Off Job and on Job Analysis Essay

Introduction of Topic The subject study is aimed to investigate an issue i. e. â€Å"Comparative Analysis of on-job & off-job training effects on employee performance† for this I have select to method of training off job training and two moderate variables environment and trainers which control on employee performance. On job training and off job training variable are conducted as comparative variable while other variable conducted as moderate variables. In general the organizations are using performance appraisals in order to appraise their employees and to assess their annual performance. Performance Appraisals have become a management craze over the past decade whereby every organization seems to think that by faithfully adhering to this practice, people within the organization will grow and develop in the company image. Nothing could be further from reality. Experience has proved to me that since those who are carrying out the assessment are usually poorly trained, poorly prepared and with an ‘ I am your boss so I must be more effective than you’ attitude. The result is often than not highly subjective and of very little value to either the organization or to assess. Every human resource manager knows that through training they can improve the skills or performance of employees or work force. But I want to clear which training method is most beneficial for work force. So that human resource manger would provide that training method which is most suitable for improve the performance of employees. For this purpose I conduct my research and comparative analysis that which training method is efficient and which factor influence more on performance of an employee. Problem Statement: Comparative Analysis of on-job & off-job training effects on employee performance Objective Statement: From side to side training can get better the skills or achievement of employees. My objective of conduct a comparative research is to find out efficient method of training to enhance or improve the skill of employee. Introduction to Variables: Dependent variable: Performance of Employee Independent Variables: On job training, Off job training Moderate Variables: Environment, Trainers Chapter 2 REVIEW OF LITERATURE. Training on the job has become a major source of skill buildup for workers in the last two decades due to the rapid pace of technological change. Studies by Bishop (1994) and Bartle and Lichtenburg (1987), among others, establish that a well-trained workforce provides returns to employers in the form of higher productivity and better flexibility to technological change. Hence, there is a strong incentive for employers to sponsor training for their workforce. However, employers also need to think with the possibility that workers may quit before employers can fully realize the benefits of the training that was provided. For nearly three decades since Becker (1964) classified training as general training (training that builds skills transferable to other firms) or specific training (training that builds firm-specific skills), researchers have assumed that employers would be more willing to sponsor specific training as opposite to general training that could be used elsewhere. However, many recent experimental studies have failed to provide any evidence for this idea. Instead, experimental research has consistently found that most employer-sponsored training does, in fact, provide employees with skills that are transferable to other employers (i.e. , that most employer-sponsored training should be classified as general training). Studies by Barron, Berger and Black (1999), Lowenstein and Splatter (1999), Booth and Bryan (2002) find, that most or all the training that is sponsored by employers result in workers acquiring general skills that can be used at other firms. Such recent findings have sparked a changed interest in the following question: do workers who acquire transferable skills from employer-sponsored training continue working in the same job or do they seek better returns for their newly acquired skills from other  employers? While this question has been explored in many recent studies, most of this research (possibly due to the nature of the survey data available) has focused on younger workers or a cross-section of workers. In doing this, workers who are in the middle of their careers – a subset of workers who enjoy a considerable benefit from training – have been overlooked; it is well-understood that the type of training undergone by young workers is considerably different from the re-training of mid-career workers. De Grip and Van Loo (2002) detail the various ways, in which a workers skill may degrade over the course of a career, necessitating corrective on-the-job training is often essential to maintaining worker productivity. In this context, it could be reasonably expected that the nature of training mid-career employees receive would take fundamentally different forms than training for the labor force at large. Also, workers tend to be highly mobile between jobs early in their careers; Topel and Ward (1992), for example, show that a typical worker holds seven different jobs during the first 10 years of his/her career, with the rate of job mobility then declining significantly. Hence, employers may be more willing to sponsor general training for such workers, believing that they would be more likely to experience the rewards of this training due to the decreased job mobility at this stage of the worker’s career. Effective training programmers’ require the dedicated support of top management (Motwani, Frahm et al. 1994). Such organizations provide training mapped to employee and organizational needs (Mann, 1997), and provide this at the proper time. Yet, not all companies place the same emphasis on, or show the same commitment to employee training (Roberts and McDonald, 1995; Hughey and Mussnug, 1997). Some companies work hard to recruit the best people and yet spend relatively little effort to retain them once hired (Cappelli, 2000). There is evidence to show that benefits follow to organizations that are committed to employee training (Wills, 1994). Organizations that place a high value on training give resources to the management of the training process. They devote time to ensuring that employees get the training programmers’ that is most appropriate for them given their existing IT skill sets (Eighteen, 1999). Such firms are most successful at maximizing the effectiveness of their training programs (Huang, 2001). Organizations that commit effort and finances to training programmers’ and employee development do so with the  objective of a pay-off in terms of increased skill-sets, increased motivation, increased knowledge transfer (Pate, Martin et al. , 2000), more positive psychological and organizational dynamics, as well as a measurable aggressive edge. The use of training courses future outstrips what is known of their usefulness (Foxon, 1989; Schonewille, 2001). Mann (1996) maintains that despite heavy investment in training, organizations can frequently fail to evaluate adequately the value or success of their training programmes. Organizations that devote considerable resources to training also understand the value of evaluating the training process (Motswana, Frahm et al. , 1994; Mann, 1996). Such evaluation is a key phase in any proposed training and development process (Al-Khayyat and Elgamal, 1997). While such appraisal is desirable in principle it is difficult in practice (Morris, 1984). Even those companies who do carry out evaluations often use measures later considered ineffective (Schonewille, 2001). The most common metric of evaluation is trainee perceptions . Such assessments are random, informal, and unstructured evaluations of training programmers, which tend to be post training appraisals rather than approaching the evaluation of training programmers from their design stages (James and Rolfe, 2000). Many forms of training exist ( Switzer and Kleiner, 1996; Huang, 2001). The range of training techniques has been expanded by the application of technology in its â€Å"hard† (for example through computing technology) and â€Å"soft† (for example through instructional design) (Sadler-Smith, Down et al. , 2000). In relation to IT training, many methodologies for the approach to and delivery of training can be used: forms of training include instructor console training in a classroom situation, stand-alone terminals with remote instruction, computer based training (CBT) without instructor, hypermedia training (a computer based method of non-sequential reading and writing, a technique with which chunks of information can be arranged and rearranged according to an individual’s needs, previous knowledge, and curiosities (Higginbotham-Wheat, 1992; Murray, 1998)), self-paced training using a variety of delivery methods (Compeau, 1995), distance learning (whether by videoconferencing, email, or other method). Learning networks, simulations, groupware communication, use of mentors or coaches, job rotation, management games, role playing and behavior modeling (Williams, 2001), or Internet based training. While many new training approaches based on new technology  exist, these modern training methods have been subjected to comparatively little empirical or critical study (Sadler-Smith, Down et al. , 2000). The literature suggests that that some of the most effective training techniques are not new, but are merely the application of old-fashioned common sense to the assessment of training needs (Switzer and Kleiner, 1996; Sadler-Smith, Down et al. , 2000; Smith, 2002). Sadler-Smith et al. (2000) believe that flexibility of delivery is a fundamental issue for smaller firms, to which open/distance/technology-based learning may present a workable solution; however, the modernity of some delivery methods may in itself lead to assumption of applicability and efficiency. Bostrom at all (1988) argue that the delivery method can directly influence the effectiveness of, and the benefits accrued from training. Read and Kleiner (1996) present the most commonly used training methods across non-industry specific U. S Companies. They found that the top ten training methods used in business, listed in order from highest to lowest use, were: videotapes, lectures, one-on-one instruction, role plays, games/simulation, case studies, slides, computer-based training, audio tapes, and films. In a survey carried out by 450 respondents, Mathews et al. (2001) studied the incidence of training delivery methods across non-industry specific organizations in the U.K. , Portugal, and Finland within the context of benefits accrued. They found that training methods most commonly used tended to be traditional, with little impact evident of more HITECH methods. Traditional methods included external short courses, internal lectures and seminars, issuing of training manuals and materials to be self-taught, using training videos, short demonstrations, and the delegation of training responsibilities to training consultants. This study found that in-house participative seminars were the preferred training delivery method in the UK, whereas external short courses were the preferred method in Finland and Portugal. Impersonal methods such as training videos, and internet or Computer-based training, were viewed across the UK, Finland, and Portugal as poor methods. In contrast, highly personal methods of training such as participative courses and seminars were viewed as the most effective and highly regarded methods. From a company perspective, training and development of company employees are essential for organizational operation, and organizational development. From an employee perspective, these same factors are both vital and critical for skill development and for career advancement. Retention of employees, and the retention of valued skill sets, is important for continued business achievements (Mak and Sockel, 1999). The successful retention of employees leads to knowledge conservation within the organization (Cappelli, 2000). Employee turnover may lead to a loss of human resources weakening competitive positions. At a company level, mechanisms that allow for and promote knowledge transfer amongst employees can help minimize the effect of the loss of skilled staff to other companies (Cappelli, 2000). Training employees leads to increased employee satisfaction, facilitates the updating of skills, leads to an increased sense of belonging and benefit, increased employee commitment to the organization (Bushardt, Fretwell et al. , 1994), and strengthens the organization’s competitiveness (Hughey and Mussnug, 1997; Burden and Proctor, 2000). Job-related training increases an employee’s ability to perform job-related tasks. Job satisfaction is an important motivator for employee performance and is negatively related to turnover (Mak and Sockel, 1999). Company commitment to the training needs of its employees positively influences employee satisfaction, leading to an increase in employee motivation and an increase in retention (Mak and Sockel, 1999; Ranft and Lord, 2000). Such commitment culminates in employee exposure to quality job-related training, leading to better employee morale, an increased sense of employee achievement and accomplishment (Elizur, 1996), and ultimately to an increase in organizational competitiveness. Whilst company commitment to training for its employees positively affects retention and leads to desirable outputs, there are many different categories and types of training (Switzer and Kleiner, 1996; Huang, 2001; Mathews, Ueno et al. , 2001). To have positive results, organizational commitment to training must tie closely to appropriate effective training methods and training delivery mechanisms. In terms of training methodologies, what may be appropriate for one company (or employee) may not be for another. This paper describes a descriptive study, which assesses the impact of training on employee retention, and examines the relationship between organizational commitment to training and benefits accrued. Results of the study demonstrate that organizational attitudes and provision for training relate positively to employee expectations and requirements. Findings indicate that well-engineered training initiatives lead to increased organizational strength, job-related employee competencies, and job satisfaction. The study finds that training helps in retaining knowledge within the organization, but may not help in retaining employees. The main method of training delivery is by instructor-led formal sessions, followed by self-training and workshops. Findings show that more modern methods such as web-based and computer based training are not pervasive. Almost one third of respondents believe that training received has not helped to reduce job-related stress. More than one quarter of respondents indicate that their organization does not structure training based on employee feedback on requirements. There are many cases where the training needs of employees have not been sufficiently addressed and cases where organizations have not evaluated the quality or effectiveness of training programmers, making return on investment hard to measure. To succeed, an organization must create an environment that not only attracts people to join and give their best every day, but one that also strives to retain existing staff. The retention of talented experienced, productive and knowledgeable employees can be a source of competitive advantage for companies (King, 1997; Cheng and Brown, 1998; Roepke, Agarwal et al. , 2000). The maintenance of employees provides staff stability, which aids organizational knowledge retention (Cappelli, 2000), offers the opportunity to raise quality standards through continuous improvement practices (Motwani, Frahm et al. , 1994) and facilitates the achievement of more reliable customer care (Rowley and Purcell, 2001). It is important for employers to identify and to understand their employees’ viewpoints on what the employees consider to be the most important aspects of their jobs, if employees are to be more content (Ventakesh, 1999; Mulder, 2001). While staff retention in general is important, the retention of IT employees is vital for business success (Mak and Sockel, 1999; MacDonald, Gabriel et al. , 2000). understanding IT leaders recognize that the greatest impediments to success are often related to people rather than to information, technology, and systems (Roepke, Agarwal et al. , 2000). Considering the high costs associated with replacing IT staff and their experience, it makes sense for companies to invest in mechanisms designed to keep IT staff longer (Mak and Sockel, 1999; Moore, 2000). One such staff retention mechanism is the use of employee training programmes for existing members of staff (Mulder, 2001). The use of such programmes in recent times by employers may have more to do with securing employee commitment in uncertain times than about transforming skill levels (Hallier and Butts, 1999). As such, for some organizations the key objective of training is to increase employee commitment to the organization and to create a culture that underlines the value of long-term employment. Mak and Sockel (1999) found that most employees consider career development a priority motivational tool; and once motivated, they are more likely to be devoted to their job and the company’s retention rate should improve. As such, management commitment to the development of the employee can significantly affect retention, even in situations where economic incentives such as incremental salary increases do not (Ranft and Lord, 2000). Specific training initiatives have specific goals. These include the improvement of employee job performance, employee development (Burden and Proctor, 2000), the development of skills, knowledge, and attitudes (Al-Khayyat and Elgamal, 1997), and a means of achieving a competitive edge (Hughey and Mussnug, 1997; Hallier and Butts, 2000). Given the fast obsolescence of IT specific skills there is a repeated need to provide opportunities for employees to update their technical skill sets. The failure to provide such training increase the chance of failure and such companies may pay more in the long run (Auer, 1995). Organizations must respond to demands for change while at the same time realizing that advances in technology and knowledge are rendering many traditional employee skills obsolete, while simultaneously developing needs for new ones (Read and Kleiner, 1996). It is this continuous risk of knowledge obsolescence that makes training and retraining necessary, not only for individual growth but also for organizational growth (Read and Kleiner, 1996). Within the IT sector, training can be considered to encompass organized, structured, formal events and sessions offered to IT employees as a company initiative. This paper does not consider on-the-job daily experiences to be classed as formal training, although such experiences can aid the development of skills related to job functions (Sadler-Smith, Down et al. , 2000; Smallbone, Supri et al. , 2000). The beginning of the modern concern about skills and economic competitiveness in the United States came perhaps with the government report, A Nation at Risk (National Commission on Excellence in Education, 1983), which documented the poor academic performance of U. S. students compared to those of major competitor nations. Studies such as Baumol, Blackman, and Wolff (1989) focused attention on the long-run and comparative performance of the U. S. economy. Piore and Sabel (1984), Cohen and Zysman (1987), and others drew attention to the importance of production work to an economy and to the fact that work organization and employee skills influenced the competitiveness of manufacturing firms and their ability to adapt to changing markets. Dertouzos, Lester, Solow, and the Industrial Productivity (1989) developed these views into an argument about declining U. S. competitiveness that became almost a standard for future studies. The work organization and management structures of U. S. firms rely too much on outdated scientific management approaches. They are hierarchical, based on narrow job titles and unskilled workers, and, as a result, are not as flexible in adjusting to changing markets as the competitor firms in other countries. The more flexible techniques of Japanese management in particular demand higher skills from the labor force. Other studies soon pounced on the connection between skills, productivity, and economic performance. Both America’s Choice (1990) and the Office of Technology Assessment’s report (1990) argued that higher levels of skills in the workforce were necessary in order to develop the new, more productive systems of work organization and compete successfully with other nations. With these reports as a backdrop, the Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS) was established in 1990 to identify the skills that the workplace was demanding. In its various reports, the Commission has argued forcefully that new types of organizations and new arrangements for organizing work—employee empowerment, teams, and new work technologies—require new skills and a higher level of existing skills from workers. Furthermore, the skills that are required are at least in part general work skills that translate across employers and industries. Both employers and individual workers are seen as benefiting from those higher skills (SCANS, 1992). Arguments like these have in large measure been responsible for a new thrust in public policy toward raising skill levels, especially through schooling. The National Goals for Education, for example, is an effort to raise educational standards in the country at least in part to improve competitiveness. The list of skills identified by SCANS as reasonably generic to the U. S. economy has been used to drive the curriculum in high schools and in training programs such as the Job Corps and those funded by the Job Training Partnership. The School-to-Work Opportunities Act, passed by Congress to establish school-to-work change programs like youth apprenticeships, is also designed to raise work-related skills. Given the speed with which these arguments have moved forward, it is indeed surprising to find so little experiential research that examines the relationship between skills, worker productivity, and economic performance. It is not obvious, in the absence of empirical evidence; those higher levels of skills will necessarily lead to better economic performance. Unless jobs require or allow workers to make use of higher skills, for example, one should not expect performance to improve when skills increase. Further, jobs that require higher levels of skills now than in the past still may not tax the skills that employees already have. In assembly jobs, for example, the initial skill requirements are so low that they could rise substantially and still be within the set that virtually all workers possess. Loewenstein and Spletzer (1999), Booth and Bryan (2002) find, that most or all the training that is sponsored by employers result in workers acquiring general skills that can be used at other firms. Such recent findings have sparked a renewed interest in the following question: do workers who acquire transferable skills from employer-sponsored training continue working in the same job or do they seek better returns for their newly acquired skills from other employers? While this question has been explored in many recent studies, most of this research (possibly due to the nature of the survey data available) has focused on younger workers or a cross-section of workers. Finally, where skills are in shortage, the relevant skills may be job-specific ones that are typically seen as being the responsibility of the employer to provide. Perhaps the main reason for the lack of research on skills and performance is the difficulty in obtaining direct measures of an employee’s skill. What are typically available are aggregate measures of the amount of education and training workers receive. These are the inputs that should produce skill and that are related to indirect measures of performance. The body of research on the economic returns on education is particularly wide and may have some relevance for these questions. Human capital research clearly finds that employees with more education earn more, suggesting that the skills they have are valued in the market. Whether education is simply a alternate or screen for some other desirable characteristic, such as resolve, is a complicating factor in the argument. The fact that the return on education appears to be rising over the past decade—rising rapidly for college graduates and falling sharply for high school dropouts— suggests that such education is increasingly valuable in the labor market (cf. Levy & Murnane, 1992). The fact that both initial and further education and training earn a higher return suggests that some of the skills associated with education are increasingly valuable (see Tuijnman, 1992, for references to research in Colombia, the Netherlands, Sweden, Norway, and the United States). But for which specific skills is the return being earned? Research on the relationship between vocational course work and subsequent job performance may shed some light on this question. Vocational education programs typically provide training for specific occupations, and research on the labor market outcomes for students in these programs can help in understanding the effects of general or vocational skills on the economy. Altonji (1992) found that students who took more vocational courses earned higher wages, other things being equal. Other studies find that enrollment in vocational education programs improves participants’ labor market experience but only for those who find jobs in the field for which they received training (e. g. , Campbell, Eliot, Laughlin, & Suesy, 1987). High school students who participate in vocationally oriented programs like workstudy and co-op substitute on-the-job training for academic classes, andstudies suggest that they do not necessarily do better in the labor market than those who did not participate in such programs (Bishop, Blakemore, & Low, 1985). Hollenbeck (cited in Stern, Stone, Finkelstein, Latting, & Martinez, 1993) found that students enrolled in occupationally based technical training following high school did better in the labor market than did those who pursued a baccalaureate program. It is difficult to draw reliable conclusions from these studies about the skills needed to improve economic performance (Berryman, 1994; Stern & Tuijnman, in press). The fact that vocational skills pay off when graduates find jobs in their field of training but not otherwise may indicate, for example, that the programs help simply by giving access to a well-paying job market. In one of the few studies that attempts to sort out the source of higher wages, Grubb (1991) concludes that the return on a two-year college degree comes mainly from access to better paying occupations than are available to non-degree workers and not from obtaining higher paying jobs within the same occupation. The latter measures the extent to which education produces higher performance for the economy as a whole. The complication noted above about interpreting evidence on returns from education is that education may function as a screen for some other desirable characteristic, such as persistence, that covaries with educational attainment and drives success. One way around this problem is to examine individuals’ skills directly, as opposed to their educational attainment. Bishop’s (1991) comparison of workers’ wages with their scores on the Armed Services Vocational Aptitude Battery is one example of this approach. (Al-Khayyat and Elgamal, 1997) He finds that higher competencies were not associated with higher starting wages. Basic academic competencies such as mathematical ability actually received a negative premium from the labor market while vocational skills such as typing speed earned a considerable premium. , (Hughey and Mussnug, 1997; Hallier and Butts, 2000). These competencies were related, however, to performance on the job as measured by the reports of supervisors. SCANS conducted its own, although indirect, test of the relationship between skills and performance by examining the current wages for a sample of jobs and the SCANS competencies associated with them (SCANS, 1992, p. 9). Not surprisingly, it was found that jobs requiring higher skills pay more. As noted above, however, it is not clear what to conclude from this. It does not indicate, for example, that workers with higher skills perform better in the same job or that the economy would be better off if skills levels rose. A second complication about interpreting evidence from the economic returns on skills as measured by wages is that such skills raise wages in two ways. The first is by providing access to higher paying occupations, and the second is by helping improve performance within occupations. The policy interest associated with the arguments above is mainly with the second relationship. While jobs in medicine, for example, require higher skills and pay individuals more, the economy as a whole cannot grow by making more and more people into doctors. Even for individuals, the gains from expanding access to higher wage occupations face the well-known fallacy of composition. If the supply of workers with the skills needed to fill a particular job rose, the wages associated with that job would fall, as would its desirability. Performance and wages can grow, however, if all workers become more productive at their current jobs. An alternative approach, therefore, is to examine the relationship between skills and job performance within one’s current job, using actual job productivity measures for the estimates. Most of these studies come from personnel psychology where they form the basis of attempts to validate selection procedures (see, e. g. , American Psychological Association, American Educational Research Association, & National Council on Measurement in Education [Joint Committee], 1985). Studies of skills that might generalize across settings concentrate mainly on academic material of the kind associated with classroom instruction. Academic skills as measured by aptitude tests can be reasonably good predictors of job performance (cf. Barrett & Depinet, 1991). The best known of these tests is the General Abilities Test Battery (GATB), which is used extensively by the employment service. The cognitive composite scale from GATB measures traditional academic skills such as verbal and numeric skill. It is related to job performance at roughly the same level as vocational skills, which correlate at levels between . 20 and . 30 (see National Research Council, 1989). Academic performance as measured by grades in school, however, is a substantially worse predictor of job performance (cf. Hunter & Hunter, 1984; Schmitt, Goodling, Noe, & Kirsch, 1984). Other studies use organizational performance measures to examine the relationship with skills. Bartel and Lichtenberg (1987) find, for example, that the rate of innovation is higher in industries that have more educated workers. Cohen and Levinthal (1990) also find that firms that have made a greater investment in learning experience greater innovations. Overall, the results surveyed above suggest that job performance—and ultimately economic performance—might be improved by raising academic skills in the workforce as a whole. 2 With respect to the policy arguments above, however, it is not clear which skills are the important ones for performance or whether new work systems are creating higher demands for skills. SCANS essentially performed a job analysis for the economy as a whole, producing a set of basic skills that are said to generalize across virtually all jobs in the workplace. While all job analyses are somewhat subjective, the SCANS skills are similar to those generated by other widely used job analyses such as the Position Analysis Questionnaire (McCormick & Jeanneret, 1988). SCANS identified two categories of these general skills: foundation skills associated with traditional academic education and interpersonal skills, and workplace competencies, which are more practical and vocational, applying skills to a workplace context.

Go Green Essay

The honorable, Miss Asmi Rusmanayanti as our speaking lecturer. Firstly. I would like to praise to the Almighty Allah SWT, because of His Blessing we are able to attend this speaking class. Secondly may peace be upon the prophet Muhammad Saw who has guided us from the darkness into the brightness. Ladies and gentlemen Before I deliver my speech, let me introduce may self. My name is Indrawati Husna. It is a great pleasure for me to be given the opportunity to deliver a speech entitled; Go Green. Ladies and gentlemen Go Green! program of environmental protection. This is just a simple phrase. But it means a lot for our earth. It aims at making global movements to participate actively in saving our earth – the only planet in which we live. In the last century, we know that our environment especially our rainforest in Indonesia has been cut down by human. Scientists state the function of rainforest as lungs of the world. Based on fact, Indonesia has lost 72% of the original fores t. How horrible it is! The deforestation will influence a lot of our environment. If deforestation keeps going on, the greenhouse effects cannot be reduced and finally the global warming will keep increasing. It warns us that our earth is in danger and we should participate actively to take care of our environment. Ladies and gentlemen Human growth increased, but not supported by natural growth. The modern people in this millennium era had affected so many destructive impacts which are really needed to be concern. They not only want to increase their prosperity, but also increase their rate of comfortable and luxurious life. Because of that the protected animal and plant nearly extinct, forest logging without reboization, and uncontrolled of mine exploitation. The impact of those problem cause Global Warming keeps increasing that its disaster such as floods, earthquake, landslides that can kill human life. The disaster can happen anytime and anywhere, every month even every week. We have to be worry about this. Ladies and gentlemen We live in the same world; in this earth. Nature balance was really disturbed by human behavior. As the youth generation without exception we should devote and participate on any program that cares to our environment and go green is one of them. The importance of Go green is making our environment to be green and full of fresh air. Everyone must be responsible for every single plant. We should do this for our better future environment. If there are 300 million people in Indonesia, there will be 300 millions of plants in Indonesia. In addition, planting any kinds of trees in the barren area or in side of the road can be done. That is a good start. These activities can be supported by doing another activity in saving our earth such as: 1. Stop deforestation and do reforestation movement 2. Reduce the use / purchase of goods made of plastic because almost all of plastic waste will produce harmful gases when burned and can pollute the environment. 3. Don’t throw away rubbish anywhere which can disturb the flowing of the river water. 4. Reduce fuel consumption. I believe we all can do and cooperate together. No one will get disadvantage. Ladies and gentlemen The importance of saving our environment is the need for all of us, for human being to survive. It is not only for us, but also for our next generation. The disasters above can be minimized if all of human beings can preserve our environment and we must pay more attention to our environment whenever and wherever. By doing those simple efforts, it means we have participated in the preservation of our environment. I think that’s all my speech. Hopefully it will be useful for all of us and thank you very much for your attention.

The Importance of Education in Pakistan

†The definition of education in common words, that education is the transfer of knowledge, skills and information from teachers to students’’.What is educationEducation is an important instrument in shaping destiny and good future of a person. Education is a ladder of progress. It is an essential source of development and success. Its education that guide us about what is wrong way or right way. Importance of Education: Education is very important for the individuals. Education is important for individuals to put their potential in every field of life for betterment.Its education, to grooming the human mind. No one is a human being until he has groomed in a proper way. A groomed person means, is full of ideas and having much more knowledge. Education is much more important for the betterment of individuals and for the development of the country.Quotes on EducationFriedrich Engels: An ounce of action is worth more than tons of theory.Albert Einstein: I am quite an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Fantasy world that surrounds it.Importance of education in Pakistan: Importance of education in Pakistan is far from satisfactory. 3. 5 percent of all students go to university degree, while the share of public universities is 0. 6, and vocational schools is 1. 08. However, Deen Madaris continue to attract a large proportion of the population. As of the census was 1. 55 million children enrolled in Deen Madaris.The system of education in Pakistan is normally divided into five levels:Pre-primaryPrimary SecondaryIntermediateHigher SecondaryUniversityOnly 80% of Pakistani students complete their primary school education. The standard national education system is mainly started by the system. This standard national education system starts from Primary education after pre-primary education, students go through junior school . Then to the middle school for the basic education. Th e eight common examined disciplines are: Urdu, english, mathematics, arts,science,social studies, Islamiyat and sometimes computer studies such as Punjabi, Sindhi, Pashto and others may be taught in their respective provinces.In Pakistan Secondary education consisting of board examination that is consisting of 2 year’s education and have Science and General Group in it. In Pakistan the Intermediate education is also consisting of 2 year’s education. it has science arts and general group in it. It is passed by board of intermediate and secondary education. After completing the Intermediate education, the students can go for the higher education to universities, there they complete their bachelors in their relevant field , as less people get chance to avail this opportunity to go for higher studies in Pakistan because of the higher education fee.These are the basic education system which is working from the last several years in Pakistan In order for Pakistan to survive in the coming years it should be highly projected that education needs to come on the top agenda of Pakistani government and its people. It is time, where there needs to be mental reconcile amongst the masses and the government that they need to focus on the education sector. It should be considered the pivotal point of balance for things to turn favorable.Development and progression would come to a halt if there were no education. High literacy rate is another common factor in all developed countries. Education is a primary source of evolution. Developments in science and technology can be accelerated through a widespread of education. It is also understood that through education more skilled people will be produced who can make the country developed. In Pakistan, lack of education is a root of many social evils.Child labour is a big problem, which is due to a lack of education in Pakistan. It should be mandatory that all children receive education till secondary level. Education e quips people with the tools that will help them survive in the society. They can find a job and stand on their feet. This old saying of ‘invest in rubies so that you earn profit in diamonds ‘might be one very correct formula for our Pakistani government to think about investing in education so that we see a substantial future.

Possible Change of Teachers Attitudes throughout their Career Research Paper

Possible Change of Teachers Attitudes throughout their Career - Research Paper Example Freedman & Carver (2007) iterate that personally-held values and beliefs of the teacher have significant influence on in-class teaching practices. Hall (2005) supports this notion, opining that it is the personal beliefs of teachers that â€Å"inform their professional attitudes and conduct in the classroom.† There is, then, an undeniable link between personal value systems and the evolution of teaching style over time which could, theoretically, have significant impact on the decision to, initially, seek a career as a high school teacher. According to Morris & Maisto (2005), the complexities associated with teaching require a self-actualized individual that finds significant psycho-social rewards for promoting higher learning and educational development in students. Under most models of psychology and sociology, self-actualization is the state of emotional being in which an individual actively seeks to pursue their maximum utility and the pinnacle of their abilities gained on ce self-confidence and self-esteem have been developed within the individual. When a high school teacher first lands their position, they often seek to break the proverbial mold of teaching by attempting to create unique and differentiated classroom content and teaching styles. Filled with fresh ideas, the teacher seeks to create a sense of personal belonging with teaching peers and with students which influences initial teaching styles. Teachers will often seek out alliances with other teaching facilitators and administrators in an educational scenario referred to as communities of practice, a collection of skilled individuals that collaborate to promote learning about a specific skill or practice (Wenger, 2005). However, it is not long into career where such activities will often meet with centralized hierarchies of control where bureaucracy and budget issues prevent effective facilitation of these communities of practice. Many teachers will attempt to create more contemporary and innovative curriculum content, using assistive technologies to facilitate modern learning concepts and principles (Bausch & Hasselbring, 2004). Other teachers in an effort to establish a positive name for themselves in the academic environment attempt experiential learning curriculum, a form of hands-on learning to facilitate a genuine and innovative learning experience (Merriam, Caffarella & Baumgartner, 2007). However, what is unclear is whether these preliminary and initial needs and values remain constant throughout the evolution of the teaching career. A Qualitative Study To determine what impacts attitudes of high school teachers early in career and throughout the evolution of practice, it was necessary to conduct a small-scale qualitative study utilizing a small sample of high school teachers as participants. Qualitative research was the most viable and reliable methodology for this study as measuring complex attitudes in a range of psycho-social principles cannot accurately be measured statistically. It was necessary to conduct semi-structured interviews with currently practicing high school

Answer the questions Essay Example | Topics and Well Written Essays - 750 words - 7

Answer the questions - Essay Example Visibility, on the other hand, ensures that a principal maintains a quality contact with both teachers and students and that he is ready to receive opinions from the two parties (OCM Boces, 2013). To lead a school to the type of performance that would guarantee success for the school, I plan to use my skills together with the responsibilities bestowed on me by all stakeholders. Personal skills such as visibility, intellectual stimulation and strong ideals and beliefs should be coupled with the self-drive to undertake the responsibilities of a school leader. Among the most critical responsibilities are recognizing and celebrating accomplishments which acknowledging failures, being a change agent, establishing strong lines of communications, as well as overseeing the development of an institutional culture (OCM Boces, 2013). To guarantee success, I will further require to get directly involved in the formulation and implementation of curriculums and other instruction materials. Ability to establish productive relationships with staff members coupled with accountability in the allocation of resources within the school will further ensure that I am in a pole position to achieve t he schools set goals. One of the principles of school leadership that I learnt during my principal preparation and which I believe will be important to my successful leadership is the importance of establishing a student-centered leadership (Cunningham & Cordeiro, 2006). By doing so, all the resources and energy within the school are geared towards improving the educational outcomes of students. I believe that all successful leaders share several characteristics that make them stand out. Among these characteristics are setting direction, establishing relationships and growing people, developing an institution such that it is geared towards supporting desired practices, overseeing a gradual improvement of an institutions program to match set goals as well as ensuring

Anna in the tropics Essay Example | Topics and Well Written Essays - 1000 words

Anna in the tropics - Essay Example This production response focuses of analyzing the themes, characters, subject evaluation, plot of the play, and recommendation. Story (plot description) Santiago’s cigar factory is among the famous Ybor city factories of the year 1929 and the factory is experiencing modernization with new technology posing an effect of replacing the current Cuban workers (Cruz 2010, p.5). At the beginning of the play, Santiago involves himself in a bet and finally loses his money, while his daughters and wife wait for Juan Julian arrival to read aloud to the employees. He chooses â€Å"Anna Karenina†, Tolstoy’s novel as his first choice for the workers. The women seem to be interested with the novel but Cheche and Santiago’s stepbrother seem less enthused. As the lector reads the novel deeper, those who are listening to the story also remain attentive (Cruz 2010, p.10). However, Cheche is not at all concentrating with the lector’s story, and strives to transform the entire factory. During the new cigar brand inauguration, all workers throw a party to celebrate the implementation of the new cigar that will improve their success although Cheche is highly frustrated (Cruz 2010, p.12). Character Santiago- Santiago is the cigar factory owner. Being overwhelmed with gambling troubles, he struggles a lot to ensure that his wife and two daughters receive maximum protection and provision. He also defends the nature of Cuban worker’s tradition in his cigar factory. His character trait depicts that one should be active enough to ensure good care of his family and defend his or her idea (Bryer & Hartig 2010, p.32). Anna’s husband- Anna’s husband, Karenin is a man of influence, riches, and has a good social character that at first seems to be naive about his wife’s friendship with Vronsky. After realizing the affair between his wife and Vronsky, he finds ways on how to comport himself for he tries as much to avoid scandals at an y cost. The character aspect with Karenin is that it is good to avoid scandals since they can be costly to one’s life (Maufort 2010, P. 134). Cheche- Cheche is the Santiago’s stepbrother who claims for partial ownership of the factory because of his wager winning. Ever since his wife left him for the lector’s, he remains to be dangerous to the rest of workers due to the bitterness. Cheche is highly interested in modernizing the factory operations and shows no interest with the new lector’s stories (Maufort 2010, P. 134). Ideas (the major themes of the play) One of the main themes portrayed in the play is that of violence versus reason. The first scene of the play shows a contrast of two life approaches, one reasoned and the other violent (Maufort 2010, P. 133). The play portrays violent by the cockfighting savage game, which suggests that cunning, skill, and might, will constantly win. Although Cheche depicts to be a cautious person, when it is time for g ambling, he insists the notion that physical control will triumph following reason’s failure to persuade (Maufort 2010, P. 133). For instance, Cheche takes Marela forcibly when she decides to pay no attention to his innuendo and lurid glances. On the other hand, Ofelia and Santiago do not support the idea of automating the factory because this will displace workers (Maufort 2010, P. 136). The two employ sounds reasons to support their decisions although they are

Critical appraisal in clinical practice Essay Example | Topics and Well Written Essays - 3000 words

Critical appraisal in clinical practice - Essay Example It is of particular interest to me because various studies have been carried out on pain management and assessment, and I believe that establishing which studies provide the best evidence on care would also assist me in my delivery of health services (Hammer and Collinson, 1999). This paper shall first present the method by which the studies were selected. It shall be followed by the critical summaries and then by the appraisal of method. Finally, a synthesis of findings and reflection on practice will also be presented. Body Selection of papers In the selection of the papers, I entered the following search words in Google Scholar; post-operative + nursing care, post-operative issues + nursing, pain assessment + post-operative nursing. Search results were further narrowed down using the following additional parameters: past 10 years, and results from the following databases: EMBASE, CINAHL, PubMed, and the Cochrane databases. Articles found were further narrowed down based on advance d search parameters, covering meta-analysis and other scholarly types of research. The credibility of the authors was also evaluated, assessing their expertise on the subject of the research. Critical summaries In the study by Blondal and Halldorsdottir (2008), the authors attempted to establish a though understanding of nurses’ experiences in the management of patients in pain. The authors understood that despite improved knowledge on patient care, these patients were still suffering from issues in relation to pain and nurses are the primary health professionals which can help relieve these symptoms. The authors carried out their study as a phenomenological study covering 20 dialogues with 10 experienced nurses. The research process revealed that caring for patients in pain is a major challenge for many nurses and nurses seem to feel a moral obligation to ease patient’s pain. Moreover, these nurses feel that they face a challenge in managing patient’s pain in t erms of how they read their patient, how they deal with moral conflicts, and organizational issues. The authors also concluded that nurses require different patterns of knowledge and a favourable work environment in order to improve their pain management skills. In the study by Al-Shaer, et.al., (2011), the nurses’ knowledge and attitudes regarding pain assessment and intervention was considered. The authors undertook their study as a non-experimental, descriptive design, based on a convenience sample of 129 registered nurses working in various units of a Midwestern metropolitan hospital. The authors covered registered nurses on their knowledge and attitudes on pain management and the results indicated that their knowledge of pain management principles and interventions seem to be insufficient. Although the results of this study do indicate high knowledge scores, some nurses indicate an inadequate ability to care for patients experiencing pain. The authors were also able to a cknowledge the fact that pain is a subjective experience and that nurses must not base their assessments on their personal beliefs of judgments. Critical review 1. Appraisal of method In the study by Blondal, the problem was specifically and clearly stated by the authors and it had sufficient background information in order to

Geography of water and energy resources Essay Example | Topics and Well Written Essays - 250 words - 4

Geography of water and energy resources - Essay Example In effect, Kuwait has a per capita income of approximately $60,541, which is higher than the per capita income in all G7 countries. Qatar has a per capita income that is over $93,000 because it has a low population and a very high GDP (Central Intelligence Agency, n.d.). In a summary, the Middle East OPEC members with low per capita income are the nations with a large population of Iran and Iraq. Despite the fact the G7 countries register high GDP that are above the $1 trillion mark, the Middle East OPEC members rival them on the distribution of wealth due to their small population and large revenue from oil. In most cases, Middle East OPEC members are viewed a struggling nations with no power to rival to the G7 countries. The reality is that citizens of small countries like Kuwait, Qatar, and UAE enjoy higher per capita income more than most G7 members. The only OPEC member that is considered poor is Iraq. It has per capita income that is lower than ten thousand dollars, which is the most inferior in all Middle East OPEC

Movie report - Malcolm X Essay Example | Topics and Well Written Essays - 1250 words

Movie report - Malcolm X - Essay Example It seems that the relationship between Islamic religion and America is caught up with violence, and in fact as the camera cuts back and forth between the flag, the Islamic preacher, and the video of the attack, flames start to consume the edges of the flag until finally all that remains is a burning â€Å"X† with the last traces of stars and stripes. The abiding memory of this film will be the clash between Islamic black people and the dominant white American values which do not give a fair and proper place to African American citizens The characters in the film are introduced in a segregated way, just as the society of the time was strictly divided into black and white domains. The African Americans are shown enjoying life in the streets and in the barber shop, where men try to straighten their hair to appear more like white men. Their scenes are set to lively jazz music, and the colors used in the black family scenes in the film are rich browns and creams. In contrast, the f irst sight of white Americans is a group of Ku Klux Klan members arriving on horseback in the dark of night, clad in their white robes, to terrify the mother of the unborn Malcolm X. The narrative voice explains the complex hatred of white people that he has grown up with, due to the experiences of his parents, both of whom had suffered violence at the hands of white people. The main character, Malcolm Little, starts out as a slightly ridiculous person, dressing up in fancy suits, experimenting with drugs, and trying to make money through robbing people. He becomes much more serious, however, when he is caught by the police and sent to prison. He was already well informed about religion and politics due to his father’s profession as a pastor, although he clearly does not agree with his father’s view that black people should leave America and go back to Africa where they originally came from, and start up a new nation there, without all the prejudice and oppression that is found in America. It seems that the time that Malcolm spent in prison was the beginning of his re-education into the real history of black oppression in America. He learns to interpret everything around him differently, and follows the teachings brought to him by prisoner Baines, and other famous Muslim leaders, learning in the end to bend his knee to Allah, even though this was very hard for him. The film shows through the life of Malcolm X, that radical Islam can be a way to fight back against the four hundred years of oppression. He has a vision in his prison cell that changes him for ever. He makes a comparison with the experience of Paul on the road to Damascus. His old friend Shorty, who was imprisoned with him, thinks he has gone mad, and the way that Malcolm has chosen is shown to be a difficult one, that means he has to give up so many aspects of his previous life. The film shows how Malcolm evolves from a criminal to a moral human being, and when he starts to wear his heavy glasses, he appears also to be like an intellectual. His marriage is shown as something genuine and positive, but his relationship with the brothers in the â€Å"Nation of Islam† becomes difficult because he has higher moral standards than even the man in his vision, Elijah Mohamed. This is an interesting dimension of the film, because it shows

Changes in Formerly Communist Nations Essay Example | Topics and Well Written Essays - 1250 words

Changes in Formerly Communist Nations - Essay Example However, the fact of the matter is that the nations which have already been listed had rather developed economies. Due to the fact that the Soviet Union was primarily concerned with its defense against the West, it built up a high level of economic strength, industrial production, infrastructure, and other means of economic development within the nations of Eastern and Central Europe. However, when one considers the level of overall economic development that existed within the remainder of the Soviet Union’s vast empire, the states of Central Asia for instance, it is rapidly understood that as disastrous as the collapse of the Soviet Union was for the individuals living within Eastern and Central Europe, it was in order of magnitude more disastrous for the undeveloped nations within Central Asia. As a function of this, this brief analysis will consider the case of Uzbekistan and trace the hardships that it was forced to face immediately following the collapse of an empire that defined this region for the better part of 60 years (Goff et al, 2008). One of the most powerful effects that the collapse of the Soviet Union had was with regards to the economic integration that had previously existed between the empire. Although the Soviet Union engaged in outside trade, almost all of the domestic needs of production were realized within its contiguous borders. In such a way, scientists were moved to remote regions as a means of conducting further research, cotton was specialized and grown in key areas, industry sprung up around natural resource deposits and access to rivers and the sea, and other industries were differentiated as a means of geography and need. However, this was a centrally planned economy and one in which a perfect level of natural growth could not be exhibited. In the case of all of the Soviet Union, the years immediately following its collapse were punctuated by extreme economic hardship, the lack of currency and/or currency stability, supply and demand issues, and a number of other factors directly related to transition from a centrally planned communist economy to free market economy. In the case of Uzbekistan, the nation had only a light level of industrialization, no access to the sea, no natural land barriers, over 10 distinct ethnicities, and an environment that was heavily polluted an increasingly arid (Goff et al, 2008). In such a manner, the collapse of the Soviet Union provided an extreme level of shock to the region due to the fact that it no longer had means to sustain itself, ability to trade with the outside world, or any level of developed industry upon which you could rely. One of the defining aspects of Uzbekistan within the Soviet Union had been its production of cotton. However due to the fact that the nation was almost predominantly arid, it lacks the water resources to continue this high output of cotton to trade with the outside world. Accordingly, as a result of the lack of resources and economic hardships that punctuated the years following the collapse of the Soviet Union, a series of order conflicts, Islamic uprisings, and failed Democratic efforts defined the way in which is Uzbekistan sought to integrate with the rest of the world. Whereas there is doubtless and myriad of key issues that

Materialistic Americans Essay Example for Free

Materialistic Americans Essay â€Å"With these words I can sell you anything† by William Lutz and â€Å"At sale at Old Navy: Cool Clothes for Identical Zombies! † by Damien Cave the readings explain how Americans are fooled into purchasing so many unnecessary things that most of the time don’t do what they promise when advertised as well as how the buyers themselves are blinded and don’t realized that they are wasting money, all because of the value of their pride and their need to be better than everyone else yet they are doing the same things as millions of other Americans. Although it seems correct that most people should be materialistic, it’s not a good thing because this form of living is damaging American’s values in many ways and advertisements are just making it worst. In Cave’s excerpt he explains how most Americans have become so materialistic now and that it’s becoming a big issue. In one part Cave says, â€Å"Consumers are being scammed, says Klein, arguing that stores like Old Nave and Ikea are duping millions, inspiring mass conformity while pretending to deliver high culture to the masses† (109). This explains how Americans are so gullible when it comes to buying products because most of the time they don’t really look into what they are buying they just want to own what everyone else has because that makes them â€Å"fit† it into this materialistic society because it’s all about hierarchy and who’s on top of everyone else. â€Å"Klein and Frank say that few consumers recognize just how conformist their consumption habits have become† (Cave 109). Some people do realize that they do over spend but they still don’t do anything about it because they always want more. There are many adults that think that buying so many things for themselves and their families is good because people always want to have the best things that are out there for their loved ones without realizing that they’re just giving money away to things they don’t really need. â€Å"At virtually every opening of Old Navy’s and Ikea’s stores-in the New York, Chicago, and San Francisco areas, for example- tens of thousand of people appeared in the first few days. Even now, long after the stores first opened, lines remain long† (Cave 110). Americans value so much their pride to be over achievers and be better than everyone else they come across but yet they aren’t much different from other people because they spend as much as every other person who might not have that much money because everyone’s values are similar. In Lutz’s excerpt he explains how Advertisements usually don’t promise what they offer and take people for fools but yet people keep buying more. He states, The biggest weasel word used in advertising doublespeak is ‘help’† (114). He explains how people are manipulated into buying products all the time that will help them with a desire objective and they are influenced by the advertisements. The things that people wear, drink, eat, etc are all influenced by something or someone, how else did they ever hear or see about those products. Advertisements are everywhere, people that see all these advertisements of products think those products apply to them because they know everyone else that will see them will want them too and they don’t to feel left out in not being part of the revolution of that product. Lutz also says, â€Å"Whenever advertisers want you to stop thinking about the product and to start thinking about something bigger, better, or more attractive than the product, they use that very popular weasel word, ‘like’† (119). American’s values are on risk when it comes to advertisements because people want their families to be well and grow a certain way, but that can’t happen when their television and billboards selling things that are out of the comfort of some people. Only by becoming an active, critical consumer of the double speak of advertising will you ver be able to cut through the doublespeak and discover what the ad is really saying† (Lutz 120). Americans value so much their pride and the liberty to do whatever they want that they think buying so much stuff applies to them. Americans also value their Independence in this country but it’s also being ruined by advertisements because how can people be independent when they are buying the same things as everyone else and are being exploited all at the same time? If people keep getting sucked into buying every little thing they see hey will doing the opposite of what they believe in, they will just be shaming who they are as Americans. Americans need to realize that buying everything that is advertised isn’t doing them any good. they will lose so much money on things they don’t really need and all for what? to be better than everyone else? People have forgotten about being independent and doing their own thing when it comes to having a different lifestyle from others. How can they take pride in themselves when they are just alike to everyone else and that’s what the readings explain, to not be gullible when it comes to this topic

Mongol Empire Essay Example for Free

Mongol Empire Essay FCAs: 1. The paper must include at least 4 paragraphs. Each paragraph should be at least 4-6 sentences long and have an introductory and concluding sentence. The introductory paragraph should provide a hook for the reader, your definition of the word barbaric, the question posed by the DBQ, and your thesis (your answer to the question) (25 points). 2. Paragraph 2 and 3 should use at least 4 documents (with proper citation) to support your thesis. Four specific examples should be given-one from each document, and you should explain how these examples support your claim. (100 points/ 25 points for each document). 3. The paper must include a concluding paragraph in which you briefly summarize your evidence, reiterate your answer to the thesis, and make a connection to another topic from history, how this topic relates to today, or anything we have covered in class (25 points). The Mongols: How Barbaric are the Barbarians? Who are the Mongols really? The Mongols had an empire that existed during the 13th and 14th centuries AD, and was the largest continuous land empire in human history lead by a great ruler called Genghis Khan. For centuries they have been remembered as a brutal tribe of nomadic barbarians who were a serious threat to people and civilization throughout Asia and Europe, so how barbaric are the barbarians exactly? What does barbaric mean anyways? Barbaric is to be savagely cruel and extremely brutal or primitive and unsophisticated. The barbarians are some what barbaric. The barbarians have codes of conduct, prisoner dummies, religious tolerance, and cutting heads off. In Rashid ad-Din’s Collected Chronicles (Document 10); he talks about how the Mongols were hospital. In it, it says â€Å"when a husband goes hunting or to war, his wife must maintain the house hold, so that the messenger or guest who dismounts there finds all in order and the wife is able to provide him with good food and anything else he may require.† This shows that the Mongols are not barbaric because the make sure that the house is suitable for guest; however, in John of Plano Carpini’s History of the Mongols (Document 3), he talks about how the Mongols â€Å"send a detachment of captives and men of other nationalities who are fighting with them to meet the enemy head-on, and some of the tarts (Mongols) may perhaps accompany them.† They are barbaric because the used the lives of others as dummies in a battle. They do not care if the prisoners that they are using as dummies have families or not. At some points the Mongols are barbaric when it come to p rotecting them selves or trying to conquer land, but they also try to be hospital. In William of Rubruck’s the Journey of William of Rubruk (Document 9), he talks about how Mongke Khan was religious tolerance. In it, it says â€Å"he therefore wishes you all to meet together and hold a conference and each one is to write down what he says so that he can know the truth.† The Mongols are not barbaric because Mongke Khan wanted to learn about different religious so that he could convert to one; however, in Ata- Malike Juvani’s Genghis Khan (Document 4), he talks about the punishment that the Mongols did. He says that the Mongols â€Å"severed the heads of the slain from their bodies and heaped them up in piles, keeping those of the men separated from those of the women and children.† The Mongols are barbaric because they would cut off the heads off people that were already dead. They did not have any respect for the dead what so ever. The Mongols wanted to learn about religion on how it works and which religion is true, but they were too cr uel on their victims and threw the bodies into piles based on their gender. In documents 10, 3, 9, and 4 talks about reasons how barbaric or not barbaric the Mongols were. I believe that the Mongols are somewhat barbaric. In the age of the Nazi, the Nazi things called concentration camps. In the concentration camps, they would have gas chambers where lots of Jews were killed at once. The thing that people do not realize in the concentration camps they also allowed the Jews to eat and bathe. Why would someone who wanted to kill the Jews allow them to eat and bathe: Remorse or humanity? The Nazi were not all cruel and hard hearted as made out to be. This relates back to the Mongols because they are believed to have all cruel methods this may be true, but they also have kind hearts.

History Of Localization And Glocalization Marketing Essay

History Of Localization And Glocalization Marketing Essay Social capital in multinational companies is part and parcel of human resource management, whether locally or internationally. The terms globalization, localization and glocalization are expressions introduced to economy only recently. It is needless to say that globalization and localization refer (in finance) to economic concepts including multinational corporations, sale and purchase and other services. Since the end of the Cold War, we have been facing economic struggle instead of the military one that prevailed for many decades.   But glocalization is an exceptional term, since it is coined of two words (globalization and localization). In this paper I intend to examine the evolution of glocalization and present some practical examples from my environment (Norway) to find out how this term works. Some sociologists, anthropologists and economist classify capital into three main types. Pierre Bourdieu distinguishes between three capitals: economic capital, cultural capital and social capital. In this paper I will try to describe the structure of the banking industry with a focus on Western Europe and the Nordic countries. Furthermore, I will describe how my own organization (Nordea Bank ASA) should relate to the global evolution toward a more global banking industry. Let me start with the notion of globalization in economy first and then proceed to glocalization. Theodore Levitt article, Globalization of markets in the Harvard Business Review in 1983 introduced a heated discussion of consequences of globalization, which revolved around global governance, independence and local market conditions. Globalization in this context is defined as a process where banks are larger and fewer and where they operate largely across countries and regions, i.e. that we call global oligopoly. The globalization of the banking industry is still in its infancy, but some features appear already to be central to the development of this industry in the coming years. In Norway, globalization will involve new challenges and opportunities for Norwegian banks both in Norway and abroad.   The Europe Commission has set a goal to reduce the many trade barriers that stand in the way of an efficient financial market in Europe. It is not easy to set borders between globalization and glocalization in economy or in social applications. Glocalization is defined by (Wellman B. 2001) as the following Glocalization is a neologism meaning the combination of intense local and extensive global interaction   Du +1-et dette offentlig. Angre Glocalization is a proposed solution to some problems of globalization. Critics believe globalization causes conflict between an emerging worldwide system of values and regional autonomy, resulting in the destruction of local cultures. Glocalization proposes to mediate between this global system and local community and that local practices be respected. It often involves tailoring products intended for international distribution to the tastes of local consumers. To illustrate the strategic implications and choices, I will use the model The nine strategic windows (Solberg 1997). C:UsersIhabDesktopniggaUten navn.bmp This approach is a dynamic model that enables us to indicate which strategies the players should choose in the future market. The analysis will therefore focus on the conditions that should be present for such a role that each bank should use effectively. The two dimensions of this matrix are the industrys globality and the banks ability for internationalization. In the study, I will use the model with nine windows indicating nine specific strategic options. Over the last 30 years, we have seen that some Norwegian banks seeking to internationalize their operations by establishing branches abroad. Banks range from Stay home market, to Strengthen position in the global markets orfind new owners with the international network . Thus different banks are located not only at different points along the y-axis, but also along the x-axis (the industry globality). If one is located to the left of the matrix, it indicates little globality. There will be fewer opportunities and threats of global ization, which should then set the orientation of the strategies that banks should choose depending on how they are positioned along the y-axis. I have already placed some Norwegian banks in this picture. Globalization of the banking industry had impacts on Norwegian banks and Norwegian banking industry. This is due to the fact that in the past banks had different products and services in diverse markets and were affected differently by the structural and international barriers. The strategies will be on the one hand more affected by consolidation in established markets; on the other hand, globalization could represent major threats but many opportunities. Other strategic alternatives will be more effective, depending on the location along the y-axis. Studies of multi-national companies (MNS) use of European banks (Berger Smith 2003; Berger, Dai, Ongen Smith 2003) show that the banking industry still has some way to go before it can be called global. A problem with this model is in its construction. It is simple to understand, there are many ways to define the two dimensions and fault localization could lead to completely w rong conclusions in strategic choices in an individual company. As a practical example, Nordea Bank, which is the largest bank in the Nordic and Baltic region with headquarters in Stockholm bank, is the result of successive Nordic acquisitions and mergers in the period 1997 to 2000. Through its around 10 million customers of which 4.9 are the online customers and 1,300 branches is the market leader in the Nordic region with 35, 20, 20 and 15% market share to Finland, Denmark, Sweden and Norway.   Our vision is to be the leading Nordic bank. Growth strategy has been mergers and acquisitions, but the strategy is further organic growth in the Nordic and near abroad emerging markets (Annual Report 2006). In Norway, the goal is to increase market share in the retail market. Nordea is well equipped to meet the challenges that globalization entails. Furthermore, our assessment is that the Baltic / Poland for strategic reasons should be developed in order to restrain the activities of other banks, especially German and Austrian, but also other fore ign banks. The possible scenario is that Poland is an exciting emerging market is an arena where major Western European banks competing for market share. We realize that this may be difficult in Russia. Nordea has a major share in Ogresbank but does not control the bank 100%.   In this respect, Russia should be an important priority for Nordea.   http://www.investopedia.com/terms/g/glocalization.asp#ixzz2NYBBvRnm Finally, I have proved to review the social culture, social capital and glocalization in Nordea and other firms. Some other examples, I intend to cite are McDonalds Corporation and MTV Networks activities. McDonalds Corporation has restaurants in more than 100 countries. Instead of offering an American-style menu in a place like Dubai and other Islamic countries, where people do not eat pig meat, McDonald sells mostly chicken, lamb and beef. Big-ticket items in the automotive industry are examples of glocalization. Mercedes-Benz or BMW car manufacturers present many different engine offerings and trim levels for their home market.   But the cars offered abroad are usually limited to more powerful engines and higher-end interiors. Likewise, MTV Networks, which broadcasts in many countries, does not offer the same programming in all those countries. The network tailors each channel to suit those countries individual tastes and features regional and international musicians. With satellite TV, audiences can even glocalize their living rooms. Numerous foreign-language channels can be ordered, so an immigrant from Italy can catch her favorite variety shows on RAI International, or an Egyptian expat can catch regional news from back home on Al Jazeera channel.

General Sir Arthur Currie Essay -- essays research papers

LIEUTENANT--GENERAL SIR ARTHUR CURRIE (A brief account of the battle of Passchendaele)   Ã‚  Ã‚  Ã‚  Ã‚  Lieutenant-General Sir Arthur Currie was the most capable soldier that Canada has produced. Certainly, he did not look like the great soldier he had become. A very tall man, at six-foot-four, he was also somewhat overweight. Through his successes as the Commander of the Canadian Corps, he knew how to delegate authority and stand by the decisions of his subordinates.   Ã‚  Ã‚  Ã‚  Ã‚  Currie, however, was not a professional soldier. He was born in Strathroy, Ontario, on December 5, 1875 and raised, he had moved to Canada’s west coast in his late teens. As an adult, he movedto Victoria, British Columbia, he had become a schoolteacher, and insurance salesman, and, a real-estate speculator, an occupation that made him one of Victoria’s leading citizens. Like all goodCanadian businessmen at the time, he joined the Canadian Militia. In 1897, he had enlisted as a lowly gunner in the 5th Regiment, Canadian Garrison Artillery; by 1909, he was the lieutenant-colonelcommanding the regiment. In late 1913, Currie accepted the challenge of raising and training an infantry unit, the 50th Regiment, Gordon Highlanders of Canada.   Ã‚  Ã‚  Ã‚  Ã‚  When the war broke out in August 1914, the highly regarded Currie was commanded of an infantry brigade. Currie fought with exceptional composure at Ypres in 1915 where his 2nd Brigade made a remarkable stand against the poison gas. Having impressed his superiors, Currie was promoted to command the â€Å"crack† 1st Canadian Division. He led the â€Å"Red Patch† at Mount Sorrel, through the horror of the Somme in 1916 and at Vimy Ridge, Arleux, and Fresnoy in the spring of 1917. In June, Currie had been knighted and named commander of the Canadian Corps, now four divisions strong.   Ã‚  Ã‚  Ã‚  Ã‚  One of Currie’s most impressive and important achievements had come during the winter or 1919-17, while he was still a divisional commander. By analyzing the fighting he had witnessed on the Western Front, Currie had drawn up what proved to be a blueprint for tactical success. In a paper, Currie synthesized the best of British and French concepts, and with many of his own beliefs based on personal experience. Under Sir Arthur Currie, the Canadian Corps emerged as an outstanding formation on the ... ...m: not only was he a mere colonial, he was a non professional to boot, and he was much younger that th earmy commanders who would have reported to him. Far from demonstating his carelessness over casualtiles, Passchendaele proved Currie’s concern for he preservation fo the lives of the men under his command; indeed, Currie’s actons throughout th war stand as strong evidence of his desire, and ability, to win battles only at the least possible cost. A lot of Canadians, veterans and conscripts alike, had little regard for General Currie. Passchendaele convinced many of them that victory was his old consideration.   Ã‚  Ã‚  Ã‚  Ã‚  Charges of this nature dogged Currie for the rest of his life. Political enemies, took up the cry as the war wound down. He was being accused as a Canadian commander of deliberatley sacrificing the lives of his men in the pursuit of his own personal glory. His death five years later, in 1933 at the age of fifty-seven, may be attributed, at least indirectly, to the lawsuit. His funeral was a major event in Montreal and thousands lined the streets to honour the â€Å"Great Leader† of the Canadian Corps. He is buried in Mount Royal Cemetery, Montreal.

What Is Psychology? :: Psychology Expository Essays

Psychology is the study of the behavior of living organisms. The people that study the behaviors are called psychologists. There have been many studies done by these people to try and figure out why people or animal do the things they do. Psychology's four main goals are to describe what occurred, explain why it occurred, predict what event is likely to occur next, and to change to prevent unwanted outcomes. Psychologists study the process of thinking, learning, cognition, emotions, motivations, and personalities. An example of one study that has been done would be why a dog salivates to the sound of a bell and show. This behavior is due to a conditioned stimulus becoming a conditioned response. Another experiment done was with a baby and a white mouse to see if the baby would be scared if something happened while grabbing for the mouse. There are several different types of psychologist for different problems. One example is a school psychologist. In education and school psychology, they study the process of education and works to promote the intellectual, social, and emotional development of children in the school environment. The main type of psychology is called clinical psychology, which specializes in the evaluation, diagnosis, and treatment of mental and behavioral disorders. Behavior is any observable action or reaction of living organisms. There are many levels of behavior that is studied in psychology. Some psychologists concentrate on the behavior that at a high level like having aggression or being prejudice. There are four main characteristics needed to be an observable behavior, which are: the organism itself, motivation, knowledge, and competence. Behavior cannot be studied without the organism there in body. Also, motivation must be in place for the study of behavior because it is an immediate cause of a behavior. Knowledge is something that the organism already knows. In order to examine it, you need to understand the environment and what he/she/it knows, thinks, and remembers.

Does Delegated Legislation Represent a Threat to the Democratic Process

Delegated legislation is the power delegated by Parliament to some person or body to make law. The Act of Parliament that enacts a valid piece of delegated legislation, and the latter itself, both have the same legal force and effect. Parliament retains general control over the procedure for enacting such law. There are various types of delegated legislation. Orders in Council, Statutory Instruments, Bye-laws, Court Rule Committees, Professional regulations. It is essential to focus on the facts that specific controls have been established to oversee an unjust or inapplicable delegated legislation. Apart from the parliamentary control of the Join Select Committee on Statutory Instruments, Courts can also challenge ultra vires provisions through judicial review. Due to the complex nature of the delegated legislation, there are contradicting opinions about its democratic –or not- characteristics. Some people argue that as long as there is some control over delegated legislation not only by Parliament by more importantly by judiciary, this kind of legislation doesn’t seem to threaten the democratic process. In fact, given the pressure and waste of time on debating, it is more beneficial for the government to spend its precious time in a thorough consideration of the principles of the enabling Act, leaving the appropriate minister or body to establish the working details. The time saving and the fact that particular problems are faced swiftly from the minister or body overview ...

Extended commentary of ‘On the Departure Platform’ by Thomas Hardy Essay

On the Title: This is obviously a metaphor for the ending of a â€Å"moment†, as well as the literal description of the place where many of the images (within the poem) are based; on a train platform, where the persona and his female love interest part. The title introduces the poem’s key theme to the reader – a separation of young love, but not a permanent one. As one reads further into the poem itself, the persona comments on the painful fact that humanity leaves behind time as well. Overall Structure: Hardy writes in 6 stanzas of English quatrains with an alternate rhyme scheme (a similar technique used in other poems) to concentrate the poem. The last line of these stanzas is conspicuously shorter than the others – usually four or five syllables to the other nine or ten. Hardy does this to a) draw attention to them but also b) to the theme they nearly all have in common. They all illustrate, in the first four stanzas, a diminuation in the woman’s size; as an optical effect, she gets smaller the further she moves away into the crowd. This, in some ways, adds to the poignancy of the poem. Themes: Time (the way that it works), Distance, Pain Difficult Language Notes: ‘Nebulous’ means cloudy. First Stanza Notes: Hardy’s poem is full of visual ideas – they are continuous to provide an important effect to be later considered. Thus his opening line is of an image; â€Å"We kissed at the barrier; and passing through/ She left me.† Hardy intentionally uses a stark and blunt image – the enjambment highlights the phrases â€Å"passing through† (immediately presenting images of movement, perhaps through Time as well) and â€Å"She left me†. One can feel the emotion in that conspicuously short phrase. â€Å"And moment by moment got/ Smaller and smaller.† Continuing with the diminuation of the woman’s figure, Hardy uses mirroring comparatives to emphasize the change. The stanza then ends with the shortened line; ‘She was but a spot;’. Notice the empty sounds in ‘spot’, but the harsh consonance – it invokes a decisively negative emotion. Also note the semicolon at the end of the line. The sense of the sentence continues into the next stanza; viewing the poem as a whole is crucially important. Second Stanza Notes: Again, Hardy presents an image; ‘A wee white spot of muslin fluff’ – the use of the word fluff (as in a fluffy cloud) is complimented by the use of ‘nebulous white’ later on. Hardy imagines the woman as a cloud; an indistinct mass of hazy material. This is important metaphorically. We receive no description of the woman’s face, only her clothing. She has no name, no identity; this memory of a by-gone moment whilst in love (as revealed later) bears none of the crucial intimacy that one would expect such a relationship to possess. You would expect a lover to be able to remember at least facial features! This lack of distinction is to be later explored. Hardy introduces his ideas about perspective and sight in this stanza. He introduces key renaissance optical theory in the line ‘down that diminishing platform bore’. This is the idea of two converging lines eventually reaching a vanishing point. The diminishing platform mirrors the diminishing view of the woman – is this (metaphorically) an emotional statement along with a literal visual one? Note; ‘through hustling crowds of gentle and rough’ refers to the class system of ‘gentlefolk’ and the ‘rough’ of the lower classes. Its only importance is in distinguishing between the figure of the woman and the crowd – the persona is only focussed on her! Third Stanza Notes: Hardy then explores the same image further, with a focus on colour contrast: â€Å"Under the lamplight’s fitful glowers, Behind dark groups from far and near, Whose interests were apart from ours, She would disappear,† Hardy compares the darkness of the scene – which is, remember, in a typically smoky Victorian railway station – to the pure white of the woman’s dress. It stands out. Indeed, he focuses entirely upon this image, as it is the beauty of it which he wishes to recall; therefore, all other individuals become ‘dark’ metaphoric areas in his memory. The line â€Å"Their interests were apart from ours† further advances this – the persona does not care about any other intentions other than his own, and perhaps his partner’s. It could be argued that Hardy creates an intimidating scene around the woman. ‘Glowers’ are angry expressions. The fact that they are considered ‘fitful’ – or appropriate – for the occasion reveals an odd nuance in the persona’s attitude. If it is appropriate, then is the persona angry too? Why would he be? Upset, understandably, but is he frustrated at losing his love? Or is he angry at slowly losing the moment (in terms of memory) itself? On a final note, observe how there is a comma at the end of the stanza. This allows the sense of Hardy’s verse to ‘roll on’, like an exaggerated form of enjambment. Fourth Stanza Notes: Hardy does this to invite comparison between the segmented lines: â€Å"She would disappear,/ Then show again,† He emphasizes the apparent suddenness of the woman’s appearances, whilst also increasing a sense of distance between the figure and the persona. Note how she ‘flickers’ – is this flickering due to a slow loss of clear recollection of memory? This is a nice idea! The figure of the woman herself changes in the following lines, either in memoriam or literally (â€Å"that flexible form, that nebulous white,†). Despite occupying the persona’s entire mental capacity, the image lacks any definition in terms of facial or emotional features. This is highly inconsistent with the idea that the persona cherishes her! (As, indeed, he confirms; â€Å"she who was more than my life to me†.) Why compare an individual whom one should know so well to a cloud? In any case, it is at this point that the figure disappears entirely, with a noticeable ellipse. Here Hardy comes out of his historic mood and into a (near) present tense. Fifth and Sixth Stanzas Notes: Hardy once again comes to the point of his poem at the end, in a comment upon the inability to retain a moment, and the irony of suspending such a moment in literary form. Although the persona views the memory fondly, and has penned â€Å"penned new plans since†, there is a decided lack of evidence for any future physical recurrences of the woman. It is perhaps suggested, therefore, that the relationship has ended at this point – in terms of language, the persona has yet to see her again and maybe never will. Indeed, Hardy uses polysyndeton and recurring dashes, along with the conditional tense to emphasize the uncertainty as to the relationship’s future. Hardy’s point does not regard the relationship, however – therefore the truth is left purposely unclear. By contrast, the aim of the poem is to point to the fact that â€Å"nought happens twice thus† – the persona will never experience such a moment again. This idea is introduced in the last line of the fifth stanza (â€Å"But never as then!†), in a phrase made noticeable through its contracted nature. Then Hardy switches to a present tense exchange. â€Å"-And why, young man, must eternally fly A joy you’ll repeat if you love her well? * O friend, nought happens twice thus; why, I cannot tell!† Whilst also emphasizing the persona’s youth, Hardy makes his tragic point clear once again. However, there exists an irony rooted in his words. For, due to the existence of the poem itself, it can be argued that the moment is quite attainable (as proved above!), but through the use of literary suspension.

Macro and Micro Economics

Micro Economics:- Microeconomics is a branch of economics that analyzes the market behavior of individual consumers and firms in an attempt to understand the decision-making process of firms and households. It is concerned with the interaction between individual buyers and sellers and the factors that influence the choices made by buyers and sellers. In particular, microeconomics focuses on patterns of supply and demand and the determination of price and output in individual markets (e. g. coffee industry). Areas microeconomics covers: Supply and demand ?Competition ?Monopolies ?Profit and loss ?Opportunity cost Elasticity †¢Rigid laws:- Businesses may be doomed to be non starters due to restrictive business environment which may take the form of rigid government laws ( no polluting industry can ever be located in around 50 Km radius of the Taj) , state of competition ( Car manufacturing capacity presently in the country is far in excess of demand) etc. †¢Environment impact :- The present and future viability of an enterprise is impacted by the environment For eg no TV manufacturer can be expected to survive by making only B&W television sets when consumer preference has clearly shifted to color television sets. Key Inputs:- The availability of all key inputs like skilled labor , trained managers, raw materials, electricity, transportation, fuel etc are a factor of the business environment. †¢Public awareness:- Increasing public awareness of the negative aspects of certain industries like hand woven carpets (use of child labor ) , pesticides (damage to environment in the form of chemical residues in groundwater), plastic bags (choking of sewer lines) have resulted in the slow decline of some industries. †¢The Market:- Organizations closely monitor their customer markets in order to adjust to changing tastes and preferences. A market is people or organizations with wants to satisfy, money to spend, and the willingness to spend it. Each target market has distinct needs, which need to be monitored. It is imperative for an organization to know their customers, how to reach them and when customers' needs change in order to adjust its marketing efforts accordingly. The market is the focal point for all marketing decisions in an organization. †¢Marketing Intermediaries:- Physical distribution firms help the organization to stock and move products from their points of origin to their destinations. Warehouses store and protect the goods before they move to the next destination. Marketing service agencies help the organization target and promote its products and include marketing research firms, advertising agencies, and media firms. Financial intermediaries help finance transactions and insure against risks and include banks, credit unions, and insurance companies. Macro Economics:- Macroeconomics is a branch of economics dealing with the performance, structure, behavior, and decision-making of the entire economy. This includes a national, regional, or global economy. Macroeconomists study aggregated indicators such as GDP, unemployment rates, and price indices to understand how the whole economy functions. In Macroeconomics there are two areas of research that are emblematic of the discipline: the attempt to understand the causes and consequences of short-run fluctuations in national income (the business cycle), and the attempt to understand the determinants of long-run economic growth (increases in national income). Areas of macroeconomics covers: ?Money supply ?Interest rates ?Fiscal and monetary policy ?Unemployment ?Growth ?Inflation ?Inflation:- In recent years, a confluence of macroeconomic and industry-specific factors has led to record-high prices and unprecedented volatility in the global agricultural commodity markets. Specifically, simultaneous increases in demand and production costs along with intensifying supply-side pressures have led many experts to forecast extended periods of higher-than-average prices for many commodities. Farm-based commodities have recently experienced unprecedented growth in demand from both traditional and non-traditional sources. Traditional demand has increased primarily via worldwide population growth. The world’s population currently exceeds 6. 5 billion, is projected to reach nearly 9. 5 billion by 2050. Increases in demand have also been driven by global industrialization’s positive effect on disposable income in emerging economies like China and India. As a result, citizens of these countries have begun to shift away from the grain-centric diet of developing countries to the protein-rich diet common to countries with higher per capita GDP. Because, on average, one pound of protein requires nearly seven pounds of grain to produce, the increase in demand for meat has a large multiplier effect on the demand for grain. Moreover, increased globalization, free trade, and currency exchange considerations have increased agriculture-based exports from producing countries like the U. S. Canada, and Australia, as well as Europe and South America, which has increased competition and intensified demand on a global scale. In addition to traditional food-related demand, coarse grains such as corn, sorghum, barley, oats, and rye and edible oils and edible oil products have experienced exponential demand growth due to the rapidly expanding biofuels initiative in the United States, Brazil, and the European Union. The World Bank estimated that nearly all of the increase in global corn production between 2004-2007 was used for biofuels production in the United States. Moreover, as evidenced by Congress’s recent mandate to increase domestic ethanol production nearly five-fold by 2022, the biofuels component of agricultural commodity demand is not likely to decline in the near, or even intermediate, future. Most agricultural commodities are also experiencing significant supply-side pressure from a variety of sources. Recently, the global supply of agricultural commodities has been severely affected by unfavorable weather conditions (e. g. , droughts, flooding, and freezes) in several regions, including the U. S. , Europe, Canada, Argentina, Ukraine, and Russia. As a result, global stockpiles of agricultural commodities have fallen to their lowest levels in many years. At the same time, increased competition for productive crop land and the reconfiguration of planting decisions to maximize returns from biofuels-related plantings (e. g. , corn and soybeans) have drastically affected the supplies of most agriculture commodities. Significant increases in production costs, led by record oil and fertilizer prices, and increasing scarcity of productive farmland and sufficient and accessible water supplies have further contributed to limits on worldwide production capacity. Finally, political unrest in producing countries has slowed or stopped production on otherwise physically productive land, further tightening supplies. Unlike many other commodities, agricultural commodities are crucial to the survival of nations. In a recent study, researchers concluded that nearly 60 percent of all global conflicts over the past two decades have been primarily driven by disputes related to food, land, or water. Recent spikes in food prices have lead to food smuggling in some countries and riots in others. Because of the universal necessity for food and the irreplaceable role that agricultural commodities have in worldwide food production, market analysts, including the United Nations Food and Agricultural Organization (FAO) predict that â€Å"when commodity supplies eventually recover and prices moderate from current high levels, the new equilibrium prices will be significantly higher than has traditionally been observed during periods of market balance. † As summarized in the table below, even when the volatility is removed from short-term prices, long-run ommodity price projections forecast equilibrium prices for most major crops that are 19 to 110 percent higher than their recent five-year average. The preceding analysis suggests agribusiness and agricultural-related firms may present interesting investment opportunities. Companies with operations and/or substantial investments in one or more key grain producing nations, such as the U. S. , Canada, Europe, Russia, Brazil, an d China, may be favorable over countries operating primarily in resource poor nations. Companies with significant command over their supply chain are likely to display significant operating advantages, but because of the capital-intensive nature of the industry, especially for companies with significant supply chain investment, firms with low debt, good credit rating, and/or relatively easy access to credit markets are preferred in light of current global economic conditions. Moreover, any company with significant supply chain investment should be providing logistical synergies and optimizing efficient operation of all its assets. In particular, companies that invest in technology to produce more robust, more efficient farmland and crops may provide unique opportunities for investment in the short- and intermediate-term. In summary, although current prices and volatility may not be sustainable in the long term, the long-term factors affecting agricultural commodities will most likely result in an extended period of high, although not necessarily record, prices. As a result, investments in agriculturally-oriented firms appear to be promising over intermediate- and long-term horizons.