Intelligent Satire in Voltaires Candide Essay -- Candide essays

Intelligent Satire in Candide      Ã‚   In the story Candide, Voltaire uses the experiences of the character Candide and dialogue between characters to dispute the theory by other philosophers that "Everything is for the best in this best of all possible worlds" (Voltaire). Voltaire believed that the society that he lived in had many flaws, flaws which are illustrated throughout the story. Voltaire uses satire to take aim at the military, religion, and societies' emphasis of physical beauty, to illustrate that we do not live in the best of all possible worlds.    One institution that Voltaire takes aim at in Candide is the institution of the military. Voltaire attacks of the military using dialogue between Candide and Martin as they speak during their passage along the shores of England. On their journey they witness the execution of an admiral in the English army. Martin explains to Candide that this admiral was executed for not killing enough people in a battle with a rival French admiral. With this statement, Voltaire illustrates that the military has lost its sense of duty, becoming a machine of brutality instead of an institution to protect the lives of citizens. The manner in which the execution is carried out further illustrates the flaws within this particular society. Instead of secretly executing the admiral, the military made the admiral's execution a ceremony for the public. With this chapter of Candide, Voltaire creates a satirical and brutal view of the not only the military, but also of the citizens of England who come to watch . In most societies, citizens are appalled by such behavior, but in this instance the citizens are accepting of these actions and even condone the murder. All of these points are illu... ...splay what he considers to be the best of all possible worlds. In the story of Candide's travel to the land of Eldorado, Voltaire creates his view of a perfect society, one in which people are kind to one another, money and jewels have no real value to be exploited, and where government is honest. This section of Candide is different from all others, essentially the only positive section of Candide's travels. After analyzing the work, it seems as if the story was not written as a fictional work, but rather a commentary on the state of society throughout Europe.    Works Cited and Consulted: Frautschi, R.L. Barron's Simplified Approach to Voltaire: Candide. New York: Barron's Educational Series, Inc., 1968. Lowers, James K, ed. "Cliff Notes on Voltaire's Candide". Lincoln: Cliff Notes, Inc. 1995. Voltaire. Candide. New York: Viking Publishers, 1998.

In the Mood for Interior Design

Kathryn Terry Professor Mooney Eng105N 5 March, 2012 In the Mood for Interior Design There are many things that affect one’s mood in the world. Mood seems like something simple that people can change themselves. But, in fact, mood is affected by more than just the people around or how one is feeling. The way a room is designed and laid out and the colors that one picks for the room affect a person’s mood more than most realize. Many aspects of interior design affect people’s moods.The Article, â€Å"Occupation Information,† states that interior designers prepare specifications for interior construction materials, space planning, lighting, finishes, equipment and furnishing. They also develop designs that are appropriate, functional and aesthetically pleasing for others. Reading blueprints, understanding building and fire codes and knowing how to make space accessible to people who are disabled are things interior designers must know. Traditionally, most in terior designers focus on choosing a style, color, and pattern and then selecting appropriate lighting, furnishing, window covering and artwork for the home. Interior designers may work alone as consultants or with a design group† (Occupation Information†). They often visit clients in their homes and offices and they often work on weekends and long hours. Personal requirements for interior designers are being creative, having an artistic flair, being good at problem solving and lateral things and being good at technical drawing and illustration (â€Å"Occupation Information†). April Sanders states that interior designers have know for a long time that room decoration and color affects moods (Sanders). Every room in a house has the ability to affect one’s atmosphere and mood.Anna Starmer says that, â€Å"†¦one’s home can become a haven of mood enhancing spaces to calm the soul and refresh the mind† (Starmer 19). Furnishing, accessories, pa int colors, room arrangements and even scents in a room can affect the mood of the person in the room (Sanders). Shilpa Shah writes that colors are light waves that are reflected and absorbed by all things around a person. â€Å"Color is the language of the universe† (Shah). It can interconnect the heart, body and soul, soothe one’s emotions, spur energy into a person, and protect and raise one’s health and spirit (Shah).Mary Nicholson says that color, without realizing it, can have a larger effect on how one feels both mentally and physically (Nicholson). Leslie Brown says that people cannot believe what their eyes are telling them when it comes to color, nor can they believe what they know to be true (Leslie Brown 12). In the article, â€Å"Feng Shui Colors,† it says that since the beginning of time, color therapy has been used by the ancient Egyptians and the Greeks who assigned specific colors to specific illnesses. One actually does not have to see a color to benefit from it. Blind people can feel the difference in colors by touch† (â€Å"Feng Shui Colors†). Too strong or too much of a color will do no one any favors, particularly if they want a relaxing atmosphere (Brown 12). Every color has a different effect on people’s moods. Red is a warm color that is great for grabbing attention and can increase brain activity and one’s pulse rate. It is great for adding a sense of drama to a space and is also great for creating a party atmosphere (â€Å"Feng Shui Colors†). Red can advance the eye to make a space seem cozier (Leslie Brown 12).It is also associated with fire and passion and can be used to stimulate and intensify emotion. One does however, have to use red sparingly, because it can become overwhelming and make people feel aggressive or moody if they stay in the room too long. Red was preserved as being rough and warm when it was touched by the blind (â€Å"Feng Shui Colors†). Another warm color is orange. Orange is a stimulating color that is often associated with enthusiasm, optimism, and sociability. Orange is a great color when entertaining visitors, for example in a dining room.One wants to avoid using a lot of orange in a bedroom because it can be over stimulating (â€Å"Feng Shui Colors†). When mixed with yellow, orange can have the ability to overcome clutter (Leslie Brown 104). Orange is a color that works well when mixed with other colors as long as the colors do not clash (Leslie Brown 106). Yellow is another color that is in the warm family. Yellow is great for lifting spirits, raising energy levels and decreasing negativity. It is particularly good for encouraging intellectual progress and focusing the mind. Yellow is ull of creative and intellectual energy (â€Å"Feng Shui Colors†). Yellow is one of the most approachable colors, because it is capable of extraordinary variations and because at its deepest and strongest, it never gets d ark. Yellow is a perfect practical color because of its friendliness and versatility (Leslie Brown 99). One does have to be careful when mixing yellow with other colors though. Gray and white are two colors that work very well with yellow (Leslie Brown 97). Green is a cool color. Green is associated with calming and peace, and promotes feelings of safety.It is the strongest of the secondary colors and it acts like a primary. The balancing, restful qualities in greens make for an obvious Feng Shui decorating color choice for living rooms, bedrooms and places of retreat. A soft green bathroom can also be very relaxing. â€Å"It is a very useful color for people who are experimenting wayward teenagers or people who seem out of balance on an emotional level† (â€Å"Feng Shui Colors†). Blue is also a cool color. Blue is one of the easiest and best colors to use because it comes in so many different shades.It is the color of infinity because the sky is blue and the sky goes on forever (Leslie Brown 80). Blue can reduce tension and stress and is useful in calming negative emotions when tempers are running high. It is also associated with effective communication and clear thought and is great for focusing the mind. Blue was perceived as cool and smooth when the blind touched it. Too much blue can be cold and depressing, so one should avoid it if they are prone to moodiness and low mood swings (â€Å"Feng Shui Colors†). Another cool color is purple.Purple was very expensive to create, therefore it is a color of majesty (Leslie Brown 129). Purple is a color linked with activities such as mediation and healing and is known as the psychic color. â€Å"Purple can have a calming and restorative effect in a bedroom as it encourages introspection which is key at night time when your energy needs to be focused inward† (Feng Shui Colors†). When one mixes purple with other colors, it can lose its daunting majesty to become a modern spice for sta rk spaces (Leslie Brown 130). Pink is the ultimate feminine color of love and nurturing.It is a color often presented as a color that one paints a small girl’s room because it is so bold. Pink is not as ditzy as people make it out to be (Leslie Brown123). It is great for creating a sense of calmness and is great for hyperactive children. Someone with sleep difficulties and someone who has just gone through divorce might want to consider painting a room pink (â€Å"Feng Shui Colors†). Pink is a color that was not invented with a clear range (Leslie Brown 133). White and Cream are colors that refresh the mind. Cream is a warm, friendly and rich color (Leslie Brown 58).White is associated with cleanliness and purity and can be useful when one’s senses are overloaded and they need to clear down the emotions (â€Å"Feng Shui Colors†). White’s textures and tones evoke a sense of calmness that people like in homes that are in cities or countries (Leslie B rown 50). One does have to be careful with white because it can be difficult to live with long term (â€Å"Feng Shui Colors†). Black is the total opposite of white and cream. Black can be preserved as being a bold, sexy and an independent color.It can create a sense of magic because it has such great depth to it (â€Å"Feng Shui Colors†). Black can however be a depressing color and referred back to death. The best way to use black is to use on one wall and accent it with bright colors like violet or neutrals. Black combined with gray can make for a great room. It should be avoided in children’s bedrooms, dining rooms and kitchens (Leslie Brown 70). Brown/beige is a color that is as strong and powerful as black but a little more friendly. It is one of the more natural colors similar to green because it is a color common in nature.Brown/beige is a color that is typically known as more of a masculine color, because it has less pink than a cream color. Brown/beige i s a color that puts people at ease and relaxes them. It is often a color used but builders because it is pleasing to the buyers and will usually work well with any color. â€Å"Arts and Crafts houses generally have an affinity with beige and brown schemes because the style made full use of the colors of wood,† (Leslie Brown 64-66). Colors and the placement of furniture together can really affect someone’s mood.Simon Brown writes that Feng Shui is the placement of furniture and the way in which people interact with there environment (Simon Brown). David Kennedy states that it is an ancient Chinese art of improving every aspect of people’s life by creating energy flow and harmony in their environment (Kennedy 1). Feng Shui is a term composed of two Chinese words. Feng is a word that means wind and Shui meaning water (Kennedy 13). Rizwana Mundewadi states that â€Å"Feng Shui works on the principle of balancing the five elements: fire, earth, metal, water and wood ,† (Mundewadi).Balancing those five elements can help lead to prosperity, peace, and harmony in all aspects of life (Mundewadi). The Chinese have known for a very long time that people’s physical surroundings affect every aspect of their inner and outer lives. By rearranging their living and working environments according to ancient Feng Shui principles, many successful individuals now create harmony and happiness in their relationships, increase their prosperity, and reduce patterns of difficulty, stress and failure in their everyday lives.The Chinese have long recognized the distinct relationship between Feng Shui and having a success in life. Most individuals do not realize that their surroundings affect their health, wealth, family life, relationships and even ones destiny (Kennedy 1). â€Å"Feng Shui works on the basis that you have an emotional energy field running through and around your body,† (Simon Brown 8). Whether one is aware of it or not, Feng Shui affects them every moment of every day (Kennedy 11).Everyone’s environment or energy surrounding them can help create an experience that can lead to greater success in life (Simon Brown 8). Although most people do understand that too much clutter can create a feeling of frustration or anxiety, most do not understand that the improper arrangement of the accessories and furniture can also create a stressful and anxiousness feeling. A small table crowded with accessories like photos can irritate someone who is trying to find a place to set their drink down.The location of one’s bed can affect a marriage and the position of a desk can affect one’s attention and work performance, which can perhaps make the difference in someone getting a job promotion or demotion. â€Å"A room that has a couch with its back to a large window or opening can leave a person feeling subconsciously vulnerable as if someone could sneak up on them,† (Sanders). Following all the Feng Shui principles can help living and working environment that can help someone achieve the success and happiness that they deserve (Kennedy 1).There so many things Interior Designers must know in order to create a mood friendly environment for themselves or their clients. All the colors and the Feng Shui technique affect moods in so many different ways. The more they are studied the more that will be discovered about all the affects they have on people’s moods. Knowing how all the different colors affect people’s moods can create a warm and friendly or cool and relaxing environment depending on which colors are chosen. It is a strategy that many people are unaware of that’s important and can be very rewarding.

Bangladesh and Education Essay

Education – a simple word that is one of the major drivers of our planet earth. Through education people get to know who they are, where they came from and where they will be heading in the near future. Education is the spearhead of a society. It is because of proper education that people get to know about the diversity of this unpredictable world. Education forges the lives of those who get it. Education is one of the important factors that affect the quality and the means of leading a prosperous life. Bangladesh was described as one of the poorest countries of this world after the liberation war in 1971. It had gone through harsh phases of floods, droughts, cyclones, famines and other natural calamities and at present one of the world’s most crowded countries still remains well below the poverty line and as a result most of the population is still illiterate. Education still and always will remain an important form of social capital in this world. Education fosters innovation, contributes to the economic growth of a country and also increases the efficiency, effectivity and productivity of all the individuals who get the light of education. The World Bank (WB) approved generous amount of loans in the recent past to promote and improve the education sector of Bangladesh. However, the government and the NGOs are playing an active role in the development process by educating the mass population of Bangladesh and the whole course of action mainly focus their vision on the children and women. In Bangladesh the educational process is so slow and weak that the development process has become sluggish. OBJECTIVE Education system in Bangladesh is three-tiered and highly subsidized and the Bangladesh government operates many education institution in the primary, secondary and higher secondary levels. Through the University Grants Commission, the government funds more than 35 state universities in the tertiary education sector. Bangladesh emphasizes on the education For All (EFA) objectives, Millennium Development Goal (MDG) and the International Declarations. According to the articles 15 and 17 of the Constitution of Bangladesh, every citizen has the right to education and all children between the ages of 6-18 should receive primary and secondary education free of charge. The government should provide the underprivileged children with free books and education free of cost. METHODOLOGY As we are the students of RS, we were unable to go outside to meet with people and conduct interviews with them. So, to gather our information and data, we had to go though different forums, journals, books and different websites. HISTORY OF EDUCATION. From 1971 our education system started officially. At the beginning of the education system in Bangladesh the number of schools and universities were very poor. There were only 6 public universities in 1971. But now the numbers of universities are increasing. Now the numbers of primary schools are near about 76000. The great point system started from 2000 and the JSC and JDC education system was started from 2010. In recent years Bangladesh has adopted various strategies to educate the general people mainly the children. In education sector BRAC’s contribution is bigger. Sir Fazle Hassan Abed founded BRAC School at 1972. In the history of education BRAC played an important role . EDUCATION SYSTEM AFTER LIBERATION After the liberation war of Bangladesh in 1971, the People’s Republic of Bangladesh became an independent nation free to choose its own educational destiny. As Bangladesh was, and still is, a secular state, many forms of education were permitted to co-exist. The formidable British system was, and still is, largely practiced. In fact, presently, the Bangladeshi system of education is divided into three different branches. Students are free to choose anyone of them provided that they have the means. These branches are: The English Medium – English medium schools are mainly private and thus reserved for the wealthy class. After three years of pre-school, students must successfully pass through ten grades to be eligible for writing the Ordinary Level Exams, also called the O-Levels. Then after one more year of studies, students can write the Advanced Level (A-Level) Exams. The Bengali Medium – the Bengali Medium, which is offered by the government. In the Bengali Medium, all the courses are offered in Bengali with the exception of English courses and the Religious course. The tuition fee is minimal compared to English schools but they still vary largely between schools. After three years of pre-school, students in the Bengali medium do five years of primary school. Then they move to high school for grade five to grade ten. At the end of the tenth grade, they appear for their SSC (Secondary School Certificate) exam. Afterwards, they move on to two years of college following which they have to write for the HSC (Higher School Certificate) exam. The Religious Branch – Bangladesh is a very poor country with millions of homeless children. To educate these children, there are religious institutions called â€Å"Madrashas† where these children are sheltered, fed and taught the ways of Islam by priests. These children learn the scripts from the Koran and the regular prayers. Literacy situation in Bangladesh Period Census – The 1974 census defined literacy as the ability to read and write in any language. This definition was in conformity with the UNESCO; one accepted throughout the world. The definition of literacy used in the 1981 census covered only persons of age 5 years and above and included those who could write a letter in any language. The 1991 census also defined literacy as the ability to write a letter in any language but covered persons of age 7 years and above. The effect of change in definition of literate has been reflected in the literacy rates of different census years. Increase in Literacy – Literacy rate among people of all ages rose from 17% in 1961 to 24. 9% in census year 1991. For the 7 years and above age group, the literacy rate increased from 26. 8% in 1974 to 32. 4% in 1991. In all census periods, the literacy rates were higher among the males than among the females. The female literacy rate, however, rose significantly in the 1991 census. It was 16. 4% in 1974 and 25. 5% in 1991. Urban rural variation in literacy rate is also quite evident in all census periods. Literacy rates in urban areas are higher than in rural areas in all census periods. Adult literacy Adult literacy rate for population 15 and above is defined as the ratio between the literate population of the age 15 years and over to the total population of the same age expressed in percentage. This rate for both sexes was 25. 9% in the 1974 census and 29. 2% in the 1981 census. In the 1991 census the rate was 35. 3%. In all census periods, male adult literacy rate was higher than the female. Educated adults come to the urban areas for better employment and education. As a result, the adult literacy level of urban population is much higher than that of their rural counterparts in all census years. However, the gap between urban-rural literacy rate narrowed in 1991, as did the gap between the male and female population. This is due to rural people’s increasing participation in education in recent times. Steps of Bangladesh after Liberation towards development of education The independence of Bangladesh generated a new enthusiasm in both government and private level in efforts to expand literacy and remove illiteracy. The Bangladesh Constitution of 1972 provides the basis for a policy on universal primary education. The policy has three components: establishing a uniform mass oriented and universal system of education; extending free and compulsory education to all children; and relating education to the needs of society and removing illiteracy. Keeping in view the constitutional directives, Bangladesh committed itself to implement the recommendations of – The World Conference on Education for All (1990), The World Summit on Children (1990) and The Summit Declaration on Education for All (1993). Primary Education of Bangladesh Primary education was recognised as the foundation of preparing literate citizens of the country in all national documents, reports of the commissions, and committees on education. But this stage of education got a momentum only after the enactment of the Compulsory Primary Education Law of 1990. Compulsory primary education under this Act was introduced in 1992 in 68 thanas, and all over the country in 1993. Measures such as satellite schools, community schools, and Food for Education Programme were taken up to increase enrolment and decrease dropout. The new primary curriculum based on terminal competencies was implemented in 1992. These steps resulted in some improvements in various efficiency indicators of primary education such as in gross enrolment ratio and the completion rate and raised the participation of girls in primary education. In addition to state intervention, from the second half of 1980’s, the government allowed NGOs to experiment with a variety of delivery mechanisms to cater to the basic educational needs of the disadvantaged population. Role of BRAC BRAC launched its education programme in 1985 with 22 one-room primary schools following non-formal approach. The goal of the BRAC Education Programme is to make a significant contribution to the achievement of education for all in Bangladesh. The BRAC Education Programme is mainly focusing on –  increase access of basic education in unreached and underserved population improve quality in formal education system support the government in achieving Millennium Development Goal 2 – Education for All by 2015 ? In sheer size, BRAC operates the largest private school system in the world: 1. 1 million students (70% of them are girls) are enrolled at present in 37,000 BRAC schools that provide four years of non formal primary education. So far, almost 5 million children have already graduated from primary school and got their basic education from these schools and close to 95% enrol to secondary schools. Education Programme – Primary School Operations Primary Schools Currently running24,398 Current Students0. 75 mil Graduates4. 95 mil Cost per Child per YearUSD 32 Schools for Indigenous Children2,441 Pre-Primary Schools Currently Running13,054 Current Students0. 36 mil Graduates4. 33 mil The Five Year Plan(s) According to the Report of Bangladesh Education Commission of 1974, the number of adult men and women illiterates in the country at the time of independence was 35 million. The Report recommended adoption of non-formal and mass education programmes for them. Accordingly, the First Five-Year Plan (1973-78) launched a massive functional literacy programme through non-formal education and allocated Tk 400 million for this subsector. The Second Five-Year Plan (1980-85) attached high priority to eradication of mass illiteracy. In the Third Five-Year Plan (1985-90) the programme was revived with an allocation of Tk 250 million and a modest target of making 2. 4 million adults literate by June 1990. Information from the office of the Integrated Non-Formal Education (INFE) project (former MEP Office) show that only 27 upazilas were covered in this project out of a target of 71 upazilas. A total of 291,600 adults were made literate in five years. In the Fourth Five-Year Plan (1990-95) Tk 235. 70 million was allocated. During the Plan period MEP was continued as a spillover under the project and total of 367,660 adult illiterates of 11-45 years age were made literate. The programme was implemented in 68 thanas of the country. Moreover, under the aegis of the district administration a programme named Total Literacy Movement (TLM) was started in 1995 in Lalmonirhat and Bhola districts. It was later extended to 15 other districts. Preparatory work is now under way to extend TLM to 22 more districts. The Fifth Five-Year Plan (1997-2002) adopted an ambitious objective to achieve the goal of Education for All (EFA) by the end of Plan period 2002. The major objectives are to increase gross enrolment in primary schools to 110 percent (net 95%) with particular emphasis on enrolment of girls and on increasing completion rate of primary education to at least 75 percent by the year 2002. The Fifth Plan also set up some important objectives of mass education consistent with the overall objectives of achieving the goal of EFA and fulfilling the educational needs of 30 million adult illiterates. These objectives are to increase literacy rate of adults (15 years and above) to 80% by the year 2002, to empower learners with technical skills, entrepreneurial traits and leadership skills, to empower skills related to literacy, numeracy and communication, to reduce gender gap in literacy rates in both rural and urban areas, and to develop continuing education programme for neo-literates. ? BANGLADESH, EDUCATIONAL STATISTICS OF 2005 ? BASIC EDUCATION STATISTICS, 2010 Number of Institution, Enrolment and Teacher in Post-Primary and Primary by management and sex, 2010 Type of SchoolManage. mentInstitutionTeacherStudentIndicators TotalTotalFem. % FemTotalGirl% GirlTSRSPITPI Primary School EducationPublic3767218145510543158. 109885697506116551. 20542625 Private450021995026812834. 157018849347542149. 52351564 Total8267438095717355945. 5616904546853658650. 50442045 Secondary School EducationPrivate187232107804791722. 737240497387315753. 493438711 Public3177231241733. 4322527710651947. 283171123 Total190402180115033423. 097465774397967653. 313439211 College EducationPrivate3068773201626521. 04150516671642347. 601949125 Public2569900231023. 3388910935852340. 3290347339. Total3324872201857521. 302394275107494644. 902772026 Madrasah EducationPublic310400. 0060642313. 8158202135 Private93581077431091110. 132194863116742753. 192023512 TOTAL93611078471091110. 122200927116765853. 052023512 University EducationPublic319163165618. 072629418198831. 18298482296 Private515710170129. 792009394912524. 45353940112 Total8214873335722. 5746388013111328. 26315657181 Technical & Vocational EduPublic251401554213. 501338971799913. 443353316 Private259711286270823. 993140307052122. 46281214 Total284822455461120. 5344792710258122. 90201578 ProfessionalPublic70179548627. 0819120935748. 941127326 Private214312345014. 41508231451628. 561623715 Total284491893619. 03699432387334. 131424617 Teacher EducationPublic90103927526. 47176631005856. 941719612 Private9283025530. 728613243728. 2910949 Total182186953028. 36262761249547. 551414410 All (Post-primary)Public101833247768623. 12155407158467537. 6247152733 Private341034167928020719. 2411514931589360651. 182833812 Total351214500398789319. 5313069002647828149. 572937213 All (Primary + Post-primary)Public3869021470211311752. 6911439768564584049. 35532966 Private7910561629414833524. 0718533780936902750. 55302348 Total11779583099626145231. 46299735481501486750. 09362547 COMPARISON OF EDUCATION AID AND SPENDING OVER THE PERIOD 1980-2008 Figure 5 shows the increasing gap between education aid and government spending. The 1980s illustrate the small gap between aid and spending, which began to increase over time. From 2006 onwards, education aid began to decline and government spending increased. This reflects the relatively low and declining proportion of aid in total education spending. ? TOTAL PRIMARY STUDENT ENROLMENT (1985-2005) Fiscal Year Primary student enrolment (millions) 1985 10. 08 1986 10. 78 1987 11. 26 1988 11. 76 1989 11. 77 1990 12. 34 1991 13. 03 1992 13. 72 1993 14. 2 1994 15. 19 1995 16. 43 1996 17. 07 1997 17. 32 1998 17. 63 1999 19. 61 2000 17. 67 2001 17. 66 2002 17. 56 2003 18. 43 2004 17. 95 2005 16. 23 PRIMARY ENROLMENT Source: Ministry of Education, Bangladesh PROGRESS IN PRIMARY SCHOOL ENROLLMENT RATE SINCE 2000 One of the key EFA goals is to ensure gender parity in education by 2015 – Unlike most South Asian neighboring countries, Bangladesh has already achieved gender parity in primary and secondary education. The GER and NER for girls have increased from 87. 7 percent and 63. 9 percent to about 88. 4 percent and 67. 4 percent respectively within 2000-05. About 16. 2 million students are currently enrolled in primary schools in Bangladesh, of which about 8 million are girls In an effort to promote the education of the poor, the GoB has been engaged over the past ten years into demand side interventions such as the Food for Education Program (FFE) and the primary stipend program. PROGRESS IN ADULT LITERACY RATE SINCE 2000 According to HIES 2005, Bangladesh is estimated to have about 41. 5 million people aged 15 or more who are illiterate. Considering the extent of poverty and the prevailing high illiteracy rate (about 54 percent in 2000), the GoB gives high priority to non-formal education through basic and post-literacy programs and continuing education. The government also recognizes that the literacy and numeracy skills can help improve the income and welfare status of the poor. Literacy and social mobilization programs have contributed to raising the national literacy rate from 45. 6% to 52. 7% between 2000 and 2005. Bangladesh is likely to meet the EFA target of a 50 percent increase in adult literacy by 2015 if the annual growth rate of literacy rate exceeds 4 percent. The literacy and social mobilization programs are likely to have contributed to raising the national literacy rate from 45. 6 percent to 52. 7 percent between 2000 and 2005 (cf. HIES 2000 & 2005). In particular female literacy rate has gone up by almost 9 percentage points compared to male literacy rate which only records a 5 percentage point increase. Furthermore, the number of illiterates aged 15 to 30 has decreased from about 15 million to 11. 8 million between 2000 and 2005. Although Rural areas appear to be still lagging behind urban areas. ? PROGRESS IN PRIMARY COMPLETION RATE SINCE 2000 OVERVIEW OF THE PRIMARY EDUCATION AND ADULT EDUCATION Bangladesh sustains one of the largest primary education systems in the world with as many as 80,401 primary institutions of 10 different kinds namely, GPS, RNGPS, NRNGPS, experimental schools, community schools, kindergartens, NGO schools, ebtedaee madrashas, primary sections of high madrashas, primary sections of high schools. According to the School Survey Report 2008, GPS, RNGPS, Experimental and community schools constitute 75% of the total institutions. These four categories of institutions are providing primary education to 81. 9% of the total primary school enrolled children of over 16. 3 million. The proportions of boys and girls enrolled at the primary level are 49. 3% and 50. 7% respectively. A total of 364494 teachers are engaged in primary teaching in all the ten categories of institutions comprising 40. 4% female and 59. 6% male. The proportion of female teachers in GPS, RNGPS, PTI and community schools is 50. 2%, 32. 2%, 39. 0% and 73. 6% respectively and the pupilteacher ratio is 51. 4, 44. 7, 48. 1 and 43. 35 respectively. NGOs in the country have been making significant contribution to the education sector. About 500 NGOs are currently running 48,855 learning centers for providing primary education to 10,24,495 females and 6,06,802 males in the country (CAMPE, 2007). A total of 518 NGOs have been engaged in education programs of which more than 450 have adult literacy programs integrated into NFE. The NGOs are providing adult education to 1,19,277 females and 26,193 males through 6,574 learning centers (CAMPE, 2007). However, some of the major NGOs in the country offering adult education are BRAC, Proshika, Dhaka Ahsania Mission, FIVDB, Action Aid, Swanirvar Bangladesh. BRAC has been the largest NGO in the country operating the largest non-formal education program. It runs 34000 NFPE schools serving 1. 02 million un-enrolled and drop out children of the marginal families. RELATE WITH MDG The Government of Bangladesh has made commitment in the World Education Forum held at Dakar, Senegal in April 2000, towards achievement of Education for All goals and every citizen by the year 2015. The World Education Forum adopted six major goals for education, two of which also became Millennium Development Goals later in the same year. The Dakar goals covered the attainment of Universal Primary Education (UPE) and gender equality, improving literacy and educational quality, and increasing life-skills and early childhood education programs, and were to be achieved within 15 years (EFA Global Monitoring Report, 2005:28) However, the gender goal was judged to be particularly urgent – requiring the achievement of parity in enrolments for girls and boys at primary and secondary levels by 2005, and of full equality throughout education by 2015. The Millennium declaration of the United Nations adopted on 8 September 2000 by all member states in the millennium Summit gave birth to eight goals to be achieved by 2015 (UN, 2005:3). Besides the eight goals, there are 18 targets and 48 indicators in the MDGs. All these Aaspects are pertinent to combat poverty, hunger, illiteracy, diseases, inequality between man and woman, infant mortality, maternal mortality, environmental degradation and improving global partnership for development. The second Goal has designated universal primary education that emphasizes the implicit objective of equal education for boys and girls alike and to be able to complete a full course of primary schooling. Bangladesh is committed to achieve the MDGs and the goals are included in the countries first Poverty Reduction Strategy Paper. By May 2005, the government developed Unlocking the Potential: National Strategy for Accelerated Poverty Reduction (PRSP). It takes a rights-based approach and identifies four strategic objectives: creating opportunity towards realizing the full potential of children i. e. access to health, nutrition, education, water and sanitation; ensuring the best interests of children in national, social, family and personal situations i. e. empowerment of children; ensuring safety and security at home and in the public space i. e. protection against abuse, exploitation and violence and establishing and protecting children’s rights i. e. social inclusion, decent work and livelihood. PRSP goal is to introduce and strengthen early childhood and pre-school education; introduce a unified and common primary education opportunity for all children; improve quality of primary education; 100% enrolment, and raise all other targets to achieve quality and completion in primary education; increase literacy rate to 80% and expand the scope of NFE beyond the literacy to reach out to the extreme poor and in remote areas (PRSP, 2005:50-51). In summing up the discussion it can be said that Bangladesh has been improving in primary education significantly since independence. Though primary education has been given priority from the emergence of the country but some dramatic changes has been noticed in the 1990s. This decade saw a renewed dedication to the expansion of primary education, and consequently primary education experienced significant enhancement during the period. In 1990, in a major policy direction Bangladesh made commitment to international compliance and as a result WCEFA came into being. Similar major international initiatives were taken in 2000. World Education Forum at Dakar and the UN Millennium conference at New York, fixed various targets and goals, named as MDGs. As a signatory country, Bangladesh is now committed to attain these targets by 2015. Currently primary education in Bangladesh is on target of achieving the second MDGs phase and it is a matter of concern Number of Students Enrolled in Primary Schools and Percentage of Boys and Girls *percentage of boys and girls students in primary schiools (1991-2009) Number of Students % of Students YearTotalBoysGirlsBoysGirls 199112,635,4196,910,0925,725,32754. 745. 3 199213,017,2677,048,5425,968,72554. 245. 8 199314,067,3327,525,8626,541,47053. 546. 5 199415,180,6808,048,1177,132,56353. 047. 0 199517,284,1579,094,4898,189,66852. 647. 4 199617,580,4169,219,3588,361,05852. 447. 6 199718,031,6739,364,8998,666,77451. 948. 1 199818,360,6429,576,9428,783,70052. 247. 8 199917,621,7319,065,0198,556,71251. 448. 6 200017,667,9859,032,6988,635,28751. 148. 9 200117,659,2208,989,7958,669,42551. 049. 0 200217,561,8288,841,6488,720,18050. 349. 7 200318,431,3209,358,7579,072,56350. 849. 2 200417,953,3009,046,4338,906,86750. 449. 6 200516,225,6588,091,2218,134,43749. 8750. 13 200616,385,8478,129,3148,256,53349. 650. 4 200716,312,9078,035,3538,277,55449. 350. 7 200816,001,6057,919,8378,081,76849. 4950. 51 200916,539,3638,241,0268,298,33749. 8350. 17 Statictis of primary schools in Bangladesh(1996-2009) YEARInstitution GPSEXPRNGPSCOMM* SATTHSAPSNGPSKGEb. Mad- rashaHMAPSNGOTotal 1996377105219683275920027593963143494992759-80818 19973771052195291962104212923472154582312850-77685 19983771053196582989282215823177169171732948-79803 199937709531955331072945123026321940640432531478840 200037677531925330613884122021262296371034379276809 2001376715319428326840951576197124773843357417078126 2002376715319428322548231576179224773443357430178363 2003376715319428326048231618167030886581820034586737 20043767154198143218-1283169937456723821444782868 20053767254196823027-135394622816768*832928980401 20063767254199993192-1314114026656726892033882020 20073767254201073186-131497322536726892022981434 20083767254200833263-157196629876744923340882981 20093767255200612991-95981927446744923323081508 GPS- Government Primary School, RNGPS- Registered Non Government Primary School, NGPS- Non Government Primary School, EXP- PTI attached Experimental School, KG- Kinder Garden, HSAPS- High School Attached Primary Schools, HMAPS- High Madrasa Attached Primary School, * SATT – Sattilite Schools which are closed from 2004 . CHALLENGES †¢Quality of teachers : Teacher’s poor academic quality and low competency is a serious problem for student’s educational attainment. Rahman attempted to establish a profile of the primary school teachers by interviewing some 500 teachers. He found that most of the teachers have only the SSC/HSC examination in the third division (Rahman, 1986:32). This poor quality of teacher’s academic competencies results in ineffective teaching. †¢Fund : Lack of funding is a big problem. The government and donors try to invest more in education sector to achieve the goals of education for all. †¢Quality of education : Bangladesh has a significant progress in achieving some goals of education for all but it needs to focus on the quality of education and early childhood development. †¢Coaching centers : some coaching centers are very much expensive. It helps to decrease child’s creativity because students found readymade notes there and they don’t need to work for it. †¢Students politics : when students participate in politics, they can not concentrate their studies. They will very much busy with political activities rather than their study because they are given money to do this. †¢Lack of consistency: Dhaka, Jan 2 (BDNEWS) – Countries leading educationists Monday demanded cancellation of the proposed ‘unified education’, which was postponed earlier, and introduction of a genuine unified education based on equality, and scientific and secular thinking at secondary level. RECOMMENDATION 1. Inclusion of legal education in government’s policy priorities, and to undertake concrete steps to improve its quality. 2. Formation of a Council of Legal Education for overall control, monitoring and supervision of legal education in Bangladesh. The Council will exercise its functions in collaboration with the Bar Council and the University Grants Commission. Necessary law is to be enacted for the formation of the Council, which would also entail amendment of the Bangladesh Legal Practitioners and Bar Council Order 1972, in so far as it concerns legal education. 3. To form legal education committee in the University Grants Commission consisting of the representatives of the law schools, and with this end in view to make necessary amendments in the University Grants Commission Order, 1972 and the relevant rules. 4. Provision for additional vocational course up to one year for law graduates as prequalification for appearing at the bar examination. How this course would be designed and run would be determined by the proposed Council of Legal Education. 5. Rational combination of academic and vocational character of legal education to make sure law graduates acquire knowledge, skill and competency for legal practice as well as law related general services. It is necessary to provide for more practical methods of teaching law i. e. Socratic method, problem method, case study, moot court and mock trial, clinical legal education etc. 6. Promotion of inter-disciplinary approach to curriculum to help students better understand the societal problems. Subjects like national history, economics, political science, sociology, logic etc could be included in the law curriculum. 7. Inclusion of new law courses (subjects) in the curriculum to respond to the needs of modern economy, ICT and globalisation. Subjects such as corporate law, international economic law, e-commerce, intellectual property law, environmental law, medical jurisprudence need to be included. 8. To include in the curriculum separate courses on ADR, legal ethics, research, drafting and conveyancing. 9. Need for emphasising transnational aspects of law to include more subjects on public and private international law and comparative law. 10. To enhance human rights and gender sensibility of legal education. Separate papers on these issues are suggested to be included in the syllabus 11. Narrowing down the gap between college legal education and university legal education by including more subjects in college curriculum and extending its duration. 12. Introduction of clinical legal education which means learning law by providing legal services to the community. Students need to be involved in various ADR activities where they will be exposed to real life situations and get opportunities to apply their knowledge of law as well as be sensitised to the rights of the marginalised sections of the community. 13. Immediate need for massive reforms and overhauling of college legal education by — (a)extension of duration of courses from existing two years to three years with emphasis on practical courses in the final year; (b)introduction of admission tests; (c)limiting number of seats for admission; (d)mandatory appointment of full time teachers; (e)provision for government financial assistance; (f)provision for adequate infrastructural facilities like class-rooms, library, books, computers etc; (g)provision for effective supervision of the colleges. 14. Establishment of government sponsored model law college to set the norms and standards of modern legal education. 15. Evaluation and examination of students by problem oriented questions. 16. Introduction of basic legal education at SSC and HSC levels as a part of general legal awareness, and as a stage of prequalification for higher studies in law. Ministry of Education is to provide necessary directives and frame rules to incorporate fundamentals of law of the land in SSC and HSC curriculum. 17. To preserve the present bilingual character of medium of instruction for law with an emphasis on effective learning of English. 18. To provide for institutional accountability of teachers, and their evaluation by the students. Details of the procedures of accountability and evaluation would need to be worked out. 19. Provision for training of the teachers. 20. Besides legal profession of a lawyer and a judge, to create more diversified professional job opportunities for the law graduates in various government and non-government departments. One of the ways to do it is to create by competitive examination BCS cadre service(legal) for law graduates to perform law related works in various government and autonomous bodies. CONCLUSION Bangladesh’s education system has deeply entrenched links to the English language over many centuries. This has made English the de facto second language. What’s more important though, English is the primary language of trade and commerce here, which makes Bangladesh a very attractive destination for software and IT services off shoring. And now the government also has been taking some steps for the betterment of the educational system of Bangladesh. People are also concerned now unlike the previous dates. The people and the young generations should come forward along with the government on this purpose. We should remember one thing that we need to change for the development.

Essay Sample on School Safety in America

Essay Sample on School Safety in America School safety has become a hot issue that it is being discussed with a lot of emotion. Fear of violence occurring in school has gripped most schools in America and generally the world over. Even then, there are varied responses to perceived increase of school violence. Many schools have responded to the increase in school violence in a variety of ways. To improve safety, many schools have implemented measures such as installation of monitoring security equipment. Everybody in a school community has a responsibility in creating and maintaining safety (Chaddock 2000). Schools are supposed to implement, assess and evaluate means that ensures best practice in order to enhance safety. As I pointed out earlier above, many states have laws requiring schools to carry out self assessment safety measures. According to the Education Commission, best practices can encompass a wide rage of safety objectives (Chaddock 2000). Safety and security are supposed to be clear in their direction, efficient and effective. Schools are supposed to have a comprehensive safety and security procedures, understandable code of ethics of students which should be communicated to students and their parents. Schools are supposed to identify, reduce and protect other schools from students who have tendencies to violent and/or disruptive behaviors. Another objective is to ensure that the school educational facilities together with equipment are secure and are in perfect working condition More often than not, safety is compromised when equipment such as in laboratory are not properly documented and correct procedures followed. It is also important to ensure that schools undertake safety measures when transporting students and staff (Chaddock 2000). If you need a custom essay, research paper, thesis, term paper, dissertation on any discipline feel free to contact our professional custom writing service.

Public Speaking Informative Essays

Public Speaking Informative Essays Public Speaking Informative Essay Public Speaking Informative Essay Essay Topic: Informative Public Speaking Informative Speech Outline SPE 102, January 8th 2009 TITLE: Obtaining a 4 year degree through Burlington County College GENERAL PURPOSE: To inform my audience of different methods they can use to obtain a four year degree through Burlington County College. SPECIFIC PURPOSE: Burlington County College offers many opportunities for advancement whether it is a stepping stone to a 4 year college, an entry into an accredited program through guarantee transfer, or the ever expanding bachelor degree completion program at Burlington County College. INTRODUCTION I attended Rutgers for a year. I was also actively involved in Air Force ROTC (Reserve Officer Training Corps) for those two semesters. I maintained a respectable GPA and made quite a few friends. With that being said, I’m sure some of you are thinking â€Å"well then why is he standing up in front of a class at BCC right now then? † The honest truth is because I was not well informed on the different degree seeking programs offered here at Burlington County College so that’s what I am here to discuss with you today. Burlington County College offers many opportunities for advancement whether it is a stepping stone to a 4 year college, an entry into an accredited program through guarantee transfer, or the ever expanding bachelor degree completion program at the college. If you have the determination, Burlington County College can get you there. BODY I. Some students prefer to use BCC as a stepping stone to four year institutions. 1. There is a significant cost difference when attending a community college and a four year institution. . According to collegeboard. com, the most up to date source on college related material, the average surcharge for full time, out-of-state students tuition at a public four year institution is $10,867 per year. b. According to Burlington County College, the most up to date tuition pricing chart states an in-county student pays $96. 50 per credit hour or the equivalent of $1,351 for full time status, assuming the student is taking 14 credits. c. Without consideration of other fees and expenses related to attending a four year institution, the average student can expect to save an excess of $9,500 a year on credits alone by attending Burlington County College. 2. Many four year degree programs follow a generic outline of four semesters of core classes and four semesters of classes geared towards the appropriate major. a. With this four and four design, students can seamlessly transfer credits and still be on track for the same graduation date of someone that attended the four year institution from the start. . Another reason to consider doing the first four semesters at a community college is the classroom design. A student could expect to have an excess of 300 people in a lecture at a large four year institution where as Burlington County College lectured classes hold a max capacity of around 80 students. 3. Many Students coming out of high school are still undecided on their major or may switch majors during their college c areer. According to Louie Bottaro, an academic advisor for the college of liberal arts at Oregon State University, about 80% of students who start college will switch their major at least once. a. By attending a 2 year institution, a student has the capability to switch their major with little or no impact on future ambitions with regards to graduation. b. By giving a student the opportunity to freely change their major with little impact, they are given a longer opportunity to mature and make career decisions that could affect them for the rest of their lives II. A unique opportunity that some 2 year college’s offer, including Burlington County College, is a program called the guarantee transfer program. This program is designed to place students that meet certain criteria into a particular four year institution for a seamless, uninterrupted flow for obtaining their four year degree. 1. For some students attending college, high school grades may be an issue for admittance into some four year institutions. a. Many accredited four year institutions require a certain standard in which their prospective students must meet. For some, these standards include a particular GPA, or Grade Point Average, in which they may not comply with by the end of their high school career. The guarantee transfer program gives the prospective student the ability to enter a program they may have been previously ineligible for, assuming they meet all criteria for that program. b. By establishing criteria for admittance into these programs, a student is able to clearly establish their baseline and thus set themselves up for success early on. 2. Not only does the program give the student the opportunity to enter programs they may have been previously ineligible for, it gives them the same opportunity to graduate with in the same time frame of a student who attended all four years at the same institution, but for a fraction of the cost. a. As stated earlier, tuition rates amongst community colleges and four year colleges are substantially different. By entering the guaranteed transfer program, a student could expect to save an average of over $19,000 by attending the first two years at a community college. b. In doing so, if a student desired to work they could continue to do so at their current place of employment (assuming they had one). By continuing to work it gives students a couple more years to save so the financial burden isn’t as great. 3. For Some students, the thought of entering college could send them into panic mode. a. By entering a two year institution knowing you have the same opportunities as an individual who entered a four year institution direct out of high school, a two year institution could help with the transition phase from high school to college without the initial huge lifestyle adjustment. b. You know the expectations you have to work towards in order to achieve your goals and in doing so, you can eliminate the interruptions that many students face regarding their first year of college when attending a four year university. III. Another unique opportunity that BCC students have is bachelor degree competition programs at BCC. The bachelor degree completion programs allow students to not only obtain their bachelors degree at BCC but it allows them to do it at a fraction of the cost of attending the particular school in which it is hosted through. 1. Perhaps the best feature in regards to the bachelor degree completion program is the savings the student can expect to see by doing so. These savings come not only in cost per credit hour but these savings can be attributed to other situations as well. a. Many college students are strapped for cash as it is so they tend to find places to save. One of the most expensive luxuries in life is having a place to stay that puts a roof over your head. By attending one of the BCC bachelor’s degree completion programs, a student is usually able to stay within their current living situation whether it is with their parents, guardians, or an apartment they share with friends. b. If a student were to stay on campus at a four year institution, they could expect to pay an average of $7,748 a year on room and board alone according collegeboard. om for the 2008-2009 school year. 2. In saving money with the bachelor’s degree completion program, a student could also expect to save a considerable amount of time in travel. Most bachelor degree completion program centers can be found on either the Mt. Laurel campus or the Willingboro campus. By centrally locating these degree completion centers a student is able to spend considerably much les s time traveling thus allowing for more time studying. 3. By attending one of the bachelor degree programs at BCC, it gives you the opportunity to earn the same degree that an individual would earn that actually attended that school on campus. a. The degree you earn is a degree direct from the college in which you earned it from. It does not note anywhere that the degree was completed at BCC and the certificate holds no less value then one of someone who obtained theirs from attending on that specific college’s campus. b. Along with obtaining the same degree, you have the opportunity to earn it in the same amount of time as someone that would have earned it the CONCLUSION So whether you just need Burlington County College as a stepping stone for your future or you have intentions of utilizing their guarantee transfer or bachelor degree completion program, Burlington County College can help get you there. If I had the opportunity to start all over again, you can guarantee Burlington County College would have been my first stop. Visual aid: Hand Out

The History of Automobile Names

The History of Automobile Names The automobile has gone by several names in the past and still continues to as variations of motor vehicles have been spun off. For example, there is the common car term, but word automobile is often used as well. Then theres truck, jeep, station wagon, bus, van, minivan and hatchback among others. However, it all began with a battle of semantics that pre-dated the word automobile, which was coined at the turn of the 20th century. So what other names for motor vehicles have famous inventors used prior to automobile? One good way to find out is to look at the names that were used in their patent applications. Heres a brief rundown of various car names throughout history: American inventor, engineer and businessman Oliver Evans  applied for a U.S. patent in Philadelphia in 1792 for an invention he called oruktor amphiboles, which translates to â€Å"amphibious digger.† His vehicle was designed to be a steam-powered car that rolled out of his shop in 1804. Initially created for the Philadelphia Board of Health for the purpose of dredging and cleaning docks, the vehicle was capable of moving on both water and land.George Selden, a patent attorney from Rochester, New York, received a patent for something he called a road machine in 1879. Due to existing laws at the time, the patent was pre-dated to 1877. Selden expanded its claims over the years. And by 1895, he had a patent for a three-cylinder motor vehicle. While he never actually produced a car, the patent allowed him to collect royalties from all American car manufacturers. Companies paid Seldens holding company, the Association of Licensed Automotive Manufacturers, for the patent licensing rights to build cars. The fact that Selden hadn’t actually followed through with his idea made the patent questionable to some manufacturers. Henry Ford,  industrialist and founder of the Ford Motor Company, was one of those who took issue with Seldon’s licensing fees and refused to pay it. Selden took Ford to court in 1904, but the judge ordered an automobile built according to the Selden patent. It was an utter failure and Selden’s patent was overturned in 1911. Selden could no longer collect royalties and car manufacturers were free to build their vehicles at lower cost without this added expense.  The  Duryea brothers  patented their motor wagon in 1895. They were bicycle makers who became fascinated with the concept of automobiles and gasoline engines.   "The new mechanical wagon with the awful name automobile has come to stay..."New York Times (1897 article) The New York Times mention of the name â€Å"automobile† was the first public use of the term by the media and eventually helped to popularize the name for motor vehicles. Credit for the name actually goes to a 14th century Italian painter and engineer named Martini. While he never built an automobile, he did draw up plans for a man-powered carriage with four wheels. He came up with the name automobile by combining the Greek word auto meaning self and the Latin word, mobils, which means moving. Put them together and youve got a self-moving vehicle that doesnt need horses to pull it. Other Names for Motor Vehicles Over the Years Of course, the other popular name for an automobile is the car is thought to be derived from Latin word carrus or carrum, which means wheeled vehicle. It can also be a variation of the Middle English term carre, meaning cart. Other possibilities include the Gaulish word karros (a Gallic chariot) or the Brythoic word Karr. These terms originally referred to wheeled horse-drawn vehicles such as a cart, carriage or wagon. Motor car is the standard formal name for cars in British English. There were other early media references to motor vehicles and these included names such as autobaine, autokenetic, autometon, automotor horse, buggyaut, diamote, horseless carriage, mocole, motor carriage, motorig, motor-vique and the oleo locomotive. The word truck may have come from truckle, which means small wheel or pulley. Its derived from the Middle English word trokell from the Latin word trochlea. It may have also come from the the Latin word trochus. The first known usage of truck was in 1611, used in reference to the wheels on ships cannon carriages. The word bus is a shortened version of the Latin word omnibus and van is short for the original word caravan.

Forming an S Corporation in Mississippi Research Paper

Forming an S Corporation in Mississippi - Research Paper Example The S corporations are liable for tax on individual, integrated gains and passive returns (Goldstein & Davidson, 1992). Necessary documentation, filling fees, and filing For an entity to qualify for S corporation status, it must be a domestic corporation with shareholders, defined trust, and estates and should not constitute partnerships, corporations or nonresident foreign shareholders. Furthermore, it should not have more than 100 members, have one kind of stock, and not be an ineligible business entity (McQuown, 2004). In order to become an S corporation, the corporation must submit Form 2553 Election by a Small Business Corporation (PDF format) signed by the owners. The Mississippi S Corporations are for those who focus on the limited liability and the bureaucratic composition of corporations but containing a pass-through taxation of the business earnings (McQuown, 2004). The Mississippi S Corporation is simply a set business that becomes an S Corporation when its shareholders el ect the outstanding tax status with the Internal Revenue Service (IRS) by filing an Internal Revenue Service’s Form 2553filed with the Internal Revenue Service (McQuown, 2004). This form is for electing tax categories. This is a mandatory requirement outlined in the state laws of Mississippi and the federal laws. The regulation as a sole entity that is different from its owners recognizes a Mississippi S Corporation. The S corporation owners enjoy partial liability for the arrears, obligations and liabilities accrued by the entity as well as a liability from possible lawful action. Protection of stakeholder individual assets is a key principle that Mississippi business owners want to incorporate. Usually, owners cannot lose more than the level they brought in the corporation. However, if the corporation is liquidated, the owners will not be liable for debts incurred. In case someone sues the concern and is, liable the courts can use the corporation’s asset to fulfill t he judgment. However, if those assets do not satisfy the judgment, the courts will not be able to take owners’ possessions (McQuown, 2004). There are exceptions to owners’ limited liability to keep in mind. Usually, an exception to an owner’s limited liability occurs when the corporation has irresponsibly laid people or been used to extend fraud (Goldstein & Davidson, 1992). A Mississippi S Corporation does not pay income taxes. Although, an S Corporation that has more than one alien stakeholder files duty returns, the owners must embrace their share of the corporation’s profits or losses on their personal tax returns, as is done in single proprietorship, partnership and by a Limited Liability Company (Goldstein & Davidson, 1992). The tax law gives employees of the corporation the opportunity to enjoy exceptional fringe benefits on a tax-free basis. They can get provided group term life insurance up to $50,000, health insurance coverage, dependent care as sistance up to $5,000, education up to $5,250, adoption aid and more (Goldstein, S. & Davidson, 1992). They can are also covered with medical reimbursement plans. In order to register a business as an S corporation the state of Mississippi requires an Articles of Incorporation or Certificate of Incorporation (Goldstein, S. & Davidson, 1992). Before forming an S corporation in Mississippi, the individuals must file legal documents with Mississippi state authorities so as be allowed to create a Mississippi