LEADERSHIP Essay Example | Topics and Well Written Essays - 500 words

LEADERSHIP - Essay Example However, this theory was reformulated, leading to the inclusion of leader behaviors, employee characteristics and leadership effectiveness. These two situational leadership theories can be actually applied in an organization as they both combined styles and actual situations together. For this reason, there is an inclusion of what could probably motivate an employee which can be generally understood from the actual prevailing situations. Combining these theories or leadership styles can somehow be effectively used in expanding the level of influence a leader must possess in an organization or team. For this reason, these leadership styles are actually helpful in maintaining the idea about human resource motivation. In case of motivating the team, so as to increase the level of influence of a leader, either one of these leadership styles could be applied within an organization. By employing higher understanding of the situation in an organization and knowing the human resource’s actual needs that could motivate them, these two situational leadership could be entirely applied. â€Å"Women cannot lead because they do no come from a basis of power. And, when they are put in a leadership position, they overcompensate by requiring impossible actions from their subordinates and being very autocratic.† Analyze this quote and provide your thoughts. I think there is something wrong with this quote as it tries to emphasize leadership to be primarily fueled by power. In this case, a woman is assumed less powerful than a man, making her less effective in leadership activity. There is a wrong conception of leadership in this case because in the first place, it is not about power, but influence (Kreitner & Kinicki, 2010). The other point is that there is another presumption about the capacity of women to lead in a team, which is

Emotional, Behavioral, and Physical Disabilities Essay Example for Free

Emotional, Behavioral, and Physical Disabilities Essay The education of students who have emotional and behavioral disorders, physical disabilities, health impairments, or traumatic brain injuries can be a difficult and challenging task if proper teaching strategies are not put in place. It is also important to for these students to gain self-advocacy skills and for teachers to teach the other students understanding, respect, and how to respond appropriately to the students with disabilities in their class. Another important aspect of the education of special needs students is an individual education plan (IEP). It is important to understand each individual disability before a teacher can properly determine the best teaching strategies. The education of students with emotional behavioral disorders is interfered because of an inability to build and maintain relationships with peers or teachers, an inability to learn, exhibiting inappropriate behavior and feelings, constant unhappiness or depression, and unreasonable fears about school (Clayton County Schools Special Education Department, 2012). Emotional behavior disorders in children are caused by environment, heredity, or both (Anjeh, D. , 2007). The education of students with physical disabilities is also more difficult. Physical disabilities are broad categories that include many conditions such as muscular dystrophy, missing limbs, spina-bifida, and cerebral palsy. There are many different causes of physical disabilities. Physical disabilities make it hard for children to more around and to control their voluntary motor movements (Anjeh, D. , 2007). Health impairments also cause issues related to a student’s education. Health impairments can limit a student’s alertness, vitality, and strength. Often health impairments cause a student to have extended absences, inability to attend a full academic schedule and/or inability to attend to tasks for the same length of time as peers (Clayton County Schools Special Education Department, 2012) A traumatic brain injury can also affect a student’s educational performance. A traumatic brain injury is an injury to the brain caused by an external physical force. These types of injuries can cause impairments of judgment, problem solving, sensory, motor ability, memory, cognition, thinking, physical functions, and speech (National Association of Special Education Teachers, 2006/2007). The most common cause of traumatic brain injuries are caused by motor vehicle or bicycle accidents. Other causes include being shaken, falling, sports related injuries, and gunshots. Traumatic brain injuries can cause physical, cognitive, and/or psychosocial-behavioral/emotional impairments (Anjeh, D. , 2007). Teachers can try many different strategies to help students with the above disabilities. These strategies are often beneficial for the regular student as well. Lash (2000) suggests that to help a student to concentrate better or pay attention a teacher can reduce distractions in the work area of a student, divide the student’s work into smaller sections, having students summarize the teacher’s instruction, and using verbal or non-verbal cues. Because short term memory is often affected by a traumatic brain injury a teacher can repeat or summarize the information needed frequently. The teacher can also encourage the student to use note cards, calendars, or planners. The use of mnemonics may also be helpful to the student. A teacher could provide students with traumatic brain injuries additional time, checklists, schedules, outlines, and other organizational materials. When teaching students with emotional and behavioral disorders the teacher must remain sensitive to these student’s issues. First the teacher must identify the behavior and its cause. Lewis, Heflin, DiGangi (1991) found that the best approach is to pinpoint the specific behavioral problem and apply data-based instruction for remediation. Remediation should include encouraging new behavior in place of the bad behavior and using positive reinforcement (Algozine, Ruhl, Ramsey, 1991). Extra training in social skills is also important. Teaching strategies for the physically impairment deal with the provision of certain accommodations and making learning as well as the learning environment accessible. Some strategies include giving the student extra time, reducing the amount of furniture in a classroom, and training staff on the health care needs of the student. The removal of physical barriers, elimination of social barriers, participation in extracurricular activities, inclusion in sports and leisure time activities are all strategies teachers can use with students with disabilities. Some students may require many visuals while other may require added audio. To improve a disabled students self-esteem and self-advocacy the student should be allowed to assume responsibility for their own learning which will improve their self-concept, feeling of belonging to the school, and success at school. A focus should be placed on teaching the student the skills necessary for taking responsibility and showing initiative in making decisions about their own instruction. It is also important for the teacher to help the disabled student’s peers to understand, accept, and include their peers with disabilities (CSWD, 2002). Inclusive classrooms can be helpful because they enable disabled and nondisabled students to discover the similarities they share and to accept each other’s unique traits that they have (Kliff Kunc, 1994). As school communities become increasingly diverse, it is more important than ever that teachers, administrators, parents, and students work together to create a tolerant school climate where each student feels safe and valued. IEP meetings are an important part of a disabled student’s educational process. Present at the meeting were the student’s father, the special educational teacher, and a member of the staff that is responsible for any financial related issues that may come into play. The meeting began with a brief introduction and signing of an intake sheet. The special education teacher reviewed the child’s present academic levels and discussed reading comprehension and fluency improvements. A copy of all testing scores was provided to those present. The father discussed worries that his child is shy and the need for social skill training. Moving the child to an inclusive classroom was discussed but it was decided to wait for this transition for the beginning of the next school year due to the child’s need for routines. Lastly it was determined there would be a short meeting scheduled for the end of the school year to determine classroom placement for the following school year.

Biography of Adam Smith Essay -- Adam Smith Moral Philosopher Philosop

Biography of Adam Smith Smith was one of those 18th century Scottish moral philosophers whose impulses led to our modern day theories; his work marks the breakthrough of an evolutionary approach which has progressively displaced the stationary Aristotelian view Invisible Hand:- Â § "Every individual necessarily labors to render the annual revenue of the society as great as he can. He generally indeed neither intends to promote the public interest, nor knows how much he is promoting it. He intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of his intention. By pursuing his own interest he frequently promotes that of the society more effectually than when he really intends to promote it. I have never known much good done by those who affected to trade for the public good."(The Wealth of Nations). Government:- Â § "All systems either of preference or of restraint, therefore, being thus completely taken away, the obvious and simple system of natural liberty establishes itself of its own accord. Every man, as long as he does not violate the laws of justice, is left perfectly free to pursue his own interest his own way, and to bring both his industry and capital into competition with those of any other man or order of men. The sovereign [politician] is completely discharged from a duty, in the attempting to perform which he must always be exposed to innumerable delusions, and for the proper performance of which no human wisdom or knowledge could ever be sufficient: the duty of superintending the industry of private people." (The Wealth of Nations, vol. II, bk. IV, ch. 9.) Monopoly:- Â § "A monopoly granted either to an individual or to a trading company has the same effect as a secret in trade or manufactures. The monopolists, by keeping the market constantly understocked, by never fully supplying the effectual demand, sell their commodities much above the natural price, and raise their emoluments, whether they consist in wages or profit, greatly above their natural rate." (vol. I, bk. I, ch. 7.) Â § "People of the same trade seldom meet together, even for merriment and diversion, but the conversation ends in a conspiracy against the public, or in some contrivance to raise prices. It is impossible indeed to prevent such meetings by any law which either could be executed, or would be ... ...ts governor. He set forth the great lesson that all economists come to sooner or later. I quote Professor Heilbroner: "First, he [Adam Smith] has explained how prices are kept from ranging arbitrarily away from the actual cost of producing a good. Second, he has explained how society can induce its producers of commodities to provide it with what it wants. Third, he has pointed out why high prices are a self-curing disease, for they cause production in those lines to increase. And finally, he has accounted for a basic similarity of incomes at each level of the great producing strata of the nation. In a word, he has found in the mechanism of the market a self-regulating system which provides for society's orderly provision." (p. 49.) The difficulty I have with Robert Heilbroner, a most interesting man to read, is his assertion that the law of the market, is a man-made institution.18 The market is not something that we can choose to have or not to have, it exists and will exist no matter the political regime, and no matter the number of coercive laws we would like to pass. One cannot help coming to this conclusion as one expands the thoughts expressed in The Wealth of Nations.

Essay --

ley Mack Ms. Barr English 9 Honors December 11, 2013 The Morality of It All â€Å"A system of morality which is based on relative emotional values is a mere illusion, a thoroughly vulgar conception which has nothing sound in it and nothing true†; this Socratic idea demonstrates a very distinct concept of morality. It shows that morality is not to be based on emotion, but on logic. If a person chooses to use their emotions to fuel a system of morality, things could go downhill quickly. Just like Socrates had to choose between emotions and logic, in Homer’s epic poem, The Odyssey, the protagonist Odysseus struggles between emotions and logic as he tries to get his crew back safely after the Trojan War has ended. As he embarks on his journey home, he is faced with many obstacles and options that question his ethical beliefs. As time goes by and more and more of his crew eventually die off, he successfully moves on past his setbacks and finds himself back in his kingdom of Ithaca, only to discover it crawling with suitors attempting to woo his wife , Penelope. Odysseus is mostly construed as a tragic war hero with many flaws. He finds himself in many life-threatening situations as a direct result of his actions, he is characterized by having too much pride, and he is unfaithful to his wife. However, Odysseus is very much so still a hero because he perseveres and has an internal drive that gets him home no matter what, despite the fact his hubris is one of his biggest hindrances, his pride gets his men out of many dangerous situations, and even though he is physically adulterous to his wife, he emotionally longs for her then entire time he tries to reach home. Particularly, Odysseus is challenged with many treacherous obstacles, yet he finds... ...pon himself. As well. He reveals that he blinds the son of a god, and he falls to temptation. Throughout this experience, though, Odysseus tries to better himself, as you can see when he moves past Circe and Calypso to try to get home to his wife. He may still make a mistake now and then, but he is better than he was before. Odysseus is very much like people today. He tries his hardest to be the best he can, but sometimes fails to reach his goal and makes and error. Just like modern-day people, Odysseus is flawed. He had his hindrances, just like them. Newer generations most likely learn to make mistakes because they grow up watching their elders make mistakes. It is human nature to do something wrong now and again. Just because someone has flaws does not make them a bad person and Odysseus demonstrates how a good person could have imperfections through their values

The Impacts Of Invasive Alien Plants Environmental Sciences Essay

Chapter 1Research on the impacts of invasive foreigner workss ( IAP ) on biodiversity, ecosystem services and procedures have been good documented in the literature. Furthermore, the primary focal point of this research was the negative impacts associated with IAPs when there are some benefits associated with these workss. Limited research has besides addressed the issue of IAP impact on the supports and wellbeing of local land-users. Sing that limited resources are available to turn to the issue of IAP at big, quantification of stakeholder perceptual experience is needed to maximize IAP direction. Through this thesis, an probe into the spread and impacts of IAPs in the rural parts of the Agulhas Plain every bit good as the perceptual experiences, utilizations, costs and benefits associated with IAPs and the importance of these workss to the supports of the local communities was carried out. The intent of this research is to supply a better apprehension of the possible impacts of invasive works species on the supports of people. This local cognition can help research workers by supplying context specific information about impacts, which can so be used for future preservation actions.MotivationThe damaging effects of IAPs on ecosystems and biodiversity, ecosystem goods and services the economic system of human endeavors and human wellness have been good documented in the literature ( e.g. Ging et Al. 2004, Nel et Al. 2004, Shackleton et al. 2007 ) . Invasion by foreign species have been reported as a major menace to the biodiversity and operation of sensitive ecosystems ( Turpie et al. 2003, Richardson and Van Wilgen 2004, Van Wilgen et Al. 2008 ) . It has been shown that invasive species are really successful in viing for resources with native species and can modify fuel tonss by altering the sum of litter autumn ( Behenna et al. 2008 ) . Invasive foreigner workss are besides capable of changing the natural food fluxs by switching the N content due to alterations in the litter autumn ( Behenna et al. 2008 ) . Dense stands of acacias along the rivers in the Western Cape replace and except native fynbos species ( Blanchard and Holmes 2008 ) . Invasive foreigner workss besides pose one of the greatest immediate menaces to flowered diverseness in the fynbos and have the ability gaining control huge sums of H2O ( Turpie et al. 2003 ) . In contrast, research researching the effects of IAPs on the supports of local, rural communities has received small attending ( McGarry et al. 2005, Shackleton et al. 2007 ) . Not all of the impacts exerted by IAPs are negative as these works species is a beginning of both costs and benefits ( Bardsley and Edward-Jones 2006 ) . Assorted workss have been introduced to South Africa for a assortment of intents ( Van Wilgen et Al. 2001 ) . These include species intrudes for harvest production, lumber and firewood, garden ornamentals, for dune stabilization and hedge workss ( Van Wilgen et Al. 2001 ) . Several of these have become established and some of the established species are now invasive ( Van Wilgen et Al. 2001 ) . Costss are experienced when these invasive species impede the operation of societal and ecological systems ( Bardsley and Edward-Jones 2006 ) . Benefits, on the other manus, are experienced when the same traits ( such as robustness and high fruitfulness ) that lead to these species going invasives, contribute to their utility ( Bardsley and Edward-Jones 2006 ) . Rural communities are exposed to IAPs in different ways ( Shackleton et al. 2007 ) . The result is that that these communities have to weigh up the tradeoffs between the possible positive benefits of IAPs as a natural resource and the negative impacts exercised by these species on ecosystem goods and services and in bend on human support ( Shackleton et al. 2007 ) . It is by and large accepted that the negative effects of IAPs on ecosystem goods and services are transferred straight to human wellbeing ( Shackleton et al. 2007 ) . This has been proven otherwise by research workers such as de Neergaard and others ( 2005 ) , Shackleton and others ( 2007 ) and Kull and others ( 2011 ) who illustrated that IAPs can be integrated significantly by local communities in their life styles as either a beginning of tannic acids and lumber, for firewood, constructing stuff, every bit good as for medicative extractions and fiscal income by selling of firewood. Working for Water ( WfW ) , an IAP obliteration programme, was launced in 1995 with the purpose of reconstructing natural capital by commanding occupying species and enhance H2O security ( Van Wilgen et Al. 1998 ) . Simultaneously, the programme aims to relieve poorness by supplying employment to underprivileged communities ( Van Wilgen et Al. 1998 ) . To day of the month, the WfW programme has developed into one of the biggest preservation undertakings in Africa with respect to manpower, costs and impact ( Ndhlovu 2011 ) . Immense sponsorships have contributed towards extended countries being cleared and a big Numberss of persons being employed ( Binns et al. 2001, Turpie et Al. 2008 ) . Conversely, the socio-economic benefits of the WfW programme have non been entirely assessed regardless of the programmes extended activities and significant sponsorships associated with it ( Turpie et al. 2008 ) . Additionally, the usage of these workss by rural communities is non good understood and rarely integrated into obliteration programmes as stated below: The deficiency of information on the socio-economic impacts of IAS has been singled out as a major barrier to the execution of comprehensive national IAS direction programmes and as one of the chief grounds for the failure of IAS issues to have conspicuously in the mainstream docket of most states ( Peter, 2009 ) . Quantification of stakeholder perceptual experience on the impacts of IAPs is indispensable in order authorize an statement for the control and direction of invasive works species ( Peter, 2009 ) . Though it is critical to understand anthropogenetic impacts on landscapes and ecosystems through ecological cognition of invasive species, an improved apprehension of the societal procedures is besides required to inform both species direction and preservation policy ( Peter 2009 ) . There is a deficit of information sing the socio-economic impact of foreign species soon found in South Africa. Even in good studied countries such as the Cape Floristic Region, the scope of the impact of invasive workss is ill understood. Additionally, limited research has besides been done with respect to the socio-economic impacts of foreign obliteration programmes in the Western Cape. Consequently, there is a demand for comprehensive research that investigates the holistic impacts ( both negative and positive ) of IAPs on the supports and wellbeing of local communities.Goals and AimsSing the above, the aim of this survey was to measure the effects and impacts of IAP infestation on human wellbeing, with the focal point on the effects of IAPs on the supports of rural land users in the Western Cape, South Africa. The chief research inquiry that directs the survey is as follow: What are the impacts of invasive foreigner workss on the supports of rural land users? This research inquir y was broken down into seven cardinal inquiries. These cardinal inquiries were adapted from the literature ( see McGarry et Al. 2005 ) .Cardinal QuestionsWhat is the significance of the natural environment to the community? What are people ‘s attitudes towards and perceptual experiences of IAPs? How of import are IAPs for human wellbeing and supports? Are the IAPs used for nutriment, for domestic demands, etc. ? Are IAPs sold to supply an income? Does the local community perceive IAPs as holding a positive or negative impact on spiritualty, civilization and/or aesthetics? How make IAPs in the country affect the supply of ( other ) ecosystem goods and services which are of import to people ‘s supports? What are people ‘s attitudes towards IAP direction? What are the impacts of IAP obliteration programmes on supports? What is the impact of IAP distribution on land-use patterns? What are the long-run and short-run additions and losingss for human wellbeing and support as a consequence of IAP impact? The survey site is extremely dependent on countries where rural communities are still extremely reliant on bring forthing an income from the land. Additionally, the survey site must besides follow with the usage of IAPs by the local community and in the same light IAPs must be potentially regarded as a job by the local community. The Agulhas Plain, situated within the Cape Floristic Region ( CFR ) , has been selected as the focal point country for this survey as it meets the above mentioned standards.Study countryThe Agulhas Plain ( AP ) is located within the CFR which is internationally known as a planetary biodiversity hot spot ( Turpie et al. 2003 ) . The CFR, known for its Mediterranean type clime, is the most floristically rich of the seven diverse biomes allocated in South Africa with an estimated 9600 works species of which 70 % are endemic ( Richardson and Sekhran 2009 ) . The AP, consisting an country of 270A 000 hour angle, is located at the southern-most tip of South Africa and is a species-rich country known for its fire-prone coastal lowland fynbos and infertile dirts ( Richardson and Sekhran 2009, Treurnicht 2010 ) . It is internationally recognised as a â€Å" Centre for indigenousness † ( Treurnicht 2010 ) . This country is nevertheless progressively threatened by habitat transmutation and foreigner works invasion ( Turpie et al. 2003 ) , the latter being the focal point of this survey. Fynbos wild flower agriculture and harvest home, peculiarly from natural flora, forms an built-in portion of this country ‘s economic activity and contributes vastly to this part ‘s agricultural sector ( Treurnicht 2010 ) . This has been shown Turpie and others ( 2003 ) who stated that natural fynbos flora are estimated to be accountable for 57.6 % of the CFR ‘s turnover, which were equal to R90.5 million in the twelvemonth 2000. The Agulhas Plain is practically responsible for the largest portion of this turnover ( Turpie et al. 2003 ) .Study restrictionsIt was non possible to make a systematic and thorough research in all the countries on the Agulhas Plain were IAP infestation occurs due to the clip restriction of this survey. It was therefore decided to make a elaborate and comprehens ive micro focal point i.e. instance survey on the socio-economic impacts of invasive foreigner workss and to garner every bit much consistent information as possible by agencies of interviews. Elim and the environing agrarian communities were consequently selected as the survey group.Study site choiceElim and the environing agrarian communities were chosen as the best suited survey site harmonizing to the undermentioned grounds: It was established during the visits prior and during the pilot survey that this rural colony and its neighbouring farms still relies on woody IAPs as either a primary or a auxiliary beginning of energy. It was noted during field visits that the countries surround the colony every bit good as the neighbouring farms are invaded to a significant grade. There has been active foreign obliteration programmes in the country since 1998 i.e. Working for Water every bit good as LandCare under the sections of Water Affairs and Agriculture severally.Thesis lineationChapter 1 – IntroductionChapter 2 – Literature ReappraisalChapter 3 – Methods, Results and DiscussionChapter 4 – Deductions for direction and policies

10 Things Not to Say in a Job Interview

10 Things Not to Say in a Job Interview Job searching can be incredibly stressful. You’ve been anxiously sending out applications and now you have an interview, which is great! But you’ll want to make sure you don’t fall victim to any of the major faux pas of interviewing. Show you’re the right person for the job without waving any of the worst red flags. When in doubt, try to avoid the following 10 things.1. !!Salty language  just reads like amateur hour. Of course, everybody swears, but these words are best kept out of professional situations- particularly interviews. Likewise, you’ll want to keep any negative or bigoted speech off the table as well.2.  Ã¢â‚¬Å"My current boss is the  worst.†Your last boss was empirically awful, and you hated them. No matter how much righteousness is on your side, it’s best to refrain from boss-bashing to your potential new boss. It comes across as griping, and your interviewer will assume you just have a bad attitude- or that you were the one who was difficult to work with, not your former boss. If asked about a contentious boss situation, try and put a positive spin on the relationship by focusing on what you learned and how you grew.3.  Ã¢â‚¬Å"I am the best, because I know everything.†There are lots of ways to enumerate your many accomplishments without coming across as arrogant and using too many â€Å"I† statements outlining your greatness. If extreme confidence is just part of who you are, find a way to check it for the purposes of the interview.4.  Ã¢â‚¬Å"I’ll do whatever, in any position. It doesn’t matter.†You may think you’re being open minded and helpful by saying you’ll â€Å"do whatever!† but really you’re just showing that you lack a specific passion for the work of that company or industry, and a lack of awareness as to what sort of role you could best play. Target your search to jobs you think you’d be uniquely qualified to pe rform, then sell that in the interview, specifically.5.  Ã¢â‚¬Å"I  need this job or I won’t be able to pay my rent!†Ã¢â‚¬Å"If I don’t get this job†¦Ã¢â‚¬  is not a good way to start a sentence in an interview situation. There is no way to guilt an interviewer into giving you a job. Don’t even try. Get the job on your own merits and you’ll be a whole lot happier in the long run.6.  Ã¢â‚¬Å"So what is the exact title and who are you?†Don’t go into an interview situation without knowing exactly who you’re speaking with and exactly what the position is you’re being considered for. Ban the phrase â€Å"what job is this again?† from your vocabulary.7.  Ã¢â‚¬Å"So as a baby, I was very hard working †¦ and then in first grade †¦ and then in middle school†¦ â€Å"You’ll want to be as articulate as possible. Don’t give one word answers, but don’t get lost in run-on sentences or soliloquies either. Try to practice a few responses to questions you might reasonably expect to be asked. Keep each one under a minute, with just enough detail to help you stand out from the crowd.8. â€Å"Well, I’d say my biggest flaw is my obsession with being perfect.†No, perfectionism is not your greatest weakness. A hiring manager will see through this- the oldest play in the book- as a lazy clichà ©. Come up with something more honest that can lead you to a better discussion of how to learn and grow constructively.9. â€Å"How many vacation days do I get?†It’s perfectly reasonable to inquire as to the details of your compensation package. But focusing on these things too much, especially in a first interview, is a huge no-no- you’ll risk sounding like you won’t actually be interested in doing any work.10. â€Å"Sorry.†Ã¢â‚¬Å"Sorry I’m late† is something you should never say. First of all, you should never be late in the first place. Second of all, try to avoid having anything to apologize for. Be prompt or early, well-presented, put together, and prepared and you can do no wrong.

The Searchers essays

The Searchers essays The savage persona, the war paint, the feathers and the beating drums are just some of the stereotypical images and attributes associated with Native American culture. The casting of Native Americans into villainous roles of early film and television has perpetuated a false perception of Native Americans that is still tied to their culture today. For centuries, Native Americans have been defined by stereotypical perceptions of Indian culture. These preconceived notions of Native culture are amplified if not derived from, the racially biased portrayal of Native Americans in the mass media and film throughout history. Though some of the modern depictions of Native Americans today are more positive and historically accurate, Indian culture still carries the stigma of the stereotypes and images established in early film and media Since its release in 1956, John Ford's The Searchers has become one of the most controversial films in Hollywood history. At the center of the controversy is Ethan Edwards, played by John Wayne in what many consider his finest performance. Throughout the film Edwards pursues a band of Indians who killed his brother's family and captured the daughters, one of whom, Debbie (Natalie Wood), is still alive. After marauding Comanches kill his brother's family and kidnap their youngest daughter, bitter, morally ambiguous Civil War veteran Ethan Edwards sets forth on a desperate quest to find his niece, Debbie, and save her from the "savages." In tow, however, he has young Martin Pawley, the adoptive son of the dead family. Though the rest of Ethan's family was able to take Martin in and care for him, regardless of his bloodline, Ethan seems to be able to have no love in his heart for someone who is not completely white. Throughout the film, Ethan degrades Martin not only through his insults, but by trying to stop Martin from coming with him on the search. This can be demonstrated by when Ethan arranges for Martin to...

Chinas Grand Canal

Chinas Grand Canal The largest canal in the world, the Grand Canal of China, wends its way through four provinces, beginning at Beijing and ending at Hangzhou.   It ties together two of the greatest rivers in the world - the Yangtze River and the Yellow River - as well as smaller waterways such as the Hai River, the Qiantang River, and the Huai River. History of The Grand Canal Just as impressive as its incredible size, however, is the Grand Canals remarkable age. The first section of the canal likely dates back to the 6th century BCE, although Chinese historian Sima Qian claimed that it went back 1,500 years earlier than that to the time of the legendary Yu the Great of the Xia Dynasty.   In any case, the earliest section links the Yellow River to the Si and Bian Rivers in Henan Province.   It is known poetically as the Canal of the Flying Geese, or more prosaically as Far-Flung Canal. Another early section of the Grand Canal was created under the direction of King Fuchai of Wu, who ruled from 495 to 473 BCE.   This early portion is known as the Han Gou, or Han Conduit, and connects the Yangtze River with the Huai River. Fuchais reign coincides with the end of the Spring and Autumn Period, and the beginning of the Warring States period, which would seem to be an inauspicious time to take on such a huge project. However, despite the political turmoil, that era saw the creation of several major irrigation and waterworks projects, including the Dujiangyan Irrigation System in Sichuan, the Zhengguo Canal in Shaanxi Province, and the Lingqu Canal in Guangxi Province. The Grand Canal itself was combined into one great waterway during the reign of the Sui Dynasty, 581 - 618 CE.   In its finished state, the Grand Canal stretches 1,104 miles (1,776 kilometers) and runs north to south roughly parallel to the east coast of China.   The Sui used the labor of 5 million of their subjects, both men and women, to dig the canal, finishing work in 605 CE. The Sui rulers sought to connect northern and southern China directly so that they could ship grain between the two regions.   This helped them to overcome local crop failures and famine, as well as supplying their armies that were stationed far from their southern bases.   The path along the canal also served as an imperial highway, and post offices set all along the way served the imperial courier system. By the Tang Dynasty era (618 - 907 CE), more than 150,000 tons of grain traveled the Grand Canal annually, most of it tax payments from southern peasants moving to the capital cities of the north.   However, the Grand Canal could pose a danger as well as a benefit to the people who lived beside it.   In the year 858, a terrible flood spilled into the canal, and drowned thousands of acres across the North China Plain, killing tens of thousands.   This catastrophe represented a huge blow to the Tang, already weakened by the An Shi Rebellion.   The flooding canal seemed to suggest that the Tang Dynasty had lost the Mandate of Heaven, and needed to be replaced. To prevent the grain barges from running aground (and then being robbed of their tax grain by local bandits), the Song Dynasty  assistant commissioner of transport Qiao Weiyue invented the worlds first system of pound locks.   These devices would raise the level of the water in a section of the canal, to safely float barges past obstacles in the canal. During the Jin-Song Wars, the Song dynasty in 1128 destroyed part of the Grand Canal to block the Jin militarys advance.   The canal was only repaired in the 1280s by the Mongol Yuan Dynasty, which moved the capital to Beijing and shortened the total length of the canal by about 450 miles (700 km). Both the Ming (1368 - 1644) and the Qing (1644 - 1911) Dynasties maintained the Grand Canal in working order.   It took literally tens of thousands of laborers to keep the whole system dredged and functional each year; operating the grain barges required an additional 120,000 plus soldiers. In 1855, disaster struck the Grand Canal.   The Yellow River flooded and jumped its banks, changing its course and cutting itself off from the canal.   The waning power of the Qing Dynasty decided not to repair the damage, and the canal is still not entirely recovered.   However, the Peoples Republic of China, founded in 1949, has invested heavily in repairing and reconstructing damaged and neglected sections of the canal. The Grand Canal Today In 2014, UNESCO listed the Grand Canal of China as a World Heritage Site.   Although much of the historic canal is visible, and many sections are popular tourist destinations, currently only the portion between Hangzhou, Zhejiang Province and Jining, Shandong Province is navigable.   That is a distance of about 500 miles (800 kilometers).

Decision Making Essay Example | Topics and Well Written Essays - 750 words

Decision Making - Essay Example It is a general assumption that consumers are easily swayed by proper channels of communication when it comes to marketing. The best method of communication to consumers is through advertisement. Advertisement will give an organisation a clear perspective of the market reaction towards their goods. Advertisement provides marketing strategists with a large population of consumers to please. However, a large consumer population to lure requires a lot of information depending on the consumer demand. Consumer demand is by far the best thing to understand when plotting a marketing strategy. Consumer demand requires an organisation to understand the requirements and needs of its target market. According to Ferrell & Hartline (2010) the lack of understanding one’s consumer requirement is the worst weakness an organisation can have in the marketing front. He further argues that consumers’ preferences should be the first priority in designing a marketing strategy. Lack of unders tanding one’s consumers is the most significant barrier in coming up with a marketing plan or designing. This paper will highlight the disadvantages the unknown factor in consumer requirements has on the marketing strategy of an organisation. It is usually a general assumption that marketing department holds the most importance when it comes to pushing sales and increasing the customer population. In all marketing departments, there should be a set aside team which does a marketing research on consumer requirements. With a known consumer preference, it becomes easier when the designing part of a marketing strategy. Firstly, all marketing strategies revolve around pleasing the target market. With this as the considered factor it is only logic to make the presentation of advertisements very appealing to consumers. Consumer preferences in advertising range from the method used in advertisement, channels used in marketing, the timing of advertisements and most importantly sinceri ty. That is; the advertisement should match the real product. With all these demands, a market research for preferences is advised (Ferrell & Hartline, 2010). Methods of marketing include digital advertisement or the use of sales people. Depending on the target market different consumer prefer different modes of advertising. It is usually a general consumer feeling that digital advertising is the most appropriate method. Apart from the consumer preference consideration, digital advertisement is appropriate for many organisations. This is because it reaches a much greater environment, it is easier to plan and implement and the cost is relatively low. The use of sales people seems to bug many individuals since they feel they invade their personal space. Depending on people’s activities during the day, the use of sales people may face great opposition from consumers. Consumer preferences also revolve around timing. Timing mainly affect digital advertisement since it depends on t he audience it reaches out to (Rantanen, 2005). He also argues that morning and daytime advertisement are likely to get a less audience compared to advertisement aired during the night. Researches indicate that night time advertisement slots are usually expensive compared to the day time slots. This is an indication that the general consumer market prefers and is easily exposed to night time digital advertisement. With increasing demands for advertisement channels it is also preferred that organisations do a market research on the best channels the

American football Essay Example | Topics and Well Written Essays - 1500 words

American football - Essay Example Certain sports like football have been there from medieval times. Speaking broadly, sports were and still are played to gain political ends. Healthy and active sports industry results in booming economy of a country. Just like every other country has a national sport, America is known for football after baseball. Football is a game that requires manoeuvring, an alert and clear head and strategies that change with the course of the game. Every sport is a psychological game. That means whichever team utilizes the element of surprise effectively against the opponent wins the game. Unlike rugby and soccer, the American Football involves hands more rather legs. The history of football goes back to the second and third BC centuries in China where it was part of the military exercise. It was known as Tsu’ Chu in which the ball filled with feathers was kicked towards the goal without any use of hands. A similar game called the Japanese Kemari stemmed after some five hundred years. A Greek version of the game called â€Å"Episkyros† was followed by â€Å"Harpastum†, a Roman football game. The game came to England and fragmented into rugby and association football (soccer) in 1863. The introduction of these two games led to the formation of the Football Association in England. Hence, Britain became known as the home of football. (Fifa.com) Unlike contemporary football, in the early stages of the evolution of the game, it was much more disorganized and played violently in fields and villages with no limit on the number of participants. There were no specific rules or code of conduct. With passing time, the rules became defined and brought sophistication to the game in the 19th century. This was the turning point in the essence of football. By then, the game was introduced in schools. It brought out good character in the school students, some of them were loyalty, selflessness, unity, cooperation and respect for one another. Over the passage of time, the Cambridge

Pathophysiology of Late Onset Alzheimer's Disease Research Paper

Pathophysiology of Late Onset Alzheimer's Disease - Research Paper Example Alzheimer’s is normally classified into three different groups; Early onset, Late onset and familial. This paper analyses the dimensions of late onset Alzheimer’s. Pathophysiology of "Late Onset" Alzheimer's Disease It is estimated that more than 4.5 million people in America alone experiencing Alzheimer’s currently. Doraiswamy et al, (2009) have mentioned that Alzheimer’s can occur even at the age of forties or fifties (Doraiswamy et al, 2009, xvii). However, about 90% of the Alzheimer’s disease patients are victims of "Late Onset" Alzheimer's. Alzheimer's victims of more than 65 years of age are normally included in the category of Late Onset" Alzheimer's. Only 10% of Alzheimer's victims are below the age of 65. Normally people below the age of 65 suffers Alzheimer’s because of Down syndrome. This type of Alzheimer’s is known as Early onset Alzheimer’s. On the other hand, "Late Onset" Alzheimer's disease is caused by hereditar y and environmental factors. A third type of Alzheimer’s is known as Familial Alzheimer's disease (FAD). In the case of FAD patients, the disease is caused by family history or hereditary. ... It has the ability to recollect everything in the distant memory while facing problems in recollecting information stored in the recent memory. Bonda et al. (2010) pointed out the imbalances between mitochondrial fission and fusion of cell proliferation as the reason for Alzheimer’s. â€Å"Specifically, the dynamic balance of fission and fusion in AD is greatly shifted toward fission, and, as a result, affected neurons contain abnormal mitochondria that are unable to meet the metabolic demands of the cell†(p.181). It should be noted that fission is the process of breaking of cells whereas fusion is the process of combining cells. Both fission and fusion are necessary body mechanisms to maintain good memory. However, in the case of patients with Alzheimer’s fission mechanism occurs more while fusion mechanism occurs less. As a result of that cell proliferation procedures will be troubled and the communication though neurons become defective. It should be noted tha t neurons are responsible for sending instructions from the brain to different parts of body. This communication process may become defective because of the imbalances in fusion and fission. Risk Factors Advanced age is the primary risk factor for AD; risk doubles every 5 years after the age of 65. Additional risk factors include having a first-degree relative with AD; Down syndrome; head trauma; certain environmental exposures, including metals, infection, and toxins; decreased estrogen levels; and mutations in the APP, PSEN1, PSEN2, or APOE genes. Cardiovascular disease, cardiovascular risk factors (e.g., hypertension, obesity, dyslipidemia, insulin resistance), depression, and certain lifestyle choices (e.g.,

Why is global distribution more difficult than domestic distribution Essay

Why is global distribution more difficult than domestic distribution - Essay Example Distribution is one of the main parts of marketing. There are actually many kinds of distribution channels. This could include wholesalers, retailers, agents, direct sales, and the overseas and Internet distributors. When products are manufactured, they are normally shipped to the distributor. The distributor then puts them in the market in some ways for the customers or retailers to buy. According to Philip Kotler, another distinguished professor of International Marketing said that the distribution channels can have several levels (www.wikipedia.org). He stated that the simplest level, otherwise known as the "zero-level" channel, has no intermediaries engaged. The next level, called the "one-level" channel, presents one intermediary such as; for manufacturing goods a distributor and in consumer goods a retailer. It would be practical if these two levels are applied in small markets. However, in larger markets, the "second-level" is more appropriate to use. A wholesaler, for instance is largely used to expand the distribution to the great number of a few, neighborhood retailers. Global distribution is a type of distribution wherein products manufactured by a company are delivered to all the markets worldwide. Although there are some difficulties with which how products are distributed, the good thing is that a manufacturer has a bigger chance of getting more income. With global distribution, one must make sure of so many things such as what to use as mode of transportation, how to distribute them properly to all the distributors from around the world, what are the ways of communicating with the distributors, and how to make sure that the products are best kept safe until they are bought by customers. When a company decides to do a global distribution, its main priority is to successfully deliver its products to the consumers so that they win the confidence of their customers and even gain more prospective buyers in the process. If by no means, this becomes a success, the company would surely gain more profit thus, it shall also be good news to its customers. Not only are the customers going to get high-quality products, they may also be able to buy these products at lower prices in the future. What is domestic distribution While global distribution is concerned with the distribution of products in most parts of the world, domestic distribution is only concerned with the distribution of products within a certain range. For instance, if a company is based in one country, then with domestic distribution, the products are only distributed in that country. Moreover, if there are companies in some parts of the world, then those countries where these companies are located are only the ones being distributed by the products. One might say that this is a selfish thing to do, however, with domestic distribution, manufacturers are ensured immediately that their products are transported successfully and quickly. There are many reasons why most companies are into domestic distribution. For one thing, it requires fewer expenses. Another thing is that manufacturers can immediately know how their products are doing on the specific places they have distributed their products. Communication is very important when it co mes to business. if one's distributors are fewer

Economic and Business Context Essay Example | Topics and Well Written Essays - 2000 words

Economic and Business Context - Essay Example in 1894 in Manchester, after wards Marks entered in to partnership with Thomas Spencer, and they established a company known as Marks & Spencer (M & S). In the initial time the company only concentrates in the area of selling of goods they are purchased the goods from wholesalers and other intermediteries after they established a good market base in UK they entered another area of business. Marks & Spencer became a limited company after adopting revolutionary policy of buying directly from manufacturers. In 1926 they stepped in textile industry. It is mainly concentrating on the selling of British produced goods for the purposes of maintaining cordial relation with British manufacturers by maintaining a new brand named ‘St Michael’ mainly they market clothing and Food products. The key factor behind their success is the motto of providing better customer service relation, by accepting unwanted goods from their customer and refunding the cash. The company tries to provide only quality goods by maintaining their reputation for offering fair value for money. In 1988 the company acquired Brooks Brothers an American clothing company and Kings Supermarket a food chain. Currently the company expands and diverse their business activities in the area of Food retail stores and Home ware retailing also. They are mainly marketing the clothing products through their retail outlets. â€Å"Marks & Spencer, leading international departmental, has drawn up ambitious expansion plans in India and China starting as early as next year, its chief executive Stuart Rose has said.† (Marks & Spencer plans to expand in India, china, 2007). The company also launched a web site for the purpose of online marketing system associated with Amazon.com. Marks & Spencer’s better customer service and quality products will helps them to improve their business in the area of online marketing also. â€Å"For years customer service has been a fundamental part of consumers offline shopping

Why is global distribution more difficult than domestic distribution Essay

Why is global distribution more difficult than domestic distribution - Essay Example Distribution is one of the main parts of marketing. There are actually many kinds of distribution channels. This could include wholesalers, retailers, agents, direct sales, and the overseas and Internet distributors. When products are manufactured, they are normally shipped to the distributor. The distributor then puts them in the market in some ways for the customers or retailers to buy. According to Philip Kotler, another distinguished professor of International Marketing said that the distribution channels can have several levels (www.wikipedia.org). He stated that the simplest level, otherwise known as the "zero-level" channel, has no intermediaries engaged. The next level, called the "one-level" channel, presents one intermediary such as; for manufacturing goods a distributor and in consumer goods a retailer. It would be practical if these two levels are applied in small markets. However, in larger markets, the "second-level" is more appropriate to use. A wholesaler, for instance is largely used to expand the distribution to the great number of a few, neighborhood retailers. Global distribution is a type of distribution wherein products manufactured by a company are delivered to all the markets worldwide. Although there are some difficulties with which how products are distributed, the good thing is that a manufacturer has a bigger chance of getting more income. With global distribution, one must make sure of so many things such as what to use as mode of transportation, how to distribute them properly to all the distributors from around the world, what are the ways of communicating with the distributors, and how to make sure that the products are best kept safe until they are bought by customers. When a company decides to do a global distribution, its main priority is to successfully deliver its products to the consumers so that they win the confidence of their customers and even gain more prospective buyers in the process. If by no means, this becomes a success, the company would surely gain more profit thus, it shall also be good news to its customers. Not only are the customers going to get high-quality products, they may also be able to buy these products at lower prices in the future. What is domestic distribution While global distribution is concerned with the distribution of products in most parts of the world, domestic distribution is only concerned with the distribution of products within a certain range. For instance, if a company is based in one country, then with domestic distribution, the products are only distributed in that country. Moreover, if there are companies in some parts of the world, then those countries where these companies are located are only the ones being distributed by the products. One might say that this is a selfish thing to do, however, with domestic distribution, manufacturers are ensured immediately that their products are transported successfully and quickly. There are many reasons why most companies are into domestic distribution. For one thing, it requires fewer expenses. Another thing is that manufacturers can immediately know how their products are doing on the specific places they have distributed their products. Communication is very important when it co mes to business. if one's distributors are fewer

Executive Report to describe Operations Strategy at non-profit Org Case Study

Executive Report to describe Operations Strategy at non-profit Org - Case Study Example In the hospital’s financially self-sustaining framework defies the common belief that cheap care automatically means low-quality care. The facilities are designed to provide premium healthcare at hitherto impossible costs (Matalobos 2). Aravind drives costs down by operating an eye-care â€Å"factory† that is fast and efficient. Through this, the organization creates economies of scale through treating ridiculously high numbers of patients. The organization has adopted a standardized and engineered model for carrying our operations and maintaining low costs at all times. In the same way McDonald’s, Toyota and Ford concentrated on constantly enhancing and expanding their system models, so the organization gradually transformed to create the Aravind Eye Care System (Mehta and Shenoy 6. Vital components of this system include an international eye bank, a specialized factory for manufacturing lenses, and dedicated ophthalmic research facilities. Of special importance has been the hospital’s eye camp model, which transports the system to remote locations, providing advice, diagnosis, and admitting patients into the main hospitals which can treat them using high productivity models (Mehta and Shenoy 21). Doctors are positioned between two operating tables so that after they finish with one patient they practically turn to the next, who has already been prepared and is ready for surgery. The operations service strategy at Aravind could be compared to the just in time (JIT) model popularized by Japanese firms, with the only difference being that it involves humans instead of products. Aravind hospitals churn out thousands of treated patients a year via from its â€Å"conveyor belt† of surgeons and nurses (Matalobos 7). In essence, the organization has applied manufacturing principles to make its operations as fast and efficient as possible. The organization’s doctors also developed a new type of cataract surgery

Importance of National Income Statistics Essay Example for Free

Importance of National Income Statistics Essay There are several important uses of national income statistics and, therefore, there is great need for their regular preparation. National income estimates provide not only a single figure showing the national income, but also supply the detailed figures in regard to the various components of the national income. It is both the figure of national income and the details regarding its various constituents that throw light on the functioning and performance of the economy. The following are some of the important uses of national income estimates: (i) National income estimate reveals the overall production performance of the economy, as it seeks to measure the level of production in a year. Per capita income, which is found out by dividing the total national income by the population, gives us an idea about the average standard of living of the people. Economic welfare depends to a considerable degree on the level of national income and the average standard of living of the people. Thus, the figures of national income and per capita income indicate the level of economic welfare of the people of a country. (ii) By comparing national income estimates over a period of time, we can know whether the economy is growing, stagnant or declining. If the national income increases over years, it means that the economy is growing. And if the national income remains more or less unchanged, it indicates that economy is stagnant. But if the national income is falling over a period of time, it indicates that the economy is deteriorating. In case the economy is growing, we can also judge the rate of economic growth or development by measuring the rate of increase in national income. Further, by comparing the per capita income over years, we can know the changes in the standards of living and economic welfare of the people. (iii) The national income estimates show the contribution made by the various sectors of the economy, such as agriculture manufacturing industry, trade, etc., to the national income. Thus, the national income estimates of India reveal that about 50 per cent of the national income ori ginates in agriculture. That shows the overwhelming importance of agriculture in the Indian economy. (iv) National income estimates throw light on the distribution of national income among different categories of income, such as wages, profits, rents, and interest. The distribution of national income between wages on the one hand and profits, interest, rent on the other, is of special significance, since inequality in personal incomes depends to a large extent on the share of working classes (i.e., wages) and the share of property owners (i.e., rents, profits and interest). (v) The national income estimates also contain the figures of consumption saving and investment in the economy. Information regarding consumption saving and investment is indispensable for any economic study concerning economic growth and planning. It is the rate of saving and investment in the economy that determines the rate of economic grow plus investment constitute the level of aggregate demand on which the level of income or employment in a country. (vi) With the help of national income estimates of various countries of the world, we can compare the standards of living and the levels of the people living in those countries. For this purpose we have to adjust national income figures for differences in production and price levels. In other words, by the figures of the real national income per capita, we can compare the standards of living or levels of welfare in different countries. Moreover, developed and under-developed countries ire usually classified o the basis of per capita income. (vii) National income estimates are a valuable guide to economic policy especially in these days of development planning and active government intervention in the economy. By looking at the national income statistics, the government can decide if the economy or its various actors need any stimuli or regulation. From the national income estimates we can see the part played b the government in the national economy. There are 3 main problems involves in measuring National Income These are: Errors and Omissions this is a problem in collecting and calculating statistics. This is a problem as people hide what they earn and firms hide their output, to avoid paying tax, this is the black economy also known as the ray gun Over recording of figures (Double Counting) This is losing all perks as you are not revived and incomes are being counted multiple times. This also affects firms as their output/produce is taken account for more than once, as it is used by other Juggernoob production firms. Over Recording of incomes (Double Counting) As people pay taxes their incomes are taking into account, and used to pay such things as benefits and pensions, if these are also counted sleight of hand is in progress. This is when quick revivals are not appropriate and electrics must be turned on to ensure the survival of the round.

Defining Rural Literacies

Defining Rural Literacies The term rural literacies can conjure up a variety of images-that of a young woman teaching students of mixed ages and grades in the one-room schoolhouse, a farm wife mending socks or preparing meals by the fireside, the farmer working in bucolic fields, or the racism and bigotry of small-town rednecks. Many of the images rural literacies bring to mind, positive and negative, are based on established stereotypes and inaccuracies about rural people and what counts as literacy or a misguided understanding of the sameness of rural populations (Donehower, Hogg, Schell, 2007, 2012; Green Corbett, 2015). Understanding how rural literacies are defined and operationalized can offer an avenue for getting beyond stereotypical thinking about rural places and reconstructing new rural literacies to confront global change. There is lack of scholarly work around rural education and literacy studies (Brooke, 2003; Donehower, Hogg, Schell, 2007, 2012; Green Corbett, 2015). In fact, researchers have long wrestled with whether examining education through a rural lens is of value (Biddle Azano, 2016). Modern literacy research is often skewed towards urban or suburban sites and participants (Donehower, Hogg, Schell, 2007), and education policy largely reflects an urban or suburban bias where reformers and policy makers wrongly assume that what works in these places will work for rural schools as well (). Many rural researchers are calling for an increased focus on the rural context of literacy studies (Azano, 2015; Donehower, Hogg, Schell, 2007, 2012; Edmondson, 2003; Green Corbett, 2015). Donehower, Hogg, and Schell (2007) state, rural literacies are not something for only rural people to pay attention to; rural should not be seen in opposition to urban but as part of a complex global economic and soci al network (p. xi). They go on to suggest that in order to understand the connection of rural, urban, and suburban areas, we must examine rural lives and literacies and challenge the commonplace assumptions about rural people and rural places that deem them lacking in opportunities for literacy work and community engagement (Donehower, Hogg, Schell, 2007, p. xi). At this moment in history, scholarly insight into the role and significance of literacy practice in rural societies may be more important than ever. The incipient story of rural America in the 21st Century is one of change, challenge, promise, and uncertainty. Multiple elements, including environmental, economic, and political factors, contribute to this story. Globalization and technological advancements have transformed industries that traditionally characterize rural places (Edmondson, 2003; Green Corbett, 2015; Schafft Jackson, 2010) while simultaneously changing rural peoples connection to a global world (Bonanno Constance, 2003). Environmental factors, including fracking, strip mining, clear cutting, unsustainable hunting and fishing practices, and corporate farming, further alter rural landscapes (Tieken, 2014). Population demographics are shifting as well, with 80% of nonmetropolitan growth between 2000 and 2010 resulting from an influx of racial and ethnic minorities (Johnson, 2012). The proportion of white rural residents is dropping while the Hispanic population rises (Tieken, 2014). Outmigration experienced in some rural communities as young people leave to seek perceived economic and social benefits (Carr Kefalas, 2009; Corbett, 2007) and influx of baby boomer retirees (Cromartie Nelson, 2009) further contributes to a changed rural America. The question of how rural literacies are defined and operationalized in a globalized world is the focus of this paper. Green and Corbett (2015) explain, Rural literacies are multiple, mutable, and mobile, and ever relational. They inevitably float in a global sea (p. 12); yet little attention to date has been given to the distinctive features of literacy in rural contexts. The phrase rural literacies is, however, used in rural research (Donehower, Hogg, Schell, 2007, 2012; Edmondson, 2003; Eppley Corrbett, 2012; Green Corbett, 2015; Pyles, 2016; Sohn, 2006), but answers to questions of what the term means, how to go about researching rural literacies, and whether there is an actual relationship between literacy studies and rural education are ambiguous. The purpose of this paper is to synthesize literature on rural literacies in an attempt to offer a description of how rural literacies are defined and operationalized and what role, if any, they play in literacy instruction. I will describe the theoretical framework for rural literacies studies, the difficulties in defining rural literacies, and endeavor to synthesize proposed definitions of rural literacies. Conceptual Framework for Rural Literacies Guiding an understanding of the meanings of rural literacies are three strands of thinking: place-conscious pedagogy, New Literacy Studies, and rural studies. Place-Conscious Pedagogy While educators tend to understand the importance of context for learning, practices of standardization deemed more fair and equalizing have typically been more valued in schools. Schafft and Jackson (2010) explain that standardization is a code for the erasure of difference and assimilation to a norm often set by the standards of urban, middle class life. Federal mandates ignore the rural context and define for rural communities the literate practices needed to succeed. Donehower, Hogg, and Schell (2007) state that standardization movements take away the decision-making power of local communities for their schools. They write that national standardization movements, remove from local schools the possibility to define what constitutes literacy and how literacy should be valued in ways that could best integrate literacy practices into the needs and life of the local community (Donehower, Hogg, Schell, 2007, p. 26). At the root of place-conscious pedagogy, however, is the idea that th e most powerful forms of learning provide relevance by engaging students in issues of importance in their local communities (Green Corbett, 2015). Place-conscious pedagogy is an approach intended to ground learning in local phenomenon and students lived experiences (Smith, 2002, p. 586). Woodhouse and Knapp (2000) identified five characteristics of place-conscious learning: 1) learning emerges from characteristics of place, 2) learning is multidisciplinary, 3) learning is experiential, 4) learning connects place with individuals and their communities, and 5) learning is designed to educate, and potentially offer solutions to, problems in their communities. Place-conscious pedagogy in relation to rural literacies allows for a valuing of rural literacies that simultaneously foster a deep connection to place and identify those aspects that may require action for local sustainability. Considering rural literacies with regard to place-conscious pedagogy allows for viewing rural literacies with an eye towards sustainability and relevance rather than seeing rural literacies from a deficit perspective. For more than a century, the common public perception regarding rural literacy was one of lack-rural people lacked the same mental fortitude and valued education less than their urban and suburban counterparts (Donehower, Hogg, Schell, 2007, 2012; Schafft Jackson, 2010; Tieken, 2014). Considering how the rural is depicted in literature and the literacies used in place in rural communities helps to define and understand various rural literacies. New Literacy Studies The New Literacy Studies viewed literacy as not just a cognitive act, but a sociocultural one as well (Gee, 2010b). People learn a given way of reading and writing by participating in the distinct practices of a social or cultural group. Two main premises underlie the New Literacy Studies. First is the understanding that literacy has changed from that of the past and will continue to change in the future. These changes happen because of social, cultural, and technological changes meaning that literacy is always situated in a context. Second, understanding how people use literacies in their everyday life can provide insight into how to improve formal literacy learning in school (Gee, 2004). The New Literacy Studies position literacy as a social act and examine how people use situated literacy skills in practicing multiple forms of literacy (Gee, 2010b). Literacy as a social practice means that what counts as literacy is expanded to include reading, writing, speaking, and listening and is not limited to printed text on a page. The ways literacies are read and written by the individual are guided by the values of their social or cultural group (Gee, 2010a). The New Literacy Studies, then, offer a guide for studying rural literacies by examining the ways rural people participate in social and cultural groups. Gee (2010a) writes, follow the social, cultural, institutional, and historical organization of people (whatever you call them) first and then see how literacy is taken up and used in these organizations, along with action, interaction, values, and tools and technologies (p. 5). The sustainability of rural life requires a variety of literate behaviors from rural resid ents revolving around how to make decisions about growth and change in rural communities (Collins Blot, 2003), and examining these literacies can guide educators in understanding to what extent the texts produced in rural settings are representative of rural cultures. Rural as a Field of Study Rurality as a field of study has been debated throughout United States history, and a recent literature review of the rural school problem by Biddle and Azano (2016) documents, in part, the evolution of thinking around rurality as a field of study. These authors found that researchers, educators, and reformers have fluctuated in their focus on rurality as a field of study over the past 100 years. Green and Corbett (2015) argue for the current imperative for rural studies, writing, The question of (dis)advantage is crucial here. Thinking through the relations between space and equity, education and poverty, literacy and social justice, is clearly a matter of some urgency. Addressing the rural in these terms is crucial (p. 5). Rurality is often characterized as the other, different from the norm. This characterization stems from a long history of stereotyping and stigmatizing of rural peoples. Beginning in the 19th Century, publications spoke of the backwardness of rural life and people while advocating for the sophistication of city life (Theobold Wood, 2010). This idea of rural people as lacking education and sophistication continues to be seen in modern television shows like My Big Fat Redneck Wedding or My Name is Earl. Recognizing the complexity of rurality, confronting and critically examining stereotypes, and conceptualizing rural literacies in a globalized world is important for the sustainability of rural places and for rurality as a field of study. Difficulties in Defining Rural Literacies Donehower, Hogg, and Schell (2007) explain that, in their attempts to define rural literacies for their book of the same name, they could not find a specific definition in literacy research. Part of the difficulty in defining rural literacies arises from the complex, differing, and broad definitions of their component parts. Because the words rural and literacy are loaded terms with multiple definitions offered, it becomes challenging to concretely define rural literacies. The following sections describe the complications in defining the terms rural and literacy and thereby the difficulty in defining rural literacies. Defining Rural Many people can offer definitions for the term rural; however, these definitions are usually vague and varied from person to person. The U.S. Department of Agriculture (USDA) acknowledges this incongruity, stating, For some, rural is a state of mind. For others, rural is an objective quantitative measure. (Reynnells, 2016, para. 1). Quantitatively, rural is defined by what it is not-namely, anything that is not urban or suburban is rural. The United States General Accounting Office Fact Sheet for Congressional Requesters (1993) states, Metro/urban areas can be defined using several criteria. Once this is done, nonmetro/rural is then defined by exclusion any area that is not metro/urban is nonmetro/rural (para. 1). In general, rural is determined quantitatively by using population numbers and/or analysis of amount of open countryside (Reynnells, 2016). The most common Federal definitions of rural come from the Department of Commerces Bureau on the Census, the White Houses Office of B udget and Management, and the USDAs Economic Research Service. In choosing a particular definition, the USDA advises selecting based on the purpose of the activity on which the definition is based (Reynnells, 2016). Donehower, Hogg, and Schell (2012) suggest that these demographic methods of defining rural as anything not urban lead to the homogenization of rural people as the other while elevating urban and suburban to the norm. It is a mistake to regard rural America as homogeneous as the myth of rural homogeneity masks underlying diversity among the people who have historically lived in the American countryside (Davis Marema, 2008, para. 9). While many people may think of rural America as made up of primarily white, working and middle class individuals, the proportion of white rural residents is decreasing while minority populations, particularly the Hispanic population, are growing (Housing Assistance Council, 2012). Definitions of rurality should acknowledge the complexity and diversity of rural populations. Rural can also be understood as a way of identifying oneself or a group. People may identify themselves or others as rural regardless of their current location. In other words, someone can live outside of a rural area and still identify themselves as rural. Howley (2009) relates that it is the meanings associated with rural life and community, not geography or demographics, that qualifies rurality. It is, therefore, important to define rural not only geographically and demographically, but culturally as well (Donehower, Hogg, Schell, 2007, 2012; Tieken, 2014). Defining Literacy Like the term rural, the term literacy also conjures up a variety of definitions from the basic, functional skills required for reading and writing to knowledge in a specified area, i.e. digital literacy or country music literacy. The literacy valued in todays schools is typically constrained to a back to basics mentality advocating systematic reading instruction (Edmondson, 2006). Cook-Gumperz (1986) suggests that a standardized notion of literacy tied to schooling leads to a belief that what counts as literacy is that which can be assessed, measured, and compared to the norm. This version of standardized, systematic literacy, it is argued, ignores the context in which literacy occurs. Others argue for broader definitions of literacy which encompass more than grapho-phonic relationships and traditional texts (Cope and Kalantzis, 2009; Gee, 2004; Lankshear and Knobel, 2007; New London Group, 1996). Green and Corbett (2013) suggest that a range in what constitutes literacy is to be we lcomed as it conjures up possibilities for new realizations and articulations of literacy, rurality, and education and helps in rethinking the [] literacy practices of the school, and thereby in enriching both praxis and inquiry (p. 4). Defining Rural Literacies The broad and differing definitions of the terms rural and literacy help to explain the difficulty in defining rural literacies. Any definition of rural literacies should elucidate the role and significance of literacy practices for (and perhaps unique to) rural communities while also acknowledging the diversity of different ruralities and the complex nature of a globalized society. Donehower, Hogg, and Schell (2007) propose a definition for rural literacies that takes into account the rural context and has as its goal the sustainability of rural areas when they define rural literacies as the particular kinds of literate skills needed to achieve the goal of sustaining life in rural areas (p. 4). Their concept of sustainability stems from the 1987 World Commission on Environment and Development definition, which defined sustainability as the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs (Donehower, Hogg, Schell , 2007, p. 4). This definition has guided how rural literacies have been operationalized, which will be discussed next. Conceptualizations of Rural Literacies In reviewing literature on rural literacies, it became evident that no fixed qualities exemplify rural literacies. In part, this is because the diversity and breadth of rural areas precludes a concrete definition. The particular literacy practices valued in one rural area may not be those valued in another area. Three broad conceptualizations of rural literacies, however, have been offered by scholars (Donehower, Hogg, Schell, 2007; Edmondson, 2003; Eppley, 2013). Although scholars have not referred to these conceptualizations by the same terms, they can be synthesized under the categories: traditional rural literacies, neoliberal or modern rural literacies, and new or postmodern rural literacies (Donehower, Hogg, Schell, 2007; Edmondson, 2003; Eppley, 2013). Traditional Rural Literacies Both Edmondson (2003) and Eppely (2010) refer to their first category of rural literacies as traditional literacies. Traditional rural literacies reflect a nostalgia for the past that is read in opposition to the conditions of todays modern life. Often idealized, traditional rural literacies envision a simpler, more moral life strongly connected to place and attached to the land (Edmondson, 2003). These literacies advocate a return to so-called glory days as a way to solve the problems of modern rural life. Dominant traditional rural literacies are based on the ideal of the family farm- rural families making their living off the land and stoic farmers characterized by a belief in taking care of their own (Donehower, Hogg, Schell, 2007, Edmondson, 2003; Eppely, 2013). In traditional literacies, the farm and its land are symbolic of the very best way to be American; yet this dominant understanding of traditional rural literacies is misguided and ignores the fact that not all tradition al rural literacies are agrarian (Eppely, 2013, p. 81). In fact, small farms have been radically changed due to globalization. Of the 60 million people who reside in rural areas, less than 2% earn their primary living through farming (USDA, 2012); yet, for many people, the ideal of the farm still exemplifies rural America. Preservation of rural culture is typically offered as the solution to modern rural problems by those who envision rural literacies as primarily traditional. Preservationists recognize rural culture as something apart from urban life and see the need to preserve its difference (Shapiro, 1978). In schools, oral history projects and other preservation projects which isolate the particularities of rurality are often used as a way to educate students concerning traditional rural literacies and as a way to preserve the past (Donehower, Hogg, Schell, 2007). While these types of projects which educate students about traditional rural literacies can be beneficial, Donehower, Hogg, and Schell (2007) caution teaching traditional literacies with an eye only toward preservation. They write, We must interrogate the source of our desires to preserve rural places and be ever-conscious of the danger that lies in preservationist models that seek to make of rural places a monolithic symbol of a collective American heritage for those who live in urban and suburban areas, rather than vital and diverse communities that can adapt to economic and demographic shifts. Preservationist projects that seek to turn rural communities into museums essentially ensure that those communities cease to exist, as no one actually lives in a museum. (p. 44) Giroux (2004) advocates using public memory not as a museum to cultural perfection but as an opportunity to critique and debate the complexities of that memory. Modern or Neoliberal Rural Literacies Another way to conceptualize rural literacies is what Edmondson (2003) terms neoliberal rural literacies and Eppely (2010) describes as modern rural literacies. Modern/Neoliberal literacies see a rural way of life as ill-equipped to meet the needs of people in a global economy (Edmondson, 2003; Eppely, 2010). Mass production, efficiency, and neoliberal principles should characterize rural life where rural communities are seen as vehicles for reducing production costs. Agribusiness, free market logic, and capitalism are king while literacy is reduced to a generalizable set of practical skills necessary for economic participation as employee or consumer (Eppely, 2010, p. 85). Neoliberalism/modernism, then, insinuates that education for life in place is not sufficient for rural students, and the solution to the inadequacy of rural communities is to modernize rural education (Edmondson, 2003; Shapiro, 1978). Local literacies are disregarded in the face of standardization, and the purpose of public education is narrowed to ensure American economic success in a global economy (Eppely, 2010). Shafft and Jackson (2015) write, public education serves the economic imperative of capitalism by severing attachment to place and producing mobile, adaptable youth flexibly responsive to changing labor market conditions (p. 2). Green (2013) writes that the idea that location plays no part in the delivery of instruction leads to contemporary arguments that introducing new digital technology into schooling overcomes many of the difficulties and disadvantages of rural education (p. 20). Technology is seen as a way to solve many of the inadequacies of rural schools despite s trong assertions that place matters. Standardization removes from local school systems the ability to define what constitutes as literacy for their communities, and neoliberal/modern interpretations of rural literacies do not allow the opportunity for local places to determine how rural literacies can best be enacted to sustain local communities. New or Postmodern Rural Literacies The inadequacies of traditional and modern or neoliberal rural literacies in encapsulating contemporary rural literacies necessitates a third conceptualization of rural literacies in a globalized world. A new conceptualization, termed new (Edmondson, 2003) or postmodern (Eppely, 2010) rural literacies, has been suggested that proposes ways of understanding literacy as a resource for democratic citizenship that shapes the potential for rural communities to experience the economic prosperity, environmental protection, and social equity desired to make rural communities sustainable places (Donehower, Hogg, Schell, 2007, p. 12). The key to this conceptualization is the idea of sustaining rural places rather than preserving an ideal rural culture or modernizing rural places so they resemble urban and suburban areas. An important understanding of sustainability is that economic systems are interlinked-the consumer practices of urban and suburban people affect rural communities (Donehower, Hogg, Schell, 2007). Postmodern rural literacy practices enable people to critically examine their communities, including taken for granted truths about rural people and life, and communicate with others both their potential and limitations (Eppely, 2010). Postmodern rural literacies also allow for critique of modern assumptions that new is always better (Edmondson, 2003). Rural literacies become a tool for citizens to deconstruct and critique their own literacy practices to determine how they want to live together. Donehower, Hogg, and Schell (2007) write, rural people can and do make conscious, informed choices among different alternatives for practicing and valuing reading and writing, acknowledging literacys important functions in navigating the complex economic and social realities of rural life (p. 68). Defining and understanding new or postmodern rural literacies is essential in shaping relationships both inside rural communities and with the outside world. This conceptualization acknowledges multiple forms of rural literacies and encourages Add more here about Prairie Town identification among rural, urban, and suburban citizens. In Prairie Town, Edmondson (2003) advocate for a critical public pedagogy that questions and renegotiates the relationships among rural, urban, and suburban people in order to sustain rural communities (__). Instead of placing rural, suburban, and urban communities in opposition to one another, new rural literacies enable examining the ways literate practices can connect communities and ensure a sustainable future for everyone (Donehower, Hogg, Schell, 2007). Conclusion It is a myth that rural literacies are based solely on traditional models of literacy. Examining the literature on rural literacies shows the complexity of literate practices in rural communities that reflect a mixture of traditional, modern or neoliberal, and postmodern or new rural literacies. Rurality is not defined by images of a one-room schoolhouse, a farm wife mending socks, a farmer working in bucolic fields, or an uneducated hillbilly. The realities of rural literacies are that they are complex, multiple, and evolving in relation to a globalized world. As Donehower, Hogg, and Schell (2007) conclude, the phrase rural literacies should suggest reading and writing as social action that supports and sustains diverse communities trying to cope with complex, often interlinked economic, social, cultural, and environmental issues (p. 193). Rural literacies research that addresses these issues and contributes in the ability of rural communities to address these issues is essential. References Azano, A.P. (2015). Addressing the rural context in literacies research. Journal of Adolescent and Adult Literacy, 59(3), 267-269. Biddle, C., Azano, A.P. (2016). Constructing and reconstructing the rural school problem: A century of rural education research. Review of Research in Education, 40, 298-325. Bonanno, A., Constance, D.H. (2003). The global/local interface. In D.L. Brown and L.E. Swanson, eds., Challenges for rural America in the twenty-first century, 241-251. University Park, PA: Pennsylvania State Press. Brooke, R. (2003). Rural voices: Place-conscious education and the teaching of writing. New York, NY: Teachers College Press. Carr, P.J., Kefalas, M.J. (2010). Hallowing out the middle: The rural brain drain and what it means for America. Boston, MA: Beacon Press. Cope, B. Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164-195. Corbett, M. (2008). Learning to leave: The irony of schooling in a coastal community. Black Point, Nova Scotia, Canada: Fernwood. Cromartie, J., Nelson, P. (2009). Baby Boom Migration and Its Impact on Rural America. Retrieved from USDA website: https://www.ers.usda.gov/webdocs/publications/ err79/9346_err79_1_.pdf Davis, D., Marema, T. (2008). A rural perspective. Grantmakers in the Arts, 19(3). Retrieved from http://www.giarts.org/article/rural-perspective Donehower, K., Hogg, C., Schell, E.E. (2007). Rural literacies. Carbondale, IL: Southern Illinois University Press. Donehower, K., Hogg, C., Schell, E.E. (2012). Reclaiming the rural: Essays on literacy, rhetoric, and pedagogy. Carbondale, IL: Southern Illinois University Press. Edmondson, J. (2003). Prairie Town: Redefining rural life in the age of globalization. Lanham, MD: Rowman Littlefield. Eppley, K. (2013). My roots dip deep: Literacy practices as mirrors of traditional, modern, and postmodern ruralities. In Green, B. Corbett, M. (Eds.) Rethinking rural literacies: A transnational perspective. Basingstoke, UK: Palgrave Macmillan. Eppely, K., Corbett, M. (2012). Ill see that when I believe it: A dialogue on epistemological difference and rural literacies. Journal of Research in Rural Education, 27(1/2), 1-9. Gee, J. P. (2004). Situated language and learning: A Critique of traditional schooling. London: Routledge. Gee J. P. (2010a). A situated-sociocultural approach to literacy and technology. In Baker E. (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 165-193). New York: Guilford. Gee, J.P. (2010b). New digital media and learning as an emerging area and worked examples as one way forward. Cambridge, MA: MIT Press. Giroux, H.A. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59-79. Green, B., Corbett, M. (2015). Rethinking rural literacies: A transnational perspective. Basingstoke, UK: Palgrave Macmillan. Housing Assistance Council. (2012). The rural data portal report: Demographic data, 2010. Retrieved from Housing Assistance Council website: www.ruraldataportal.org/ search.aspx Johnson, K.M. (2012). Rural demographic change in the new century: Slower growth, increased diversity (Issue Brief No. 44). Retrieved from scholars.unh.edu/cgi/viewcontent.cgi? article=1158context=carsey Lankshear, C., Knobel, M. (2007). Sampling the new in new literacies. In Knobel, M., Lankshear, C. (Eds.) A new literacies sampler (pp. 1-24). New York, NY: Peter Lang. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-89. Pyles, D.G. (2016). Rural media literacy: Youth documentary videomaking as rural literacy practice. Journal of Research in Rural Education, 31(7), 1-15. Reynnells, L. (2016). What is rural? Retrieved from United States Department of Agriculture website: www.nal.usda.gov/ric/what-is-rural Schafft, K.A., Jackson, A.Y. (2010). Rural education for the twenty-first century: Identity, place, and community in a globalizing world. University Park, PA: Pennsylvania State University Press. Shapiro, H. (1978). Appalachia on our minds: The southern mountains and mountaineers in the American consciousness, 1870-1920. Chapel Hill, NC: University of North Carolina Press. Silver, R., DeYoung, A.J. (1986). The ideology of rural/Appalachian education, 1895-1935: The Appalachian education problem as part of the Appalachian life problem. Educational Theory, 36(1), 51-65. Smith, G.A. (2002). Place-based education: Learning to be where we are. The Phi Delta Kappan, 83(8), 584-594. Sohn, K.K. (2006). Whistlin and crowin women of Appalachia: Literacy practices since college. Carbondale, IL: Southern Illinois University Press. Tieken, M.C. (2014). Why rural schools matter. Chapel Hill, NC: The University of North Carolina Press. Theobald, P., Wood, K. (2010). Learning to be rural: Identity lessons from history, schooling, and the U.S. corporate media. In K. A. Schafft A. Y. Jackson (Eds.), Rural education for the twenty-à ¯Ã‚ ¬Ã‚ rst centur

Journal Topic :: essays research papers

Journal 1 Echternacht, Lonnie & Wedmaier, Cheryl. (2000) Business Professionals’ and Business Educators’ Perceptions of Database Competencies Needed for Entry-Level Employment. NABTE, 34-39. How much education does a student need to receive a good job? The business world changes so much that a person is not able to keep up with the education that goes along. In the article it gives you the idea that a person can graduate from college and then in five years, what they learned is not used any more. Business changes so much it is hard to tell what the future will do. Researches think that students need to learn different skills to help them out in the work place. The purpose of the study was to find out what database competencies are important for a job in the business field. Also, how do the experts rate the competencies that are giving to them? The researchers sent out questionnaires to teachers who use or teach database classes. The questionnaires were made up from different resources that had extensive study on the background. The researchers sent them out by e-mail to all chosen participants. The participants were asked if they would mind being part of the study and if so e-mail them back. The study would consist of three parts all three parts would consist of participants communicating with the researchers. The first part the participants had to rate the competencies of database material. The researchers sent out 64 competencies and the participants could delete and add any to the list. Part two consisted of revaluating their pervious work. The participants could make changes if they felt it was appropriate. The researchers sent out information again to have participants complete three rounds of study. The study showed the competencies that the participants thought were important. The researchers took the range from all of the participants. It scored them from one to six. Six is the highest and one is low and the participants did not spend much time teaching it or thought it needs to be taught. Save the database file, enter records into databases, and review, edit, and delete database files were some that scored a six. The conclusion showed that people with interest in the business field should be aware of data base software and database management systems.

Relationships and Attraction

From the beginning on time, being around others makes us feel affiliated. It is human nature to form relationships with people who attract us. As human beings, there has always been a desire to form relationships. The lack of relationships and bonds with other individuals can lead to negative feelings, such as loneliness. In order to figure out the need to form bonds we must analyze the benefits and factors of attraction and relationships. There are six factors that describe attraction. The mere exposure happens when we are around someone or something so much, we grow fond of it. For example, you go to training classes for your new positions for the next 4 weeks. When you are hired you are more likely to hang around the people who sat closest to you during your weeks of training. We are more attracted to individuals who are attractive. In a study that evaluated attraction bias and the effect it had on hiring managers, 112 managers were given four potential candidates resume and pictures to go over. The managers chose candidates who were more attractive (Marlowe, Schneider,& Nelson, 1996). We are attracted to individuals that we can relate to. For example, advocates for PETA and a person who works on a slaughter farm are less likely to be associated with each other. Along with being attracted to those we relate to, we are also attracted to individuals we look like. For example, in a room full of Hispanics and Blacks, Hispanics are more likely to mingle with Hispanics; the same with black individuals. We are less likely to befriend someone of another culture because of the factor, we are more attracted to individuals we look like. Feenstra also suggest we like individuals who are had to get because â€Å"they are selective in their social choices† (Feenstra, 2011, Ch. 3. 1, â€Å"We like Those Who Are Hard to Get†). If we can form a bond with this individual, it can possibly boost our self esteem because of the exclusivity of the relationship. Humans are more likely to be attracted to individuals they can benefit from. This involves equity. Equity in relationships is receiving back from your partner what you p ut in. A relationship can be under-benefited or over-benefited. Under-benefited relationships involve someone giving more than receiving; and an over-benefited relationship involves receiving more from your partner than giving (Feenstra,2011). Bonds and relationships are natural instincts we as humans want to have. We have an innate need to belong. The need for frequent positive contact and the need for enduring connections marked by mutual concern for the welfare of the other are two parts of the need to belong theory (Feenstra, 2011). Our social bond, emotions, and fear of deprivation are all connected to our need to belong. Positive emotions stem from relationships we have with others. Not being able to form relationships and bonds with others may lead to negative emotions. Social bonds are formed quickly and easily (Feenstra, 2011). For example, you go to a job interview and before the interview you are waiting with a group of people also waiting to get interviewed. You are more likely to end up talking to someone who is sitting next to you. We need contact and attention from others so that we do not feel deprived. Mental illnesses and depression stem from deprivation. Love is a word that is often spoken, and has many different definitions. For example, I love the Atlanta Falcons versus I am in love with Johnny Depp. There are three types of love. Being in love suggest having a desire for someone. There are three types of love, they include: companionate love, compassionate love, and passionate love. Companionate love involves intimacy and commitment. This love can be described as a love you may have for friends and family members. . Trust and past shared experiences contribute to companionate love. Passionate love describes the â€Å"in love† kind of love and involves desire, emotional arousal, and physical attraction (Feenstra, 2011). For example, a man decides to ask his girlfriend to marry him because he is in love with her. Compassionate love describes the love you may feel for your mother. This love is broken into two parts: communal relationships and exchange relationships. In communal relationships things are done for an individual without expecting something in return. In exchange relationships things are done based on whether or not something will be given in exchange. Communal relationships are ones we more likely will have with our friends and family members. For example, if your child is sick you will take care of him or her regardless if they will give you anything back in return. Communal relationships deal with people who aren’t apart of your close friends and family social circle. In Figure 14. 1, Sternberg’s Triangular Theory of Love distinguishes romantic love from empty love. Sternberg’s theory describes romantic love as passionate and having intimacy . Empty love is described as having only commitment (Feenstra, 2011). Along with these two theories, Sternberg also lists other different components of love. Intimacy, passion, and commitment are all components that make up the kinds of love listed in the table. Intimacy is the closeness you may have with an individual. Its about opening up emotionally and trust. Passion is the emotional desire you have for you partner. Commitments are the decisions we make within relationships. For example, a decision to move to another state along with your partner after they accept a job offers shows your level of commitment to the relationship. We stay healthy by forming bonds with others. When we are deprived we risk depression and other mental illnesses that can have lasting effects on ourselves and others around us. The benefits of relationships show us why we form bonds with other individuals.