School Uniforms Essay -- Education

Schools should have uniforms for students so they can be distinguished between grade levels and to have all students dress the same way and offer some protection. Students might be against it because they want to wear regular clothes to impress other students. School uniform should be allowed in private as well in public schools because it will help faculty distinguish students, people and prevent inappropriate dressing. â€Å"Having a uniform helps students and parents resist peer pressure. In schools with no uniform, children may feel the need to dress in certain ways in order to fit in. This can often mean buying a lot of expensive and fashionable clothes that families cannot really afford. It can also mean girls being pressured into wearing skimpy clothes to try and look sexy at a very young age. It could even include Muslim girls feeling that they must wear a headscarf even though they don’t want to† (Debate, 2011). Parents of the student won’t have to purchase expensive cloth wear for their kids. Uniform will help them save money by purchasing the same uniform for all kids. â€Å"School Uniform will save parents money. The Upfront cost of uniform would be much less than a new wardrobe of the new â€Å"coolest† styles† (Kelly, 2012). This will let parents spend less money on expensive cloth that students are not even going to take care of them. They dress just to feel richer than other students, but in reality they try present themselves as if they had a lot of money. Uniforms will be the same shirt, color and same tie if their permitted by the school. It will also help them if they are going to buy the same shoes for all the kid because they might find them on clearance or on half price. School clothing can be purchased even in the same... ...understand their parents when it comes to spending money to buy their own cloth. Students might be against it but it’s not they’re call anymore and they have to wear what the board members had strictly gave them in order to succeed in their school days. References Brooks, M. (n.d.). Pros and cons. Retrieved from http://www.proconlists.com/list/education/school-uniforms/35 Debate, J. (2011, May 29). Debate pedia. Retrieved from http://debatepedia.idebate.org/en/index.php/Debate:School_Uniform_(JUNIOR) Kelly , M. (2012, n.d.). School uniforms. Retrieved from http://712educators.about.com/cs/schoolviolence/a/uniforms.htm Wilde , M. (2012, n.d. n.d.). Do uniforms make school better?. Retrieved from http://www.greatschools.org/find-a-school/defining-your-ideal/121-school-uniforms.gs?page=3 (Brooks, n.d.) (Debate, 2011) (Kelly , 2012) (Wilde , 2012)

An Evaluation of the Work of Jan Svankmajer :: essays research papers

An Evaluation of the Work of Jan Svankmajer Jan Svankmajer is an animator like no other that I know of. Surrealist in style, his artistic work encompasses a broad range of mediums- film, sculpture, painting, graphic design, prose and poetry. His filmic work often involves a combination of animation, puppetry and live action- a challenging style for any filmmaker to use effectively. Svankmajer films are by trademark dark and macabre tales, told not for the sake of aesthetic or technique, but always to serve a very personal purpose, which I will talk about shortly. In this essay, I will deal mainly with the work that Svankmajer created as an animator. To put it in context, however, I will first give a rough overview of his background and the work for which he is best known. Svankmajer was born in Czechoslovakia in 1934. His parents were both artistically inclined; his father was a window dresser while his mother was a dressmaker. After studying puppet theatre for four years in Prague, Svankmajer began his career as a director, designer and puppeteer at the State Puppet Theatre in Liberec. During the Early 1960s he collaborated with several different theatre companies in Prague to stage a variety of plays. In 1964 his interests turned to filmmaking. In this medium he felt that more would be possible technically, and that his work would reach a wider audience. After creating various award-winning short films like The Last Trick, his work underwent a decisive transition from Mannerism to Surrealism in 1968. As a surrealist Svankmajer would create many highly acclaimed films involving animation and live action. Svankmajer’s work became surrounded by political controversy with the making of the film Antonio’s Diary (1972). The film was not intended to have political meaning, but the Czech authorities banned him from making films for seven years simply because it contained unauthorised footage depicting everyday Czech life. Dimensions of Dialogue (1982) became his best-known short, and won several international awards. Like Antonio’s Diary, however, it was banned in Czechoslovakia, and was also shown to the ideology commission of the Central Committee of the Czechoslovak Communist Party as an example of the kind of film that should not be made. Alice (1985-87), based on the book by Lewis Carol, was Svankmajer’s first feature film, and his first to reach an American audience. Since then he has made two more feature-length films: Faust (1993) and Conspirators of Pleasure (1996).

Vital And Dynamic Characters In A Tale Of Two Cities :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Vital and Dynamic Characters in A Tale of Two Cities A dynamic character is one who changes greatly during the course of a novel. There are many fine examples of dynamic characters in all Dickens novels. Three of these characters are Dr. Alexandre Manette, Jerry Cruncher and Sydney Carton. Dynamic characters play a very apparent role in the novel A Tale of Two Cities by Charles Dickens.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. Manette starts his life as a young successful man but then is traumatized by imprisonment and again becomes successful with the comfort of, his daughter, Lucie. Lorry rescues Dr. Manette from his prison in St. Antoine and essentially brings him back to life. At first Alexandre seems unstable and much older than his years, but as Lucie nurses him back to life he transforms into the vibrant man missing throughout hers. Doctor Manette has no recollection of his successful past: â€Å"Doctor Manette, formerly of Beauvais . . . the young physician, originally an expert surgeon, who within the last year or two has made a rising reputation in Paris† (298). After his unnecessary imprisonment he is very weak and frail: â€Å"[h]e had put up a hand between his eyes and the light, and the very bones of it seemed transparent† (36). He is found in a dark garret hunched over a cobbler’s bench making shoes to pass time. At first Lucie is apprehensive abo ut approaching her father, but as she observes his actions she is overcome with joy; she has now found her father whom she thought was dead for seventeen years. As he spends more time with Lucie and Miss Pross he gradually gains more and more strength and is beginning to reach his capacities in life. â€Å"This new life of the Doctor’s [is] an anxious life, no doubt; still the sagacious Mr. Lorry [sees] that there was a new sustaining pride in it† (253). The changes in Dr. Manette are not all by his own doing. He started life prosperous and fortunate, and after an ill-fated imprisonment it takes him a long while to accomplish the ability to endure life again.   Ã‚  Ã‚  Ã‚  Ã‚  As the novel begins, one obtains the idea that Mr. Jerry Cruncher is an evil man, but during the course of the book evident differences are found in both his personality and his actions. One night when he comes home â€Å"he devote[s] himself during the remainder of the evening to keeping a most vigilant watch on Mrs.

A Conflict Case Study Analysis and Proposal

A destructive conflict was created by the parties involved in the case study 2 section 2 (Erbe, 2003) when they failed to recognize the sole purpose of a spiritual community. The spiritual community's sole purpose was to unite the members by leading them through a common belief and offering them any support they may require.The spiritual leader was charged with the responsibility of ensuring that the goals of the community were achieved. Instead of her using the powers bestowed to her to perform her role and the duties expected of her, she started to abuse these powers and instead of uniting the staff members and drawing them close to her, she scared them off. She started using her power to abuse and intimidate the subordinate staff in her office.This continued for such a long time that it became a ritual. It was in fact perceived that the spiritual leader's intention was to hurt those individuals she thought did not belong to her circle.The issue of a fired staff came at the time th e spiritual leader was also serving as the leader of the community. The spiritual leader's apparent abuse of power is said to have caused the occurrence of the incident.We can not conclusively say that the complaining group's accusations made against the leader are accurate as no face to face interview with the spiritual leader to get her side of the story and comment had yet been conducted. This implies that facts about the true motive behind the sacking of the staff member and whether bullying really is going on are still unknown.Besides, the complaining parties might be exaggerating in describing their accusations against the spiritual leader as there always is possibility of cognitive and perceptual distortions occurring where such issues are concerned. This calls for further investigation into the matter as it is necessary to establish the truth and also find out if the perceptual and distortion theories are present in the issue.It is important to note that the organization com prised of only women. However, the culture of the organization is more masculine than feminine. This is based on the on the way the leader executed her leadership responsibilities. Her expectations of the staff members were more rigid than what is normally expected of feminine organizations (Erbe, 2003).The leader created power and status, had matched experience to commanded attention and built ideas competitively which is characteristic of masculine organizations (Erbe. 2003). These leadership traits hence made the spiritual leader masculine as she did not exert the female leadership skills that are usually more dynamic.This caused her to conflict with the rest of the staff members as her version of leadership was not favourable with them (Erbe, 2003). Â   These differences in the way the leadership was handled caused the first phase of conflict which proceeded with time as in the escalating destructive conflict model created by Erbe.The conflict proceeded as members of the staff who were not in the leader's circle got scared of opposing her abuse and bullying. This resulted to repeated abuse by the leader as no one was able to stand up to her. This eventually triggered accumulation of ill feelings against the leader amongst the staff members.This was even made worse by the fact that the spiritual leader was not meeting the staff member's root expectation of her. Usually people expect spiritual leaders to be kind, fair, just and humane, this was however not so with this leader.The complaining group was later empowered when a law graduate entered the conflict and joined their side. She made them aware of heir legal rights which they did not know before. She explained to them that they could file a suite against the spiritual leader for abusing them.This was an empowerment to the complaining party as they got to know that there was a venue for them to air their grievances and concerns with the hope of getting help. More abuse from the leader were reported, for example there is an instance where she is said to have verbally abused a secretary who later went to seek counselling as she had been deeply hurt by the abuse.The peak of the conflict was experienced when one of the staff members was found with a gun. Violence which is known to be the ultimate manifestation of a conflict usually triggers destructive and undesired dynamics (Erbe, 2003).

Concepts of Business Education Essay

Presentations: The nurses will be shown presentations by experienced nurses and doctors. 5. Quiz: There will be quizzes held for the nurses on the things taught. 6. Evaluation: The nurses will be evaluated according to their performance. 7. Demonstrations: The nurses will be given demonstrations by the experienced nurses on care giving. 8. Implementation: The nurses will have to demonstrate whatever they have learnt under the supervision of the department head. 9. Post evaluation: Depending on the performance of the nurses, they will be posted in the required departments. The most basic problem of philosophy of education is that concerning aims: what are the proper aims and guiding ideals of education? What are the proper criteria for evaluating educational efforts, institutions, practices, and products? Some of the AIMS proposed or involved in the educational endeavor are †¢cultivation of curiosity and the disposition to inquire fostering of creativity †¢production of knowledge and of knowledgeable students †¢enhancement of understanding †¢promotion of moral thinking †¢feeling and action †¢enlargement of the imagination fostering of growth, development, and self-realization Based on the AIMS concept we are building an online learning system for our employees: Ideally, the learning outcomes in order of priority are ?Translated into course content, resources and an approach to the teaching and learning process that will enable a student to achieve those outcomes. ?Once these basic parameters have been thought through, the courseware development team will share the responsibility of translating the theory and intentions into courseware and online learning functions. These courses will then be delivered by the learning management system (LMS) ? LMS will interface with the library and other digital resources & related services along with the student information system (SIS) ? This activity will be done through a secure server that can authenticate the student login. From the students’ point of view, they will connect to the LMS and the related services through a user-friendly users’ portal, with a single login, they can have access to their courses and can be linked to all related resources and services. Finally, to ensure ongoing improvement, an evaluation process for the effectiveness of the system, based on achievement of the learning outcomes and students’ feedback will be put in place, in the form of an independent quality assessment process, which also provides feeds back into the development cycle. Through the above steps the organization plans to provide quality education by making them online, the courses would cover organizational development programs like oTime Management oLeadership Skills Training oConflict Management Workforce Development Relating LMS ; Courses to AIMS as per John Dewey †¢AIMS always relate to results, the first and most important thing is whether the work assigned possesses intrinsic continuity †¢AIMS implies an orderly and ordered activity, one in which the order consists in the progressive completion of a process †¢AIMS means foresight in advance of the end or possible termination †¢AIMS as a foreseen end gives direction to the activity; it’s not an idle view for the spectator but influences steps taken to reach the end. How each prior event leads into its successor while the successor takes up what is furnished and utilizes it for some other stage, until we arrive at the end, which summarizes and finishes the process? †¢Foresight functions in 3 ways ?Involves careful observation of given conditions and means available to reach the end. ?Suggest the proper order or sequence in the use of means, facilitating economical selection and arrangement. ?Makes choice of alternatives possible

Methodology

The study delves on integrating authentic video into the EFL Curriculum. In that case the researcher specifically aims to exemplify the use of authentic videos to contribute to the proliferation of knowledge. Gagne, says that â€Å"many professional think of instructional technology as a systematic way of designing, carrying out and evaluating the total process of learning and teaching† (p 12).   Furthermore, the study also converse on how elementary school teachers implement changes in the business of teaching. Carless (2003) said that â€Å"teachers are frequently required to implement pedagogic innovations† (p 2). To provide a picture as regards to planning and implementation of a task-based academic improvement is a very interesting part of the study. Accordingly, this research paper was geared to uplift the interest of the students to further concentrate on their studies with the use of visual presentations. To be able to motivate the students to learn is indeed a serious matter that is why, it is very essential to exhaust a lot of effort for them to be able to go beyond what is expected and be creative. Making available different tools such as videos, it was expected that the elementary students should learn more having this aid. By helping them realize their creativeness, it is important for them to depict what they saw in the videos.   In accordance with this, it is also important for the students to comprehend and interpret at the same time what they actually see. As the students process the films or the television shows effectively, they should practice dealing with the language and through which also help them to gain knowledge. Students are able to go together with their weaker skill with the visual support in text-format, thus, subtitles are also beneficial to go hand in hand with the video being played. With the help of such the students can easily grasp what they are watching and at the same time they can also make use of the words in their everyday life – real life. To be able to carry out this study, it is very beneficial to answer important queries concerning this subject matter and have a clear grasp on what is really trying to imply in this study. Given the fact that it is significant to take note the value of using authentic video in EFL curriculum, we – the writer and the reader should know what an authentic video is and what limitations therein. How can we use authentic video material? Basically, does the use of such, applicable with EFL curriculum? Does it contribute to oral production of the students? Would it be easier for the elementary teachers upon integrating authentic materials, to exemplify their sets of curriculum?   Specifically, at what level it is very much applicable to adopt this system of teaching? Criteria in choosing an authentic material should be taken into consideration. Stempleski (1987) states that â€Å"each type of authentic video has both advantages and disadvantages when used as language learning material and it is helpful to review general features to look for when selecting authentic material† (p 7). It is excellent to take into account the language, the content, the subtitles, the production, etc. of a certain video if it does execute a good impact on the viewers and how will it be able to help students and also the teachers to meet as regards to the proficiency of the medium; on how it will contribute to oral production. How can these materials motivate the students? What probable chances do we have that the elementary students will increase their eagerness in dealing and exploring the medium? How will it also affect the teacher’s lessons? These are the essential issues we have to tackle as we go along with the research paper. As we answer every question, it will make us realize where we situate the integration of authentic materials – especially authentic videos. It is imperative to have a broad understanding as regards to these matters to be able strengthen the stability of the student’s learning process. The paper focuses also on the role of the teachers who will be responsible in delivering different techniques in teaching and on how they will be able to inculcate in the minds of their students the importance of having different avenues to master their subject matter – increase their oral production. On the other hand, the students likewise were expected to take into account the possible chances of upgrading their system as they make use of these so called â€Å"innovations in their system of learning†. In addition to this, the professors and the students was expected to appreciate new ideas that will help to augment the performance of the students. The researcher took effort in getting the attention of the students and the elementary teachers as regards to incorporate authentic video into EFL curriculum. It is necessary to have some insights as to what extent the teachers should integrate authentic materials. This is practically the focal point of the research paper and the concentration are mainly focused on how the students and the teachers will find the middle ground in order to uplift and make use of new technique – and that is integrating authentic video. Classroom observations were considered as a basic tool in making this study possible. After gathering different ideas as regards to the integration of authentic videos in EFL curriculum, some thoughts provide a clearer grasp enough to elaborate the importance of the study. In addition to this, many dissertations were also found and used in collating thoughts on related topic. Furthermore, the gathered information / materials were consolidated and come up with a straightforward analysis on the effects to 5th grade multi-leveled students on oral production as they integrate authentic videos into EFL curriculum. Accordingly, having the resources available at hand, it is expected to have a more articulate output on how were authentic materials contribute mainly to the exceptional growth of the students and the professors as well. It is true that there were lots of resources regarding this matter, but most important of all, it is still in the hands of the receiver on how they will accept modernism – and we’re talking about increase in oral production with the help of authentic materials – authentic video. The proliferation of this paper could help everyone to carry out different changes in their system, and in the case of the four walls of a classroom, additional teaching aid is necessary to truly enhance the capabilities of every students and not just limiting techniques in traditional system.

Bulgaria Economy Essay

Alongside the north coast of Black Sea, the Bulgarian state was first founded in 635 A. D with the Slav and Bulgar peoples. Between the year 893 and 927 the first Bulgarian Kingdom was established which is known as the â€Å"Golden Age† in the history of Bulgaria. In the early 20th century social and political disorders blemished Bulgaria and forced the country to participate in the First Balkan War in 1912 and then in the Second Balkan War in 1913. Bulgaria also took a part in the World Wars first by associated with the Central Powers and then with the Axis Powers. In the beginning of the Second World War, the country united with the Germany, but towards the end of the war it changed its position for fighting with the German troops that resulted in the killing of 30,000 Bulgarian soldiers. Communism came forward and materialized dominantly in the political environment of the country in 1944 when the Soviet soldiers entered into the territory of Bulgaria and the Axis power crushed in the Second World War. Gradually the country turned as the protectorate of the Soviet Union during the era of Cold War. With dethrone of Todor Zhivkov, thethen head of the Communist Party of Bulgaria, democratic change took place in the country. In 1991 the first egalitarian parliamentary elections occurred in Bulgaria. In 1992 the country experienced its first ever direct presidential elections. Bulgaria, which comes out through the agonizing struggle and trouble of communism, faced various social disorder and economic turmoil that ultimately ended with the huge economic and financial crisis in the period of the late 1996 and the early 1997. However, the economy of Bulgaria came back to the stabilizing path with a series of reforming initiatives taken by Ivan Kostov, the former prime minister of the country. (Background Note: Bulgaria, November 27, 2009). Overtime, Bulgaria has gradually emerged as a market-driven economy from an old command economy. In 1996, the country experienced major economic crises in the form of banking system disorder, depreciation of currency, reduction of production as well as foreign trade. Dwindling foreign exchange reserves and significant increase in rates of interest further aggravated both the burden of domestic debt and growth of the country. Within a period of one year gross domestic product dropped by almost 11% in 1996 while it experienced a 2% increase in 1995. In the late 1996 privatization model was accepted, but the privatization of the public sector industries declined. During this period the IMF disbursed almost $580 loan to Bulgaria. But the country failed to augment its structural reform process. This lack of progress of Bulgaria insisted the IMF to postpone the loan sanctioned to the country. For avoiding needless spending and huge inflationary pressure, the IMF proposed to form a currency board to renovate the confidence of the country. In this case Mr. Ivan Kostov (UDF), the former Prime Minister of Bulgaria, who got the crown in 1997, played the leading role to launch the ambitious reform programs. With such initiatives the currency board was set up on July 1, 1997 to bring back the stability and growth in the economy of Bulgaria. The outcome of the formation of the currency board was seen by the fall in inflation rate. While the rate of inflation was a three digit number in 1997, it was slashed to 1% in 1998. A decrease in the inflation rate, a decrease in interest rate and an increase in the foreign investment were followed by the formation of the currency board. The government of Bulgaria also assured to sell off some of the assets of the country. Though the country faced a 7. 4% drop in its GDP in 1997, it expected the GDP to bounce back in 1998 to an estimated level of 2%. The government of Bulgaria also took some other initiatives like achieving the success of land reform policy, the process of privatization and the reform of the banking system, etc. as its other prime objectives. The government of Bulgaria has taken the steps to provide a strong and sustainable growth in the GDP of the country by learning the lessons from the fall of GDP in the years 1996 and 1997. For reducing the level of unemployment and sustaining the growth of production of the economy, Bulgaria has taken all the required steps from time to time. The governments have taken the necessary measurements to reduce the level of both the individual and the corporate taxes, curb the corruption and draw the flow of foreign investment into the country. The government of Bulgaria has also taken the steps to restructure the foreign debt policy of the country, restore and stimulate the stock market and aggravate the process of privatization of the some of the major state monopolies. All such steps of the country have led the European Commission to declare that Bulgaria is â€Å"Functioning Market Economy† in October 2002 as its main economic policy. (Background Note: Bulgaria, November 27, 2009). All the successive governments have maintained such reform and ultimately Bulgaria has taken the membership of the European Union in 2007. A World Bank report suggests that Bulgaria has been able to draw the maximum levels of flow of foreign direct investment among all the nations of Eastern Europe as a percentage of GDP in 2006. The government of Bulgaria has brought down the rate of corporate tax to 10% in 2007 to magnetize the additional flow of foreign capital in the country. Such a corporate tax rate has been reported as the lowest rate in the whole Europe. The cost of domestic labor has also dropped through the legislation of the flat personal income tax level of 10% in January 1, 2008. To enhance the stability in local economic functioning, the Bulgarian parliament has taken the policy of fiscal decentralization for the municipalities so as to provide them the power of collection and supervision of some taxes. Such a step was taken by responding the increasing demand for independence of financial procedures of the local governments of the country. The achievement of the country towards the restructure of its fiscal policies and tax reforms, however, somewhat wiped out by the recent global financial crisis and economic turmoil that started from the middle of 2007. Such a worldwide global dwindling phase has forced the Bulgarian economy to be trapped by the vicious circle of recession at the end of 2008 after experiencing a prolonged 10 years steady growth. The effect has been seen in the mounting household debt and the increased rate of unemployment in the country. In this situation the government has responded by taking an â€Å"anti-crisis† strategy for strengthening fiscal recovery and promoting economic stability. To increase the power over the funds of the European Union, the government has also given its commitment. Such governmental steps are also expected to fight the crime and the corruption in the Bulgarian economy in an organized way. (Economy in Bulgaria, n. d. ). Let us look at some of the basic statistics which are very helpful to assess the present economic structure of the Bulgarian Economy and its overall development. It is a known fact in the history of mankind that the identification of the goals of economic development has not been properly done by human. (Todaro and Stephen, 2009, p 16) The Bulgarian economy has been designated as an economy with an upper and middle income nation by the World Bank. Though in the recent past the country has exhibited a steady trend in its growth, it is one of the least developed nations of Europe. The economy of Bulgaria heavily dependent on the industrial sector, but in recent past the service sector has also contributed to the growth of the country’s GDP. Petroleum, copper, gold, coal, beverages and tobacco, fruits, electronic tools and items, vehicle machineries, nuclear fuel, iron, construction items, sunflowers, wine, barley, etc. , are some of the major products of the country. From 1996 to 2008, over a period of 12 years, the country has able to maintain a growth of 6% and more. The huge inflow of foreign direct investment in the country has helped it to maintain such a significant rate of growth. However, the latest global recession has adversely affected the country on its export sector as well as on its capital inflow. This in turn has affected the growth of the country. The GDP of the country has fall to 5% in 2009. In terms of purchasing power parity, the GDP of Bulgaria has dropped to $90. 54 billion in 2009 from the level of $95. 1 billion of 2008. In terms of absorption of the work force of the country, the agriculture sector contributes 7. 5%, whereas industry contributes 27. 6% and service sector contributes 64. 9%. According to the estimation of 2009, the total work force of the country is 2. 63 million. The share of unemployed population in 2009 stands almost 9. 1% in the total working population. The corrupted system of public administration, feeble judiciary system and the increasing criminal activities has led almost 14. 1% of the population of Bulgaria to live their lives below the poverty line and under a greater hardship. (Bulgaria Economy, n. d. ). The estimated per capita GDP of the country has dropped to $12,600 in 2009 from the level of $13,100 in 2008. The estimated percentage of GDP of the country in agriculture, industry and services sector are 7. 5%, 27. 6% and 64. 9% successively. The estimated level of unemployment of Bulgaria has risen to 9. 1% in 2009 in comparison with 6. 3% in the previous year 2008. Total estimated gross investment in 2009 of the country is 28. 6% of GDP. The estimated amount of public debt has risen to 21. 4% of GDP in 2009 from the level of 14. 1% in 2008. The growth rate of industrial production in 2009 has been estimated as negative and stands at -14% of GDP. The estimated foreign exchange reserve and gold has also dropped to $16. 49 billion on December 31, 2009 from the level of $17. 93 billion on December 31, 2008. In response to the unfavorable effect of the global financial turmoil on the economy of Bulgaria, the government has taken many steps to strengthen the economy. Such governmental initiatives are supported by various statistics. The estimated public debt of Bulgaria has dropped to 21. 4% of GDP in 2009 as compared to the 14. 1% of the year ago. Estimated rate of inflation in terms of consumer prices has also decreased to 2. 7% in 2009 from that of 12. 3% in 2008. The prime lending rate of the central bank of Bulgaria has been increased to 10. 86% in December 31, 2008 from that of 10% in December 31, 2007. The stock of domestic credit has increased to $32. 04 billion in December 31 which was $17. 03 billion in December 31, 2007. (Bulgaria Economy 2010, February 8, 2010). According to the latest available data as published by Nation Master, the external debt of Bulgaria has increased to $3488 million which is a very high amount. In terms of Gini index, which is the measure of degree of inequality in the distribution of family income, the country has been ranked as 103rd out of 133 nations in case of its equal distribution of family income. (Economy, 2010). For analyzing the socio-economic structure and development issues of Bulgaria we should study the basic education system, healthcare system, urbanization process and migration and the strategies of the country to develop the economy in the presence of corruption. The minority communities of Bulgaria are protected by many international instruments according to the 1991 new Bulgarian constitution. Such a constitutional structure has established the superiority of the international law over the national law of Bulgaria. Such international norms and regulations have made the basic principles of the legislation of the country through which the government of Bulgaria is able to control and adjust the common rights of its citizens who vary across the languages of their respective communities, religions and cultures. However, there are many problems in the country associated with the minorities. Such problems are not only related with the cultural or religious variations but also basically with the economic and social values of the citizens. (Karasimeonov, n. d. ). The government of Bulgaria is very concerned to respect its citizen’s human right. In past, there were, however, some problems in many areas. The citizens who were the member of minority population of the country were suspected by the law enactment officials. The prisoners were also mistreated and misbehaved. The degree of arbitrary arrest, police violence and exploitation were very common in the country. The prevalence of corruption and other problems associated with the system led the judicial structure of the nation to suffer greatly. The press was also restricted to freely expose the views. In Bulgaria there were also many barriers on some of the religious groups of the nation. They were strictly deterred to present their cultural and religious outlooks. Communal harassment was very common in the country. Social discrimination between the men and women was very high and the violence against the women was vastly prevalent in the society. The increasing problem of child labor in the country have also setback the economy of Bulgaria. Throughout the ruling of all the political organizations in Bulgaria, corruption and crime has remained the basic concerning factors of all the governments. To fight against the corruption and to increase the awareness of its citizens, the government of Bulgaria has formed the inter-ministerial anticorruption commission in 2002. To combat against corruption though the Bulgarian government has taken various methods, the European Union, however, has argued that the country is still facing many problems associated with the presence of corruption in the economy. The Union has recommended for the requirement of rehabilitated efforts to tackle such advanced and sophisticated corruption. (Corruption and Anti-corruption Policy in Bulgaria, 2002, pp 102-104; Bulgaria, February 28, 2005). The education system of Bulgaria is basically national in nature, but also affected significantly by foreign controls. In the 19th century the educational system of the country was highly motivated and influenced by the impact of Soviet Russia. The influence of Western Europe and the American educational culture are also significant on the overall educational environment of Bulgaria. However, to bring the country’s educational system in the line of Western European process of education the educational system of Bulgaria has been reformed. With such initiative to reform the educational system of the economy, Bulgaria has supported the agreement with the European Union. (Bulgaria- Educational System- overview, 2010). Development is the concept of freedom of human. The Human development index consists of the status of health, education and the income (Todaro and Stephen, 2009, p 19-21). The Human Development Index of Bulgaria is . 808 which has given it the rank of 55 among the 178 nations. (Economy 2010). In the early 20th century the proportion of residents who lived in the cities with their counterparts who lived in the villages were merely 20 percent. In 1945 the proportion has increased to almost 24 percent and at the end of 1990 it has been seen that more than 6 million people resided in the cities while less than 3 million population of Bulgaria resided in the villages. Such a change in demographic movement is well enough to argue that Bulgaria has experienced the pace of urbanization with the passage of time. Since almost 66% of Bulgarian migrants has relocated in the same states of the country, so there has not been seen any sharp decline in the regional population ratio. The demographers, however, are very concerned over the decline of the population of the villages. They are very concerned over the skewed distribution of population towards the cities. The 1990 democratization activities have raised many debates over the issue of agricultural privatization program of the government. (Curtis,1992). References: 1) Todaro, P, M and S, C, Stephen (2009), â€Å"Economic Development†, Pearson Education Limited, 10th Edition, England. 2) â€Å"Background Note: Bulgaria† (November 27, 2009), Bureau of European and Eurasian Affairs, U. S. Department of State. Available at: http://www. state. gov/r/pa/ei/bgn/3236. htm Access On: May 18, 2010 3) â€Å"Economy in Bulgaria† (n. d. ), World66 Available at: http://www. world66. com/europe/bulgaria/economy Access On: May 18, 2010 4) â€Å"Bulgaria Economy† (n. d. ), EconomyWatch Available at: http://www. economywatch. com/world_economy/bulgaria/ Access On: May 19, 2010 5) â€Å"Economy† (2010), Bulgaria, Europe, NationMaster. com Available at: http://www. nationmaster. com/country/bu-bulgaria/eco-economy Access On: May 19, 2010 6) â€Å"Bulgaria Economy 2010† (February 8, 2010), Countries of the World. Available at: http://www. theodora. com/wfbcurrent/bulgaria/bulgaria_economy. html Access On: May 19, 2010 7) Karasimeonov, G, (n. d. ), â€Å" The constitutional Rights of Minorities in Bulgaria† Available at: http://www. cecl. gr/RigasNetwork/databank/REPORTS/r9/BU_9_Konstantinov. html Access On: May 20, 2010 8) â€Å"Corruption and Anti-corruption Policy in Bulgaria† (2002), Open Society Institute Available at: http://info. worldbank. org/etools/antic/docs/Resources/Country%20Profiles/Bulgaria/OpenSocietyInstitute_CorruptionBulgaria. pdf Access On: May 20, 2010 9) â€Å"Bulgaria† (February 28, 2005), Bureau of Democr