Assignment Essay Example | Topics and Well Written Essays - 500 words - 37

Assignment - Essay Example The first one is receiving computer print outs and records. The next step is the collection of ship and money. This is achieved through two ways; one is by bidding auctioned ship. This is followed by buying and selling ship during the auctions. The other potion is placing orders for construction of new ships. After that, the company now uses the existing record to calculate the size of the fleet. The available ships are then allocated to the different fishing areas and placed on the game board. Finally, the decision sheet is submitted to the operator. In ensuring that a fishing company gets the best form each transaction, it has to make crucial decisions. This is the reason to whether it needs to keep its fleet at its current size or expand it. In cases of expanding the fleet, decision has to be made at to whether the new ship should be acquired through bidding in an auction or ordering new ships to be constructed. In this experiment, the focus as on selling the fish cash at $ 20 per fish. The main expenses incurred were form buying ship form auctions and ordering the construction of new ones. The company also operated ship fleet in different fishing area which required additional maintenance costs. The ship sent to the deep sea made considerable greater returns in terms of the size of the fish catch compared to the coastal bank. The company ensured that it made great profits by maintaining low initial bank balances. From the decision sheet provided, it can be observed that the number of ships that remained in the harbor were hig her than the number of ship sent into deep sea or the coastal harbor. This shows that the company was not able to utilize its resources fully in order to get the maximum assets. At one point, there was only one ship sent to the deep sea while the rest 18 were at the harbor. This ensured that it got a great fish catch by maximally utilizing the existing resources. The great catch was also as a result

Capital Asset Pricing Model Essay Example | Topics and Well Written Essays - 1500 words

Capital Asset Pricing Model - Essay Example The underlying theme associated with CAPM is investor’s relationship and the advantages which an investor can attain by the application of this model. The investors are linked in two ways with this technique; one is the time value of money and the other is the risk factor involved in a project. The time value of money can be depicted using the risk-free (Rf) rate in the formula which can then be compensated with the investors for placing money in any investment after a certain period of time. The risk part of CAPM formula is used for representation of risk and calculates only the amount of compensation which any investor can undertake for facing any additional risk. These financials can be calculated using the risk measurement tool i.e. beta, which has the ability to compare the returns of the asset towards the market after a certain period of time having definite market premium. According to the CAPM tool, the expected return of a security calculated on a portfolio is equal t o the rate of a risk-free security, which is further raised by including a risk premium. If this is expected return is not able to be ascertained or is not able to even beat the expected return then the required return and the investment will not be undertaken. Practical Implementation of CAPM This pricing model which is regarded as CAPM was put forwarded in the year 1960 and since then it is under deep influence of criticisms. The argument of such critics involves hypothesis that CAPM does not put forward realistic market conditions.

Geological Observation of Kabaena Island

Geological Observation of Kabaena Island GEOLOGICAL OBSERVATION OF KABAENA ISLAND, SOUTEAST SULAWESI: AN IMPLICATION OF HYDROCARBON OCCURRENCE IN FRONTIER AREA BASED ON OUTCROP ANALOGUE STUDY Iyan Fadhlurrohman* Aprila Fitriani Parma* Citra Fitriani** Adi Maulana* ABSTRACT Kabaena island, located in the southeast Sulawesi province, has a complex tectonic condition due to its history. Field research on the island indicates that Kabaena Island formed by the rendezvous between microcontinent plates with oceanic plates that made up the complex lane between ophiolite and metamorphic rocks. These rocks were found from the results of field geological mapping. The aim of this paper is to explain the geological condition and potential occurrences of hydrocarbon based on outcrop model and petrographic analysis. The results of petrographic observations indicate ultramafic rocks containing minerals Ca-Rich and Mg-Rich pyroxene and Olivine. While the metamorphic rocks show the occurrences of Chlorite, Amphibolite and sericite minerals. Observation of thin section in limestone lithology shows that these rocks had fracture porosity that might become reservoir rocks. The limestone unit had undergone metamorphism process and mostly changed into marble. The black shale rocks which from limestone units locally occurred on this island, mostly changed into metamorphic rocks and associated with low-level process that characterized several changes into slate. The black shale rocks may contain the organic matters as source rock potential. Tectonic conditions in the study area indicates the occurrence of thrust fault by ultramafic rocks from oceanic into microcontinent plate. The other analysis also indicates another strike slip fault correlating the presence of gas seepage points in limestone unit. Some outcrops found as result of a one week geological mapping on Kabaena island. Several samples were used in petrographic observations. Key Words: Kabaena Island, Reservoir Rock, Source Rock, Hydrocarbon. INTRODUCTION Hydrocarbon exploration research in eastern region of Indonesia was done by few, especially in Kabaena island. This area was formed by the rendezvous between microcontinent plates with oceanic plates that made up the complex lane between ophiolite and metamorphic rocks. Tectonic conditions in the study area indicates the occurrence of thrust fault by ultramafic rocks on the plates microcontinent. Previous research revealed the potential source rock in the form of black shale of Kabaena Island area. Vitrinite reflectance results included in catagenesis phase (oil window) and indicate the mature rock but potentially less of total organic carbon (TOC). These rocks are locally distributed in research area, characterized by poorly lateral continuity of black shale (Ibrahim et al., 2014). Therefore, geological observation is needed to determine the development of the geological conditions of the research area. This is a continuation of previous studies which showed some samples of the oil content has a pyrite content in them (Ibrahim et al., 2014). Although the total organic carbon in the sample is less potential, but it is needed to provide additional data for developing research of hydrocarbon potential in the research area and its implications for petroleum system. METHODS The geological mapping on Kabaena island were conducted to identify the characterization of each formation (Simandjuntak et al, 1993) from outcrop locations. This research conducted from early until late March 2016. A few sample were collected and had been analyzed in the laboratory with petrography methods to determine mineral and rock properties type as characteristics and hydrocarbon potential occurrence. RESULTS Geology of Research Area Geomorphology Geomorphology observation in research area is generally comprised of plains and mountains. The morphological units of research area are divided based on classification of landform (Brahmantyo and Bandono, 2006) using topography analysis, DEM map analysis and field observation. Based on that, the units divided into mountains faults, karst hills, plains of rivers, and coastal plains.   The mountains faults and karst mountains are generally composed by pompangeo complex, ultramafic complex, and formation Matano. Whereas the landscape river plains and coastal plains composed by Langkowala formations and alluvial deposits. Characteristic of river flow system is a sub-dendritic pattern with vertical and lateral erosion. Land use is generally for residential land, plantation and mining areas. Stratigraphy The general lithology that was exposed on the research area comprised of sedimentary rock, igneous, and metamorphic rocks. The Rocks outcrop are commonly in scouring the walls due to roads expansion and bottom of rivers. The research area consists with various Pre-Tertiary rocks, Tertiary, and Quaternary. Pre-Tertiary Cretaceous rocks became the oldest rocks on Kabaena island, composed of ultramafic Complex, Matano Formation, and Pompangeo Complex from Cretaceous period to Paleocene epoch. The tertiary rocks composed of Miocene Formation of Langkowala and then Alluvium complete the formation from quaternary (Simanjuntak, et al., 1993). This research focused on Pre-Tertiary rocks that has implication of hydrocarbon occurrence. Ultramafic rocks in the area observed as shattered zone which influenced by the tectonic structure of thrust fault. The Lithological unit founded as Peridotite, Dunite and locally serpentinite. In the field observation, the peridotite showed grayish black physical characteristics and reddish condition of weathering (Figure 3).   That litholohy has holocrystalline texture, phaneritic granularity, subhedral-euhedral crystal shape, equigranular texture relation, and massive structures. Pompangeo complex are generally composed of low-moderate grade metamorphic rocks. Lithology which composed these metamorphic rocks are phyllite, mica schist, amphibole schist and chlorite schist. The field observation from the metamorphic rocks shown that foliated structure with direction relatively changing. It also showed the structure of the minor folds found in the study area (Figure 3). On Matano formations, limestone is spread on the east to the south of research area. These rocks characterized with carbonate minerals such as calcite and dolomite as the form of diagenetic process. Limestone lithology unit on the research area mostly changed into meta-limestone and marble which can be seen on petrographic observations in the form of a change of the mineral calcite. The Matano formation also formed a black shale lithological unit that generally changed into slate (Figure 4). Geological Structure The geological structure in research area was formed by thrust fault and strike-slip fault which refers to the geological map sheet of Kolaka, South East Sulawesi (Simandjuntak, et al., 1993). Each fault composed of irregular direction. The major stress direction commonly from Northeast to Southwest and Northwest to Southeast. Strike slip fault might control the deposition of rocks while the thrust fault limiting each lithology. The faults only found in pre-tertiary rocks. Tertiary rocks are not affected by the presence of faults. Petrography Analysis The results of petrography analysis were observed on thin section from rock samples of peridotite, amphibolite schist, slate, limestone, and shale. Peridotite rocks characterized with holocrystalline and phaneritic texture which composed by Ca-Rich Pyroxene, Mg-Rich pyroxene, and olivine Mineral Group (Figure 5). Based on the mineral content (Streckeisen, 1976) peridotite rocks classified as harzburgite, olivine websterite, and wherlite (Figure 6). Petrographic observations for muscovite schist shows foliated structure which composed of muscovite, Actinolite, Hornblende, and quartz (Figure 7). While at slate textures encountered sub-ophitic form with mineral content of clay minerals, quartz and calcite. On Matano formations limestone shows the occurrence of calcite and dolomite minerals which spread on each sample (Figure 8). A few samples encountered showed a type of fracture porosity as part of secondary pores.   Shale rock composed by clay minerals, quartz, and calcite mineral due to dissolution from carbonate rocks. Petroleum Implication The presence of source rock and reservoir rock from Matano formation made the research more focused into this formation based on potential hydrocarbon occurrence. Matano formation in the study area is scattered in the middle to the eastern part of research area. Reservoir rock that could potentially save the hydrocarbon reserves in the form of crystalline limestones, while the host rock in the form of black shale. Source rock is an important element in determining the quality of produced hydrocarbons. Source rocks in the study site were found in Matano formation that had partially transformed into slate rocks due to pressure and temperature. It is associated with the process of low level metamorphism in the study area. Based on the results of geological mapping, the black shale rocks scattered in several locations and has the type of local deployment. It can be seen on the field observation stations map. The results of geochemical analysis show host rock into the category of mature but has unfavorable TOC value (Ibrahim et al. 2014). Potential reservoir rocks in the study area was found in the Matano formations lithology, with its characteristic crystalline limestones. Limestone is spread laterally with layer thickness of 200-500m. Based on field observations gas seepage was found on one of observation station. Petrographic observations on thin section analysis shows rock porosity with 0-5%. P orosity that can be found was the fracture porosity. However, interconnectivity of pores is poor, because of the existence of calcite and dolomite cement and the recrystallization of calcite matrix. It might reduce pores which results in lower porosity and permeability quality. CONCLUSIONS The geological condition on research area comprised of geomorphological analysis which composed of mountains faults, karst hills, plains of rivers, and coastal plains morphological units, stratigraphical analysis which formed by ultramafic complex, matano formation, pompangeo complex, langkowala formation, and alluvium deposit. While the research area characterized by thrust fault, and strike slip fault with major direction stress northeast to southwest and northwest to southeast. Based on the petrographical analysis, the reservoir target which is a limestone of matano formation with limestone lithology characterized with fracture porosity which has poor quality of pores (0%-5%) while source rock target from black shale has bad TOC value. ACKNOWLEDGEMENTS The authors want to express their thanks to all the family in geological department University of Hasanuddin which have given attention and support to do geological field mapping. Special thanks to Mr. Kaharuddin MS whom always give moral support to finish the research activity. REFERENCES      Ã‚   Simandjuntak, T.O., Surono, and Sukido, 1993, Geological Map sheet of Kolaka, Sulawesi, 1:250.000, Geological Research and Development Centre, Bandung. Ibrahim, M. A., Rustandi, U., Suryana, A., 2014, Penyelidikan Bitumen Padat Daerah Pulau Kabaena Kabupaten Bombana, Provinsi Sulawesi Tenggara. Proceedings Geological Resource Center. Surono, 1994, Stratigraphy of The Southeast Sulawesi Continental Terrane, Eastern Indonesia. Journal of Geology and Mineral Resources, V. IV, Pp. 4-11, April 1994 Brahmantyo, B., and Bandono, 2006, Classification of Earth Landform for Geomorphological Mapping at Scale 1: 25,000 and Its Application to Spatial Analysis.Geoaplika Journal Vol. 1 No. 2, 2006, Hal. 71-78 Figure 1 Geological Map of Kabaena Island (Modified after Simandjuntak, 1993) Figure 2 Stratigraphy of Southeast Sulawesi (Modified after Surono, 1993) Figure 3 Outcrop Location for peridotite and schist lithology. The schist sample location exist on a few station location which spread from North to Northeast from the map whereas peridotite spread on northeast to southwest. Figure 4 An outcrop observation map of limestone and shale lithology. Limestone from ST14 location characterized as crystalline with a massive structure whereas ST23 characterized as limestone interbedded with shale. ST9 and ST15 location characterized as calcareous shale as an occurrence of calcite minerals. Figure 5 Thin section of peridotite showed exist of Ortho-pyroxene mineral interpreted as hypersthene (4F). Some of olivine (6F) and Clino-pyroxene (1I) exist on this sample Figure 6 Mineral plotting for occurrence of major mineral (Opx-Cpx-Ol) from ultramafic igneus rock classification (Streckeisen, 1976) Figure 7 Sample A interpreted as schist muscovite which dominated by muscovite, hornblende, and sericite. Sericite mineral as changing from muscovite mineral (1B). Sample B shown occurrence of clay mineral (5I) and calcite (2H). This sample interpreted as calcareous shale Figure 8 Thin section of limestone sample shown the occurrence of fracture porosity (A. 6A-6F) Sample A and B dominated by dolomite while Sample C and D shown that the calcite minerals had changed as metamorphic process

Importance of Money in Midnight in the Garden of Good and Evil Essay

Importance of Money in Midnight in the Garden of Good and Evil     Ã‚   Inherited money is held in much higher esteem than earned money in Savannah, Georgia. This is a theme seen throughout Midnight in the Garden of Good and Evil, John Berendt's non-fictional account of life in Savannah. Characters such as Jim Williams, who worked for their money and brought themselves up the social ladder, are seen as being beneath those who inherited their money, such as Lee Adler. The old wealth tend to look down on anyone who wasn't born with their money. Their views of just about everything, including laws and punishments, differ depending on whether the person in question is of wealth due to blood or sweat. While Savannah is a town full of rich people, there isn't a whole lot of earned wealth. Most of Savannah's wealthy people have been rich for generations. Among the few exceptions is Jim Williams. He was born in Gordon, Georgia, a small town near Macon. "My father was a barber, and my mother worked as a secretary for the [town's chalk] mine. My money - what there is of it - is about eleven years old," says Williams (Berendt 4). Jim Williams is an oddity in Savannah. This "socially prominent antiques dealer" (Bellafante 79) is arrogant and pompous, but unlike those who are this way because they believe they were born with the right to be so, he is this way because he knows he has earned the right. It is because of this, though, that he is not truly accepted by his neighbors. For instance, there is the Oglethorpe Club, one of the highest class social clubs, even by Savannah standards. It would make sense for one of the richest aristocrats to be a premier member of the club. This is not the case, however. According to Berendt, bachelo... ... greatly upset those who hadn't had their turn. Appropriately enough, it seemed to Williams at least, it was Adler who prodded the district attorney to charge Williams with murder rather than a lesser crime. John Berendt's Midnight in the Garden of Good and Evil is a non-fictional account of the aristocratic lifestyle of Savannah, Georgia. The book examines many aspects of life in Savannah, as well as the mind sets of its people. One of these mind sets is the conflict between "old money" and "new money." People who have always had money seem to think that they are of a higher class than those who have had to work for it. Lee Adler and Jim Williams are two of the combatants in this ongoing war. Adler fights for the side of inherited money, Williams for earned. The problem for Williams is that the inherited side seems to control all the cards, even those of the law. Importance of Money in Midnight in the Garden of Good and Evil Essay Importance of Money in Midnight in the Garden of Good and Evil     Ã‚   Inherited money is held in much higher esteem than earned money in Savannah, Georgia. This is a theme seen throughout Midnight in the Garden of Good and Evil, John Berendt's non-fictional account of life in Savannah. Characters such as Jim Williams, who worked for their money and brought themselves up the social ladder, are seen as being beneath those who inherited their money, such as Lee Adler. The old wealth tend to look down on anyone who wasn't born with their money. Their views of just about everything, including laws and punishments, differ depending on whether the person in question is of wealth due to blood or sweat. While Savannah is a town full of rich people, there isn't a whole lot of earned wealth. Most of Savannah's wealthy people have been rich for generations. Among the few exceptions is Jim Williams. He was born in Gordon, Georgia, a small town near Macon. "My father was a barber, and my mother worked as a secretary for the [town's chalk] mine. My money - what there is of it - is about eleven years old," says Williams (Berendt 4). Jim Williams is an oddity in Savannah. This "socially prominent antiques dealer" (Bellafante 79) is arrogant and pompous, but unlike those who are this way because they believe they were born with the right to be so, he is this way because he knows he has earned the right. It is because of this, though, that he is not truly accepted by his neighbors. For instance, there is the Oglethorpe Club, one of the highest class social clubs, even by Savannah standards. It would make sense for one of the richest aristocrats to be a premier member of the club. This is not the case, however. According to Berendt, bachelo... ... greatly upset those who hadn't had their turn. Appropriately enough, it seemed to Williams at least, it was Adler who prodded the district attorney to charge Williams with murder rather than a lesser crime. John Berendt's Midnight in the Garden of Good and Evil is a non-fictional account of the aristocratic lifestyle of Savannah, Georgia. The book examines many aspects of life in Savannah, as well as the mind sets of its people. One of these mind sets is the conflict between "old money" and "new money." People who have always had money seem to think that they are of a higher class than those who have had to work for it. Lee Adler and Jim Williams are two of the combatants in this ongoing war. Adler fights for the side of inherited money, Williams for earned. The problem for Williams is that the inherited side seems to control all the cards, even those of the law.

Blake :: essays research papers

In Blake's "London" the speaker connects various characters and socio/political institutions in order to critique the injustices perpetrated in England. The busy, commercial city of London functions as a space in which the speaker can imagine the inescapable interconnections of English institution and citizens. Although separated by differences of class and gender, the citizens of London brush up against each other so that the misery of the poor and dispossessed is a direct indictment of the callousness of the rich and powerful, f the institutions of state and religion. The speaker of the poem emphasizes the social and economic differences that separate the citizens of London. By repeating the word "charter'd", he reminds the reader of the commercial nature of the city, the fact that portions of it are owned, and that not everyone has equal access to goods or property. In the first line of his poem as Blake speaks of how he is wandering through the "charter'd" streets, he is commenting on this commercial aspect of London. As he moves on in his poem he also refers to the "charter'd" Thames, he is telling us in this second line that even a river which is a force of nature, is owned in London. When Blake says that he sees "marks of weakness, marks of woe" in "every face" he meets, he means that he can see how this commercialism is affecting everyone rich and poor. Yet, despite the divisions that the word charter'd suggests, the speaker contends that no one in London, neither rich or poor, escapes a pervasive sense of misery and entrapment. The speaker talks of how in "every cry of every man" he hears the misery. Blake is once again reminding us that this is affecting everyone. As he goes on to comment on he can hear it in "every infants cry of fear", he is saying that even the babies know what is going to happen to them when they grow up and they fear the misery that they will soon face. In the next line of the poem Blake chooses to use a very interesting word. When he writes "in every ban" he leaves the line open to many different interpretations. The word ban can mean a political prohibition, a curse, or an announcement of marriage. The political meaning is an obvious one in this poem, Blake obviously does not like the politics of London and he fells that the commercialism is preventing the people from being happy.

Descriptive Essay Beautiful Nightmare

The Beautiful Nightmare Back in November last year,as I wokeup to the blistening sun shining through my window, I blinked my eyes to clear the my blurry sight. With the excruciating pain that poked my eyes, I walked to the mirror and was surprised to look at my red eyes. That was not the worst part, as I focused more into my eyes on the mirror, I realised that at the center of my eyeballs, there was a white bulge, round and small.Not even an hour later,my mother and I were already sitting on a comfortable blue sofa ,waiting for my turn to be called at the eye specialist clinic. After a few complicated examinations ,my mother and I had to face a bad news. I had a corneal ulcer on my left eye and it’s quite critical. Even the cold air conditioned room felt so warm when the optician futher explained my condition to my mother and I. At that moment, all I could think of was, What am I to do? SPM is just a week away and my eyes were bandaged and unwrapped only to put the eyedrop eve ry 15 mins.After a whole week full of inconvenience to study and excruciating pain to the extent that I could barely even get my eyes open by a millimetre, the optician decides to unwrap my right eye so that I will be able to do my examinations. I did my best in the examination,with all the knowledge I’ve instilled before that nightmare. Months passed by and I still have sore eyes every once in a while and sometimes I could barely open my eyes and at times I feel that my surrounding seemed too bright for me to even look at, when they’re actually not.There were days I wouldn’t even bother looking at my unattractive face in the mirror, scared that I might be frightened by my own eyes. Never the less, I could not express my feelings in words when I went to my school, SMK Assunta to get my SPM results. Though it may not be the best nor did it reach my expectations, but when I reflect back on the incident and my conditionin which I was doing my examinations, I was mo re than happy with my results and the delectation that was bestowed upon me by the Allah Almighty.Not too long after that, after a few interviews and offers, here I am , at Mara College Seremban, pursuing my studies , doing what I love best, English. Its been more than three months here, there have been many obstacles and challenges, not only from the overload of assignments and responsibilities,but from the social interactions between the students here too. Noone is always satisfied with anyone or anything, theres always a sense of negativity in everyone here, which was never a problem back in Assunta.However, I believe that none of this should bring me down. Those who matters to me wont mind , and those who mind don’t matter to me at all. Yes, my eyes still bother me. Its getting worse actually. There were days I could not open my eyes in class as it seemed too bright to my eyes that I felt really bad when the teacher thought I’m sleepy. There were also moments when I could not complete my assignments at night especially when the lights go off and I need to rely on the study lamp which caused my eyes to hurt even more.However I believe, that Allah Almighty would not let me go through something that I couldn’t go through. He knows me best and he knows I’m strong enough to go through all this. I’ll succeed, even with all these contradicting emotions and conflicts around me,just like I did with my SPM examinations. That unforgettable nightmare may have brought me down once, but it will be at the back of my head, burning the spirit to fight and live my life the way I want to.When the time comes, once I’m done with A-levels, I will be strong enough to go though that scary eye operation. From now on, I’ll look at things one at a time, I know there will be more problems and obstacles for me to overcome, but I also believe that I will be strong enough to cross that bridge when I come to it. As for now, holding tight t o that nightmare, I’m planning to paint my life as beautiful as possible .

Quality of Primary Education in India Essay

Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central,state, and local. Taxila was the earliest recorded centre of higher learning in India from at least 5th century BCE and it is debatable whether it could be regarded a university or not. The Nalanda University was the oldest university-system of education in the world in the modern sense of university. Western education became ingrained into Indian society with the establishment of the British Raj. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are controlled by the Union or the State Government. India has made progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population. [3] India’s improved education system is often cited as one of the main contributors to the economic rise of India. [4] Much of the progress, especially in higher education and scientific research, has been credited to various public institutions. The private education market in India is merely 5%[ although in terms of value is estimated to be worth $40 billion in 2008 and will increase to $68–70 billion by 2012. However, India continues to face stern challenges. Despite growing investment in education, 25% of its population is still illiterate; only 15% of Indian students reach high school, and just 7% graduate. The quality of education whether at primary or higher education is significantly poor as compared with major developing nations. As of 2008, India’s post-secondary institutions offer only enough seats for 7% of India’s college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master’s or PhD degree As of 2011, there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000, plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education. [9] In India education system is not based on pure merit, but its based on caste based reservations. In universities/Colleges/Institutions affiliated to federal government there is minimum 50% of reservations applicable to various castes. At state level it varies. State of Andhra Pradesh has 83. 33% of reservations as on 2012 ,which is highest percentage of reservations in India. So the state is popularly known as the state that killed merit. PRIMARY EDUCATION SYSTEM IN INDIA The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India. ) The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. However, both free education and the ban on child labour are difficult to enforce due to economic disparity and social conditions. 80% of all recognized schools at the Elementary Stage are government run or supported, making it the largest provider of education in the Country. [pic] However, due to shortage of resources and lack of political will, this system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Figures released by the Indian government in 2011 show that there were 5,816,673 elementary school teachers in India. As of March 2012 there were 2,127,000 secondary school teachers in India. Education has also been made free] for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. There have been several efforts to enhance quality made by the government. The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. 85% of the DERP was funded by the central government and the remaining 15 percent was funded by the state The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3. 5 million children, was also supported by UNICEF and other international programmes. This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states. Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low. CONCERNS FOR QUALITY EDUCATION As far as the provision of access and coverage is concerned, India today boasts of its educational system being the second largest in the world. It consists of nearly 610 thousand primary and 185 thousand upper primary schools, about a quarter million nonformal education centers, about 1. 87 million teachers and 110 million students study in primary classes in the recognized schools (1997-98). As per 1991 Census estimates there were about 115. 6 million children in primary school going age group in the country2. The latest educational statistics indicate a GER of 89. 7 percent for primary classes (81. 2 percent being for girls and 97. 7 percent for boys). 3 . The number of students in primary  classes in India is larger than the total population of the neighboring Bangladesh THE STATE OF QUALITY OF PRIMARY EDUCATION IN INDIA The key concern about education, in any formal educational system, of all time, has been its quality. Every stake holder, direct or indirect, of education is concerned about its quality. Guardians or parents, irrespective of their socio-economic status, want to educate their children with best quality education which would add better value to the degrees their wards acquire subject to the budget constraints. But what do we mean by ‘quality education? How this quality is being assessed? What is the status of the quality of education in India? This paper seeks to focus on these issues with respect to the quality of primary education in India. There is no universally accepted definition for ‘quality of education’. In education, perception of quality is around students (Mukhopadhyay, 2001). The performance of the students like examination results, learning achievements, ability to apply learned knowledge in practical life– exhibit the quality of an education. For some, â€Å"Quality of education† means value addition in education (Feigenbaum 1951); excellence in education (Peters and Waterman 1982); for others, fitness of education outcomes and experience for use (Juran and Gryna 1988). For a society, â€Å"excellence† and â€Å"value† are most appropriate indicators for quality education. A generally accepted definition of quality education does not exist and different end users adopt different criteria for determining the quality of education. In this study we measure the quality of primary education on the basis of student learning achievement (i. e. , ability of read, write and do mathematics). PRIMARY EDUCATION :UNIVERSILITY VS QUALITY: The universal declaration of human rights (1948) considered primary education as the basic human right of all people. Accordingly, all nations prioritized universal access to education. The developed and developing countries have attained universal or near universal access to primary education. Now the focus is on the quality of student learning. The quality concern is not uniform across the nations. The developing and poor nations are still striving for expansion of educational access. It has been established that access to education and its quality are not sequential  elements. At the sub-regional meeting of South Asian Ministers in Katmandu in April 2001, quality education was unanimously identified as a priority area. All participants were in agreement that there was an urgency to develop the quality of education to meet the intermediate target and education for all by 2015. Because how well pupil are taught and how much they learn can have a crucial impact on how long they stay in school and how regularly they attend. Further whether parents send their children to school at all is likely to depend on the judgment they make about the quality of teaching and learning. Based on this perception parents decide whether attending school is worth the time and cost for their children and for themselves. The World Bank (1997) suggested that ‘the best way to improve access is to improve quality which would make coming to school or staying in school a more attractive option from the perspective of parents as well as children. Moreover, efforts to improve quality will tend to increase the efficiency of the public expenditure and will encourage parents to contribute children education’. In the year 1950, when the Constitution of India was adopted, education was recognized as a basic individual right. Directive Principles of State Policy, Article 45, states that â€Å"the state shall endeavour to provide within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years† (The Constitution of India). In line with the commitment of the country to provide elementary education to all children, educational facilities have got tremendously expanded during the post independence period, especially in primary stage. The number of primary school in India has increased from 2. 2 lakhs in 1950-51 to nearly 7 lakhs in 2004-05. In addition, there are at present nearly 3 lakhs non-formal education centres providing primary level education to out-of-school children in the age group 9 to 14. This expansion has definitely helped in making primary level education more easily accessible to a large section of children. As a result, the illiteracy rate and drop-out rate at school stage have come down. The national literacy rate has increased from 52. 21 per cent in 1991 to 64. 84 per cent in 2001. The drop-out rate has also declined from 64. 9 per cent in 1960-61 to 29 per cent in 2004-2005. Although the literacy  rates for both males and females have increased, the latter still continues to lag behind the former. However, there has been a narrowing of the male-female gap in literacy from 24. 8 percentage point in 1991 to 21. 7 percentage point in 2001(Selected Educational Statistics 2004-05). Primary education is the first stage of formal education. The main objective of quality primary education is to inculcate basic knowledge about reading, writing and arithmetic among the children. It is expected that after the successful completion of the primary level of education, a pupil should be able to read, write, and solve simple arithmetic problem. A study conducted by the Teamlease Services has revealed a very disappointing scenario of primary education in India. The study was conducted in primary schools in all the States of India (excluding Union Territories, Mizoram, Sikkim) to measure the learning achievement (quality) of students in language and mathematics. This study found that in India after completion of primary level education, 11 per cent student were not able to recognize anything, 14. 1 per cent can recognize only letters, 14. 9 per cent can read a word, 17 per cent can read a paragraph of a story and only 42. 8 per cent can read the complete story (Table 1). School Children who can read-standard-wise (IV) (in per cent) |State |Nothing |Letters |Word |One-Para of the |Complete story | | | | | |story | | |Andhra Pradesh |8. 8 |10. 5 |15. 6 |17. 7 |47. 35 | |Arunachal Pradesh |7. 2 |13. 5 |21. 6 |13. 3 |44. 4 | |Assam |10. 8 |15. 5 |20. 2 |21. 2 |32. 3 | |Bihar |14. 9 |15. 2 |12. 8 |14. 8 |42. 3 | |Goa |6 |6. 1 |12. 9 |24. 2 |56. 2 | |Gujarat |7. 2 |12. 4 |18. 9 |18. 6 |42. 9 | |Haryana |8. 5 |12. 1 |12. 7 |16. 1 |50. 7 | |Himachal Pradesh |3. 5 |14. 9 |11. 8 |14. 5 |55. 35 | |Jammu & Kashmir |3. 4 |10. 2 |26. 5 |20. 8 |39. 1 | |Karnataka |5. 4 |12. 1 |17. 7 |19. 0 |45. 9 | |Kerala |3. 2 |3. 7 |10. 7 |11. 3 |71. 1 | |Madhya Pradesh |15. 7 |15. 3 |15. 5 |17. 1 |36. 5 | |Maharashtra |7 |12. 1 |13. 0 |17. 4 |50. 45 | |Manipur |10. 6 |10. 7 |18. 7 |15. 7 |44. 4 | |Meghalaya |9 |8. 9 |22. 0 |8. 9 |59. 5 | |Nagaland |3. 1 |16. 5 |21. 7 |255. 6 |33. 2 | |Orissa |12. 4 |15. 0 |13. 5 |15. 05 |44. 2 | |Punjab |8. 9 |15. 3 |15. 1 |17. 85 |42. 8 | |Rajasthan |15. 8 |13. 2 |12. 7 |14. 95 |43. 6 | |Tamil Nadu |10. 3 |11. 4 |17. 5 |17. 3 |43. 6 | |Tripura |1. 0 |7. 3 |11. 7 |16. 8 |63. 4 | |Utter Pradesh |16. 8 |19. 2 |14. 6 |14. 8 |34. 6 | |West Bengal |4. 3 |12. 3 |13. 8 |24. 6 |44. 9 | |Chhattisgarh |7. 3 |16. 0 |15. 0 |15. 5 |46. 4 | |Jharkhand |13. 8 |16. 9 |15. 5 |15. 4 |38. 5 | |Uttaranchal |6. 8 |13. 0 |11. 2 |13. 3 |55. 7 | |All India |11. 0 |14. 1 |14. 9 |17. 0 |42. 8 | Source: India Labour Report 2007 The condition of students learning achievement (quality) is extremely poor in mathematics compare to language. This study found that after the successful completion of the primary level education, 18. 6 per cent children could not recognize the numbers, 26. 7 per cent children can recognize the numbers but not able to do addition or subtraction, 23. 9 per cent children only can do subtraction, and only 30. 7 per cent children can do addition, subtraction as well as division. Table 2 contains data relating to mathematical learning achievement (quality) in all Indian states. IMPROVING QUALITY OF PRIMARY EDUCATION For improving quality, the concerned authorities need to emphasis on the following issues,Early childhood education is extremely important and must be universalized. Aelevant curriculum. Accurate assessment of learning outcomes. Participatory management of education system. Engaging local communities,. Using ICT in teaching learning process Training of teachers and administrators of ICT. ,District Institute of Education and Training (DIETs) and State Council of Educational Research and Training (SCERT) need to be more strengthened and undergo structural changes. ,Establishment of a National Primary Education Assessment system like National Assessment and Accreditation Council (NAAC) for Higher education. ,Strengthening the teacher training institution. Reform in examination system. Proficiency in English is widely perceived as an important avenue for employment and upward knowledge, which also greatly facilitates the pursuit of higher education. English should be incorporated into the curriculum of primary schools as a language subject. CONCLUSION It appears from the empirical study that quality of primary education has been compromised for its universality in India. Operation Black Board, District Primary Education Project, National Literacy Programme, Sarvha Shiksha Abhiyan—all aim at universalizing. It is time that the nation pays heed to the quality dimension. As it has already been pointed out, quality indirectly helps in making the quantity. As a result, quality improvement programmes need to be devised for all levels—national, state and district.