faced with low margins and volatile input costs, many underperforming operators were forced to exit the market. However, as the economy will recover, demand for new office furniture is expected to increase, expanding the number of companies over the five years to 2016. In conclusion, the intensity of rivalry is moderately high. Although current concentration of the industry is a low, the trend of the industry is to become more competitive in future. This would decrease the potential future profit of department store industry. Threat of new entrants The barrier to entry in this industry are medium and are steady. In the US office furniture industry, the capital required to enter the industry is considerably higher. New operators entering the industry face various challenges, including existing and well established distribution networks among operators and suppliers. To remain price competitive, the new operators need to establish strong supply relationships with manufacturers and wholesalers in order to secure good quality and low-priced stock. Since the concentration is expected to rise, it places an indirect pressure on new entrants that need to invest more in advertising to develop brand and market awareness. Marketing and promotional activity must exceed that of the existing players to build customer awareness and overcome retailer resistance. Furthermore, the productivity difference between the small-sized companies and the large-sized companies is very large. The combination of all this evidence indicates that the entrant barrier into the US office furniture industry is relatively high. Bargaining power of Supplier The intense internal competition force for resources among the large number of manufacturers pushed the bargaining power of suppliers to the most significant influence on domestic furniture industry. This refers primarily to suppliers of most important goods i. e. raw material and electric power, which are used in intermediary consumption during furniture manufacture. Purchases of raw materials are the largest expense for the Office Furniture Manufacturing industry, accounting for about 43. 7% of industry revenue. This proportion is typical for manufacturing industries, since operators require significant raw materials to produce final outputs. Input materials used for office furniture include hardwood, such as oak, cherry and maple wood; plywood and veneers; steel; glass; plastic; and glue. During the five years to 2011, the prices of these inputs have been volatile, making it difficult for manufacturers to anticipate future spending and reduce costs. In general, rising commodity prices have negatively affected the industry, increasing purchase costs for manufacturers. Bargaining power of buyers According to the research of IBIS World, department store sales depend heavily on the financial health of the consumer sector, including per capita disposable income. During periods of economic recession and decreasing income of people, consumers cut their spending by delaying purchases or substituting brands’ products with lower level products. This is heavily influenced by the unemployment rate and general economic growth. In the periods of strong economic activity people’s disposable income increase, and vice versa. Threat of substitutes Furniture has been used for thousands of years and built mostly of wood. There is little evidence indicating that wood furniture will be totally replaced by some other material in the foreseeable future. In the industry of furniture manufacture probability of substitutes is almost impossible. Current global trends have a favorable influence on increase in demand for furniture, due to ever faster obsolescence and shorter furniture lifetime, i. . due to frequent changes in design and manufacture technology. Possible threat of trend changes exists, i. e. furniture made from other materials than wood, that is, various metals, plastics and glass. However, despite the reduction of wood in furniture manufacture in the past years, wood is expected to stay one of the most important raw materials for furniture manufacture, because of its advantages when compared with oth er materials. Question: What are the driving forces and the key success factors in the industry? Answer: Having contacts within key markets: It is preferable that manufacturers have established links with a number of customers, including wholesalers, contractors and retail outlets, rather than having one or two that account for the majority of their business. Guaranteed supply of key inputs: Established links with key suppliers enable a steady flow of key inputs and price locks, which may provide cost savings for bulk purchases. Flexible production processes: Furniture items are often custom-made. Producers must be able to adjust products to suit individual requirements. Adapting to changing customer preferences: Goods produced should reflect current trends favored by consumers in order to remain competitive. Highly trained workforce: Staff is required to assemble office furniture efficiently and provide quality workmanship. Question: How have the company’s values shaped its strategy and approach to strategy execution? Provide illustrations of how these values are reflected in company policies. Answer: Question: What is Miller’s strategy? Which of the five generic competitive strategies most closely fit the competitive approach that Miller is taking? What type of competitive advantage is Miller trying to achieve? Answer: They focus on a growth strategy, through innovative products and production processes. Reinvention and renewal. They survived the Great Depression and multiple recessions, recovered from the dot-com bust and were able to continue expanding overseas. They adapted to save the company, by introducing new designs. In 1996, Herman Miller began an aggressive drive to reinvent its operations and established a fruitful relationship with the Toyota Supplier Support Center. Unique to the office furniture industry, the relationship enabled the company to adopt and implement world-class, lean manufacturing processes based on the Toyota Production System principles. Through the Herman Miller Production System (HMPS), the company dramatically reduced manufacturing square footage and inventories, cut lead times for standard product from 8 weeks Question: What is your overall appraisal of Miller’s financial performance? Answer:

A Brief Introduction To Cosmetology Beauty Essay

A Brief Introduction To Cosmetology Beauty Essay Cosmetology: To begin with, a brief introduction to cosmetology. This by definition is the study of beauty and beauty treatment. It is divided into various specialties; there are those that deal with nail care. Others deal with hairstyles and hair cutting; these are barbers or hair stylists. Nail care deals with manicures (hands) and pedicures (feet) also there are those that shampoo hair. To be a cosmetologist one requires training and licensing so as to operate fully as a practitioner legally. The following paper shows how I obtained my license for cosmetology and also the running of my beauty salon. s 1. Describe the experience by telling who, what, when and why you participated in the training. Be specific in your response citing dates and places and the length of time of your certification. If you have a license, tell what was needed to obtain and maintain the license. Im a licensed cosmetologist and since 1998, I have been holding a license which I earned from Premier Beauty salon located in South Bend Indiana. All along I have gained experience and skills both informal and formal in the world of cosmetics. This has been achieved by working with various clients and handling customers in my own shop, Versatility Creative Hair care which was established in the year 2000. I have attended various training courses that are relevant to my line of work. These include Introduction to Cosmetology which was held in South Bend, IN within the dates 7/24/98-7/26/98. For 7 hours daily. This deals with theory of long graphics, haircutter, roller and pin-curl placements blow dry and ironing among other aspects of hair cosmetology. Here I got to interact with my clients and take care of many of their preferences. This added to my people skills as I earned myself trust with some of the customers after doing their hair well. These theories and aspects are very essential since introduction to cosmetology is the firm base for cosmetology as it provide an outline of what the course is all about, since cosmetology is broken down in various fields, I did hair and beauty where I specified with hair treatment, how hair is supposed to be cut trimmed and according to client standards. Another major class I undertook is Cosmetology I: this took place in South Bend, IN within the dates 7/23/98-7/24/98. For about 7 hours daily. This covers topics on various hair color, hair related disorders, thermal hair straightening, manicuring, hair shaping and hair styling. Cosmetology I served as a core subject for me since topics like hair related disorders and learning about various chemicals is very important due to effective handling of some of my clients complaining of hair disorders. I administered various chemicals carefully investigating each clients hair type. This adds credit to my professionalism as I serve also as a consultant. Cosmetology I. there are some chemicals that are harmful to hair and nail that could have negative impact either on the client or the cosmetologists health and therefore cosmetology 1 is very relevant as it helps in getting prevention from adverse effects like the ones mentioned above Cosmetology Laboratory I: held in South Bend, IN within the dates 7/23/98-7/27/98. For about 8 hours daily. I gained first hand practical skills discussed in Cosmetology I and Introduction to Cosmetology. I gained interaction with clients further improving my people skills while still taking the course. This has proved as a foundation for my relationship with my employees and customers and also application of my skills to the clients in my shop today. At the end of this course, evaluation was based on how I interacted with the clients, people skills, how well I was competent with the course content, how I administered various cosmetic products to my clients and also in order to achieve this license, you had to be very practical and professional in your overall output. First students work with mannequins before actually working on actual people just in the same case as medicine students are first given corpses. After a little experience, they are taken to the floor and actually handed clients, concise care is needed as you apply the skills acquired appropriately. Practical work in cosmetology is the most important concept since the theoretical content without actual practice is baseless and void. I completed another course, Combined Techniques Shop Application- within the dates 7/23/98-7/23/98. For about 7 hours in this course all the tasks that have been assigned are supposed to be performed where an analysis will be performed to check the accuracy. I had to be accurate on this one since three quarters of the work has to be efficient and accurate. Haircutting II, III and Hairstyling II: within the dates 7/24/98-7/28/98. For about 7 hours daily. This training took place in South Bend, IN Between. In hairstyling I learnt the various modern hairstyles that are used. This came with graphic demonstrations where I learnt about the various styles I would try on my clients. It also gave me a setting to have a clear mind on how I would come up with my own designs. In Haircutting 2 and 3, I gained more practical skills in the laboratory and prepared myself more since this was necessary for the state licensing examination. 2. Reflect on your experience and relate your thoughts and observations. Was this experience valuable? Why? Why not? Through day to day activities in training, I got to have pretty many observations. Not always everything was about hair, manicure or other beauty therapies. There are cases I had to deal with people suffering from various disorders like acne, whiteheads, pimples whereby I had to administer various cosmetics for them. For example I observed that many clients had acne and would come to me for consultancy. I got to advise one lady who had an affliction of rosacea to use a special cream by the name Rosacea Homemade cream as well as a special herbal remedy that I had learnt of from my facilitator. The lady purchased the product but did not follow the right dosage and therefore the affliction never subsided. Therefore my thought on this is that if administered any product by a licensed cosmetologist then its advisable to continue its use unless the side effect are severe and this is where a medical practitioner is consulted. Another quite important observation that I made was that if you w ere to succeed in this course, you are never to miss classes. The coursework is very relevant and each topic covered will prove handy in either practical sessions or in the workplace. While at Indiana, most of my fellow students assumed sessions and missed training. This proved to be very disappointing since you could see the disparities between them and the rest of the students in practical classes like Cosmetology Clinic I, Cosmetology Clinic II, Cosmetology Clinic III and Cosmetology Clinic IV. Training is very relevant in the work field ahead. I chose to pursue cosmetology due to the passion I had for it. It deals with many fields of work namely: Home care/personal services- deals with home beauty care Makeup artists and aestheticians- are situated in the film industries and movies to build up costumes and attend to actors Hair and nail care- here manicures which is the preparation of fingernails i.e. sharpening, filing, etc. hair is also dealt with whereby hair is cut and shaped according to the clients wish. Cosmetology specialists also take care of the dead bodies in morgues before last respects are paid. This is to make the corpses look good before burial. This line of cosmetology is very tough and isnt for the faint hearted. My view of this line of work is that only those who are brave enough and are well aware of what they are doing will succeed. Then theres the hair salon (and barbershop) where this is my favorite whereby most customers in my shop come for complete makeovers where hair is cut and styled to their desire. One of the major advantages of this course is that many who join it are very joyous and enthusiastic in their work like myself but at first it wasnt that easy since I had difficulty in dealing first hand with customers, handling their hair, hands, feet but now after I attended the course in detail, had many practical sessions, I gained my experience and now since then, I can handle my clients with ease and gain trust with customers just by performing a good job on them. I am glad to say that I have many clients who cannot go to any other Hair salon or beauty centre. I have learned to consult with my employees (3 full time stylists and 1 Barber) they serve a great deal in improving the shops reputation since they are well qualified and have the appropriate people skills to offer 100% output. Also as the founder of Versatility Creative Hair Care Designs, I have gained the appropriate management skills to run my shop better and these management skills are not only to be used in this bus iness but also in other investments/businesses that I have. This experience is very valuable in all aspects of my day to day activities because all the skills gained will be applied everywhere. It is therefore very relevant. 3. After reflecting, identify specific concepts, theories, rules or principles that would make this a college learning experience. A principle that is important in making this a learning experience is that one has to be dedicated in doing his/her work. As stated earlier this line of study and training has to come from the heart in that a student must be committed in performing all jobs pertaining to cosmetology since it is broken down into various fields, cosmetology has some limitations e.eg in the line of those that work in morgues. Some may dislike the work involved and even drop out. This proves to be a learning experience in that one is able to chose his/her line of work at an early stage. During the course, students interpret and learn how to practice various aspects of safety sanitations cleanliness and proper hygiene. This is relevant in gaining college experience. While at the centre I gained leadership, management, teamwork and people skills which are very essential for success in the workplace, training centre or any other relevant field. Other skills are now relevant to the field for example haircutt ing skills evaluating scalp and hair disorders. Another rule with this study is that the cosmologists must have the right attitude toward their work. This I learnt during a seminar I attended in Atlanta on 9/25/2000 where we were taught what happens to those with a bad attitude to their clients. Also at this time I attended a hair show in Chicago where I learnt different styles of doing hair. As a student, this skill is the most essential since you deal with real life human beings with feelings as opposed to the mannequins that may be used in class. To add to that point, professionals are responsible for applying problem solving and decision making skills. This is used either in the school, society or workplace. You have to be a team member in order to succeed in this field of work. For example during the training, I got to research valuable information in various cosmetology industries and this created diverse knowledge for me and gave me a firm base for the preparation and setting up of my shop which I in good operation till now . Sales Technique was a class that I took that assisted me in selling skills; these are the work of a salesperson where selling skills are acquired and prove to be relevant since they are used everywhere. Conflicts arise in all workplaces in the society. Conflict resolution is one of the concepts that are very much needed by someone who is pursuing this course in a Beauty college. I also have attended another seminar also held at Atlanta that covered conflict resolution and also demonstrate the methods that are needed and are used to resolve conflicts. Another major principle is that effective communication skills are very essential; throughout school be it from the lowest level of education to the peak, languages are a core thing to have knowledge about. A language like English is used in speech (while dealing with customers), writing, (e.g. writing orders and letters) and therefore learning it is a key thing in the college world. Concentration and alertness is another core value in being a cosmetology student. Practices like designing wavy curls on hair, nail artistry requires full length attention on the client so that a perfect job is performed. I learnt that I had to very attentive and steady in order to produce top output. I also had a chance to talk to clients and analyze what they like and dont like about the service that was been administered to them in terms of hair care, manicures, pedicures, and purchasing of cosmetic products. I developed a persistent side where I would make sure I understood my client in every aspect and that contributed to my alertness since I wouldnt want to have them disappointed in me. The concepts that I covered in class I was quite able to perform them practically since most of my coursework is practical; I had courses like Special Topics in Barbering Technology where I got an opportunity to go to workshops and seminars in Chicago. Here I learnt how to follow instructions wh ich is very effective in team work and management skills in the office. In a unit Shop Management, I learnt techniques for establishing a barber shop which provides skills and concepts of record keeping/book keeping, personnel management where you deal with employees and how to deal with them in the workplace. Supply management is another aspect taught where principles of marketing and supply are practiced and acquired. Public relation is also another major concept I gained which deals with how you relate with people everywhere in the society. Be it people of higher stature than yourself or lower than you learn how to effectively deal with them. Here I get to learn to respect my employees even to this day. I learnt how to share information with my fellow students and those I worked with. Since this is a people-oriented field, I learnt how to work individually with my customers and make them feel good about themselves which is a morale booster even for the workers. Courtesy which is an important virtue in life is also acquired. I learnt to be a hard worker since cosmetology is a very competitive field. This competition makes workers extra active since they have to produce the best. I have also learnt to be tolerant and patient since most of my work and other cosmetologists is done either while standing up or even kneeling. Therefore this can be very disturbing for someone without the principle of patience. Since my schedule is not usually fixed, I have learnt to involve myself in other life affairs and also decisions like changing of the location of the salon which can be done with ease. It helps in that I can create work schedules of my own thus improving my time-management skills. A creative mind is developed in the cosmetic world where I have increased my thinking in coming up with new designs to serve my customers, this new designs are in terms of hair styles, new manicure and pedicure styles, am thinking of expanding the spa too. Through teaching, I have been able to distribute my knowledge since I lef t college in 1998 through several forums and seminars where I have shared my knowledge with others. Cleanliness and personal hygiene is a key principle in cosmetology. This is because cosmetologists must keep every region that they are working on clean and also the equipment has to be thoroughly sanitized and sterilized. You wouldnt want clients being exposed to germs and bacteria due to an unhygienic beauty salon. This is where I acquired more skills relating to the hygiene and maintenance of a salon. I always made sure that the working areas together with the instruments are in perfect condition. The cosmetologist should also be very well groomed and clean as this makes even the client very free and comfortable while being served. 4. Tell how you have applied these learning concepts on your job and in your personal life When I learnt how to be alert and attentive in class especially while dealing with clients in their various beauty treatments, not only has it helped my cosmetology career but out in the world I has helped improve my beauty salon. This means that I can focus on the various prospects that my business has to offer. Now I can manage my salon carefully analyzing the invoices coming and going out of the salon, orders also coming and going out and Im able to manage them effectively without the introduction of external parties. Also by being alert and attentive, I can relate with my clients better because better because by listening to them (also a skill I fully developed) I get to learn what they rely want and serve them or allocate them to someone who will serve them properly. As a result of this, trust is gained and I had mentioned earlier, you will not lose your customers easily. Following instructions being another skill I developed has become very important. My work is client oriented and this is when a client comes in and gives the instructions and then the work of the stylist is to follow them to finite detail, carefully not to disappoint the customer and therefore that is also why high levels of courtesy have to be maintained. Instructions are found in very many instances of life, airports, hotels, police stations only to mention a few. By learning how to follow very little instructions from people of all kinds then I have n problem in following instructions outside my line of work. This creates a good reputation for me and enhances my people skills even more. Dedication was another characteristic that I picked up along the line. Many factors lead to ones dedication in his/her work since this is where one gets his/her income to feed the family. Therefore extra devotion has to be carried in every field of work. In my case I learnt that my work if done by a person with no dedication, would result to be tiresome and a waste of time. And this reflects to all careers since in most cases, people tend to repeat the same thing that they do day-in day-out suggesting a robotic-like manner of work. Therefore I learnt that I must avert myself from the world of despair to succeed and thats where dedication comes in. Due to competition in the field of cosmetic products and constant need for beauty among human beings, the field of cosmetology will never cease to grow wider and wider. I have grown to be a very hard-worker in order to compete with other cosmetology companies and beauty salons in terms of offering client services and selling of their produc ts. This opens up for creation of new ideas for styles and products. This concept is applied diversely in personal life since hard work bears good fruit. As a mother, father or even a single person, there must be some element of hard work. During my free time I find myself sparing some time to analyze and consider how I can run my salon better. Effective public relation is one of the core subjects that are taught in the fields that involve dealing with clients. These include diplomats, front-office managers, secretaries as well as cosmetologists. Public relation involves ones behavior while dealing with clients and how one is able to manage conversations between people involving transactions, meetings and other aspects of interaction. As a cosmetologist you are taught almost in every training course how to deal with a client in any situation. I learnt how to serve clients and this is not a theoretical aspect but rather 100% must be put into practical where the student interviews the client and finds out what he/she wants, the client either agrees or disagrees or adds on to the opinion. Public relation is essential in every persons life and in every aspect of life. I improved this skill while still receiving training and this has helped a lot since my interaction with people outside my workplace is very efficient. Decision m aking, critical thinking and problem solving skills are other major rules that must be present in every cosmetologist. A situation presents itself and from it a critical analysis has to be performed, the problem solving skill applied and an appropriate decision made. This is usually done very carefully since in most cases it is a very crucial situation that leads to strong effects. These are usually looked at from the perspective of what if one event occurs, the effect it will have to the other. In modern day to day life, one may not know it but these situations do occur. In my case such affected me in that I made very tough decisions when setting up my salon and also there are critical problems that face the shop that either I have to solve alone, or with my employees. Knowledge is power. I conducted various research both during training and while I worked. During this research I had a chance to increase my knowledge in the cosmetology world. This opened a chance for me to be invited to a seminar and also provides a firm base for me as a consultant to my clients and other cosmetologists like myself. Also by being creative and open minded, I have not only created new designs for my salon but also at home I have used creativity to improve my houses interior design and make it look brighter. I have acquired book keeping skills as a result of being an entrepreneur and shop management skills. This is very efficient since the skill can be transferred to other investments and businesses of interest. In conclusion the college experience was very relevant as it boosted my career and helped me not only in acquiring personal skills at work and in the management of my salon, but also gaining diverse skills that are applicable in day to day life.

Upton Sinclair :: essays research papers

Upton Sinclair was an American writer whose works reflects not only the inside but also the socialists view on things. Upton sinclair was born in Baltimore, Maryland. He was born into a family which held to it’s Southern aristocracy in every thing that was done. When Sinclair was ten years old, the family packed up and moved to New York City ( Where there were more opportunities to succeed ). Upton Beall Sinclair began writing when he was 15 years old. He mostly wrote ethnic jokes and fiction for a fun magazine. He wrote these silly stories and jokes in order for the magazine to pay for his studies at New York City College. After he was done at New York City College, in 1897, he enrolled at Columbia University. By this time, Upton was putting out many novels and respected works. He was already being realized as one of the greatest writers of his time. Upton was putting out up to two novels per week. This was unheard of at this point in time. During these years he wrote Clif Faraday stories such as "Ensign Clarke Fitch." He was also writing Mark Mallory Stories like "Lieutenant Frederick Garrison" for boys’ weekly magazine. His writing was on the right track, but he still didn’t have that one book to put him over the top. In 1900 Sinclair married his first wife. This was a start of a whole new era of writing for him. By 1904 Sinclair was moving toward a realistic fiction type of writing. He had become a regular reader of the "Appeal to Reason", which was a popular socialist-populist weekly magazine at that time. Upton’s big break came in 1906 when he published a book called, " The Jungle." As a writer this is where Sinclair gained most of his fame. This book gave him not only fame, but it also led to the Pure Food and Drug Act in 1906. This book had the deepest impact since Harriet Stowe’s Uncle Tom’s Cabin. The books popularity enabled Sinclair to establish and support the socialistic Helicon Home Colony in Englewood, N.J. However the popularity of his type of writing fell away after that year. After " The Jungle" was written it set off many sim ilar studies of a group, and industry. or a region. Among some of them were: "The Metropolis" (1908) which was a exploration of New York people, "King Coal" (1917) which was a story about the Colorado Mining strike of 1914, and "Oil!" which was considered one of Sinclair’s most influential writings. Upton Sinclair :: essays research papers Upton Sinclair was an American writer whose works reflects not only the inside but also the socialists view on things. Upton sinclair was born in Baltimore, Maryland. He was born into a family which held to it’s Southern aristocracy in every thing that was done. When Sinclair was ten years old, the family packed up and moved to New York City ( Where there were more opportunities to succeed ). Upton Beall Sinclair began writing when he was 15 years old. He mostly wrote ethnic jokes and fiction for a fun magazine. He wrote these silly stories and jokes in order for the magazine to pay for his studies at New York City College. After he was done at New York City College, in 1897, he enrolled at Columbia University. By this time, Upton was putting out many novels and respected works. He was already being realized as one of the greatest writers of his time. Upton was putting out up to two novels per week. This was unheard of at this point in time. During these years he wrote Clif Faraday stories such as "Ensign Clarke Fitch." He was also writing Mark Mallory Stories like "Lieutenant Frederick Garrison" for boys’ weekly magazine. His writing was on the right track, but he still didn’t have that one book to put him over the top. In 1900 Sinclair married his first wife. This was a start of a whole new era of writing for him. By 1904 Sinclair was moving toward a realistic fiction type of writing. He had become a regular reader of the "Appeal to Reason", which was a popular socialist-populist weekly magazine at that time. Upton’s big break came in 1906 when he published a book called, " The Jungle." As a writer this is where Sinclair gained most of his fame. This book gave him not only fame, but it also led to the Pure Food and Drug Act in 1906. This book had the deepest impact since Harriet Stowe’s Uncle Tom’s Cabin. The books popularity enabled Sinclair to establish and support the socialistic Helicon Home Colony in Englewood, N.J. However the popularity of his type of writing fell away after that year. After " The Jungle" was written it set off many sim ilar studies of a group, and industry. or a region. Among some of them were: "The Metropolis" (1908) which was a exploration of New York people, "King Coal" (1917) which was a story about the Colorado Mining strike of 1914, and "Oil!" which was considered one of Sinclair’s most influential writings.

The Race to Understanding and Manipulating DNA :: Exploratory Essays Research Papers

Early 1953. Three labs, two in England and one in California, raced to discover the structure of deoxyribose nucleic acid. At Cal Tech in Pasadena, California, Linus Pauling had recently discovered the alpha-helix. Now he was turning his attention to DNA. At King's College in the University of London, Maurice Wilkins and Rosalind Franklin, although hampered by their inability to get along with one another, had taken actual pictures of DNA using x-rays and were hot on the trail. The most unlikely pair in the race, a 24-year-old American biologist and a 36-year-old English physicist, were also close to identifying the elusive molecule, although they were forbidden from directly working on it. And so the race intensified for the secret of life itself. Get Ready, Get Set... Mendel and Pea Plants The events leading up to this race actually began with an Austrian monk named Johann Gregor Mendel. Although in reality Mendel wanted to be a high school teacher, he failed the mandatory examination three times and decided to become a monk to pursue his studies in the peace of a monastery (Asimov, Genes 11). Interested in the inheritance of characteristics, he began working with pea plants in 1857. He crossed true-bred plants and then their offspring and recorded the results. From these results he established general rules or laws for inheritance. He worked for eight years and with over ten thousand different plants (Arnold 20). Looking for a sponsor for his work, Mendel sent his paper to noted botanist Wilhelm von Nageli. Nageli sent it back after barely glancing at it (Nageli died in 1891 and would be remembered, not for his own vast scientific work, but for his failure to pay attention to Mendel) (Asimov, Genes 19-20). Mendel finally did publish his results in the magazine of the National History Society of Brunn in 1866 (Arnold 7). Other botanists paid little or no attention to his work, and his ideas about inheritance became lost for thirty-four years. Mendel became the abbot of his monastery in 1868 and was too busy and discouraged to continue his experiments. He died in 1884, never knowing that he would be touted as the "father of modern genetics." The Early Work on DNA In 1869, just after Mendel had quit working with plants, a 25-year-old Swiss chemist, Johann Friedrich Miescher, discovered a substance called nuclein inside cells. This substance was later found to be attached to a protein which was named "histone" from the Greek word meaning "cell.

Summary of Monster by Sanyika Shakur Essay -- Sanyika Shakur Monster G

Summary of Monster by Sanyika Shakur Growing up in a world of gangs, death, and suffering Kody Scott, also known as Monster Kody, grew up in a life of struggle. From eleven years old Kody knew what he wanted a to be, a gangster. Nothing could stop him from becoming one of the most feared gang member of the late 1970?s and early 80?s except maybe his own conscience. Kody Scott goes through an evolution, from a child to Monster Kody to finally Sanyika Shakur, his Muslim name. Sanyika Shakur is a true survivor, considering everything that has taken place in his life he has managed to make something of himself from nothing. Kody Scott was born into the gang life weither he liked it or not. Born on 1963 in South Central Los Angeles Kody?s life would be affected by the growing number of gangs inevitably. Kody knew he had a choice to be made, be a gang member or be a pedestrian. He viewed pedestrians as spineless nerds who were always victims of someone?s ridicule or physical violence, who never responded to an affront of any type. He himself had a taste of pedestrian life in grade school were he was picked on and had his lunch money taken from him. ?Early on I saw and felt both sides of the game being played where I lived. It was during my time in elementary school that I chose to never be a victim again, if I could help it?(Shakur 100). Being in a gang gave Kody a feeling of security in a city of violence. ?I felt very different, older, more attached than any of...

Marine Bio Essay

You can determine the turtle’s species by the upper shell brown/reddish brown color, the lower shell creamy/yellow color, body skin brown/yellow color, the rusty brown scales on their head, and the weight and length of the turtle varying from 77-227 kilograms and 1. 2 meters. b) You can determine the sex by many features. The turtle’s sexual maturity isn’t achieved until they are 15-20 years old. Adult males have longer tails and are much larger than adult females. A pair breads at sea and the female come to shore to nest her eggs. Loggerheads nest from April to July. Usually, there can be 105-120 eggs laid in a clutch. Single females of the species can have many clutches during a season. Some nest every year, whereas others alternate years. The incubation period can last from 55 -60 days. Like most sea turtles, they nest at night. c) The age of a sea turtle is determined by growth of in length and weight gain. d) Loggerheads also bury themselves in the mud during winter months. 2. The most common reasons turtles become sick or injured in Florida are because lights on coastal highways and housing developments disorient the hatchlings often causing them to move away from the water and be killed by automobiles or predators. 3. The specific type of turtle rescued was The Loggerhead Sea Turtle or â€Å"Loggerhead† 4. The type of food we will need to feed the rescued turtle is a variety of crabs, jellyfish, shellfish, and sponges. 5. This species needs to stay around fresh-water for means of drinking and stay at seas for breading (if more than one is in rehabilitation). 6. The rehabilitation area should be kept at a warm temperature and should be no smaller than 39ft.

Strategic Development Allied Irish’s Banks

The primary objective of the Allied Forces in Africa was to make the most of ready Allied forces in an operation equal with current capabilities to relieve pressure on the Russians. â€Å"Other objectives of the operation were to gain French Morocco, Algeria, and Tunisia as a base for enlisting the French colonial empire in the war, to assist the British in destroying Axis forces threatening Egypt and Suez, to open the Mediterranean to Allied shipping, to shorten the route to the Far East, and to prepare the way for further operations against the European AxisThe objectives of Operation Torch were to secure French North Africa and then strike Eastwards and take Rommel's German Italian Panzer Army in the rear. 1 With 65,000 Allied troops and around 650 Warships under the overall command of Comander In Chief Eisenhower it was to strike in French Morocco and Algeria and later link up with Montgomery's Eighth Army. The North African Campaign of the Second World War was extremely importa nt because it was the only land based fight that the Allies could take to the Axis powers from September 1940 until the invasion of Sicily in July 1943.It was very important in strategic terms with the Mediterranean, and the British African Empire at stake. The North African Campaign drew Axis forces away from the Eastern Front and Fortress Europe (Axis defenses against Allied invasion of European mainland from Britain), but for the Allies it also served to delay the ‘Second Front' that Stalin so desperately wanted to see . II Russia’s Strategy Against Germany Late in 1943, Stalin met with Roosevelt and Churchill for the first time — The Teheran Conference.They agreed that the Western Allies would invade France in June 1944 and that when the invasion began the USSR would launch a new offensive from the east . On April 23, 1945, Soviet troops reached Berlin — with over one million men and more than 20,000 pieces of artillery. A few days later, Soviet troops advancing from the East met up with U. S. troops advancing from the west at the Elbe River . On April 23, 1945, Soviet troops reached Berlin — with over one million men and more than 20,000 pieces of artillery.A few days later, Soviet troops advancing from the East met up with U. S. troops advancing from the west at the Elbe River. On April 30, as the Soviets were battling through the streets of his city, Adolph Hitler killed himself. On May 2, 1945, Soviet troops completed the capture of Berlin and all remaining German troops surrendered within a few days. The war in Europe was over III The Storming of Normandy On June 6, 1944 the Western Allies landed in northern France, opening the long-awaited â€Å"Second Front† against Adolf Hitler's Germany.Though they had been fighting in mainland Italy for some nine months, the Normandy invasion was in a strategically more important region, setting the stage to drive the Germans from France and ultimately destroy the National Socialist regime . The invasion of Normandy in 1944 was the conclusion of three years of planning by Allied forces in Britain. Landing in the face of determined German resistance, units of the British Commonwealth and U. S.armies established a beachhead, defeated German counter-attacks, and eventually broke out into an aggressive campaign to liberate France. â€Å"Commanded by U. S. Army General Dwight D. Eisenhower, the Normandy assault phase, code-named â€Å"Neptune† (the entire operation was â€Å"Overlord†), was launched when weather reports predicted satisfactory conditions on 6 June. Hundreds of amphibious ships and craft, supported by combatant warships, crossed the English Channel behind dozens of minesweepers.They arrived off the beaches before dawn. Three divisions of paratroopers (two American, one British) had already been dropped inland. Following a brief bombardment by ships' guns, Soldiers of six divisions (three American, two British and one Canadian ) stormed ashore in five main landing areas, named â€Å"Utah†, â€Å"Omaha†, â€Å"Gold†, â€Å"Juno† and â€Å"Sword†. After hard fighting, especially on â€Å"Omaha† Beach, by day's end a foothold was well established† .

Art Three Main Types

Art: Representational, Abstract, and Nonrepresentational Art is a way to expression a memory, idea, and/or emotion. Art can come from the mind or you can draw it from another source such as media or nature. Art has very different meanings and attempts to get across to other in different ways. Art is virtually endless. Art can be be altered to look how the artist wants to make it appear or it can be made to look exactly as it appears in reality  . It is up to the artist to make the image as they desire. Artists usually do so by finding a type of art they are comfortable with doing.Some artists do not like to make art that looks like anything someone has seen before. There are hundreds of different categories of art. Those categories can fall into one of three main types. The three main types in which a piece of art can fall under are representational, abstract, and nonrepresentational. Representational art is art in which the artist attempts to capture the image exactly as it appear s. There are several different subcategories that fall under this such as realism and art made during the Renaissance.Artist who tend to make representational art usually are geared to think logically and analytically. Representational art contrasts with abstract art and nonrepresentational art. For instanse the Mona Lisa done by Leonardo Da Vinci is a work of representational art. It is a potrait done in oil to capture the image of Lisa Gherardini. Other works done by Leonardo Da Vinci are also representational. The picture captures what the artist sees in reality rather then what the artist want's to exaggerate upon.When trying to steer away from physical realities abstract art tends to cover the spectrum of emotions with shapes and lines. This art can vary on whether it contains things that are representation and things that are entirely nonrepresentational. This category of art is everything that falls in between representational art and nonrepresentational art. A great example would be just about any work done by Pablo Piccaso. Cubism is a sub form of abstract art, which is a type of art that Pablo Piccaso is known for.Cubism is when the artist uses geometric shapes to define their work of art in place of the natural organic shapes which would normally be made in representational art. However since the work still has some representation it is not entirely nonrepresentational which lands it in the abstract category. Art that makes no attempt to identify or represent something is called nonrepresentational art. This art does not depict any beings, places or things in the natural world. It is very much like abstract however there are absolutely no representations within this type of art.While the art is not intended to represent anything it usually appeals to emotions with the tone of colors and the way the artist uses their media. An example of this can be expressionism. However this type of art is tricky. Expressionism can also fall under the category of a bstract. Since abstract and nonrepresentational art can be closely related it is also easy to confuse the two. While expressionism shows a strong sense of emotions it can also have some representational items within it which allows it to fall into one of the two categories. Representational art can never be expressionism.Fighting Forms by Franz Marc is a good example of expressionistic nonrepresentational art. The artist makes a work from their desired media in order to produce an image or images they want to see in the world rather then allow it to remain in their head for no one to see. An artist usually uses a type of art that they can best relate to. There are sever different types of art to choose from but they all fall into one of three categories. Out of all the different categories of art all of them fall into three different types. They are representational, abstract, or nonrepresentational.