The Realm Of Classical Music - 1297 Words

The realm of classical music is a relatively veiled in the sphere of popular culture, but if you take the time to scour through the beautiful, sometimes hundreds of years old pieces, you will be surprised by the magnificence and allure that the classical music genre can offer. There are three categories of classical music that can be observed throughout the extensive universe of classical pieces, absolute music, program music, and characteristic music or character pieces. Absolute music is primarily instrumental and doesn’t present a general theme or idea, and is merely â€Å"music for music’s sake† (Morgan). The term absolute music was first used in 1846 in a program to Beethoven’s Ninth Symphony that was written by Richard Wagner, although the idea had been created in the late 1700’s by German Romanticist authors (Apel). Absolute music does not tell a story or convey any message external to the music itself, but still produces beautiful ravishing tunes. Although it is not as common as program or characteristic music, it is still hiding in prominent classical pieces. An exceptional example of mainstream absolute music that I enjoy is â€Å"Canon and Gigue for 3 violins and basso continuo† by Johann Pachelbel, more commonly known as simply â€Å"Canon in D,† or â€Å"Pachelbel’s Canon.† Pachelbel was a German composer who was most commonly recognized for his organ pieces. He composed â₠¬Å"Canon in D† in 1680 during the Baroque era of classical music, an era characterized by heavily exaggerated andShow MoreRelatedClassical Music And The Music868 Words   |  4 PagesClassical composer Robert Schuman once said, To send light into the darkness of men s hearts-- such is the duty of the artist. Classical music is composed with such emotion it can leave an audience stricken with feelings after hearing a movement. The key is the emotion behind the music. It leaves listeners to wonder what was going on during that time in a composer’s life. Whether it was joyful and happy or depressing and dark, the audience wants to know the motive behind the composition ofRead MoreMusic As A Form Of Art1125 Words   |  5 PagesMusic is an art to reflect human’s emotion. It is the science or art of using tones and sounds in association and in temporal relationships to make construction having unity and continuity.It can be divided into classical music, pop musi c, folk music and instrumental music. In the types of art, music belongs to abstract art. Music can make people pleasant and bring enjoyment of auditory sense to people.Music refer to an art include melody, rhythm ,harmony vocal and instrumental sounds.There is noRead MoreRhapsody In Blue Essay1252 Words   |  6 Pagespiece that has found its way into contemporary movies and advertisements, making it likely as recognizable as Chopin’s Funeral March or Beethoven’s Fifth Symphony. But unlike these two pieces of iconic classical music, Rhapsody in Blue â€Å"resists classification.†1 In it are elements of classical music, blues and jazz, making it at once â€Å"Gershwin’s most famous piece† but also â€Å"possibly his least understood composition.†2 Indeed, while Rhapsody became a popular hit in the 1920s, the reception from criticsRead MoreThe Rite of Spring Essay955 Words   |  4 PagesHowever, a couple of motivated artists in 1913 litera lly planned to change the design of ballet, music and dance forever. On May 29, 1913 a ballet named The Rite of Spring premiered in Paris, France. The original title as it translates from Russian to French is; Le Sacre du Printemps, meaning the rite of spring, but the literal translation from Russian to English means â€Å"Sacred Spring†. The ballet and music were composed by Igor Stravinsky, with the help of Nicholas Roerich, who proposed the generalRead MoreBeethoven Composition Of Classical Music774 Words   |  4 Pagescomposition of classical music is said to be derived from the emotion of the composer. When aficionados of classical music are introduced to new music, it is expected to ‘move’ them. Emotional expression and communication, often exerted through the compositions of Ludwig Beethoven are said to have changed the composition of symphony forever. To quote Beethoven, â€Å"Coming from the heart, may it go to the heart†. Beethoven said this when expressing the emotion it took to compose and accept his music. BeethovenRead MoreThe Great Gatsby By F. Scott Fitzgerald1664 Words   |  7 PagesDance has shaped the way we look at many different things throughout history. It has shaped how people socialize, what music people listen to, and even whole eras. One such era is the roaring 1920s. How did people socialize in the 1920s? They danced the evening away. What music did people listen to? Jazz music that they could listen to while they danced the evening away. Dance was a huge part of what made up the glorious Jazz Age. So, when a book was written to describe the 1920s scene, no doubtRead MoreA Jazzy Look At Gatsby1669 Words   |  7 PagesA Jazzy Look at Gatsby Dance has shaped the way we look at many different things throughout history. It has shaped how people socialize, what music people listen to, and even whole eras. One such era is the roaring 1920s. How did people socialize in the 1920s? They danced the evening away. What music did people listen to? Jazz music that they could listen to while they danced the evening away. Dance was a huge part of what made up the glorious Jazz Age. So, when a book was written to describe theRead MoreSerialism Essay924 Words   |  4 Pages Definition: Serialism is a rigorous system of composing music in which various elements of the piece are ordered according to a pre-determined ordered set or sets, and variations on them. The elements thus controlled may be the pitch of the notes, their length, their dynamics, their accents, or virtually any other musical quantity, which, in serial terms is called a parameter. More generally, serialism is any music which uses any ordered sets applied to any musical element. Whilst researchingRead More Analysis of Archibald Lampmans The City of the End of Things1531 Words   |  7 PagesAnalysis of Archibald Lampmans The City of the End of Things       Iron Towers. Terrible flames.   Inhuman music, rising and falling.   Grim depths and abysses, where only night holds sway and gruesome creatures crawl before their awesome Master.   Through these disturbing images, and a masterful adaptation of the sonnet structure, Archibald Lampman summons forth The City of the End of Things.     Ã‚  Ã‚  Ã‚  Ã‚   The nameless City he creates is a place of mechanical slavery and despair, where NatureRead MoreEssay about Music of the Romantic Period 1057 Words   |  5 PagesKerman, et al. Beethoven, Ludwig van. In Grove Music Online. Oxford Music Online, http://www.oxfordmusiconline.com/subscriber/article/grove/music/40026pg4 (accessed February 6, 2011). Claude Debussy, a well known French composer, is perhaps the greatest composer of the late Romantic style of music emerging around the beginning of the twentieth century. Debussy is well known for bringing the impressionist style of painting into the realm of music and he was at first flattered with the comparison

Growth Of Population And Resources Environmental Sciences Essay Free Essays

string(34) " cattles before it gets depleted\." Garrett Hardin foremost wrote â€Å" The Tragedy of the Commons † , and was published in his diary Science in 1968, and it is one of the much talked about in the universe of today. He mentioned the calamity of parks as the developments of worlds on environment by giving specific illustration on 4 herders and their attitude towards environment ( Hardin, 1968 ) . It gained impulse during agricultural revolution and was restricted to depletion of environment by over graze or by hapless agricultural patterns. We will write a custom essay sample on Growth Of Population And Resources Environmental Sciences Essay or any similar topic only for you Order Now Hardin specially discusses about the effects that society face as a consequence of the action towards environment to deduce benefits. The effects faced by the present universe can be due to depletion of Resources and the affect on ecosystem. The calamity of parks has now become a cardinal of understanding for many local and planetary ecological jobs. Calamity of common is non applicable in modern universe because Hardin has given illustration about the grazing land and it is limited to a certain country and he focused chiefly on debasement caused by worlds straight where as in todays universe the affect on environment is caused by other factors for case the pollution caused by mills ( en.wikipedia.org/wiki/Pollution ) . His statement although had brought a batch of unfavorable judgment but the result of the present universe is really much related to what might hold happened during his clip. The Earth can be an illustration of a grazing land and the four herders and the cattles respo nsible for the depletion are the human population utilizing the resources and the engineering responsible for rapid diminution in resources. It has besides developed much attending to research workers and experts and to work on it ( Crowe, 1977 ) . Those plants include the research on behavioural scientific disciplines, from psychological science to political scientific discipline and from economic sciences to biology. The environmental jobs of today are due to population detonation, human greed and are now pulling more attending towards economic development ( www.freedom21agenda.org ) . Human population is turning at an exponential rate and their stuff wants excessively, where as the resources to bring forth wants that the Earth provides is minimum and non plenty to do the turning population ( Malthus, 1798 ) . Resources are non plenty to run into the huge population and as a consequence the impact on environment is terrible. Human have unlimited wants and the impulse to fulfill th eir wants is chief ground for development of natural resources. The environmental job related to present universe is chiefly due to unsustainable usage of resources. Worlds greed has exceeded the capacity and alternatively of utilizing the resources at sustainable degree they have started to utilize more resources to maximise production because people consume more as compared to those in olden yearss. Peoples explore and deplete non renewable resources and utilizing resources like ne’er used earlier. Renewable resources are depleted faster that they can non be renewed so therefore there is more force per unit area on resources. The chief job that present coevals faces is promotion of economic development. Harmonizing to study of Brundtland Commission of United Nations, the developed states have already exhausted their ain resources and face the challenges from developing states. The impact on environment by developed states was monolithic and the result is witnessed today and if the development states follow the footfalls of developed states the effects will be a catastrophe. The existent unrecorded state of affairs faced by Caspian Sea on depletion of piscaries provides one of the best illustrations of effects of the human impact. The present carnal species of Caspian Sea has deteriorated to an extent that it faces a menace of extinction in future. The chief ground for the diminution was deficiency of cooperation among those states who portion and uses the resources and hapless direction ( Pourkazemi, 2006 ) . However the low resources could be solved if the people come up with some possible solutions to get the better of the jobs. Some Potential solution could be modulating the usage of resources, making and apportioning rights to resources and Population control and sustainable usage of resources. However, all these solutions will be successful if the Government takes enterprises in explicating programs and effectual execution to work out the corpora te action job. However those solutions will non be successful because people, societies and states have different sentiment and even International Organization such as United Nations ( UN ) face tough challenges to convert member Nations to command and forestall nature from development ( hypertext transfer protocol: //www.un.org/en/global issues/environment ) . The calamity of parks is really much related to the actions and effects of our present universe. It is clear that the universe has reached at the phase where everything has become scarce and expensive. Human existences have to make up one’s mind whether the limited stock the Earth has at the minute should be used at a sustainable rate or maintain on working the limited resources and face the effects. The calamity of parks as explained by Garrett in 1968 is apprehensible even by the populace. It was found in in-between ages where the most common adult male was outstanding during those times. This likely must hold happened during Agricultural revolutions because there is adequate grounds to turn out and back up this statement. The Calamity of parks is a really good illustration, and the writer mentioned about worlds exploitation to natural universe and different sentiment of single or degree of cooperation at international degree in restricting overexploitation of natural resour ces. Garrett has really given the privilege to conceive of about the grazing land land opened to 4 herders. While reflecting the article, is an illustration ( foremost sketched booklet by Lloyd, 1833 ) , affecting mediaeval land term of office in Europe, of Herders sharing a common package of land, on which they are each entitled to allow their cattles graze. The four herders are sharing the grazing land land, which can merely back up 24 cattles before it gets depleted. You read "Growth Of Population And Resources Environmental Sciences Essay" in category "Essay examples" Each one of them was supposed to hold 3 cattles each. Now its debatable here how four of them would wish to pull off the grazing land land. The three Environmental motor graduated table ( Schultz, 2000 ) or personal motive for the environmental concern is effectual here. If one of them decides to add one more cow, he will have all the benefits of the cow, but it is obvious he portions merely of the cost to the corp orate grazing land. He earns a net income. This will actuate the other herder and they besides start to add more cattles to maximise net incomes. This shows all the cow Herders have egocentric concern for the environment and this will decidedly hold a negative impact on environment. Soon they will transcend 24 cattles and the graze cow will overdrive and consume the grazing land. They knew this could go on but out of greed for privation of more net income they over use the grazing land. If anyone of them had the selfless and limits himself, this would hold affected him due to overdrive of the grazing land by others, he would hold suffered while others have profited. The other solution could be that if they have divided the land, each one would hold had the privilege to take attention of the land allotted or divided to them and this might hold accounted for true cost, or if they have all cooperated and reciprocally decided to pull off the land, this would hold accounted for true cost , together, ( Hardin, Science 162 ) . Worlds have undergone tonss of passages since centuries ago, from mobile life to major agricultural revolution followed by Industrial and Post Industrial Revolutions. Prehistoric Societies have contributed to dramatic transmutation of human societies. The manner of life of Human changed as passage took topographic point. Population increased and demand for more nutrient has resulted in alteration in Environment ( Adapted from: Brant, E. ( 1995 ) . People allow this happened chiefly for three grounds: Figure: 1.1 Picture picturing Prehistoric Societies ( Human Transitions ) The ever-growing Human Population around the universe has become one of the major causes of negative impacts on environment. Harmonizing to Economics, it states that human wants are limitless and the resources to run into satisfaction to human stuff wants are scarce. The Malthusian theory clearly explains that while the adult male could increase his subsistence merely in arithmetical patterned advance, his figure tended to increase in geometrical patterned advance, ( Malthus, The Essay, p.479 ) . The Population is turning at an dismaying rate while the nutrient to feed the turning population is minimum. Most underdeveloped states in Asia are extremely populated and most of the people are below poorness line. The sums of nutrient produced are non plenty to run into the demand of huge population, so they import from other industrialised states that produces nutrient at a larger graduated table. Unless the population is non brought down, people particularly in developing states will go on to endure and Population populating below poorness line will increase. Population growing is hence regarded as the principal cause of poorness and destitute states of Asia and Africa suffer for privation of adequate nutrient to last, while developed states would most volitionally continue to contrive new and advanced engineering to bring forth more nutrient expeditiously and this will impact the Environment. So, both rich and hapless states contribute to debasement of Natural resources but in different ways. Fig 1.2: Graph demoing illustration of Growth of Population and Resources. In modern universe the calamity of parks can associate to Environmental issues such as Sustainability. The common jobs of todays societies are the consequence of assortments of resource jobs. The resources include H2O, land, and non-renewable energy beginnings such as oil and coal. The most recent illustration of depletion of wood is in the state of Madagascar. About 90 % of the wood is lost in Madagascar, ( CNN intelligence, 25-08-2012 ) . The chief cause of forest depletion is due to uncluttering of wood for agribusiness, and deforestation by forest fire ( slash and burn ) . The people hunt chiropterans in big figure and hence cause hapless pollenation procedure by natural pollinators. Originally the wood had highest concentration of forest species but due to over usage it has resulted in drastic loss in forest species. This happened chiefly due to hapless direction and the greed of people and most of the woods are non protected under jurisprudence. All these effects are as a conse quence of greed to bring forth more and devour more. The greed of human existences is beyond bound, because there are competitions from all degrees, globally and at the individual degrees. The impulse to go rich and better than others had led to debasement of natural resources. Figure 1.3 Graph demoing theoretical accounts of population growing taking to resource depletion, this can ensue in worsening nutrient production, industrial end product, and population. The planetary economic system uses those limited resources at an dismaying rate for economic development due to stiff competition faced by economic universe. The developed states over use the resources and creates inordinate pollution in the signifier of air, land and H2O. The pollution caused by those states knows no boundary and hence this affects the state that preserve and protects the environment. The impact on environment due to overdrive of natural resources can even be seen today. Most of the states in the universe focal point more on economic development and non on conserving and protecting the Environment. Those few states like Bhutan alternatively of concentrating more on developments puts a batch of attempt in protecting the environment, but can still experience the affect of pollution, ( climate alteration and green house consequence ) . Even hapless states focus more on economic development of their state to cut down poorness. The desire for privation of adequate nutrie nt or to vie with other states economically has about encouraged industrialised states to bring forth more and this has resulted in debasement of resources. Hence, most of the states act in their ain best ego involvements and ignore whats best for the universe. One of the life illustrations of depletion of resources is the Caspian Sea sturgeon preservation and piscaries. Caspian Sea is one of the largest bing Salt lakes in the universe. It is accumulated by 130 rivers changing in size and the rivers delivers about 79 % of the entire H2O while remainder is in the signifier of Atmospheric precipitation as rain ( 20.2 % ) and land H2O ( 0.8 % .On an Average the Caspian Sea salt ( incorporating salt ) is equal to 13 ppt. and it was categorized as a brackish H2O organic structure because of presence of unpleasant salt ( Klige and Mayagkov, 1992 ) . The huge Caspian Sea is rich in biodiversity and is place to around 1354 workss and carnal species and 122 fish species. The big staying sum of universe sturgeon ( sea and fresh H2O fish ) are besides in the Caspian sea and estimated 80 % to 90 % of caviar are produced and sold all around the world..At present a sum of 854 carnal species is recorded of which 53 are chiefly marine fish ( 43.5 % ) , 42 are fresh H2O species ( 34.4 % ) , 18 are anadromous species ( 7.4 % ) , ( kazancheyey, 1981 ) . About 25 different species form a group considered as commercially of import fish consisting of straddling stocks and they are distributed all over the Caspian Sea and their piscary requires co-management between member states for sustainable usage in future. However, harmonizing to the official statistics studies released showed that there was monolithic lessening in sturgeon resources from 28.5 thousand metric tons, 1985 to 1345 dozenss in 2005.The Caspian sea sturgeon resources have faced terrible fluctuation during the last century. Maximum sturgeon gimmick within the basin was 39400 metric tons in the beginning of twentieth century, ( Ivanov, et.al,1999 ) . Research conducted by Pourkazemi, 2006 reveals that during 1900 -1915 the mean sturgeon gimmick excepting supplies from Iran was 26.5 1000 metric tons. Sturgeon gimmicks declined drastically to 11000 metric tons during the period between 1920 and 1965, chiefly due to over catching of sturgeon juveniles and immature fish. The ground for rapid diminution was due to illegal fishing and poaching, and was partially recorded during the two universe wars but it was until the prostration of former Soviet Union that led to worsen in the resources due to miss of proper direction and control. In 1992 Commission of Aquatic Bio resources was established chiefly to develop a scheme to utilize and portion the resources rationally and to transport out the joint programme for preservation of the resources. In 1997 all sturgeon species were included into the CITES appendices ( COP-10, Harare ) , and was implemented in 1998. Several other joint programmes were besides developed to measure sturgeon stock, constitution of sturgeon gimmick and export quota and the preservation and proper direction of sturgeon resources. In a mean while several International Organization such as UNDP, FAO, European Commission and World Bank devel oped a regional programme to seek to work out resources state of affairs in the Caspian Sea. Despite all the understandings, ordinance and attempts put by all the regional and International Organizations, the job still remain unresolved and the sturgeon resources still face the hazard of terrible decrease. If the present regional and international strategies to cut sturgeon resources remain unsuccessful without any major betterment, the sturgeon species in the Caspian Sea pose a great menace of extinction in the hereafter. One of the possible solutions to the job is modulating the usage of resources and presenting the outwardnesss. One of the most common economical agencies of modulating a public good is through the infliction of revenue enhancements or levies to those responsible for debasement of natural resources. Examples include emanation and wastewater charges and user fees for waste disposal ( outwardnesss ) . Enforce more revenue enhancement on car industries who fail to fabricate pollution control autos. However, such attacks could be viewed negatively and unfavorable judgments will originate on policy shapers as money-raising exercisings. This is particularly the instance when the returns travel directly into general gross alternatively of being invested in ways to better direction of the resource. Another job with ordinance is that it does non assist to make any permanent consequence in the manner the resource is being used. It doesnt alteration peoples behavior. Regardless of what the ordin ances are or how they are being imposed, this attack is finally one of coercion and it relies upon public cooperation or a authorities willing to face sustained rebellion or work stoppage. Without general credence of the basic values behind the ordinance, or a common values system it can non work. Even in Bhutan the revenue enhancement imposed on import of cars from foreign states is in immense sum. The gross and imposts office collects revenue enhancements from boundary line town in Phuntsholing and those parts of revenue enhancements decidedly go for direction of Environment. Every twelvemonth all vehicles in Bhutan have to travel through emanation trial and required to pay for the services received. There is frequent look into up on the high manner by Traffic Police and functionaries from Road Safety and Transport Authority and if found without the emanation trial reception, a mulct will be charged and at some instant it may take to cancellation of vehicle enrollment. The Role of National Commission clearly states that the Agency is responsible to Prevent, control and abates environmental injury, including Pollution, ( Environmental Assessment Act, 2000 ) . Fig 1.4: Picture demoing old theoretical account vehicle providing on route doing pollution on the manner. The 2nd attack, spliting up the parks is into belongings rights. It attempts to maintain the unity O f the parks by curtailing entree to the resource so that it isnt wholly depleted. In add-on it offers a limited group of people the chance for personal addition if they manage the resource right. Its a method that is frequently used to fishing, where bounds are placed on the measures or types of fish allowed to be caught ; and in land glade, where quotas are set to stipulate how much land could be cleared yearly. It is besides being done through activities such as emanations merchandising. In Bhutan community forestry programme was introduced chiefly to apportion right to resource. Peoples in Bhutan, particularly those populating in rural countries, are largely dependent on forest in their daily activities. Community Forestry direction is introduced chiefly for sustainable usage and to cut down poorness. The Forest and Nature Conservation Act of Bhutan 1995 emphasized the rural commun ities in forestry services. It brought major alterations in forest direction by paving the manner for Community and Private Forestry. For the past few old ages at that place has been a enormous addition in the figure of community forest throughout Bhutan, with over 300 community woods and more go oning to set up. The community wood is supported by the National Forest Policy, the Forest and Nature Conservation Act and Rules of the Royal Government of Bhutan. Fig 1.5: Picture demoing Forest in Eastern Bhutan The Uncontrolled human population growing taking to over population is major job behind for development of environments to the extreme. Malthus had written 200 old ages ago that the power of population is indefinitely greater than the power in the Earth to bring forth subsistence to adult male. Population when non controlled tends to increase in Geometric patterned advance. Malthus destiny of humanity is meaningless as the conservationist of today thinks. The efficient usage of resources by modern engineering and its improved medical patterns and the adequate supply of nutrient have brought down mortality enormously and accelerated the population growing rate. The Dramatic Increase in population has led to increased production of nutrient, shelter and vesture due to modern engineering. This evidently has led to worsen in ecology and inordinate loss in bio diverseness. During the last three centuries the population has accelerated at an dismaying rate. The population which took hundre d old ages for one billion populations to turn can now take merely 13 old ages for 1 billion populations to turn. Harmonizing statistics study from United Nations, population will duplicate in 2050 and it reveals that in 31st October last twelvemonth in 2011, population has reached 7 billion. An estimated 76 million people are added every twelvemonth and this is truly a serious job. Around 61 % of the population lives in Asia, with highest populated states of China with 1.3 billion and Indias population with 1 billion, 2002 estimation. This already shows that Earth can non defy the heavy population any longer. The lone solution is to cut down population by implementing programs and policies. This will enable the sustainable usage of the limited resources left by worlds for centuries. The democracy of China is one of the best illustrations for commanding population. The Growth rate of population in China is merely 0.6 and it has been revealed that in 2050 both China and India will ho ld an equal population with 1.6 billion each. The one kid policy in China brought down the population growing rate drastically over the old ages, ( www.prb.org, mid, 1999 ) . Jointing solutions to the calamity of the parks is one of the chief jobs of political Philosophy. In absence of enlightened opportunism, some signifier of authorization or federation is needed to work out the corporate action job. In a typical illustration, governmental ordinances can restrict the sum of a common good available for usage by any single. Permit systems for extractive economic activities including excavation, fishing, runing, farm animal and timber extraction are illustrations of this attack. Similarly, bounds to pollution are illustrations of governmental intercession. Alternatively, resource users themselves can collaborate to conserve the resource in the name of common benefit. Another solution for some resources is to change over common good into private belongings, giving the new proprietor a n inducement to implement its sustainability. This will hold more incentive to take attention of the private land and history for true cost. The cause of depletion of Natural Environment is due to Human Population. The Population is transcending the capacity of the Earth. Developing states in the universe are increasing population at an exponential rate and cause poorness, largely in Asian and African Countries. Human as compared to other life species are intelligent and are really good in utilizing resources and able to turn nutrient. However it has developed an pressing demand to increase resources to run into the demand of increasing Population. The impulse for privation of more and more nutrient for ingestion had encouraged the maximal usage of the limited resources. Depletion of Non renewable resources had reached its tallness, those resources one time used are gone everlastingly unlike the renewable resources like Air, Water and Land. The unsustainable usage of this resources will one twenty-four hours led to disappearing of the minerals and fossil fuels. Even the renewable resources are used to that extent that its being depleted faster than it can non be renewed. The increasing population uses the resources like ne’er used earlier because the degree of ingestion has increased drastically over times. The chief state of affairs of today is the inequalities among people and among the Nations. Most developing states have people below poorness line, even without basic necessities ( nutrient, H2O, shelter ) to last and besides these people live in hapless wellness conditions. This poorness state of affairs has allowed the people to concentrate on short-run endurance and these consequences in debasement of natural environment. The impacts on environment are contributed greatly by both developed and developing states. The Developed states of Japan, USA, Canada, Australia and other developed states contributes to around 18 % of the universes population b ut the usage of resources is beyond imaginativeness. Those developed states histories for around 88 % usage of resources around the universe and produces 75 % of the universes waste. The developing states of Asia, Africa and South American portions around 82 % of the universes population and still turning, and this will hold increasing impact on environment. Despite the high and increasing population in hapless states the sum of resource used is merely 12 % and generates waste of merely 25 % . However both rich and hapless have high impact on environment but in different ways ( Miller, G.T and Spool adult male, 2010 ) . Today, universe is confronting many jobs due to impact on environment, but there is no effectual solution to work out these serious jobs. The universe is at the phase of quandary and there is no option left, either to allow increasing population below poorness line to hunger to decease or utilize the resources left and so confront the effects. Peoples know what the c onsequence it will take to and the dismaying rate of population growing will be expected to duplicate in 2050 and the force per unit area on resources is increasing excessively. However on positive side engineering is progressing fast to undertake with societal and environmental jobs and it has proven over the old ages. Whatever the effects it could take to, merely clip will state, for the minute merely delay and ticker where these present human action will take to. Nothing is impossible and there is ever a solution for everything. Necessity is mother of innovations, Esther Bosrup How to cite Growth Of Population And Resources Environmental Sciences Essay, Essay examples

A Civil Rebuttal Essay Example For Students

A Civil Rebuttal Essay A Civil Rebuttal Essay Philosophy a:pursuit of wisdom. b:a search for a general understanding of values and reality by chiefly speculative rather than observational means. Through this most specific definition given to us respectively by Sir Websters dictionary, I choose in my best interest to refrain to you just what the meaning of philosophy is. I implore you to try and comprehend this matter in what exactly this word brought abrupt to us is about. The word philosophy has two definitive definitions. Is it not that we all think? I was deeply saddened at your comments in the oppression and restriction to what I may or may not strive to think. As a pacifist and non- sadist, I call what you believe in as ingraining or indoctrination, whereas our own society may call it brainwashing. Our human nature gives us freedom, as does the Constitution. It guarantees us the right to life, liberty, and the pursuit of happiness. Within the refines of this home, I find it a task to see those liberties granted. Here is a few of the worlds greatest oppressors: Jim Jones, Adolph Hitler, Napoleon Bonaparte, Julius Caesar, David Koresh, and Anton Szandor LaVey. I know, as well as you, that these notorious six are among the worlds most hated. However here are a few oppressors from another standpoint: Sigmund Freud, Dr. Martin Luther King, Jr., Jesus Christ, Mahatma Ghandi, and Siddharta Guatama the Buddha. These are the exact opposite of the previously mentioned, who put an oppression into a good morality. Its not about who uses the gift, its the entirety of the users ethics. The second definition of the word philosophy aptly states that it is the desire to learn more through speculation rather than observation. Without speculation, we as a planet would be at loss. There would never have been discoveries of planets, medicinal uses, genetic finds, and behavioral studies. Lets face it, without philosophy, we would still get leeched at the doctors for the common cold. These fine discoveries were all made by philosophers. Now these philosophers were brave enough to challenge science, the government, and even the Church. Now, I am not one to stand here and say that I will believe in unholy blasphemy, but rather I feel I should receive the liberty to speak freely as long as I hold myself in a civil and adult manner. In conclusion to this essay, I must tell you that this in itself is my philosophy. I believe it was the great reformist Voltaire who says, I do not agree with a single word you say, but will fight to the death your right to say it. In some respects, I feel non-indifferent to his theory. So I beseech you to help yourselves as well as others in this house to let me speak freely of my philosophy, for the word is simply a synonym to the word think. The famous quote, I think, therefore I am. .ued71415dbddcf469b9b46a9862bfd845 , .ued71415dbddcf469b9b46a9862bfd845 .postImageUrl , .ued71415dbddcf469b9b46a9862bfd845 .centered-text-area { min-height: 80px; position: relative; } .ued71415dbddcf469b9b46a9862bfd845 , .ued71415dbddcf469b9b46a9862bfd845:hover , .ued71415dbddcf469b9b46a9862bfd845:visited , .ued71415dbddcf469b9b46a9862bfd845:active { border:0!important; } .ued71415dbddcf469b9b46a9862bfd845 .clearfix:after { content: ""; display: table; clear: both; } .ued71415dbddcf469b9b46a9862bfd845 { 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; } .ued71415dbddcf469b9b46a9862bfd845:active , .ued71415dbddcf469b9b46a9862bfd845:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ued71415dbddcf469b9b46a9862bfd845 .centered-text-area { width: 100%; position: relative ; } .ued71415dbddcf469b9b46a9862bfd845 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ued71415dbddcf469b9b46a9862bfd845 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ued71415dbddcf469b9b46a9862bfd845 .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; } .ued71415dbddcf469b9b46a9862bfd845:hover .ctaButton { background-color: #34495E!important; } .ued71415dbddcf469b9b46a9862bfd845 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ued71415dbddcf469b9b46a9862bfd845 .ued71415dbddcf469b9b46a9862bfd845-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ued71415dbddcf469b9b46a9862bfd845:after { content: ""; display: block; clear: both; } READ: Sacrifice within the Israelite Religion Essay supports my belief and should support yours. Furthermore, if we do not philosophize, we do not think. Scholars have made it known that the only relics of others are within their philosophy. For instance, GOD, Elshadai, or Adanai, is known exclusively through his philosophies. The Bible refers to creation as, . . . and GOD saw it was good. . . GOD philosophized that things were good. I know you cannot disagree with me on this reasoning, for you would be one to doubt GOD. I am trying my best to not make this about theology, but to simply keep it within one field. In short: the only people that choose to who .

The association of Southeast Asian Nations free essay sample

The association of Southeast Asian Nations (ASEAN) was established in 1967 as an organization for economic, political, social and cultural cooperation among its member countries. Its goal includes also protection of regional peace and stability. The original members are: Indonesia, Malaysia, the Philippines, Singapore and Thailand. Now, there are 10 memberships: Brunei, Myanmar, Cambodia, Laos and Vietnam. ASEAN has a population of approximately 600 million people, which is 8. 8% of the worlds population. ASEAN has for objective to create an ASEAN Economic Community (AEC) for 2015. There are 4 pillars of AEC. The first is the creation of a single market and production base (free flow of goods, investments, services, skilled). â€Å"Free flow of goods† is central to the establishment of a single market and production base. There will have an E elimination/reduction of tariff barriers in intra-ASEAN trade transactions. The second pillar is created economic competitive region (competitive policy, consumer protection, intellectual property rights, infrastructure development†¦). We will write a custom essay sample on The association of Southeast Asian Nations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The third is an equitable economic development (SME development, initiative for ASEAN development) and the last is the integration into the Global Economy (coherent approach towards external economic relations, enhanced participation in global supply networks) In a first time, I am going to present the positive points proposed by the ASEAN 2015. Then, I will discuss the threats that may arise during the establishment of this common market and if all the countries of the region will benefit in the same way. Finally, I will talk about the difficulties encountered in achieving this objective in 2015 and what are the ways to remedy it. The positive points (opportunities) proposed by ASEAN 2015 The emerging markets are located in Southeast Asia, their dynamism is particularly promising when ASEAN countries will integrate their economies in 2015. We found in the Asian region some of the most dynamic economies in the world. Together they form a huge market that is growing faster than any other region around the world and could be a dynamic regional grouping which would be roughly the size of the EU in terms of GDP. In addition, they will have greater significance in the trade than NAFTA and larger international reserves than those of the EU and NAFTA put together. The creation of an Asian Economic Community will also help the region to play a more effective and important role in the development of a global trading and financial system that is more responsive to its needs. With the AEC, ASEAN will be the biggest single market in the world. ASEAN will be a powerful economic area. Here some data about ASEAN : 10 members / population of 610 million people / Combined income (GDP) of US 2,339 billion / Average GDP per capita of US 3,787. The area will then form a single market and a single production base for the 10 member countries of ASEAN. There will be benefits for foreign companies: for companies selling products in the region, this means that they target an entire region rather than a single country. For example, if you sell in Malaysia, you could get goods to Singapore much easier than before. Active participation in the AEC will bring benefits to ASEAN as a more sustained growth, job creation, increased foreign direct investment It is this connectivity that will grow the market, as well as labor costs and land relatively low for manufacturers who will establish their production sites in the region. The improved economies of scale and scope, raised foreign direct investment, intensify competition and increased productivity. All these reforms should stimulate growth, generate more intra-regional trade, promote the emergence of strong and globally competitive ASEAN companies, and there would be more jobs for everyone. ASEAN will create millions of jobs All ASEAN countries will be more significant to foreign investors as a single market with about 600 million people and at the same time, there will be moreoopportunities for local SMEs to venture abroad. Under AEC, there will have some opportunity on tourism. MICE (Meeting, Incentives, Conferencing, and Exhibition) opportunities are particularly large and countries which have more experience in this area such as Singapore and Thailand could render their assistance to those with weaker MICE experience. Regional tourism has a huge potential and becomes more and more important. ASEAN member countries as well as other partners need to form a group and cooperate to promote tourism for the sake of common benefits. Also, this area is a godsend, especially for SMEs, because in parallel market BRICS, it will know many infrastructure developments and will be able to accommodate new industrial facilities. This is one of the last untapped markets in the world, expectations are so high in terms of economic growth in the coming years In 2015, there will have also some benefit for some country like Thailand. In fact, when the AEC becomes effective, most of big firm (multinational) will move in Thailand, they will move their operation staff and top management. Thus, these employees will need accommodation and space for work. So, this will bring several opportunities for property firms who develop office and projects. And for example, one property firm in Thailand could expand its activity and its investment in other ASEAN country like on Indonesia, Vietnam for develops residential projects. Property market will increase. According to studies of the East-West Center (EWC) in Hawaii, the real income of the ASEAN economies would increase by 5. 3% due to their participation in the AEC. Companies also have the opportunity to cooperate with major partners such as China, Japan, Republic of Korea, Australia, India, New Zealand through free trade agreements (FTA) between ASEAN and different partners (FTA + 1) and the agreement of comprehensive regional Economic Partnership (RCEP). From 31 December 2015, most imported goods in ASEAN will be exempt from taxes. With one FTA, Vietnamese products and any other products from ASEAN countries exports to China, Japan, Republic of Korea, India, Australia, New Zealand will also be exempt from any customs tax. All countries from ASEAN can export and import lots of goods between themselves for low price. There will have strong growth in areas such as consumer electronics, vehicles, household goods, clothing, food and luxury products. There will have a boost of the business in the member’s countries by reducing barriers such as tariffs, harmonizing rules, and facilitating the flow of goods and services. It will enhance the regional competitiveness. Building AEC can bring benefits for the emerging market, in particular for Cambodia, Laos, and Malaysia. For example, Cambodia has many resources, including oil, gas and rare minerals on its soil. And according to my research, the Cambodian people do not know how to exploit this resources, they do not know what to do (most people are farmers and they have not done many studies), may be with the common market, the countries of the region will exploit the oil and gas; this will help the Cambodian people. Poor countries should grow speedily and should profit of the rich countries. It will increase the standard of living for more than half a billion people We can add ASEAN offers exciting production possibilities. It is a stable platform with good macroeconomic record and fundamentals. Likewise, for most parts of the region there is a young population and people are assets, not liabilities. It means there is a good potential for the ASEAN. Also, there is a strong track record in international production networks already and the region has abundant natural resources and minerals. Under the AEC, ASEAN countries who are actually for a grand part a bureaucracy should adopt democracy. In fact, When we created a common market, it is imperative that the countries are at peace, on the same wavelength etc Democracy will therefore be required in all countries. It will help the population to rise, earn more money in the best conditions of life ASEAN 2015 envisages cooperation between the member countries of ASEAN policy, security, and defense. Under the political-security community, the peoples of ASEAN will lead a better life in an environment of peace and friendship to the development and prosperity of the entire region. Increased cooperation in defense, regular exchanges between officers ASEAN countries will contribute, them, promote mutual understanding and mutual trust between the military, helping to minimize the risk of conflict between countries. Cooperation in the development of human resources, moving towards the harmonization of diplomas and professional certificates among ASEAN countries, will create favorable conditions for the population, especially skilled workers, to find opportunities in the region. Then, we can put on light the internationalization of health care under the ASEAN Economic Community. One of the sectors to be internationalized is health care sector. This is fatefully a big challenge but it offers potentials for the free flow of health services in the ASEAN region. For example, the largest medical service in Thailand and other Some Thai hospital groups to step up the pace of mergers, acquisitions and joint ventures in other Asian Economic Community countries to help give them a better platform to better take care of expanding opportunities on AEC. Threats for the region and if this single market will benefit all country member. The ASEAN members have recently moved closer to China. But I think that rapprochement with China is not without risk to the organization that could be quickly overwhelmed despite Beijing have held reassuring statements related to its power. The Prime Minister of Malaysia has recently said, We have always believed that China was not a threat We have always regarded China as an opportunity. But I think the imbalance is obvious. According to a study by the Office for the Study of The Economist, the only Chinese exports in 2004 exceeded those combined 7 of the 10 ASEAN countries. Let us continue on the case of Thailand, which I think is the case of several other ASEAN countries. If the country does not take the necessary measures before 2015, it may be threatened in the sense that he cannot fully enjoy the benefits offered by ASEAN. All companies should unite their efforts and take steps to improve and / or maintain their market position. Due to a lack of development of some ASEAN countries, I also think that companies in the ASEAN region will not be able to compete in many areas the major international players in 2015. There will be a strong dependence on foreign investors. Foreign direct investments are in most countries (except Indonesia), a very large share of industrial added value and exports. The innovation potential of regional companies is limited and there will still be in the future if no appropriate measures are put in place. In addition, ASEAN markets are basically a field of confrontation and western multinationals. Poor countries will not be able to keep pace of the single market in 2015 as the common market does not expect the adoption of a single currency like the European Union. As a result, these countries just at the level of exchange rate they will be the losers and in any case they will not be favored. Tariff barriers are going to be abolished but in some countries the currency not worth anything so those who come from other countries are going in some ways  «takes advantage of the system. † French that goes into a country in Eastern Europe will be rich, which is not normal. Then the common market will certainly create jobs. Where? In poor countries because richer ASEAN countries will exploit the cheap labor in these countries. Thus, the unemployment rate will increase in their own country. This is particularly the case in the European Union. French factories relocate their factory in Eastern European countries (Romania, Bulgaria ) because labor is cheaper and taxes too. However, unemployment in France is increasing year by year Its the same for FDI, because they will help to develop poor countries by injecting money into the business for example, but as it is poor countries, workers will probably exploited as happened in China in recent years. We can also point out the brain drain. The free movement of people will generate the movement of skilled workers in the region. A country’s bright young thing will leave to work in a richer country to develop their careers at the expense of their own country. Currently, this is what is happening in Spain since the crisis. Students study in their country and when they graduate, they flee to Spain to work in another country of the European Union like Germany where working conditions are more favorable. However, Spain suffered lately a major crisis, the unemployment rate is 27% but yet the men flee much to detriment of the country. They run away from one’s problems. Thus I do not think the common market will benefit all countries in the region. At least not in 2015. There are still too large development gap between countries and only 2 years to reach the objectives. At that rate, the CLV countries among others will not fully benefit from the advantages offered by the ASEAN in 2015. Why? They are too late, they do not have adequate infrastructure, appropriate logistics, product not fairly good quality Poor countries and in particular CMLV could enjoy the ASEAN 2015 only if the development gap is narrowing. For example, some experts are concerned about the disparities in economic development between Vietnam and ASEAN +6, which have an impact on the implementation of the AEC in Vietnam. One of the problems of greatest concern is that the community of Vietnamese companies is not willing to exploit the opportunities presented by the Asean Economic Community. To prepare, they must improve their production capacity and the quality of their products and their services In addition, the authorities should develop appropriate policies to help companies seize opportunities and overcome challenges that arise in the context of the establishment of the AEC. It is the same issue with Cambodia. According an article, there are several constraints that Cambodia needs to address if it wants to have a flourishing integration into Asean Economic Community 2015. Whereas the quality of the Kingdom’s agricultural products and garments and textiles is enough, the quality of some other goods is not so acceptable. Also, there are some issues with the country’s public administration, labor productivity and production costs. Cambodia doesn’t have abundant products for exporting to other ASEAN countries while imports keep increasing. Therefore, its trade deficit is anticipated to greatly extend in terms of trade in the region of ASEAN. Also, I think countries which speak well English such as Malaysia, Philippines and Singapore will have a real advantage over others countries like Thailand, Myanmar. In fact, education plays an important role. If one country doesn’t speak well English it will be difficult to trade properly with the rest of the world and the region. English is the base for lots of thing. Some ASEAN countries understood that and took the good measure at school. Does the project will be completed and what the greatest difficulties to reach Despite the efforts made, regional integration remains insufficient. The rate of trade integration between ASEAN countries increased from 15% to 25% in 20 years, and in recent times the dynamics of trade with other Asian countries (China in particular) is much higher than the internal dynamics. Free trade has come to dominate and should be almost universal by 2015 among the member countries of the organization. But it does not base neither a Customs Union (no common external tariff), neither on the harmonization of standards and procedures, or even a regional financial standardization, so that market integration is far be optimal within ASEAN. Over the past ten years, the intra-ASEAN-5 trade fails to take off the threshold of 23-25 % of global trade. For these reasons and those previously explained, I do not think the project will be successful in 2015. A large part can be but there is still much work. For example, the draft ASEAN provides for the abolition of tariffs and the removal of import duties by 2015. But trade within ASEAN are modest and regional bloc (as I said previously) has important differences in terms of economic development between Singapore, one of the leading financial centers in the world, and Burma, a third of the population lives under the poverty line. But in order to create regional bloc, it will incorporate economy as diverse as Singapore and Burma. With a GDP of $ 511 billion, Indonesia has an economy that weighs 100 times more than that of Laos, the smallest country in ASEAN. Economic activity in ASEAN is also very focused on the five most important countries such as Indonesia, Thailand, Philippines, Malaysia and Singapore, which together account for 90% of GDP of the group. Also, some specialists commented about the lack of leadership. The role of Asean chairmanship is a rotatingopositionmand a series ofoofficials from theepoorer, less developed Asean countriesmwill be theechair of Asean for the next few yearsswhich means that leadershipwwill be inexperiencedaand possibly beeless interested in pushingaahead quickly withhintegration onaall fronts. For me, there is not a particular point which is harder to achieve than others. It is a set. To make the whole project for me the starting point is the reduction of the development gap, the abolition of corruption in some countries may hinder the project, a perfect agreement between the members (not like Philippine and Malaysia last year for example) because there is still internal tensions and intra-regional conflicts on the ASEAN, which hampers the strengthening of relations and cooperation between the countries of the Asia South-East, establish a business ethics because some countries do not really have. Here are some ways to reduce economic disparities: Only with strong leadership illustrated byygenerous support to CLMVVcountries, will the AEC be ultimately accomplished. I think 2 immediate measures are needed. The first is the creation of clearly defined financial support to alleviate social costs and to finance infrastructure development and trade facilitation. This can be byyway of the ASEAN-Development-Fund with clearly identifieddfunds to approach keyyissues such financing adjustments costs that are appear as a result of the economic integration. The European Union, the most successful regional grouping, made easier transition by ensuring sufficient allocation of resources to ASEAN members which required assistance. The European Union established 4 types of structural funds: there are the European Social Fund, the European Regional Development Fun, the EuropeanAAgricultural Guidance, GuaranteeFFund and the Financial Instrument for Fisheries, with the intention to facilitate economic integration process. ASEAN should follow this idea and agree on a method to ascribe resources to this fund on an equitable-basis. The support of international aid and some donor countries can also help to complete this fund. Then, the development of infrastructure should be an immediate priority for the ASEAN. It should clearly define increasing investment. Infrastructure development, such. as transportation networks, stable supply of utilities like water, energy and telecommunication,†¦principally in the depressed regions will provide the appropriate incentives for countries’ member to speed up economic integration.

Essay on Private Investigating OrganizationEssay Writing Service

Essay on Private Investigating OrganizationEssay Writing Service Essay on Private Investigating Organization Essay on Private Investigating OrganizationThis paper places emphasis on the role of effective management in criminal justice organizations. The organization under study is the Michigan Council of Private Investigators. This is a non-governmental criminal justice organization that is specialized on provide high quality private investigation services. This paper provides an overview of the organization, defines the structure of the organization, the type of management utilized and the ways used to maintain moral and motivation of personnel. The major goal of the Michigan Council of Private Investigators management team is to provide effective leadership in order to ensure professional private investigation services to clients in the state of Michigan. The organization has articulated the required values in the Code of Ethics, emphasizing the importance of ethical decision making and problem solving in the context of private investigation issues. In general, the Michigan Council of Pri vate Investigators is effectively managed as the members of the organization are well-motivated to perform their duties in a proper way.Introduction  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criminal justice management deserves special attention as it provides an example of comprehensive management practices for many organizations. According to Richard R.E. Kania and Richards P. Davis (2011), â€Å"management is the art of overseeing, controlling and exercising authority over the workforce of an agency and the organizational activities needed to guide it to accomplish a purpose or function† (p. 1). The management of a criminal justice organization stands for the management of the leadership team, which consists of the chief executive of the organization, several department heads, mangers at middle levels, as well as the members of their supporting staff. Managing criminal justice organizations is not an easy task. Many criminal justice organizations have their individual ma nagement techniques. In general, there are governmental and non-governmental criminal justice organizations. Private investigating organizations are non-governmental organizations. Today the â€Å"growth of non-governmental justice-related services, agencies and alternative programs to support the traditional government justice organizations has expended the field considerably in recent years†(Kania Davis, 2011, p. 19). Many of these private criminal justice organizations have introduced new managerial and administrative challenges in the field of traditional justice administration, organization and management.   Private investigating organizations offer high quality investigating services, such as finding missing family members, collecting private information about individuals, their activities and behaviors, etc. According to researchers, â€Å"management of most of these private law enforcement organizations will follow business models because the organizations exist t o achieve a profit as well to provide public services†(Kania Davis, 2011, p. 22). The Michigan Council of Private Investigators is an effective private investigating organization that has developed and effectively performs the key management functions, such as planning organizing, leading and controlling.The major goal of this paper is to provide an overview of any criminal justice organization, paying due attention to the type of management utilized, the structure of the organization and the ways used to maintain moral and motivation of personnel. The Michigan Council of Private Investigators is one of the well-known private investigating organizations in the U.S. This organization has developed effective management to contribute to the growth of private investigation industry.The overview of the organization  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Michigan Council of Private Investigators is a successful private investigating organization that is focused on providin g private investigation services and security services to its clients. Michigan Council of Private Investigators is located in Lansing, MI, the Downtown neighborhood. The full address is 235 N Pine St., Lansing, MI 48933 Phone: 517-482-0706 Fax: 517-372-1501 (Michigan Council of Professional Investigators. Official Website, 2014).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Michigan Council of Professional Investigators was established in1983. Since that time, the Michigan Council of Professional Investigators has been comprised of several corporations and individual private investigators â€Å"who care deeply about the private investigation industry and the public image presented† (Michigan Council of Professional Investigators, Membership, 2014).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This private investigating organization is specialized in a wide range of services, includingArmored Transportation servicesAudio/Video Enhancement Authentication servicesAuto Reco very servicesCase ManagementComputer Forensics servicesForensic AccountingForensicsInformation ProviderLegal servicesInsurance-related servicesPrivate investigation training (The Michigan Council of Professional Investigators, Official Website, 2014).The Michigan Council of Professional Investigators is a group of professional private investigators that are assembled in order to improve education opportunities of each investigator’s education, provide the appropriate resources, organize effective network, and monitor legal issues that affect the field of private investigation (Michigan Council of Professional Investigators. Official Website, 2014).The structure of the organizationThe Michigan Council of Professional Investigators has a standard organizational structure. The Board Leader and Board Members are at the head of the organization. The President of the Michigan Council of Professional Investigators is Daryn Rollins P.E.M. The Vice President of the organization is Che ryl Gelnak. The secretary is Dan Klimek. The Sergeant at Arms is Steve Crane. The Board members include Linda Milam, Sonya Terburg and Peter Psarouthakis (The Michigan Council of Professional Investigators, Official Website, 2014).The mission of the Michigan Council of Professional InvestigatorsThe mission of the Michigan Council of Professional Investigators is to â€Å"secure a more professional relationship among licensed private investigators; encourage the elevation of an impeccable degree of standards so as to form an elite corps of investigators and promote and encourage the continuing training and education of its members in the many and diverse areas of the profession of private investigation† (Michigan Council of Professional Investigators, Membership, 2014). The organization is focused on monitoring the established legislative and regulatory activities at federal and state levels, which have an enormous impact on the private investigation industry in the U.S.The ty pe of management utilized in the organization  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The key feature of the private investigating organization is that the policies, services and initiatives developed by this organization are aimed at fulfilling the needs and requirements of the private individuals or companies employing them. According to Richard R.E. Kania and Richards P. Davis (2011), â€Å"because the laws of each state differ, some have powers equal to those of public law enforcement officers, while others have very limited law enforcement powers† (p. 22). The Michigan Council of Professional Investigators management is focused on the development and application of effective leadership skills, supervision practices, communication and analytic skills. The organization’s management team is focused on solving various management-related issues and effective methods, placing emphasis on the established ethical considerations, laws and regulation. There are four key functions performed by the organization’s management team: planning, organizing, leading and controlling. Management plays a crucial role in the organization, including informational and decisional roles.Essay on Private Investigating Organization part 2

The Real Sinbad the Sailor

The Real Sinbad the Sailor Sinbad the Sailor is one of the most famous heroes of Middle Eastern literature. In the tales of his seven voyages, Sinbad battled incredible monsters, visited amazing lands and met with supernatural forces as he sailed the Indian Oceans fabled trade routes.   In western translations, Sinbads stories are included among those that Scheherazade told during the One Thousand and One Nights, which is set in Baghdad during the reign of the Abbasid Caliph Harun al-Rashid from CE 786 to 809. In Arabic translations of the Arabian nights, however, Sinbad is absent. The interesting question for historians, then, is this: Was Sinbad the Sailor based upon a single historical figure, or is he a composite character derived from various bold seafarers who plied the monsoon winds?  If he once existed, who was he? Whats in a Name? The name Sinbad seems to come from the Persian Sindbad, meaning Lord of the Sindh River.  Sindhu is the Persian variant of the Indus River, indicating that he was a sailor from the coast of what is now Pakistan. This linguistic analysis also points to the stories being Persian in origin, even though existing versions are all in Arabic.   On the other hand, there are many striking parallels between many of Sinbads adventures and those of Odysseus in Homers great classic, The Odyssey,  and other stories from classical Greek literature. For example, the cannibalistic monster in the Third Voyage of Sinbad is very similar to Polyphemus from The Odyssey, and he meets the same fate - being blinded with the hot iron spits he was using to eat the ships crew. Also, during his Fourth Voyage, Sinbad was buried alive but follows an animal to escape the underground cavern, much like the story of Aristomenes the Messenian. These and other similarities point to Sinbad being a figure of folklore, rather than an actual person. It is possible, however, that Sinbad was a real historical figure with an insatiable urge to travel and a gift for telling tall tales, though it may be that after his death other traditional travel tales were grafted on to his adventures to produce the Seven Voyages we now know him by. More Than One Sinbad the Sailor Sinbad may be based in part on a Persian adventurer and trader named Soleiman al-Tajir - Arabic for Soloman the Merchant - who traveled from Persia all the way to southern China around the year 775 BCE. Generally, throughout the centuries that the Indian Ocean trade network existed, merchants and sailors traveled just one of the three great monsoonal circuits, meeting up and trading with one another at the nodes where those circuits met.   Siraf is credited with being the first person from western Asia to complete the entire voyage himself. Siraf likely gained great renown in his own time, particularly if he made it home with a hold full of silk, spices, jewels, and porcelain. Perhaps he was the factual foundation upon which the Sinbad stories were built. Likewise in Oman, many people believe that Sinbad is based on a sailor from the city of Sohar, who sailed out of the port of Basra in what is now Iraq. How he came to have a Persianized Indian name is not clear.   Recent Developments In 1980, a joint Irish-Omani team sailed a replica of a ninth-century dhow from Oman to southern China, using period navigational instruments only, in order to prove that such a voyage was possible. They successfully reached southern China, proving that sailors even many centuries ago could have done so, but that brings us no closer to proving who Sinbad was or which western port he sailed from. In all likelihood, bold and footloose adventurers much like Sinbad set out from any number of port cities around the rim of the Indian Ocean in search of novelty and treasure. We will probably never know if any particular one of them inspired the Tales of Sinbad the Sailor. It is fun, however, to imagine Sinbad himself leaning back in his chair in Basra or Sohar or Karachi, spinning another fabulous story to his spellbound audience of land-lubbers.

The Greatness of Sharia Laws in Comparison to Others Essay

The Greatness of Sharia Laws in Comparison to Others - Essay Example In this sense, the word is closely associated with fi?h which signifies academic discussion of divine law.† The moral concept of Sharia laws is based on the premise that the rights of God’s creation cannot be violated. Human rights, if violated, must be compensated by laws. The greatness of Sharia lies in the fact that it is based on a well-defined concept of human rights. Violation of the rights of God (Haq-al-Allah) may be forgiven. But violation of human right cannot be forgiven until it is forgiven by the one whose rights have been violated. There is another greatness of this law that everyone, either rich or poor, is subjected to this law equally, as the Quran says, â€Å"You who believe! stand out firmly for justice, as witnesses to Allah, even as against yourselves, or your parents, or your kin, and whether it be (against) rich or poor† (An-Nisa, verse 135). This moral basis of Sharia evolves from the view that everyone is equal in the eye of God. Sharia de als almost all aspects such as religiosity, sexuality, diet, prayer, hygiene, crime, economics, politics and innumerous others, of a man’s, particularly a Muslim’s, personal and communal life. ... But man-made laws cannot do this. When the legal system of a western country sentences a murderer to death, such legal system does not advocate for any code of manner which can keep a man away from crimes like murder. Again Sharia is free of many contradictions that other man-made laws hold in their hearts. One of such contradiction is: when the European countries do not permit death penalty, death penalty is permissible in the United States. Again there are a number of countries that assign their presidents with the power to indemnify a criminal who has already been convicted in the court. When the sole intention of law is to protect people’s right, such presidential power, in the very first place, can easily violates human rights. Also this dual application of law appears to be not only self-contradictory but also discriminative. Sharia does not permit such discrimination in the application of law. Prophet Muhammad’s rule, in the Islamic State of Medina, was free of s uch discrimination. Once, a woman, a close relative of Muhammad, was convicted of the guilt of theft and she was punished according to Sharia. Referring to indiscriminative approach of Sharia, the prophet says, â€Å"The people before you were destroyed because they used to inflict the legal punishments on the poor and forgive the rich. By Him in Whose Hand my soul is! If Fatima (the daughter of the Prophet) did that (i.e. stole), I would cut off her hand.† (Bukhari Vol 8, Book 81, Number 778) Again Caliph Omar, a prominent ruler of Arab during the early 8th century, himself punished his son Abu Sammah to death for accosting –probably raping- a Jewish woman. (Kadri, 2011:89) The difference between Sharia and other laws is that when other laws offer only punishment, Sharia provides

Extreme Situation Recorded under Status Epilepticus Case Study - 4

Extreme Situation Recorded under Status Epilepticus - Case Study Example The patient named Master Bradley Jackson was a five-year-old boy admitted to the hospital for a detailed investigation for seizures. The child was diagnosed with several tonic-clonic types of seizures majorly on the left side of the body. The patient recorded failure of consciousness and occasional situations of incontinence in his medical history during the last four months owing to seizures. The recordings on the Glasgow Coma Scale (GCS) did not reveal any sign of recovery from his previous state. The patient was also recorded with a series of seizure episodes that lasted for 1.5 minutes each even after being treated with benzodiazepine midazolam. However, his situation got stable after the stabilizing procedure followed in the intensive care unit. After the patient got stabilized, he was shifted to the pediatric intensive care unit (ICU) and finally to the neurological department where he is being treated presently. In this regard, the case is selected for its criticality. Additionally, the case aids nurses in having a better understanding about critical assessments as well as diagnostics conducted in relation to epilepsy. Tonic-clonic is a type of seizure that covers up the entire brain and affects several operations performed by the brain. The CT scan of the patient had detected hardly any abnormalities. This can be possible as the recurrent occurrences of seizures can be indicative of the presence of certain ‘microscopic or macroscopic’ brain lesion. Conversely, this lesion cannot be identifiable by any pathological or biochemical abnormalities (Garcia & Strub, 2011). Thus, further tests should be performed in order to locate any minor injuries in the brain and also diagnose the microscopic presence of the injury in the nerve cells. The benzodiazepine midazolam is one of the best medications and most effective procedure for the treatment of seizures in children. The midazolam group of benzodiazepine is observed to be best suited for providing first aid to the child at the time of severe convulsion.

The electoral system Essay Example for Free

The electoral system Essay How are the number of electoral votes decided for each state? How many electoral votes are in your home state? Which Presidential candidate (Obama or Romney) won your state’s electoral votes in the 2012 election? 2. Briefly explain the â€Å"pros and cons† of the electoral system. Why do we have the electoral system? What are some arguments against it? 3. In a few sentences, explain what you think. Should the U.S. maintain the current Electoral College system, move toward a national popular vote system, or use the â€Å"proportional voting† system for the Electoral College used by Maine and Nebraska? Electoral College consists of 538 electors chosen by the candidates political party. Electoral voters are decided by the equal number of members in its Congressional Representatives plus two for your senators. There are 16 electoral votes in the state of Georgia which is the state I am from. Mitt Romney won my states electoral votes. We have the electoral system because with popular votes it would be unfair to the smaller populated states if the larger populated states voted more to one way than their state. Also if a candidate was from the south he or she would be more likely to campaign in those states and not in the northern states. Then those states may feel like they wouldnt be â€Å"their† president. It is also good because there is less likely to be a dispute over the outcome of an Electoral College vote than a popular vote. Some cons are that is may turn off some voters if their state isnt voting for the political party they are wanting to vote for. The arguments against it are that it is undemocratic that the people should decide who their president is not congress. In my opinion I agree with the Electoral voting, at first before I read more about how it works I did not agree. Now that I have read about it I believe it is really the only way that smaller states have any say in who the president is. Also I believe its a good idea to keep the candidates from campaigning more in one part of the country than the other are only the larger states with a larger population. The only thing I can see that would be bad would be if your state is not voting for the political party you would vote for. http://www.archives.gov/federal-register/electoral-college/map/historic.html http://www.archives.gov/federal-register/electoral-college/faq.html#whyec http://www.archives.gov/federal-register/electoral-college/about.html

The Youth Offenders Program :: essays research papers

The Youth Offenders Program   Ã‚  Ã‚  Ã‚  Ã‚  To be honest, I was really pissed off that I had to enter the Zona Seca program to begin with. My so-called infraction was a simple case of being in the wrong place at the wrong time. I am a full time student who works at least twenty-eight hours a week and is extremely pressed for time. The commute from Los Angeles was an extreme inconvenience. Just had to get that off my chest. Do not be fooled, I am extremely grateful for the opportunity to attend this program. I just wish I could have took it here in L.A Surprisingly enough, the Zona Seca program was nothing like I expected. Going into the program I expected lengthy and boring lectures by condescending bureaucrats. To my surprise, the classes were interesting and informative. Our instructors both at the Rehabilitation Institute and the Zona Seca office were very understanding. More programs that are prevention orientated rather than reactionary like Zona Seca are needed. Before the first class session I viewed Zona Seca as a kind of punishment; afterwards more like a therapy/counseling session. The visit with the coroner really struck a nerve. When the coroner started talking about the way young adults drink alcohol as opposed to the way most adults do I could not help but think of all the times I have gotten belligerent. He made the statement that most young people drink to get to drunk. I could not agree more. Although I do drink because I like the taste of alcohol, that taste was definitely acquired. When I first started drinking it was for the sole purpose of getting drunk. Death as a result of to much alcohol was something I was completely oblivious to. Imagining how close to permanent unconsciousness I may have been is extremely scary. I can remember being so drunk in Rosa Rito Mexico that I woke up the next morning not remembering a damn thing from the night before. That includes puking up my dinner, the seven hundred and fifty-ml bottle of Bacardi Limon and the ten or fifteen other mixed drinks I had. If my friends did not tell me of the details from the previous night I would had never known what happened. The coroner’s report really made me look at the way I drink. I’m not going to stop drinking, but I am going to be a lot more responsible and careful when I do.

Education Equity Essay

The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 191 Member States and six Associate Members. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations. To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow’s world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical co-operation to Member States for their development policies and projects; and 5) the exchange of specialized information. UNESCO is headquartered in Paris, France. UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture and communication. UIS was established in 1999. It was created to improve UNESCO’s statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly complex and rapidly changing social, political and economic environments. UIS is based in Montreal, Canada. American Institutes for Research (AIR) Since its founding in 1946 as an independent, non-profit and non-partisan organization, the American Institutes for Research (AIR) has conducted more than 3,500 projects providing basic and applied research, technical support and management services to government agencies, non-profit organizations and private companies. AIR’s work in education spans both the domestic and international areas, with the latter including extensive work in comparative education and international development. 1000 Thomas Jefferson Street NW; Washington, DC 20007-3835; United States; www. air. org. UNESCO Institute for Statistics P. O. Box 6128, Succursale Centre-Ville Montreal, Quebec H3C 3J7 Canada Tel: (1 514) 343-6880 Fax: (1 514) 343-5740 Email: publications@uis. unesco. org http://www. uis. unesco. org ISBN 92-9189-041-3  © UNESCO-UIS 2007 Ref: UIS/WP/06-03 Cover design: JCNicholls Design Printed by: ICAO Executive summary. The right to education has been recognised by the international community for the last half century and has led to increasing interest in the equity of countries’ education systems. However, the term â€Å"equity† is subject to a variety of interpretations. Most would agree that education systems that are â€Å"equitable† provide high-quality education to all children, regardless of their background or where they live. But from there, opinions diverge about what aspect of education should be distributed â€Å"equitably† to whom and about what levels of disparity are â€Å"equitable† or â€Å"inequitable†. Recognising the lack of a common language for discussing the issue of equity in education, the UNESCO Institute for Statistics (UIS) undertook a study to bring together some of the diverse approaches to equity and to provide a more systematic approach to conceptualising and measuring the equity of countries’ education systems. This study comes at an important time for policymakers, particularly in developing countries that are striving to attain the goal of Education for All. With appropriate tools in hand, policymakers will be in a better position to assess the equity of their education systems and to develop and implement policies and programmes to address the most critical related issues. This report presents the results of the study in three components. First, it provides a context for understanding the current interest in educational equity through a review of the evolution of international concerns about equity and previous efforts to define and measure equity more systematically. Second, it presents a framework for measuring educational equity, along with methods for comparing the equity of countries’ education systems using a set of standard statistical measures. Finally, it demonstrates the application of the framework in 16 of the largest, most-populous countries around the world. These include three countries in Africa (Egypt, Nigeria and South Africa), five in Asia (Bangladesh, China, India, Indonesia and Pakistan), five in Latin America (Argentina, Brazil, Ecuador, Mexico and Peru), along with Canada, the Russian Federation and the United States. The empirical analysis conducted in this report centers on three specific â€Å"objects† of equity. One is a measure of access (enrolment ratios) and two are measures of resources allocated to education (expenditure per pupil and pupil-teacher ratios). The framework is applied using two main principles of equity – horizontal equity and equal educational opportunity. Horizontal equity examines disparities in access to education and resources for education within countries, using selected measures of dispersion that reflect different concerns of education policy. Equal educational opportunity examines the relationship between wealth and the three objects of equity, as well as urban/rural differences in the provision of access to education and educational resources. – iii – Educational Equity and Public Policy In presenting the application of the equity framework, geographic regions within countries are used as the unit of analysis. In federal countries, these units are generally states, provinces and other political jurisdictions with authority over education; in nonfederal countries, the units are usually the first administrative entity below the national level. The analysis of horizontal equity focuses on disparities across these units in access and resources; the analysis of equal educational opportunity relates regions’ wealth (measured as regional product per capita) and population density (a proxy for urban/rural location) with the objects of equity. Coefficients of correlation are used to measure the direction and size of these relationships. We recognise that regional disparities are not the primary concern of policymakers in all countries and that disparities based on gender, race/ethnicity and socioeconomic status may be more significant than geographic disparities. We, therefore, suggest that the analyses presented in the report should not be used as the sole basis for judging whether a country’s education system is â€Å"equitable† or â€Å"inequitable;† other analyses are needed to fully inform this issue. However, it is also important to note that geographic disparities are of great importance in many countries, particularly large federal countries, and that there is a long tradition of research on this topic in both developing and developed countries. In the former, the focus has frequently been on access to education, with urban/rural disparities at the core of policy debates. In the latter, the focus has historically been on disparities in resources provided for public education; in recent years, the emphasis has shifted to education outcomes, particularly student achievement. We view the empirical work presented in this report as an extension of that stream of research. Selected findings from the study This study attempted to compare countries on key aspects of educational policy and to assess the relative equity of their education systems, based on differences in access to education and the provision of educational resources in major geographical divisions. Before presenting some of the key findings, a few caveats are in order. First, the findings presented represent a single but important dimension of equity in education. Second, even within the analyses presented here, there is not complete consistency in countries’ rankings on all access and resource measures. Countries may rank highly on one measure of educational resources and not so well on another. Third, countries’ comparative rankings on educational equity may depend on the group of countries used in the comparisons. A different mix of countries could produce different determinations in our equity assessment. Finally, disparities within countries may often result from intended acts of policy (e. g. the provision of greater resources in poorer areas to compensate for their lack) that are producing the desired results. It is therefore important not to â€Å"over-interpret† the findings regarding geographical disparities and to conclude categorically that one country’s education system is more equitable than another’s. – iv – Educational Equity and Public Policy. Horizontal equity: Regional disparities Table A provides an overview of countries’ relative standing on horizontal equity, based on the three objects of equity examined in this study: enrolment ratios, expenditure per pupil and pupil-teacher ratios. Countries that fall at the â€Å"top† of the rankings tend to have relatively small disparities across regions; countries in the â€Å"bottom† tend to have relatively large disparities; while countries in the â€Å"middle† tend to have moderate disparities relative to other countries. Based on these findings, we find the following: Access to education: Enrolment ratios †¢ Among the nine countries reporting enrolment ratios for both primary and secondary education, only Mexico has relatively small disparities at both education levels. Egypt and the Russian Federation have moderate disparities in access to primary and secondary education, while India and Brazil tend to have large regional disparities. Argentina and Peru have relatively small regional disparities in access to primary education and moderate disparities in secondary education, while the reverse is the case in South Africa. Indonesia has moderate disparities in access to primary education and relatively large disparities at the secondary level. Among countries only reporting primary enrolment ratios, disparities are relatively small in China and relatively large in Bangladesh and Pakistan. At the secondary level, disparities in enrolment ratios are relatively small in Canada and the United States. †¢ †¢ Educational resources: Expenditure per pupil and pupil-teacher ratios †¢ Canada, Peru, South Africa and the United States show the smallest interregional disparities in expenditure per pupil for primary and secondary education. Argentina, Brazil, Mexico and the Russian Federation fall in the middle range, while China, Egypt and India have the largest disparities in expenditure per pupil across their regions. Overall, there is a strong correspondence between countries’ rankings on regional disparities in expenditure per pupil and pupil-teacher ratios in primary and secondary education. Canada, Peru, South Africa and the United States are at or near the top of the rankings on both measures, Brazil and the Russian Federation are in the middle, with Egypt and India at the bottom of the rankings. †¢ -v-. Educational Equity and Public Policy †¢ Disparities in pupil-teacher ratios in primary education are smallest in Argentina, Brazil, Indonesia, Mexico and Peru; in the moderate range in Bangladesh, China, Ecuador and the United States; and largest in Egypt, India, Nigeria and Pakistan. Disparities in pupil-teacher ratios at the secondary level show some similarities and some differences with primary education: disparities are smallest in China, Indonesia, Mexico and Peru; in the moderate range in Brazil, Ecuador, Egypt, Nigeria and the United States; and largest in Argentina, India and Pakistan. †¢ Table A. Country placements on horizontal equity analyses of enrolment ratios, expenditure per pupil and pupil-teacher ratios Primary and secondary expenditure per pupil middle * middle top bottom * bottom bottom * middle * * top middle top top Primary and secondary pupilteacher ratio bottom * middle top middle middle bottom bottom middle top bottom middle top middle top top Country Argentina Bangladesh Brazil Canada China Ecuador Egypt India Indonesia Mexico Nigeria Pakistan Peru Russian Federation South Africa United States * Not available. Primary enrolment ratio top bottom bottom * top * middle bottom middle top * bottom top middle middle *. Secondary enrolment ratio middle * bottom top * * middle bottom bottom top * * middle middle top top Primary pupilteacher ratio top middle top * middle middle bottom bottom top top bottom bottom top * * middle Secondary pupilteacher ratio bottom * middle * top middle middle bottom top top middle bottom top * * middle – vi – Educational Equity and Public Policy Equal educational opportunity Table B provides a summary of findings from the analysis of educational opportunity using the relationship between regional wealth and regional enrolment ratios, expenditure per pupil and pupil-teacher ratios. In the table, a dash (â€Å"-†) signifies that countries tend to have lower enrolment ratios, lower expenditure per pupil or lower pupil-teacher ratios in wealthier regions; and a plus sign (â€Å"+†) signifies that countries tend to have higher enrolment ratios, higher expenditure per pupil or higher pupilteacher ratios in wealthier regions. An asterisk (â€Å"*†) is used in instances where a country does not have a consistent relationship between regional wealth and a given measure. Where the relationships are strongly positive or negative (greater than +0. 50 or less than -0. 50), there are no additions to the designated signs. However, parentheses are used to indicate relationships that are statistically weak (between -0. 50 and -0. 25 or between 0. 25 and 0. 50). Access to education: Enrolment ratios †¢ Egypt, Mexico and Peru perform most poorly on this dimension of equity, with moderate to strong positive relationships between regional wealth and enrolments ratios in both primary and secondary education. In Argentina, Brazil, Canada, India, Indonesia, South Africa and the United States, wealthier regions also tend to have higher enrolment ratios in secondary education. Poorer regions tend to have higher enrolment ratios in primary education in four countries: Argentina, Brazil, India and South Africa. However, India is the only country where the relationship is strong. †¢ Educational resources: Expenditure per pupil and pupil-teacher ratios †¢ Wealthy regions tend to provide greater expenditure per pupil for primary and secondary education in the 10 countries with available data. The relationships are strong in Argentina, Brazil, Canada, China, South Africa and the United States, and moderate in Egypt, Mexico, Peru and the Russian Federation. Higher expenditure results in lower primary and secondary pupil-teacher ratios in wealthier regions in seven of these countries – Argentina, Brazil, Canada, China, Egypt, India and Peru. Wealthier regions also tend to have lower pupil-teacher ratios in primary education in Argentina, Brazil, China, Egypt, India and Peru. The same pattern is found in secondary education in these six countries, as well as in Mexico. †¢ †¢ – vii – Educational Equity and Public Policy Table B. Findings from the analysis of equal educational opportunity – The relationship between regional wealth and regional enrolment ratios, expenditure per pupil and pupil-teacher ratios Primary and secondary expenditure per pupil + + + + (+) * n/a (+) n/a (+) (+) + + Primary and secondary pupil-teacher ratio (-) (-) (-) (-) * * * * * * Country Argentina Brazil Canada China Egypt India Indonesia Mexico Nigeria Peru Russian Federation South Africa United States Primary enrolment ratio (-) n/a (+) (+) * (+) n/a (+) * (-) n/a Secondary enrolment ratio + + + n/a (+) (+) (+) (+) n/a + * (+) +. Primary pupilteacher ratio (-) n/a (-) (-) (-) * (+) * (-) n/a n/a * Secondary pupilteacher ratio (-) (-) n/a (-) (-) (-) * (-) * (-) n/a n/a * n/a: Data not available. * Not a statistically significant relationship (correlation between -0. 25 and +0. 25). – viii – Educational Equity and Public Policy Table of contents Page Executive summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iii Acknowledgements †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 1. 2. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Contextualising and defining educational equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 I. Efforts to support educational rights and equity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17 A. The United Nations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17 B. Other international efforts†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 18 C. Efforts to measure equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 II. Developing a framework to measure equity in education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20 The equity framework †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 22 I. Targets of equity concerns †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 22 II. Objects †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 2 A. Access and progression†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 23 B. Resources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 23 C. Results †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 III. Equity principles †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 A. Horizontal equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 B. Vertical equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 C. Equal educational opportunity (EEO) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 25 IV. Measuring equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 A. Measures of horizontal equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 1. Range ratio †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 2. McLoone Index/adjusted McLoone Index †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 3. Coefficient of variation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 28 4. Gini coefficient †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 28 B. Measures of vertical equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 30 C. Measures of equal educational opportunity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 30 V. Overview †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 31 Application of the equity framework: enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 I. Introduction to the analysis†¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 A. Countries selected for analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 32 B. Presentation of the analyses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 36 II. Enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 37 A. Horizontal equity analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 38 1. Primary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 38 2. Secondary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 40 B. Equal educational opportunity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 43 1. Regional wealth and enrolment ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 43 2. Regional population density and enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 44 C. Horizontal equity and equal educational opportunity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 45 3. 4. -9- Educational Equity and Public Policy 5. Application of the equity framework: Expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 47 I. Horizontal equity analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 47 A. Composite rankings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 49 B. Consistency of rankings on equity measures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 50 II. Equal educational opportunity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 51 A. Regional wealth and expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 51 B. Regional population density and expenditure per pupil†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 52 III. Horizontal equity and equal educational opportunity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 53 IV. Changes in horizontal equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 54 V. Changes in equal educational opportunity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 56 A. Regional wealth and expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 56 B. Regional population density and expenditure per pupil†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 57 Application of the equity framework: Pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 58 I. Horizontal equity analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 58 A. Primary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 60 1. Composite rankings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 61 2. Consistency of rankings on equity measures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 62 B. Secondary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 63 1. Composite rankings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 63 2. Consistency of rankings on equity measures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 65 C. Combined primary and secondary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 66 1. Composite rankings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 67 2. Consistency of rankings on equity measures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 68 D. Consistency of rankings on horizontal equity in primary, secondary and combined primary and secondary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 69 II. Equal educational opportunity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 70 A. Regional wealth and pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 70 B. Regional population density and pupil-teacher ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 72 III. Horizontal equity and equal educational opportunity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 73 A. Primary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 73 B. Secondary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 74 C. Combined primary and secondary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 75 D. Summary of findings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 76 IV. Changes in horizontal equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 78 A. Primary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 78 B. Secondary education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 80 C. Primary and secondary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 81 D. Summary of findings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 82 V. Changes in equal educational opportunity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 84 A. Regional wealth and pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 84 B. Regional population density and pupil-teacher ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 85 Sources, methods and technical notes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 87 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 105 Glossary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 113 Equity-related education laws, policies and research in core countries†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 118 – 10 – 6. Appendix 1. Appendix 2. Appendix 3. Appendix 4. Educational Equity and Public Policy Tables Page 3. 1 3. 2 3. 3 4. 1 4. 2 4. 3 4. 4 4. 5 4. 6 4. 7 4. 8 4. 9 5. 1 5. 2 5. 3 5. 4 5. 5 5. 6 5. 7 6. 1 6. 2 6. 3 6. 4 6. 5 6. 6 6. 7 6. 8 6. 9 6. 10 6. 11 6. 12 6. 13 6. 14 6. 15 6. 16 6. 17 6. 18 Types of objects †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 Illustration of Gini coefficient – distribution of pupil-teacher ratios for country A †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 29 Illustration of Gini coefficient – distribution of pupil-teacher ratios for country B †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30 Type of government, name of regions and number of regions in countries†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 Population and area of countries †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 33 Gross product per capita and population density†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 National primary enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 38 Horizontal equity measures of primary enrolment ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 39 Ranking order on horizontal equity measures of primary enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 39 National secondary enrolment ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 41 Horizontal equity measures of secondary enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 41 Ranking order on horizontal equity measures of secondary enrolment ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 42 National public combined primary and secondary expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 48 Horizontal equity measures of public combined primary and secondary expenditure per pupil†¦. 48 Ranking order on horizontal equity measures of public combined primary and secondary expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 49 Change in national average public primary and secondary expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 55 Horizontal equity measures of public primary and secondary expenditure per pupil, 1995 and 2002 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 55 Correlation between GRP per capita and public combined primary and secondary expenditure per pupil, 1995 and 2002†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 56 Correlation between regional population density and public combined primary and secondary expenditure per pupil, 1995 and 2002†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 57 National public primary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 59 National public secondary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 59 Horizontal equity measures of public primary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 60 Ranking order on horizontal equity measures of public primary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 60 Horizontal equity measures of public secondary pupil-teacher ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 63 Ranking order on horizontal equity measures of public secondary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 63 Horizontal equity measures of public combined primary and secondary pupil-teacher ratios†¦Ã¢â‚¬ ¦. 66 Ranking order on horizontal equity measures of public combined primary and secondary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 66 Correlation between GRP per capita and public pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 71 Correlation between regional population density and public pupil-teacher ratios†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 72 Change in national average public primary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 79 Horizontal equity measures of public primary pupil-teacher ratios, 1995 and 2002 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 79 Change in national average public secondary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 80 Horizontal equity measures of public secondary pupil-teacher ratios, 1995 and 2002 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 81 Change in national average public combined primary and secondary pupil-teacher ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 81 Horizontal equity measures of public combined primary and secondary pupil-teacher ratios, 1995 and 2002†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 82 Correlation between GRP per capita and public pupil-teacher ratios, 1995 and 2002†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 84 Correlation between regional population density and public pupil-teacher ratios, 1995 and 2002 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 86 – 11 – Figures Page 3. 1 3. 2 3. 3 3. 4 4. 1 4. 2 4. 3 4. 4 4. 5 5. 1 5. 2 5. 3 5. 4 5. 5 6. 1 6. 2 6. 3 6. 4 6. 5 6. 6 6. 7 6. 8 6. 9 6. 10 6. 11 6. 12 6. 13 6. 14 Objects and targets of equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 Interpreting horizontal equity measures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 Illustration of the Gini coefficient †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 29 Overview of the equity framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 31 Primary enrolment ratio ranking orders on horizontal equity measures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 40 Secondary enrolment ratio ranking orders on horizontal equity measures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 42 Correlation between GRP per capita and primary and secondary enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 43 Correlation between population density and primary and secondary enrolment ratios †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 44 Country positions on horizontal equity and equal educational opportunity measures of enrolment ratios in primary (P) and secondary (S) education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 45 Average rankings on horizontal equity measures of public combined primary and secondary expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 50 Public combined primary and secondary expenditure per pupil ranking orders on horizontal equity measures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 51 Correlation between GRP per capita and public combined primary and secondary expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 52 Correlation between regional population density and public combined primary and secondary expenditure per pupil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 53 Country positions on horizontal equity and equal educational opportunity measures of expenditure per pupil in public combined primary and secondary education.