Social groups Essay Example | Topics and Well Written Essays - 750 words

Social groups - Essay Example The podcasts portray targeted actions that cause immense psychological or even physical injuries to the victims. Just as with any other form of crime, the actions of the perpetrators did not only disregard the basic rights of the victims but also caused them varied forms of injuries. However, the listening process elicited a number of emotions beginning with anger especially after assuming the position of the people the various speakers discriminated. After listening to the experiences of the speakers a sense of guilt engulfed me because I have often prejudged others based on their physical appearance. Hate crimes have varied psychological effects both to the perpetrators and to the victims. Most victims often suffer from depression and anxiety among other psychological distress. Such victims may often acquire antisocial behavior while others may develop an equal measure of hatred for others thus decide to retaliate whenever possible. The psychological effects are varied and systemat ic. As explained earlier, hate crime affects the identity and self-esteem of the individual victims. The crime affects the minority group thus instigating a social disharmony in the society. The society acquires a systematic disruption as people form groups with people of similar identities. Listening to the seven sections of the broadcast presented the diverse nature of hate crime prevalent in the society. The section included racial discrimination, gender based discrimination and other prejudiced comments against individuals.

Colonial America between 1492-1763 Essay Example | Topics and Well Written Essays - 1000 words

Colonial America between 1492-1763 - Essay Example King Philip’s War, also known as â€Å"Metacom’s Rebellion,† a war between the colonists of New England and the various tribes of the surrounding areas, was but one example of the clash of cultures between Native Americans and Europeans; however, it is significant in history as a clash of cultures for a number of reasons, including its number of casualties, the fact that there were no clear divisions along cultural lines, and that it marked the end of hope that the Native American could be integrated into European society in the New World. In 1675, the Wampanoag chief Metacom resolved to drive the settlers out of what he saw as his land. His father, Massasoit, had ruled with gentle wisdom during his time as sachem (chief) of the Wampanoag, going so far as to befriend the settlers and set up trade with them, but Metacom saw things differently.3 It was up to him, he felt, to drive the settlers off his lands, or else he would one day be left with nothing.4 He told E uropean authorities very simply, â€Å"I am determined not to live until I have no country.†5 The preceding years of peace and harmony, of trade and prosperity between settlers and Native Americans were quickly coming to an end. Ironically, this great conflict was almost avoided. A man by the name of John Sassamon, who had grown up as a Wampanoag but attended Harvard College where he had been given his English name, warned the governor of Plymouth Colony that Metacom had sent word to various tribes to gather and attack.6 Sassamon pleaded with the governor to be allowed to stay at Plymouth Colony, fearing revenge for his warning; the governor heartily dismissed him and sent him back to his tribe.7 This action would prove to be dire in starting the conflict between the two cultures. It did not take long for hostilities to come to a climax. Sassamon was discovered a week later, his body found in a frozen pond with the neck broken.8 The governor was alarmed, and recalling the war nings he had been given, decided to assert his authority over the Native Americans.9 When he received reports that it was two Wampanoag warriors that had been seen murdering Sassamon, he entered the village of Metacom, dragged the warriors back to Plymouth Colony, and had them tried and executed in short order.10 To Metacom, this was seen as a gross injustice of his power, and only served to reinforce his belief that the settlers intended one day to take over both his tribe and all lands.11 Revenge was the only option left, and therefore, it was the option that was taken. The attacks began immediately. First to fall was the southwestern Plymouth settlement of Swansea, which was quickly burned and the settlers driven off. 12 Over the next months, Metacom took his war to various tribes and settlements all around New England.13 Skirmishes and battles erupted within Massachusetts, Rhode Island, and Connecticut, with tribes rallying around both sides.14 More than twenty towns and settlem ents were attacked in Massachusetts alone.15 It would not be an exaggeration to say that everyone had chosen sides, both settler and Native

Environmental Ethics Essay Example | Topics and Well Written Essays - 500 words - 1

Environmental Ethics - Essay Example The term â€Å"unconsciously† is used to describe how widespread information is to any individual, however acquisition and grasping of said knowledge only a few dares to achieve; thus creating confusions not only to those who fail to understand but also to those who are not ‘abled’ to think. Luckily for those incapable, humans’ actions directly affect them no matter how they evade it. A great illustration of which is how much humans value nature nowadays. Organizations after organizations spring up waving their missions and objectives, fighting for what should’ve obviously been done decades ago, and teaching what each individual should have known since they started school, namely, environmental awareness. Knowing what to do and knowing what should be done are two different things. The latter requires researching while the former calls for action. Change is what should be done, and in order for it to progress people need to start from themselves. Proper waste disposal and pollution are only two of the many environmental concerns haunting each household every day. These two are the most common for these two give birth to the others and they are caused by people’s lack of discipline. Humans are the main contributor of wastes and pollution universe-wide. Waste disposal and pollution are the most critical environmental issues that need to be dealt with because not only do these two bring about the rest; they also have the easiest solution --- change in human behavior. Bearing in mind how beneficial it is not only for each household but for the entire world; if only people will finally learn the value of their environment, will greatly affect how people view these concerns thus making them realize that taking care of the environment is for their own good. Anthropocentrism is the easiest way of making human being realize how big their part in our environment. Using this point of view, they will be able to see

Military leadership Essay Example | Topics and Well Written Essays - 1000 words

Military leadership - Essay Example Military leadership is entirely different from other leaderships like organizational leadership or a nation’s leadership. In organizational or national leadership, both autocratic and democratic methods are prevailing whereas in military leadership, the scope for democratic style of functioning is zero. In other words, subordinates in militaries don’t have the authority to question the leadership styles or functioning of their superiors. This paper analyses military leadership and its various dimensions. Various dimensions of military leadership â€Å"Military leadership is the process of influencing others to accomplish the mission by providing purpose, direction, and motivation. Command is the authority a person in the military service lawfully exercises over subordinates by virtue of his rank and assignment† (Notes on Military Leadership, n. d). Power is an essential part of military leadership. It should be noted that power and influence are some of the major characteristics of a successful leader in every organization. The above fact is 100% true in the case of military leadership. Even though Adolf Hitler was a controversial leader, he was one of the perfect examples of military leaders who utilized power for effectively to lead their sides to victory. Hitler had not shown any mercy either to the enemies or to his fellow military men. In other words, both the enemies and the friends equally were afraid of Hitler and his power. Hitler was also successful in motivating his soldiers with the help of his oral skills and charismatic way of presenting things. In fact he motivated the entire German nation by saying that Germany had suffered a lot because of the Treaty of Versailles signed at the end of WW1. He educated the soldiers and the public that Germany lost their pride because of the above treaty and it is the duty of every German to work for regaining their lost pride. Hitler taught the soldiers that Germans are the most glorified pe ople in the world and they have the right to rule the entire world. In short, Hitler is an example for how well a military leader can use his power and generate motivation among the subordinates to accomplish military missions. Mentoring is used as a leadership development strategy in many of the current military training colleges. â€Å"Conceptually, mentoring is often described as a close, developmental relationship between experienced and less experienced individuals† (Sullivan, 1993). Experienced military leaders may have enormous experience in dealing with different types of difficult situations. Knowledge about such situations is necessary for the upcoming military leaders. Through mentorship, experienced military leaders transfer their knowledge and experience to their juniors so that junior leaders will be benefitted immensely while countering tough situations in future. Compared to other organizations, military produces great leaders more in number because of various reasons. â€Å"First, in all services, military leadership qualities are formed in a progressive and sequential series of carefully planned training, educational, and experiential events—far more time-consuming and expensive than similar training in industry or government† (Colonel Kolditz, 2009). It should be noted that military is an organization which is receiving huge funding for the training and development of soldiers. Both theoretical and practical aspects of

Rhetorical Analysis Franklin Delano Roosevelt Essay Example for Free

Rhetorical Analysis Franklin Delano Roosevelt Essay Yesterday, December 7th, 1941, a date which will live in infamy. Those are the words of Franklin Delano Roosevelt. Those words will be eternally repeated when discussing the topic of Pearl Harbor. The words contained in this speech show his utter disdain pertaining to the attack on Pearl Harbor. The purpose of President Roosevelts Pearl Harbor Address to the Nation was to educate the nation on what had happened on December 7th. He also wanted to justify his reasons for needing to go to war with the Empire of Japan. Each and every word in this distinguished speech played on the emotions of the american people, and it provided significant support for his purpose. The powerful words Roosevelt used in the address gave strong support that grabbed the American peoples attention, and. One convincing statement he makes was when he said, The United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. Roosevelt wanted to be sure that the congress and the nation knew the facts behind the tragedy. In that short statement he informs the people that he had no idea that the attack was coming, in his words the attack came suddenly. He also tries to explain Americas relationship with Japan before the attack in this section, The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific. That showed the American people what events had taken place prior to the disaster at Pearl Harbor. He wanted the people to know that he was under the impression that the two nations were at peace, and that they were nowhere near a state of war. Another purpose for the address was that Roosevelt wanted to justify going to war with the Empire of Japan. One such section of the speech was when Roosevelt said, The distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued  peace. Roosevelt tried to make his audience feel appalled by the actions of Japan in that excerpt. He wanted to show the audience that Japan was deliberately misleading the American People into having them believe that all they wanted was to make an effort for peace, when at the same time they were preparing for war. In the speech addressing the nation he stated that after the Japanese had attacked Pearl Harbor they did not stop their. They continued on to attack neighboring countries and city-states. He tried to convince the audience that not only the lives of the American people were at stake but the lives of surrounding countries that may not be able to defend themselves. No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory, through this passage the president wanted to reassure his audience that if they did in fact go to war the end result would be that America will obtain absolute victory. The President not only wanted to educate the American people on the events that occurred, but he also wanted to reassure them if they did in fact go to war, they would come out victorious. Roosevelts striking words helped a nation recover from one of the greatest tragedies in the nations history. Roosevelt believed that through his words the nation would hold their ground and beat back any enemy that would come their way.

Review Of Intensive Farming Systems

Review Of Intensive Farming Systems The intensive farming systems of developed countries, such as United Kingdom seek to maximize yield through what is usually described by agricultural economists as Best Management Practice (BMP), which involves the most efficient use of all inputs, including fertilizers, herbicides, seed varieties, and precision agricultural techniques (Goulding et al, 2008). (BMP) Fertilizers have been central to this approach, which has resulted in a tremendous increase in productivity over that last 40 years. For example, the efficient use of improved fertilizers, combined with new varieties of wheat and the successful use of crop protection chemicals, has increased grain yields from 3 tons per hectare to approximately 10 to 11 tons per hectare today (Goulding et al, 2008). Moreover the current market economic incentives facing many farmers are likely to encourage excess fertilizer application (Scott, 2005). It is generally recognized that if eventually the adoption of market prices for most agric ultural goods without any subsidies became a reality, in order to be competitive with the lower production costs of developing countries in South America, Asia, Eastern Europe and the Former Soviet Union, the pressure to intensify even the most UNITED KINGDOM intensive production systems will as well become reality despite the negative consequences on the environment (Goulding et al, 2008). The purpose of this study is to examine the socio-economic determinants of intensity of fertiliser application in non-organic cropland farms in England using a panel data model (panel data). The quantitative and behavioural studies in agriculture are frequently based on the notion that the family business is managed by a single decision-maker the person who exerts the financial and managerial control over the farm unit (Morris and Evans, 2004). This perspective derives from neoclassical economies and implies that decisions for the business are taken by a single entrepreneur (War and Lowe, 1994). However this study differs from much previous research into the estimation and clarification of the technical drivers responsible for fertilizer application by including variables that relate to both farmer characteristics and farm economic aspects. It will be followed an argument commonly accept in the literature that farmers tend to over-apply fertilizer from an agronomic perspective (i.e. , more than warranted to attain a given yield target) essentially given the uncertainty about environmental growing conditions (Sheriff, 1995; Scott, 2005). (apply mainly N). Nonetheless the author will have in mind that the fertilizer inputs into agricultural systems in the UNITED KINGDOM occur mainly via Nitrogen (Velthof et al., 1998) with the general objective to reduce the probability of poor yields and moreover increase the variance in profit. However, given the emergent apprehension with the impact of agriculture on environment and society, there has been a growing need to develop a more comprehensive definition of agriculture productivity (Pretty, 1998; Defra, 2002). Although government policies will not be addressed or recommended specifically, the author hopes to open a new channel for discussion. As Annan (2005) argues it is imperative to aim at a reasonable balance between the level of technical detail and the availability of meaningful data describing future development of new and improved categories of abatement options. Consequently contributing to reach the 10per cent inorganic fertilizer reduction by 2020 with consequent reductions in N2O emissions (Entec, 2004), and moreover contribute to UNITED KINGDOM reach the overall national target of 80per cent GHG reduction by 2050(ADAS, 2009).(reduce emissions) Agriculture and fertilizer Agriculture is one of the most successful sectors in terms of productivity growth, has outpaced the rapid growth in demand for its output for the past decades (Shaink el al, 2002). (agri success). This trend has provided hefty social benefits, such as increased the accessibility of agricultural goods usually at a lower price, provision of jobs and therefore rural sustainability, energy and also positive environmental effects, such as aesthetic value, carbon sequestration by soils and trees, and other additional benefits that are linked with good husbandry such as maintenance of natural habitats and countryside landscape (Shaink et al,2002; Scott, 2005) (social benefits / positive extern). However, is largely referenced in literature that the increased use of chemicals either fertilisers or pesticides in agriculture intensive systems is associated with hidden costs due to environmental pollution in soil, water and atmosphere -, consequently has amplified the negative social effects o n the natural environment (eg. Shaink et al,2002; Scott,2005 ) (pollution1). This argument is supported by an analysis of the externalities from UNITED KINGDOM agriculture made by Hartridge and Pearce (2001), finding that negative externalities amount to at least  £1 billion, and positive externalities offset approximately half of these negative effects (negative/positive external). Farmers and fertilizer application The main question rises once more, what are the fertilizer application determinants? For a typical farm manager, output is what matters most to the business survival and prosperity. Consequently, farmers apply fertilisers since they represent personal benefits in the form of improved outputs and incomes, however plants absorb fertilisers just up to their needs only, therefore surplus fertiliser over and above the needs of plants can cause harmful side effects (Scott, 2005) either on the farm profit or in the environment. (more/less fert plant). A given agricultural input bundle might result in wide diverse output levels according to the level at which random factors operate (Gallacher, 2001) (input output). Rounsevell and Reay (2009) clarify the previous argument stating that land use and therefore fertilizer application changes are driven primarily by farmer decisions, which are affected by the economic environment (output and input prices), soil features, crop and livestock yields, timeliness of field operations, availability of investment capital, subsidies as well as the socio-cultural attributes of individual farmersThe first driver is clearly an agronomic argument, since agronomists agree that crop nutrient uptake is higher in years with good growing conditions (Babcock, 1992), therefore if a farmer applies the optimal amount of fertilizer for mean growing conditions, and in a particular year those conditions are better than expected, there will be too little fertilizer and decrease in production. On other hand if weather conditions are not conducive, there will be too much fertilizer (Sheriff, 2005), thus a risk-neutral farmer applies fertilizer at a higher rate as long as the expected gain in profit from the increased yield is higher than the expected loss in profit from wasted fertilizer. Another hypothesis is proposed by Rajsic and Weersink (2008). They argue that while there may be agreement on the functional form of crop response to fertilizer, there will be differences in the optimal rate between locations. Numerous studies have reported that the maximum economic nitrogen rate varies spatially and that the degree of variability can be substantial (Carr et al., 1991). As a consequence there is a need to analyze the spatial variations in order to state the yield potential of the field and/or region, the underlying assumption is that yield potential is directly linked to the productivity of nitrogen, so fields with higher estimated output receive higher rates of fertilizer (Rajsic and Weersink 2008). Dai et al (1993), however, found that nitrogen and soil quality are complements, and soil quality uncertainty and nitrogen availability are linked which will increase nitrogen demand and consequently nitrogen input. Additionally Rajsic (2008), Sheriff (2005) and also Dai el al (1993) argue that one of the main causes for over-fertilisation might be related to the uncertainty about weather and soil characteristics that can lead both risk-averse and risk-neutral farmers to over-apply nutrients, therefore the decision to apply a little extra just in case is particularly appropriate if the cost of over-application is low compared to the cost of under application (Rajsic, 2008) (a little extra risk averse). This idea is supported by Sherriff (2005), arguing that farmers will apply more fertilizer than a crop can use due to a perception that the general recommendations are not appropriate for their individual situations. Smill (1999) argues that the application of N is fairly inefficient in most farms, since farmers are applying nitrogen at levels that exceed those suggested by either government extension services or by the optimal nitrogen appliance (Rajsic and Weersink, 2008) (N inefficiency). Approximately half of Nitrogen applied during a growing sea son is typically recovered in the crop biomass throughout that season, therefore this inefficiency represents a noteworthy cost to farmers and an important consequences for ecosystem and human health as Nitrogen moves beyond the farm level in several aqueous or gaseous forms, such as N2O(Matson et al., 1997, 1998; Galloway, 1998). In practice evidence suggests that farmers systematically over-estimate the impact of additional nitrogen relative to agronomists models and therefore they maintain their beliefs after seeing results from experimental plots (SriRamaratnam et al., 1987). If farmers perceptions are incorrect, these beliefs will lead to over-application, conversely if their sensitivity is correct, analysts may infer excess nutrient applications where none exist. Thus if weather, the relation between fertiliser prices and output prices and soil features are not main and/or the only drivers behind fertiliser application, which characteristics does the farmer have to apply more or less fertiliser compared to those with the same features and constraints? The effect of fertilizers on the environment The relatively cheap price of Nitrogen in relation to its yield improvement benefits, and allowing farmers substantial management flexibility, has been a central contributory factor in determining its overuse and consequently the environmental impacts reported below. It is known that Agricultural emissions of nitrous oxide have fallen by 13 per cent over the 10 years up to 2005 and the trend is continuing (DEFRA, 2007).However despite this reduction in the UNITED KINGDOM and other major developed countries, the major direct emissions of greenhouse gases (GHGs) are from agriculture methane (CH4) caused by enteric fermentation by ruminant livestock and manure management, and nitrous oxide (N2O) from soils (Gibbons, 2005). Additionally methane has a global warming potential 21 times greater than carbon dioxide while nitrous oxide global warming potential (GWP) is considered 296 times that of the same mass of carbon dioxide (Houghton et al., 2001), consequently fairly small concentrations of this gas are sufficient to induce drastic changes in the atmosphere. At current estimates N2O contributes about 7 per cent of the greenhouse gas emissions in terms of the GWP (Winiwarter, 2005). As a result, among the gases considered by the Kyoto Protocol, N2O i s ranked third in importance behind carbon dioxide (CO2) and methane (CH4) (Winiwarter, 2005). Seinfeld and Pandis (1998) add that N2O is a very stable compound in the atmosphere, with a mean lifetime of 120 years, so the emissions will have an effect on the global concentrations in the atmosphere for many decades. The same authors argue that N2O is able to strongly absorb infrared light, thus it also exerts a considerable effect on the earths radiation absorption. Therefore is obvious the magnitude of nitrogen fertilization emissions has a dramatic effect on the environment. Approximately 1per cent of the anthropogenic Nitrogen input into agricultural systems is emitted as nitrous oxide, with agriculture as a whole contributing to 66per cent of total UNITED KINGDOM nitrous oxide emissions in 2006, 95per cent of it via direct emissions from agricultural soils (IPCC, 2006). In addition, fertiliser manufacturing is energy-intensive (Rounsevell and Reay, 2009). Carbon dioxide emissions from ammonia production most of which is for fertiliser use made up 0.3per cent (1.6 million tonnes) of UNITED KINGDOM CO2 emissions in 2006 (DEFRA, 2006). Nitrogenous fertiliser consumption in the UNITED KINGDOM increased by nearly 300 per cent between 1961 and the late 1980s, regardless of the decline in agricultural land area (roughly 15per cent in the same time interval) indicating a large increase in application rates per unit area of land over this period (Rounsevell and Reay, 2009). As stated previously, fertiliser Nitrogen consumption gradually declined after 1990, reaching a rate of around 1.2 million tonnes per year in 2006 (DEFRA, 2008). As Smil (2000, 2001) argues, Nitrogen (N) is a key input in agriculture, therefore we cannot simply exclude or limit the application of it to meaningless values. We should instead open a new channel of discussion in order to improve or formulate new policies in an enhanced cost-efficient way that decreases damaging effects on the environment and improves farms profits. This can only be achieved if each of determinants of fertilizer application are well understood. Project scope UNITED KINGDOM agricultural features UNITED KINGDOM land use is still largely dominated by agriculture. In June 2008 about 77 per cent of the total land area of the UNITED KINGDOM, which represents approximately 18.8 million hectares, was used for agriculture proposes (DEFRA, 2008). This proportion is relatively large compared with the average of 50 per cent in the EU27, and 54per cent, 47per cent and 50per cent for France, Germany and Spain, respectively (Angus et al, 2009). Despite these figures, agricultures contribution to GDP and employment in the UNITED KINGDOM is low, at about 0.5per cent and 1.8per cent respectively (DEFRA, 2009). Of this area, about 28 per cent is allocated to arable cropping, including fallow land, and 67 per cent to grassland, mostly permanent pastures, and 58 per cent (10.2 million hectares) is considered lowland, defined as land less than 240m above sea level. (Angus et al, 2009). In England due to patterns of agricultural land constraints relative to soils and topography features, the majo r concentration of grassland and livestock farming is located in the North and West, and arable farming in the East and South (Angus et al, 2009). Consequently, the largest farms in the UNITED KINGDOM are concentrated in southern and eastern England (Ward, 2000). The agricultural sector in the UNITED KINGDOM is composed of over 300,000 holdings, varying widely in size and type, employing an assortment of different farming practices and use of inputs such as soil and water as well as fertilizers, land and waste management (DEFRA, 2009). One common aspect among the major countries in the EU is that the farming population is getting older. Eurostat show in 2000 that in UNITED KINGDOM only 5.2 per cent of farmers were under 35 years old, compared to 7.4 percent in 1990. The absolute number of under 35s had fallen over the last decade by 6,000 which represents more than one third. Over the same period, the proportion of holders with 65 years old and over had risen from 22.1per cent to 25 .3per cent (DEFRA, 2007). Regarding the educational level, between 1990 and 2005 there has been almost no change to the overall proportions, roughly three quarters of farmers have no formal agricultural training, with the remaining 25per cent equally divided between the higher education levels (DEFRA, 2007). Another important point relates to the fact that 38per cent of managers of the largest farms have proper agricultural education compared to just 7 per cent on the smallest farms (DEFRA, 2007). Personal Characteristics effects on farm efficiency In modern agriculture there is an increasing need to produce policy evaluation studies in order to be acquainted with the major drivers behind the decisions made by farmers within a socio-demographic context. Numerous studies that have identified a significant variation in the physical and financial performance achieved by farmers operating within the same economic and environmental constraints (Wilson et al, 2001;Rougoor et al, 1998). Therefore, it is pertinent to inquire the reason why this variation occurs. Kay and Edwards (1994) argue that in many occasions the variation in management is the cause of performance fluctuation (farm management). However, unlike physical factors of production (e.g. land, labour, and capital) management is not directly observable, consequently this causes difficulties to any analysis that attempts to explain the management influence on farm performance. Rougoor et al. (1998) defined management capacity into two components: personal feature (e.g., drives, motivations, social factors and education) and features of the decision-making process (e.g., procedures in planning, implementation and control of decisions). Moreover, it is argued that the decision-maki ng process is obviously influenced by the link of the factors stated above, and if any of them is excluded the cause of farm efficiency variation might be incorrectly measured (Wallace, 1974; Kay and Edwards, 1994; Poggi-Varaldo, 1998;Rougoor et al, 1998; Wilson et al, 2001) . Rougoor et al. (1998) highlights the argument that a manager may hold beneficial personal skills however fails to accomplish high performance due to a poor decision-making process. Previous research made by Huffman (1974) found a positive impact of human capital on allocative efficiency in agriculture. In particular, these authors argued that education diminishes the time needed to adjust to changes in production options and/or price ratios. An additional factor that might explain the farm efficiency variation is the farmers age. Burton (2009) emphasises the strength of age as an indicator since age reflects the level of experience which might be a complement or even a substitute of education. In order to demonstrate the significance of education in this subject, Lockhead et al (1981) presented a detailed survey of studies analysing the effect of farmer education on farm management efficiency using the results from 37 data sets, investigating the effect of institutional education and non-formal education. They concluded that in 31 of these data sets, institutional education was found to have a positive and significant effect, and 8 of which provided evidence th at non-formal education was also significantly positively related to productivity. An additional reason for more efficient input and output combinations being attained by more educated farmers is given by Welch (1978) and further by Gallacher (2001), both arguing that optimum firm size is correlated with education as it relates to optimum scale of production, usually the higher education level obtained, the larger the size of the farm being managed. In this study, it will be exploit formal education as one of the explanatory causes in the possible efficiency dissimilarity between two or more farms with the same constraints, due to the difficulty in accurately measuring non-formal education. However, the author is conscious that the final outcome might be ambiguous since these two forms of education are usually complements (Lockhead, 1981; Mook, 1981; Asfaw, 2004). Data Source Farm Business Survey The FBS is widely recognised as the most comprehensive and independent survey of farm incomes and provides an authoritative data source on the economic and physical performance of farm businesses in England and Wales. It is undertaken each year by the Department for Environment, Food and Rural Affairs (DEFRA) and the National Assembly for Wales (NAW). In England, the survey is conducted by a consortium of seven FBS Research Centres Universities of Cambridge, Newcastle upon Tyne, Nottingham and Reading, and Askham Bryan, Duchy and Imperial Colleges, led by the University of Nottingham. Its members work in partnership, using uniform standard practices in reporting their findings to ensure consistent data quality, accuracy and validity. The principal function of the Farm Business Survey (FBS) is to inform the UNITED KINGDOM Government and EU agricultural policy makers of the current financial state of the different sectors of UNITED KINGDOM farming. The FBS also provides full management accounting data on the agricultural activities of farm businesses, location, physical and environmental characteristics of the farm and several measures of non-agricultural activity, such as farm household characteristics. The survey uses a sample of farms that is representative of the national population of farms in terms of farm type, farm size and regional location. Since 2005/06 approximately 2400 individual farms took part in this survey of which roughly 2000 are English (the rest being from Wales). Results are compiled using accredited documents and personal interviews and written up into Farm Business Survey yyyy/yy. .

Motivation Theories: Maslows Hierarchy

Motivation Theories: Maslows Hierarchy It is interesting to learn more about motivation because it has a long way to grow a business. First of all, motivation can be explained in simple terms as desire or willingness to do something; enthusiasm: keep staff up to date and maintain interest and motivation (Oxford dictionaries online, 2012). Motivation can be defined as Motivation is a reflection of the reasons why people do things. All behavior is therefore based on choice-people choose to do things that they do (Richard, 2007, p553). Moreover, Cole states that Motivation is the term used to describe those processes, both instinctive and rational, by which people seek to satisfy the basic drives, perceived needs and personal goals, which trigger human behavior. (Cole, 1995, p119).The motivation is one of the employer needs which encourage him to be more loyal and work with more enthusiasm. Motivation theories Maslows Hierarchy Maslows theory relates motivation to a hierarchy of needs with basic needs at the bottom and higher needs at the top as in Figure 1. The first level is the physiological needs such as food, housing and clothingà ¢Ã¢â€š ¬Ã‚ ¦is it enough to allow you to enjoy life. The second level is safety needs it is needs for stable environment relatively free from threats and it is security that your job is safe and secure that your working condition are safe. The fourth level is love and belonging it is being recognized for doing your job well, for example a feeling of belonging with your colleagues they support you and communicate with you. The fifth level is self-actualisation it is being promoted and more responsibility also given the chance and the scope to develop new ideas. ( Richard,2007,p557, from class) Maslow argued that there was a relationship between the different classes, the needs at the bottom of the hierarchy are basic and they need to be satisfied before a person can move on to the next level. For example an individual has not eaten; he or she feels hungry and as a response he or she eats and diminishes feelings of hunger so he or she cannot work well before this need is satisfied. Maslows theory became an early useful framework for discussions about what people needs may experience ate work also the ways in which their motivation can help them to meet managers. One criticism of this theory is that systematic movement up the hierarchy does not seem to be a consistent form of behaviour for many people. Figure 1: Hierarchy of needs (GOOGLE) Taylors Scientific Taylors motivation theory is created in 1911 and this theory is called a scientific management theory, thats mean a relation between science and management at the organization of work. According to Taylors research motivation thinks that money is the first thing which motivates people to work. But give to the employers some promotion and time to think about them self can help them to improve and work more seriously. Taylor believed that monetary reward was an important motivating factor. This is known as piece work. He lined how much money a person earned to how much the produced in a day. Their output was linked to a piece rate if people worked hard and produced a lot that day they would earn a lot of money, if they didnt work hard and didnt produce much they would not earn a lot of money that day. (From class) There are some problems with Taylors approach. He treats people as machine rather than as humans. He assumes that people are only interested in getting money from work in fact people want other things from work, a service of achievement, friendships with colleagues and work fulfills more than just monetary needs. Elton Mayo Elton Mayo (1880-1949) participated in Human relations Movement. He contributed with the social research performed at the Hawthorne plant of the Western Electric Company in Chicago, USA, between 1927 and 1932, and named the Hawthorne Studies. Elton Mayo is considered as the founder of the human relations movement. He was working on some studies concerning fatigue; accidents and labor turnover at work when he was approached by executives of the Western Electric Company for advice. The studies were conducted over several years in a number of different stages, as follows: first stage (1924-1927). This was carried out by the companys own staff under the direction of Messrs Pennock and Dickson. This stage was performed with respect to the effects of lighting on output. One group, had a consistent level of lighting, the other group had its lighting varied. The experimental group productivity increase even when the lighting was reduced to a low level. Stage two (1927-1929) is to make more d etailed study of the effects of differing physical conditions on productivity. In this research the separated six women working in the relay assembly section from the rest and they give them rest pauses and lunch times different in timing and in length. The result was that their productivity increased in better and worse conditions. The women productivity increased because they were the center of attention.(Cole,2004,p33) Mayo suggested that motivation at work was promoted by such factors as: -a good communication with the employer -a good teamwork which the employer feel relaxed -showing interest in others -ask the other before to make a decision -ensuring the wellbeing of other -ensuring work is interesting and non-repetitive Mayo believe that motivation encourage employer to work more and to choose their position in the work. 1-4 Herzberg Herzberg concentrated on satisfaction and dissatisfaction at work. His theory is sometimes called the two-factor theory which divided into: -Motivators factors or satisfiers for example: work itself, responsibility, achievement. -Hygiene factors or dissatisfies for example salary, company policy, working conditions.(Cole,2004,p37) The factors of motivators are all related to the actual content of the work place and job responsibilities. The hygiene factors are good or adequate will not in themselves make the person satisfied, by ensuring that they are indeed adequate. In other part, where these aspects are bad, extreme dissatisfaction was reported by all respondents. The work of Herzberg has tended to encourage attention to such as factors as: Suitable supervision which encourages the labor force rather than restricts it. Job enlargement programs, job enrichment and job satisfaction which can often be increased through work restructuring. The setting and achieving of targets and objectives. In order to manage the two-factor approach to motivation effectively, attention in the following areas: -A management style, attitude and approach to staff, trust and honesty, limitations or technology concerned in the work itself. -General factors of status, believed in, given opportunities for change and development of the organization. -staff has a good relationship between each other that is facilities the successful of the activities within organization.(Pettinger,2007,p560) David McClelland McClelland (1961) and his colleagues have examined how people think and their work led them to identify three categories of human need which are: Need for affiliation: to develop and maintain interpersonal relationships. Need for achievement : to show successful task results and take personal responsibility Need for power: to be able to influence and control others and to shape events. (Boddy,2002,p399) McClelland secluded need for achievement as a main human motive, and one that is influenced strongly by personality and by environment. Humans with a high need of achievement seem to have characteristics such as: their need for achievement is consistent, they seek tasks in which they can exercise personal responsibility, they prefer tasks which present a challenge without being too difficult and which they see as within their mastery and they want feedback on their results. Also they are less concerned about their social or affiliation needs. McClelland realized that the need for achievement is affected by education, childhood experiences and culture background. Therefore designing helping programmes can help increase the achievement motive in employees at work place. Using motivation theories in business It is important when doing investigative work, especially about motivation, that we remember that the existing theories on human behavior are just that theories. Theories are there to be challenged. Over a period of time, theories come and go. Just because you read one theory does not mean to say it is exactly what happens or that is how humans behave. As time passes and we gain new knowledge, theories may become totally discredited. The identification of the fact that business organisations employ people because of the contribution they make to production. In return for that contribution, people receive money in the form of a wage or salary.The successful of business start from the motivation theory for example if a firm can motive its employees after that it can improve employee morale and increase productivity then the business will be enhance. (bized, 2012). Motivation within the institution is when leaders encourage their subordinates to accomplish their tasks and provide a sui table environment in which they feel able to work. Employees give of themselves to change the work environment, considering each as an employee in order to ensure the proper functioning of the company so that its resources are fully optimized. Ensure that the tasks well paid because employees are a Family Company that is why they are the first team success, in order to generate intense harmony between all members of the institution to create its own culture the company. This allows the institution to stand very well on the socio-economic and financial institution made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹him guaranteed future periods, since everyone is projected to a plane that is the health of the firm as the short, medium and long term. (Memoire online, 2012) The successful of business start from the motivation theory for example if a firm can motive its employees after that it can improve employee morale and increase productivity then the business will be enhance as in figure2: Figure2 (Madura,2007) A firm may not be able to motivate some employees, regardless of its efforts or the methods used to motivate them. If not form of motivation is effective, the threat of being fired may serve as a last resort to motivate these employees. Firms can enhance job satisfaction and therefore motivate employees by providing: an adequate compensation program, which aligns compensation with performance; job security; employee involvement programs and a flexible work schedule. A firms decisions regarding the motivation concepts summarized here affect its performance, if a firm can motivate its employees, it can improve employee morale and increase productivity. While there are many motivation theories, the proper form of motivation varies with the firms characteristics and may even vary among employees.(Madura,2007) Example of company using a motivation theories Case study: Kelloggs Kelloggs created in 1898 from W.K. Kellogg, and his brother, Dr. John Harvey Kellogg and this company produced the delicious recipe for Kelloggs Corn Flakes. In 2006, The Kellogg Company celebrated its 100-year commitment to nutrition, health and quality. In this time e Kellogg Company is the worlds leading producer of breakfast cereals. Its products are manufactured in 18 countries and sold in more than 180 countries also it has been a leader in health and nutrition. The most important of success the company it return from adapt the motivation theory. Kelloggs culture supports its role as a good employer. Employees are encouraged to speak positively about each other when focusing on their strength. The creating of a great place to work for Kelloggs is supported by the motivation theory. First of all Kelloggs adapt the motivation theory of Maslow by every employee is motivated to work through each of 5 levels and its positive effects for each employee and the company for instance: In physiological needs: Kelloggs offers competitive salaries this helps people to acquire the basic needs for living. Also Kelloggs gives people a childcare vouchers, cash alternatives to company cars and discounted life assurance schemes. These things help workers to be motivated and to be loyal to the company. In safety needs: Kelloggs securities the safety of all employees. The company is responsible to give a safe and healthy work environment to prevent accidents. Kelloggs also offers employees a range of working patterns. For example some may want to work part-time others may want career breaks or undertake homeworking. This will be a variety of options for the employees in a healthy work-life balance. In social needs: Kelloggs operates weekly group huddles. These provide opportunities for employees to receive information on any part of the business, including sales data and company products. Kelloggs positively recognizes and rewards staff achievements. In self-actualization: Kelloggs supplies employees with the possibility to take stimulating responsibilities and on challenging. This is helpful to the employees to develop and improve. For example: Laura Bryant joined Kelloggs in 2002 after fished her university. She joined the Field Sales team initially that help her to visit five to ten supermarkets a day to develop relationships at a local level. After two years she was promoted to Customer Marketing Manager at Head Office. This helped to increase her profile as she wanted to move into marketing. By encouraging from her manager, Laura made the transition from Sales to Marketing as Assistant Brand Manager on Rice Krispies and Frosties. In 2009 she was promoted again to manage the marketing plan for Special K and she is now Brand Manager for Kelloggs Cornflakes. The company has helped motivate her to raise the hierarchy of needs and achieve her career ambitions. In the second part Kelloggs adapt the motivation of Taylor for example many employees are motivated by cash alternatives which include the opportunity to buy and sell their holiday days. Also Taylors theory breaks down jobs into specialist tasks through the division of labor and this is corresponds to large companies like Kelloggs. Also the staffs of the company are encouraged to be creative and use their imagination to contribute towards change. In the third part, Kelloggs apply the motivation theory of Mayo in keeps a two-way dialogue with employees through its communication programs. This is helpful to allow the workforce. Kelloggs has kind of dialogue recording for communication like this one: Here at Kelloggs listening is a central premise of the way we work. We believe that our employees have some of the best ideas and that a successful company is one that listens to the grass roots feedback and acts on it. Any employee can raise an issue or a suggestion via their rep who will raise it at one of their monthly meetings. (Sue Platt, HR Director) The Kelloggs suggestion box scheme helps to improve productivity and making business a great place to work. Also Kelloggs helps to generate ideas and has an initiative called Snap, Crackle and Save an employee suggestion scheme to save costs within the supply chain. For example a lot of ideas have been put forward over the last couple of years. One idea suggested that one thickness of cardboard could be used for packaging in all manufacturing plants in Europe. This saved around  £250,000 per year. Kelloggs helps personal development planning for employees which includes provisions such as study leave as part of staff development. This reinforces staff commitment and their sense of being treated well. In the fourth part, Kelloggs adapt the motivation theory of Herzberg by developed a number of motivating factors. For example this company has a Fit for Life program offering to the employees access to fitness centers, annual fitness assessments by healthcare specialists every spring and free health checks. It also provides a summer hours from May to September so if employees have worked a lot of hours they can adjust their working hours to balance their work against family or lifestyle commitments. This motivation is related to Herzberg because in the workplace he want to give individuals job satisfaction These include, for example, promotion or recognition for effort and performance also the level of responsibility of the job. . Herzberg believed that businesses needed to ensure hygiene factors were minimised in order to enable motivators to have their full effect, because hygiene factors make the employees in the work place feel unhappy. This motivation from Herzberg helps Kellogg s to build a business that delivers consistently strong results. For example: Home working, part-time working, flextime and job sharing. Subsidized access to local facilities or on-site gyms Parental leave, career breaks, time off for depends and paternity and maternity. This an example of employee works with Kelloggs: Claire Duckworth works in the Consumer Insight team at Kelloggs. She takes part in Latin American ballroom dancing competitively with her partner. They are ranked 7th in England in the over-35 category. Flexible working at Kelloggs enables her to travel to events and provides her with the opportunity to pursue her hobby at a serious level. This opportunity to adjust her working life to accommodate her personal ambitions makes Claire feel respected and supported. Also the Kelloggs sales team meets every Friday morning to share success stories of the week. Analyze This case study illustrates the range of different motivation measures in practice at Kelloggs. It demonstrates that highly motivated employees can improve efficiency, output and quality for a business. Kelloggs is able to make work a more profitable and competitive business also more exciting and interesting experience for employees whilst creating a more productive. Conclusion: The importance of Motivation Theory Motivation at work is the taste that the subject has to do, the extent to which it involves, perseverance, continuity of effort he agrees. Motivation resulting from the satisfaction, it is important to specify certain criteria which are:  · The work itself,  · The economic level it provides,  · Relations in which he bathes. Operation depends as much on human motivational balance and satisfaction of the tension on the search for new tensions, thus some form of imbalance, for example, when a project (cognitive or social) is the subject humans often developed another action project, he tries to carry and so on. Arguably enhancing cognitive and social activities is their own creation and not in an external object. Turning your dissertation into a 2:1 Turning your dissertation into a 2:1 Title: Dissertation Copy Writing. How to turn your dissertation from a 2:2 to a 2:1 When you are given your first piece of coursework as an undergraduate, you are also given (or should be) a copy of the marking criteria which will be applied when your work is assessed. Although by the time you reach the point of writing a dissertation you will be approaching the culmination of a course of study, the same basic judgements will be made. Of course, there is always a margin allowed for tutors and lecturers to apply their own judgement, it is never simply a ‘numbers game’, and the dissertation you present will always be marked by more than one person, but basically the same criteria will be applied at whatever level you are working. So, how do you raise your dissertation from the mediocrity which is represented by a 2:2, to the degree of excellence represented by a 2:1? Essentially, the difference in terms of actual marks is often minute: a 2:2 would normally be the result of a mark between 50% and 59%, whereas a 2:1 represents a mark between 60% and 69%. Look at the borders here, not the maximum of each: the difference between a 2:2 and a 2:1 could be as little as 2%. In reality, however, this is rarely the case. Your work will be marked interpretively and therefore in order to be sure of upping that grade, you need a comfortable difference not a borderline one. Approach this logically and you will see that you need to consider how your work can be improved in each of the applicable criteria in order to raise your grade and you should think about this from the outset. Before you begin your dissertation, look carefully at the marking criteria and note where the differences between a 2:2 and a 2:1 lie. You’ll notice that the criteria for either a 2:2 or 2:1, requires the following: Understanding of the question Identifying the major themes The ability to develop a well-structured argument The inclusion of supplementary evidence from primary texts, correctly referenced A strong conclusion A bibliography using the referencing style of your academic institution. Having probably been in academic life for some time before attempting a dissertation you should be thinking ‘this is all pretty standard’ and if you are not, then that 2:1 is just a dream because the way to turn a 2:2 into a 2:1 is down to your ability to recognise just where each of these basic requirements needs to be expanded. In general, the key differences between a 2:2 and a 2:1 exist in the depth of research and the quality of analysis. That being the case you should focus on your level of research and your analytical ability to improve your grade. Also, this ability to research and analyse must be linked seamlessly to your argument. To earn a 2:1 you must make your points cogently and show that you have expanded your reading beyond the merely required towards the comprehensive. A good way of doing this is to look at the bibliographies of a primary text because you will then be using a credible source to develop your research base. From here, you can begin to analyse, i.e. literally take apart and comment critically on the evidence so that it informs your dissertation argument and never at any point appears separate from the central themes. A 2:1 dissertation reflects a much deeper level of thought than a 2:2, which is why it is the minimum requirement of most respected universities in order to carry out post-graduate research. However, even within the 2:1 there are divisions of which you should be aware in order that you are sure of your 2:1, rather than hoping just to scrape through. In other words, you need to be aiming for a mark in the region of 65% to 69%. To achieve this, you need to demonstrate: that you can not only develop an argument but that you have anticipated some of the possible challenges to it that your reading goes beyond the basic in both collation and coherence that your analysis has added to your argument and developed your thinking that you have produced a conclusion that does more than just summarise your argument but also provides a genuine synthesis of wide-ranging yet focussed thought. Remember, that the award of a 2:1 grade reflects on the level of excellence of the academic institution to which you belong as much as you so it will not be given lightly but that, of course, is what makes it worth having, isn’t it? How to turn your dissertation from a 2:1 to a First Class In order to preserve their quality benchmark, most universities strictly limit the number of First Class degrees that they award and this is reflected in the assessment of a First Class dissertation. When you think about it, you wouldn’t really want it any other way because the expansion of the number would devalue the inherent status that achieving a First Class degree carries and the key to this is the ability to research and write a First Class dissertation. For this reason, if for no other, you need to work not only harder to achieve a First Class dissertation grade but also in a very specific way. Let’s examine precisely how by taking the structuring of a First Class dissertation step by step. You will have at your disposal a marking scheme with which by the stage in your academic career when you are required to write a dissertation, you should be very familiar. You need, now, to look at this more closely, even analytically, than you have ever done before, so that you isolate the features which separate the wider excellence of the 2:1 from the specific excellence of the First. Looking closely at the marking levels, you will instantly see that it would be theoretically possible to achieve a First Class dissertation grade by gaining a mark that is anything over 70%. In practice, however, you will more often than not be literally competing for a First against your fellow students because the university might often decide in abstract how many Firsts it ultimately intends to award and your dissertation is a crucial part of this. Therefore, you must ensure that your dissertation stands out from the rest and rather than just edging into the 70s reaches closer to 80%. The basics should not need to be stated if you are aiming at the highest level with your dissertation so let’s take it has read that you will write well, argue coherently, reference appropriately and correctly and provide a convincing conclusion; even to get a 2:2 you would need all of these to be present. Therefore, it is not on that you should focus for a First but on other factors, not called for in the lower levels, even the 2:1: this extra something is rooted in the demonstration of research abilities beyond the obvious and the ability to find the original in the familiar. In other words, a First Class dissertation will display not only wide reading but also an innovative approach to both the interpretation of the research and its application. Your thoughts need to be both critical and original and whilst the first of these may be familiar, the second will be less so because in all probability you will not have been required to display originality until now. Indeed, you m ay have been actively discouraged from allowing your own thoughts to enter into your work, as most academic work encourages you to take an objective view rather than a subjective one. You now need to forget that to some extent and begin to allow your personal perspective to enter your work. Of course, you still need to present a balanced argument, well supported by strong evidence in the form of wide and yet focussed reading, but you must now also add to this the evident ability to detect and develop a nuance so that it becomes a uniquely significant imperative in your work that separates it from the work of others. Above all, to obtain a First Class grade for your dissertation, you need to display a scholarly approach, together with an individualistic but grounded and viable methodology which includes evidence of innovation and independent thinking. This is of course a very difficult task, especially if you are working in a very familiar field. Most of the original lines of approach may appear to have been developed already but this will not be the case. There is not a single topic on which the last word has been said and if you can find and develop an original line of thought which you can support with a strong argument and comprehensive research, then that prized First Class dissertation is within your grasp, all you have to do is go for it! How to turn your dissertation from a First Class to an Upper First Class The one word with which you need to engage in order to achieve an Upper First Class dissertation is originality. Everything else that you need to accomplish should be second nature to you at this level and what you want now is to demonstrate how your thinking will add to the body of thought on the subject. Indeed, the development of a First Class dissertation to an Upper First Class dissertation may be said to rest if not exactly solely then certainly heavily upon this aspect of your work. One of the main reasons for this, is that the vast majority of Upper First Class dissertations are later developed into theses for post graduate research, may indeed already be part of it, and as the excellence of a university’s research, from its staff as well as students, is the way in which it is ultimately judged in the academic world, it is clear that this grade will not be freely awarded. Therefore, if you are hoping to achieve this level, you will need considerable intellectual insigh t combined with an innovative approach. Clearly, the fundamental basis of an Upper First Class dissertation is wide ranging research but you should approach this from the first with an eye to discovering a new approach, something that has not been explored before and that further research will help to develop into a significant contribution to the topic you are studying. This is both challenging and exciting as you have the chance to contribute to a topic for which your attraction has been demonstrated by your having chosen to study it in the first place and reached the level that you have. Also, as has already been mentioned, what you identify as areas of possible future research in this dissertation may well be the basis for further study and you should incorporate this into your dissertation as a fundamental part of its structure throughout, if you are going to achieve an Upper First Class grade, which in most cases will require you to gain over 80% as your final mark. As research is so vital at this level, it is worth taking a little time to explain how you should go about it when preparing your Upper First Class dissertation. As with the research for lower grades, you should, of course, first consult the primary sources. Every field has its experts and in your search for innovation, you should not overlook the established. However, whilst you are assembling evidence from what has been said, the Upper First Class dissertation student will be looking just as vitally for what has been omitted. Ask yourself the following as you read: What is this expert saying? Does this expert cover the topic comprehensively? Are there any areas of particular interest to me which are absent? Can my research develop this further? Has anyone else covered the thinking which I believe to be original? By breaking down your research into this critical approach, you are beginning to work in the way that is needed to obtain an Upper First Class grade for your dissertation. It should also be remarked that the level of fluid and cohesive argument that you will need to produce in order to achieve an Upper First Class grade for your dissertation must be beyond reproach. There must, of course, be no errors in either the presentation or the structure and careful proof-reading is essential. Also, you must in no way sacrifice the logical and reasoned coherence of your argument to the quest for originality. There is little point in exploring a nuance you have discovered if your basic argument is flawed. Therefore, before you expand your writing and research ensure that you have covered the basics of the topic. Remember that ultimately what is required to achieve an Upper First Class grade for your dissertation is innovative thought coupled with a well-argued central discussion. The conclusions you draw are also a fundamental part of an Upper First Class dissertation as is a comprehensive bibliography so don’t leave either your conclusion or your bibliogr aphy until the last minute. Give both the importance they deserve in your dissertation and you will leave your assessor with the desired impression: that they have read an Upper First Class piece of work which is, of course, precisely what you want and which, by following this brief guide, you will have every chance of achieving.