Higher Education and Poverty Reduction Among the Youth

HIGHER EDUCATION AND POVERTY REDUCTION AMONG THE YOUTH BY OKUNOLA, PHILIP OLAYIDE (Ph. D), ONYENE. V. E(Ph. D. )([email  protected] com) SUBAR, S. TAYO. ASHIRU, AL-MAHROOF OLASEEWO ([email  protected] ca) PAPER PRESENTED AT THE 8TH REGIONAL CONFERENCE OF HIGHER EDUCATION RESEARCH POLICY NETWORK VENUE: INTERNATIONAL INSTITUTE FOR TROPICAL AGRICULTURE (IITA), IBADAN AUGUST, 2008 ABSTRACTEducation in Nigeria and higher education in particular, are fundamental to the construction of a knowledge economy and worthwhile society in any nation hence, from a global perspective, economic, political, technological and social developments are increasingly driven by the advancement and application of knowledge, skills and socialization acquired in the process of this education. This paper presents an empirical study of higher education and poverty reduction among the youth using the University of Lagos, Nigeria. A total of 330 youth population comprised the sample drawn from the eight facultie s on campus.Three hypotheses were formulated and tested using chi-square statistical tool at 0. 05 level of significance. The major findings are that higher education is significant in exposing the youth to talent discovery, physical and intellectual development among the youth and has high potency reduction for poverty reduction among the youth. Introduction The dawn of the 21st century has brought profound and fundamental changes to economics, technology, politics, culture, morals, social values and ethics. Globalization is the driving force in all these changes.While globalization has induced the collapse of time and space, it has also expanded opportunities and challenges for individuals and for nations and has sidelined the weak and unprepared. Anya (2002). The task of the university education will then be to empower the youths to be able to cope with the dynamics of globalization. Consequently the university must have an organic linkage with the industrial and economic environ ment to contribute to economic growth of the nation. Education has for long been recognized and accepted as a panacea for Nigeria’s ills and woes. Particularly so is the case of higher education.Stupendous amount of money and other resources, even though inadequate are expended on the universities annually. Unarguably al stakeholders look up to the universities as the nation’s beacon of hope, light and civilization. For this reason, besides over 50 public universities are springing up all over the nooks and crannies of the country (Ejiogu and Onyene, 2006). Nigeria ‘s philosophy of education is aimed at education that foster the worth and development of the individual, for each individuals sake, and for the general development of the society there is need for empowerment so as to break the chains of poverty for necessary liberation.Are the Nigerian youths hopeful? Do they see the light? Are they civilized? The quest and agitation for the empowerment of the youth and their liberation through higher education is fast becoming almost hysterical given the often reported cases of incessant strike actions by lecturers, lack or inadequate infrastructures in the universities, brain drain, and so on, within the university system. Instance abound when university graduates are not employable in the labour market.The situation becomes worrisome and intriguing with the jet-speed rate of opening up of new universities with its attendant alleged unemployment of â€Å"unqualified† staff, and stragglers from older universities. The Concept of Higher Education and Poverty Higher education means different things to many people, but the purpose is perceived to be the same. It is the type of education that focuses on professionalization, by empowering the partaker of this level of education with skills that are not necessarily the function of formal educational process.This type of skills emanates from students’ interaction with their peers, teach ers and other members of their academic community. Though these experiences that culminate into skills makes students sojourn in their academic environment a complete one, which necessitates the saying â€Å" passing through the school without the school passing through the student† The proponents of this statement are of the opinion that students who passed through the school without the school passing through them have learnt only partially regardless of their grades at the end of their academic pursuit in the university, thereby limiting their opportunities.This is corroborated by Gay 2005, who opined that poverty can only be eliminated if the students to whom implicit promises are being by urging them to attend school actually receive some tangible benefit for their years spent in school. Higher education includes teaching, research and social service activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education and the graduate school). Higher education generally involves work towards a degree level or foundation for degree qualification.In most developed countries a high proportion of the population (up to 50%) now enters higher education is therefore every important to national economy, both as a source of trained and educated personnel for the rest of the economy. Schofield, K. 1999. Higher education is based on theoretical expertise. It might be contrasted with higher vocational education, which concentrates on both practice and theory. Deciding to further education and attain a degree tends to improve many aspects of life.People with college degrees tend to earn more money and salary increases over the years are more substantial than for those that do not have a college degree or university degree. Additionally, people that have a college degree are less likely to go through long bouts of unemployment. However attaining certifications and/or degrees related t o your field can yield better jobs and ongoing opportunities (Wikipedia, the free encyclopedia). University qualifications need to match employers’ and labour market requirements as closely as possible.Mass unemployment of university graduates is the result where university programmes and the labour market are at variance. The issue of relevance, utilitarian criteria based on prospects of income generation at completion of a programme should be uppermost in the programmes provided by universities. The idea of pursuing knowledge for its own sake or of the sake of engaging in a programme of study given a passion for learning in a particular subject area will seem acquaint if it is remembered at all. (Roberts, 1999).Youth (in the developed world): like all identities, is a culturally relative manifestation whose meanings and applications are specific to certain times and manifestation whose meaning and applications are specific to certain times and locales. For those living in p resent-day western cultures, the term youth refers to persons who are no longer children and not yet adults. In a strictly legal sense, the term is typically applied to a person from the time of their early teens until a point between 16 and 21, after which the person is legally an adult. As an adult they are endowed priviledges such as the right to vote and consume alcohol e. c. used colloquially, however, the term generally refers to a broader, more ambiguous field of reference – from physically adolescent to those in their late 20s, the United Nations, for example, defines youth as people between the ages of 15 and 24 years inclusive (United Nations Education and Scientific Children Organisation, 2002b). Poverty refers to a situation and process of serious deprivation or lack of resources and material necessary for living within a minimum standard conducive to human dignity and well being (NEST, 1991). Poverty connotes deprivation of the means of subsistence. The manifesta tion of poverty, i. inadequate distribution of resources, access to basic social services like education and health, food scarcity, low life expectancy, and lack of participation in decision making processes (Braun, 1999, Carrey 1999;World Bank 1999; Web et al 1992;Ravnborg, 1996). For the purpose of this paper poverty is viewed as deprivation of common necessities that determine the quality of life, which include food, clothing, shelter and safe drinking water, and may also include the deprivation of opportunities to learn, to obtain better employment to escape poverty and/or to enjoy the respect of fellow citizens.This can be measured in terms of absolute or relative poverty. Absolute poverty refers to a set standard which is consistent in over time between countries. An example of an absolute measurement would be the percentage of the population eating less food than is required to sustain the human body, which may lead to extreme poverty. United Nations 2002 report defines extre me poverty as â€Å"poverty that kills†, depriving individuals of the means to stay alive in the face of hunger, disease and environmental hazards.This is further substantiated by Moore (2007) in his report for the World Bank, that extreme poverty implies living on less than 1 dollar per day, and moderate poverty as less than $2 a day. The proportion of the developing world’s population living in extreme economic poverty fell from 28 percent in 1990 to 21 percent in 2001. Looking at the period 1981 – 2001, the percentage of the world’s population living on less than $1 per day has halved.Analysis of social aspects of poverty links conditions of scarcity to aspects of the distribution of resources and power in a society and recognizes that poverty may be a function of the diminished â€Å"capability† of people to live the kinds of lives they value. The social aspects of poverty may include lack of access to information, education, health care, or po litical power. Poverty may also be understood as an aspect of unequal social status and inequitable social relationships, experienced as exclusion, dependency, and diminished capacity to participate, or to develop meaningful connections with other people in society.Statement of the Problem The growth and development of this country will to a large extent be determined by quality, in character and in learning, of the products of our universities. UNESCO policy (1997) posited that basic education for all should incorporate: literacy, income generation, health care, child care, family planning, food management, union education, labour laws, civil and voting rights, peace education, environmental management, HIV/AIDS and drug awareness (UNESCO 2002). The questions are what is the hope of Nigerian youth in universities? Do they really discover their potentials having gone through the university?What then can we say are the contributions of Nigeria universities to poverty reduction among the Nigerian youth? It becomes imperative, therefore, to ascertain the potency of Nigerian higher education for poverty reduction among the youth and to proffer measures for enhancement and sustainability of youth empowerment. Methodology The study was carried out using the descriptive survey research design. The youths in University of Lagos constituted the study which comprises 500 respondents. They were diploma and 100-300 level students, from the eight faculties of the University of Lagos, Akoka campus, Lagos, Nigeria.Higher Education Potency for Poverty Reduction Questionnaire (HEPPRQ) designed by the researchers was the data-gathering instrument. It measure sure such poverty reduction potencies as talent discovery, facilitation of mind development in the youth, good leadership skills, enabling intellectual development, development of social ethics through positive interaction, exposure to entrepreneurial activities, provision of mindset for creative ideas, preparation for rend ering payable service (income generation), inculcation of technological ideas for product development, self esteem mong peers, position of youth for global alignment with contemporaries in the western world and realization of the academic inclination (discipline). Colleagues affirmed the face validity and reliability of the instrument The researchers personally distributed the questionnaire to 500 respondents across the 8 faculties on campus on different occasions; some of the respondents returned the questionnaire immediately while others returned theirs the following day. Of the 500 copies of the questionnaire distributed, 330 (66%) usable copies were returned.However, the analysis was done using both descriptive and inferential statistics. To be precise, simple percentage and chi-square statistical tools were used. Findings Total response of the respondents was done by finding the percentages. The analysis is presented in table1. Table 1: Frequency count of responses and percenta ge ratings. |S/N |POTENCY INDICES |ALWAYS |OFTEN |SOMETIMES |NEVER |TOTAL | |1 |University environment and talent |200(60. 60%) |20(6. 06%) |110(33. 3%) | – |330 | | |discovery | | | | | | |2 |Higher education development and e |160(48. 48%) |90(27. 27%) |30(9. 09%) |50(15. 15%) |330 | | |youth’s minds | | | | | | |3 |Higher education and good leadership|190(57. 57%) |50(15. 15%) |50(15. 15%) |40(12. 12%) |330 | |4 |Higher education and intellectual |200(60. 60%) |50(15. 5%) |70(21. 21%) |10(3. 03%) |330 | | |development | | | | | | |5 |Social ethics through the university|170(51. 51%) |70(21. 21%) |80(24. 24%) |10(3. 03%) |330 | |6 |Higher education, parliamentary and |120(36. 36%) |110(33. 33%) |90(27. 27%) |10(3. 03%) |330 | | |governance process | | | | | | |7 |Entrepreneurial activities at school|110 |120(36. 6%) |80(24. 24%) |20(6. 06%) |330 | | | |(33. 33%) | | | | | |8 |University environment and mindset |170 |100(30. 30%) |50(15. 15%) |10(3. 03%) |330 | | |for creative ideas |(51. 51%) | | | | | |9 |Rendering payable service (income | 170 | 80 |40(12. 12%) |40(12. 2%) |330 | | |generation) |(51. 51%) |(24. 24%) | | | | |10 |University education and | 180 | 70 | 70 | 10 |330 | | |technological ideas |(54. 54%) |(21. 21%) |(21. 21%) |(3. 03%) | | |11 |Employment with related industries | 70 | 80 | 150 | 30 |330 | | | |(21. 1%) |(24. 24%) |(45. 45%) |(9. 09%) | | |12 |Sustenance in the face of job |110 | 90 | 110 | 20 |330 | | |scarcity |(33. 33%) |(27. 27%) |(33. 33%) |(6. 06%) | | |13 |Apart from certification, university| 190 | 120 | 20 | – |330 | | |environment and self esteem |(57. 57%) |(36. 36%) |(6. 6%) | | | |14 |Global alignment with my | 190 | 100 | 30 | 10 |330 | | |contemporaries in the western world |(57. 57%) |(30. 30%) |(9. 09%) |(3. 03%) | | |15 |Relevance of their academic | 150 | 120 | 60 | 30 |330 | | |inclination (discipline) outside |(45. 45%) |(36. 36%) |(18. 18%) |(9. 9%) | | | |their myopic perception | | | | | | Hypothesis 1 There will be no significant influence of higher education exposure on youth talent discovery. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 2 below. Table 2: higher education and talent discovery. |S/N |Items |Always |Often |Sometimes |Never |Total | | |1. 200(60. 60%) |20(6. 06%) |110(33. 33%) |- |330 | | |2. |160(48. 48%) |90(27. 27%) |30(9. 09%) |50(15. 15%) |330 | | |3. |190(57. 57%) |50(15. 15%) |50(15. 15%) |40(12. 12%) |330 | | |4. |200(60. 60%) |50(15. 15%) |70(21. 21%) |10(3. 03%) |330 | | |5. |170(51. 51%) |70(21. 21%) |80(24. 24%) |10(3. 3%) |330 | | |Column Total |920 |280 |140 |110 |1650 | | |Average Total |460(55. 75%) |140(16. 96%) |70(20. 60%) |55(6. 66%) |825 | Chi-square observed value = 52. 63 Degree of freedom = 12 Level of significance = 0. 05 Critical Value = 21. 03 The result revealed that the observed value (52. 63) is greater than the crit ical table value (21. 03) given 12 degree of freedom at 0. 5 level of significance. The result is therefore significant, thus giving a basis for rejection of the null hypothesis. It can then be inferred that higher education has significant influence on the exposure of youth to talent discovery. Hypothesis 2 Higher education will have no significant influence on the physical and intellectual development of the youth. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 3 below. Table 3: Higher education, Physical and Intellectual Development S/N |Items |Always |Often |Sometimes |Never |Total | | |6 |120(36. 36%) |110(33. 33%) |90(27. 27%) |10(3. 03%) |330 | | |7 |110(33. 33%) |120(36. 36%) |80(24. 24%) |20(6. 06%) |330 | | |8 |170(51. 51%) |100(30. 30%) |50(15. 15%) |10(3. 03%) |330 | | |9 |170(51. 1%) |80(24. 24%) |40(12. 12%) |40(12. 12%) |330 | | |10 |180(54. 54%) |70(21. 21%) |70(21. 2 1%) |10(3. 03%) |330 | | |Column Total |750 |480 |330 |90 |1650 | | |Average Total |375(45. 45%) |240(29. 09%) |165(20%) |45(5. 45%) |825 | From the responses of the participants in the table, it is realized that the observed chi-square (49. 6) is greater than the critical value (21. 03) at 12 degree of freedom and at 0. 05 level of significance. The result is therefore significant, thus higher education will have significant influence on physical and intellectual development of the youth. Hypothesis 3 Higher education will make significant provision of resources and materials for youths’ adequate living. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 4 below. Table 4: Higher Education and Youth Adequate Living. S/N |Items |Always |Often |Sometimes |Never |Total | | |11 |70(21. 21%) |80(24. 24%) |150(45. 45%) |30(9. 09%) |330 | | |12 |110(33. 33%) |110(33. 33%) |110(33. 33%) | 20(6. 06%) |330 | | |13 |190(57. 57%) |20(6. 06%) |20(6. 06%) |- |330 | | |14 |190(57. 57%) |30(9. 09%) |30(9. 9%) |10(3. 03%) |330 | | |15 |150(45. 45%) |120(36. 36%) |60(18. 18%) |30(9. 09%) |330 | | |Column Total |710 |510 |370 |60 |1650 | | |Average Total |355(43. 03%) |255(30. 90%) |185(22. 42%) |30(3. 63%) |825 | Chi-square observed = 195. 41 Degree of freedom = 12 Significance level = 0. 05 Critical value = 21. 03The table above reflects that the chi-square calculated (195. 41) exceed the critical value (21. 03) at 12 degree of freedom and 0. 05 level of significance. Thus higher education provides resources and materials for youths adequate living. Results and Discussion Analysis revealed that the study population consisted of 330 participants, 210(63. 63%) were males and 120 (36. 365) females whose age ranges from 15 to 30 years. 300(90. 90%) were single and 30 (9. 09%) were married. 40 (12. 12%) were in diploma 1, 10 (3. 03%) in diploma 2, 90 (27. 27%) in 100 level, 40 (12 . 12%) in 200 level and 150 (45. 45%) in 300 level respectively.Table shows the item-by-item analysis of the perception of the youth towards the potency indices of higher education concerning poverty reduction. Majority of the youth (60. 60%) who participated in the study were of the opinion that university environment enables the youth to discover their talents and higher education poses challenges that enables intellectual development in the youth. 57. 57% of the respondents were in tune with the fact that higher education inculcates good leadership skills in the youth, apart from certification, being in the university environment gives them self esteem among their contemporaries in the western world.Also 51. 51% of the respondents who are in the majority opined that they gain social ethics through positive interaction with their peers while in the university. University environment provides the youth with the mindset for creative ideas and talents developed in the university prep are them to render payable service (income generation). 48. 48% of the participants who were in the majority believed that higher education facilitates the development of youths’ mind, 45. 45% were in tune with the fact that higher education make the youth realize the relevance of their academic inclination (discipline) outside their myopic perception.Majority of the respondents (54. 54%) admit that university education inculcates technological ideas that can facilitate product development. However, 45. 45% of the respondents felt that youth only sometimes get employment with industries related to their discipline before graduation, but 21. 21% and 24. 24% of them believe that youth with university experience are always able to sustain themselves in the face of job scarcity, equal percentage the participants contends that it happens only sometimes. The findings in this study showed that: †¢ Higher education is significant in exposing the youth to talent iscovery. †¢ Higher education has significant influence on physical and intellectual development of the youth. †¢ Higher education makes significant provision of resources and materials for youths’ adequate living. The significance of higher education in exposing the youth to talent discovery is corroborated by UNESCO policy 1997, which stipulates that basic education for all should incorporate: literacy, income generation, health care, child care family planning, food management, union education, labour laws, civil and voting rights, peace education, environmental management, HIV/AIDS and drug awareness.Also the finding relating to higher education having significant influence on physical and intellectual development of youth, is justified by Subar and Ashiru 2007, they opined that the students (youth) are the core input into our educational institutions and the quality of the output (students) depends largely on the provision of infrastructures capable of directly or indirectly su pporting, facilitating, influencing and encouraging the development of their potentials.Therefore, the knowledge, skills, competences and attitudes students (youth) acquire for life can make them fit into the cultural, social, economic and political contexts of the society in which they live, and to work and employment.The finding that education makes significant provision of resources and materials for youth’s adequate living, emanates from the fact that youth get employment with industries related to their discipline even before graduation, youths with university experience are mostly able to sustain themselves in the face of job scarcity, apart from certification, being in the university environment gives the youth self esteem among their peers, higher education positions youth for global alignment with their contemporaries in the western world and education makes the youth realize the relevance of the relevance of their academic inclination (discipline) utside their myopi c perception. Conclusion ? From the foregoing, it is permissible to justify the above stated with the statement of the National Association of Colleges and Employers, â€Å"there have been steady increases in college job placement†. This means that not only are college graduates more likely to find good jobs, but they progress after college.Ashiru and Owodiong 2008 declared that the absolute position of the university graduate is declining as more educated workers are displacing less educated workers in the same job, this shows that the Nigerian youth should advance academically, this challenge to the youth is evidenced by the continuous increases in entry point requirement for jobs, for instance a degree certificate is required to teach in a secondary school, while doctoral degree is required to lecture in the university. The dawn of the 21st century has brought profound and fundamental changes to economics, technology, politics, culture, morals, social values and ethics thr ough globalization. This globalization has induced the collapse of time and space; it has also expanded opportunities and challenges for the individual and for the nations and has sidelined the weak and the unprepared. Recommendations Government and university authorities should ensure that university programmes and labour market are not at variance on the issue of relevance, utilitarian criteria based on prospects of income generation should be uppermost in the programmmes provided by the universities. ? Universities must have an organic linkage with the industrial and economic environment to contribute to economic growth. ? Acquisition of higher education should be encouraged among the youth, through scholarship awards for those who lack the resources in continuing heir education. ? Government should encourage enrollment expansion in tertiary institutions, which will avail more people the opportunity to higher education, hence empowerment through skill acquisition and enhanced int ellectuality and human capital development that will necessitate innovative ideas for job creation, employment and economic advancement. ? University authorities should integrate entrepreneurial skills into academic programmes of students for rounded preparation for the world of work. Entrepreneurial Development Programme (EDP) should be provided in all faculties to enable undergraduates develop and market products and services relevant to their areas of study. REFERENCES Anya, A. O. (2002), â€Å"Science, Oil and the Future of Nigeria Economy†, The Guardian (Lagos), Wednesday, March 13, p. 16. Ashiru, A. O. and Owodiong-Idemeko, N. L. (2008). Higher Education and the Millennium Development Goals. Lagos: Unpublished M. Ed. Thesis. Braun, J. V. ,Teklu, T. and Webb P. (1999). Famine in Africa: Causes, Responses, andPreventions. IFPRI Food Policy Statement No. 28: Washington, D. C. Carney, D. (1999) ‘Approaches to Sustainable Livelihoods for the Rural Poor’. ODI Pov erty Briefing, 2, January 1999. London: Overseas Development Institute. Carney, D. (1998) Sustainable Rural Livelihoods: What contributions can we make? Department for International Development, London. David, E. B. , David C. and Kevin C (2006). Higher Education and Poverty in Sub-Saharan Africa. Havard:Havard School of Public Health. David, M. (2007) (ed. ): The World Bank: Development, Poverty, and Hegemony.University of Kwazulu: National Press. Ejiogu, A. and Onyene V. E. (2006). Deepening Corporate Integrity in the University System, Lagos El-Khawas, Elaine. (2001). Today’s universities: responsive, resilient, or rigid? Higher Education Policy, 14, 241-248. Hartnett, Teresa. (2000). Financing trends and expenditure patterns in Nigerian federal universities: an update. Unpublished report. Washington, D. C. : The World Bank. 85 pages. John, Gay. (2005): Higher Education in Europe. Vol. 30, Nos 3-4. Jerry D. S. (March 6, 2005). The End of Poverty Time. Retrieved August 7, 2 007. ww. wikipedia. org. James, A. (2003) (ed. ): Highly Affected Rarely Considered: The International Youth Parliament Commission’s Report on the Impact of Globalization on the Young People: Oxfam Community Abroad. Krebs, W. A. (1994). Australian English Dictionary, Australia: Harper Collins Publishers Moore, K. A. , Jekielek, S. M. , Hair, E. C. & Scarupa, H. J. (2007). Mentoring: A Promising Strategy for Youth Development. Child Trends Research Brief. Retrieved May 4, 2008 from: http://www. childtrends. org/Files//Child_Trends-2002_02_01_RB_Mentoring. df Moore McBride, A. , Benitez, C. , Sherraden, M. (2003a) The forms and nature of civic service: A global assessment, research report. St. Louis: Centre for Social Development, Washington University. Ross, D. and P. Roberts. (1999). Income and Child Well-Being: A New Perspective on the Poverty Debate. Ottawa: Canadian Council on Social Development. Saint, Hartnett, and Strassner (2004). Higher Education in Nigeria: A Status Report, U. S. A. : World Education News and Reviews. Volume 17, Issue 13. Retrieved from htt//:www. wes. rg/Ewnr/04 Sept/feature. htm Subar S. T. and Ashiru A. O. (2007): Technology Education and National Development: The Place of Infrastructure, a Paper Presented at NAEAP International Conference 2007,University of Lagos, Nigeria. UNESCO(1997): 50 Years for Education. France. Paris: UNESCO UNESCO. (2000). World Education Report 2000. Paris: UNESCO. 178 pp. UNESCO. (2002b). Universal Declaration on Cultural Diversity. Paris: UNESCO,1,(7-59). World Bank. (1996). Nigeria: Poverty in the midst of plenty. Washington, D. C. The World Bank. World Bank. 1999). World development report: knowledge for development. Washington, D. C. : The World Bank. 251 pages. World Bank. (2002a). World development indicators. Washington, D. C. : The World Bank. 212 pages. World Bank. (2002b). Constructing knowledge societies: new challenges for tertiary education. Washington, D. C. : The World Bank. 164 pag es. Webb, P. , von Braun, J. and Yohannes, Y. 1992. Famine in Ethiopia: Policy Implications of coping failure at national and household levels. International Food Policy Research Institute, Washington, D. C.

A Perspective of Cultural Conflict in Classroom Essay

This paper draws from the understanding that cultural differences and imbalance has extensively repressed the process of learning as well as literacy development. This factor is evident by the continual differential treatment of teachers on white and black children thus affecting the progress of colored children in literacy development. Learning literacy encompass the efforts employed by the teacher to help the child develop reading and writing skill in the second language. As such, this process occurs within the threshold of culture and is influenced by social factors ranging from the belief of the teacher and the ability of the children to literary skills. The evaluation of methods of literacy practice help in deigning validity and reliability of the instruments of instruction used in literacy acquisition and development amid cultural differences and conflicts reflects an element that formulates an important factor in situations where the teacher and his beliefs as well as the literacy practice extensively leverages the varying degrees of the whole language. Introduction Literacy acquisition and development is a pedagogical aspect that begins long before children commence their formal education as well as formal school instruction. During these years, children acquire skills and knowledge that are typified by literate behavior in a setting that is guided by socio-cultural manifestations. The whole process is influenced by a number of factors ranging from cultural implications, the beliefs of the teacher and the instruction methods for literacy practice. The teacher should emphasize on the development of literacy as a process that is ongoing, and through a classroom learning environment. This means that for the efficiency of literacy acquisition development, all aspects of literacy must develop simultaneously, with the language and literacy sharing similar features hence allowing students to encounter a natural hierarchy to the stages of development. Methods of Literacy Practice The complexity of literacy development rests on the pedestal of the children’s ability to effectively read and write in English as the formed literate culture. Delpit argues that our cultures and communities lay the basis on which differences in instructing children as they learn new language is evidenced (Delpit, 2006). This cultural bias and weakness presents a conflict which should be resolved by the teacher’s attempt to maximize the educational potential of children from colored racial background.   The teacher and his belief about literacy development play a significant role in the entire process of literacy and language development.   There is an interrelationship between literacy and language such that, the teacher should base his instruction on language; which plays a key role in building the foundation for reading and not on the racial backgrounds. Accordingly, the teacher should use the method of immersion to enable children develop literacy by being surrounded by spoken language. In so doing, children will not only learners to talk but will also encounter print language in charts labels and stories and an organized library which enables students to read and write in areas of the   print language. In addition, it is plausible to note that as a teacher, it is vital to use   a practical method of   instruction that help children demonstrate the literacy skill being learned in a context where the teacher uses good classroom management to root out racial power imbalance that exist in classrooms. As such, this should be done both in classroom and outside classroom situations. For example, Delpit contends that when people around children use language positively, things happen positively. Ideally, language, which the backbone of literacy, become part of life around children (Delpit,2006). This out of classroom situation means that a teacher should emphasis on the importance of language which is mirrored through books, literacy events and writing and thus children will learn the language at home, in town and in the villages where they are. In a classroom setting, demonstration of literacy skills should be enhanced by the teacher through modeling where children learn the four skills of language such as reading skills, writing skills, speaking skills and listening skills throughout the day. In this way, children will acquire and develop literacy skills by observing purposeful literacy in a myriad of ways. Furthermore, the teacher should advise parents to highly expect their children to talk thus relieving the whole process the pressure and tension of literacy development from learning in an environment that is cultural conflict. The teacher works on helping the students to learn literacy skills by working on these skills at appropriate levels. As a result, a teacher should provide children with enough materials that match their literacy levels and by catering for individualized differences; a teacher sets the pace of developing literacy skills thus structuring the class with expectation of leaning. To illustrate, the ways by which people respond and react during a conversation influences the behavior of a child and usually non verbal expressions such as smiles, cuddles and other remarks creates a verbal interaction that shapes the development of literacy. Therefore, acquiring and developing literacy skills does occur anywhere; at home, in groups, with relatives among others and this natural way should be used in helping the process of literacy acquisition and development. With the classroom, the teacher should create a collaborative learning environment where children have the opportunity to provide positive feedbacks to their peers which specifically is encouraging and constructive in terms of learning literacy skills. With regard to this, little children should be engaged in learning whether at home or in school the teacher should help the children to aim at better speaking skills, reading skills, writing skills and listening skills at school in activities that help them to make sense of their acquired literacy knowledge and skills. Racial, class, ethnic and gender conflicts influence the quantity of literacy instruction in a racially mixed class. However, a teacher should influence children and parents from disfranchised cultural groups to develop measures of subverting negative pressure dominant group. Delpit notes that the community environment as well as home leverages the literacy development of a child. As such, schools, homes, families and classroom are learning environments situated in the community. In this case, the out of class element extensively influences learning opportunities and gives a chance to take part in the process of literacy acquisition and development of their child (Delpit, 2006). Significantly, this narrows down to a cultural aspect in learning and impacts on the literacy development children acquire. For example, a child from a poverty stricken neighborhood encounters a disintegrated learning environment and owing to the fact they are likely to be face social emotional and behavioral conditions that are strong makes them develop non Standard English hence their literacy skills being interfered with. In addition, Delpit contends that the culture and environment directly relate to the ability of the child to develop vocabulary skills and thus the literacy development at kindergarten should be well structured because it determines how the child’s academic achievement varies in school and classroom. Children’s, socio behavioral, emotional self regulations are viewed within the precincts of cultural orientations   and all these are influenced by homes, families, schools and society at large. On this ground, Delpit postulates that the development of a child’s literacy skills should be allowed to take place at all times and in every place (Delpit, 2006). Accordingly, literacy is construed to be composite of varied dimensions that transcend the boundaries of classroom and society and this interplay strongly affect the learning opportunities that children are presented with both at home and in school. In light of this, there is considerable evidence that shows that proficient literacy obligate that children must have strong foundation in oral language; an element that borders phonological and vocabulary skills as well as the overall language skills which is basically determined by the cultural orientations. This falls in the wider dimension of influencing how a child demonstrates systematic and explicit ways of decoding, comprehending and writing language which is greatly impacted by the cultural base of the child. Due to the cultural influence in learning language and literacy skills, the preschool experience forms an important factor in the acquisition and development of literacy skills. Therefore, it has been speculated that achieving this learning element depends on the social economic status of the child’s family. Accordingly, children form less fortunate families begin their literacy levels late and without financial ability to buy literacy resource, many children from such backgrounds become literate very late. As such, the teacher should come to the aid of this group of children by working out a correlation that will improve home and classroom learning environment through what is inarguably called direct parent training and education. In essence, Delpit portends that parents from such economic thresholds should strongly embrace the concept of early preschool interventions in a bid to socially and academically make a vital difference in the literacy acquisition and development of their children. Similarly, the classroom environment influences the belief and mindsets of a teacher in their literacy development instruction. In essence, the attitude of the teacher over the children he is instruction posses a shared characteristic that   is marked by a safe and orderly environment high expectations for the literacy achievement of the students, strong educational leadership, the amount of time given to literacy instruction classroom management and available methods of evaluations and instructions. Accordingly, a flexible and homogenous literacy skill provides a more successful effect on reading, speaking and writing thus making the instruction children receive in the class more substantially. However, in the event of a heterogeneous literacy skill, it becomes difficult as the teacher to have clear cut expectations on the literacy achievement thus his beliefs may not allow him to substantially provide instruction that enhances literacy awareness. For the most vulnerable children in the black American community, the development of literacy skills is under certain progression challenges such as underachievement but Delpit shows that the social and motional support offered by the teacher creates a climate that leads to the efficiency in building literacy levels of children from multicultural backgrounds. The classroom setting should provide a highly social, emotional support and the teacher should therefore come in with a n instructional support which will systematically a stronger child literacy development and social outcomes. Particularly, such learning environment become important for children from the back community because they are typical of social problems and during the development of literacy skills, they may exhibit weak social skills. The engagement of children in different learning environment helps boots their motivation to learn and this contributes to their literacy growth. Conclusion From the foregoing discussion, it is evident that the type and amount of literacy instructions that a teacher should give to children in classroom and the continuous learning of literacy skills at home and in the society facilitates a constant and systematic literacy growth. Accordingly this involves a combination of methods that range from code focused strategies o holistic and meaning strategies prove to be the effective models of enhancing literacy development. Teachers therefore should use sustained interventions that range form intensive and balanced pedagogical aspects in literacy acquisition and development. Teachers therefore need to structure the instructional designs on the structure of the language and other social cultural elements that aids in the acquisition of literacy skills. Reference   Delpit, L (2006) Other People’s Children: Cultural Conflict in Classroom. New York: News press

A bachelors degree Essay

After obtaining a bachelors degree in marketing five years ago I never imagined myself going back to school and trying to pursue a master’s degree in early childhood education. Every since I can think back to my childhood I have had so many great teachers. I have always value them not only as an educator but as a strong and compassionate individual. My interest in education began with my daughter, and spending a great amount of time as a parent volunteer in her classroom. In the classroom is where I developed a passion for working with kids, and helping them learn in a creative manner. I feel that children bring out the best in me. As a parent and educator I find myself not just a person who nurtures and cares for children, but someone who is excited to see children learn. I have taught my children how to be someone with good morals and ethics. I have helped them view education in most positive way. I strong believe that the early years of a child’s life are crucial when it comes to education, and this is a time at which information can most effectively be absorbed. In order to ensure that our children the future of our society get the best education possible, it is vital that appropriately qualified, skilled, and knowledgeable educators are available to provide this knowledge and development. Two factors have contributed to my decision to pursue my education at the graduate level. First, by attending graduate school, I would have the opportunity pursue a position as director or admistative coordinator at a preschool. In addition, I seek further education in order to refine and improve my level of knowledge and skills educating young children. I feel that graduate school will enable me to discuss and research contemporary issues that are of chief importance to an educator practicing in today’s society. 2. How do you perceive the process of graduate study in early childhood education helping you attain your personal and professional goals? The process of graduate study in early childhood education will strengthen my ability to lead as a director in quality programs in early childhood education. It will provide me with the tools and skills need to provide leadership and manage the day-to-day activities in schools, preschools, day care centers. Secondly, the process of graduate study will help me understand and perseve the importance of theories used in early childhood education. It will give me a chance to explore and apply those theories and practices used in a classroom setting. Third, the process of graduate study will help me gain knowledge so I can effectively conduct research studies pertaining to young children. Some studies which I am egger to conducted are studies concerning the long term benefits of children who attend preschool, how preschool can help in the development of children, and how teaching children though play can help children enjoy learnering. My personal benefits that I will gain from graduate study in early childhood education are, it will help me be able to understand and perceive social and cognitive development of my own children. It strengthen my relationship with my children and with children in general and, make it easier to perceive there way of thinking. 3. In what ways do you plan to make a contribution to the profession of early childhood education? As a profession of early childhood education a plan to make a difference though committing to enhancing the education, development, and well-being of young children. I will educate others about the importance of well-rounded preschool and the long term benefits it can have on a child. I plan to use what I have learned though graduate program and apply into the preschool environment. After completing graduate studies I plan to continue researching how we can continue to improve our early childhood education programs for the future generations. 4. What are your expectations from the Master’s program in Early Childhood Education at California State University, Long Beach? First of all I think it would be not only an honor but a privilege for me to attend a graduate school that is so highly recognized professionally. My expectations from the Master’s program in Early Childhood Education at CSULB are it will give me an opportunity to effectively communicate about theories and practices I have learned though out the program. It will give me a chance to conduct research and implement my research and incorporate that research into a preschool setting. It will broaden my understanding about the importance of cultural diversity in a classroom setting. It will give me a chance to further explore other areas which I can possible specialize in. The master’s program will give me a chance to be a well recognized individual among peers and colleagues within my profession. Thinking back to my childhood, I have had many great teachers. I have always valued them not only as educators but as strong and compassionate individuals. I have helped them view education in the most positive way. I strongly believe that the early years of a child’s life are crucial when it comes to education, and this is a time at which information can most effectively be absorbed. In order to ensure that our children, the future of our society, get the best education possible, it is vital that appropriately qualified, skilled, and knowledgeable educators are available to provide this knowledge and development. First, by attending graduate school, I would have the opportunity pursue a position as director or administrative coordinator at a preschool. It will provide me with the tools and skills needed to provide leadership and manage the day-to-day activities in schools, preschools, and day care centers. Secondly, the process of graduate study will help me understand and perceive the importance of theories used in early childhood education. Some studies which I am eager to conduct are studies concerning the long term benefits of children who attend preschool, how preschool can help in the development of children, and how teaching children through play can help them enjoy learning. The personal benefits that I will gain from graduate study in early childhood education include understanding and perceiving social and cognitive development in my own children, strengthening my relationship with my children and with children in general and, making it easier to perceive their way of thinking. – This sounds rather repetitive; you are overusing â€Å"perceive† and being a little too general here. As a professional in early childhood education, I plan to make a difference though committing to enhancing the education, development, and well-being of young children. I will educate others about the importance of well-rounded preschool and the long term benefits it can have on a child. I plan to use what I have learned through my graduate program and apply it to the preschool environment. After completing graduate studies I plan to continue researching how we can continue to improve our early childhood education programs for the future generations. – Again, this is rather vague. First of all, I think it would be not only an honor but a privilege for me to attend a graduate school that is so highly recognized professionally. My expectations from the Master’s program in Early Childhood Education at CSULB are that it will give me an opportunity to effectively communicate about theories and practices I have learned throughout the program. It will give me a chance to conduct research and implement my research and incorporate it into a preschool setting. It will give me a chance to further explore other areas in which I can specialize. The master’s program will give me the chance to be a well recognized individual among peers and colleagues within my profession. Try to come up with some more specific goals. When you are vague, it makes it sound as if you really don’t know much about the field you want to specialize in. You might want to read some articles about issues in early childhood education–what is controversial in the field? what is cutting edge? –and include some information you have gained from your reading, to show that you are well-versed in this area.

Management report Essay Example | Topics and Well Written Essays - 2750 words

Management report - Essay Example Macdonald’s corporation is recognised as one of the most popular fast food organization, operating successfully in more than 111countires and 24000 restaurants in the entire globe. It offers varied types of dishes with ingredients such as chicken, fish, eggs, sausage, French fries, salads and many others1. Due to which, it is highly preferred by the individual of all castes, culture, race and creed thereby making it leading brand in the segment of fast foods. As a result it comprises of almost 50 percent of the market share in this segment among other competitors. Keeping this fact in mind, numerous individual owners are trying to open the franchise of McDonald’s that proved effective for the organization in enhancing its number of outlets and stores. Due to which, its ranking and revenue has increased to $ 350, 000. In order to retain the sustainable competitive position of the organization or brand within the minds of the customers, the employees or owners of Macdonald’s desired to offer high-quality of food products at a lowest possible time. This is because; the aim of the brand of Macdonald’s is to offer fast, friendly and perfect services to its target customers in the entire globe. This might help the organization in enhancement of the brand image and reliability of the brand thereby amplifying the rate of satisfaction of the customers as well. Not only this, such a strategy is used by the organization in order to increase its range of customers and reduce its business threats to a significant extent2. However, in order to fulfil such a dream, all the franchise owners in the entire globe desired to offer more concentration over three basic factors namely speed, affordability and standardization. Among them, speed is recognised as the vital factor of the operational strategy of Macdonald’s in order to offer the ordered dish to the customer in lowest possible time. However, in order to do so, the management desires to offer

Identity Formation and Globalization Essay Example | Topics and Well Written Essays - 3000 words

Identity Formation and Globalization - Essay Example The term "globalisation", in essence, refers to the change of spatial and temporal limitations, which is the reduction of distance because of the remarkable reduction in the time required to bridge spatial differences which has, in turn, caused the slow integration of economic, social and political space across state borders. Even though, globalisation is often solely related to the financial field, which is with processes of distribution, production and consumption along with financial services and growing global trade, financial globalisation is intractably interwoven with changes in the cultural, social and political fields. In addition, globalisation is an extremely multifaceted and complex occurrence. There is, on the one hand, the tendency towards synchronisation, homogeneity, unity, integration and universalism. Also, there is the tendency for localisation, differentiation, heterogeneity, particularism and variety. These procedures are intricately intertwined. They represent, in reality, two sides of the same coin. Hence, the phrase "globalisations" is at times used to show that globalisation is not an ever-present or standardised process, but involves a variety of manifests, terrains differently in diverse contexts. The term – "globalisation" – is used to show that globalisation has different effects for individuals in diverse contexts (Cunningham, 2001). In this rapid globalising planet with all its challenges, struggles for identity have come out as one of the most outstanding traits of the cultural, social and political field.... According to the cultural scientist, this outburst has since 1996 prompted an avalanche. A few other features of modern life have succeeded in drawing the same amount of awareness. "Identity studies" has not only turned into a thriving industry, but the concept of identity has also turned into the prism through which a majority other features of modern life are premeditated. Even traditional issues of social analysis are reformulated and refurbished to fit into the identity dialogue (Cunningham, 2001). Hence, discussions on "equality" and "justice" are discussed in terms of acknowledgment of the right to a separate identity. Culture also is studied in terms of categorical, individual and/or group differences and thoughts such as "hybridity" and "creolisation". In addition, political dialogues often centre on group or individual rights. Talks about identity are, nevertheless, not limited to the ivory towers of academic circles. Also, struggles of identity have become an essential elem ent of intra-individual procedures, as well as of the political, and social scene. As such, struggles and discourses of identity have significant and extensive implications for policymaking on every level. Also, in an endeavor to develop national, local and global people-centered rules, with regard to information and communication technologies, as well as the media, cognizance will have to be taken of these struggles and discourses. Given the importance and prominence of these struggles and discourses and their far-reaching effects, this paper will look at a number of definitions of identity. In addition, it will give attention to the complicated relationship between processes related to globalisation on a variety of levels and struggles for identity. In echoing on identity discourses on

Influence of Buddhism on Japanese Architecture Essay

Influence of Buddhism on Japanese Architecture - Essay Example The architectural design of Buddhist temples that were introduced in Japan followed the traditional forms that been developed in Korea and China. A number of buildings that made up seven structures were to be found within one compound. These structures included among others the main hall, pagoda, repository for sutras, lecture hall, bell tower, dining hall and dormitory with a wall made of clay enclosing the compound with each of the sides having a gate. In this arrangement, the main object of worship was placed in the main hall with the lecture hall which was construction being used by the monks as study place, religious instructions or for performing various religious rituals. There were also towers in the compound, one housing the bells used for announcing religious daily functions while there was also a tower that housed canonical texts therefore acting as a sutra repository. The dormitories and the mess hall were located either to the sides or behind the inner grounds.Although t he earlier forms of architecture that had been in existence before introduction of Buddhism utilized wood as the main construction martial, introduction of the religion by the Chinese led to novel approaches in the way wood technology was applied in construction. Before the entrance of temple architecture introduced in Japan by Buddhism, there existed simple forms of beam and post technology explored in the design and construction of various structures. This was an important aspect considering the buildings were constructed in a land.

Corparate finance Essay Example | Topics and Well Written Essays - 2500 words

Corparate finance - Essay Example The Company also had been operating in a country with under-developed stock of exchange. There has been therefore the need to carry out research to look into the ways that the firm can maintain its development to a high level. The research is therefore expected to look into an alternative capital sources for the company and analyze the impacts of dividend policy and level of debt on the value of the firm. The firm having been operating under economy with under-developed stock of exchange limited its goals towards adjustments. Risks diversification opportunities were therefore limited for the company. The company’s investment decision was influenced by high diversification costs, making it to avoid financial market use. The technological adjustment is therefore limited as the company end up choosing production technologies that are less capital intensive subject to short-term risk. The company was therefore unable to adjust up to the latest technologies which were more capital intensive. The under-developed stock exchange market prevents the company from structuring their financial packages optimally (Levine, 2002). Conflicts of interest usually exist between the managers of the firms and its suppliers and customers, and also between different firm investors. Hoad Company if having high debt levels had increased its possibility of bankruptcy sufficiently which may put them into risky projects harming their creditors. The company, if highly leveraged, could be unable to get additional credit due to incentives created by debt financing to the taking of greater risks. Availability of well-developed stock of market exchange would allow for equity issuance. This issuance would mitigate problems of incentives providing room for more borrowing to the company. Stock market has always played an important role in the provision of information. A well-developed stock markets gathers information concerning prospects of companies that had their shares traded availing

When Volunteerism Isn't Noble Essay Example | Topics and Well Written Essays - 750 words - 1

When Volunteerism Isn't Noble - Essay Example Her disagreement with the school board on trading voluntary hours with credits did not stop her from offering free service. This is because she believes that volunteering in one’s community is of worth and fundamental. She disagrees with mandatory volunteering because it is not genuine. People in such programs are forced to engage in voluntary services to satisfy goals that could be educational. For example, in Lynn’s school, students were compelled to complete hours of community services to get their respective diplomas. Lynn refuses to comply with mandatory volunteering in her school because of several reasons. The first reason that inspires her refusal to comply with compulsory volunteering is its equivalence to blackmail. She does not understand why the president would approve any programs that force students to volunteer before they attain their grades. Her decision to sue Liberty High was attributable to the fact that obligatory volunteerism program was faulty. Sh e noticed that other students joked about it while others exaggerated the number of hours they worked (McWhorter 19). I do not agree entirely with Lynn Steirer’s ideas on volunteering. Volunteering should not be liberal because it affects the entire volunteering process. Volunteering has desirable results when people are forced to participate, for example, by being given hours that they need to satisfy. Sometimes people need to be forced before they realize the significance of volunteering in both their lives and communities. Mandatory volunteering is positive especially to students because it could make students responsible. During the volunteering process, students notice that they are passionate about volunteering making them responsible students. They could be unaware of institutions that allow them to offer their free services. This suggests that mandatory volunteering exposes them

Research Argument Essay Example | Topics and Well Written Essays - 750 words

Research Argument - Essay Example Admittedly the various crimes for which execution was the verdict have been brought down in recent times. Also the methods of execution (quartering, boiling, and impaling to name a few) have been made less barbaric in the recent years. However whether death penalty should be allowed a place in our law at all is a much debated point. Two thirds of the countries around the world have completely abolished capital punishment for any crime. Many countries have even abolished it as late as 2008: Uzbekistan for one did so on 1st January 2008. The European Union is also firm in its stand against death penalty. Currently though 60 countries retain the use of the same for certain crimes like premeditated murder while others retain death penalty but have not executed anyone within a span of 10 years (â€Å"Death penalty: Abolitionist and Retentionist countries†). The United States has been under fire from various fronts regarding the large number of executions since 1976, the year during which death penalty was reinstated in the country. The support in the nation against death penalty is steadily on the rise. Yet there is a strong belief among quite a large population that the only punishment fit for a person who has taken the life of another is death itself and no less. A legal scholar, writes, â€Å"Abolitionists appear to value the life of a convicted murderer or, at least, his non-execution, more highly than they value the lives of the innocent victims who might be spared by deterring prospective murderers.† (van den Haag). In certain cases like that of Timothy McVeigh, where the convict shows no remorse for his heinous crimes it seems like death penalty is the only fitting verdict that can be pronounced. Timothy McVeigh was sentenced to death and executed on 11 April 2006 for the attack on a federal building in Oklahoma. He was responsible for the death of 168 individuals, including 19

Law of Property 1 Essay Example | Topics and Well Written Essays - 3000 words

Law of Property 1 - Essay Example Jane carried on paying the instalments on the loan. In 2009 Harry became ill and died. Jane has continued to pay the instalments to the friend direct. Under Harry’s will, all his property passes to his widow, Helena. There is ?1,000 still owing on the loan. Helena, as executrix of and sole beneficiary under the will, has applied for a possession order against Jane. Advise Jane. Students are advised not to consider the Land Registration Acts but to answer the question within the syllabus. 2. Augusta had a friend Julius, who was in financial difficulties. Augusta lent Julius ?5,000 " to get himself sorted out". At Augusta's insistence, Julius put the money into a separate bank account and told the bank, to whom he owed money, that the money was a special loan from Augusta. Julius used ?2,000 of the money to pay various debts before he was declared bankrupt. ?3,000 remains in the account. Augusta died leaving a will containing the following provisions: â€Å"To my son Cassius I leave ?20,000 to enjoy as he likes during his lifetime, provided that, at his death, he leaves any of the money that remains to his sister Demeter, The rest of my estate I leave to Gaius and Lucius on trust, so that they may make grants out of the income from this fund to any of the descendants of my illustrious ancestor Tarquin and their families.† Tarquin lived two hundred years ago and is reputed to have had many children both legitimate and illegitimate. Advise Cassius as to his rights and duties over the ?20,000. Advise Augusta’s executors as to whether they will be able to recover the balance of ?3,000 in Julius’ bank account. Advise Gaius and Lucius as to their powers and obligations with the regard to the residue of Augusta’s estate. Question 1 In the above, it is necessary to consider what rights Jane might have over the property. This will involve analysing how proprietary rights over property can be established. Under the Law of Property Act 192 5 the person registered on the deed for the property will be the legal owner of the estate1. This effectively means that Harry would have been the legal owner despite his promise to give the property to Jane if she paid off the loan. The effect of the Will would mean that the house would transfer in ownership to Helena, which would entitle her to dispose of it in any manner she sees fit2. However, this would create unfairness to Jane who has been paying the money owed to Harry and latterly to his friend on the understanding that she would have a right to the property. As there is no written agreement between Jane and Harry, and Harry has not expressly left the property to Jane in his Will, the only rights she might have in relation to the property would be an equitable interest3. As a result of this, Jane might have to rely on the doctrine of implied trusts to be able to claim a share of the property. Implied trusts can exist through statute or as a resulting or constructive trust. The latter 2 trusts exist in equity only and are applied by the courts to rectify any unfairness caused by the denial of legal property rights through the property only being registered in one parties’ name. A resulting trust occurs where there is evidence that the claimant has made payments towards the purchase price of the property but was not included on the register as an owner. Those relying on this principle have to prove that they expended the money in the belief that they would acquire an interest in the property,

What is art Aspects of the definition of art Essay

What is art Aspects of the definition of art - Essay Example Art is considered to be indefinable. Art has no specific characteristics or features. According to the romantic tradition, it is the subject of genius, whose perception is beyond any social limitation and therefore it is considered as indefinable. In simple words art can be defined as a skillful piece that is the creation of a human artist. However the artists of modern age constantly have been pushing the boundaries of this definition and challenging new perceptions. The human artists have often left the psychologist, philosopher and critics far behind when it comes to preconception. Readymade art or found out often challenges the job of an artist as the creator of art (Tolstoy, n.d.). It is not always that an art is indefinable. It can be defined by the help of the institutional theory of Art. According to these institutional theories of art, it can be defined by the help of its partial or relational properties. The procedure through which art has been developed can also be conside red as a way of defining art.According to the Formalist theory of art, the formal characteristic of artwork can be used to determine its aesthetic properties. This formal relation can be between its constitutive elements such as relationship between line, colors, volume and masses in the form of visual art work for e.g. paintings. There are theories present that confirm that content can be an effective contribution to the aesthetic value of artwork. This is the only story that supports such an argument. The general and non-honorific are two aspects of the classification of art and therefore it better to develop the understanding of the two aspects and the difference between them. The two main categories of art are fine art or applied and decorative art. Fine art consists of aesthetic objects that are not meant to be used to fill any kind of practical purpose or the art which is purely decorative but doesn’t have any facade of being considered as art. The foundation of concept ual or found art dates back to the time when Marcel Duchamp’s work was introduced, which was the representation of the enamel urinal as the subject of art. The object of questioning used by Marcel was purely based on the aesthetic view and the high level of aesthetic excellence that can be used as the instance of art. We can also observe that not always are these events the instances of art, irrespective of the fact that how they are being viewed by an institution. Objects can be classified as art or non-art. It order to place a project in the former category it is important to ask about the intention of the artist regarding his composition that whether it is aesthetic or the artistic appreciation, whether the creation of the artist is original or it is inspired by the work of others or whether the work is a reproduction or is it an object that is produced in bulk. Fine art, folk art and popular art can be distinguished from each other on the basis of several aspects. For e.g . in fine art almost every composition of the artist is original but there are so many reproductions of it present, whereas folk art is purely original with no reproduction or copy. However popular art can be distinguished from the other two form of art as all the work present in this category is merely copy and there is no originality present, or has been preserved. There are two aspects of the definition of Art i.e. horizontal and vertical. Both these aspects at times can be confusing and therefore it’s better to develop a clear understanding about them. The horizontal aspect of art is concerned with choosing the general aspect of different things and then contrasting it with different aspects of human culture. These aspects can be literature, science, sports, etc. Horizontal aspect can be considered as a non-honorific or general aspect of art in which different categories of art are included. These categories can be applied art, decorative art, amateur art, popular art, fo lk art and children art. According

Interviewed Couple Essay Example for Free

Interviewed Couple Essay The family is regarded as the basic unit of society and as such, good parenting is important in order to strengthen the family as an institution. Nevertheless, the situation of every family is different. There are important factors such as age, cultural, background, financial stability, etc. that must be carefully considered in assessing the parenting style in every family. Being the case, it is necessary that the situation of families are given due importance and the most effective way to be able to understand parenting styles is through the face-to-face interaction with parents. In relation to this, Henry and Tanya Pietrkowski were interviewed when it comes to parenting their daughter, Sophia. The interviewees are Henry and Tanya Pietrkowski who are the parents of a 14 years old teenager. The first part of the interview is about the family background of the couple that involves their respective ethnicity and religion. Tanya has a German-Jewish and Russian Jewish ethnicity. She pointed out that there was a conflict between the German and Russian sides of her family. She grew up in a small town Georgia wherein Jews are regarded as a minority. On the other hand, Henry came from a family of first-generation American Jewish. His parents emigrated from Poland and were Holocaust survivors. Henry grew up in the north side of Chicago. In this part of the interview, the ethnicity and religious background of the couple is given importance because the place and way by which they grew up have a substantial effect in their corresponding beliefs and values about parenting (McDermott 4). In addition, through the conversation of the interviewer with the couple it was established that their ancestors were immigrants from other countries and regarded as a minority in the American society. Tanya even explicitly stated that she experienced living in a small town in Georgia wherein Jews are a minority. In terms of parenting, the cultural background of the parents is important, especially when it comes to dealing with teachers that will be responsible in educating their children. The parents and the teachers should be able to understand each other in terms of cultural context in order for them to properly guide the education and behavior of the child (McDermott 4). The interview with the couple also gives emphasis with the respective lessons that they learn from their parents regarding parenting. The couple explained that their parents veered away from the parenting styles of their grandparents because the latter experienced a very difficult childhood, which is why in the case of Tanya, her parents chose to live in Georgia so that she will not experience the difficulties that they went through. Both the parents of the couple are disciplinarians. Nevertheless, they were still able to maximize their skills and talents even though their parents are not financial stable. Tanya’s father was an art professor, which make it easier for her to develop her singing, running, debating, and other skills because her father provided her with private lessons with his colleagues in the academe. Tanya’s father exemplified the ability of parents to give the necessary their children by means of supporting their interests, which eventually served as a huge help in maximizing their potentials as individuals (Heath 316). Unfortunately, Tanya admitted that her parents were not able to address the issues that they have during their childhood, which makes it difficult for them to instill the necessary values to her and her brother. Furthermore, Tanya and her mother also have disagreements on the way Tanya raised her daughter, especially when it comes to financial matters and the values that she teach her daughter. The problem of Tanya’s parents in teaching values to their children is brought about by unresolved childhood issues, which is discussed by Erik Erikson in the stages of development. Tanya’s parents were not able to properly go through the different stages of development, which is why their unresolved childhood issues still affects their parenting style (Elkind 9). Moreover, the disagreement between Tanya and her mother is also caused by the failure of the mother to properly develop into an adult that has the necessary financial stability and value fulfillment (Newman and Newman 317). The second part of the interview involves the conversation about the marriage of the couple and their decision to conceive a child. Based on the answer of the couple, they were only 13 months married when Tanya became pregnant. The couple already acknowledges the idea that they will become parents but they did not expect that it will happen very soon. However, even though the child came very early in their marriage the couple was able to fulfill their respective dreams of being married first and having a stable job before having a baby. In this situation, the couple was individually fulfilled before having a baby, which is essential in their growth process as adults and eventually has a good effect in their parenting (Simon and Lambert 91). The last part of the interview is about the parenting of the couple. It is clearly observable that the couple also wants the best for their daughter, in terms of her living a better life as compared to them. The couple has their own parenting style that is different from their parents because their experienced taught them their parents lack the necessary tending in the way they were raised (Taylor 34). Moreover, the couple also moved to a part of Chicago that has Jewish community in order for their daughter not to feel isolated. They also enrolled their daughter to a Jewish school in order for her to have a strong Jewish faith unlike them. The couple admitted that they do not have any specific parenting style for their daughter wherein they did not establish any parenting roles of rules that their daughter need to follow. The couple just goes with the flow of parenting but they believed that they were able to raise their children well because they listen to her, which is important in parenting. The couple advised other parents that the right way of parenting is by trusting one’s instinct, which is actually true in the most current studies that there is â€Å"no single recipe for successful parenting† because every family have different issues, backgrounds, beliefs, and values that must be considered in identifying the right parenting style (Maccoby 451).

Styles of leadership and their effects on motivation

Styles of leadership and their effects on motivation Leadership style could influence the different level of motivation. However, throughout a lifetime, changing ambitions and leadership style influences a persons motivation. Leader does not always go first but a clearly definition would figure out of an idea of the one who will lead, ie. Who is the leader? It is very difficult to separate out theories and concepts of Leadership and Motivation. The leader has to know how to motivate people and must look for ways to do this so as to maintain their role as a good leader. There are many theories of motivation and the leader could choose their own style of leadership in order to give the best result. Motivation The term motivation theory is concerned with the operation that describes why and how human behavior is activated and directed. It is regarded as one of the most important areas of study in the field of organizational behavior. There are four writers who consider the functions performed by management, it enables us to define management and explore how thinking has changed through time. Frederick Taylor (1856 1917), he considered money to be the main motivator for workers therefore scientifically investigate how jobs are done through work study .By using piece rates to pay the workers and this kind of method was widely adopted as businesses saw the advantages of raising productivity levels and lower unit costs. The problems of using this scientific management are that it will have lack of skills required leading to loss of skills in the workforce and also power for the workers. As the duty is the same and the workers might start to found it is boring which will lead to a lower morale amongst the workforce. In addition, Taylor did not treat workers as people and he stated that money was highly important to them as many of them virtually lived on the breadline. Elton Mayo (1880 1949) believed that workers are not just concerned with money but could have been better motivated by their social needs whilst at work. He introduced the Human Relation School of thought, which focused on managers taking more of interest in the workers, treating them as people who have worthwhile judgment and realizing that worker are enjoy interacting together. He set out an experiment to investigate how changing light and working conditions would affect productivity. At the end of the experiment, his results proved that greater communications and improved the relations could lead to an increased of productivity. It has also stated that social needs in the workplace must be recognized and the communication is vital and understanding of the informal needs of the workers. Abraham Maslow (1908 1970) was a psychologist and he is tribute to motivation and management thinking was through the Hierarchy of Needs He suggests that we all have different needs but some needs are fairly central to us. The top of hierarchy of needs is Self Actualization and this means that the ability is to fulfill ones potential. The second place would be Self esteem Self respect and the third place is social needs (belonging). The fourth one in the hierarchy is Safety and Security (secure job) and the last one is Physiological (food water, shelter, etc) Maslow believed that as you began to satisfy one set of needs you would start to have higher needs and satisfying that level of need became your motivator. All the needs are structured into a hierarchy and once a lower level of need has been fully met, a worker would be motivated by the opportunity of having the next need up in the hierarchy to be satisfied. A business should therefore offer different incentives to workers in order to help them fulfill each need in turn and progressing up the hierarchy. Managers should also recognize that workers are not all motivated in the same way and does not all move up the hierarchy at the same time. They may therefore have to offer a slightly different set of rewards from worker to worker. Frederick Herzberg (1923-2000) argued that there were certain factors that a business could introduce which would directly motivate employees to work harder (Motivators). However there were also factors that would de-motivate an employee if not present but would not in themselves actually motivate employees to work harder (Hygiene factors). Motivators factor includes sense of achievement, recognition, responsibility and intrinsic rewards. Besides, Hygiene factor includes the company policy, supervision and working conditions. Therefore, motivators are to do with the job and Hygiene factors surround the job. Herzberg has also come up with a policy called job enrichment which making the job better, allowing workers to use their skills and abilities and also to plan and make decisions over their work. Job enrichment also included bringing variety into jobs through job rotation and job enlargement. Those that are critical of Herzberg felt it was just a way of making people do more in the cooperation. Tesco was voted Employer of the Year because its solutions were seen to be more holistic. To assure that they have this and keep maintain it, Tesco have invested  £12m this year in all training schemes which are pure Herzberg motivators. For example: They have open more lines of communication between managers and staff and a scheme whereby directors and senior managers spend a week on the shop floor listening ideas and suggestions from customers and staff. When goals are eventually accomplished or milestones are reached, many people like to be able to get a reward or benefit. Some goals create by personal satisfaction upon completion naturally such as learning, growth, and self-esteem. Additional rewards such as salary increases, bonuses, and celebrations are also good reminders that individual are delighted of what they are doing. Rewards work so well as the motivating tools that worker will goes out their way to make sure they use it and develop these kinds of things that they are rewarded. The work atmosphere in general has a lot to do with employee motivation. Typically managers that treat employees in a friendly manner are adopting to get more of a positive comment. You want to work at a company with individuals that enjoy their work and like their surroundings. Employees will compare themselves to others to make sure they are being treated in a way that they perceive as fair. If an employee thinks that they are not being treated fairly, they will have a lack of motivation to work hard. Everyone likes to have a little independence and to be useful while they are working. Certain control is always needed, but flexibility is appreciated. Employees and coworkers are also happy when they feel like they are fit it in a group and are able to be themselves. This would goes back to the basis needs that human strive to fulfill. Leadership In order to be a leader, it is important to understand what motivates the employees around you. It is necessary to discover the fundamental needs that employees, coworkers, and bosses have. All people have a need for a basic income and necessities. Additionally, they need a deep social connection and friendships. People want to fit in somewhere and feel as if they belong. Another large category of human need is the need for growth and challenges. A worker would get attract to a job by high salary and may find their job dissatisfying if they are unable to have friendships and connect with other people at work. It is much easier to lead and motivate if you understand what peoples undeniable needs are. Autocratic leadership style is the one in which the manager retains as much power and decision-making authority as possible. Employees are expected to obey orders without receiving any explanations. This motivation environment is produced by creating a structured set of rewards and punishments. This leadership style has been greatly criticized during the past 30 years. Some studies stated that organizations with many autocratic leaders would have higher turnover and absenteeism than other organizations. Autocratic leaders always rely on the threats and punishment to influence employee, they do not trust employee and not allowing them to make their own decision. Yet, autocratic leadership is not all bad. Sometimes it is the most effective style to use when there is an effective supervision can be provided only through detailed orders and instructions, only limited time in which to make a decision, and the area was poorly managed. The autocratic leadership style should not be used when employees expect to have their opinions heard and when there is low employee morale, high turnover and absenteeism and work stoppage. The democratic leadership style is to encourage employees to be a part of the decision making. The democratic manager keeps his or her employees informed about everything that would influence their work and shares decision making and problem solving responsibilities. This style requires the manager to be a leader who has the final decision, but will gathers information from staff members before making the decision. Democratic leadership can always produce high quality and high quantity work for long periods of time. Many employees like the trust that they receive and respond with cooperation, team spirit, and high morale. To be a democratic leader, it needs to have a develop plans to help employees evaluate their own performance, allow employees to establish goals and encourages employees to grow on the job and be promoted. However, democratic style is not always suitable to all organization. In order to have the most effective is when used with highly skilled or experienced employees or when implementing operational changes or resolving individual or group problems. This leadership style could be used when the leader wants employees to share their decision-making and problem-solving duties. Also, the leader might wants to provide some opportunities for employees to develop a high sense of personal growth and job satisfaction which would increase their morale at work. Yet democratic leadership should not be used when there is not enough time to get everyones input and sometimes it is easier and cost-effective for the manager to make the final decision. The laissez-faire leadership style is also known as the hands-off ¨ style. It is the one in which the manager provides little or no direction and gives employees as much freedom as possible. All authority or power is given to the workers and they must make decisions, determine goals, and resolve problems on their own. This is an effective style to use when employees have self-esteem in their work and it leads to a successfully done on their own. Furthermore, this leadership style should not be used when the manager cannot provide constant feedback to let employees know how successful they have done and also should not be used when the manager does not understand his or her responsibilities and is hoping the employees can cover for him or her. Bureaucratic leadership is where the manager manages by the book ¨ everything must be done according to procedure or policy. If it isnt covered by the book, the manager refers to the next level above him or her. This manager is more of a police officer than an employees leader. He or she executes the rules. This style will only be the most effective when employees need to understand certain policy or procedures, and when they are working with dangerous or fragile equipment that requires a definite set of procedures in order to get it operate. However, it is possibly to have a negative effect when employees lose their interest in their jobs and employees do only what is expected of them and no more after they done the duty. Being a staff member for Tesco is not about just getting good wages but offering great opportunities to retain the employees motivate. Tesco give free shares to everyone whos worked with the company for one year and these Tesco shares are held in trust for five years, and after that you can take them. Development programs specifically designed to help employees to gain the experience and skills that they need to move on to the next Tesco challenge. It aims to develop a combination of leadership, and operating skills through the job experiences and a clear process that is designed to provide clear comments. Motivation and leadership Leadership and motivational qualities are excellent to have not only amid management in a business, but among employees as well. Many individuals tend to have a propensity to be leaders, while some learn successful leadership behaviors and go on to be effective leaders. Leading is the ability to influence others in a group. Being a good leader, it got to takes a good understanding of what motivates others. Leaders want to influence things to continue or create some changes. Either way it will takes a person with certain skills to do the work. In my opinion, it is extremely important for a leader to recognize and understand the motivational process.   This process is what inspires followers into desired actions.   Without motivation followers would presumably not act and they would have no reason to act.   Maslow in Kolb, Osland, Rubin Book (2001) discusses several common motivating factors.   Some people are motivated by achievement and some by a need for power.   If a follower is motivated by achievement needs such as the need for endorsement, then rewarding this follower with power might not be very effective.  Maslow in Ott (1996) discusses that mans requirements is to meet needs in a hierarchical order.   Physiological needs are first, then safety needs, followed by ego needs, growth needs and, finally by self actualization needs.   Therefore, individual motivation comes from a wide variety of factors.   If the leader does not recognize the motivational needs of followers, the leader may be ineffect ive.  Ã‚   An overly controlling style de-motivates and could results in poor delivery. Although intended to boost the performance level, but this style is perceived as lacking trust. Eventually individuals will lose their motivation to make decisions at one point, which leaders see as proof of poor performance and so the cycle is reinforced. Alternatively, leaders can treat individuals as good performers and use a more motivational style allowing greater deliberation. Praising outputs, asking opinions and giving interesting assignments, for example, in turn reinforce a motivational cycle. People are motivated when they feel they are at the centre of things rather than outside and so leaders are told to be participative, not directive. As a rule, experienced team members need less direction and in our energetic, networked organizations, and individuals must be self-manageable. The aim of this is to motivate people to become self-directing business participants. Conclusion Both leadership styles have their advantages and disadvantages for the organization as a whole. On one hand, democratic decisions may benefit the work morale of team members and have a positive effect on the climate within a hierarchical organization. On the other hand, democratic decisions may result in ignoring more efficient but less socially accepted options and have a negative influence on the team results. Sometimes autocratic decisions may undermine work morale. However, by making an unpopular decision, leaders might be able to reach team goals in the most efficient way which benefits both leaders themselves as well as their subordinates. In our experiment, we find that autocratic and democratic decisions appear to be equally profitable for both teams as a whole. Nevertheless, while leaders receive essentially the same payoff from autocratic and democratic decisions, ordinary players earn much more money from democratic style rather than from autocratic leadership decisions. Increasingly however, development programs and leadership training courses are putting motivation centre-stage. We are all motivated by the people surround us and motivation is increasingly important in these uncertain times to help people perform at their maximum level. Motivation theories, considered old hat by many leaders, have been around for more than 40 years. Recently these theories have slid off the leadership agenda through the belief that people should be totally self-motivating. Furthermore, the ability to increase peoples motivation is not always used in the right way. Leadership should not be based on lies, trickery, or manipulation. When leading other individuals it is important that they are all getting a benefit out of their own actions and it is very important to be honest and treating others well at all times.

Transition Elements as Deep Level Dopant

Transition Elements as Deep Level Dopant HIGH RESISTIVITY SILICON: DEEP-LEVEL DOPING COMPENSATION USING ELEMENTAL GOLD INTRODUCTION 1.1  Research Background Monolithic microwave integrated circuit (MMIC) is a microwave circuit in which both active and passive components are fabricated on the same semiconductor substrate [1]. The development of MMICs has been augmented by the high demand for high-speed devices operating at microwave frequency ranging between 300 MHz and 300 GHz. Their advantages of being small, light, and cheap in large quantities have allowed the proliferation of high frequency devices such as cellular phones. However, a problem will arise when standard silicon (Si) substrate is used to operate in super high frequency environment (SHF). The high absorption of microwave power will be caused by the background free carriers present in the substrate [2]. Therefore, low loss and high resistivity substrates are needed to eliminate the problem. It can be achieved by reducing the number of background free carriers in the substrate which result in degradation of circuit performance. The III-V semiconductor materials such as GaAs, GaN and InP has been widely used in the production of high resistivity substrates due to their wide bandgap nature. However, the wafer diameter produced using III-V materials is typically from 4 to 6 [3]. This increases the cost of production since the standard wafer diameter for modern CMOS technology is 12 [4]. Furthermore, the lattice-mismatch problems will complicate the fabrication process, causing the cost to increase. Therefore, Si has been considered to be an alternative material for the III-V semiconductor compound due to less fabrication complexity and cost. However, the background impurities such as boron will enter the silicon during monocrystalline Si growth causing the increase in substrate losses at microwave range [5]. There have been efforts to use the silicon-on-insulator (SOI) technologies and silicon-on-anything (SOA) to overcome the problem. The SOI wafers can be produced by several methods: silicon-on-sapphire (SOS), separation by implanted oxygen (SIMOX), bond and etch-back SOI (BESOI), Smart Cutà ¢Ã¢â‚¬Å¾Ã‚ ¢ [6], and epitaxial layer transfer (ELTRAN ®) [7]. For SOS approach, a thin film of Si is epitaxially grown on sapphire substrate as shown in figure 1.1. Meanwhile, the other four approaches use a similar cross section of SOI wafer as shown in figure 1.2(b) which consists of three layers: SOI layer (top layer), buried oxide (BOX) layer (middle layer) and silicon substrate (bottom layer). The purpose of the BOX layer is to electrically insulate a fine layer of SOI layer (where the circuits are placed) from the rest of the Si wafer. The SIMOX approach uses implanted silicon dioxide, SiO2 layer as the BOX layer to separate the top thin Si layer from Si substrate. Figure 1.1: Cross-section of silicon-on-sapphire (SOS) wafer [8] Figure 1.2: A schematic representation of bond and etch-back (BESOI) process [9] Apart from the mentioned approaches, BESOI, Smart Cutà ¢Ã¢â‚¬Å¾Ã‚ ¢, and ELTRAN ® methods involve the wafer bonding technique. For BESOI method, the thermally oxidised Si wafer (also known as handle wafer) is bonded to another Si wafer which acts as bond wafer as shown in figure 1.2(a). After the wafer bonding process, the top wafer will be etched to obtain the required thickness for SOI layer as shown in figure 1.2(b). On the other hand, implantation of gas ions, most commonly hydrogen is made after the oxidisation process for Smart Cutà ¢Ã¢â‚¬Å¾Ã‚ ¢ method as shown in figure 1.3. The implantation process is meant for layer splitting process to achieve required thickness of SOI layer after the wafer bonding process. The processes involved in ELTRAN ® method is shown in figure 1.4. The ELTRAN ® method uses similar procedures in Smart Cutà ¢Ã¢â‚¬Å¾Ã‚ ¢ with the difference in use of double layer porous Si layer instead of implantation of hydrogen ions. The advan tage of using Smart Cutà ¢Ã¢â‚¬Å¾Ã‚ ¢ and ELTRAN ® methods is that the initial wafer or seed wafer can be reused for the same process. Figure 1.3: Smart Cutà ¢Ã¢â‚¬Å¾Ã‚ ¢ process for production of SOI wafers [9] Figure 1.4: ELTRAN ® process flow based on seed wafer reusage [7] Meanwhile, the SOA technology is achieved by gluing a fully-processed SOI substrate to another substrate such as glass and alumina [10]. However, the on-chip dissipation which could cause thermal breakdown had been proven to be a severe issue [11]. Therefore, there is a need to look for the alternative to SOI and SOA wafers, which is the high resistivity bulk Si substrate. In 2009, International Technology Roadmap for Semiconductors (ITRS) had stressed the importance of high resistivity Si in radio frequency (RF) and analog/mixed signal (AMS) CMOS application [12]. There are generally two techniques for Si crystal growth: Czochralski (CZ) technique and float-zone (FZ) technique [13]. A simplified version of CZ puller, which is an apparatus used to produce monocrystalline Si ingots for CZ technique is shown in figure 1.5. The high purity polysilicon, known as electronic grade silicon (EGS) is melted in a rotating silica or quartz crucible. A seed crystal is placed in the melt and then slowly withdrawn from the melt. The molten silicon adhering to the crystal freezes or solidifies into a continuous crystal from the seed. The diameter of the crystal can be maintained by controlling the temperature of the crucible and the rotating speed of the crucible and the rod. However, the CZ process will introduce contamination to the monocrystalline Si due to the presence of oxygen, carbon monoxide and impurities such as boron and phosphorus. Figure 1.5: Czochralski crytal puller. CW represent clockwise rotation and CCW represents counter clockwise rotation [13] The FZ process, on the other hand, produces Si crystals with lower contamination as no crucible is used in the process. FZ crystals are mainly used for high power and high voltages devices due to its high resistivity. There is a commercially available high resistivity FZ-Si technology called HiResà ¢Ã¢â‚¬Å¾Ã‚ ¢ [14]. The bulk resistivity of Si produced through HiResà ¢Ã¢â‚¬Å¾Ã‚ ¢ is up to 70 kÃŽÂ ©-cm, which is suitable for future GHz and THz application. However, it is not suitable for modern CMOS processing since its maximum wafer diameter is limited to 8, which will increase the cost. Therefore, there is a need to produce high resistivity bulk CZ-Si substrate due to its low fabrication cost. Therefore, CZ process is still the most widely used method in the manufacturing of single crystal silicon. In 2003, Mallik et al. [2] introduced a new idea in developing a semi-insulating silicon through a method called deep-level doping concentration using 3d transition elements. It showed that there is possibility to produce high resistivity bulk CZ-Si substrate using deep level doping compensation. Following this work, Mallik et al. [5] managed to produce CZ-Si bulk substrate using Mn with resistivity of up to 10 kÃŽÂ ©-cm. Jordan et al. has also used Au to produce CZ-Si wafer with bulk resistivity of up to 180 kÃŽÂ ©-cm [15]. The use of Au-compensated high resistivity bulk Si substrate has been proven by Nur Z. I. Hashim et al. to be able to suppress the parasitic surface conduction (PSC) effect [16]. 1.2  Problem Statement The idea introduced by Mallik et al. [2] on developing high resistivity bulk Si substrate through deep-level doping compensation is solely based on p-type CZ-Si. Even though high resistivity bulk Si substrate has been proven to be achievable using p-type CZ-Si, it has been shown in the work by Jordan et al. [15] that higher magnitude of Au-compensated high resistivity bulk Si substrate can be achieved by using n-type CZ-Si. The potential and problem of using transition elements other than Au as the deep level dopants to produce high resistivity bulk n-type CZ-Si substrate have not been discussed by the work mentioned above. 1.3  Objectives of Research There are three main objectives that must be met in this research project: To investigate the potential of using transition elements as deep level dopant for n-type Si substrate as compared to p-type Si substrate. To analyse the result obtained through numerical calculation using MATLAB by comparing it with the experimental data. To make comparative study on the resistivity and effectiveness of the high resistivity bulk substrate produced using n-type CZ-Si with other materials such as III-V semiconductor materials. 1.4  Scope of Research The scope of this project is to analyse the resistivity plot generated by numerical calculation using MATLAB. The potential and effectiveness of each of the transition elements as deep level dopants for n-type CZ-Si will be discussed in this work. The fabrication and experiment of high resistivity bulk n-type CZ-Si substrate will not be conducted in this work. The experimental data used for comparison with the result of numerical calculation is obtained from Dr. Nur Zatil Ismah Hashim which was done at Southampton Nanofabrication Centre in 2015. LITERATURE REVIEW 2.1  Introduction There are several methods to produce high resistivity bulk Si substrate, namely proton implantation method, helium-3 ion irradiation and deep-level doping compensation method. Both proton implantation method and helium-3 ion irradiation use the charge trappings to reduce the current conduction by background free carriers. Meanwhile, the deep-level doping compensation method use the deep dopants to compensate the shallow dopants in the Si substrate. 2.2  Proton Implantation Method One of the methods to increase the resistivity of CZ-Si substrate is through proton implantation method. The bombardment of protons into Si bulk structure will create defects which can trap mobile carriers. Therefore, the carrier lifetime is low due to the presence of defects, which prevents the mobile carriers from conducting current freely in the substrate. Table 2.1 summarizes the studies conducted to produce high resistivity bulk CZ-Si substrate using proton implantation method. Table 2.1: Studies on high resistivity bulk CZ-Si substrate using proton implantation method. Contributor Year Proton Implantation Energy (MeV) Resistivity of the Produced Substrate (ÃŽÂ ©-cm) Li 1989 0.18 103 Liao et al. 1998 30 106 Wu et al. 2000 10 106 Rashid et al. 2002 17.4 105 In 1989, Li [17] managed to produce a high resistivity layer beneath Si surface layer using proton implantation and two-step annealing process. The implantation of proton and annealing process formed the buried defect layer with a resistivity of up to 103 ÃŽÂ ©-cm. Meanwhile, Liao et al. created semi-insulating regions within silicon substrate with a resistivity of 1 MÃŽÂ ©-cm [18]. It was achieved by bombarding proton beams at 30 MeV from a compact ion cyclotron to the surface of Si substrate. Following this work, the Si substrate with similar resistivity had been produced by Wu et al. using a lower proton implantation energy, which is 10 MeV [19]. In 2002, Rashid et al. reported a Si substrate with a resistivity of 0.1 MÃŽÂ ©-cm produced through their six-step implantation method using an implantation energy of 17.4 MeV [20]. The high-Q inductors and high transmission gain integrated antenna have been realised on the high resistivity Si substrate by Liao et al. and Rashid et al. respectively [18], [20]. However, the high process cost is needed for proton implantation method as an enormous dose of 1015 cm-2 to maintain the resistivity of the originally 15 ÃŽÂ ©-cm Si substrate to be higher than 1014 ÃŽÂ ©-cm [21]. 2.3  Helium-3 Ion Irradiation Technique In 1987, helium-3 ion irradiation technique has been used for carrier lifetime control of silicon power devices [22]. The charge trappings created by the helium irradiation and Coulomb scattering of the charged trap will prevent the conduction of current by free mobile carriers in the substrate [23]. Therefore, a high resistivity Si bulk substrate can be realised by the reduction in carrier lifetime. In 2014, N. Li et al. reported a high resistivity region created within CZ-Si substrate with a resistivity of over 1.5 kÃŽÂ ©-cm using a dose of 1.51013 cm-2 of helium-3 ions [24]. The produced high resistivity Si substrate has been used by N. Li et al. in both work for substrate noise isolation improvement in a CMOS process and quality factor improvement in on-chip spiral inductors [24], [25]. R. Wu et al. has also used helium-3 ion irradiation technique in their work on radiation efficiency improvement in 60-GHz on-chip dipole antenna [23]. The helium-3 ion irradiation technique has the advantage of saving the product cost up to 97% as compared to proton implantation method by reducing the dose amount from 1.01015 cm-2 to 1.51013 cm-2 [24], [25]. However, the helium-3 ion irradiation technique is comparably less studied and the problem associated with this technique has not been discussed in the work mentioned above. 2.4  Deep-Level Doping Compensation Method The idea of creating high resistivity bulk CZ-Si substrate using deep-level doping compensation has been proposed by Mallik et al. in 2003 [2]. The basic principle of this method is compensating shallow impurities with deep impurities, i.e. shallow donors are being compensated by deep acceptors (as shown in figure 2.1) whereas shallow acceptors are being compensated by deep donors (as shown in figure 2.2). Figure 2.1: Compensation between shallow donors and deep acceptors [26] Figure 2.2: Compensation between shallow acceptors and deep donors [26] As illustrated in figure 2.1, deep acceptors introduced an energy level at EA, which is close to the intrinsic Fermi level. The deep acceptors which are negatively charged attract the minority carrier holes to be trapped at EA level. The electrons from shallow donors are initially excited to the conduction band, then fall to EA level to recombine with the holes. On the other hand, the positively charged deep donors introduced an energy level at ED as shown in figure 2.2. The minority carrier electrons are attracted and trapped at ED level while the holes from shallow acceptors will fall into valence band. The trapped electrons at ED level then fall into valence band to recombine with the holes. Therefore, there is no generation of free carriers which reduces the resistivity of the substrate in both cases. Figure 2.3 shows the resistivity of Si at 300K with a background boron concentration of 1014 cm-3, compensated using deep donor impurities with generic energy level positions below conduction band edge, ED. It can be observed that the resistivity of Si increases until a maximum value is reached while the concentration of deep donors, ND increases. The resistivity is low initially due to undercompensation caused by insufficient number of deep donors. The maximum value of the resistivity of Si is reached when deep donors exactly compensate the boron acceptors. Further increase in ND causes overcompensation which results in a fall in the resistivity of Si, making the substrate tends to become n-type. Figure 2.3: Calculated resistivity of Si at 300K as a function of generic donor concentration for background boron concentration of 1014 cm-3 [2] Table 2.2: Positions of energy levels of transition elements in Si [27] Element Donor level below EC (eV) Acceptor level above EV (eV) Co 0.89 0.82 Pd 0.84 0.9 Au 0.78 0.56 Ag 0.75 0.545 V 0.45 0.92 Mn 0.42 1.0 Pt 0.314 0.889 It can be noted that the resistivity peaks are sharper for ED which is lower than 0.3 eV while the resistivity remains high over a range of relatively low concentration values for larger values of ED. For small values of ED, almost all donors are ionised and take part in the compensation since the donor energy level is nearer to the conduction band than Fermi level. A slight increase in ND causes the resistivity to decrease sharply, changing the material to n-type. Meanwhile, for large values of ED, the donor level is near intrinsic Fermi level and less fraction of deep donors is ionised. Therefore, the compensation change gradually with the increase in ND and the resistivity remain high over a wide range of ND. The transition elements are used as deep level dopants as they introduce a pair of deep donor and deep acceptor levels into the Si band gap as shown in table 2.2. The deep dopant energy levels introduced by the transition elements pin the Fermi level near the middle of the Si band gap as shown in figure 2.4 [15]. Thus, high resistivity CZ-Si substrate can be achieved by capturing the free carriers by deep impurities, which reduces the concentration of background free carrier. Figure 2.4: Fermi level pin by deep levels introduced by transition elements [15] Figure 2.5: Calculated resistivity of Si at 300K as a function of Au, Ag, Co and Pd for three different background boron concentration in cm-3 [2] Figure 2.6: Calculated resistivity of Si at 300K as a function of (a) Pt (b) V and (c) Mn concentrations for three different background boron concentrations in cm-3 [2] Figure 2.7: Calculated resistivity of Si as a function of Au concentration for n-type and p-type Si with a shallow doping concentration of 1014 cm-3 [28] The transition element dopants are generally grouped into two categories: Au, Ag, Co and Pd are in first category whereas Pt, V and Mn are in second category. As illustrated in figure 2.5, the resistivity of p-type CZ-Si substrate increases with increasing concentration of the deep dopants in first category. The behaviour of impurities in first category is due to presence of both deep donor and acceptor levels very near intrinsic Fermi level of Si bandgap. For Au and Ag, the resistivity of Si reaches a plateau at the concentration of deep dopants over 1016 cm-3 for three different background boron concentration. The reason for the slight difference in the behaviour of Au and Ag is that the both donor and acceptor level is nearer to the middle in the Si bandgap as compared to Co and Pd. For the second category of deep dopants, the resistivity of p-type CZ-Si reaches a peak and then reduce sharply with the increase in the concentration of the deep dopants as shown in figure 2.6. The reason of the difference in the behaviour is that the impurities in second category have either donor or acceptor level near the intrinsic Fermi level. Therefore, the dopants in second category can only compensate for a single type of doped silicon substrate. The effect of using 3d transition elements as deep level dopants in n-type CZ-Si substrate has not been shown in the work by Mallik et al. Meanwhile, it is shown in the work by Jordan et al. that higher bulk resistivity of Au-compensated Si substrate can be achieved by using n-type CZ-Si as shown in figure 2.7 [28]. The n-type Au-compensated Si substrate with resistivity up to 70 kÃŽÂ ©-cm has been used by Nur Z. I. Hashim et al. for realisation of coplanar waveguides (CPW) on the substrate [29]. Therefore, the potential and problem of using 3d transition elements for deep level compensation in n-type CZ-Si substrate will be discussed in this work. 2.5  Summary The realisation of high resistivity bulk Si substrate using proton implantation method and helium-3 ion irradiation technique was studied. The fabrication of high-Q inductors and antenna has been done on the Si substrate produced using both methods. However, there are problems associated with both methods such as high product cost for proton implantation method and being comparably less studied for helium-3 ion irradiation. Therefore, the idea of creating a semi-insulating silicon substrate using deep-level doping compensation with 3d transition elements was proposed by Mallik et al. in 2003. The deep-level doping compensation method has since been well studied and used for the fabrication of coplanar waveguides and inductors by Nur Z. I. Hashim et al. References [1]I. D. Robertson and S. Lucyszyn, RFIC and MMIC Design and Technology. IET, 2001. [2]K. Mallik, R. J. Falster, and P. R. Wilshaw, Semi-insulating silicon using deep level impurity doping: problems and potential, Semicond. Sci. Technol., vol. 18, no. 6, p. 517, 2003. [3]Products Capabilities | EpiWorks, EpiWorks. [Online]. Available: http://www.epiworks.com/products-capabilities/. [Accessed: 28-Feb-2017]. [4]Global Manufacturing at Intel, Intel. [Online]. 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