The purpose of Education Essay Example | Topics and Well Written Essays - 1000 words

The purpose of Education - Essay Example The current culture is fighting for the fulfilment of the educational standards. One should also admit that the author is rather dissatisfied with the one-sided view on the notion of liberal education. These usually deal with the concrete embodiment of abstract values including such important ones as "freedom" and "growth". The notion of cultural literacy is rather complicated. Also, the education is formally connected with the notion of human freedom (Lauro 147). The requirements show the tendency to vary from institution to institution. The complex curricular tables and credit formulas exist in combination with each other. The itemization that is traditionally used by education institutions does not adequately defines the meaning of liberal education. Education that is perceived as a process of educating future individuals that will be developing their talents. The basis for these talents development will be the idea of freedom and personal growth (The Art of Instruction 25). Education is described as the process that is more focused on the life of the mind and citizens as critical thinker. "Social capital in the collegiums, is build from ab investment of rime and commitment by individuals" (Downey 102). Civic engagement often involves experience-based understandings. All these things are fostered through activities. One of these activities is the community service (Education and the Democratic Island 17). The authors pay much attention to the development of the connection that should be present between liberal education and civic engagement. Education should be perceived as the finished product of person's cultural development. The specific thing achieved by this author is the picturing the connection that exists between culture and liberal education. Education is multidimensional notion. In practice it means that there are different ways of understanding education. That is the main reason of the numerous approaches that are used while defining the noti on of liberal education. The main point of contrast is the different perception of the notion education (Lauro 147). This thing is related to students' ability to facilitate their personal or deep engagement with their subject-matter. Engaging students in mathematical problem solving process is rather complicated issue (Education and the Democratic Island 17). The issue is projected to stimulate intellectual activity of the group as well as to build a deep mathematical understandings. When combined together, these issues are very important for a further development of the education. No less important issue is associated with encouraging in students to acquire a number of new personal characteristics. When combined together, these characteristics will contribute to speed the mathematics research in the future. Critics admit that "A school cannot be expected to instill distant behaviors in those whose moral education has been disregarded" (Education and the Democratic Island 16). The core of the whole process lies in recognising the education as an appropriate tool for a further research. The knowledge is appropriate for acquiring and interpreting the mathematical results. A number of the capabilities are helpful in developing 'ideas workers'. Developing this ability is important for cutting edge work.

An Expose on Urban Poverty during the Gilded Ages as a member of the Essay

An Expose on Urban Poverty during the Gilded Ages as a member of the Progressive Party - Essay Example As an active member of the party fully dedicated to the cause of eliminating poverty and bringing justice in the country, I attack the social evil of child labor also. Child labor prevents us as a nation from getting ahead and overcome this chaotic economic contraction which engulfs our country in the present times. In order to overthrow this contraction and become a modernized and successful nation, every person needs to stand up against social disorder with full zeal and do everything possible in individual capacity to become economically flourished. All Progressives should tirelessly work to address a wide range of issues from slum housing to child labor to drugs to control urban poverty (Noble 58). It should not be forgotten that these evils are generated by rapid industrialization of America which has left many bewildered and confused about the right course of action. As an active Progressive, I advocate implementation of new social policies and reforms in the country which inst ead of being based on orthodox methods would be able to address the needs of the current

Inequality in our Education System Essay Example for Free

Inequality in our Education System Essay Education is vital to all individuals. It is the foundation of ones development in order to achieve personal distinction. In addition, it also equips people the capacity to properly interact with other people. Education serves as a weapon for survival. It empowers ones capacity and provides an edge in any endeavor that one wishes to get involved in. For example, in securing a job, a decent   and impressive educational attainment is one of the qualifications necessary in order to get hired.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Schools are designed to provide the adequate needs for attaining quality education. Schools should provide competent teachers, rigorous curriculum and modern facilities and equipments. But few   Americans are aware of the massive disparity and inequality that are consuming the educational system. Although it is not proper and ideal, the social status of an individual greatly affects the quality of education that one receives (Darling- Hammond, 2008, p. 208).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tracking, in the area of education, recognizes the gap between the low-income, minority students and their well-off peers. Ethnic and linguistic minority students coming from low-income background oftentimes only afford admission to general and vocational courses, thus decreasing their chance, if not totally depriving them from pursuing college education (Mehan and Hubbardm, 1999, n.p). Schools with high concentration of low-income and minority students receive fewer and poor quality learning resources than the other schools within the same district (Darling- Hammond, 2008, p. 208).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Along with medical assistance and social welfare, ideally the education sector should be alloted with a larger portion from the state budget and should be appropriately divided among all the schools. But ironically, educational fund in the United States has also been unequally distributed to all schools. 10% of the wealthiest school district in the most industrialized country spend 10 times more than the 10% least fortunate. The number of poor and minority students are definitely higher in the least funded schools, mostly located at the central cities and rural areas, which is lowly funded than the schools in the suburban districts. Recent study shows that Alabama, New Jersey, New York, Louisiana, and Texas and schools with higher ratio of students of non-White American descent receive fewer resources than schools serving a greater number of White Americans (Darling- Hammond, 2008, p. 208).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To address the issue of racism within the educational system, the idea of hidden curriculum was coined. Hidden curriculum pertains to the messages passed on by the organization or pedadogical institution apart from their public statements. The hidden curriculum is aimed to teach the students of school routines and to enable students in getting along in school and in the society in general. The messages in hidden curriculum may complement or contradict each other. In a way, it opens the minds of students to the possibility that some of the innate principles and natural laws enclosed within the democratic political system, may not at all times be practiced (Cornbleth. 2008, n.p).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Earlier studies proved that hidden curriculum conveyed in public and private schools were different. Public schools mainly focuses on academic classrooms with an emphasis on things like race, ethnicity, disability, and gender or sexual orientation as well as social class, politics, and culture (Cornbleth, 2008, n.p).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Over the years, we have overcome indecency caused by racism. As our culture succumbs to the tenets of globalization, people of different faces and races have been drawn closer towards each other. And this trend would ideally suggest equality among people born out of different ethnicities. The irregularities in our education systems rooted from unjust   policies have caused inequality in our schools.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tracking, has kept the students separated from others based on their skin color and income. Tracking is therefore a form of racism, wherein students coming from different race and low-income background can never avail of the same oppurtunities, benefits and treatment that other students get. School funding policies branch from tracking, where schools serving more students who they believe are from inferior color and race, receive lesser funds than other schools. And last, hidden curriculum disposes messages that rationalized disparity among students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In any way, the school shall serve as an institution where values and culture formation is hastened. But if an important and delicate institution like schools inculcate disparity amongst the people, then students and the whole society will be deprived of the rights that everyone must equally enjoy. References Cornbleth, Catherine. (2008). Hidden Curriculum. Retrieved May 3 2008 from http://education.stateuniversity.com/pages/1899/Curriculum-School-HIDDEN-CURRICULUM.html Darling-Hammond, Linda. (2001). Inequality in Teaching and Schooling: How Opportunity Is Rationed to Students of Color in America. In The Right Thing to Do, The Smart Thing to Do Enhancing Diversity in the Health Professions (pp. 208-233). National Academy. Mehan, Hugh and Lea Hubbard. (July 1999). Tracking Untracking: Evaluating the Effectiveness of an Educational Innovation. Retrived May 3 2008 from http://crede.berkeley.edu/research/tier/rb3.shtml

Toll Road Development in Indonesia

Toll Road Development in Indonesia In Indonesia, road is classified into Public Road and Toll Road. Public road means the road provided for general traffic. Road itself mean land transportation infrastructure that comprises all parts of the road, including the supplementary building along with the equipment thereof dedicated for transportation. Meanwhile the definition of Toll Road in Indonesia is public road that become part of a road network system and as a national road in which the users are required to pay toll Function of Toll Road in Indonesia Based on Law 38/2004 and Government Regulation 15/2005, toll road has position and function described as the following : The toll road is operated to: a. ensures an obstructed traffic in a developed area; b. increases the efficiency and effectiveness of the goods and services distribution service in order to improve the economic development; c. alleviate the financial burden of the Government by means of including the participation of the road user; and d. to improve the equal distribution of the results of development and justice. The toll road shall be managed by the Government and/or a business entity that is qualified to do so. The user of a toll road shall be subjected to a mandatory requirement of paying a fee for the toll to be used as a return of investment, maintenance and development of the toll road. Requirement of Toll Road The toll road shall have a higher specification, higher safety and convenience service levels than those of the existing public roads which have requirement as follows: The toll road used for intercity traffic shall be designed at least eighty (80) kilometers per hour, and a toll road in urban areas shall be designed at a speed plan of at least sixty (60) kilometers per hour. The toll road shall be designed to enable it to hold the heaviest axle of eight (8) tons at the lowest; Each toll road link shall have railings and be served by crossing facilities in the form of bridges of tunnels. The pints which may be dangerous to toll road users shall be equipped with safety structures with the strengths and structures that are able to absorb vehicle crash energy. Economic Function of Toll Road The main principle economic function of toll road is based on achieving economic optimum that can be described as follows : Policy to encourage road network development and its benefits, as well as balanced inter-regional development Ensuring equal distribution of development activities and gains, and equilibrium in area development with due principle of justice, Increasing the efficiency of distribution services for improvement of the economy particularly in the more developed areas Ease the financial burden of the government through road user participation Decreasing congestion in highly growth regions resulting efficient travel times and low vehicle operating costs Concept of Public Private Partnership (PPP) The term of public-private partnership was used first time in the United States to definite correlation between joint public and private sector for educational programs for urban renewal in the 1950s until 1960s(Yescombe 2007). In fact, there is no single or uniformed definition of PPP in the world including in Indonesia. According to Delmon (2009) PPP is defined as an arrangements between public and private entities for delivery of infrastructure services and are seen as a way of raising additional funds for infrastructure investments but more importantly as a means to extend or leverage better budget funding through efficiency gains. In UK, PPP is explained as an arrangement by which a government service or private business venture is funded and operated through a partnership of government and the private sector. (NAO 2009) The term PPP covers a range of different structures which can be used to deliver a project or a service. The term can cover a spectrum from relatively short term management contracts; through concession contracts; to joint ventures and partial privatizations where there is a sharing of ownership between the public and private sectors which depend on the country and the politics of the time. PPP fills a space between traditionally procured government projects with governments budget and full privatization with privates budget, where government no longer has a direct role in ongoing operations. PPP enables to develop projects which do not have enough profitability with revenues only from projects and are not self-sustaining. Under traditional public sector approach, the public sector designs, builds, operates, and maintains infrastructure, and sets level of quantity and standards of service quality, while under privatization approach, the private sector conducts all of these aspects in place of the public sector. Under PPP approach, the public sector is ultimately accountable for service provisions, although the private sector designs, builds, operates There are various characteristics of PPP as follows: PPP is an arrangement between public and private sector. Usually, it takes form of Contract or Agreement. PPP is applied as a method for provision of public services. Public Services in this definition, are not limited to road services. Public sector remains responsible for the project because a PPP project is operated to deliver public services specified by public sectors. PPP often includes investment and construction of facilities by private sectors. But there can be PPP which does not include facility construction. PPP is applied only when it delivers Value for Money. It means adoption of PPP is recommended if it can bring larger benefits to the public compared to other means of project. PPPs can follow a variety of structures and contractual formats. However, all PPPs incorporate three key characteristics: A contractual agreement defining the roles and responsibilities of the parties, Sensible risk-sharing among the public and the private sector partners, and Financial rewards to the private party commensurate with the achievement of pre specified outputs. PPP is one tool available for decision makers in reforming infrastructure or service delivery. It is most effective way when it is accompanied by other reform activities to underpin and reinforce the PPP and to support sustainable improvement. A successful PPP is designed with careful attention to the context or the enabling environment within which the partnership will be implemented. Where the operating environment can be reformed to be more conducive to the goals of PPP, this should be accomplished. Where elements of the operating context cannot be changed, the PPP design must be tailored to accommodate existing conditions. To be successful, PPP must be built upon a sector diagnostic that provides a realistic assessment of the current sector constraints. Specifically, the sector diagnostic will cover: (1) technical issues; (2) legal, regulatory, and policy frameworks; (3) Institutional and capacity status; and (4) Commercial, financial, and economic issues. Objectives of PPP The prime objective of government in using PPP is to achieve improved value for money, or improved services for the same amount of money as the public sector would spend. Besides that, other objective is desiring to provide increased infrastructure provision and services within imposed budgetary constraints by utilizing private sources of finance, if possible, via off balance sheet structures or to accelerate delivery of projects which might otherwise have to be delayed. The Main Principles of PPP According(Agency 2012) in Design, Build, Finance and Operate (DBFO) of Road Project, the main principles of PPP are: a. Transfer of Risk The risk allocation between every stakeholder must be well informed therefore every party both government and private know every risk on staging of toll road development such as design, construction and operation/maintenance, including financing of its project. b. Value for Money The government has authority to determine the economical and financial of project, in using government money and private money or combination both of them. c. Managerial Responsibility Private sector have capability and responsibility to manage, operate and maintain of road project d. Payment for Service For road project that full financed by government, the staging of road development is carried out by Private Sector. The Government has authority to regulate and monitor every progress of its staging. Government will pay the private sector based on performance of project and has right to terminate project if it is needed. e. Partnership The government and private are committed to cooperate in practice to get efficient and effective result. f. Private-sector Innovation By understanding risk factors in road project, the private sector has used innovation for efficiency of road development staging. The Private Sector concept encourages a productive partnership between the public and private sectors, by using private capital and commercial expertise to fund initial construction and long-term maintenance of Private Sector roads in operation year. Investment Concept Regarding (Horngren 1994) investment decisions concerning long-term plan for the use of capital (capital budgeting) consist of six staging process: (1) identification stage, choosing type of investment suitable with organizational objective, (2) search stage, seeking alternative investment capital that can meet the organizational goals, (3) information-acquisition stage, searching data and qualitative and quantitative analysis of various alternative investment capital, (4) selection stage, choosing one capital investments based on financial analysis by the method: discounted cash flow ( net present value (NPV) and internal rate of return (IRR)), payback and accrual accounting rate or return, (5) financing stage and (6) implementation and control stage. Those all concepts shall be directly apply to initial investment concept, including Public Private Partnership Risk Allocation in Public Private Partnership Definition of Risk In term definition, risk is unpredictable variation in value. It includes the possibility of unexpectedly good or unexpectedly bad, outcomes. The risk of a project is unpredictable variation in the total value of the project, taking account not only of the value of the project company but also of the value accruing to customers, the government, and other stakeholders. A stakeholders risk in a project is unpredictable variation in the value of the stakeholders interest in the project. Each risk should be allocated, along with rights to make related decisions, so as to maximize total project value, taking account of each partys ability to(Irwin 2007): 1. Influence the corresponding risk factor. 2. Influence the sensitivity of total project value to the corresponding risk factor, for example, by anticipating or responding to the risk factor. 3. Absorb the risk. Risk in Public Private Partnership The purpose of the risk identification stage on toll road project is to define as extensively as possible, a list with all types and sources of risks and uncertainties that might have an impact on the project. It is a crucial stage for the risk management process, because if a risk cannot be identified, it cannot consequently be evaluated and managed. (Tanaka, et al. 2005) Toll Road project risks should be assigned to the public or private entity that is best at controlling and managing them. In most of the cases, the private sector has taken on risk associated with the design, financing, construction, operation and maintenance of facilities, general regulatory risks as well as cover for insurable force majeure events. On the other hand, the public sector has been responsible for environmental license approvals and other planning permits, right-of-way land acquisition, discriminatory regulatory risk, and uninsurable force majeure events and political risks. Risk Allocation Principles in Public Private Partnership Determination of the Concession obligations in a PPP Agreement need to conform with the risk allocation principles understood by every party . An optimal risk allocation is vital in maximizing the value for money. The common principle for risk allocation is that a risk should be allocated to party which is relatively able to manage the risk, or having the least cost of absorbing such risk. If this principle is implemented properly, it is expected that the risk premium and the project cost would be lower leading to positive impact to the project stakeholders. The implementation examples of such principle in the market are as follow: Risks which have not been managed well in the past, or those which the agency has little experience in managing, should be transferred if cost-effective, particularly where the risk can be influenced by the controlling party; Risks which are outside the control of either party, or are equally influenced by both parties (e.g. certain force majeure events) should be shared; Risks that the government can manage well, or is in a more informed position to control than the private sector (e.g. planning approvals, legislation risks) should be retained; and There may also be some risks that, while transferred, may possibly remain an exposure for the public sector (e.g. risk of sponsor default). If an event cannot be resolved satisfactorily, the government steps in and assumes full responsibility for the risk (or the project as a whole). This is appropriate where the project is delivering critical social infrastructure and associated services. Models of Risk Allocation of Public Private Partnerships One of PPPs benefits is there is possibility to share the possible risk of the project between private sector and government. On one hand, the private sector has the capability to deal with commercial risk, but on the other hand, they need to relief from non-commercial risk that beyond their control (Soedjito 2009). Models of risk allocation in public private partnership is depicted in The common models for public private partnerships are BOT and concession and the difference between these two depends on the level of support provided by the government. Risk Assessment Approaches From a review on the existing methodologies used for the evaluation and assessment of risk in the financial appraisal of projects, two main categories of approaches were identified: qualitative techniques and quantitative techniques. Qualitative Techniques Qualitative techniques have been used for compiling a list of the main risk sources and describing their likely consequences, without entering in details about the quantification of their probability of occurrence. (Merna and Njiru 2002). The next step after all sources of risk are identified is to define some kind of order of priority. On the limited time, risk assessment may be biased towards the use of relatively simple procedures such as qualitative and semi-quantitative techniques (Ward, 1999). Quantitative Techniques Quantitative techniques aim to represent the likelihood and impact of risks in terms of the usual planning measures, such as time and money (Grey, 1995). Two of the most widely used quantitative risk analysis techniques in the financial appraisal of projects are: deterministic analysis techniques and probabilistic analysis techniques (Merna and Njiru, 2002). Sensitivity analysis, as part of deterministic techniques, is probably the most representative approach among the quantitative techniques. Sensitivity analysis examines the effect of changes in the value of the models dependent variable resulting from the changes in the value of one or more of the input variables to the model. The most popular form of sensitivity analysis is the one-factor-at-the time approach, wherein the main advantage is that it allows interpretation of the results in an easily understandable way. Another form of sensitivity analysis is the scenario analysis, which recalculates the model for a combination of simultaneous changes in the input variables (Van Groenendaal and Kleijnen, 1997). Frequently, three types of scenarios are distinguished: an optimistic case, a base case, and a pessimistic case. Some of the major shortcomings of using sensitivity analysis are: 1. Equal probability of occurrence is given to all scenarios (despite the likelihood of getting some scenarios with extreme values is lower); 2. Possible inter-dependencies between the variables are ignored; 3. In big projects with many items/activities, a combination of all variables can create a too large set of scenarios. Implementation of Public Private Partnership (PPP) in Indonesia Indonesian government through Ministry of Public Works based on Decree of Minister of Public Work number 567/KPTS/M/2010 operated 757.47 km and plans 4618 km of toll roads as part of the national road network divided in 5 major islands in Indonesia (see ) In the implementation of toll road development in Indonesia, there were some periods due to regulations and legislation in valid at that period of time as follows: First Period (1978 1983), Fully financed by Government funds (Government Equity). Second Period (1983 1990), Subsidiary Loan Agreement (SLA) to PT Jasa Marga (two step loan), State Own Enterprise for toll road development. Third Period (1990 1994), Cooperation with private sector using BOT scheme. Fourth Period (1994 2005), Modified BOT scheme (i.e., revenue sharing concept, land acquisition cost is part of investment cost borned by the investor). Fifth Period (2005 present), using Build Operate Transfer (BOT)/ PPP Scheme Law and Regulation for Public Private Partnership of Toll Road in Indonesia After regulatory reform with the Road Law No.38/2004 and Toll Road Government Regulation No.15/2005 allow the development of toll roads through public private partnership, including domestic and international investor. Main regulatory framework for toll roads includes law, regulations, and decrees are presented as follows: Law No. 38 of 2004 concerning Road Government Regulation of the Republic of Indonesia No.15 of 2005 concerning Toll Road Regulation of Minister of Public Works No. 295/PRT/M/2005 Concerning Indonesia Toll Road Authority Public Work Ministerial Decree No. 369/KPTS/M/2005 on National Road Network Master Plan to include toll road network master plan Presidential Decree No. 36/2005 on Land Acquisition for Public Purpose Presidential Decree No.67/2005 on PPP Between Government and Enterprises on Infrastructure Provision Finance Ministerial Decree No.518/KMK.01/2005 on Risk Management Unit Decree of Minister of Public Work number 567/KPTS/M/2010 on Status of Toll Road in Indonesia Implementation Framework on Toll Road Project in Indonesia According to the Road Law No.38 of 2004 concerning Road and the Government Regulation No.15 of 2005 concerning Toll Road, roles and institutional framework of toll road project are defined as showed in and Figure 2.. Government of Indonesia set up Indonesia Toll Road Authority (BPJT) which has authority for preparing feasibility study, Environmental Impact Analysis (EIA), bidding documents and selecting private concessionaires. Indonesia Toll Road Authority also has duty to implement a part of toll road management in Indonesia such as set toll road concession, commercialization of toll roads, supervision of toll roads including monitoring and evaluation in Indonesia. This authority is also to deliver Public Private Partnership scheme in toll road investment. Toll Road Investment Procedure in Indonesia Procedure of toll road investment, from project preparation through sign of concession agreement, is shown in . The whole process take approximately 24 months (2 years). Then, it is followed by implementing the agreement through the whole period in accordance with the concession period agreed which vary 30 to 40 years depend on the project condition and project by project basis. AGREEMENT IMPLEMENTATION (ÂÂ ± 14 months) (ÂÂ ± 4-6 months) PREPARE PQ DOCUMENT SUBMIT PQ DOCUMENT PREPARE BID PROPOSAL SUBMIT BID PROPOSAL BID BOND RECEIVE NOTICE AWARD PRIVATE SECTOR SIGN CONTRACT PERFORMANCE BOND, LAND ACQUISITION COST, FINANCIAL CLOSURE BID CONFERENCE-BID PREPARATION PQ AND BID INVITATION PREQUALIFICATION OF BIDDER RECEIPT AND OPENING BID PROJECT PREPARATION EVALUATION OF BID APOINTMENT OF SUCCESFUL BIDDER CONSESSION AGREEMENT BPJT/GOVERMENT PREPARE SPECIAL PURPOSE VEHICLE Figure 2. Toll Road Investment Procedure (source: BPJT 2010) Existing PPP Model of Toll Road Project in Indonesia There are 3 (three) models that can be applied under the PPP scheme in Indonesia, depend on the economic and financial viability of the projects (Karsaman 2008). These models are shown in Figure 2. Scheme 1, where the economic viability of the toll road is good but its financial viability poor, the government take over the finance and construction of the toll road, but when it has been finished, then it will tendering for its operating maintaining to private sector. This has been applied in Tanjung Priok Access Road, Jakarta and Suramadu Bridge, East Java. Scheme 2, where the economic viability of the toll road is good but its financial viability is marginal, the Government can support Land Acquisition and partly construction cost and the private sector has to finance and constructing other part and then operate and maintain the toll road. This scheme is applied in Solo-Ngawi-Kertosono Toll Road (Central Java and East Java) case and might be applied in other links. Scheme 3, where the economic and financial viabilities of the toll road are good, the private sector has to finance and constructing all of the road and then operate and maintain it through the concession period. This scheme is applied in most of the toll road development in general. Financial Feasibility of Toll Road Investment Indikator Kelayakan yang akan dipergunakan dalam studi ini, adalah : 1. Net Present Value (NPV) Net Present Value adalah selisih antara Present Value Benefit dikurangi dengan Present Value Cost. Hasil NPV dari suatu proyek yang dikatakan layak secara finansial adalah yang menghasilkan nilai NPV bernilai positif. Dalam hal ini semua rencana akan dilaksanakan apabila NPV > 0, atau persamaan di atas memenuhi : Net Present Value (NPV) = PVBenefit PVCost = positif Hal tersebut berarti bahwa pembangunan konstruksi jalan akan memberikan keuntungan, dimana benefit/ cash flow positif akan lebih besar dari pada cost/ cash flow negatif. 2. Internal Rate of Return (IRR) 3. Payback Ratio Rasio DSCR Public private partnership (PPP) are a generic term for the relationships formed between the private sector and public bodies often with the aim of introducing private sector resources and/or expertise in order to help provide and deliver public sector assets and services. The term PPP is used to describe a wide variety of working arrangements from loose, informal and strategic partnerships to design-build finance- operate (Private Sector) type service contracts and formal joint venture companies. (4Ps, UK local government procurement agency) In general, the basic concept of toll road development and management are as follows.1 The Government establishes Master Plan of Toll Road Network as a guidance of toll road development, while the toll road links will be determined by the Minister. Government holds authority of toll road development, where as parts of the authority concerning toll road business are being executed by Indonesia Toll Road Authority BPJT (Task and authorities of BPJT are described in Minister of Public Works Regulation No.295/PRT/M/2005.) Toll road business can be financed by the Government and/or qualified business entity. Financing by Government is for the toll road links that economically feasible, but not financially feasible. Financing by business entity is for toll road links which are both economically and financially feasible. Under particular conditions, where the toll road can not be developed by business entities, the Government will take proper action in accordance with the authorities. Initial tariff will be established by Minister as stated in concession agreement. The tariff will be adjusted every two years based on inflation index, an determined by the Minister. Procurement of either part of all aspects of toll road operation will be done through an open and transparent tender process. Land acquisition is responsibility of the Government, however its budget can be provided by Government and/or business entity.

The Mind: Aristotle Kant And Socrates :: essays research papers

Daniel C. Dennet said in A Glorious Accident that, "our minds--if you like-- [are] just as real as our dreams"(Kayzer, 37). The implications of this statement are substantial, for if this is true--if our minds and our consciousness are just dreams or the constructs of our brain, what we perceive, our memories, and our sense of reality are nothing more than illusions. Not only is this scientifically a valid statement, but it forces us to question who we are, and what we know . It is the latter that is of interest at this moment. What I wish to do in this essay is to tie together this concept of perception and the mind with what we have read in Text and Critics, as well as to discuss the need for science to find "reality" and "knowledge." But, first, we must understand what Dennet means by â€Å"our minds being as real as our dreams†. Dennet's point is profound and a point that should not be dismissed as a whim of a philosopher but, instead, a scientific reality-- not the construct of a man's subjective mind. One is led to believe that the best way to describe the mind as an illusion is to describe it in terms of dreams. When we sleep, our external sensory input is shut down. However, our minds, when we dream, are not in a very different state than when we are awake, other than as said before that our external sensory input is shut down. Thus, we can conclude that, our waking state is just as illusionary as our dreams, though with supplementary external sources of information. When dreaming, we obviously receive sensory input that enables our minds to create dreams with sights, sounds, touch, taste, emotions, experience, and sometimes even smell. If there is no external sensory input, we must logically imply that it is coming from internal sources in the brain, the most obvious one being memory. Immediately, we can agree that memory is a subjective source of reality, as we can see in the ease in which memory fills in its missing gaps with often incorrect information (often influenced by our personal bias) as well as the ease in which memory can be altered or repressed and false memory can be created. So, immediately, by looking at S. Brown 2 dreams, we can see that one source of our perception is subject to all sorts of editing by the brain. While the subjectivity of the memories is most evident during the dream state, our memory is

American Jefferson Essay -- essays research papers

â€Å"American Sphinx: The character of Thomas Jefferson† A book by Joseph J. Ellis. Copyright 1997 Vintage.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Joseph J. Ellis, a historian who was educated at the College of William and Mary and Yale, is a Ford Foundation Professor of History at Mount Holyoke University. He has written four books on historical topics, centered on the time Jefferson was alive, dealing with issues and personalities Jefferson dealt with firsthand. After authoring a book on a politician such as John Adams, Ellis seems to have felt a need or want to focus on Jefferson, presumably because of his status as founding father and main contributor to the constitution.   Ã‚  Ã‚  Ã‚  Ã‚  Ellis’s thesis in American Sphinx can be summed up by the quote in the prologue by James Parton: â€Å"If Jefferson was wrong, America is wrong. If America is right, Jefferson is right.† However, Ellis gave the impression that he was brought reluctantly to the task of researching and writing so extensively on Jefferson. Perhaps he was spurred on by the rebirth of interest in the Jefferson legacy. In recent years, the exposure of Jefferson’s affair and subsequent illegitimate children to a mulatto slave named Sally Hemings, and Ellis’s own experience of watching another scholar of Jefferson imitate him to near perfection probably inspired Ellis to add a few more notches to his authoring resume.   Ã‚  Ã‚  Ã‚  Ã‚  The influence Jefferson has over Ellis is apparent. He began college at a school founded by Jefferson, and is fond of a statue conspicuously facing the women’s dorms on campus. His professional research and scholarship always involved some indirect influence by Jefferson.   Ã‚  Ã‚  Ã‚  Ã‚  Even so, in writing this book, Joseph Ellis has taken an unbiased approach to Jefferson, never smoothing over points and incidents in which Thomas had definitely misjudged. Ellis realizes that in reality, no politician or leading figure can ever amount to the ideal of perfection attributed to some, (i.e. Jesus Christ) but stands by Jefferson in the face of heavy critics who would defame Jefferson’s name and work based on issues and or mistakes that happened in life outside the political world. I have also noticed that Ellis, when quoting other Jeffersonian authors, will contradict the reference he quoted, but will not dispu... ...wn errors, which will never be intentional; and your support against the errors of others, who may condemn what they would not if seen in all it’s parts.† (Pg. 214) Quite profound in comparison to the speeches often heard today by Presidents who would never admit to any wrongdoing. (I did not have sexual relations with THAT woman)   Ã‚  Ã‚  Ã‚  Ã‚  After his term of office was over, Jefferson led an active life in American ideals and politics. However, his life was never the same after his wife died, and many of the current criticisms of Jefferson stem from this post presidential period. It is my firm belief that Jefferson deserved no reprimand for his actions then, or now. To conclude, Jefferson has been turned into a hero to me by Ellis, and probably without Ellis intending to do so. A scholar such as Joseph warrants literary acclaim when he creates a biography that so wonderfully illustrates the life of a man to whom this nation owes so much. It is my intention to reread this book, and perhaps others he has read. Based on the fact that this is a book review, I will jump into Bill Cosby’s shoes, pretend I’m on Reading Rainbow, and sing a little song about this book.

Philippine Education Essay

The system of education in the Philippines was patterned both from the educational systems of Spain and the United States. However, after the liberation of the Philippines in 1946, the systems have changed radically. The Department of Education (or DepEd) administers the whole educational system, which also includes the allocation of funds utilized for school services and equipment (such as books, school chairs, etc.), recruitment of teachers for all public schools in the Philippines, and the supervision and organization of the school curricula. see more:k to 12 curriculum advantages and disadvantages The former education system of the Philippines is composed of 6 years of elementary education starting at the age of 6 or 7, and 4 years of high school education starting at the age of 12 or 13. In this system, education is not compulsory. However, since June 4, 2012, DepEd started to implement the new K-12 educational system,[3] which includes the new curricula for all schools (see the section). In this system, education is now compulsory. All public and private schools in the Philippines must start classes from a date mandated by the Department of Education (usually every first Monday of June for public schools only), and must end after each school completes the mandated 200-day school calendar of DepEd (usually around the third week of March to the second week of April). The implementation of the K-12 program is â€Å"phased†. The first phase of the implementation will start on SY 2012-2013. During this school year, universal kindergarten will be finally offered, and will now be a part of the compulsory education system; and a new curriculum for Grade 1 and Grade 7 students would be introduced. By SY 2016-2017, Grade 11/Year 5 will be introduced, and Grade 12/Year 6 by SY 2017-2018; with the phased implementation of the new curriculum finished by the SY 2017-2018. Students in 2nd year to 4th year high school this SY 2012-2013 are not included in the program. It is only applicable to students from Kinder to 1st year high school which is now called Grade 7. However, during the new educational cycle, from 2016 to 2018, college enrollment could slow down because of the entrance of the lower-year students to the new educational system. Primary Education Elementary school, sometimes called primary school or grade school (Filipino: paaralang elementarya, sometimes mababang paaralan), is the first part of the educational system, and it includes the first six years of compulsory education (grades 1-6). These grades are further grouped (informally) accordingly into: primary level, which includes the first three grades (grades 1-3), and intermediate level, which includes the last three grades (grades 4-6). The elementary school education covers a smaller but wider than the junior and senior high school because of the spiral approach educational technique. In public schools, the core/major subjects that are introduced starting grade 1 include mathematics, Filipino, and Makabayan (until grade 3, this subject is synonymous to social studies, but also incorporate values education and the fundamentals of political science). English is only introduced after the 2nd semester of grade 1. Science is only introduced starting grade 3. Heograpiya (geography), kasaysayan (history), and sibika (civics) (abbreviated as HEKASI), is only introduced starting grade 4 (similar also to social studies but focuses more on the subjects earlier stated). Minor subjects then include music, arts, physical education, and health (abbreviated as MAPEH). In private schools, subjects in public schools also include those of the public schools, with the additional subjects including: computer education and HELE (stands for home economics and livelihood education; while in Christian schools or in Catholic schools, religious education. International schools also have their own subjects in their own language and culture. From grades 1-3, students will be taught using their mother tongue, meaning the regional languages of the Philippines (also called as dialects) will be used in some subjects (except Filipino and English) as a medium of instruction. It may be incorporated as a separate subject. But from grade 4, Filipino and English as a medium of instruction will then be used. On December 2007, Philippine president Gloria Macapagal Arroyo announced that Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008 but it didn’t come into effect. DECS Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science and Technology, Home Economics and Livelihood Education. Article XIV, Section 7 of the 1987 Philippine constitution mandates that regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein. As a result, the language actually used in teaching is often a polyglot of Filipino and English with the regional language as the foundation, or rarely the local language. Filipino is based on Tagalog, so in Tagalog areas (including Manila), Filipino is the foundational language used. Philippine regional languages are used in the provinces in the teaching of Makabayan. International English language schools use English as the foundational language. Chinese schools add two language subjects, such as Min Nan Chinese and Mandarin Chinese and may use English or Chinese as the foundational language. The constitution mandates that Spanish and Arabic shall be promoted on a voluntary and optional basis. Following on this, a few private schools mainly catering to the elite include Spanish in their curriculum. Arabic is taught in Islamic schools. Until 2004, primary students traditionally sat for the National Elementary Achievement Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). It was intended as a measure of a school’s competence, and not as a predictor of student aptitude or success in Secondary school. Hence, the scores obtained by students in the NEAT were not used as a basis for their admission into Secondary school. During 2004, when DECS was officially converted into the Department of Education (DepEd), and also, as a result of some reorganization, the NEAT was changed to National Achievement Test (NAT) by the Department of Education (DepEd). Both the public and private elementary schools take this exam to measure a school’s competency. As of 2006, only private schools have entrance examinations for Secondary school. The DepEd expects over 13. 1 million elementary students to be enrolled in public elementary schools for school year 2009–2010. Though elementary schooling is compulsory, latest official figures show 27. 82% of Filipino elementary-aged children either never attend or never complete elementary schooling, usually due to the absence of any school in their area, education being offered in a language that is foreign to them, or financial distress. In July 2009 DepEd acted to overcome the foreign language problem by ordering all elementary schools to move towards mother-tongue based learning initially. The order allows two alternative three-year bridging plans. Depending on the bridging plan adopted, the Filipino and English languages are to be phased in as the language of instruction for other subjects beginning in the third and fourth grades. Secondary education PSHS Main Campus. Note the disparity between rural and urban education facilities in the Philippines. Secondary school in the Philippines, more commonly known as â€Å"high school† (Filipino: paaralang sekundarya, sometimes mataas na paaralan), consists of four levels largely based on the American schooling system as it was until the advent of the comprehensive high schools in the US in the middle of last century. The Philippine high school system has not moved much from where it was when the Philippines achieved independence from the US in 1946. It still consists of only four levels with each level partially compartmentalized, focusing on a particular theme or content. DepEd specifies a compulsory curriculum for all high schooling, public and private. The first year of high school has five core subjects, Algebra I, Integrated Science, English I, Filipino I, and Philippine History I. Second year has Algebra II, Biology, English II, Filipino II, and Asian History. Third year has Geometry, Trigonometry, Chemistry, Filipino III, and World History and Geography. Fourth year has Calculus, Advanced Algebra, Physics, Filipino IV, Literature, and Economics. Minor subjects may include Health, Music, Arts, Technology and Home Economics, and Physical Education. In selective schools, various languages may be offered as electives, as well as other subjects such as computer programming and literary writing. Chinese schools have language and cultural electives. Preparatory schools usually add some business and accountancy courses, while science high schools have biology, chemistry, and physics at every level. Secondary students used to sit for the National Secondary Achievement Test (NSAT), which was based on the American SAT, and was administered by DepEd. Like its primary school counterpart, NSAT was phased-out after major reorganizations in the education department. Now the National Achievement Test is administered to second year students. Higher education institutions, both public and private, administer their own College Entrance Examinations (CEE). Vocational colleges usually do not have entrance examinations, simply accepting the Form 138 record of studies from high school, and enrolment payment. Reference: http://en. wikipedia. org/wiki/Education_in_Philippines.