Interview people about the economy Essay Example for Free

Interview people about the economy Essay The people of the Orange County are an optimistic bunch. Yet, one can see this optimism slowly fading away into the darkness. For a country which is so close to perhaps world’s biggest entertainment hub, this is not a pretty picture. It would be wrong to blame the people. Little has gone right for the county since the economic recession of 2008, the effects of which are still quite visible. For a county which was already suffering from one of the more serious unemployment problems than compared to the average figures of the United States of America, the recession of 2008 has spelt doom, and its repercussions can still be felt. Take the case of the 34-year old Mr. Matthews who had a small shop selling electronic goods. However, with most people who gave him patronage, out of jobs or saving up for the bleak future, there are no takers for his once steadily selling shop of television sets and radios. His only hope is a government bailout, so that his customers have more money in their hands, or in other words greater purchasing power so as to indirectly get him out of this mess. Mr. Matthews situation is in complete contrast with Mrs. Mosby who is a secretary with the local government authority. She has been affected very little by the 2008 economic recession but maintains that she is concerned about a lot of her friends, whose businesses have shut or who have been shown the door in their jobs. The only consequence of this recession on her is that while her pay has not increased, prices of many commodities of even general use have gone by which makes it difficult for her to make the ends of her household meet. She is for the moment thankful that she has a government job, but strongly advocates that it is the state’s responsibility to find her fellow citizens a job which at the very least promises them adequate means of survival. Recession and the deteriorating economic situation is a concern not only to those who are currently affected by it, but also those who may be affected by it in the future. Take the case of 24-year old Mike, who is a final year student at the local university. He agrees that the heat in the air can be felt by all, and even though his university manages to put together a small career fair every year, it seems a difficult proposition this year. Although in the top half of his class, Mike admits that getting a job which helps him repay his educational loans he took for college, at least currently, seems to be a daunting task. He is hopeful that by the time he graduates, the situation would improve. He doesn’t make a case for out and out state intervention, but hopes that the state would help big economic powerhouses by giving them incentives and subsidies. Things have turned sour for those who are self-employed as well. Take the instance of a lawyer who has his own practice, Miss Timberlake. Litigation has become suddenly too expensive, and people seem to prefer to hold up matters for now. Even matters of home foreclosure have got delayed for now. People are looking at otherwise normal litigation procedures as a luxury service, which they are unable to afford at the moment, and are not as big a priority as say medical and health expenditure. Health insurance companies are facing the heat as no other according to Jeff, who works at one of the biggest insurance companies. The health and medical costs have spiraled over the last few years. The fact that people have very little disposal income, and are defaulting on their regular premium payments is making the matters worse for the insurance companies. Their being no solution in sight, people are turning to each other and urging them to perform acts of gratitude. For instance, appeals are being made to doctors and other hospital staff to give up a day’s pay. People are becoming much more cautious and conservative in spending their money. For instance, the younger siblings are getting their older siblings clothes. The insurance companies don’t have enough cash flowing in so as to be able to cope up with the increasing medical costs. This spells a disaster not just for one or two companies, but for two industries which are vital to the US economy – health and insurance. Whether there is a way out of this mess is the million dollar question facing everyone right now. The companies in both sectors, however, are optimistic and hope to see things improving with the Obama administration. Obama’s success in being able to pass the health insurance bill is being seen as a huge positive and people seem to be oddly comforted by his words of promise. Job creation is what people are currently looking forward to. Perhaps, the only sections of the society who have nothing to lose right now are the school going children. However, it is amazing how the economic crisis has made way into their everyday conversations as well. David who is only 14 is angry at the whole situation. He maintains that the whole crisis is the fault of the government, which allowed risky investments to be made. He is also unhappy about the liberal policies which have allowed a bulk of the work to be outsourced to other destinations where labour is much cheaper. Stricter laws are needed, he argues emphatically. Those who are retired have been hit badly as well. Their pension schemes and other insurance amounts are simply not enough for them to be able to make their ends meet. Home foreclosures are likely and in the offing, and this has most of them worried. Take the case of Mr. Andrews, who is 66 years old and survives on a small pension scheme. Recently the prices of even basic consumables have risen so sharply risen that he is finding it difficult to make the ends meet. His old age means that it is much more difficult for him to find a job as compared to other freshers just out of college. He is worried that if the State fails to take some concrete steps soon, many Americans could be tinkering on the verge of starving poverty. Take the case of Mr. Murdoch who is a stock market analyst and broker. In the economic recession of 2008, he lost close to $100,000. He says that he is devastated and doesn’t know if there is any hope remaining for his business, and whether he will be able to revive it in the near future. He is currently torn between the idea of continuing his business, or taking up a small job somewhere. However, he himself laughs at the irony of it all, given that it would be near impossible to find a job anywhere. He also feels responsible to many of his clients, who he was acting for, and have lost a considerable amount of money in the stock market. At the same time, however, he is quick to point out that investment in the market is subject to market risks, and therefore, one is understood to have assumed the same.

Sociology Of The Familys Sociology Essay

Sociology Of The Familys Sociology Essay The family has been assumed by many sociologists as a basic unit of socialisation, which plays key function, such as socialising children. The functionalist view the family as a positive institution that has positive function, while feminists sees the family as negative and reproduces patriarchy. Marxism believes the family reproduce labour force while interactionists view families as different and unique. Functionalists focus on nuclear family and see the latter as the basic building block of family socialisation. They believe that the family is a positive and beneficial institution in which family members receive nurturing and care. They look at the family on a macro scale. Functionalist believe that society is based on consensus, this means we are all socialised to agree on how to behave known as norms, and what is right and wrong known as values. For example when there is no crime, society benefits by maintaining social order .They believe that each part of society has a function to make sure that society runs smoothly and everything stays in harmony, for example, the familys function is to socialise children and, education has a function to make sure that people are educated to be good at the job they will get after school. (Taylor and Richardson et al, 2002) Murdock (1949) studied 250 different societies and concluded that the family is so functional to society, that it is unavoidable and universal that neither the individual nor society could survive without it. He argued that every nuclear family has these four essential functions without which society could not continue: sexual, reproductive, economic and education. Without sexual and reproductive, no member of society would be there. Life would stop if there was no economic function that is family providing for its members, and without education, socialisation would not be there hence absence of culture. Murdock has been criticised for not considering whether the functions of the family could be performed by other social institutions and he does not examine alternatives to the family. (Taylor and Richardson et al, 2002) Parsons (1955) studied the modern American family in the 50s. He argued that there are two basic and irreducible functions of the family. The first is the primary socialisation of children, which Parsons sees as a responsibility of the family to shape the childs personality to suite to the needs of society. The second function is the stabilisation of adult personalities. The adults gets emotional support from family necessary to cope with the stresses of everyday life. Parsons, as with Murdock, has been criticised for showing the picture of the family as attuned children and compassionate spouses caring for each others needs. (Taylor and Richardson et al, 2002). There is a natural division of labour within the nuclear family, roles are segregated positively and everyone carry out different roles, for example the instrumental male, whose role is to provide for the family and thus the bread winner, and expressive female whose role is to provide warmth, love and care for children at home. Based on Biology the woman is the child bearer therefore has to look after the child. This role maintains social stability. Family patterns have changed with time such as cohabitation, rise of reconstituted families and increase in single or lone parent in western family life. Which has even made divorce easier to obtain. Functionalist theory has been criticised to have concentrated on the family being positive and gives little attention to its weaknesses, while in feminism the nuclear family is oppressive to women due to gender distinctions in domestic duties. Functionalists argue that the family is of equal profit to everyone, however marxists argue that society was developed by the need of the capitalist economy. It is the bourgeoisie who benefits not the whole society. Functionalists focus too much on the significance that the family has in society and disregard the sense family life has for individual. (Haralambos and Holborn, 2008) Radical psychiatric argue against functionalism for ignoring the negative aspect of the family like domestic violence. Functionalists also ignore different types of families by focussing mainly on nuclear family. Interactionist David Clark (1991) identified four types of marriage arguing against functionalist, saying not all families are the same. Functionalists depict everything as positive in the family while radical psychiatric looks at the negative side of the family. Feminism is a conflict theory that sees the family as patriarchal. They believe that men gain more in a family than women. They view the family on a macro scale. Feminists shows how men dominate social relationships, thus symmetrical conjugal roles is seen as an allegory. Feminists argue that men oppress women through domestic violence, the economic involvement to society made by womens domestic labour within the family. Liberal feminist Wollstonecraft (1792) wanted equality for women in terms of rights, liberties and vote by the change of law and policy. A radical feminist like Millett (1970) argues that the organisation of society enables men to dominate women. They believed that gender distinctions are politically and socially constructed therefore wanted radical reforms and social change. Kate Millet invented the term The personal is political meaning everything in society is political. Radical feminists think not just patriarchal men that benefit from family but all men. (Haralambos and Holborn, 2008) Marxists feminist believe that the destruction of the capitalist society brings equality to everything. Lesbian feminists believe society forces women into heterosexuality so that men can oppress them. They challenge heterosexuality as a means of male supremacy. Humanist feminists argue that society only allows men to self-develop not women, and that society distorts womens human potential. Marxist feminist Bentson (1972) argues that family responsibilities make male workers less likely to withdraw from labour, with wife and children to support. Ansley (1972) sees the emotional support in family, stabilises male workers thus making them less likely to take their frustration out on the system. Feeley (1972) sees the family as a dictatorial unit dominated by the husband. The family values teach obedience, children learn to accept hierarchy and their position in it. Greer (2000) is a radical feminist who believes that family life continues to disadvantage and oppress women. She points out Britain has very high divorce rate thus less stability in families. (Haralambos and Holborn, 2008) Marxist feminist, like functionalist tend to ignore the diversity of modern family life, assuming everyone lives in heterosexual nuclear family. They paint a very negative picture of family life possibly exaggerated. Functionalists see male and female roles being different but equal, Marxist feminists believe that men dominate family relationships. Feminist theory discards functionalist view, that society as a whole is benefited by socialisation in the family but rather men benefits more. Women are portrayed as passive victims of exploitation. It does not take into account women who abuse men by fighting back. Functionalists believe that norms and values benefits society while for feminist they benefit men more. Feminists focus on nuclear family only and the negative aspect of it. Marxism view family on a macro scale. The Marxist perspective is a conflict theory, which sees socialisation process of the family, results in the spread of a ruling class philosophy. Whereby individuals are misled into accepting the capitalist system and the hegemony of the capitalist class thus hegemony.Bourgoisie benefits by creating a labour force and proletariat continue to be exploited. Engel (1972) argued that bourgeois nuclear family is an institution which oppresses women. They were seen mainly as children bearers, economically dependent to their husbands and remain faithful to them. According to Engels the family is designed to control women and protect property, thus men needed to know their children in order to pass on their property. (Taylor and Richardson et al, 2002) Marxists say the family serves capitalism in four ways. The family acts as a safety valve for the stress and frustration of working class men, the family plays as a unit of consumption, purchases the goods and services provided by capitalism. Women domestic work is unpaid which benefits capitalism and lastly the family socialises children thereby reproducing both labour power and acceptance of capitalism false consciousness. Zaretsky (1976) analysed that the family is one place where male workers can feel they have power and control. This helps them accept their oppression in wider society. Furthermore Zaretsky sees the family as a main prop to the capitalist economy. Marxists view of divorce in families is seen by increased economic pressure from unemployment, this may place added strain. Family members living longer could increase pressure on relationships. (Taylor and Richardson et al, 2002) Marxists decline the functionalist view that society is based on value consensus, and thus benefits all. Instead they see the welfare of powerful groups influencing the way society is controlled. Marxists view ignores family diversity. It sees the nuclear family as being simply determined by the economy. This theory reproduces conflict between classes, bourgeoisie and proletariat, while a functionalist family operates as united, everything benefits society. Capitalist system is dominated both economically by rich at the expense of the poor, but seen as a fair system by functionalists that works together in the interest of all members causing limited conflict in society. Anthropologists have suggested that the emergence of the nuclear family did not actually coincide with emergence of capitalism. Somerville (2000) argues that Zaretsky exaggerates the importance of the family as a protection from life in capitalist society. Contrary to functionalist marxists focus on the negative aspec t of the family and ignores the positive function. (Taylor and Richardson et al, 2002) Interactionism also known as interpretive humans are seen as symbolic creatures, meaning we define what is around us through signs and language. They study families on a micro scale instead of generalising the whole population. They also look at what family life is actually like, rather than how it should be or how it is assumed to be.Interactionists view families as different and unique thus there is no one way of family life, like other perspectives would suggest. The way a family behaves and interacts is based on interpretation of meanings and roles. We are products of our culture what we take as common sense or reality varies according to the culture we live in. (Taylor and Richardson et al, 2002) Goffman (1969) compares life to drama, we are actors who take on roles and act them out as public performances. Each role has its own script which tells us how to act and what cues to expect from other members involved in our interaction. Bauman (1990) argues that roles and relationships learnt in the family are essential to shaping our future. Not all families are close and warm family metaphors are often used to represent closeness, for example using the term brother and sister amongst members of political organisations. (Haralambos and Holborn, 2008) Berger and Kellner (1964) looked at socially constructed roles in a marriage, argues that the reality of marriage is an ongoing construction which needs to be reaffirmed, negotiated and renegotiated. Clark (1991) conducted a study of how couples constructed a meaningful marriage. He identified four types of marriage. Drifting marriages, where meanings and ideas of the future are unclear, surfacing marriages often made up of people who have been married before, establishing marriages which newly wed couple plan for long term future, and lastly struggling marriages, with financial problems often from unemployment, which causes tension and anxiety. The conjugal roles in interactionism show that the roles of husband and wife are constantly evolving. For example both husband and wife working and sharing domestic tasks. (Haralambos and Holborn, 2008) Interactionist view families on a micro scale, discovering how individuals make family life based on interactions with each other. They are not interested in generalisations about family life but seek to understand how families are unique. They go further than the common sense view of families that functionalism believes in and look at the meanings of what family life is actually like. Unlike functionalism, Marxism and feminism, where there is a set function of the family, interactionism is different for there is no one set function of the family. Families can differ based on their interactions, meanings, roles and culture. The discovery of four different types of marriage offers an opposing argument to functionalism, not an ideal nuclear family. (Haralambos and Holborn, 2008) It has been criticised while concentrating on meanings, motives and action it ignores the wider structures in which families operate and are shaped. Sometimes generalisations of families are useful as they allow the development of political social policy. Interpretive approaches try to comprehend the family from the perspective of its members. This research has shown from different sociologist and approaches that the family life has evolved as modernity is progressing. The changes involved have made the family better suited to meeting the needs of society, and of family members. Theoretical approaches to the family, such as difference feminism and postmodernism, have emphasized the variety of family types and living arrangements that exist in contemporary society.

Racism: Past, Present and Future Essay -- Racial Issues

Prologue While coming up with a topic for this paper, one of my questions dealt with war and cultural groups. I will be the first to admit, Racism was the last thing on my mind. The original question being, â€Å"How does war affect a Social Culture and how does it stand today?† When I started thinking about Cultures that had been so deeply affected by war, one of the first that came to mind were the Japanese in World War II. Then I recalled what one person had told me of their younger days at college, when they were attending school. Their name will remain anonymous; I do not want to make the victim’s name public as it has a very personal nature. They had told me that they had been beaten because they were Japanese. They told me how the group of people, mostly military brats had called them â€Å"Jap†. How they had beaten them up, some restraining them, some throwing punches or much worse. Knowing this person’s experience made me understand why they acted in the manner that they do now. I was shocked initially, the only types of racism that I had heard of and witnessed firsthand was between Whites and African Americans as well as Whites vs. Hispanics. So to hear that another cultural group had been discriminated against in the past, here in the Mountains where I was attending school was an eye opening experience. While I was hearing this story, my mind kept querying, but my mouth remained silent. The question that has pestered me since then and before when witnessing these acts of hatred was â€Å"Why?† My family, especially the female members are very suspicious of Hispanics. One close family member in particular would interrupt rudely while I was teaching my sisters some Spanish phrases I would say them and they would repeat, â€Å"you a... ...e A. Ito. Storied Lives: Japanese American Students and World War II. Seattle: University of Washington Press, 1999. Print. ten Broek J, Edward N. Barnhart, and Floyd W. Matson. Prejudice, War, and the Constitution. Berkeley: University of California Press, 1954. Print. Thomas, Dorothy S. T, and Richard S. Nishimoto. The Spoilage. Berkeley: University of California Press, 1946. Print. â€Æ' Works Cited Dr. Seuss. â€Å"Mental Insecticide† Cartoon. Dr. Seuss Sucks: 7 Racist Cartoons From the Doctor. March 2012. Online. Lotchin, Roger W. "Japanese Relocation in World War II and the Illusion of Universal Racism." Journal of The Historical Society 11.2 (2011): 155-181. Academic Search Complete. Web. 14 Mar. 2012. ten Broek J, Edward N. Barnhart, and Floyd W. Matson. Prejudice, War, and the Constitution. Berkeley: University of California Press, 1954. Print.

Allocation of Resources :: essays research papers

Economics is the allocation of scarce resources among competing ends. To some extent, virtually everything is scarce - money, food, water, dates for the prom... but some resources are scarcer than others, and deserve special attention from those with the tools to allocate them properly. Basically scarce resources can be defined as the limit a society has on a particular resource that is less obtainable than others which are readily attainable. Some examples of some scarce resources that are found commonly in today’s society are clean air, oil, trees, coal, and natural gas. Some examples of my personal scarce resources are time, money, and energy. In a way they are all connected. I have to find a way to allocate my time to make more money but yet conserve my energy at the same time. Now quality and fulfillment are two totally different things than scarce resources. Basically it contains the essential parts that enable you to live a happy life. For me this includes such things as security (whether it be with a job or a significant other), money in my wallet, family and friends, and the feeling of being successful in my endeavors. These things could also be considered needs because they are things I need to make me happy. However, my needs are limited to a few. I don’t need a lot of things to keep me happy. Just the basics are all I really need. As for my wants†¦that’s a different story. I have unlimited wants. I want many things. Having such tendencies to want and demand many things from myself helps me to obtain my goals and strive for the things I want. I don’t settle for second best. If its close to want I want I usually don’t give in. I would feel like I was given something for attempting but not fully reaching the wants and g oals I instill in myself. I think this applies to our economic system in a way that people set goals in order to make the world a better place. The impact upon the

Is Religion Wrong? Essay -- essays research papers

Is Religion Wrong? Sigmund Freud and Karl Marx both seemed to believe that religion is a Drug. In which it helps people feel better about the unknown. Let’s face it humans’ fear the uncertain and we don’t like to be scared. So what does our human instinct do? â€Å"Know Everything†. But what happens when it is impossible to know the â€Å"ultimate concern†? I may seem atheist to you but I’m not I just don’t like to have my beliefs spoon fed to me. I like to challenge and question everything. I believe in general people will make up â€Å"bedtime† stories to help them and there kids to sleep better at night, and to explain the un-explainable. Some stories sound real convincing and they stick around and grow in to religions. People who have no explanation for natural forces believe that a higher po...

Human Capital, Inequality and Growth in Transition Economies Essay

Human Capital can be defined as the accumulation of competences and knowledge in individuals gained through education and experience, not forgetting their personality attributes. All these put together enable individuals effectivley perform profitable and revenue generating economic activities. Such competent persons in a society are at times reffered to as a workforce or laborforce. Some examples of investments in humans that result in human capital are education, health and training. As Becker says, human capital investments raise the earning ability of individuals, improve health and add to an individuals’ good habits. The term inequality generally refers to disparities in access to opportunities or resources amongst individuals, groups or even countries. Some of the common causes of inequality are; gender, race, age, geographical location and even cultural practices. Inequality normally results in observable differences in levels of growth and development of individuals or from one society to another. Education is the process through which individuals are able to acquire basic skills necessary for life. It is the understanding and interpretation of knowledge that empowers individuals to develop a logical and rational mind. The rational mind is then is able to determine relationships amongts pertinent variables, thereby fostering understanding. Education involves completing curriculum based fixed time achievements, aimed at building professional capabilities. At the individual level, it develops the capabilities and potentials of the individual so as to prepare them to be successful in a specific society or culture. In this case therefore, education serves an individuals’developmental needs. When education happens at the societal level, it is thus defined as a process by which society transmits to new members the values, beliefs, knowledge and symbollic expressions that make communication possible within that society. In this sense, education serves a social and cultural function. Roland (2000) says that transition economics, also known as transformation economics refers to a state whereby economies have gradually changed over from socialism to capitalism, an example being the former socialist economies. There is a shift from standardized prices and monetary theories to institutions geared towards a higher efficiency. This transition can only thrive if there is sustained government and political support. The Soviet Union in full, is known as the Union of Soviet Socialist Republics (USSR), It was characterised by a single communist political party, a planned economy and the KGB security agency which closely monitored activities within the union. USSR was formed in December 1922 and by 1956, it was comprised of 15 countries with Moscow being the capital city. The fifteen countries included; Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine and Uzbekistan. Dissolution of USSR begun in 1985 and continued upto 1991, with the fifteen member states gaining their independence a few months before the Soviet Union collapsed in late 1991. Following the collapse of the Soviet Union, restructuring of the administrative functions and development of a market based system was immediately embarked on through Yeltsins’ shock program. The aim was to improve standards of living, ensure equitable resource allocation, create new production avenues, promote liberalization, and provide incentives through privatization activities. However, a free and liberalised market did not come without ny challenges. By 1992 Russia suffered a deppressed life expectancy, twenty five percent of the population lived in abject poverty, there were low birthrates, and a downward sloping Gross Domestic Product (GDP). However, due to increased investment activities, exploitatation of valuable natural resources and increased business development activites, the economy begun to make significant improvement. The aim of this paper is to explore how education as a factor of human capital and inequality influenced growth in transition economies, with respect to the former Soviet Union countries (FSU). Theoretical research Human capital with regard to education and levels of inequality both have an impact on the growth experienced in transition economies. This growth is therefore an end result of quality educational investments and equitable distribution and allocation of vital resources across a country. Such a hypothesis makes growth the dependent variable whose outcome is influenced by two independent variables namely; education and inequality. Observation of growth and development trends in transition economies and the developing world, have shown that education can have both positive and negative impacts on an economy. One of the positive impacts is that persons who possess the relevant knowledge and skills required by organizations are able to access better job opportunities as opposed to those who are poorly educated. In addition, high levels of education enable individuals to secure jobs in other countries, thus helping to alleviate the problem of unemployement in their mother country. Spagat (2002) observed that during Russia’s transition, intellectual individuals were more motivated to pursue more education opportunities and in return, became very successful in their careers. In regard to the economic transition in the former Soviet Union countries (FSU), educated parents who still held education in high esteem, were very focused on ensuring that their children acquired the same level of education as them or even higher. While on the other hand those parents who viewed education as a burden rather than an investment focused on the bare minimum, that is, basic education. The result of this attitude was that these particular families remained trapped at a basic education level and so was their access to income generating opportunities. Through education and training, individuals acquire problem solving skills and entrepreneur management skills which inturn, help them set up and operate successful ventures, in the process creating employment opportunities. In addition, as the field of education grows within a country with more universities, colleges, high schools and primary schools being constructed, more job opportunities are created in the education sector. Persons who are well educated are likely to secure better paying jobs, which inturn increases their purchasing power plus it increases the demand for goods and services available in the economy. The net effect of this, is creation of more job opportunites in the production and service sectors. These persons are able to improve their standards of living including those of their dependants. In addition, issues of health and fertility are decided upon from a knowledgeable point, (Newell and Reilly, 1999). Through education, individuals are exposed to society and they acquire important attributes and values that can help them enhance their capacity to interact and relate with other persons in society. As a result, they able to adapt and cope with the dynamics of the workplace. Last but not least, education as a contributor to human capital enhances economic growth and development in a country, since the human capital is equipped on how to exploit the countrys’natural resources profitably. Countries lacking this human capital are neither able to exploit their resources adequately, nor are they able to develop their economy at the desired pace. Barro (1998) argues that human capital enhances absorption and application of superior technologies from other countries. Young and educated persons under the guidance of the older folk are able to conduct research and development. The improved technology in a transitional economy enhances the speed and quality of production of goods and services, through improved and more cost efficient work processes. The young industries are in turn able to meet rising demands, both domestic and foreign hence increasing their revenues and taxes to the government. Munich et al (1999), argue that in a transition economy, government support and positive attitude towards investments in human capital is essential. The government has to allocate funds for example for building schools and also for enticing people to enroll in this schools. However, the maintenance of the enrollment levels is a continued process whose economic benefits are only realised over time as was seen in the Czech Republic. In support of this argument, Spagat (1995) warns that it is even though human capital takes years to accumulate, it actually takes a very short while to deteriorate, hence governments cannot afford to postpone this investment, even temporarily. The governments must ensure that education and other skills are transferred effectively from one generation to the next. Restructuring of education, needs to be done from the very beginning of the transition from socialism, in order to immediately improve educations’ quality. There is a multiplier effect that comes with better quality education. The first being an increased access to job opportunities, higher wages and consequently more tax revenue for the government. The major effect however, is that it sets the standards for future generations, both in terms of quality of education and future incomes, (Spagat, 2002). Fan et al (1999) said that the young people of Russia during the transition had little or no motivation to put effort to pursue education. This is because the education system had not been restructured to match the market-oriented system and therefore the returns were not high. World Bank (1995) accused Russia of concentrating on spewing out scientists and engineers instead of producing a mixture of professionals who would support the different sectors of Russia’s’ economy. They only increased between 1991 and 1994, but this human capital investment deteriorated again by 1996, (Brainerd (1998). In order to make ends meet, many dropped out of school and opted for jobs such as taxi drivers, street vendors and some even joined the Mafioso for a quick buck. All was not lost however, when we remember individuals like the Hungarian–American entrepreneur George Soros, who provided funds that would help these countries implement reforms for a better future. OECD (1996) advised that schools and tertiary institutions should not be the only avenues through which education is attained. OECD (1996) advised that adult learning should be encouraged in order to help the older generations access more income. In addition, pre-schooling of children below the age of formal schooling, which was a common feature of the FSU countries fostered child development and also prepared these children for formal education. In these former Soviet Union countries, the major advantage of pre-schooling their young children was in the fact that it freed the women to participate in economic activities, and it also reduced education disparities between children of the educated parents and those of the less educated parents. Micklewright (2000) wrote that investment in learning institutions ensures sustained educational gains. For example, in some of the Soviet Union countries, teachers earned wages so low that they spent their time looking for more income instead of teaching. In addition, repair and maintenance of the buildings was neglected and with lack of heating during winter, schools would be closed. The other problem was the shortage of textbooks. However, these countries tried to salvage the situation by offering meals at school between 1989 and 1996, in order to entice parents to take their children back to school. In countries such as, Yugoslavia, Armenia, Georgia, Tajikistan and Albania, the transition was characterised by serious geographical disparities caused by war, civil and ethnic strife. Facilities were destroyed, hundreds of families were displaced out of their homes and schools were closed, (World Bank, 1997b), thus slowing down the ongoing projects. Human capital is vital for growth of transition economies. Growth should be stimulated across all sectors of the economy and in each part of the country so as to rapidly raise the standards of living and reduce inequalities between urban and rural areas. Keen interest should be paid especially to rural areas, in order to eliminate the possibility of mushrooming of pockets of poverty across the country. According to Flemming and Micklewright (1999), ensuring that access to education is recognized by FSU countries as a human right as stipulated in international law, will greatly boost growth of human capital. Equal rights promote equal access to opportunities and it also reduces discrimination based on gender, race, religion or economic status. Income inequality rose in the Czech Republic and Russia and was very high between 1988 and 1996. In order to support a transition economy, Spagat (2002) suggests that a balance should be created between skilled and unskilled labour. This is because most young people either worked on a full time basis and neglected pursuit of higher education, or they pursued higher education and then begun working at a later stage. One of the negative impacts of education on a country is that by having too many educated persons, the labor market gets saturated thus resulting in a drop in the amount of wages that employers are willing to offer. In turn this acts as a demotivator of the labor force and may also result in brain drain whereby qualified personnel leave their mother country for better opportunities in other countries. The unemployed persons are normally seen resulting to social ills such as alcoholism, drug abuse and robbery amongst others. These social ills inturn dissuade local and foreign investors from putting their money in an unsafe country.

Blue Collar and College

Is College Worth It? Is college the only way to success? If the answer is yes, so why Bill Gates and Steve Jobs are college dropouts and millions of graduated students with degrees from four-year higher education institutions cannot find jobs. Today, a college education does not guarantee you anything. It is not an automatic ticket to get a good job as people believe. These issues are viewed more sharpen via two writers’ point of views Mike Rose and Caroline Bird.Based on their essays, Rose with â€Å"Blue-Collar Brilliance† and Bird with â€Å"College is a Waste of Time and Money†, both suggest college is not the only way to succeed and that society mistakenly overvalues a college education. It is time to rethink the idea about college. By showing that knowledge can be acquired outside the classroom, Rose repudiates that people who spend more time in school, are not more brilliant than those who do not. He says, â€Å"Though work-related actions become routine with experience, they were learned at some point through observation, trial and error. Even if people are not college educated, they can deal with various problems that they face in the work by using their experiences that colleges do not teach them. Rose’s mother, Rosie was a waitress; the restaurant became the place where she studied human behavior, puzzling over the problems. Rose’s uncle, Joe Meraglio, worked in a factory; he observed the factory was like schooling, a place where he was constantly learning. Life experience can teach a person a tremendous amount.True, it would be in a different manner than a formal education would, yet still a very lofty education can be learned through hands-on actives, outside a classroom setting. Everyone is smart on their own level. However, Rose stresses the point that their â€Å"brilliance† is not recognized or, if it is, it is looked down upon by people who are more â€Å"educated. † In the same way with Rose, Bird argues that college is a waste of time because the majority of college graduates do not end up working in the same field as the major they studied.Students waste thousands of dollars for a college education, just to end up with their degree in their hand and with no job relating to it. Instead they have to take classes that have close to nothing to do with their major but are only taking these classes in order to fulfill a general educational requirement. They cannot transform learning experiences to jobs. Bird says, â€Å"Teachers, engineers and others I talked to said they find that on the job they rarely use what they learned in school. † She presents this statement with the evidence of Charles Lawrence, a communications major in college and now the producer of â€Å"Kennedy & Co. † the Chicago morning television show, says, â€Å"You have to learn all that stuff and you will never use it again. I learned my job doing it. † Birds also shows a society's a ssumption that everyone is a fit for college, not knowing that it only comes naturally to a few. Another Rose and Bird’s perspective is that money can be acquired without a college education. Rose shows how Rosie and Joe make money with blue collar jobs. Rosie with excellent management ability on performance helped her earn a lot of tips and good salary.Joe took the advantage on learning about budget and management, he became a supervisor. Those people definitively have a good income. Rosie and Joe are representative people without higher education, but they still get accomplishments and they can define who they are in society. Similarly, Bird states that college education will not help the students to make money in the future: â€Å"if making money is the only goal, college is the dumbest investment you can make†. Bird compares the money that would be spent on education versus money that is put in a bank for interest.Even when the graduates do succeed in having good j obs, Bird says there is no evidence that the higher income is due to their college education as college attract people who are intelligent with good family backgrounds and an enterprising temperament. Most parents are convinced that sending their children to college is a good investment; their children will earn more money. There was a student that really was into cars and was also accepted to Princeton. If he decided to go to Princeton he would pay about $34,181 a year to attend, and when he got out only make $1,000 more than a high school graduate.But if he instead took the money and invested it while working at the local car garage, by the time he was 28 he would have over $73,113. Then with that money he could open up his own business and make a lot more yearly that the average high school graduate. Although there is a huge similarity between Rose and Bird’s idea, there are some different thoughts in their essays. Rose comments that education should not only be measured b y college, but he still acknowledges the value of college. He still has higher education.He says, â€Å"I studied the humanities and later the social and psychological sciences and taught for 10 years†¦ Then I went back to graduate school to study education and cognitive psychology and eventually became a faculty member in a school education. † His points of view which are displayed in his essays are gained not only from his real life but also from his college. If he did not have higher education, he would not have had this essay â€Å"Blue–Collar Brilliance†. On the other hand, Bird devalues college by focusing on money. She convinces readers that college is an investment in order to make money.Therefore, after graduation, students cannot find job and no money; it means college is not worth. She said, â€Å"When most people talk about the value of a college education, they are not talking about great books. † She also claims that college becomes com mercialized: â€Å"They sell college like soap, promoting features they think students want: innovative features, an environment conductive to meaningful personal relationships, and a curriculum so free that it doesn’t sound like college at all. † She gives people a negative image about college.In conclusion, success is the goals which people have set just for themselves. Not to look at anyone or make determination based on social standing. Success in a general sense means happiness. As Rosie and Joe on Mike Rose’s essay and a student who worked at the local car garage on Caroline Bird’s essay, even though they are underestimated on society, they are still success on their path. This is a proven fact that college is not the only way to success. College is just an option. People can choose it or not. It's up to them to decide what they are going to do with the opportunity they are given.