Homosexuality In Schools And Education Sociology Essay

Homosexuality In Schools And Education Sociology Essay Itll be okay, Blake said to himself, Its 2010, nobody will have a problem with it. As he walked through the doors of his high school, there was a sense of belonging and that truly everything would be okay. Halfway through the day, Blake had already met a handful of nice people and decided to sit with them at lunchthis is when things took a turn for the worst. Towards the end of lunch, he told one of his new friends he was gay. Instantly, his new friends face went stark with disgust. Shortly after a group of football players walked towards the table they were sitting at and began harassing Blake until the bell rang. This is the world that gay and lesbian youth are being exposed to on an almost daily basis. There are more homosexual people in the United States than there are Asians; with those estimates you would believe that there would be more acceptance and understanding amongst society towards homosexuals. The only way to combat these vicious attacks on GLBT youth is to educate their peers as well as counselors and teachers. Given that more and more adolescents who are gay or lesbian are now coming out and identifying their sexual orientation, disregarding that American society continues to exhibit bias and even hostility toward gays and lesbians, counselors working with this population must take a proactive role in providing much needed support (Callahan, 2001). Gay and lesbian youth, according to Callahan (2001), are at greater risk for school failure and suicide. They are often harassed and need counselors who will understand while working with them without passing judgment. Court cases demonstrate the liability of schools that fail to protect gay and lesbian students from harass ment. Counselors, because of their position as student advocates, must take the lead role in identifying any and all incidents of violence, abuse, or harassment directed toward gay and lesbian students. Counselors must also help to sensitize faculty and staff to issues impacting upon gay and lesbian students while simultaneously educating heterosexual students as well. Counselors are key actors in identifying the type of resources and curricular materials that should be included in school programs to help reduce homophobia, discrimination, bias and prejudice directed at gay and lesbian students. Garbo (2001) reported on the results of a Massachusetts Department of Health study which revealed that gay and lesbian high school students, compared to their heterosexual classmates, were four times as likely to attempt suicide. In a survey of 4,000 high school students in Massachusetts, the investigators found that lesbian, gay, and bisexual youth are not predisposed to suicide and are no more me ntally unstable than other students. However, because students in this minority population tend to be susceptible to all types of victimization by their peers, suicidal ideation and attempts may be more commonplace than is the norm among adolescents. Anti-gay politicians and parents do not see a benefit of adequately creating informative programs for school officials dealing with homosexuality. They believe acknowledging homosexuality in such a way would further send the message that being gay or lesbian is okay. In their eyes, homosexuality is a choice and should not be accepted amongst society as a social norm. Conservative State Rep. Sally Kern was quoted saying at a Republican organization, studies show no society that has totally embraced homosexuality has lasted more than a few decades. This coincides with the logic that teaching in schools that homosexuality is okay at an early age will destroy our society from within itself. When looked through their perspective, without delving research it would seem that acknowledging homosexuals in the sense of legal rights and protection would promote more people to be homosexual. But that is not the case. During my interview with a Graduate social worker, he shed light on what is currently being implemented into schools and his thoughts on how things should be handled. He currently provides therapy services at schools in rural communities and volunteers at his local LGBT organization: This is my interview with Mr. Johnson, Myself: What is your viewpoint on harassment against homosexuality? Do you think that it is a notable issue worth spending time and money on? Mr. Johnson: My view on harassment on homosexuality well, its not just harassment against homosexuality. Its against even perceived characteristics of a sexual minority anything that varies from the most stereotypical gender norms. Mr. Johnson:Gay and faggot have become terms that get thrown around now in judgment of any less manly qualities. Mr. Johnson: So is it a notable issue worth spending time on? I say yes. Time and money. Both by way of having competent training for teachers and administration, competent counseling staff, and local community-based resources for LGBT youth to have social and emotional support. Myself: At what age do you feel it important to implement these strategies? Mr. Johnson: I volunteer with a local LGBT center and they have started to implement training in some of the local schools as early as Kindergarten, however theres been a lot of controversy with this training as they dont specifically talk about LGBT issues or terms (its focused on empathy skills). Developmentally, their sexual development isnt quite present enough to be effective at Kindergarten. Perhaps by 5th grade, concurrent with when some schools implement initial classes in sex ed., there should be general implementation of targeted curriculum on issues related to sexuality and gender identity. Myself: What are your feelings on persons who believe that informing youth of homosexuality or letting it become social norm will inevitably lead to more homosexuals? Mr. Johnson: Ha. This is hard. The issue is so engrained in the socio-political context that we have surrounding legislation, public education, and the supposed separation of church and state. I can get tied up in jargon all I want to, but sticking our tongues out and saying the opposite doesnt further the process. Mr. Johnson: I would go to the studies that demonstrate the development of sexuality and parenting (that obviously many homosexuals come from straight parents devoid of homosexual influence), studies regarding increased rates of depression, marital issues, and divorce for males who come out later in life. Myself: Do you think federal government should be involved in these improvements or local? Mr. Johnson: Its my perspective that the multiple levels of government must work to protect students. Looking at the SNDA (Student Non Discrimination Act) which currently does not protect LGBT students in their protected classes is a clear sign that the values of the country are not inherently separate from the religious values of the majority. What argument against homosexuality is there if not based on religious beliefs. That said, there should be no opposition to the SNDA expanding to include issues of gender and sexual orientation in its protection. After the interview concluded, I walked away with more knowledge than I would have expected to learn on the subject. Several studies in the literature focus on counselors responsibilities with respect to gay and lesbian high school students. Callahan (2001), for example, recommends that a key action which must be taken by school counselors is to curb any harassment directed against gay and lesbian students. Strategies for doing this include; using inclusive language, challenging anti-gay slurs, designating persons who would be supportive of this population, making resources available and visible, educating staff members, making appropriate referrals, and referring parents of gay and lesbian students to organizations like Parents and Friends of Lesbians and Gays (PFLAG). Callahan (2001), along with Stone (2003), assert that the role of the counselor with gay and lesbian students is of enormous significance. This would make sense being that children always need an adult to look up to o r relate to during their adolescent years. Also noting that counselors must be educated about homosexuality to the Nth degree. Callahan (2001) claims that counselors must function as advocates who work on school curricula. Including information about gay and lesbian people to promote awareness is essential. This helps to provide gay and lesbian students with role models and to demonstrate to the mainstream population that gays and lesbians lead viable and productive lives. Counselors must support and protect sexual minority youth by making it safe for gay and lesbian students, promoting policies that protect this minority population, and develop the culturally sensitive skills needed to serve gay and lesbian students in the counseling relationship. Legal support for advocacy on behalf of gay, lesbian, and bisexual students was mandated in a May 1999 Supreme Court ruling. This ruling, coupled with recent interpretations of the Title IX statute, strengthens the position for a more humanistic school environment. School counselors both can and should take a lead role in facilitating such an environment. The Arlington Gay and Lesbian Alliance (2003), a Virginia-based advocacy group working with local public schools, strongly recommends that school counselors should be provided with additional training and education so they can become more effective in working with students from sexual minority groups. This is also the position taken by Pearson (2003) who calls for targeted seminars and courses for graduate level counseling students who intend to have careers in the public school system. In Massachusetts, the Department of Education has created a Safe Schools Program which addresses issues relevant to the safety and counseling needs of gay and lesbian students (Research notes, 2003). Counselors in this program take a lead role in developing school and district-wide programs to educate faculty and students and to provide for those policies and programs that support gay and lesbian students while creating safe school environments.

Project Feasibility Study

BREAKFAST: Brunch Egg Breakfast Recipe Ingredients: 6 eggs, beaten 6 slices bacon, cooked and crumbled 2 cups unseasoned croutons 1 1/2 cup shredded cheddar cheese 2 1/2 cups milk 1/2 teaspoon mustard 1/8 teaspoon onion powder 1/2 teaspoon salt 1 dash pepper Directions: 1. Place croutons and cheese in the bottom of a greased 9Ãâ€"13 pan. 2. Combine eggs, milk and seasonings; pour into baking dish. 3. Sprinkle with bacon. 4. Bake at 325 until set (55-65 min). Serve immediately. BEEF TAPA AND LONGGANISA Ingredients: Skinless Longanisa/ Longanisa Nuggets 350g ground pork tbsp soy sauce 1/2 tsp salt 5 cloves garlic, smashed and minced 1 tbsp vinegar 1 tbsp Mirin (sweet rice wine) (optional, or Worshteshire sauce) 1 tsp ground pepper 2 tbsp sugar Procedure: 1. Mix all ingredients 2. Scoop a mixture using a tbsp, put it into the wax paper/cling wrap and roll the wrap and shape it like a sausage, mini sausage. The wrap will serve as a the longanisa cover and to separate one from the other, and it should be removed before frying. OR if you want to eat it immediately, scoop a mixture, shaped it like a sausage or any shape you want, then fry them. . Store longanisa in the freezer (2 to 3 days), when you want to eat them, boil a little water (4 tbsp) and put your longanisa (unwrapped) , cover it for 5 mins, remove longanisa and fry them. serve with garlic-chili-vinegar. A little burnt on the outside won't hurt, it's more yummy.. LUNCH: CHICKEN DRUMMETS Ingredients: 10 pieces chicken drumsticks 1/2 cup garlic ranch dressing 1 1/4 cups breadcrumbs 1 (8-gram) pack Maggi Magic Sarap All-in-One Seasoning Procedure: 1 Toss and coat drumsticks with garlic ranch dressing. Chill in the refrigerator for 30 minutes. In a large bowl, mix together breadcrumbs with Maggi Magic Sarap All-in-One Seasoning. Roll each drumstick in breadcrumb-seasoning mixture until well-coated. 3 Deep-fry drumsticks in hot oil until golden and cooked through. Coco nutty Shrimps Ingredients: 1/4 kilo large shrimps (about 2 dozens) 1/2 cup dessicated coconut 3/4 cup garlic peanuts 1/3 cup flour 1 egg, lightly beaten 1 tablespoon lime juice salt and pepper to taste lime wedges for squeezing Procedure: 1 Devein and peel shrimps leaving tail intact. 2 Pat dry shrimps using a napkin. Transfer to a plate. Lightly sprinkle with salt and pepper. Using a food processor, process together coconut and peanuts until finely chopped. 4 Place flour in a bowl and season with salt and pepper. In another bowl, combine egg and lime juice. In a third bowl, place processed coconut and peanuts. 5 Dip shrimps one at a time first in flour mixture, second in egg and lime mixture, then in coconut-peanut mixture. 6 Deep-fry in hot oil until golden; about 3 minutes. Serve with lime wedges. DINNER: Ingredients: 3 lb whole chicken legs; drumsticks and thighs 3/4 cup distilled white vinegar 2 garlic cloves; crushed 1 bay leaf 1/4 teaspoon ground black pepper 6 tablespoons soy sauceProcedure: In a large kettle combi ne the chicken, the vinegar, the garlic, the bay leaf, the pepper and 1/2 cup water. Bring the mixture to a boil and simmer it, covered, for 20 minutes. Add the soy sauce and simmer the mixture, covered, for 20 minutes. Transfer the chicken with tongs to an oven-proof platter and discard the outer skin. Place platter in oven and grill both sides for about 15 minutes until browned. Strain the broth through a sieve, return it to the kettle and boil for 10 minutes or until it is reduced to about 1/2 cup Remove chicken from the oven, pour the sauce over it and serve with rice.Bistek Filipino Style Beef Steak Ingredients________________________________________ †¢400grams of beef fillet, thinly sliced †¢75ml light soy sauce †¢75ml dark soy saucet †¢250ml water †¢juice of 1 lemon †¢2 tablespoons of vegetable oil †¢1 large onion, sliced in rings How to make it ________________________________________ †¢In a pan add the beef, along with the soy sauces, water and lemon juice. Bring to the boil and let it simmer for about 10-15 mins until the beef is tender. Taste the sauce. If it's too sour, add more soy sauce or if too salty, add more lemon juice.It should be a balance of sourness and saltiness. †¢Once tender, remove the liquid to a bowl and leave aside. Let any remaining liquid in the pan evaporate off then add the oil. Gently fry the beef for a couple of minutes then add the onions. Cook till the onions are translucent and still have a little crunch. Add back the liquid and let simmer for another 2 minutes. †¢Serve with steam rice. DESSERT Creme Brulee You can prepare and eat this as is, or make it a touch more interesting with fruits and chopped chocolates. Makes 6 to 8 cups Prep and Cooking Time 45 minutes 2 cups cream vanilla bean, split lengthwise 6 egg yolks 1/4 cup white sugar 1/4 cup confectioners' or powdered sugar 1 Preheat oven to 160? C. 2 In a heavy saucepan, bring the cream to a boil together with the van illa bean. 3 In a large bowl, beat together egg yolks and sugar until pale yellow in color. 4 Set aside vanilla bean and pour the boiling cream to the yolk-sugar mixture. Mix well. 5 With the tip of a paring knife, scrape the insides of the vanilla bean. Add scrapings to the cream and discard the pod. 6 At this point, you can add fruits or chopped chocolate to each ramekin or oven-proof cup as desired.Fill the mold with the custard mixture until half a centimeter from the rim. 7 Line the bottom of a shallow baking tray (about 2 inches high) with a dishcloth. Place ramekins on the tray and fill the tray halfway with water. 8 Bake in the oven for 15 to 20 minutes. Let cool, then chill in the refrigerator. 9 Before serving, dust the top with a thin layer of icing sugar. Caramelize the sugar using a gas torch or an oven broiler until you achieve a crisp, dark brown coat. BAKED RECIPES Shrimp-Stuffed Zucchini Flowers (Fiori Di Zucca Ripieni Con Gamberi) Ingredients ounces (226 g) large s hrimp, preferably wild, peeled and deveined 12 grape tomatoes, finely chopped 1 teaspoon chopped thyme 2 tablespoons (30 ml) extra-virgin olive oil Kosher salt and freshly ground black pepper 12 zucchini flowers, washed, and trimmed Bottom of Form Directions Position a rack in the center of the oven and heat the oven to 350 °F (180 °C). Finely chop the shrimp and then transfer to a medium bowl. Add the tomatoes, thyme, 1 tablespoon of the oil, and a pinch of salt and pepper; mix well. Fill the zucchini flowers with 1 heaping tablespoon of the shrimp filling.Arrange on a small baking dish and then drizzle with the remaining oil and sprinkle with a pinch of salt. Bake in the oven until the flowers are lightly golden, and the shrimp is cooked through, 7 to 10 minutes. Remove from the oven. Rich Chocolate Cake with Salty Dulce de Leche & Hazelnut Brittle o o1 cup freshly brewed hot coffee o1/2 cup Dutch-processed cocoa powder o3/4 cup packed light brown sugar o1/2 cup plain whole-mi lk yogurt o2 teaspoons vanilla extract o8 tablespoons (1 stick) unsalted butter, at room temperature o1 1/4 cups granulated sugar o1 1/4 cups all-purpose flour 3/4 teaspoon baking soda o1 teaspoon table salt o2 eggs oTOPPING: o1 1/2 teaspoon kosher salt o1/2 cup dulce de leche oHAZELNUT BRITTLE (makes about 2 cups): o6 tablespoons (3/4 stick) unsalted butter o1/2 cup sugar o1 tablespoon light corn syrup o1/8 teaspoon baking soda o1/8 teaspoon table salt o1/2 cup whole unsalted hazelnuts, skins removed Directions Preheat the oven to 350 °F. Prepare a 10-inch round cake pan by greasing it with cooking spray and then lining the bottom with parchment paper. To make the cake, pour the hot coffee into a medium bowl and stir in the cocoa powder until it dissolves.Stir in the brown sugar, followed by the yogurt and the vanilla. Stir thoroughly to ensure that all of the ingredients are incorporated. In the bowl of an electric mixer fitted with the paddle attachment, beat the butter and gra nulated sugar on medium speed until light-yellow and fluffy, about 3 minutes. Scrape down the sides of the bowl. Add the eggs and mix for 2 minutes, scraping down the bowl as needed. In a medium bowl, whisk together the flour, baking soda, and salt. With the mixer running on low speed, mix in a third of the flour mixture and half of the coffee mixture.Scrape down the bowl. Add another third of the flour mixture and all the remaining coffee mixture. Remove the bowl from the mixer and, using a rubber spatula, fold in the remaining flour mixture until all of the ingredients are fully incorporated. Pour the batter into the prepared cake pan. Bake for 25 minutes. Rotate the pan in the oven and bake for 20 more minutes, or until a cake tester inserted in the center of the cake comes out clean. Remove the pan from the oven and let the cake cool in the pan for 20 minutes.Then turn the cake out onto a clean plate, remove the parchment, and turn the cake back over onto a wire rack. Let the ca ke cool completely. In a food processor, pulse the brittle pieces 3 to 4 times until the brittle is powdery. Put the cooled cake on a serving dish. In a microwave-safe dish, heat the dulce de leche on high power for 30 seconds, or until it is just liquid. Spoon the dulce de leche over the cake, and then sprinkle the kosher salt over the dulce de leche. Sprinkle about ? cup of the ground brittle around the outer edge of the cake as a delicious decoration.

Advantages and Disadvantages of Real Gdp

London School of Commerce Belgrade A Critical Analysis Of Real GDP Subject: Managerial EconomicsMentor:Student: Maja Paunovic Mirko Lazarevic Belgrade 2013 TABLE OF CONTENTS1. EXECUTIVE SUMMARY3 INTRODUCTION2. ADVANTAGES OF REAL GDP43. LIMITATIONS AND SHORTCOMINGS OF REAL GDP4 3. 1 RENEWABLE FINITE RESOURCE5 3. 2 OLD AND CHILD CARE5 3. 3 UNDERGROUND ECONOMY5 3. 4 UNEMPLOYMENT6 3. 5 THE INFLATION RATE6 3. 6 POLUTTION7 3. 7 LEISURE7 3. 8 POPULATION7 3. 9 INEQUALITY OF WEALTH7 4. CONCLUSION8 REFERENCES9 1. Executive summaryThe gross domestic indicator (GDP) is one of the main indicators used to measure the health of a country’s economy. GDP represents the sum of all goods produces over a specific period of time or in other words it is the size of the economy. Usually, GDP is compared to the previous quarter or year. As an example, if a yearly measurement was taken and the GDP went up 3%, this means that the economy has grown by 3% over the last year. Measuring GDP can be complicated, the calculation can be done in one of three ways: the product method, the income method and the expenditure method.The fi rst method of measuring GDP is to sum up the value of all goods and services produced in the country. Basically, we focus on firms and add up all their production. This method is known as the product method. The second approach is the income method which is focused on the incomes generated from the production of goods and services. When we look back, we will see that this is the same as the sum of all values added at each stage of production. The added value is basically the difference between a firm’s income from sales and the cost of its purchases from other firms.The difference is made up of wages and salaries, rent, interest and profit. Basically, it consists of the incomes produced by those involved in the production process. The final approach to calculating GDP is to add up all expenditure on final output. Which includes the following: consumer expenditure, government expenditure, investment expenditure, exports of goods and services and imports of goods and services. This final method is called the expenditure method. 1 Introduction Economic production and growth, what GDP represents, has a huge impact on nearly everyone within that economy.In order to analyze the health of an economy or examine economic growth, it’s necessary to have a way to measure the size of an economy. Economists usually measure the size of an economy by the amount of stuff it produces. When GDP is calculated in relation to the population of a country this is known as the average GDP per capita. This is often used as an indicator of a country’s standard of living. When calculating GDP international incomes are not included, even those earned by domestic workers in other countries. However, as a measure of the standard of living in a country, GDP has its limitations and shortcomings. . Advantages of real GDP You can use GDP to examine all economies of the world, from the USA to Somalia. No matter if a country is churning out fishing equipment or cars, all of i ts products have a certain monetary value, which added up gives a universally recognized measure. This measure is especially helpful if you consider how different economies around the world are in terms of the goods and services they produce, and the way they reinvest their income – pay back debts or invest in industry sectors. GDP is dynamic; it changes constantly based on new figures on productivity, consumption and investments.Therefore, economists and decision makers can use GDP to measure an economy’s growth or decline. However, they can only do that provided they have an established and accurate mechanism to measure GDP value regularly; without that, they don’t have any data to compare whether present activity is worth more or less than in the past. By removing inflation, real GDP allows economists to make more accurate comparisons between countries and across multiple years. Multinational corporations use real GDP when deciding where to send their investm ent dollars or headquarter their operations. National governments use real GDP to set currency exchange rate targets and evaluate the effectiveness of economic policy by comparing one year’s real GDP data against other years. Central banks put significant weight on real GDP data when determining interest rates and other fiscal policy. Real GDP is also used to compute economic growth, known as the GDP growth rate. This is calculated by comparing each quarter to the previous one. If real GDP were not used, then you wouldn’t know whether it was real growth, or just price and wage increases.The ideal GDP growth rate is between 2-3%. The GDP growth rate is critical for investors to adjust the asset location in their portfolios. Investors also compare countries’ GDP growth rates – countries with strong growth attract more investors for their corporate stocks, bonds and even their own sovereign debt.3. Limitations and shortcoming of real GDP GDP per capita is not a direct increase of living standards and qu ality of life in a country, so policies aimed at maximizing GDP may be seen as ill conceived. This is due to many reasons, including;3.1 Renewable finite resource: Most of country may grow rapidly by exploiting their non-renewable finite resources such as oil and forests. They may also over- exploit resources which renew slowly, such as fish and wildlife. While current living standards may be high, those of future generations may be jeopardized. Therefore, GDP is unable to act as an indicator of future welfare. For example; the fishing industry in Europe is currently facing many problems as a result of over fishing in the past. This has had a significant impact on the GDP of European countries.GDP measures the total value of output produced, but it cannot distinguish between the effects of different types of output on living standards. For example; two countries have the same GDP per capita, but country A has a well-funded education and health system, whereas country B has a well-eq uipped army. It is obvious that country A will have higher living standards than country B, but this is not apparent from their GDP figures.3. 2 Old and Child Care: If you care for your parents when they're old and enfeebled, it doesn't contribute to GDP, but if you pay someone else to care for them, it does contribute.The same goes for childcare and mental illness. The act of caring for the permanently sick, however compassionate that may be, is a use of resources for no tangible gain. Therefore, it does not contribute to GDP' For these reasons, some people prefer to use other indicator to measure a country's standard of living. These social indicators take non-economic factors into account, such as literacy rate, and life expectancy. Some examples are the physical quality of life index (PQLI), the Human Development Index (HDI), and the Basic Well-being Index (BWI).3. 3 Underground economy: Oliver (2006) in his book ‘Macroeconomics' states about the underground economy as fol lows: ‘Underground economy is the part of economic activity not measured in official statistics, either because the activity is illegal, or because firms and workers would rather not report it to avoid paying taxes – is an old issue in Spain'. (p 45) Black market: Michael & Charles (1993) describes that everybody wants to take advantage of a carpenter's, car mechanics, or painter's, offer to do some work without a receipt.Agents engage in the black, or underground, economy for straight-forward reasons. First, they want to avoid taxes (the value added tax, employment and social security charges, profit taxes). Another reason is that criminal activities, such as drug dealing, prostitution, or racketeering, are obviously better kept underground. (p24) Different countries may have different sizes of informal/ ‘black' economy (e. g. crime, subsistence farming, drug dealer, and bartering and cash payments) and this is not taken into account by those who calculate GDP.GD P will therefore underestimate the actual value of output. For example; Russia has a very large black economy, so its relatively small GDP is a poor indicator of actual income and living standards. (Source: John Sloman, 2006, 6th ed,)3. 4 Unemployment: Oliver (2006) states that unemployment is the number of people who do not have job but are looking for one. It directly effects on the welfare of the unemployed. Although unemployment benefits are greater today than they were during the great Depression, unemployment is still often associated with financial and psychological suffering. It is not the question how much suffering depends on the nature of the unemployment. Real GDP is failure to measure unemployment of a country.3. 5 The Inflation Rate: Oliver (2006) states that ‘Inflation is a sustained rise in the general level of prices in the economy-called the price level. The inflation rate is the rate at which the price level increases. (Conversely, deflation is a sustained d ecline in the price level. It corresponds to a negative inflation rate)'. If the price level increase nothing happened for the rich people but something happened for the poor people. As example, some Asian Country there GDP is high, price of goods is also high, and the rich people can easily buy the goods because there income is high. But poor people which income is low they can't buy the goods. The real GDP mean per people per capital so real GDP can't measure the inflation rate which mean Standard of living.3. 6 Pollution: Environment is very important part of Standard of living. But this important part is polluted in many ways. Industry is produce lot of product. On the other hand, at the same time industry is throwing wastage or rubbish, smoke and useless chemicals.It is polluting environment by motor and vehicles which making sound and air pollution. Climate change is a big factor for standard of living. Power station and chemical plant which cause global warm and for that reas on why some countries like Maldives and south part of Bangladesh going down under water. Also High GDP per capita might be accompanied by high levels of pollution and exploitation of the workforce, thus causing a decrease in living standards which is not reflected in GDP figures. Therefore, GDP may overestimate living standards in a country. Here real GDP can't measure Standard of living. (Source: John Sloman, 2006)3. 7 Leisure: Leisure is important for every age. By growing GDP people going to be like machineries. People are all time busy for their earning money to build up their life. They don't have time for entertainment like cinema, game; party also there is not enough leisure centers where people can go easily. When people not involved with recreation to have proper leisure, it is not even mentionable whether the current GDP is high or low in the country. So, real GDP fails to measure the Standard of living.3. 8 Population: Population is a big impact of standard of living. Mos t of third world county has been suffering of this problem (Bangladesh, India, and Pakistan). If the population increase GDP automatic decrease as a result standard of living of county go down. Real GDP cannot solve the countrymen problem.3. 9 Inequality wealth: GDP per capita is not an indicator of the distribution of wealth, because when GDP increases, this extra wealth may be received by only a small section of society with the rest of society even worse off. For example; the GDP of oil producing countries like Saudi Arabia is very high, but the wealth is only shared among a small minority of citizens, while the majority of citizens living relative poverty. (John Sloman, 2006) GDP can only measure the material standard of living, without taking into account the quality of life as perceived by each individual, which cannot be standardized across a population or countries. Let’s take USA and France for example.The USA had a GDP per capita of USD 46, 900 in 2008 (http://www. indexmundi. om/united_states/gdp_per_capita_(ppp). html) while France had 45, 982 (http://www. indexmundi. com/france/gdp_per_capita_(ppp). html). Not a big difference, France trails by a little. Now let’s consider how well are people in each country – In the happy planet index, France ranks 71 while the USA ranks 114, just below Madagascar. People in France are much happier than people in the USA. They have better and free healthcare, free education and so on. Besides these two countries Costa Rica has a GDP much lower than both (http://www. ndexmundi. com/costa_rica/gdp_per_capita_(ppp). html) but its people are considered to be the happiest in the world. Some countries, even though they have low GDP’s, its people are better off. Countries that one rarely hears of have very good life expectancies like in Andorra, Cayman Islands, and so on. (http://www. happyplanetindex. org/data/).4. Conclusion GDP discusses how economists measure the total growth of a nation. At this point it is important to know about how the GDP is doing in the change of standard life style.It is already assumed that real GDP shows the total amount of growth in value in specific year. Economist can predict what to achieve and what is the difference in achievement by the end of the year. As we have seen that real GDP is countable by the value, it is easy to know for any people to predict what further contribution needed in the country. But whatever the economist prediction is, the economic factors should be remain same. Without the economic factors stability, the total development of the country is not possible.References:1.John Sloman & Dean Garratt (2010), Essentials of Economics, 5th Edition, Prentice Hall. (Pages259-267)2. (John Sloman. 6th edn , 2006).3. Oliver Blanchard (2006), ‘Macroeconomics, 4th Edition, New Jersey: Prentice Hall.4. Michael Burda & Charles Nyplosz (1993), Introduction to Macroeconomics, 1st Edition. Oxford University Press.5. http://www. indexmundi. com/united_states/gdp_per_capita_(ppp). html6. http://www. indexmundi. com/france/gdp_per_capita_(ppp). html7. http://www. indexmundi. com/costa_rica/gdp_per_capita_(ppp). html 8. http://www. happyplanetindex. org/data/

Ralph Ellison s Invisible Man - 1268 Words

Ralph Ellison s â€Å"Invisible Man† is an illustration of African American scholarly work managing the racial fight against African Americans in the USA. The fundamental character, in this specific case it is the storyteller, stays anonymous all through the novel which permits him to present his backgrounds with a specific level of separation, yet, in the meantime offering the pursuer a look into his one of a kind view of the occasions that occur all throughout the novel. As the novel unfolds it turns out to be clear to the audience that anonymous storyteller is an extremely gullible individual, who, because of his honesty, is living to satisfy the indiscreet desires of others. The societal desires constrained on him essentially concern the†¦show more content†¦Such states of mind are intended to enhance a dark man s support according to white Americans by expecting the part that they have produced for him. Also, even though the creator depicts such thoughts basically, storyteller s credulous presumption of such state of mind, notwithstanding, demonstrates useful to the specific point which causes him to get granted into the school. While the school is an ideal case of regulated unfairness, the occasions at Golden Day uncovers the outcomes of a use of the separation and vanquish guidelines of the social diversity in the public s eye. This efficient and social disparity causes the better propelled dark individuals to abandon their kindred African Americans which have stayed uneducated and energizes singular partialities by organizing prejudice. The second group the storyteller ends up in is The Liberty Paint plant, where he step by step tackles a vocation of a right hand to design Lucius Brockway. It is clear that creator utilizes incongruity while portraying the plant: brilliant white paint can conceal anything, however is made with the assistance of dark chemicals; generally as white sales representatives make the most astounding wages while the plant truly relies on upon dark specialists doing all vital work. The plant is allegorically speaking to the bigot