Financial Crisis Between 2007 And 2009 Essay - 1331 Words

Financial Crisis between 2007 and 2009 was the worst economic crisis after the Great Depression in 1930s. This crisis was a worldwide crisis as it affected the financial system globally and led to collapse in economy. Financial intermediation is a process of banks that take funds from the depositor and lend them out to the borrower. In the financial transaction, financial intermediary acts as the middleman between two parties. Commercial bank, investment banks, pension funds are the example for financial intermediation. This kind of financial intermediary usually provide mortgage to the lender. Housing prices in the United States rose steadily after the World War II. Although some research indicated that the financial crisis started in the US housing market, the main cause of the financial crisis between 2007 and 2009 was actually the combination of housing bubble and credit boom. The banks created so much loan that pushed the housing price to the peak. As the bank lend out a huge am ount of money, the level of individual debt also rose along with the housing price. Since the debt rose faster than people’s income, people were unable to repay their loan and bank found themselves were in danger. As this showed a signal for people, people withdrew money from the banks they considered as â€Å"safe† before, and increased the â€Å"haircuts† on repos and difficulties experienced by commercial paper issuers. This caused the short term funding market in the shadow banking system appeared aShow MoreRelatedImpact of Financial Crisis on Gulf Area Essay1732 Words   |  7 PagesThe global financial crisis that was experienced in 2007/2008 affected many nations of the world. Some countries such as America and most European countries were hard hit since they were directly affected by the crisis. Other countries especially those in Asia and Africa were not adversely affected as they were not directly hit by the crisis. This crisis started in the United S tates after the housing bubble busted. Although the bursting of the housing bubble was the main cause of the crisis, there wereRead MoreThe Global Financial Crisis Of 2007-20081123 Words   |  5 PagesThe Global Financial Crisis of 2007-2008 is the worst financial crisis since the 1930’s The Great Depression (Reuters, 2009). Even if bailouts of banks by national governments prevented the collapse of major financial institutions, worldwide stock markets continued to drop. Evictions and foreclosures overwhelmed the housing market while severed unemployment embraced the labor market (Baily and Elliot, 2009). This global financial crisis was responsible for the decline in the consumers’ wealth, andRead MoreIntroduction Of The Bank Of England986 Words   |  4 Pagesin issuing notes. This concept leads to general idea of this paper, which will look at the evolution of output, inflation, the official bank rate set by the Bank of England and government spending in the UK ( Greer, 2009). It is fascinating for one to track on how the global financial integration has been evolving for the past century. Understanding the evolution of output is possible by looking at the measured stocks of the external assets and liabilities; together with the cumulative consequencesRead MoreVietnam And Its Effects On The United States1101 Words   |  5 Pagesopenness and (ii) Before the crisis, Vietnam was ranked the 50th and 41st among the top 50 countries with highest exports and imports relatively, accounting for 0.3% of total global exports and 0.4% of total global imports. Two majors news affecting Vietnamese exports in the seven-years period between 2001 and 2007 are the opening of the US market starting in 2001 and the joining of Vietnam into WTO in 2007. During this period, lasting until before the financial crisis, Vietnamese exports had beenRead MoreGovernment Intervention And Laissez Faire Of Market Mechanisms1369 Words   |  6 Pagesby the plethora of explanations concerning it, the 2007-08 financial crisis that originated in the United-States is highly complex. The literature presents various causes, most of which can be placed on either side of a debate between government intervention and laissez-faire of market mechanisms. On one side, it is argued that financial actors are responsible for the crisis as a result of their use and distribution of complex and risky financial products, and their irresponsible lending. On the otherRead MoreThe Effect of Recent Financial Crisis and Regulatory Implications in Asia1532 Words   |  7 PagesNow on the larger scale is the impact on the institutional level of the global financial crisis. The financial crisis began in United States in 2007 and spread to other countries. The crisis was triggered by a liquidity shortfall in United States banking system and resulted to the collapse of financial institutions. Asia is one major continent in which the recent financial crisis had spread. The impact of the crisis had far reaching effects on the economy of Asia than many people had anticipatedRead MoreThe Financial Crisis : Deregulation Or Over Regulation?1175 Words   |  5 PagesThe Financial Crisis: Deregulation or Over-regulation? As evidenced by the plethora of explanations concerning it, the 2007-08 financial crisis that originated in the United-States is highly complex. The literature presents various causes, most of which can be placed on either side of a debate between government intervention and laissez-faire of market mechanisms. On one side, it is argued that financial actors are responsible for the crisis as a result of their use and distribution of complexRead More2008 Us Economic Recession1709 Words   |  7 PagesINTRODUCTIONS The  Global Financial Crisis  of 2008 is considered by many economists to be the worst  financial crisis  since the  Great Depression  of the 1930s. It resulted in the threat of total collapse of large financial institutions, the  bailout  of small and big banks by national governments, and downturns in stock markets around the world. In United States, the housing market also suffered, resulting in  evictions,  foreclosures  and prolonged unemployment. The crisis played a significant role inRead MoreTheu.s. Housing Market And The U.s. Financial Crisis1448 Words   |  6 PagesS. housing market between 2007 and 2009, led to the biggest global financial crisis. The impact of this crisis extended over the world, and the economies of many countries were damaged. Kawai stated that: ‘The ongoing global crisis has had a profound impact on the Asia and Pacific region, particularly on its exports.’ (2009:1) There were a lot of factors which brought about the crisis. Due to limited space, this essay will look at the U.S. housing market and the U.S. financial system, and discussRead MoreHow Government Economic Policies Caused the Financial Crisis of 20081553 Words   |  7 PagesThe financial crisis in 2008 that led to a crisis in the banking sector, and which nearly led to a complete collapse of the economy globally, was not only caused by changes in the regulatory, regulation and legislation oversight, but also fiscal and monetary policies. Many believe that, expansion of excesses monetary and irresponsibility of some of the government agencies led to the crisis. According to reports by Taylor (2009), excesses monetary policies were the main cause of the 2008 financial

Epic of Beowulf Essay - A True Literary Epic - 1700 Words

Beowulf : A True Literary Epic The Adventures of Beowulf, a rousing Old English poem of man and monster, and perhaps the earliest European vernacular epic, is rightfully considered an epic for it possesses those features which characterize epic poetry. For example, in epic poetry the central character has heroic or superhuman qualities. In The Adventures of Beowulf, the main character, a Geat warrior named Beowulf, possesses such qualities: â€Å"He was the strongest of men alive in that day, mighty and noble.† Upon spotting Beowulf approaching, the sea-guard of the Danes says, â€Å"Never have I seen a greater man on earth†¦Ã¢â‚¬  King Hrothgar of the Danes says of Beowulf, â€Å"Seafarers who took gifts to the Geats say that he has the†¦show more content†¦Beowulf’s example of extreme heroism motivates others to extraordinary deeds: Wiglaf, seeing Beowulf’s strength compromised by the dragon’s fire, risks his life to aid Beowulf in his final battle. It is obvious that the hero possesses superhuman qualities. As critic Donald fry states in TheBeowulf Poet: â€Å"Beowulf is †¦ one set aprt from ordinary men by his size, nobility, and splendid appearance† (Fry 3). Secondly, the action of this poem, as with epic poetry generally, takes place on an immense scale. When Hrothgar decides to build a mead hall, it was â€Å"the greatest the world had ever seen, or even imagined,† with â€Å"tribes throughout the world† setting to work on that building. When Grendel attacks the first night, she â€Å"grabbed 30 warriors† and â€Å"returned the following night† for more. When Grendel’s Mother attacks, â€Å"countless warriors† are guarding the hall, yet she kills Hrothgar’s best warrior and escapes unharmed. In his pursuit of her, Beowulf swims underwater â€Å"a good part of a day before he found the bottom.† In the Geat land the dragon is guarding her cave 300 winters. Beowulf goes to face her 50 feet of flame and claw with 30 suits of battle in his arms. Looking at the man vs. monster conflicts in the poem, one sees that they represent or share in a transcending, immenseShow MoreRelatedBeowulf as Epic823 Words   |  4 PagesWhat makes an epic? Is Beowulf an epic? ï‚ · ï‚ · ï‚ · What is an epic poem, and how does it differ from other kinds of poetry or storytelling? How have epic poems traditionally been transmitted from generation to generation? How do tellers remember these long and complicated stories? According to Robert Harris’s Glossary of Literary Terms, he defines an epic as the following: Epic. An extended narrative poem recounting actions, travels, adventures, and heroic episodes and written in a high style (withRead MoreBeowulf, The Epic Hero1373 Words   |  6 Pages12, 2015 Beowulf, The Epic Hero In Anglo Saxon times, Beowulf is considered a well known epic hero. â€Å"Epic heroes are literary characters from ancient mythology and other stories, which were written down in the form of long, narrative epic poems. The hero is the main character, or protagonist of the poem†(Epic Hero: Definition, Characteristics Examples.). The epic hero usually battles for accomplishments to a set of tasks to complete important goals. Beowulf is described as an epic hero becauseRead More Is Beowulf an Heroic Elegy or an Epic Narrative? Essay4711 Words   |  19 PagesIs Beowulf   an Heroic Elegy or an Epic Narrative?      Ã‚  Ã‚   There is considerable debate as to whether the poem Beowulf is an epic narrative poem or an heroic elegy. Which is it. This essay intends to present both sides of the story.    Some great literary scholars think that the poem is an heroic elegy, celebrating the fantastic achievements of its great hero, and also expressing sorrow or lamentation for the hero’s unfortunate death. In â€Å"Beowulf: The Monsters and the Critics† Tolkien states:Read MoreCompare And Contrast Beowulf And Sir Gawain And The Green Knight761 Words   |  4 Pages Epic Heroes Across Medieval Culture In the literary works Beowulf and Sir Gawain and the Green Knight, an admirable warrior and knight are depicted. Although Sir Gawain and Beowulf both possess such characteristics as bravery and strength, readers can observe differences in other traits that make them heroes of their own time that is attributable to the societal mindset in which the poems were written. The goal of this essay is to compare and contrast how Beowulf, which was written in the earlyRead MoreThe Importance Of Heroism In Beowulf1073 Words   |  5 PagesBeowulf is a classic, epic story which theme focuses on good versus evil, â€Å"Beowulf is essentially a heathen poem† (Bodek) said F.A Blackburn because it consists of elements drawn from Anglo-Saxons culture before they were converted to Christians. It is tidily divided into three parts; The battle with Grendel, The battle with Grendel’s mother and the battle with the Dragon. The poem deals with Germanic forebears, the Danes, the Geats and th e Swedes. This story features a super-strong warrior BeowulfRead More Christian and Pagan Influence in Paradise Lost and Beowulf Essay4093 Words   |  17 PagesChristian and Pagan Influence in Paradise Lost and Beowulf  Ã‚     Ã‚  Ã‚   In Paradise Lost, Milton is adept at drawing from both Christian and pagan sources and integrating them in such a way that they reinforce one another (Abrams 1075). Of course it is a commonplace for critics to believe that Milton valued his Christian sources more highly than the pagan ones (Martindale 20); this is most likely due to the fact that he regarded the Christian sources as vessels of the truth. His classical allusionsRead MoreTrace the Development of English Lit During Any One Period...as Part of Your Discussion Highlight How Significant Events in the Influence the Writing...Additionally Show How Characteristics of the Genre the Writer Uses3085 Words   |  13 Pagesof Asia, Africa and Oceana. It is important for one to know both the origin of this powerful masterpiece known as the English Language and the importance of this literary period to the development of English literature. In attempting to do the aforementioned, the focus will be on the Anglo-Saxon pe ople, their society, culture, and literary work with a view towards highlighting the impact on the development of the English language and English literature. The Anglo-Saxon or Old English period goes fromRead MoreThe Epic of Beowulf is an Heroic Elegy Essay3261 Words   |  14 PagesBeowulf is an Heroic Elegy   Ã‚  Ã‚   There is considerable debate as to whether the poem Beowulf is an epic narrative poem or an heroic elegy, a poem celebrating the fantastic achievements of its great hero, and also expressing sorrow or lamentation for the hero’s unfortunate death. This essay intends to show that the poem is an heroic elegy.    In â€Å"Beowulf: The Monsters and the Critics† Tolkien states:      We must dismiss, of course, from mind the notion that Beowulf is a â€Å"narrativeRead MoreAmerican Literature11652 Words   |  47 Pagesphilosophical readers sense of idealism focus on the individual s inner feelings emphasis on the imagination over reason and intuition over facts urbanization versus nostalgia for nature burden of the Puritan past Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · literary tale character sketch slave narratives, political novels poetry transcendentalism Effect: ï‚ · ï‚ · ï‚ · helps instill proper gender behavior for men and women fuels the abolitionist movement allow people to re-imagine the American past HistoricalRead MoreClassification of Literature3483 Words   |  14 PagesCLASSIFICATIONs OF LITERATURE I. Divisions of Literature Literature Prose Poetry Fiction Nonfiction Dramatic Narrative Lyric Drama Short Story Novel Tale Fable Myth Legends Folktales Essay Biography Autobiography Diary History Chronicle News Anecdote Tragedy Comedy Opera Operetta Ballad Epic Metrical Tale Metrical Romance Ode Sonnet Song Elegy POINT OF COMPARISON | PROSE | POETRY | Form | Paragraph | Verse | Language | Words and rhythms of ordinary and everyday language | Metrical,

Assignment on To Kill a Mockingbird Essay Example For Students

Assignment on To Kill a Mockingbird Essay The novel To kill a Mockingbird by Harper Lee, is told in the first person, the readers are inside the head of a young child looking back at the events of her family life which took place over a period of two and a half years ago. In a way there are two narrators to the story, one being Scout as an innocent child and the other, her as a young woman who is learning new things and showing the contrast of how much her mind begins to change as she grows older. We are introduced to the narrative technique that will be used throughout the story; Scout is the narrator as well as a participant. Events are recounted through a childs eyes, however Scout is also describing the events in retrospect; we see the story evolve not only from the viewpoint of a child but also with the sight of maturity. Harper Lee portrays Scout in many different ways, them being, the things she does, the things she says and the things people say about her. Scout has many different roles and relationships in her life and its those things what makes her who she is. Scout is an innocent 6 year old; she loves Atticus Jem, although she has no memory of her mother, who she lost while she was very young; although she is so young and hasnt been to school long enough to learn much she is able to read; she uses her mouth to fight back when she thinks adults are wrong- this shows maturity and knowledge. Miss Maudies house catches on fire, as Jem and Scout watch, Boo, unnoticed by them, puts a blanket around Scout, Jem realises who has put it there and tells all to Atticus the events concerning Boo. At first Scout does not understand. Scout is a daughter; she copes with being the only girl amongst all boys; she learns how to swear from a young age which is complicating for Atticus; she asks Atticus difficult questions, she is very mischievous, she wants to write a letter to Dill using invisible ink. Scout has many relationships with different people, other than her immediate family; she has with Walter and Francis; Calpurnia misses her when she goes to school but still she disciplines her when she is bad; Aunt Alexandra Mrs Dubose think that she has been bought up very badly, being that Atticus is so open-minded and she is without a mother. Even though Scout is the narrator, she does not fully understand the implications of her conversations with Miss Maudie, she thinks that Miss Maudie is accusing Atticus of drinking whisky, Miss Maudies conversation with Miss Stephanie (Chapter 5, pgs50-51) is misunderstood. Scout as a minor is a very realistic character, we see her how she is, she is a innocent, yet clever six year old who knows what shes doing when she does it, she knows how to tell a person from just looking at them and shes often right. Whereas the older Scout is the same but to a different extent, she is more aware of things, and thinks before she acts, she has a humorous side to her which is shown at points through the novel.

The House on Mango Street Final Response Essay Example

The House on Mango Street: Final Response Essay The House on Mango Street wrote by Sandra Cisneros, that is part of a minority group (Chicana ).This is a book made by many vignettes and through the character of Esperanza, Cisneros expresses her feelings and thoughts. There are many important topics and themes discussed by Cisneros. For example Belonging vs. Displacement, the cycle of racism, sexual objectification of women, female sexuality as power, the restriction and subversion of traditional values. Probably the most important theme is belonging vs. displacement that is a major topic in the book. We see it throughout the whole book and makes us understand many things. Mainly the sense of lost identity is shown. Cisneros expresses her message very clearly in particular in four vignettes. The first vignette we see is â€Å" No Speak English â€Å" where we see mamacita very nostalgic of her home country. She is scared of English and will never go down the stairs. We understand her feeling in this passage: â€Å"Whatever reason whether she is fat or cant climb the stairs or is afraid of English ,she wont come down. she sits all day by the window and plays the Spanish radio show and sings all the homesick songs about her country in a voice that sounds like a seagull. Home. Home. Home is a house in a photograph, pink house, pink as hollyhocks with lots of startled light. The man paints the wall of the apartment pink, but its not the same, you know. She still sighs for her pink house, and then I think she cries. I would.† We will write a custom essay sample on The House on Mango Street: Final Response specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The House on Mango Street: Final Response specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The House on Mango Street: Final Response specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Another vignette that expresses the desire for another house and the feeling of not belonging there is seen in Bums in the Attic where we see Esperanza describing an idle house where she would like to go. Also in Alicia ; I Talking on Edna’s Steps shows the same feeling and desire. Esperanza doesn’t feel the house on mango street as her home, she is ashamed of it and doesn’t have a real house. She says it’s not her house. In the last vignette Cisneros reiterates on the fact that mango street is not Esperanza’s house, probably expressing what she in first person felt. We see this clearly in the passage : â€Å"But what I remember most is mango street , sad red house , the house I belong but do not belong to.† . Here she says that she is from mango street, because she lived there but she doesn’t feel it hers. She has a sense of displacement. I always knew that many immigrants or people that don’t live in their home country don’t feel as they are home, but through this book we can understand clearly what is their feelings and I was quite touched by this and made my view for some people to change. Unfortunately I had some type of prejudice for some people of different ethnic groups because I had in my head a stereotype of a type of people, but this book helped me overcome these prejudices and change idea. I now have great empathy for minority groups. I need to help them since I’m part of the majority.

CKern_LESSONPLAN1 Essays - Arbordale Publishing, Lesson Plan

CKern_LESSONPLAN1 Essays - Arbordale Publishing, Lesson Plan Lesson Plan 1 Chloe Kern ESEPSY 2309 Ohio State University Age: Kindergarten Subject: Science Topic : Living vs Nonliving Things Time + Pacing Central Focus of Lesson: At the end of the lesson, students should understand the definition and examples of living and nonliving things. Part 2: Content Objectives Differentiate between living and nonliving things. Provide examples from their everyday lives of these things. Name characteristics of both living and nonliving things. Compare and contrast living and nonliving things. Key Vocabulary Living Nonliving Nutrients (in video) Prior Academic Learning and Prerequisite Skills: Students will be using what they know about living things in their own life to come up with a definition. Using examples from what they already know and see in the world helps them to build schema. Students should also have a prior knowledge of how to use scissors, put art supplies away, and use glue. Materials Needed Scissors Glue Paper with 2 categories (one for each child) Pictures of living and nonliving things "Living Things and Nonliving Things: A Compare and Contrast Book" By Kevin Kurtz Projector Computer Board Back Up Plan: If materials such as the pictures of living and nonliving things or glue are not readily available, then the children will be told different items and be asked to draw these living and nonliving things. Part 3: Lesson Introduction Gather children in a group and begin to discuss living and nonliving things. Examples of questions to ask: "Are we living or nonliving?" "Is a book living or nonliving?" "Are animals living or nonliving?" "What makes something living?" Write their ideas of what makes something living on the board and discuss briefly. 5-10 min Introduction of New Information Play video: Living Things and Nonliving Things | Living | Nonliving | Kid's Science | 1st Grade Learning ( https://www.youtube.com/watch?v=BEz7RPvQCAI ) Ask questions about the video and add or erase any of the characteristics of living things on the board with the help of the children. Read "Living Things and Nonliving Things: A Compare and Contrast Book" By Kevin Kurtz This book shows that some nonliving things can move (ex: fire) and helps the children to better compare and contrast living and nonliving things. Ask comprehension questions about the book. 15-20 mins Learning Activities Children will receive a piece of paper with two categories: living and nonliving. They will also receive pictures of things that are living and nonliving. EXAMPLES Animals Plants Books Fire Children will be asked to cut and glue the different pictures on either category on the paper. 20 min (more time can be added if necessary) Closure (Presentation/Recap): Use this time to make any concepts more clear or answer any questions. Each child will share examples of one living and one nonliving thing that they have seen with the class. 5-10 min Necessity of Art Components This art project will help students visualize living and nonliving factors. If the students can connect their ideas of living and nonliving things personally through the grouping, it may help them to remember more information about this topic. Informal Assessments The teacher will go around while each student is working on their artwork/matching and listen to the conversations going on between group members. The teacher will be able to address misconceptions and steer students in the right direction if needed. Informal assessment will also be given when students are sharing their ideas of living and nonliving things with the group. Formal Assessment Assessment will be based on the children's ability to place living and nonliving things in the correct categories. This lesson plan helps children to build off of their previous knowledge of what it means to be living or nonliving. It will help to clear any misconceptions by giving them a checklist and examples of things that have aspects of both. I began by asking the children questions that were based off of their previous experiences and coming up with a working definition. Writing the ideas on the board will help them to see if there are any conflicting ideas. During this time I would not tell the students whether they are correct or incorrect, I would ask questions to help guide them to a correct answer. The next part of the lesson, watching the video, will begin to help students acquire new information about the definition of living and nonliving. Asking questions about the video will help the children to add to or take away things from the list on the board. This will

Ideas for Engineering Science Fair Projects

Ideas for Engineering Science Fair Projects Engineering science fair projects can involve designing, building, analyzing, modeling, or improving a device. You can also test or create materials. Here are some specific ideas for engineering science fair projects. What is the best material to put in a sandbag to block water, such as during a flood?How tall can you build a tower using only a sheet of ​paper? You can cut it, fold it, crumple it, but only use that single material. What works best?Compare the characteristics of a structure that is made using different materials. You can compare strength, corrosion resistance, and elasticity. Be creative. The trick is to make certain your measurements are truly comparable to each other.What can you do with a swim cap to optimize its ability to decrease drag in water? Can you alter the shape? Does one material work substantially better than another?Which type of paper towel absorbs the most water? Which brand absorbs the most oil? Are they the same brand?What differences do you note in the ability of different soils to support a structure?What type of paper airplane flies the furthest and stays aloft the longest?How can you map a magnetic field? Can you construct a device, using iron filings, that can be reused for field mapping? Construct a Lego building. Now try to make the same building on an incline, such as a 30-degree slope. What changes do you need to make in order to make it stable?How does a change in the construction of a parachute affect flight? Parameters you could examine include size, shape, material, and/or method of attachment.

Pamphlet- physiology doc Essay Example | Topics and Well Written Essays - 500 words

Pamphlet- physiology doc - Essay Example h as cocaine or heroin, measurable changes in brain chemistry and physiology perpetuate the cycle of addiction.† 1 Addictive behavior may be the result of genetic factors even through there may be no contact between the generations through which it is perpetuated. â€Å"Genetic susceptibility to addiction is the result of the interaction of many genes.† 2 Again environmental factors like level of income, education, family status, crime record etc are also relevant factors in the matter. But the significant point that emerges from the research studies is that brain physiology can significantly be altered due to ingestion of drugs. Drug addiction interferes with the natural cycle and brain circuits and ‘neural functions in such a way as to render brain circuits mediating various behavioural effects of these drugs more or less, responsive to those effects.† 3 Serotonin and norepinephrine are considered to be drugs which elevate moods and alters the brain pattern to produce pleasurable sensations. Serotonin is considered to be major mood enhancer and is one of the main constituent in addictive drug groups. The effects of drugs are particularly marked in adolescent years. It is during these teenage years that the frontal cortex of the brain develops during this time, â€Å"a neural network that malfunctions as a consequence of chronic drug-taking, including the prefrontal cortex,† 4 which develops reasoning powers, mental personality development and confidence. The usage of mood enhancing drugs interferes with the natural development of the brain and the prolonged use could cause maldevelopment and stunted growth of this significant part of the brain. Drug addiction could be termed as a â€Å"chronically relapsing disorder† in which the drug addict has an uncontrollable frenzy to consume drugs. 5 It has been found that addict ion interferes with the addicts mental and physical health, impairs his judgment and decision making abilities and could be major cause for

Analysis of Indian hotel industry and Hotel Blueberry international Research Paper

Analysis of Indian hotel industry and Hotel Blueberry international - Research Paper Example In terms of five star high standard hotels, there is limited competition among the suppliers as there are limited substitutes of Spa and other five-star hotel services. On the other hand, the two star and three-star hotels have several options of suppliers who used to provide services in low cost. Therefore, it is feasible that threat of suppliers’ bargaining power is moderate for Hotel Blueberry International. Buyer’s Power The metro cities and developing towns of India are very much competitive for the two and three-star hotel industry. Blueberry is entering in this kind of market segment. The target market will be very much price-sensitive and hence the newly developed hotel has to face high bargaining power of customers. Threat of Substitute In India, the substitute of low-cost two and three-star hotels are several guest house, motels and dormitories. If price-sensitive people find that the price of hotel room night crossing their budget then they can switch to those substitutes. Therefore, it can be feasible that the threat of substitute is moderate for Hotel Blueberry International. Several international hotel chains are entering in India and are tying up with the Indian hotels in order to reduce the initial cost. Moreover, high brand image and customer brand loyalty of The TAJ, HHI, Leela Palace and ITC will make the thing difficult for the new entrants who are thinking to enter in this competitive industry. Therefore, it is feasible that threat of new entrants for Hotel Blueberry International is high. ... If price-sensitive people find that the price of hotel room night crossing their budget then they can switch to those substitutes. Therefore, it can be feasible that the threat of substitute is moderate for Hotel Blueberry International. Threat of New Entrants Several international hotel chains are entering in India and are tying up with the Indian hotels in order to reduce the initial cost. Moreover, high brand image and customer brand loyalty of The TAJ, HHI, Leela Palace and ITC will make the thing difficult for the new entrants who are thinking to enter in this competitive industry. Therefore, it is feasible that threat of new entrants for Hotel Blueberry International is high. Industry Rivalry Indian low cost hotel industry is full of several potential two and three star hotels. Moreover, day-by-day due to economic slowdown and price hike in several products has made the people very much price sensitive. Therefore, it is feasible that threat of industry rivalry is high for the H otel Blueberry International. General Environment The general environment analysis will determine the impacts of external environmental factors on the Indian hotel industry. Political Several environment related regulations has restricted the business operation of this industry in India. Several difficulties in getting travel visas to India can affect the industry. Moreover, several terrorist activities and political dilemmas may create a negative impact on Indian hotel industry. Economical India is economically developing country and the Indian hotel industry is contributing a major role on the country’s GDP growth. Tourism and Hospitality sector of India is very much potential business sector. India was among those few countries that have

The Teaching Profession Essay Example for Free

The Teaching Profession Essay Teaching is described by different teachers in various ways and one which made an impact to me is that, â€Å"Teaching is the noblest of all profession†. My cousin, Ms. Gertrudes is now a mathematics teacher in Muntinlupa city. We studied in the same university where we shared together many great things including teaching. According to her, teaching is the most noble among all the professions since all professionals underwent education with a teacher. Through the internet I arranged an interview with Ms. Gertrudes where I gained more insights about her view of teaching as a noble profession, furthermore it opened up a new realization on teaching in relation to our society today. From this point of view, I will lay the foundation of my reflection on the interview with basic education teachers. How teachers mould the minds and hearts of every learner reflects the kind of society we have. Inside our classroom for instance, fast track students represent various responsibilities in the society – teachers, nurse, house wife, policeman, and engineer, among others. Some of us are passive and some are active, having different background and different reactions, yet we were here for the desire to learn how to teach. The teacher not only facilitates learning but could influence the mind of future politicians, engineers, doctors, policemen, priests and nuns, educators, legislators, and ordinary citizens among others. In an interview with Ms. Mondragon she said, â€Å"I considered it (teaching) as a means for which God used me as an instrument to touch lives and in the process, I myself is transformed by my students’ lives†. Indeed, teaching and learning is a collaborative process which exemplifies the unification of a problematic society that we are experiencing now, yet continuously striving through difficult times in finding solutions to the problems. A teacher must assume this tremendous responsibility if we still aspire for a more livable society: a responsibility to be formed and be transformed so as to form and to transform the lives of people. A teacher seeks to transcend the ordinary limits of him or her by allowing the ultimate good to use that life as an agent of transformation. This role of a teacher is highly dignified as Ms. Gertrudes puts it, â€Å"every individual is a prime mover in our society however, the teacher is noblest since he or she teaches how to be noble†. Such phenomenon in teaching and learning permeates from one individual to the other like a hoop that never end as Henry Adams once said, â€Å"A teacher affects eternity; no one knows where his influence stops† . A society consisting of good citizens, according to Socrates is a good society, and the highest end of every individual is to become good. Aspiring to be an educator is learning to become a good student first. Only in this manner I understand that learning is a process of becoming; a good teacher influences students to become good if not the best teachers to become educators of a society who stretches its vision farther towards the future. However, going through this process is a painful one. An intricate silk cloth is not made overnight such as an effective teacher is a result of years upon years of rigorous training. Evidences of this are testimonies of teachers especially those at the beginning years of teaching who would describe teaching as â€Å"difficult†, â€Å"not easy to be an adviser†, â€Å"a thankless career†, or â€Å"challenging† among others. In a conversation with Sir Sapul he said, â€Å"†¦it is not even acceptable that a teacher ca n commit mistakes, in class or outside†. It is a reality that the society has set the highest standards of how they would look at teachers – they should be perfect. It is an expectation that every individual is called for but the challenge is directed specifically for teachers to respond. I believe that each one shares the same responsibility to strive-to-learn to become a better person who is humble enough to accept undergoing a painful process – a process which describes the beauty of our purpose. The more experienced teachers would say, â€Å"I choose teaching as a profession for love of the youth†, â€Å"the early formation of the youth is important to prepare the future of the nation and the church†, â€Å"teaching is my ministry†, â€Å"teaching is my passion†. Teaching for them is a mission already carved in the soul of a teacher, a value system stabilized through time†¦how beautiful! The younger ones will marvel in the same path as they go along the way saying, â€Å"it is my destiny†, â€Å"I want to help children to become better persons and be successful in their life†, â€Å"I be lieve that teaching is God’s plan for me†, â€Å"I can change the life of every person especially the younger generation†, â€Å"this is what I want, this is what my heart says†. Life will eventually give more meaning to every heart’s desire as it grow and ripen in due season. When that time comes, a teacher only counts his or her blessings and continues to grow in grace. The entire life cycle of a teacher, can be likened to a butterfly. One has to be an egg and undergo the stages to become an adult. Weeks after gloriously fluttering its wings the butterfly dies leaving behind new eggs, but a teacher on the other hand is immortalized by the life that he or she have led. The teacher takes the more crucial role in shaping the individual human person and the world. As the famous saying goes, â€Å"you cannot give what you do not have† therefore, every teacher has to be well prepared for that great endeavor that lies ahead. The domain of personal growth and professional development in the NCBTS emphasizes the ideal that teachers value a high personal regard, concern for personal development, and continuous improvement as teachers. According to Corpuz and Salandanan, â€Å"the personality that teachers project determines the impression they make upon students and colleagues†. Asking some teachers about their idea of how students perceive them they responded, â€Å"well prepared†, â€Å"has principles†, â€Å"strict†, â€Å"loveable and caring†, â€Å"patient†, â€Å"honest†, â€Å"sympathetic†, â€Å"approachable†, â€Å"friendly†, â€Å"possesses a good sense of humor†, â€Å"punctual†, â€Å"dynamic and creative†, and â€Å"compassionate†. These responses determine the teacher’s self-awareness in relation to his or her work and to his or her role in the society. Through the course of the process, a teacher accumulates values that he or she feels important to be nurtured and to be developed. Teacher responses include hard work, compassion, creativity, simplicity, service, responsibility, commitment, patience, honesty, generosity, kindness, humility, love, commitment, tenacity, courage, and self-discipline. These are personal values that they wanted to have as teachers yet in the interview, they mentioned that teachers should possess attributes to become an effective teacher: A teacher should have integrity and good moral values. A teacher should be able to motivate in making the students able to love the subjects. A teacher should have passion for teaching. A teacher must be full of energy and enthusiasm. A teacher should be globally competitive, flexible and work oriented. A teacher should be honest, hard working, generous, committed and dedicated. A teacher should have love for students. The teacher has personal values that they uphold but it is also very important that we hear from the students what they value from their teachers since it is the learning of students which is the foremost concern of teachers, only that the process of learning is controlled primarily by the learner as pointed out by Corpuz and Salandanan. â€Å"In order to teach effectively a teacher should consider certain principles of teaching and learning. The principal elements that make teaching and learning possible and attainable are the teachers, the learners, and a conducive learning environment. The learner is different from one another in terms of their demonstration of cognitive and appetitive powers, multiple intelligences and varied learning styles, children with special needs and children of indigenous people’s group†. This is the reason why a teacher should have a good stock of positive personal and professional attributes to be geared up for battle. A teacher to be effective must possess a sense of service as a professional teacher, dedicated to the job and wave that missionary spirit since the teacher himself or herself is one of the elements in making learning attainable. As Ms. Mondragon quoted St. Marie Eugenie of Jesus, â€Å"Education is allowing the good to break through the rock that imprisons it in order to shed its radiance†. It is not only the student that is imprisoned in the rock but sometimes a teacher lacking in proper preparation for the life of a teacher is imprisoned in steel, when the students are free enough, they absorb the negativities that they are exposed into and their light fade out altogether. But an accomplished teacher would say, â€Å"I am a successful teacher since I see my former students effecting change in the lives of people they are working with†. It is indeed a personal commitment that a teacher should develop a philosophy of his or her own. According to Sir Montilla, â€Å"Education is a journey towards a holistic and vibrant transformation within a human person. Molding and preparing one’s life to be more equipped, outfitted, and comprehensive towards the pedestal of success, with strong conviction to the triune God in contributing for the betterment of the community and for the progress of society†. As the famous saying goes, â€Å"the journey of a thousand miles begins with a single step† such that personal change is required in order to move forward towards the ladder of success; offer to God all accomplishments, and create concern for the development of the society. Another teacher said, â€Å"Every individual is able to strive for success in their academic performance and their life†. It is difficult to fathom what one child is capable of, the assessment and evaluation in school are but ways to estimate what the child is capable of having in that specific moment. When a child is free, he or she is able to soar in great heights unimaginable to us. If we allow a child to dream, we allow him to see what he or she is capable to dream and so we guide them that they develop trust in themselves until they will one day realize that dream. Sir Soriano has this to say, â€Å"Teaching is in the heart of the educational process†. The educational process to me is an extensive continuum which extends throughout an individual’s life span. It involves things that we can say about learning and teaching. The very core of it is on the process itself. Such process allows us to experience the joy, the pain, fears, difficulties, danger, yet we strive to redeem ourselves and rise beyond our own limits. As to Bro. Beuchesne, â€Å"Every person is a child of God, who has the right to be respected and properly educated, to develop his particular talent and use them for the betterment of society†. Our life is like a web or a fabric the thread of which are intricately arranged so that each one touches the other, its beauty is seen only as a whole. Each thread is as important as another, just as every individual has its own role in the society which affects the others and as much important as the other; even the flap of a butterfly affects the universe how much more with a human person! Every individual is a gift from God that should be taken cared. There are ways that are done differently by one another which needs to be guided, respected and accepted. Teaching is: loving the learner. I can say that as a student, if the teacher makes me feel important, I can learn better and most inspired. Learning to me is a lifelong process that improves with time. The goal of the teacher is to give the best he or she can and become an inspiration to learn. In a society such as we have, a greater responsibility lies on the hands of a teacher who is committed and competent in facilitating the learning of every unique individual human person. Enormous passion coupled with positive personal attributes and an undying missionary spirit is necessary for a teacher to sustain himself in answering the call to render valuable service and in influencing the students to love learning. As Saint Jean-Baptist de la Salle have said, â€Å"To touch the hearts of your students and to inspire them with the Christian spirit is the greatest miracle you could perform, and the one that God asks of you, since this is the purpose of your work.† We can try to look at what is happening in our society today and I am personally sad to see it being destroyed subtly. If not now, maybe one day we will realize the contribution we made for that destruction. As a responsible teacher would do, a personal reflection is called for to ponder upon the role of the teacher that shaped this society we have today. Can the teachers redeem themselves in their role of reshaping our society? Indeed, only those who retained the zeal for the mission of teaching will carry on the spirit, and it is sad that they are only few.

Free Bluest Eye Essays - Toni Morrison Helped Me Find Myself :: Bluest Eye Essays

The Bluest Eye   - Toni Morrison Helped Me Find Myself          Toni Morrison, I owe you my deepest thanks for helping me to appreciate the image I see in the mirror, the voice I hear when I speak, and the rhythm in my step as I walk. Many attitudes remain the same as they were in my parent's youth. Some people still stare at others because they are different and some still carry hatred and anger in their hearts because another person's skin color is not the same as theirs. Yet, there are those who do not carry such hate in their hearts, but allow themselves to be influenced by the bold intimidation of those who do. Those without hate often change their personalities and ways of thinking in order to become a part of an attitude which appears to be strong. However, this hatred is based on fear, it is weak.       While reading The Bluest Eyes, a complex of emotions filled within me. I found myself putting my emotions and all of my heart into the lives of two girls, Claudia and Pecola, who both struggled to truly find themselves. Although I can not say this book and these two young girls mirror my life completely, I can say the strength found in Claudia and the wanting to be accepted in Pecola's heart was not only their own, but mine as well.    Being a black author, you forced me to relate myself to your words on a greater level than any other because of our similar skin tones and life experiences. You then caused me to ask questions about the strength of my heart, and if I could handle the pressure of never thinking I was good enough. In The Bluest Eyes, Pecola regrets the way she looks, calling herself ugly and wanting to fit in. During her tribulations, my heart yearned for some understanding of how she could not search into her own soul and find the beauty and love that was placed within. I then realized, I needed to do the same. Growing up in my neighborhood, children that shared my ancestry were very scarce. In middle school I became active in various organizations, and in high school I became a part colorguard, yet I still was not happy.

Agriculture in Jesus’ Time

The land of Jesus, the Promised Land (one name amongst many) is very well known by our people. During the time of Jesus, we were accustomed to walk from city to city because the area was so small, stretching from the Mediterranean Sea to the eastern border. We farmers took care of the land and made it blossom into the beautiful land it is today. Palestine holds amazing beauty that astonishes everyone who sees it. Our hills stretch across the plains with gracious lush sides. In comparison, our lakes, deserts, and forests are also astonishing. As beautiful as our land is, our climate can be frightening. One hot day and a freezing night to follow is what you might expect in our land. Today, temperatures during the day may reach seventy-two degrees, but don’t be fooled. Try visiting the barren of the Dead Sea; don’t be surprised at the 122 degree weather. With such temperatures, our water source is scarce. We treasure the Jordan River and the Sea of Galilee, for its beauty of course, but also because of or lack of water. Bread and wine is extremely important in Palestine. We value the bread and hold it sacred to our people. Jesus revealed himself when identifying a relationship between him and the bread. The wine is made from the fruit of the vine, grapes. Again, Jesus declared himself as the true vine, forming another close and sacred relationship between him and the wine. Our animals ware great. Animals such as the donkey are very important to our people because of their capability to withstand our everyday chores. A donkey, with its high value, is never to be eaten or offer up in sacrifice. We have many beautiful animals, both domestic and wild, that roam our lands, such as lions and porcupines. As a farmer, our jobs are to take care of the crops for the making of the bread because it is very important. We harvest the grain between the months of March and May. The rest of the year we make the bread for the people of our village.

Attitude Towards Work Essay

Attitude towards work and interpersonal relations as factor in job performance Statement of the problem: This study aims to determine the relationship of attitude towards work and interpersonal relations to the job performance of the employees. Specifically, this study seeks to answer the following questions: 1. What is the profile of the Employees in Drug Maker Company in terms of the following personal circumstances? 2.1 Age and Sex 2.2 Civil Status 2.3 Educational Attainment 2.4 Years of Experience 2. Do attitude towards work and interpersonal relations affect job performance? 3. To what extent do the work attitudes affect the job performance? 4. To what extent do the interpersonal relations affect the job performance? 5. What is the perception of the employees towards work attitude and interpersonal relation? 6. Is there any significant relationship between attitudes toward work, interpersonal relations and job performance? WORK ATTITUDE AND INTERPERSONAL RELATIONSHIP QUESTIONNAIRES Personal Information Name:________________________________________ Gender:MaleFemale Age: 20 yrs. and below 41-50 years 21-30 years 51 and above 31-40 years Civil Status: Single Married Widow Educational Attainment: High School Graduate College Graduate Course: _______________________________________________ Year of Experience: 1-5 years 6-10 years 11-15 years 16-20 years Others please specify: _____________________________________ Direction: Please check the appropriate answers to the item questions. The following are the symbols/letters use: SYMBOLS | | SD| Strongly Disagree| D| Disagree| SA| Strongly Agree| A| Agree| | SD D SA A| A. Work Attitudes:| 1. Your current hob is interesting and challenging.| | | | | 2. The qualifications you possess are appropriate and relevant to the job.| | | | | 3. The skills required match the tasks to be performed and consistent with the job description.| | | | | 4. The efforts demanded by the job are commensurate to the pay received.| | | | | 5. The responsibilities assumed in the job are well defined and clearly delineated| | | | | 6. The working condition (illumination, ventilation, temperature and humidity, etc.) in the office is conducive to work.| | | | | 7. There is close supervision by the office head to ensure efficiency of performance in the job assigned. | | | | | 8. You dislike your job and looking forward to a better employment elsewhere.| | | | | 9. The routine or daily task is dull, boring and monotonous.| | | | | 10. You consider work as something natural and necessary in life. | | | | | 11. The job provides you a sense of responsibility in performing the duties.| | | | | 12. A fee ling of satisfaction is attained as a result of completing the task (sense of achievement).| | | | | 13. The job offers opportunities for promotion in position as well as pay increase based on merits.| | | | | 14. The remuneration for the job position in just and position is just and fair with the nature of the work being undertaken.| | | | | 15. The interaction in the office among co-workers is cordial and harmonious.| | | | | 16. The job itself becomes a means for personal growth and professional advancement (self-actualization/Self-fulfillment).| | | | | 17. The office head being very supportive and tolerant enables you to feel confident in the job. | | | | | 18. There were opportunities for a right job which you missed by working in the present set-up. | | | | | 19. In the present job, there is no chance to improve and learn more in terms of better aptitudes and new skills.| | | | | 20. The need for recognition is much felt in the office.| | | | | B. Interpersonal relationship with peers and heads:| 1. The office head is very flexible and approachable making so easy for the workers to have closer interpersonal relationship with him/her.| | | | | 2. The working relationship within the office is formal and cautious (careful) between the head and the rank and file. Resulting in uneasy situation.| | | | | 3. The need for others to turn to for advice and direction is the reason for maintaining a particular group to interrelate with.| | | | | 4. Interpersonal relationship is part and parcel of a work place in order to establish harmony and foster cooperation with fellow workers.| | | | | 5. The head picks or chooses somebody personally close to him/her to interrelate with group.| | | | | 6. You feel insecure with group activity whether work related or personal interaction.| | | | | 7. Your admiration and respect for the office head draws you further apart from him/her.| | | | | 8. Due to office interpersonal relationship with other workers, job dissatisfaction arises as an outcome of comparison or jealousy/envy.| | | | | 9. An informal group consisting of selected employees is intended to establish some type of conformity to ideas, beliefs, personal activities which may serve mutual interests. Thus, ostracizing or excluding others.| | | | | 10. Interpersonal relationship is resorted by you with colleagues as a form of recognition and acceptance of personal identity in your part (Feeling of importance).| | | | | 11. The latest gossip or rumor is the mutual bound for interpersonal relationship. | | | | | 12. The office head or superior maintains aloofness or distancing himself/herself thus, creating gap in terms of interpersonal relationship with the rank and file.| | | | | 13. The saying that â€Å"intimacy breeds contempt† really applies between a head and subordinates in close interpersonal relationship.| | | | | 14. You prefer to be on your own; a loner or introvert, and do not establish any relationship with others.| | | | | 15. Camaraderie or comradeship makes you to experience sense of belonging by sharing common interests. This way, the informal group is the basis for interpersonal relationship.| | | | | 16. You feel nervous and insecure in the presence of the office head. As a consequence a very impersonal and uncomfortable situation in the office becomes evident.| | | | | 17. You stick to the present job or stay on because of the interpersonal relationship with loyal friends within the institution or work area.| | | | | 18. Interpersonal relationship among your peers or co-workers for solidarity or a total sense of group allegiance for a common purpose.| | | | | 19. The interpersonal relationship that exists in the institution is factional or consisting of small fragmented, splintered groups having each its own motives and objectives.| | | | | 20. Interpersonal relationship may become a recourse or outlet to confide problems and an avenue to express opinions on work related issues. | | | | | CONCEPTUAL FRAMEWORK: Work AttitudeRespectfulnessCommitmentInnovationHelpfulnessInterpersonal RelationsWork ethicsChemistryFriendshipLoyalty| INDEPENDENT VARIABLESDEPENDENT VARIABLES Job PerformanceAccuracy of workQuality of workQuantity of workTimeliness| The effect of attitudes on interpersonal relationships in the workplace is well documented in scholarly psychology literature. However, opinions regarding the types of effects that result from different attitudes vary somewhat. Regardless of the opinion of scholars, it does help for business owners to know how attitudes affect these relations among workers so that they can hire the right kinds of people and also head off any potential problems among existing employees. 1. Cooperation * One way in which attitudes affect interpersonal work relationships is evident in the way a positive attitude can engender a sense of cooperation among workers. The tendency to think positively and approach each task with a â€Å"can-do† attitude can be infectious. When it comes to collaborating on projects, the positive attitude can spill over into the way employees cooperate with one another. Those who start projects with the expectation of completing the project on time and correctly will find no excuses for not getting the work done. Those who cooperate with one another on these types of projects will generally have more positive relations with one another. Division * Workers with a poor attitude about work and the tasks they are required to complete will have a negative effect on those around them. Just as a positive attitude is infectious and spreads to others, so too do poor attitudes have a negative effect on worker relations. This can cause division in the workplace, making it difficult for employees to collaborate with one another, as the poor attitudes spill over into how they treat one another. * Sponsored Links * 3-Minute Chakra Test Take the Free Chakra Test to Find Out Which of Your Chakras Are Weak www.ChakraHealing.com Similarity * Studies show that workers who have similar attitudes, positive or negative, will inevitably attract people with similar attitudes. A 2010 article published in the International Journal of Innovation, Management and Technology reveals that workers tend to develop relationships with colleagues who share the same outlook on the world. The recognition that others have similar attitudes and values will inevitably lead to the establishment of potentially long-term relations with these employees. The article points out that the establishment of such relationships has the reciprocal effect of elevating self-esteem and strengthening the beliefs and values of those who did the attracting. Communication * Shared attitudes and values can strengthen interpersonal relations among workers by opening up the lines of communication. Communication is essential for the growth of relationships among people, regardless of whether they are colleagues. Those who have positive attitudes and are open to interpersonal communication with others will be more effective in developing positive interpersonal work relationships. Those with a negative attitude can be harder to communicate with because of their tendency to shut down or close themselves off from interacting with others. In short, the communication necessary for interpersonal relations is affected by the attitudes of the workers. Abstract Purpose – Through the lens of social exchange theory and organisation support theory, the purpose of this paper is to examine the passive, aggressive, and assertive styles of managers/supervisors that influence perceived supervisory support and to test whether the support increases employees’ satisfaction with the communication of supervisors and their organisation-based self-esteem. It also assesses whether employees’ communication satisfaction and their self-esteem influence employees’ performance, commitment and absenteeism. Design/methodology/approach – In total, 400 employees from ten manufacturing firms in India were studied through questionnaire survey. Standard instruments were used to assess the constructs. A scale was developed to measure the communication style of managers and a single item to assess absenteeism. Findings – Results revealed that assertive style of communication lends maximum support to employees. Perceived supervisory support at the workplace enhances employees’ satisfaction with communication of supervisors and organisation-based self-esteem. Satisfaction with communication fosters a strong emotional bond with organisations and the emotional bond with organisations reduces employees’ absenteeism. Originality/value – The paper shows that employees’ organisation-based self-esteem increases their job performance. Organisations can conduct training programs to develop an assertive communication style in their managers/supervisors to increase the support to subordinates; thereby its positive consequences will follow in increasing employees’ performance and commitment and reducing absenteeism. Introduction Today we are faced with the pre-eminent fact that, if civilization is to survive, we must cultivate the science of human relationships (Roosevelt, 1945). Interpersonal relationships including social relations with one another are an essential part of organisational life and sustainable success. As far as communication is concerned, words are only superficial aspects. Without human function, words can never convey the exact meaning to the other person. Effective communication builds relationships. Wyatt (2006) stated the following: Effective communication is the lifeblood of a successful organization. It reinforces the organization’s vision, connects employees to the business, fosters process improvement, facilitates change, and drives business results by changing employee behaviour (p. 6). Managerial communication drives relationships and frames the attitudes and behaviours of employees in the workplace. Attitude has three components: affective, cognitive, and behavioural. Whi le the cognitive component represents the evaluation of stimuli in the mind, behaviours are actions or reactions that occur in response to those stimuli. In measuring attitudes, only affective/feeling components are assessed in connection with communication, organisations, managers, and situations. Positive attitudes manifest in well-adjusted behaviours and negative attitudes lead to the reverse. An historical overview of managerial communication shows that the way managers communicated with subordinates is markedly different from how they do today. While employees were previously regarded as the greatest asset of an organisation, the asset metaphor has been elevated to a new level. Organisations have started recognising employees as human capital owners and investors (Davenport, 1999). As a result, the emphasis on communication â€Å"content† has shifted to â€Å"behaviour† as a part of the communication process because employees’ interpretation of supervisory communication depends not only on â€Å"what† is said but also on â€Å"how† it is said. A people-centred strategy is an important source of competitive advantage because, unlike technology, costs, or new product development, it is difficult to imitate (Pfeffer, 1998). Managers can create an environment through communication where employees feel happier and more passionate about their jobs and exhibit attitudes and behaviours necessary for improved organisational performance. Background Blau’s (1964) social exchange theory is among the most influential conceptual paradigms for understanding workplace behaviours. Social exchange theory is based on a central premise that the exchange of social and material resources is a fundamental form of human interaction. When two parties who are in a state of reciprocal interdependence interact with each other, obligations are generated (Saks, 2006). Organisational support theory, derived from social exchange theory, explains how the support of organisations affects the behaviours of employees (Eisenberger et al., 1986). It suggests that employees form a global perception of the extent to which the organisation cares about their well-being and demonstrates appreciation, called perceived organisational support (POS). Supervisors are regarded as representatives of the organisation. If employees perceive the supervisor/organisation as supportive, they feel an obligation to return this support (Rhoades and Eisenberger, 2002) i n the form of favourable attitudes and behaviours that promote employees’ performance. POS manifests in increase in in-role and extra-role performance and decrease in stress and withdrawal behaviours such as absenteeism and turnover. Assessing such constructs quantitatively, the effects of managerial communication on employees’ attitudes and behaviours can be gauged. Although relational concerns have been at the heart of management research for decades, the power of relationships has become even more salient both for employees and organisations. Accordingly, going beyond the social exchange theory (Blau, 1964) and organisation support theory (Eisenberger et al., 1986; Rhoades and Eisenberger, 2002; Shore and Shore, 1995), this study investigates the impact of perceived managerial communication styles on employees’ attitudes and behaviours through perceived supervisory support (PSS) vis-à  -vis POS. Social exchange theory suggests that if a superior (on behalf of the organisation) confers a social gift on a subordinate, the latter will feel obligated to reciprocate. POS is defined as employees’ perceptions about the degree to which the organisation cares about their well-being and values their contributions. Organisation support theory suggests that the development of POS is the employees’ tendency to assign humanlike characteristics to the organisation (Rhoades and Eisenberger, 2002). POS represents an indispensable part of the social exchange relationship between employees and the employer because it implies what the organisation has done for its employees. The supervisor on behalf of the organisation extends support to subordinates. Subordinates perceiving support of supervisors vis-à  -vis organisations cultivate positive attitudes and engage in extra-role behaviours. Subordinates are unlikely to hold favourable attitudes and behaviours when the treatment is negative or neutral (Rhoades and Eisenberger, 2002). Reciprocity and strong mutual care are emphasised in Indian culture (Srivastava et al., 2008). Indian culture stresses interdependence, sharing, and harmony with the surrounding world. While horizontal orientation and rationalism are valued by Indians, hierarchical orientation and emotionalism are also being valued (Sinha and Kanungo, 1997). The family structure in India is a close knit unit. Decisions are made only after prior consultation with the family members. Making important decisions without talking to the family is considered offensive and implies a lack of respect. These human aspects of Indian culture may have implications in the workplace. This study stresses the â€Å"human function† of managerial communication, a concept neglected in communication style research. The human function embedded in communication of managers/supervisors can affect the work relationships that can facilitate or retard employees’/subordinates’ attitudes and behaviours (Varona, 2002). While human relations practices play a key role in developing and maintaining the exc hange relationship between the employee and the organisation (Aggarwal and Bhargava, 2009), extant research offers little insight on appropriate managerial communication style that can help to build high levels of support. The role of social relationships is yet to be explicitly investigated. An issue that needs to be addressed is the specific styles of managerial communication that can promote or demote relationship building. To address this issue, one potentially helpful approach is to establish a link between the effective managerial communication styles and development of positive supervisor-subordinate relationships. Review of literature and development of hypotheses Communication styles Management is a process of working with and through others to achieve organisational objectives in an efficient manner (Lwehabura and Matovelo, 2000). Managing employees is enacted through communication (Holladay and Coombs, 1993). â€Å"The way one verbally, non-verbally and para-verbally interacts to signal how literal meaning should be taken, interpreted, filtered or understood, is known as the communication style† (Norton, 1983, p. 58). Norton (1983) classifies communication styles into ten different types – dominant, dramatic, contentious, animated, impression-leaving, relaxed, attentive, open, friendly, and precise. McCallister (1992), combining Norton’s (1983) styles, classifies communication styles into noble, reflective, and socratic. Comstock and Higgins (1997), merge Norton’s styles to four clusters of communication styles – cooperative, apprehensive, social, and competitive. Analogous to McCallister’s threefold typology of communi cation styles, Heffner (1997) groups the communication styles into aggressive, passive, and assertive (Ibrahim and Ismail, 2007). Noble style is directive and straightforward and may be equated with aggressive style. Reflective style is non-directive and may be parallel with passive style. Socratic style emphasises on analysis of details and debates and may be similar to assertive style. To understand the human aspects of managerial communication and the formation of interpersonal relations in organisations, Heffner’s classification of communication styles can be adopted to study perceived managerial communication styles. Heffner’s communication styles appear simpler and emphasise more on human relations in workplace than McCallister’s communication styles. Managers practice various communication styles. However, often one type dominants and becomes habitual. In passive communication style, managers avoid to express their needs, feelings, and feel shy to protect their rights. In aggressive communication style, managers express their feelings and opinions and advocate for their needs in a way that violates the rights of employees. While passive managers are usually unable to convey the full thrust of their message, causing irritation, delays, and rework, aggressive managers tend to be less concerned with moving things along than in preserving their own status and power over employees, though they may be successful in completing short-term goals (Newbold, 1997). Between these two extreme styles, is the assertive style. Assertiveness is a behaviour that enables managers to act in their own best interest and to stand up for themselves without denying rights of others (Arredondo, 2003). It facilitates good interpersonal interaction (Lwehabura and Matovelo, 2000) and is characterised by honesty, objectivity, openness, tolerance, accuracy, self- expression, and respect for self and others. Assertiveness can be used for creating mutual understanding and fulfilling objectives (Lwehabura and Matovelo, 2000). Assertive managers respect the needs of employees and go through the mental process of assessing what they need to know and how. Assertive managers also have the skills and confidence to challenge ambiguity and misunderstanding (Newbold, 1997). When the communication style of managers is straightforward and accurate, employees view managers as trustworthy (Tschannen-Moran and Hoy, 2000). This openness facilitates employees’ understanding of tasks and enables responsible decision making (Moye and Henkin, 2006). Assertive managers differ from aggressive managers. Aggressive managers attack or ignore employees’ opinions in favour of their own. They usually react to the given situation in a rude, derogatory, and sarcastic manner which escalates employees’ anxiety. On the other hand, assertive managers state their opinions while being respectful to employees. While aggressive managers fail to establish relationships with their employees, assertive managers build long-term relationships. The assertive communication style enables a manager to express his/her opinions and thoughts in a direct way without attacking others, refuse an unreasonable request without feeling guilty, give employees â€Å"constructive feedback† instead of â€Å"criticism†, give recognition and praise to employees at the right time and create a motivational climate, deliver a firm message by asking â€Å"questions† through a clever approach or ask effective questions to probe for facts and provoke for ideas, trust employees, and create a collaborative and congenial working environment. Employee attitudes can make or break business profitability and sustainability efforts. Although it can be difficult to change the atmosphere in a toxic workplace, it’s possible with positive thinking and actions. Listening to employee complaints and offering constructive feedback and resolutions encourages positive thinking. Learning how to appease and motivate employees can salvage talent from even the most negative work environments. Once you manage to change employee attitudes, your business can move in a positive direction. Today’s business world has just one constant–change. No matter what industry your company competes in, the business environment is always evolving. In order to survive, your business must also evolve. Too often your employees will encounter these environmental changes and respond with a negative attitude. Poor employee attitudes can derail your business efforts. This makes the managing of employee attitudes a critical management function. A negative attitude in the workplace is expressed as cynicism about job tasks, a disinterest in working with others and insubordination toward authority. The negative attitude may be subtle; for example, the employee may come in late or make frequent sarcastic comments. Both overt and discreet expressions have ramifications on an office environment. Dorene Ciletti, author of â€Å"Market Yourself,† states that a worker who exudes a negative attitude tends to be monitored carefully and is unlikely to be promoted. Coworkers also express caution about working with an individual who may weigh the project down with his bad attitude. An employee with a positive attitude shows enthusiasm and curiosity about her job. She is invested in the outcome of projects and the company as a whole. Harold Wallace, author of â€Å"Personal Development for Life and Work,† explains that an employee with a positive attitude has the potential to electrify the entire workplace. Such an attitude has the potential to increase worker productivity and overall job satisfaction.

10 Exploratory Essay Topics on the Nature of Synthesis

10 Exploratory Essay Topics on the Nature of Synthesis What is the Nature of Synthesis? How shall a student prepare to write an exploratory essay on this topic? If you’ve been given this assignment and are in need of some guidance, this introductory exposition will point you in the right direction. When discussing the term synthesis, it is necessary for the student to clarify which field of study the student is being asked to analyze. In the broadest sense, there are two types of synthesis: chemical synthesis, pertaining to physical and/or biochemical fields, and philosophical synthesis, pertaining to the field of philosophy. This guide addresses the nature of synthesis from the chemical standpoint, and these ten facts will assist the student by providing accurate information from which to form their essay. What is the definition of the term synthesis? Merriam-Webster’s dictionary offers three broad answers. First and most commonly, synthesis is defined as â€Å"the composition or combination of parts or elements so as to form a whole.† Secondly it can be defined as â€Å"the production of a substance by the union of chemical elements, groups, or simpler compounds or by the degradation of a complex compound.† Lastly, the term can refer to â€Å"the combining of often diverse conceptions into a coherent whole. In simpler terms, synthesis is the process of combining simple elements, typically organic, to form something completely new. What is synthesis used for? Chemical synthesis is part of the scientific process used in laboratories day in and day out all over the world. Chemists, scientists, physicians, and inventors in various industries rely on using chemical synthesis to study existing compounds and to create new products that are not found in nature. The process of synthesis also allows the production of certain desired products in large quantities in a controlled environment. What happens during synthesis? When two or more substances are combined, a chemical reaction occurs. The result is a â€Å"synthesis reaction,† also referred to as a â€Å"direct combination reaction,† and the resulting product is called a compound. Scientists often study and synthesize chemical compounds and elements from nature, gaining a better understanding of those compounds as a result. The opposite of a synthesis reaction is a â€Å"decomposition reaction,† in which a complex substance is broken down into its smaller parts. How does synthesis affect me directly? Synthesis takes place around the clock inside the human body. As we take in bread, meat, and vegetables, the body breaks them down and through synthesis turns the ingested elements into vitamins and nutrients needed to sustain life. Outside the body, synthesis can be viewed in the natural world all around us. If you see a rusted piece of metal sitting outside, it has come to be that way as the result of oxidation, a synthesis reaction that takes place when water comes into contact with metal to create the new compound of rust. What is a real-world example of synthesis? Let’s take a look at what many consider to be the most plentiful compound on the planet. When two hydrogen gas molecules are combined with a single molecule of oxygen gas, the resulting compound is two molecules of H20, commonly called water. Scientists in a lab can create the water compound by combining two simple elements. How is synthesis important in the world around me? Many common medications used today have come about as the result of a scientist using chemical synthesis. Chemists and physicians routinely extract simple elements from plant materials, and when certain elements are combined with others, powerful new drugs can be developed to fight such diseases as malaria or even cancer. Advancements in technology and the discovery of new forms of energy are also made possible by the science of synthesis. How is my daily life affected by synthesis? The smartphone in your pocket is the direct result of a myriad of inventors using synthesis in a lab to develop lithium ion batteries. The new blood pressure medication your grandmother takes is the result of doctors performing synthesis to discover safer, more effective drugs. Where did modern-day synthesis originate? Alchemists from ancient Greek and the Middle ages unknowingly took part in the study of chemical synthesis each time they created a new batch of wine or attempted to benefit from the opiates found in poppy seeds. True synthesis as a scientific field of study did not emerge until the 19th century. History gives the credit to a German chemist by the name of Friedrich Wà ¶hler, a pioneer in his field. His discovery in 1928 was, in fact, accidental, and came about as he was attempting to make one compound and was surprised by the unexpected creation of another. It wasn’t until the 1990’s that the study of chemical biology was formally recognized by the world’s scientific community. Are there hazards that can be connected to synthesis? There is a long list of elements and compounds that should never be mixed together in order to avoid unpleasant results. Chemists have discovered that synthesis of two unfriendly compounds can result in explosions, detonations, radical combustion, or the release of toxic or deadly gas. A real life example is the noxious cloud of fumes that result by mixing bleach with ammonia. Great care must be taken to avoid these dangerous and deadly combinations. What can we look forward to in the future of chemical synthesis? The invention of modern scientific tools has certainly helped the advancement of synthesis. As scientists continue to discover, isolate, and name new organic elements on the Periodic Table, new compounds are also being created by the chemical synthesis of those new elements. Some chemists indicate that the field of chemistry will be radically changed in the next century by the rise of â€Å"robo-chemists,† computers coded with artificial intelligence that can quickly synthesis any organic compound quickly and without error. A futuristic synthesis machine could, in effect, eliminate much of the human element. Ethicists debate the wisdom of utilizing such a machine, but many scientists agree that the advances obtained through it would transform the entire scientific industry by making exciting discoveries that may have taken a human scientist light years to achieve. This introductory guide can serve as a reference point for the student pursuing the topic in-depth. There is a vast array of additional information and research available regarding the nature of synthesis available online, at the bookstore, at your local library and most importantly in our 2 standalone accompanying guides on how to write on the nature of synthesis for an exploratory essay as well as our 20 topics on the subject hand in hand with a sample custom essay. References: Nicolaou, K.C., E.J. Sorensen, and N. Winsinnger. â€Å"The Art and Science of Organic and Natural Products Synthesis.† Journal of Chemical Education, 75, No. 10, October 1998. 10/29/2016 Retrieved from http://pubs.acs.org/doi/pdf/10.1021/ed075p1225 Davies, Huw M.L. â€Å"Expanding the art of synthesis.† Nature Chemistry Vol 1 October 2009 Retrieved from chemistry.illinois.edu/faculty/Davieshighlight.pdf â€Å"Chemical Synthesis.† Encyclopedia Brittanica. 10/29/2016 Retrieved from https://www.britannica.com/science/chemical-synthesis Usselman, Melvyn C., Steven S. Zumdahl, Richard O.C. Norman, and Carl R. Noller, â€Å"Chemical Compound.† Encyclopedia Brittanica 10/29/2016 Retrieved from https://www.britannica.com/science/chemical-compound/Binary-molecular-covalent-compounds#ref615757 Poss, Andrew. â€Å"Chemical Synthesis.† 10/29/2016 Retrieved from http://science.jrank.org/pages/6676/Synthesis-Chemical.html Anne Marie Helmenstine, Ph.D, â€Å"Synthesis Reactions and Examples.† About 10/29/2016 Retrieved from http://chemistry.about.com/od/chemicalreactions/a/Synthesis-Reactions.htm Boley, Allison. â€Å"Examples of Chemical Synthesis† 10/29/2016 Retrieved from http://classroom.synonym.com/examples-chemical-synthesis-15633.html Granger, Jill. â€Å"H20 The Mystery, Art, and Science of Water.† 10/29/2016 Retrieved from http://witcombe.sbc.edu/water/chemistryelectrolysis.html Gillaspy, Rebecca. â€Å"Biochemical Reactions: Synthesis and Decomposition.† Transcript, Chapter 3, Lesson 1. 10/29/2016 Retrieved from http://study.com/academy/lesson/biochemical-reactions-synthesis-and-decomposition.html Fernelius, W. Conard. â€Å"An Ammonia World.† Journal of Chemical Education 1931 8(1) p 55. 10/29/2016 Retrieved from http://pubs.acs.org/doi/abs/10.1021/ed008p55?journalCode=jceda8 Peplow, Mark. â€Å"Organic synthesis: The robo-chemist.† Nature Volume 512, Issue 7512, August 7, 2014. 10/29/2016 Retrieved from nature.com/news/organic-synthesis-the-robo-chemist-1.15661

Average ACT Scores What They Mean For You

Average ACT Scores What They Mean For You SAT / ACT Prep Online Guides and Tips The average ACT score for US students is a 21. The middle 50% of students score between a 16 and a 24. The following chart breaks down the nationwide average by section: English Math Reading Science 20.3 20.9 21.3 20.8 However, when you’re thinking about college admissions the nationwide average isn’t important: what really matters is the average score of the students you’re being compared with. If you’re a high achieving student applying to very selective schools you’ll need a score much higher than the national average. If, on the other hand, you’re applying to certain state schools, a 20 is a totally acceptable score. Really, the National Average Doesn't Matter If you're worrying about your ACT scores, it's probably because you want to use them to apply to college. But the national average includes every student who takes the ACT (a grand total of 59% of students who graduatedin 2015), including many who don't intend to go to college butare required to take the test as part of a statewide assessment program. When you’re applying to college or for scholarships you aren’t competing against all of these students, you’re only competing against the other students applying for that school or scholarship. The key isto have an average or higher score compared to the students you’re competing against- the national average is thus pretty much meaningless for your purposes. Let's talk about some numbers that might be more helpful in terms of setting a goal for yourself. How to Compare Yourself to Your Peers If you're still curious about how you compare to other students in a general sense, you might want to check outhow your ACTscores compare to those of other students like you, i.e. those with similar grades and backgrounds. Generally speaking, the easiest way to understand where you fall in this range is to find out the average ACT score at your high school. If you're a high-achievingstudent looking at competitive colleges, you mayalso want to consider how you stack up with other honor students. Keep in mind, though, that when it comes to college applications, these numbers are only marginally more meaningful than the national average. Average ACT Score for Your High School If you want to knowthe average ACT score at your high school, just google â€Å"[your school] ACT scores.† This approachwill be most effective if you attend a public school in a state with mandated ACT testing, though many private schools list these scores on their websites. If the SAT is generally more common where you live, you can try looking for the average SAT score and then converting it to an ACT score. Average ACT Score for Honor Students Students with high GPAs also tend to have high ACT scores. For students in the top â…“ of their class, the average ACT score is 27. For those in the top 1/10, it’s 30. These numbers shouldn’t stress you out, however, since as we’ll go over below, what’s really important is how you compare to the other students applying to the same school as you. The Key Number: the Average ACTScore for Your Ideal College As I explained above, the value of an ACT score lies in whether it can get you into the school of your dreams, not in how it compares to other student's scores. Thus, you'llneed to look up the average ACT scores for admitted students at the schools you want to apply to, in order to determine your score goal. Most schools list a range of ACT scores (the 25th-75th percentile) rather than a single number. You can look this info up by googling "[college name] ACT scores" or"[college name] ACT scores Prepscholar."Then use this worksheet to calculate your exact target score based on all the schools you’re interested in. Keep in mind that there's a considerablerange inwhat kind of scores colleges expect: the most selective schools generally have average ACT scores between 32 and 35, somewhat selective schools have average ACT scores in the mid to high twenties, and less selective schools have average ACT scores in the high teens and low twenties. You don't need to panic just because you don't have a 36. What's Next? If you haven't reached your score goal just yet, givesome of our freeACTprep resources a try. Start with the 5 general strategies you must know and then break yourprep down by section with our ultimate guides to reading, English, science, and math (coming soon). Or perhaps you'd fare better with the SAT? Usethese guides to decide whether you might prefer to focus on the other test, whether its current incarnation or the redesigned version that arrives March 2016:the ACT vs. the current SAT and the ACT vs. the new SAT. What ifyou're already scoring well on the ACT, but are struggling with a low GPA?Try these suggestions for how to work around your low grades. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.e58ff4dd-ace6-45e7-9f19-0b9396f7a42b'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Food and Agriculture Essay Example | Topics and Well Written Essays - 250 words

Food and Agriculture - Essay Example Also, the introduction of rapid growth chemicals has been applied to these resources. Upon first impression, these advancements seem to be miracles and wonders of science that would easily cater to vast growing populations that need to be fed. In his study, Altieri (2000) posited that â€Å"evidence indicates, however, that excessive reliance on monoculture farming and agro-industrial inputs, such as capital-intensive technology, pesticides, and chemical fertilizers, has negatively impacted the environment and rural society.† Monoculture, which is the agricultural process of growing a single certain crop over a wide expanse of land, has been used by many industrial farms that have been maintained through the use of huge amounts of chemicals to operate for either pesticides or artificial growth of crops. These chemicals have negative effects to the health of people after being ingested from the agricultural produce. It should also be taken into consideration that the landscaping of monoculture farms and their activities break the natural process of the environment around it through the artificial soil cultivation methods, as well as the tearing down of natural habitats for crop cultivation. Combining all these effec ts, modern ways of agriculture pose negative health issues to human beings, as much as it damages the natural