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We will write a custom essay on This is the html version of the file specifically for you for only $16.38 $13.9/page Order now These search terms have been highlighted:startoperatingsmallbusiness| |pic StartingaSmall EnterpriseStarting a Small EnterpriseTABLE OF CONTENTS| |Page||Introduction |||Why Be an Entrepreneur?|3|| |3||Rewards of Entrepreneurship|4||. |||Risks of Entrepreneurship ||| |||Process Flow: Starting a Small Enterprise|5||..||| |||Analysis|||Are You Entrepreneurial?|6||. |7||Additional Factors to Consider|||..|||Decision-Making/Planning |||Determining Your Product Line|8||.|8||Types of Business According to Ownership|9|||||Writing a Business Plan|||..|||..|||Financing|||Determining Your Financial Requirements|12 ||..|12 ||Seeking Sources of Capital |14 ||.|||Rules for Sound Financing |||..|||Setting Up|||Choosing the Site/Location of Your Business |15 || |15 ||Registering Your Business |22 ||..|||Hiring/Training Personnel |||. |||Getting Your Business Started|24 || |||References|25 ||..|||. ||IntroductionWhy Be an Entrepreneur?Entrepreneurship is a way of life.Being entrepreneurial means bein g ableto identify, start, and maintain a viable and profitable business,particularly a small enterprise. People spend most of their lives working for someone else.Some peopleeventually rise to positions of wealth and power, while the rest languishin unchallenging and low-paying jobs.On the other hand, there are aselect few who strike it out on their own; rather than work for others,they put up their own enterprise. You may ask: Why should I risk my resources in an unpredictable businesswhen I could hold a stable job with a permanent tenure and an assurance ofa regular monthly income, without any risk?In other words, why be anentrepreneur rather than an employee?Entrepreneurship has its own rewards, as well as its risks.Having yourown business has tremendous rewards, but be sure to weigh prospectivereturns against the potential risks and losses. ||Rewards of Entrepreneurship.Have Unlimited Opportunity to Make Money When you have your ownbusiness, you will most certainly have unlimited potential to earn money. How much money you earn depends on the time and effort you put into yourenterprise. Successful entrepreneurs have earned their wealth and prestigethrough hard work and by having the right product for the right market atthe right time. .Be Your Own Boss As sole proprietor of your business, you make thedecisions for your enterprise and take full responsibility for them.Thequality of these decisions will translate into either gain or loss for yourbusiness. Being your own boss means you are in control of your future. You have a better grasp of what you want to be. . Tap Your Creativity A business usually starts out as an idea.Youwill have the opportunity to harness this creativity and turn your ideainto products and processes. . Overcome Challenges and Feel Fulfilled Starting a business is by itselfan accomplishment.Running a business tests an entrepreneurs capabilityin securing and managing resources.How well a business turns out dependson the owners ability to face challenges and overcome them. ||Risks of Entrepreneurship.Risk of Failure Small businesses are prone to risks and thepossibility of failure a single wrong business decision can bring abusiness to bankruptcy. . Unpredictable Business Conditions A small business is vulnerable tosudden changes in the business environment.In a fast-paced industry, asmall firm may not possess the financial capability nor the organizationalcapacity to respond adequately to new opportunities and their concomitantproblems. .Long Hours of Work A prospective entrepreneur must be ready to spendmost if not all his waking hours immersed in the business.Also, familytime and personal affairs may be jeopardized. . Unwanted or Unexpected Responsibilities The entrepreneur may eventuallyfind himself saddled with management responsibilities he did not bargainfor. |Process Flow: Starting A Small Enterprise|Self-Analysis: Are You Entrepreneurial?Considering Other Factors Determining Your Product/ Service Line and Type of Business Writing a Business PlanDetermining Your Financial RequirementsSeeking Sources of CapitalChoosing the Site/Location of Your BusinessRegistering Your BusinessHiring/Training PersonnelGetting Your Business Started AnalysisAre You Entrepreneurial?A successful entrepreneur possesses key characteristics that help hisbusiness grow and thrive.Extensive research by the Small EnterpriseResearch and Development Foundation reveals 10 Personal EntrepreneurialCharacteristics (PECs) that lead to success. These are grouped into whatare called the Achievement Cluster, the Planning Cluster, and the PowerCluster. Take a look at what they are and try to identify yourentrepreneurial strengths and weaknesses. Achievement Cluster 1. Opportunity-seeking. Perceives and acts on new business opportunities. Seizes unusual opportunities to obtain financing, equipment, land,work, space, or assistance 2. Persistence. Takes repeated or different actions to overcome obstacles. Makes sacrifices or expends extraordinary effort to complete atask. Sticks to own judgement in the face of opposition ordisappointments 3. Commitment. Accepts full responsibility for problems encountered. Helps own employees to get the job done. Seeks to satisfy the customer 4. Risk-Taking. Takes moderate risks. Prefers situations involving moderate risks 5. Values Efficiency and Quality. Always strives to raise standards and aims for excellence. Strives to do things better, faster, and at lower costPlanning Cluster 6. Goal-Setting. Sets clear and specific short-term objectives. Sets clear and long-term goals 7. Information-Seeking. Personally seeks information on clients, suppliers, andcompetitors. Seeks experts to render bus iness or technical advice. Uses contacts or information networks to obtain information 8. Systematic Planning and Monitoring. Develops logical, step-by-step plans to reach goals. Looks into alternatives. Monitors progress and switches to alternative strategies whennecessary to achieve goals 9. Persuasion and Networking. Uses deliberate strategies to influence or persuade others. Uses business and personal contacts to accomplish objectives10. Self-Confidence. Believes in self. Expresses confidence in own ability to complete a difficult task orto meet a challengeAdditional Factors to ConsiderYou were able to pinpoint the entrepreneurial characteristics you possessas well as those areas you need to improve on to be able to run yourbusiness smoothly. Tapping your entrepreneurial skills are well and good,but you also have other factors to consider: 1. Personal Interest you must be genuinely interested in getting intobusiness 2. Knowledge/Talents your skills and knowledge should be attu ned toyour chosen line of business 3. Training/Work Experience you must have at least background trainingor workexperience to help you run a business4. Government Support/Assistance Programs find out the possibleassistance andsupport you can get from the government such asincentives, financing5.Rate of Growth of Business consider market trends, businessgrowth, and market share 6. Other Considerations also consider the return in terms of income,employment generation, services, and the likeDecision-Making / PlanningDetermining Your Product/Service LineYou can now focus on what specific type of product or service you want tosell. Some of the factors given for consideration will help you come upwith a great idea for a product what specific field are you interestedin? Can you apply your skills or background work experience to thisfield? Provided below are the different types of product/service lines:Self-Analysis: Are You Entrepreneurial?Considering Other Factors Determining Your Pr oduct/ Service Line and Type of Business Writing a Business PlanDetermining Your Financial RequirementsSeeking Sources of CapitalChoosing the Site/Location of Your BusinessRegistering Your BusinessHiring/Training PersonnelGetting Your Business Started AnalysisAre You Entrepreneurial?A successful entrepreneur possesses key characteristics that help hisbusiness grow and thrive.Extensive research by the Small EnterpriseResearch and Development Foundation reveals 10 Personal EntrepreneurialCharacteristics (PECs) that lead to success. These are grouped into whatare called the Achievement Cluster, the Planning Cluster, and the PowerCluster. Take a look at what they are and try to identify yourentrepreneurial strengths and weaknesses. Achievement ClusterOpportunity-seeking. Perceives and acts on new business opportunities. Seizes unusual opportunities to obtain financing, equipment, land,work, space, or assistancePersistence. Takes repeated or different actions to overcome obstacles. Makes sacrifices or expends extraordinary effort to complete atask. Sticks to own judgement in the face of opposition ordisappointmentsCommitment. Accepts full responsibility for problems encountered. Helps own employees to get the job done. Seeks to satisfy the customerRisk-Taking. Takes moderate risks. Prefers situations involving moderate risksValues Efficiency and Quality. Always strives to raise standards and aims for excellence. Strives to do things better, faster, and at lower costPlanning ClusterGoal-Setting. Sets clear and specific short-term objectives. Sets clear and long-term goalsInformation-Seeking. Personally seeks information on clients, suppliers, andcompetitors. Seeks experts to render business or technical advice. U ses contacts or information networks to obtain informationSystematic Planning and Monitoring. Develops logical, step-by-step plans to reach goals. Looks into alternatives. Monitors progress and switches to alternative strategies whennecessary to achieve goalsPersuasion and Networking. Uses deliberate strategies to influence or persuade others. Uses business and personal contacts to accomplish objectivesSelf-Confidence. Believes in self. Expresses confidence in own ability to complete a difficult task orto meet a challengeAdditional Factors to ConsiderYou were able to pinpoint the entrepreneurial characteristics you possessas well as those areas you need to improve on to be able to run yourbusiness smoothly. Tapping your entrepreneurial skills are well and good,but you also have other factors to consider:Personal Interest you must be genuinely interested in getting intobusinessKnowledge/Talents your skills and knowledge should be attuned toyour chosen line of businessTraining/Work Experience you must have at least background trainingor workexperience to help you run a business4. Government Support/Assistance Programs find out the possibleassistance andsupport you can get from the government such asincentives, financing5.Rate of Growth of Business consider market trends, businessgrowth, and market shareOther Considerations also consider the return in terms of income,employment generation, services, and the likeDecision-Making / PlanningDetermining Your Product/Service LineYou can now focus on what specific type of product or service you want tosell. Some of the factors given for consideration will help you come upwith a great idea for a product what specific field are you interestedin? Can you apply your skills or background work experience to thisfield? Provided below are the different types of product/service lines:Product Industries You may choose to manufacture your own product,either forthe mass market or for specialized or individual demands. Canne dgoods, wooden or plastic toys, and ready-to-wear garments are examplesof goods produced for the mass market, while precision instruments forindustrial use of made-to-order furniture are examples of specializedproducts. Process Industries You may decide to perform only one or twooperations in the total manufacturing process.If so, you are not,strictly speaking, a manufacturer but rather a processenterprise.The activities you perform can be initial operations onraw materials (milling, corrugating, sawing, or cutting), finaloperations (fishing, assembly, packing, or binding), or skilled orprecision operations (embroidery, testing, woodcarving). Subcontracting Industries If you choose to be a subcontractor, youwill undertake subcontracting work for other industries, usuallybigger ones.Bigger industries sometimes subcontract the manufactureof components, supplies, or other specialized operations to smallershops because the quality required is not viable for their high-capacity operations.Many big companies also find subcontracting amore low-cost and faster way of manufacturing products.Also, youare assured of a market for your products.You can also avail oftechnical and financial assistance from thebig companies.One drawback of subcontracting, though, is that yourely on only one firm or two for your survival. Service Industries You could choose to sell services.Serviceenterprises include repair and maintenance shops, printing and machineshops, and food catering establishments.Beauty parlors, dress andtailoring shops, recreation establishments (bowling alleys andbilliard halls), and entertainment enterprises (theaters, discos, andpub houses) are also considered service businesses. Although falling under the broad classification of a serviceenterprise, you may consider the trading business a fifth option. The most common type of trading enterprise is retailing. Types of Business According to OwnershipWould you want to run the business on your own, with a partner, or withmore people? Weigh the odds:|Forms of |Advantages|Disadvantages||Business | |||Single|Easy to set up|Demanding on owners ||Proprietorship |Decision-making|personal time||(one party)|left entirely|Growth limited by|||to owner|owners||| |financial means ||Partnership|- Relatively easy |-Any personal rifts||(at least two |to set up|||parties) |- Check and |between|||balance|partners may|||maintained with |dissolve|||two|partnership|||parties around |Equal profit sharing ||| |despite unequal ||| |attention and time||| |given by partners to ||| |business. ||Corporation|Maximum flexibility|Complicated setting-up||(at least five |for growth|process||parties) |Limited liability |Individual|||of individual|stockholders may have |||shareholders |limited influence on |||Greater room for|management|||professionalism in |Tendency to|||management|institutionalize a|||Is least likely to |b ureaucracy|||dissolve||Writing a Business PlanAfter you have made the preliminary decisions, you can proceed to formulatea business plan. There is no such thing as an all-purpose business plan. You should write your business plan according to the unique factors andconditions of your enterprise.However, you will find it useful to writeand use a business plan along the broad guidelines suggested below:1. State Your Objectives. This section comes first in a business plan. You tell your reader who you are, what your business goals are, and whenyou expect these goals to be accomplished.If you are submitting yourplan to a bank, you may indicate how much you want to borrow and what youplan to do with the funds. ||| Example of Stating Your Objectives: ||Pretty in Pink is an enterprise involved in the ||manufacturing and retailing of ready-to-wear ladies||dresses.Its goals are: ||To start manufacturing and retailing by January 2000||To achieve profitability by January 2001||To seek adequate financing for the first 18 months of||operation|2. Describe the Business. This section gives background information onyour business and how it is currently doing:For a new business. Instead of a brief history, explain what the businesswill be, how the idea for your business was conceived, and how the businessis expected to develop. For an existing business. Provide the following information: business name,date and place of registration, when actual operations began, a briefhistory of your business, and names of owners, partners, or major investors3. Describe Your Products or Services. Give a detailed description of yourproducts or services so the reader gets a clear idea of what you areselling.Also give any applications or uses of your products that may notbe apparent. .u5f1b158c5d5503b03b53518371f31d7e , .u5f1b158c5d5503b03b53518371f31d7e .postImageUrl , .u5f1b158c5d5503b03b53518371f31d7e .centered-text-area { min-height: 80px; position: relative; } .u5f1b158c5d5503b03b53518371f31d7e , .u5f1b158c5d5503b03b53518371f31d7e:hover , .u5f1b158c5d5503b03b53518371f31d7e:visited , .u5f1b158c5d5503b03b53518371f31d7e:active { border:0!important; } .u5f1b158c5d5503b03b53518371f31d7e .clearfix:after { content: ""; display: table; clear: both; } .u5f1b158c5d5503b03b53518371f31d7e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5f1b158c5d5503b03b53518371f31d7e:active , .u5f1b158c5d5503b03b53518371f31d7e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5f1b158c5d5503b03b53518371f31d7e .centered-text-area { width: 100%; position: relative ; } .u5f1b158c5d5503b03b53518371f31d7e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5f1b158c5d5503b03b53518371f31d7e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5f1b158c5d5503b03b53518371f31d7e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5f1b158c5d5503b03b53518371f31d7e:hover .ctaButton { background-color: #34495E!important; } .u5f1b158c5d5503b03b53518371f31d7e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5f1b158c5d5503b03b53518371f31d7e .u5f1b158c5d5503b03b53518371f31d7e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5f1b158c5d5503b03b53518371f31d7e:after { content: ""; display: block; clear: both; } READ: Short plot summary of giver EssayIn this portion of your plan, you should also note the competitiveadvantages your product has over other similar products, as well asidentify the products you will be competing with.You should be able tostate your products advantages and disadvantages. 4. Identify Your Potential Market Determine who are your present orprojected customers and how many.Be as specific as possible.Are youselling to bookstores? A grocery store? A small ladies boutique? If youare selling to the general public, you may need to group potentialcustomers according to age, gender, income, education, and otherdemographic factors. You then ask yourself how you can make use of theinformation.If, for example, you know that your potential customers willlikely be children between three to ten, what does this tell you about yourlocation? Your advertising? Your prices?5. Identify Your Competitors Rather than pose as threats to you, yourcompetition should drive you to do your best.Learn as much as you canabout them.Include the following information in your plan:Description of competitors Identify businesses likely to become yourcompetitors. Name them. Size of Competitors Determine your competitors assets and salesvolume. Profitability of Competitors Which of your competitors are makingmoney? Which are losing, and by how much?Operating Methods Determine the operating methods of each of yourmajor competitors in terms of pricing strategy; quality of productsand services; servicing, warranties, and packaging; methods of sellingand distribution channels; credit terms; location; advertising andpromotion; reputation; and inventory levels.Discuss only the itemsrelevant to your business. 6. Consider Your Pricing Policy In pricing your goods and services, allrelevant factors should be considered, like cost of production anddistribution as well as the degree of acceptance by the market.Anotherfactor to consider is the pricing structure of your competitors.Ofcourse, the aim of your pricing policy should be to set the price at alevel that maximizes profit in the long run. Determine Your Marketing Methods Having a good product at areasonable priceis not enough. Your business plan must answer the following questions:How will you promote or advertise your business?How will you sell your product? Will you employ salespeople?What channels of distribution will you use to reach your customers?What do your customers think of your product? How can you improveyour image as an enterprise?Determine Your Key Personnel Identify the key people in yourbusiness, includingyou as the owner and manager.If your business is a corporation, list thenames and addresses of all directors.If your business is a partnership,list the names and addresses of all the partners. Identify Your Material Requirements and Sources of Supply List downwhatmaterials you will need and where you will get them.Include only directmaterials; office supplies and other indirect materials should not beincluded in the list. You should prepare a table for the materials. For each of them, state howmany suppliers there are, who your main supplier is, and why. Your readerswill see that you have carefully thought out who your best supplier willbe. Determine the Process and Equipment You Will Use to Manufacture YourProduct Give a detailed explanation of your production process.Foreach step, explain the work done, as well as the equipment and materialsused.If you are presenting a complex process, include a diagram showingyour work-flow.Assign positions for the jobs that need to be done andestimate how many people you need to employ for each position.Set salaryrates, too. Prepare a Sales Forecast Include a sales forecast that covers atleast two years ofoperation.For the first year, present your sales on a monthly basis. Present the forecast of the succeeding years on a yearly basis, andexplain how you arrived at the figures and at the assumptions on which theyare based. Prepare a Budget In manufacturing, production costs of materials,labor, service,manufacturing overhead, and other components should be budgeted.Aservice business should budget operational costs.Sales costs shouldinclude selling and distribution, storage, discounts, advertising, andpromotion.General and administrative expenses include salaries, as wellas legal and accounting costs.Projections should be prepared every monthduring the first year of operation and every quarter for the second andthird years. Set Your Plan to Work You are ready to set your plan to work.Itis time to raisefunds, obtain a license, purchase facilities and supplies, hire and trainpeople, and start operating. Remember that if you are to succeed, you mustbe prepared to work long hours and must be totally committed to yourbusiness. FinancingDetermining Your Financial RequirementsYou must now determine your financial needs and raise funds to meet theseneeds.You can begin a sari-sari store from your own personal savings. A garment factory, on the other hand, will require more elaboratearrangements for fund sourcing. Generally speaking, the financial requirements of a business may beclassified into Fixed Capital, Working Capital, and Pre-operating Capital. . Fixed Capital includes cost of land and building, or lease deposits ofthem; cost ofimproving the land or remodeling the building; machinery andequipment; furniture, furnishings, and fixtures. These are usually one-time expenses, meaning they are generally good for the duration ofyour business. . Working Capital is the reserve money you need to run the businessuntil it becomes self-supporting. This may take about one to sixmonths or even longer. You need working capital to purchase your rawmaterials, pay your workers, pay for transportation, telephone,electricity, and water bills. . Pre-Operating Capital includes money that you spend to register yourbusiness,acquire licenses for franchises, or pay a lawyer or a consultant. Inother words,this is money you spend before your business begins to operate. It is advisable to prepare a forecast that outlines all these capitalrequirements. Be sure that no significant item has been overlooked. Berealistic and do not underestimate your requirements. Provide forcontingencies and a margin of safety in estimating your capitalrequirements to avoid cost overruns later. Your capital should be enough tocover unexpected expenses. Observe the equipment and manpower requirementsof other business establishments. If in doubt, ask a knowledgeable friend,an accountant or consultant to see if your estimates are realistic or not. For simple business activities like small-scale trading or home-basedindustries, simple estimates or financial requirements, income and profitwould be sufficient. However, larger, more complex undertakings require amore in-depth study; this is called the project feasibility study.Banksusually require this for long-term loans. Seeking Sources of CapitalThe small businessman usually meets his initial requirements by dippinginto his own savings or investing his other assets. Loans from relativesand friends sometimes supplement his initial capital. Some of these loansare extended interest-free. External sources of funds are available if you know where to look. Organizations such as banks, venture capital corporations, and savings andloan associations make lending money their business. In addition, somegovernment institutions provide credit to small start-up enterprises atsubsidized interest rates and liberal terms. If you are looking for capital, you may first consider looking into yourown resources and the loan offerings of possible creditors:. Equity Capital is the amount of personal resources you andpossibly your partner put in, plus the portion of the profits youplow back into the business. It also includes resources invested by other people into your company. Equity is a permanent part of your capital structure. As such, it doesnot have to be paid back. Nevertheless, as your company grows, youwill need to put in more equity or permanent capital. The small businessman may exhaust his own personal resources to getmore equity funds for the business. Personal life insurance policiesor other properties of value may be used in times of urgency. Friends,relatives, or other members of the community may also be persuaded toinvest in the business. . Creditors Equity. If you require financing from outside sources, youcan avail of theloan packages of financial institutions. These are:. Short-term loans. These loans are short-term financial obligations,usually lasting less than a year and normally self-liquidating. Theyare used to buy things that will generate funds for repayment of theloan. Some short-term loans (clean loans) are issued on an unsecuredbasis, which means they are made without collateral, since the bankrelies on your credit reputation. . Individual money lenders. Friends or relatives extend loans in the spiritofpakikisama or camaraderie. There are also unlicensed money lenders butbeware ofthose who charge usurious rates of interest, like the so-called five-six operators. . Non Government Organizations (NGOs). NGOs are fast becoming popularsourcesof credit. Through enterprise development projects implemented by privateand government finance institutions, these NGOs act as intermediary agentsin various lending programs. Lending packages are available depending onthe specific target beneficiaries of the individual programs. Theirinterest rates are usually lower than what banks offer. A review of yourfeasibility study and a credit investigation are customarily conducted. Most programs offer character loans and require minimum equityparticipation with little or no collateral. The organization closelymonitors and evaluates each business project. Beneficiaries of these PVOsare commonly micro and small entrepreneurs. . Special Lending Programs. Public and private agencies are confident ofthe strengthof small entrepreneurs, and have thus created programs that woulduplift their status. |Rules for Sound Financing||. A small businessman should know exactly what type of||capital he needs and how he can obtain it at the best||possible terms.If he borrows the capital, he must know ||exactly how to repay it.An entrepreneur must also know ||when to require financial expansion.||. The ideal debt-equity ratio of ones capital structure||must be 40:60. This means that the debt or borrowed portion||of the total capital should be contributed by the owners ||equity.||A 40:60 ratio is considered ideal because it will allow the||firm to acquire more credit in the future when it is ready ||to expand. Most banks and other financial institutions lend||money only if the resulting debt-equity is 60:40 when the ||new (borrowed) money is infused into the business.||Therefore, it makes sense to limit borrowing. Otherwise,||one may be saddled with a heavy repayment burden.||. Fixed assets and working capital requirements during||normal operations must be financed from long-term sources ||( one year or longer). These sources are the owners equity ||and long-term loans or long-term liabilities. ||. Short-term requirements, like additional working capital ||needed during peak seasons (Christmas, rainy season,||school opening, etc.) should come from short-term sources, ||such as: trade credit (30 90 days); short-term bank loans||(from two to three months); pawnshops (three months); and ||friends and relatives. | Setting UpChoosing the Site/Location of Your BusinessFinding a site for your business is crucial. In the retail business, yoursales potential depends on your location. Like a tree, a store draws itsnourishment from the area around it. A storeowner is already half-successful if he sets up shop in a good place. You must also be able to recognize factors in some sites that aredetrimental to your business. Among these are: smoke, dust, disagreeableodors and noises, proximity to garages, hospitals, drinking places andsimilar establishments, poor sidewalks, and old, run-down buildings. |||Some guidelines to help you find a good location:||Know the population of the trading area. Is the||neighborhood starting to be run down? Is the population||moving away? Or is it new and on the way up? Determine the ||purchasing power of the population. Do they own cars? Big, ||affluent homes? ||||Study the competition How many stores look prosperous in ||the area? How many look as though they are barely getting ||by? How many similar stores went out of business in this||area last year? How many new stores opened last year? What ||price line does competition carry? Pinpoint which stores ||will be your greatest competitors. If you intend to put up||a variety store, you may find it profitable to locate your ||store adjacent to that of your competitors because the||combined appeal of two or more similar stores creates||greater customer traffic.||||Study the locations accessibility See if the location is||accessible to your customers, employees and of course, to ||you. Ask yourself the following questions: How close is the||store to jeepney and bus, and other transport facilities? ||Are there adequate parking spaces near the store? Are the ||sidewalks in good repair? Is the street lighting good?|Registering Your BusinessA new small enterprise has to be registered in various governmentagencies. The complexity of registration varies according to the legalform of the business. A single proprietorship is the easiest to register,while a corporation requires more elaborate procedures. Registering with the Department of Trade and Industry (DTI)The DTI-NCR administers the registration of business names. If you are a single proprietor and your business is using a name other thanyour own name, that business name should be registered. Business nameregistration with the DTI is optional for partnerships and corporations. By registering your business name with the DTI, you are assured that noother entity may legally use your business name anywhere in thePhilippines. Register your Business Name at:Department of Trade and Industry NCRGround floor, DTI Main Building361 Sen. Gil Puyat Ave., Makati Cityor at designated Satellite Registration Centers in selected cities in MetroManilaTel. No. 890-4854Steps:Obtain application forms (duplicate copy), preferred name slip, andindex card from the Information Desk and fill these up completely. Only the owner of the business is authorized to sign all the forms. Meet the following requirements (For Single Proprietorship):. Must be a Filipino citizen, at least 18 years old. Filipinos withnamessuggestive of alien nationality must submit proof of citizenship such asbirth certificate, PRC ID, voters ID, passport. If the applicant hasacquiredFilipino citizenship by naturalization, election, or by other meansprovided by law, he must submit proof of his Filipino citizenship such asI) naturalization certificate and oath of allegiance; or II) card issued bythe Bureau of Immigration and Deportation and affidavit of election or IDcard issued by the Bureau of Immigration and Deportation. .uf7f7567de2fa5c002e8543dbef529627 , .uf7f7567de2fa5c002e8543dbef529627 .postImageUrl , .uf7f7567de2fa5c002e8543dbef529627 .centered-text-area { min-height: 80px; position: relative; } .uf7f7567de2fa5c002e8543dbef529627 , .uf7f7567de2fa5c002e8543dbef529627:hover , .uf7f7567de2fa5c002e8543dbef529627:visited , .uf7f7567de2fa5c002e8543dbef529627:active { border:0!important; } .uf7f7567de2fa5c002e8543dbef529627 .clearfix:after { content: ""; display: table; clear: both; } .uf7f7567de2fa5c002e8543dbef529627 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf7f7567de2fa5c002e8543dbef529627:active , .uf7f7567de2fa5c002e8543dbef529627:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf7f7567de2fa5c002e8543dbef529627 .centered-text-area { width: 100%; position: relative ; } .uf7f7567de2fa5c002e8543dbef529627 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf7f7567de2fa5c002e8543dbef529627 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf7f7567de2fa5c002e8543dbef529627 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf7f7567de2fa5c002e8543dbef529627:hover .ctaButton { background-color: #34495E!important; } .uf7f7567de2fa5c002e8543dbef529627 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf7f7567de2fa5c002e8543dbef529627 .uf7f7567de2fa5c002e8543dbef529627-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf7f7567de2fa5c002e8543dbef529627:after { content: ""; display: block; clear: both; } READ: Reaction Paper of the Movie Agora Essay. Must provide two recent passport-size picturesCertain types of business may have other requirements:. Service and repair shops. Real estate brokers. Dental/medical clinic/hospitals. Pawnshops. Manpower services. Engineering services. Architectural services.Other related services provided by professionals3.Proceed to the designated window for evaluationPay required fees at the cashier. Registration and Processing FeeSingle P300Corporation/Partnership/Cooperative P500A penalty of P100 is imposed if the BNRS certificate is not renewedbefore within the 3-month grace period from the certificatesexpiration dateGet priority numberProceed to the waiting area and wait for your number to be called bythe examiners at Windows 1-10Business Name Certificate is released within 10-15 minutes uponapprovalRegistering with the Securities and Exchange Commission (SEC)The SEC is the government agency that gives the business enterprise itslegal personality. Only partnerships and corporations need to be registered with the SEC. Single proprietorships need not register. Register your business at:Securities and Exchange CommissionSEC Bldg., EDSA, Greenhills, Mandaluyong CityTel. No. 726-0931Basic Requirements of a PartnershipName Verification SlipArticles of Partnership3.Undertaking to Change Name4.Registration Data SheetIf it is a Limited Partnership, the word Limited is added to thename. Articles of limited partnership should always be under oath only(JURAT) and not acknowledged by the partners before a notary publicPartnerships need clearance from concerned government agenciesAdditional Requirements for a Partnership1. License of custom brokers for custom brokerage. 2. For foreign partnerships: Foreign Investment Agent Application Form Proof of Inward Remittance of non-resident alien partner or affidavitmanifestingintention not to register investment with the Bangko Sentral ngPilipinas If the document was signed abroad, it must be authenticated by thePhilippine Consular Office in the country it was executedRegistration Procedures:Secure name verification slip from the Records DivisionProceed to Cashier for payment of filing feeSubmit documents to the Receiving Unit of the Records SectionThe documents are then forwarded to the Company Registration andMonitoring Department (CRMD) and assigned to processorsTyping pool prepares Certificate of Registration and returns to aprocessor (or a lawyer) and Assistant Director for initialsDirector of the CRMD signs the Certificate of PartnershipThe certificate of registration is forwarded to the Releasing Unit ofthe Records Division (ground floor), where it may be claimed by theapplicant upon presentation of receipt as proof of payment of thefiling feeNotes:Applications of domestic corporations (stock) where subscribedcapital stock are paid in cash are forwarded by the Records Divisiondirectly to the Company Registration and Pre-Need Department (CRPD). Verified name is deemed unofficial unless approved by the Commission,i.e., after issuance of the certificate of incorporationFor businesses involving pre-need plans and commodity futures,clearance of the proposed corporate name from the Pre-need Departmentand Market Regulation department is required before verification ofthe name with the Records Division at the SEC Annex Bldg. The application for registration of non-stock corporations isprocessed solely by the CRPD. Application under the Foreign Investment Act of 1991 or those with morethan 40% foreign equity are processed first by CRMD before payment offiling fee. Registering with the Social Security System (SSS)An employer, or any person who uses the services of another person inbusiness,trade, industry or any undertaking must be registered with the SSS. Social,civic, professional, charitable and other non-profit organizations, whichhire the services of employees, are considered employers.Register at:Social Security System (SSS)SSS Bldg., East Avenue, Diliman, Quezon CityTel. Nos. 920-6401, 920-6446Email: emailprotectedSingle ProprietorshipsAn owner of a single proprietorship business may accomplish and submit SSSForms R-1 (Employers Data Record) and R-1A (Initial or Subsequent List ofEmployees). PartnershipsAny of the partners of a partnership firm should accomplish SSS Forms R-1and R-1A and submit these forms together with a photocopy of the Articlesof Partnership. The original copy of the Articles of Partnership must bepresented for authentication. CorporationsA corporation must accomplish SSS Forms R-1 and R-1A signed by itspresident or any of the corporate officers or incorporators. Submit theseforms together with the photocopy of the Articles of Incorporation. Theoriginal copy of the Articles of Incorporation must be presented to the SSSfor authentication. Registering with the Cooperative Development Authority (CDA)All cooperatives are required to register with the CDA as per Republic Act6938/6939. Register at:Cooperative Development Authority6F Benlor Bldg., 1184 Quezon Ave., Quezon CityTel. No. 373-6896Steps:Submit four copies of the Articles of CooperationSubmit four copies of the By-LawsSubmit four copies of the Economic Survey (feasibility study)Submit Bond Accountable Officers (Fidelity, Cash, or Surety)Capitalization not lower than P2,000 (depending on the activitiesregistered)Minimum members of at least 15Registering with the Bureau of Internal Revenue (BIR)Every business enterprise has to register with the BIR for taxationpurposes. Below are the steps to follow:Secure a permanent record file number of Tax Identification Number(TIN) from the BIR National Office in Diliman, Quezon CityRegister the business/trade name at the BIR office nearest you. Secure and file an application form, together with supporting papers,as follows:Mayors permitCertificate of Business Name Registration from the DTIArticles of Partnership or CorporationResidence CertificateSecure authority to print books of account, invoices, receipts, andother accounting records by filling up four copies of an applicationform. Attach four draft copies of the material to be printed as wellas a copy of the job order. Register book of accounts, invoices, receipts, etc. Registering with the Department of Labor and Employment (DOLE)Business establishments with five or more employees are encouraged toregister with DOLE, the agency which monitors compliance with labor laws. Registration is mandatory for firms which employ 50 or more workers. The Bureau of Local Employment administers the registration ofestablishments. To register, secure and fill up a registration form. Corporations are required to attach a photostat copy of the SEC Certificateof Registration. Registering with the Local GovernmentAll businesses, whatever the legal form, are required to secure a mayorspermit or municipal license from the municipality or city where they arelocated. Various cities and municipalities have different registrationprocedures, but the following steps prescribed in Quezon City would betypical:Go to the Business Permit and Licensing Office of Quezon City Hall. Secure an application form from the Public Assistance OfficeSubmit three copies of the form together with a simple sketch of yourbusiness location. Support application with a Certificate of Business NameRegistration from the DTI-NCR if you are using a firm name. A partnership or corporation must submit the correspondingArticles ofPartnership or Incorporation duly registered with the SECtogether with a photostat copy of the Certificate of Registration with the SEC andthe current class C certificate in the case of corporationsProceed to the City Treasurers Office for any payments to be made. Present Mayors Permit for issuance of municipal licensesBusiness establishments are required to exhibit the mayors permitconspicuously in the business establishment. Registering with Other AgenciesDepending on the type of products they manufacture or handle and on theirmarket orientation, certain firms are required by law to register withother government agencies:|Bureau of Food and Drugs |For manufacturers ||(BFAD) |of drugs,||Philinvest Corporate|cosmetics, and||Center, Alabang,|food products||Muntinlupa|||Tel. No. 807-0721/ Fax No.|||807-0751|||Email: emailprotected|||Garments and Textile|For all||Export Board (GTEB) |manufacturers of ||4/F, New Solid Bldg., 357 |garments and||Sen. Gil Puyat Ave. Makati|textile for ||City|exports.||Tel No. 890-4810/ Fax No. |||890-4653|||Email: emailprotected|||National Food Authority |For rice, corn,||Regulatory Division |and flour dealers.||10th flr., Matimyas |||Building, E. Rodriguez|||Sr., Quezon City|||Tel. 712-1719 / 712-1705 ||| |||Fiber Industry Development|For processors and||Authority|traders of fibers ||Asiatrust Bank, Annex|and fiber||Bldg., |products.||1424 Quezon Avenue, Quezon|||City|||Tel. 37 3-7489 / 373-9241 |||Bureau of Fisheries and|For those engaged ||Aquatic Resources (BFAR) |in the export of ||Arcadia Building, Quezon |fish and fish||Avenue, Quezon City |products and other||Tel. 372-5057 / 373-7452 |aquatic products. ||Bureau of Animal Industry |For exporters of ||(BAI)|animals and animal||Visayas Avenue, Quezon|by-products ||City|||Tel. 927-0971 / 926-8814 |||Bureau of Plant Industry |For exporters of ||(BPI)|plant and plant||San Andres, Malate, Manila|products|| |||Tel. 525-7857 / 524-0768 |||Bureau of Forest|For exporters of ||Development|forest products||FMB Building, Visayas|(e.g., logs,||Avenue, |lumber products, ||Diliman, Quezon City|plywood etc.)||Tel. 927-4788 / 925-2138 |||National Tobacco|For those engaged ||Administration|in the production ||NTA Bldg., Panay Ave.,|or export of||cor. Sct. Reyes St. Quezon|flue-cured ||City|Virginia-type||Tel. No. 374-3987/ |tobacco, Burley||374-2505|tobacco, and|| |Turkish/Oriental || |tobacco products. ||DTI- Bureau o f Product|For commodity||Standards (BPS)|clearance for||3/F, Trade and Industry|producers, ||Bldg., 361 Sen. Gil Puyat |manufacturers or ||Ave., Makati City|exporters their ||Tel. No. 890-4965/ |products will be ||890-4924|tested to ensure ||Fax No. 890-5131|that they meet||Email: emailprotected |established || |standards. ||National Subcontractors|For businesses||Exchange (SUBCONEX) DTI |interested in||NCR|tie-ups with||12/F, Trafalgar Plaza, 105|export-oriented||H.V. dela Costa St. |firms as||Salcedo Village, Makati|sub-contractors/su||City|ppliers provided ||Tel. No. 811-8231 to 33|they fall under||Email: emailprotected |any of the || |following sectors:|| |garments and|| |handwoven fabrics,|| |gifts and|| |housewares, || |furniture and|| |fixtures, footwear|| |and leather goods,|| |fresh and|| |processed foods|| |and jewelry.||Intellectual Property|For firms that||Office (IPO) |want to register ||IPO Bldg., 351 Sen. Gil|their patents and ||Puyat Ave. Makati City|trademarks. || Tel./Fax No. 890-4862;|||890-4942|||Email: emailprotected||| |||DTI Bureau of Trade|For enterprises||Regulation and Consumer|engaged directly ||Protection (BTRCP) |or indirectly in ||2/F, Trade and Industry|the servicing,||Bldg., 361 Sen. Gil Puyat |repair or||Ave. Makati City|maintenance of||Tel. No. 896-5785; Fax.|vehicles, engines ||No. 890-4949 |and engineering||Email: |works, electrical ||emailprotected|components, || |electronics,|| |air-conditioning || |and refrigeration,|| |office machines|| |and data|| |processing, || |equipment, medical|| |and dental || |equipment. || |Technical|| |personnel (e.g., || |mechanics or|| |technicians) are || |also within the|| |scope of the|| |BTRCP.|Hiring/Training PersonnelYour workers are essential to your business. Remember that without workers,you cannot have a business. Even if youre running a very small operation,you cannot expect to do everything yourself. As manager, you must see to itthat you have the right employees, and that you t rain them well, andmotivate them to do their very best at work. Know your employees rights:Equal Work Opportunities for All. Male and female employees are entitled toequal compensation as well as equal access to promotion and trainingopportunities. It is unlawful to discriminate against female employees. Itis also unlawful to hire a woman on condition that she should not getmarried, or to stipulate expressly or tacitly that a woman employee shallbe deemed dismissed if she gets married. Security of Tenure. Every employee shall be assured security of tenure. Noemployee can be dismissed from work except for a just or authorized cause,and only after due process. Work Days and Work Hours. Work Day refers to any day during which anemployee is regularly required to work. Hours of Work refer to all the timean employee renders actual work, or is required to be on duty or to be at aprescribed workplace. The normal hours of work in a day is eight hours. This includes breaks or rest period of less than one hour, but excludesmeal periods, which shall not be less than one hour. ||Three types of LeavesService Incentive Leave (SIL) an employee is entitled to a five-dayleave with pay after one year of service. Maternity Leave the leave granted on the occasion of childbirth,abortion, or miscarriage of a female member of the SSS who has paid atleast three monthly contributions within the 12-month periodimmediately preceding her childbirth or miscarriage. Paternity Leave a male employee can go on leave for seven days withfull pay when his legitimate spouse gives birth or suffers amiscarriage. Wage and Wage-Related Benefits. Wage is the amount paid to an employee inexchange for a task, piece of work, or service rendered to an employer. This includes overtime, night differential, rest day, holiday and 13thmonth pay. It also includes the fair and reasonable value of board,lodging, and other facilities customarily furnished by the employer. Safe Working Conditions. Employers must provide workers with every kind ofon-the-job protection against injury, sickness, or death through safe andhealthful working conditions. Rest Days and Holidays. Rest Day refers to any rest period of not lessthan 24 consecutive hours after not more than six consecutive work days. Holidays or Special Days are classified as such by law or declared bycompetent public authority, whether or not it falls on an employees WorkDay or Rest Day. Right to Self-Organization and Collective Bargaining. Every worker has aright to self-organization, i.e., form or join a legitimate workersorganization, association, or union of his choice free from interferencefrom the employer or from the government. Except for those classified asmanagerial or confidential, all employees may form or join unions forpurposes of collective bargaining and other legitimate concertedactivities. An employee is eligible for membership in an appropriate unionon the first day of his or her employment. Workers Participation and Tripartism. Workers have a right to participatein policy and decision-making processes in matters directly affecting them. They have a right to take part in tripartite activities with government andemployers organizations. Through their organizations, workers are entitledto representation in tripartite decision-making functions as defined bylaw, including fixing of wages and resolution of labor disputes. Getting Your Business StartedNow you can start your business. Remember that being an entrepreneur alsomeans you have a social responsibility to your employees and to thecommunity you serve. This means that you must pay decent wages, give yourcustomers their moneys worth, and compete fairly in the market. Keep in mind that business is uncertain. Not everything will go accordingto plan. When the unexpected happens, dont blame other people, thegovernment, a poor business environment, or bad luck. Successfulentrepreneurs learn from their failures. Once you have made up your mind,have laid down your plans, and are determined to face the challenges ahead,you are ready to join the ranks. Welcome to the world of business!

UC Berkeley Free OpenCourseWare Online Classes

UC Berkeley Free OpenCourseWare Online Classes Every semester, University of California Berkeley records several popular courses and offers them free to the public as OpenCourseWare classes. New lectures are posted online each week during the run of the course. The webcast classes are archived for about a year; then  theyre removed from distribution. Like other OpenCourseWare programs, UC Berkeley usually doesnt offer credit or  student/teacher interaction for these free online classes. Where to Find UC Berkeley OpenCourseWare UC Berkeley’s OpenCourseWare webcasts can be found on three websites: Webcast. Berkeley, Berkeley on YouTube, and Berkeley on iTunes University.  By subscribing to UC Berkeley courses via iTunes, you’ll receive new lectures automatically and save a copy of each course on your hard drive. If you’re an RSS user, you can subscribe to a course through the Webcast Berkeley website and watch lectures in Google Reader or another appropriate application. The YouTube site provides streaming videos that can be watched anywhere or embedded in a website or blog. How to Use UC Berkeley OpenCourseWare If you plan to use UC Berkeley OpenCourseWare, it’s advisable to start at the beginning of the semester. Since lectures are posted online shortly after they’re given, you’ll be able to watch up-to-date recordings that reflect the most recent research and world events.The UC Berkeley websites offer only lectures, not assignments or reading lists. However, independent learners are often able to gather class materials by visiting the lecturers’ websites. When watching the first video of a course, be sure to listen for a class web address. Many lecturers provide downloadable material on their sites. Top Free Online Subjects From UC Berkeley Since UC Berkeley’s webcasts vary between semesters, there’s always something new to explore. Popular subjects include computer science, engineering, English, and psychology. Check out the Berkeley website for the most up-to-date list. Three sample classes include: How to Write an Essay: This  five-week  introduction to academic writing for English language learners  focuses on essay development, grammar, and self-editing. The  course is free, but two additional fee-based components are offered: a certificate highlighting the knowledge and skills gained and  weekly interactive  small-group sessions with a live mentor.Marketing Analytics: Products, Distribution, and Sales: This four-week  course offers instruction in advanced concepts such as conjoint analysis and decision tree methodologies to product decisions  as well as  the best ways to distribute and sell offerings to consumers. Also provided for a  fee is a certificate highlighting the knowledge and skills gained in the course.The Science of Happiness: This eight-week course teaches the science of positive psychology, which explores the roots of a happy and meaningful life. A  certificate highlighting the knowledge and skills gained in the course is  offered for aà ‚  fee. Part of a Partnership The UC Berkeley OpenCourseWare program is partnered with edX, an online course provider that offers more than 1,900 free and fee-based online courses from over 100 institutions worldwide. The partnership, founded by Harvard University and the Massachusetts Institute of Technology, also includes nonprofit institutions, national governments, nongovernmental organizations (NGOs), and multinational corporations.

Description of Place, or Thing Essay Example | Topics and Well Written Essays - 500 words

Description of Place, or Thing - Essay Example The success rate of players is low as well and therefore, few number of athletes make up to the international stage whereas, others remain unknown to the world. The role of luck is very notable in the process of predicting success in the field of sports. The success in the world sports is determined by one’s ability of being at the right place at the right time. The sports in general promote social equality, justice and humanistic values in the community because in the ground everybody is a player and equal to all fellow humans regardless of his or her sexual orientation, race and color. The leading players in the history are living the worst possible lives after the retirements and there is nobody who is even willing to take care of them. Furthermore, humans need regular exercise in order to remain fit while; the professional sportsmen are needed to make a living by joining and working in other professional fields so that they can remain immune to ill-effects of early retirem ent that is pretty much a time honored tradition and convention in the area of ice-hockey. The safety of the players should be enhanced by making new laws and rules in sports like ice-hock. The human limit to suffer physical pain and exertion must be tested in a human way. The profession of sports should not be considered as a battlefield but a place where healthy and safe competition can prevail. The notion of pain as an integral part of ice-hock should be challenged by making new laws and policies for safeguarding players from

Status report Assignment Example | Topics and Well Written Essays - 500 words

Status report - Assignment Example Households are also being educated on maintenance including protective measures to save units and panels from heavy rains. Scenario 1. Consulting/ knowing the facts are needed in planning the communication (Wolf, 1974). There is a reason why many of the technical staff do not come before 9:00 a.m. Possibly, they need to complete a heavy work load since they leave later in the evening. Prior to written communication, the project manager can meet the technical group to understand the problem and gain commitment for a stricter 9:00 a.m. rule. Compromise on late hours work may be reached through overtime incentives, if needed. An objective and well supported memorandum can then be prepared. Scenario 2. General announcements will involve informing all levels-- department heads, supervisors and rank-and-file. If the new direction is great in scope, the upper/middle management should be consulted. With gathered insights/greater objectivity, a general memorandum announcement can then be made channeled through various departments. The company newsletter can also be used to ensure wider dissemination in the company, while the company website information can serve outside clientele. Scenario 3. Action must support communication (Wolf). Project manager should find out the cause of the problem. Then a personal visit to the aggrieved manager, if he/she is open to an appointment, can be used to cordially explain your side—your regular reporting, as well as the inclusion in the list of the executive sponsor, and the cause of the problem. Possibly, a formal memo of explanation may not even be needed, unless the executive asks for it. Scenario 4. Business communication is reciprocal and multidirectional (Wolf). It goes in vertical, horizontal and diagonal directions. Thus, communication may go horizontally at the project team level, upward-downward between

Christian formatiom for Holistic Care Essay Example | Topics and Well Written Essays - 500 words

Christian formatiom for Holistic Care - Essay Example ion and Psychiatry have a mysterious relationship, medical studies have linked an improvement in the health of a being, reduced apprehension, and long life to religion and spirituality (Lawrence, et al, 2007). The authors also indicate that it is not clear what psychiatrists should do in the event that they encounter a spiritual patient, though the medics admit to the huge role played by spirituality in the medical field (Lawrence et al, 2007). From the raw data collected and analyzed by Lawrence et al (2007), psychiatrists have been indicated to address the concept of religion whilst in the clinical setting. In fact, at times they are forced to inquire about the patient’s spirituality, especially in times when these patients suffer from depression (Lawrence et al, 2007). This is to mean that spirituality has been regarded as a key player in the entire medical care and practice. The influence of religion has been said to give the patients optimism, a calm condition of the mind, and generally, a positive health status (Lawrence et al, 2007). Just like Curlin et al (2007) indicate, the role of religion in medicine has slowly gained root in the entire profession. Lawrence et al (2007) also attest to the fact that psychiatrists are more than ever open to discussions on spirituality issues with their patients. This is an interpretation of the fact that they have a positive attitude towards prayer; despite of the fact religion may also have negative effects on the patients (Lawrence et al, 2007). This study can be said to contrast the usual perception that medics ignore the issue of religion/spirituality of their patients. Essentially, Lawrence et al (2007) give a good example of how medics work in close relation with the members of the clergy in relation to health provision. However, it is important to note that, as Lawrence et al (2007) write, a lot of medics do not have the professional know-how on how to deal with religion issues; they therefore rely on their

Literature Review of Methods for Earthquake Analysis

Literature Review of Methods for Earthquake Analysis CHAPTER 2 2. REVIEW OF LITERATURE 2.1 INTRODUCTION Earthquakes result from the sudden movement of tectonic plates in the earths crust. The movement takes place at fault lines, and the energy released is transmitted through the earth in the form of waves that causes ground motion many miles from the epicenter. Regions adjacent to active fault lines are the most prone to experience earthquake. As the ground moves, inertia tends to keep structure in place, resulting in the imposition of displacements and forces that can have catastrophic results. The purpose of the seismic design is to proportion structures so that they can withstand the displacements and the forces induced by the ground motion. Seismic design has emphasised the effects of horizontal ground motion, because the horizontal components of an earthquake usually exceed the vertical component and because structures are usually much stiffer and stronger in response to vertical loads than they are in response to horizontal loads. Any learning process has different components through which learning takes place. School learning may be based on book knowledge, theoretical explanations and study, but most people learn more from real examples and learning by doing. Seeing is also much more educative than just reading, reason for which the illustration of a topic is of great importance to the learning process. Analysing post earthquake pictures does vividly teach about what designs were faulty and why. Unfortunately, that cannot be said from the structures that were not damaged because from the outside little can be seen. Only the study of the drawings and calculations can determine why a certain structure did not fail, and while neighbouring structure were damaged or totally collapsed. In particular those constructions that are at the point of total failure are interesting because they present themselves as a freeze frame during the process of collapsing. Earthquake engineers in recent years have emphasized the need for performance-based seismic analysis. An essential element in many seismic evaluations is the determination of ultimate inelastic response of the structure. Performance-based methods require reasonable estimates of inelastic deformation or damage in structures which are better quantities to assess damage than stress or forces. The performance based analysis is based on quantifying the deformation of the members and the bridge structure as a whole, under the lateral forces of an earthquake of a certain level of seismic hazard. Existing codes are based on elastic analysis which has no measure of the deformation capability of members of bridges. The performance based analysis gives the analyst more choice of ‘performance’ of the bridges as compared to the limit states of collapse and serviceability in a design based on limit state method. Flexibility of soil causes lengthening of lateral natural period due to overall decrease in lateral stiffness of the structural system. Such lengthening of lateral natural period may considerably alter the seismic response of the building frames resting on isolated foundation. Considerable amount of works have been carried out in the above said areas by researchers. In the present work, a few literatures related to these areas are reviewed and reported. 2.2 CODAL PROVISIONS FOR PERFORMANCE BASED ANALYSIS The FEMA-273 (1997) document provides technically sound and acceptable guidelines for the seismic rehabilitation of buildings. The guidelines for the Seismic Rehabilitation of Buildings are intended to serve as a ready tool for design professionals, a reference document for building regulatory officials, and a foundation for the future development and implementation of building code provisions and standards. This document provides different Seismic performance levels of buildings for structural and Non-structural components in detail. It also gives different analysis procedures used for Seismic rehabilitation of buildings. The FEMA-349 (2000) action plan presents a rational and cost effective approach by which building stakeholders: owners, financial institutions, engineers, architects, contractors, researchers, the public and governing agencies, will be able to move to a performance based design and evaluation system. The plan recognizes that there is a strong demand from stakeholder groups for more reliable, quantifiable and practical means to control building damage. It also recognizes that there is not a focused understanding among these groups as to how these goals can be obtained. This Plan describes how performance based seismic design guidelines can be developed and used to achieve these goals. It engages each of the groups in the development of these guidelines, by which future building design will become more efficient and reliable. The FEMA-356 (2000) standard is intended to serve as a nationally applicable tool for design professionals, code officials, and building owners undertaking the seismic rehabilitation of existing buildings. The procedures contained in this standard are specifically applicable to the rehabilitation of existing buildings and are, in general, more appropriate for that purpose than are new building codes. Advancement of present-generation performance-based seismic design procedures is widely recognized in the earthquake engineering community as an essential next step in the nation’s drive to develop resilient, loss-resistant communities. FEMA 445 (2006) program plan offers a step-by-step, task-oriented program that will develop next-generation performance-based seismic design procedures and guidelines for structural and nonstructural components in new and existing buildings. This program plan is a refinement and extension of two earlier FEMA plans: FEMA 273 Performance-Based Seismic Design of Buildings – an Action Plan, which was prepared by the Earthquake Engineering Research Center, University of California at Berkeley in 1997, and FEMA 349 Action Plan for Performance Based Seismic Design, which was prepared by the Earthquake Engineering Research Institute in 2000. The state of practice for performance-based assessment, performance-based design of new buildings, and performance-based upgrades of existing buildings will all be significantly advanced under this Program Plan. ATC-40 (1996) document provides a comprehensive, technically sound recommended methodology for the seismic evaluation and retrofit design of existing concrete buildings. Although it is not intended for the design of new buildings, the analytical procedures are applicable. The document applies to the overall structural system and its elements and components. The methodology used here is performance based: the evaluation and retrofit design criteria are expressed as performance objectives, which defines desired levels of seismic performance when the building is subjected to specified levels of seismic ground motion. Acceptable performance is measured by the level of structural and/or non-structural damage expected from the earthquake shaking. Damage is expressed in terms of post yield, inelastic deformation limits for various structural components and elements found in concrete buildings. The analytical procedure incorporated in the methodology accounts for post elastic deformations of the structure by using simplified nonlinear static analysis methods. IRC 6 The object of the Standard Specifications and Code of Practice is to establish a common procedure for the design and construction of road bridges in India. This publication is meant to serve as a guide to both the design engineer and the construction engineer but compliance with the rules therein does not relieve them in any way of their responsibility for the stability and soundness of the structure designed and erected by them. The design and construction of road bridges require an extensive and through knowledge of the science and technique involved and should be entrusted only to specially qualified engineers with adequate practical experience in bridge engineering and capable of ensuring careful execution of work. IS 1893 (Part 3): 2002 The standard (Part 3) deals with the assessment of earthquake forces and design of new bridges on highways, railways, flyover bridges, pedestrian bridges, submersible bridges, utility bridges and aqueducts. The earthquake effect on retaining walls and bridge abutments are covered. The hydrodynamic effect of water on submerged substructure and method of assessment of liquefaction potential of soil is also included. The methodology of estimation of seismic forces given in the code can be employed for seismic evaluation of the existing bridges and retrofitting of such structures.This standard deals with the earthquake resistant design of regular bridges in which the seismic actions are mainly resisted at abutments or through flexure of piers, that is, bridges composed of vertical pier-foundation system supporting the deck structure with/without bearings. However for all special and major bridges, detailed dynamic studies should be undertaken.This standard does not deal with the construction features relating to earthquake resistant design of bridges. RESPONSE SPECTRUM ANALYSIS Greg Griffin and M. Saiid Saiidi, have made a study to better understand the bridge response due to site response effect. Several methods are available to predict bridge response to incoherent ground motions, but are typically cost prohibitive to implement in standard bridge designs. To simplify the analysis and understand the pseudo-static displacement and acceleration behavior, they developed a response history computer model for a two degree of freedom (DOF) system. A super structure of a bridge is represented by shear beam connected both DOF. They used Superposition of the pseudo-static and acceleration response in order to determine the total DOF response. The site response effect was predicted by a SDOF, nonlinear ground response model. An iteration scheme using the Newton-Raphson method was implemented and it has been verified with an equivalent linear stiffness method. Later Parametric studies were conducted on different structure masses and shear beam stiffnesses. For varied soil depths at supports, they used three different earthquake ground motions. A stiffness parameter defined as Coupling Ratio (CR) varies from 0 (each DOF responds independently) to 1 (rigid body response) has been observed. Then the magnification factors were calculated as the ratio of the relative displacement at each DOF due to the incoherent ground motion to the uniform base motion response. They observed from the study that magnification factors could be used to account for ground motion incoherency by modifying the response of a two DOF system subjected to uniform base motion. Said M. Allam and T. K.Datta , studied on response spectrum method of analysis for suspension bridges subjected to multicomponent, partially correlated stationary ground motion. This analysis conducted is based on the relationship between the power spectral density function and the response spectrum of the input ground motion and fundamentals of the frequency domain spectral analysis. They said that analysis duly takes into account the spatial correlation of ground motions between the supports, also the quasi-static component of the response, and the modal correlation between different modes of vibration. They have analyzed the suspension bridge under a set of important parametric variations to study (1) The comparison between the responses obtained by the response spectrum method of analysis and the frequency domain spectral analysis; and (2) To investigate the behavior of suspension bridges under seismic excitation. The parameters defined in analysis include the spatial correlation of ground motion, the ratio between the three components of ground motion, the angle of incidence of the earthquake, the nature and number of modes considered in the analysis, and the nature of the power spectral density function of ground motion. They finally concluded that the response spectrum method of analysis provides a fair estimate of responses under parametric variations considered in the study. TIME HISTORY ANALYSIS Yong Deng, a senior structural engineer has made a research on seismic issues over structures. He studied that Non-linear Time history Analysis simulates the structure behavior under severe Earthquake movement exactly than any other methods. In his paper, Non-linear time history analysis has been presented with one of the world famous project. Yerba Buena Island (YBI) West-Bound (WB) Ramps are portion of San Fransisco-Oakland Bay Bridge Project. The ramps are touched down to Yerba Buena Island from YBI WB widening by hinges. . This project is located at a 0.627g Site Specific Response for Safety Evaluation Earthquake (SEE). YBI WB On-ramp is a highly horizontally Curved Bridge with radius of 38.8 meters. He mentioned that Seismic behavior is very important for the project. In order to understand structural non-linear behavior, especially highly horizontally curved bridge behavior under severe earthquake events, YBI WB On-ramp stand-alone bridge is analyzed by non-linear time history analysis method. A analysis software SAP 2000 with Hilber-Hughes-Taylor ÃŽ ± direct integration method is used for Non-linear Time History Analysis. Seismic Modeling is also discussed in this paper. Then he has used six sets of acceleration time histories for Non-linear Time History Analysis by SAP 2000. Also a program developed by University of California-Berkeley is used to verify Non-linear Time history Analysis accuracy in this paper. Site Specific Response Spectra ARS is also used for liner analysis and compared with results of Non-linear Time History Analysis and with the program developed by California-Berkeley University. Later the Non-linear push-over analysis is performed to determine the structural capacity and ductility under severe earthquake events. Finally, discrepancies between different program analyses are discussed and recommendations are presented. R. K. Dowell, has studied on a new method for finding member forces for statically indeterminate bridge frames. He said that the unique aspect of this new method is that it produces exact member-end-moments for statically indeterminate bridge frames from simple closed-form equations, without the need to setup and solve a system of simultaneous equations, as required in the stiffness method. Also the result shows that new method is 1000 times faster than any of the currently available methods that depend on matrix manipulation. He presented the incremental form of the closed-form approach and nonlinear time-history results for a typical bridge frame subjected to earthquake loading are compared with the results obtained from stiffness method. Finally he concluded that new closed form approach is based on modified classical analysis techniques and is so fast and stable that bridge designers may now consider using nonlinear time-history analysis for the seismic design of typical highway bridge structures. PUSHOVER ANALYSIS Mark R. Capron, he made a study on pushover based seismic evaluation of a 2,164 m long bridge located near the New Madrid Seismic Zone in southeastern Missouri. His research includes the existing structure, and the substructure retrofitted with column jackets, cap-beam modifications, and seismic isolation bearings. The research shows that the existing structure has 30% to 40% of the displacement capacity required for the 500 year design level, and significantly less than required for the 1,000 and 2,500 year levels that retrofits can improve performance to the 500 year level and that isolation bearings can improve performance of the main spans. Ima Muljati and Pennung Warnitchai, has studied the performance of Modal Pushover Analysis (MPA) in predicting the inelastic seismic response of multi-span concrete bridges. Considered bridge is subjected to lateral forces distributed proportionally over the span of the bridge in accordance to the product of mass and displaced shape. Later the bridge is pushed up to the target displacement determined from the peak displacement of the nth mode inelastic Single Degree of Freedom System derived from Uncoupled Modal Response History Analysis. Then the peak response from each mode is combined using Square-Root of Sum-of-Square (SRSS) rule. Results shows that the use of SRSS rule is not appropriate in this bridge and the displaced pattern is shifted from the elastic shape due to yielding, Modal Pushover Analysis can predict well the total peak response of the bridge in inelastic range. P.S.Lande and A.D.Yawale, they studied that the structures within elastic range have quiet high displacement forces. Therefore it requires linear methods for analysis. He said that the bridge being a special type of structure requires higher load carrying capacity due to introduction of ductility in design requiring the design for lesser forces as compared to the forces obtained in elastic range. To evaluate the Non-linear behavior and consequent failure pattern in different components of the bridge, Pushover analysis is an effective tool. In his study, he deals with nonlinear pushover analysis at a specific bridge structure with elastic foundation in urban area. The procedure recommended in ATC 40 (Capacity Spectrum method) is adopted for analysis under various seismic demands. The hinge formations for expected performance level are recorded. The response parameter like base shear roof displacement are studied. Performance point for bridge under consideration is determined. Jasmin A. Gadhiya and Anuj K. Chandiwala, has made a study on pushover analysis of bridge after 2001 Gujarat Earthquake and 2005 Kashmir Earthquake, and said that there is a nation-wide attention to the seismic vulnerability assessment of existing important structures. There are so many literatures available on the seismic evaluation procedures of multi-storeyed buildings using pushover analysis. Its known that bridge is a very important structure in any country but there is no much effort available in literature for seismic evaluation of existing bridges. Bridges extends horizontally with its two ends restrained and that particular characteristic make the dynamic behavior of bridges different from building. Modal analysis of a 3D bridge model reveals that it has many closely spaced modes. Participating mass ratio for the higher modes is very high. Therefore, pushover analysis with single load pattern may not yield correct results In order to address this problem, the aims of their s tudy was to carry out a seismic evaluation case study for an existing RC bridge using nonlinear static (pushover) analysis and upper bound push over analysis and suggest whichever is better to understand bridge structural behavior. They considered a 12-span existing RC bridge for the case study. Standard pushover analysis using FEMA 356 (2000) displacement coefficient method and an upper bound pushover analysis method is used to analyses the bridge in which they have considered higher mode effects. And they concluded that evaluation results presented are shows that the selected bridge does not have the capacity to meet any of the desired performance level.

Working Together Story

It was a blustery Wednesday night; the sun was setting and darkness was descending on the public fields. A whistle blew and the boys playing football on the field all gathered round a small bald headed man called Kev Smith. Kev was the manager of a failing boys football team in the Greater Manchester U16'S 4th division. The team hadn't won a game for seven months and were last in the lowest league they could possibly be in. ‘Well done lads' said Kev with his harsh shrill voice, ‘ I have seen some promising things in training tonight and I'm sure if we keep training like that, we'll improve our skills and maybe not lose a game in the foreseeable future†¦ 12 ‘o' clock Sunday, next game†¦it's at home†¦. Be promt' he clapped his hands and the boy's departed, joking and messing about. Kev collected in the balls and poles and got into his car. On his way home, he put his team, (Oldham Fliers), into perspective- he realised his team was appalling. The goalkeeper only played there because he couldn't kick the ball. The defenders are rash and about as pacey as a slug, the midfield couldn't dribble or pass to save their life and the attackers had the flair and finishing of a bus. He laughed to himself, but in his heart he badly wanted his team to get a result one of these days, so they can experience triumph and taste victory. Sunday arrived- a cup game between Oldham fliers and second division leaders Rochdale boys. In the parks changing room, morale was low for Oldham. They're faded red plain shirts looked pathetic and their shorts of all colours looked shabby. ‘Now look lads, just because these lads have fancy kits and are in a higher league, doesn't mean we can't try as hard as them†¦all I want from you is 110 percent.' There was a uneasy pause and everyone looked at the floor ‘Here's today's team†¦ Twiggy, Goal, left Back, Dave Slowmann, right back, Joe Horsmann, centre backs, captain Si Horlock and Andy Fotheringham, midfield, Jason Frog, Jamie Stutterford, Lee Black and Andy Cheffsson an upfront we'll have Chris Gallagher and Paul Howmann.' The team were so unorganised they didn't even have any substitutes! ‘Come on lads lets give this all we've got and put it to them.' The unenthusiastic boys trudged out of the changing room onto the battlefield on which they were about to be conquered. The game ended 11-0 to Rochdale. Oldham played with no commitment and were frail at the best of times, things couldn't get much worse than this for the club. At half-time Kev tried his best to lift the players confidence and get them fired up for the game, but alls Kev could manage to do was warm them up by bringing them back into the changing room for the half-time break. The players ran around laboriously and panicked every time the ball came to one of them. The Oldham players strolled of the pitch and didn't look in the least surprised at the hammering. The clubs morale was also at an all time low and when a team are lacking confidence and morale it is visible by their performances. Kev said to his players while he was getting changed ‘If we want to win, we have to believe we're not beaten before we have even played the game.' Kev left and drove off, leaving the boys to change and talk alone. The silent boys than began to murmur amongst themselves until Andy Fotheringham made him self heard among the other boys, he said to them' Lets put in an extra special effort in training next week for Kev and play with some direction for a change, because we all want to, its†¦ it's†¦ just we don't believe we can, but I'm sure if we all tried and felt more confidence on the ball we could pull together and get a result. The boys started to murmur to each other more loudly and they all decided Andy was right and that they should all have some faith in themselves and try and pull off a result for Kev†¦ who gave up his time, week in, week out. Wednesday night arrived, and the team was warming up and running around the field before Kev arrived. When Kev pulled up at the pitch in his car he was astonished to see his lads doing something constructive instead of what they usually do before training which is throw mud at each other and try to trip each other over. Without saying anything to the boys Kev set up a drill and removed the equipment from the back of his car. The boys were far more accurate than usual when they did shooting practice and in the game at the end of training every single player ran around more and attempted more longer, harder passes and even some players thought up some neat moves and scored some excellent goals! Kev was surprised to say the least at his teams ‘confident' display. He thought to himself ‘what's brought this on?' Kev said ‘Home again on Sunday†¦ 1'o' clock. Lets put all our effort in training to good use in our game on Sunday†¦ all right lads?' Kev packed up the balls and cones and still couldn't believe his teams morale boost. Kev got in his car and drove off, leaving the pitch and hopefully the clubs slump behind him. ‘Same team as last week' said the sub-less once again manager. The words Kev said seemed to echo over the blank changing room walls, Today's fixture was against fellow strugglers in the league Salford all stars C team. ‘Lets show some confidence today lads and get this elusive result.' Without further ado the team left and were warming up on the pitch. It was amazing†¦ 0-0 at half time. Oldham hadn't conceded a goal and even looked dangerous! Every Salford attack was neatly broken down and despatched to a team-mate further up the pitch. Full-time came and Kev was numb from shock. It was the last minute, Lee black made a surging run and whipped in a hopeful looking cross which was rather awkwardly met by the head of Chris Gallagher, the ball skimmed of his head and looped over the advancing keeper and into an open net. The whistle blew and the boys stood still, they didn't know what to do, when it had sunk in they had scored they shouted and ran around pointlessly and even better the last touch the ball got from Chris' head was the final touch of the game and Oldham had ran out 1-0 victors! The disgraced Salford team plodded back in silence to their changing room. In the Oldham changing room the lads were making a hell of a noise chanting some English Anthems like ‘We're going to wembley' and ‘we are the champions' When Kev came in the boys fell silent. ‘For once, today we played as a team who believed in themselves and believe me lads, we played some very attractive football today, we should use this magnificent result as a building block for hopefully many more wins for the club†¦ so lets get ourselves in gear now and take this club into division 3!' said an ecstatic Kev. The boys all agreed with Kev and agreed they should all from now on work more together as a team. 5 years on Oldham Fliers are in division 3 and have attained a respectable league position, and have some talented young players†¦ and yes Kev is still there week in, week out.

Primary Education in Sub Saharan Africa Essay

| Primary education and enrolment levels in sub-Saharan Africa remain a major development issue in the 21st century. The region has seen levels of primary enrollment climb from 47% to 87% since 1950 (UN 2010). It is now evident that nearly everywhere in the world; there are currently more children in receipt of primary education than 15 years ago. Nevertheless, 15% of all children around the globe, and 25% of children in sub-Saharan Africa still do not. (UN 2010) | Figure 1 Children receiving primary education. (UN 2010) Figure 1 Children receiving primary education. (UN 2010) Policy Briefing Paper Why does it constitute a development issue? Although there has been some progress in the proportions of children of primary school age actually receiving and completing primary education, about 100 million children worldwide are still denied this right. Not surprisingly, most of these children live in developing countries. Figure 2 Children of primary school age not primary education. Expressed in millions (One 2012) Figure 2 Children of primary school age not primary education. Expressed in millions (One 2012) Figure 3 Distribution of out-of-school children by region. (UN 2010) Figure 3 Distribution of out-of-school children by region. (UN 2010) Jandhyala B. G. Tilak cited in the Journal of International Cooperation in Education (2009) stated that â€Å"The importance of basic education for development is widely acknowledged† before going on to say that â€Å"basic education constitutes one of the most important means by which the poorest society can improve their situation and guarantee a life of dignity for their citizens. † (Jandhyala B. G 2009) Therefore it is evident that basic education particularly at a primary level should be a main component of any development strategy. Many people accept that development in education could be a catalyst to help achieve progress on the Millennium Development Goals (MDGs) as devised by the UN, but this will involve an intensified pledge to equity. Continuing inequalities are hampering progress regarding the Education for All (EFA) goals at global, regional and national levels. The EFA Global Monitoring Report 2009 shows that within countries, inequalities constructed on â€Å"wealth, location, gender, immigration or minority status or disability are the main factors which deny millions of children a good-quality education†. (Thomas 2011) The World Bank said that â€Å"Every person—child, youth and adult—shall be able to benefit from educational opportunities designed to meet their basic learning† (World Bank 2010) Before further going on to state that â€Å"Education is a powerful instrument for reducing poverty and inequality, improving health and social well-being† It can be said therefore, that education can lay the basis for sustained economic growth in the developing world. One of the most important reasons for investment in education and achieving the MDG is the fact that â€Å"in an increasingly complex, knowledge-dependent world† it can be the â€Å"gateway† to even higher levels of education, so therefore education must be the first priority. (World Bank 2010) In fact Irina Bokova UNESCO’s Director-General said that â€Å"Youth is Africa’s main resource. Young people are not only the key to the future, they are also the ones constructing the present,† (Thomas 2011). In fact Irina Bokova UNESCO’s Director-General said that â€Å"Youth is Africa’s main resource. Young people are not only the key to the future, they are also the ones constructing the present,† (Thomas 2011). Figure 4 Progress toward universal primary education. (World Bank 2010) Figure 4 Progress toward universal primary education. (World Bank 2010) The British charity, Oxfam, says that if the money is not found, another generation of Africans will be trapped in illiteracy and poverty. Africa risks being left behind as the global economy becomes increasingly based on skills and knowledge in the next century. Millennium Development Goals The Millennium Development Goals are 8 international goals that the UN wants to achieve by 2015. Goal 2 is to achieve universal primary education in the developing world. Concerning the MDG of achieving universal primary education, sub-Saharan Africa has made more progress than any other region due to strong efforts to increase enrolment. Despite the improvement, almost half of the children out of school live in Sub-Saharan Africa and the majority of them are largely excluded from education, and most will never enter a classroom. Moreover the region has the lowest youth literacy rate (72 per cent in 2009). Figure 5 Progress towards universal primary education. (UN 2010) Figure 5 Progress towards universal primary education. (UN 2010) Causes and consequences of poor enrolment levels in primary education The main cause of poor enrolment levels in sub-Saharan African is capital. Many countries are unable to afford and implement adequate education strategies. Jandhyala B. G. Tilak cited in Journal of International Cooperation in Education (2009) stated that â€Å"Making primary education free and compulsory requires public funds. But governments everywhere are starved of resources for education. Particularly in developing counties the allocations to education have been far from adequate. † Jandhyala also uses figures to illustrate just how little is spent on education, particularly on the primary sector in sub-Saharan Africa, compared to the rest of the world: â€Å"Sub-Saharan Africa allocated 4. 4 per GNP to education, compared to 5. 3 per cent in the developed countries and the world average of 4. 9 per cent in 2005. † Additionally when looking at primary education specifically â€Å"Expenditure on primary education per pupil as per cent of GNP per capita was 13 per cent in Sub-Saharan Africa in 2006, compared to 17 per cent in the developed countries and 14 per cent in the world on average. † (Jandhyala B. G. Tilak 2009) The Guardian published an article in 2010 stating that â€Å"A glaring lack of mutual accountability between primary schools and parents, poor financial record keeping and bad management is threatening the quality of basic education in seven African countries, including Uganda. † Moreover, â€Å"poor governance systems and practices, with limited availability of financial documentation at district education offices and schools, which was impeding progress in achieving the six aims of the Education For All (EFA) initiative and the Millennium Development Goals (MDGs). † (Ford, L and Kavuma, R. 2010) The article then describes the results of the Africa Education Watch: Good governance lessons for primary education report which concludes that increased thought needs to be put into to management training and building expertise on a more local scale to ensure money is well spent. The report also expresses that the implementation of decentralizing may seem a good idea but has led to poor performance and negative financial results. There has been much debate surrounding non-formal education such as farmer training as opposed to formal classroom tuition. In chapter 5 of ‘Geographies of Development’ (2008) it is suggested that education is â€Å"a legacy of the colonial period† and is â€Å"often inappropriate for the present-day needs of individuals, communities and nations. † It uses the example of what the most appropriate form and structure of education provision should be for poorer countries, proposing â€Å"what proportion of the budget should be spent on the different sectors (primary, secondary and tertiary)† and later questioning â€Å"should more attention be given to non-formal education†? Such as craft skills as opposed to more formal classroom tuition. (Potter et al. 2008) There has also been much debate over the capability and quality of teaching in sub-Saharan Africa, in fact Novicki (1998) stated that â€Å"Among the myriad problems plaguing education in Africa is the low quality of schooling in much of the region, with overly large class sizes and the average number of students per teacher higher than in any other world region except South Asia. † Many teachers are unqualified, teaching aids are few and far between and textbook provision is desperately poor, therefore learning achievement is low. Novicki also says that there are â€Å"unequal opportunities for rural children and the urban poor. † (Novicki 1998) Another cause of low enrolment levels in primary education is inequality, especially between boys and girls. A lack of education and economic security affects millions of women and girls, whose literacy levels are generally lower than men and boys. The MDGs attempt to eliminate gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. Studies have clearly shown that educating girls has a significant impact on the health and welfare of households. Girls who have been educated are more likely to marry later and to engage in economic activity outside the home. Furthermore, they tend to provide better care and nutrition for themselves and their children which leads to a reduction in disease and lower child mortality. (Potter et al. 2008) It is also evident that many young children have other roles to play in their community and family life. Culturally; education is still not seen as a priority for many people. For instance children are encouraged to stay at home and work on the farm or go out collecting water. Figure 6: Gender parity in education in sub-Saharan Africa (UN 2010) Figure 6: Gender parity in education in sub-Saharan Africa (UN 2010) Table 1: Riddell, A (On behalf of UNESCO). (2003). Table 1: Riddell, A (On behalf of UNESCO). (2003). Which development strategies have addressed the issue? The 1990 World Conference on Education for All identified a need for â€Å"diverse, flexible approaches within a unified national system of education† (Potter et al. 2008) the conference then came to an agreement over 5 broad objectives for primary education: * Teach useful skills * Be more flexible * Get girls into school * Raise the quality and status of teachers * Cut the families school bill(Potter et al. 2008). Novicki (1998) stated that more partnerships were needed in order to reverse declining enrolment in the early 21st century, she said that â€Å"in addition to encouraging national leadership and a coordinated donor approach† partnerships between â€Å"parents, students, civil society and teachers unions need to be built in support of education†. (Novicki 1998) In order to achieve the UNESCO EFA goals, the Dakar Framework for Action, which was agreed upon in 2000, sets out a two-part gender equity agenda: first, to achieve gender parity in school participation and second, to improve gender equality in educational opportunities and outcomes. One development scheme which has seen success in recent years has been the Schools for Africa initiative which has attempted to give education toâ€Å" the most disadvantaged children – including those who suffer from discrimination and harassment and those who face extreme poverty, political unrest or natural disaster† (Dolan 2012). The results of this have been that 5. 5 million children across Africa are now receiving better education. The initiative is active in Angola, Burkina Faso, Ethiopia, Madagascar, Malawi, Mali, Mozambique, Niger, Rwanda, South Africa and Zimbabwe. It aims to â€Å"operate in the best interest of every child, and uses measurements to improve children’s learning environment in a gender-sensitive way† and this has been shown to lower drop-out rates. Schools for Africa uses a â€Å"child-friendly school approach† with sex separated sanitation facilities, safe drinking water (â€Å"which has helped children spend more time in classrooms and less time collecting water. †) and finally better school environments (Dolan 2012). UNESCO says that education is vital to development in sub-Saharan Africa and has its Regional Bureau for Education in Dakar, Senegal. It has 15 field offices serving sub-Saharan Africa that work to keep education high on the agenda of governments and development partners. Furthermore UNESCO’s International Institute for Capacity Building in Africa (IICBA) focuses on improving the quality of teacher education in the region. In addition UNESCO supports the Basic Education in Africa Program, advocating for countries to adopt legal frameworks which guarantee 8-10 years of uninterrupted basic education. (UN 2010) What has worked well? United Nations Summit 2010 said that various solutions are being attempted. * Abolishing school fees at primary school level has seen a surge in enrolment in countries like Ethiopia, Ghana, Kenya, Mozambique and Malawi. * Investing in teaching infrastructure and resources – Recruiting referees and volunteers to meet teacher demand in places like Ghana. * Promoting education for girls – Botswana has reduced female drop-out rates by half by implementing readmission policies. Malawi has been promoting girls’ education in grades 1-4 by providing learning materials. * Expanding access to remote and rural areas – Introducing mobile schools to reach children who do not have regular access. Furthermore introducing a bilingual education program; using indigenous languages to expand access to education for indigenous children in remote areas. (United Nations Summit 2010) Many African governments have focused their reserves from debt relief in the direction of the education sector. Mali, for example, has allotted virtually half its debt relief savings in the way of education. Debt relief has also enabled many African governments to abolish primary school fees, opening school doors for millions of the poorest children. The Fast Track Initiative (FTI) created in 2002 as a partnership to accelerate progress towards achieving UPE. Developing countries create a national education plan that is endorsed by technical experts and then donors in turn provide technical expertise and additional funding to support the plan. The Tanzanian government instigated a Primary Education Development Program to enhance the primary education system with help from donors. Between 2002 and 2004, Tanzania hired new primary school teachers, and built 30,000 new classrooms. By 2006, nearly all primary school aged children were enrolled in school. Ethiopia has generated immense strides regarding achieving universal primary enrolment. Thanks to increased budget commitments and increases in development assistance. Beginning in 1997, the Ethiopian government emphasized â€Å"increased access, greater equity and improved quality of national education. † Ethiopia is targeting public spending on education in rural areas. This move has had a marked impact on demand for and access to education, as distance to school is a significant barrier for many children, especially for girls. (One. org 2012) What needs to be done? Further investment in primary education is clearly needed and Thomas (2011) wrote that â€Å"The Financing Education in Sub-Saharan Africa report reveals â€Å"tremendous† gains in the provision of basic education on the back of a 6 percent annual increase in real education expenditure across the region in the past decade. This includes a 48 percent increase in primary enrolment, while enrolment in pre-primary, secondary and tertiary education grew by more than 60 percent over the same period. † (Thomas 2011) UNESCO declare that achieving the goal of EFA involves understanding what holds girls and boys back, so that policies can be designed to overcome these obstacles and improve access to, and participation in education. Urgent action is needed in countries where the gender gap is still large in primary and secondary education. An overriding priority is to tackle poverty constraints by reducing the direct and indirect cost of schooling to families and addressing the incidences of child labour. (UNESCO 2003) When deducing what action should be taken in sub-Saharan Africa it seems obvious that capital is needed but it is vital that this capital is spent wisely. That investment should compromise elements from the 1990 World Conference on Education for All which were: teach useful skills, be more flexible, get girls into school, raise the quality and status of teachers and to cut the families school bill. (Potter et al. 2008) As well as eliminating gender and other inequalities such as those between the rural and urban. Finally, strategies need to involve communities and take a bottom-up approach from a local scale to ensure EFA and achievement of the MDG by 2015. References Dolan, S. (2012). Thanks to supporters, the Schools for Africa programme is reaching millions. Available: http://www. unicef. org/education/index_61242. html Last accessed 15/03/2012 Ford, L and Kavuma, R. (2010). Lack of transparency undermining primary education in Africa. Available: http://www. guardian. co. uk/katine/2010/feb/23/primary-education-africa. Last accessed 15/03/2012. Jandhyala B. G. Tilak cited in CICE Hiroshima University, Journal of International Cooperation in Education, Vol. 12 No. 1 (2009) pp. 5 ~ 17. (2009). Basic Education and Development in Sub-Saharan Africa. Available: http://home. hiroshima-u. ac. jp/cice/12-1Jandhyala. pdf. Last accessed 15/03/2012. Novicki, M. (1998). Boosting basic education in Africa. Available: http://www. un. org/en/africarenewal/subjindx/114spedu. htm. Last accessed 15/03/2012. One. org. (2012). Education in sub-Saharan Africa. Available: http://www. one. org/c/us/progressreport/776/. Last accessed 15/03/2012. Potter et al. (2008). 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