Malthus And Starving Essays - Demographic Economics, Demography

Malthus And Starving The United Nations projects that the global population, currently at 6 billion, will peak at about 10 billion in the next century and then stabilize or even decline. A question immediately following the statement, can the Earth feed that many people? It is understood that even if food crops increase sufficiently, other renewable resources, including many fisheries and forests, are already under pressure. Our food production doubled from 1961 to 1994, but there are still people who go hungry. This is because the human population has increased more rapidly than the food production. One of the well-known economists Thomas Robert Malthus claimed that there was an imbalance between population growth and our ability to produce food. In his famous work, An Essay on the Principle of Population, his principle of population was based on three main points: population cannot increase without the means of subsistence; population invariable increases when the means of subsistence are available; and the superior power of population cannot be checked without producing misery or vice. When taking into account Malthus principle of population it is evident that his fundamental analysis of population has been proven right. Since the earth resources are finite, when human population increases, it affects human beings. Will there be a problem if population keeps increasing? Rapid population growth and the technical development of society have led to difficulties for farmers worldwide to maintain this dual compatibility. In fact, today farmers face demands for a high productivity as well as environmentally sound, sustainable farming practices. Some economists believe human beings have the ability to produce enough food to feed all the people in the world, but according to Malthus theory, this cannot happen. When the number of people keeps increasing while the amount of available food stays the same or even declines, human beings will face a scarcity of resources and overpopulation in the world. This is what happening right now. According to a well known biologist-Paul R. Ehrlich, who said The amount of food available restrains the size of any animal population, unless space, disease, predators, or some other factor sets lower limits. What he means is that food production is an element that control our population growth, this is because people cannot survive without food. When his idea is observed, it is evident that his idea is similar to Malthus principle of population. Malthus stated, there is an imbalance between our ability to produce food and our ability to produce children. (Malthus 80) He said human beings are far better at making babies than are at finding food for survival. This problem, exists in all past and present societies, and must also exist in any future society as well. Therefore Malthus and Paul both agreed that the population could not increase without an increase of food. Without an excessive population, the world fertile land can produce enough food, or even excess food. There will be a sufficient amount of natural resources reserve of human beings. Therefore the faster the population increases; the more resources will be used. When population keeps increasing, earth environment will be put into greater danger, the overexploitation of natural resources will continue and poverty will rise in most of the world countries. It is because more people consume more food and more resources to keep their needs. As a result, if there is not enough food, human population will decline. Malthus stated, the power of population to grow was indefinitely greater than the power of the earth to produce subsistence. (Malthus, 70) He also said that there was a difference between population growth and food supply. (msumusik.mursuky.edu/~felwell/http/malthus/index) The difference is that the population increases by a geometric progression but the amount of subsistence increases by arithmetic progression. When Malthus wrote his principle in 1798, he already predicted that in the future, the population would exceed the amount of food. This is because population grows according to the geometric progression (1, 2, 4, 8, 16..), and the means of subsistence grows according to the arithmetic progression (1, 2, 3, 4..) When our population exceeds the amount of food, people who cannot get food will experience hunger. As the human numbers increase, deterioration of water quality and destruction of animal and plant communities increase too. Water pollution has been partly caused by population growth. Humans consumed, stored and diverted water and used it to carry away wastes without regard to health or ecological consequences. Therefore, overpopulation not just threatens food supply, but also water supply. As human numbers continue to rise, they create needs for land for purposes other than

How a School Administrator Becomes an Effective Leader

How a School Administrator Becomes an Effective Leader Great leadership is the key to success in any school. The best schools will have an effective school leader or group of leaders. Leadership not only sets the stage for long-term achievement, but it ensures that there will be sustainability long after theyre gone. In a school setting, a leader must be multifaceted as they deal with other administrators, teachers, support staff, students, and parents on a daily basis. This is not an easy job, but many administrators are experts at leading the various subgroups. They can effectively work with and support every person at the school. How does a school administrator become an effective school leader? There is not a single answer to this question but a blend of qualities and characteristics that yield an effective leader. An administrators actions over the course of time also help them to become a true school leader. Lead by Example A leader understands that others are continuously watching what they are doing and how they respond to certain situations. They arrive early and stay late. A leader remains calm in times where there may be chaos. A leader volunteers to help and assist in areas where they are needed. They carry themselves inside and outside of the school with professionalism and dignity. They do their best to make informed decisions that will benefit their school. They can admit when a mistake is made. Have a Shared Vision A leader has a continuous vision for improvement that guides how they operate. They are never satisfied and always believe they can do more. They are passionate about what they do. They are able to get those around them to buy into their vision and to become as enthusiastic about it as they are. A leader is not afraid to expand or to scale back their vision when appropriate. They actively seek input from those around them. A leader has both a short-term vision to meet immediate needs, and a long-term vision to meet future needs. Be Well Respected A leader understands that respect is something that is earned naturally over time. They do not force others around them to respect them. Instead, they earn others respect by giving respect. Leaders give others around them the opportunities to be their best. Highly respected leaders may not always be agreed with, but people almost always listen to them. Be a Problem Solver School administrators face unique situations every day. This ensures that the job is never boring. A leader is an efficient problem solver. They are able to find effective solutions that benefit all parties involved. They are not afraid to think outside the box. They understand that each situation is unique and that there is not a cookie-cutter approach to how to do things. A leader finds a way to make things happen when no one believes that it can be done. An Effective School Leader Is Selfless A leader puts others first. They make humble decisions that may not necessarily benefit themselves, but instead is the best decision for the majority. These decisions may instead make their job increasingly difficult. A leader sacrifices personal time to help where and when they are needed. They are not worried about how they look as long as it is benefiting their school or school community. Be an Exceptional Listener A leader has an open door policy. They do not dismiss anyone that feels that they need to talk to them. They listen to others fervently and wholeheartedly. They make them feel that they are important. They work with all parties to create a solution and keep them informed throughout the process. A leader understands that others around them have potentially brilliant ideas. They continuously solicit input and feedback from them. When someone else has a valuable idea, a leader gives them credit. Adapt to Change A leader understands that situations change and are not afraid to change with them. They quickly assess any situation and adapt appropriately. They are not afraid to change their approach when something is not working. They will make subtle adjustments or scrap a plan entirely and start from scratch. A leader uses the resources they have available and makes them work in any situation. Understand Individual Strengths and Weaknesses A leader understands that it is the individual parts in a machine that keeps the entire machine running. They know which of those parts are fine-tuned, which are in need of a little repair, and which could potentially need to be replaced. A leader knows each teacher’s individual strengths and weaknesses. They show them how to use their strengths to make an impact on and create personal development plans to improve their weaknesses. A leader also evaluates the entire faculty as a whole and provides professional development and training in areas where improvement is needed. Makes Those Around You Better A leader works hard to make every teacher better. They encourage them to grow continuously and improve. They challenge their teachers, create goals, and provide ongoing support for them. They schedule meaningful professional development and training for their staff. A leader creates an atmosphere where distractions are minimized. They encourage their teachers to be positive, fun, and spontaneous. Admit When You Make a Mistake A leader strives for perfection with the understanding that they are not perfect. They know that they are going to make mistakes. When they do make a mistake, they own up to that mistake. A leader works hard to rectify any issues that arise as a result of a mistake. The most important thing that a leader learns from their mistake is that is it should not be repeated. Hold Others Accountable A leader does not allow others to get away with mediocrity. They hold them accountable for their actions and reprimand them when necessary. Everyone including students have specific jobs to do at school. A leader will ensure that everyone understands what is expected of them while they are at school. They create specific policies that address each situation and enforce them when they are broken. An Effective School Leader Makes Difficult Decisions Leaders are always under the microscope. They are praised for their school’s successes and scrutinized for their failures. A leader will make difficult decisions that can lead to scrutiny. They understand that not every decision is the same and even cases with similarities may need to be handled differently. They evaluate each student discipline case individually and listen to all sides. A leader works hard to help a teacher improve, but when the teacher refuses to cooperate, they terminate them. They make hundreds of decisions each day. A leader evaluates each one thoroughly and makes the decision they believe will be the most beneficial for the entire school.

Chaos Complexity and Complex Adaptive Systems Essay

Chaos Complexity and Complex Adaptive Systems - Essay Example It was founded by I Ansoff, Their discipline had some links to urban planning, system theory & cybernetics. This school was administered and spread by professional managers, people with MBA's staff experts (especially in finance and management) consultants & government controllers. Their intended message was to formalize. The message received by their intended listeners was to make a program and administer one. They belonged to the Prescriptive school category. Their theory states that a stitch in time saves time. Their failure was caused by their not supporting real-time strategy making nor encourages creative accidents. c) Positioning school - This was founded by Sun Tzu in his literary work The Art of War. This school concentrated on economics or the industrial organization and the military history. This school was championed by consulting boutiques type of business and United States writers. They espouse the theory of analyzing things. The message that was received by their liste ners was that they should calculate their every move and not concentrate on creating or committing. This theory belonged also to the Prescriptive management school of thought. Their theory was to consider only the facts of in management decision making. Their shortfall was due to their strategy being reduced to generic positions that were selected thru formalized analysis of industry. d) The Entrepreneurial school was established by J A Schump and A H Cole with collaboration from other economics faculty. Their writings were based on economics. Their intended message was to envision the future but the listeners interpreted their teachings as to centralize and hope for the best. They belonged to the second type of school called the descriptive. Their theory was to take themselves to the leader. Their failure was due to the unclear vision and they depended too much on the leader to for decision making purpose. e) The Cognitive school was established by H A Simon and J March. Their base discipline was Psychology (cognitive). This school was preached by pessimists who are psychologically bent. Their intended message was to cope with any situation or create a solution. The message that got thru to the listeners was that worry was evident in all their actions. This school was described as Descriptive. Its saying goes I will see if when I believe it. Their failure was due to the too subjective approach to strategy formulation. f) The learning school was established by LIndbio, Cyert, March, Weick, Quinn, Prahlad & Hamel. There seems to be no base discipline in this school. Chaos theory in mathematics had started here. The movers of this school were people who loved to experiment, ambiguous and adaptable to many situations like in Japan and Scandinavia They are espousing that the prefer learning but the message that reaches the listeners seems to be the movers just want a play atmosphere to abound. Their school falls under Descriptive type. Their very famous line goes if at first you don't succeed, try and try again. Their failure seems to be that their strategic management process seems to be chaotic or in trouble. Their teachings seem chaotic.g) The power school was established by Alison, Pfeffer, Salancik & Astley.  

Automotive Production Levels - Toyota Motors Research Paper

Automotive Production Levels - Toyota Motors - Research Paper Example In the first quarter of financial year 2013, Toyota’s unit sales had jumped to 2,268,563 units amounting to sales revenue of 5,233,688 million yen. Consolidated sales increased by 85.7% in fiscal year 2013 compared to fiscal year 2012 and net revenues increased by 59.9%. These changes are indicative of a change in either Toyota’s price structure or the demand and supply forces in the market. Among other things, these changes can also be attributed to changes in the value of the yen and cost reduction measures taken by Toyota to stay afloat and efficient. Market price also plays a role here and can be calculated using a simple relationship between sales revenue and units sold. (Market price = Sales Revenue/Units Sold. According to the data presented, the price for Toyota’s products in the market in fiscal year 2012 based on the unit sales and sales revenue figures for that year can be calculated to be 2.59 million yen. For fiscal year 2013, this amounted to 2.31 m illion yen. The demand curve for a firm shows how much of a product the market is willing and able to pay for at the given price. The supply curve of a firm shows how much of a product the firm is willing and able to produce at the given. ... product is increased, demand tends to decrease and when the product price is decreased, demand tends to increase, hence establishing an inverse relationship between demand and price levels. Similarly, it can be seen from this analysis, that the aggregate market price for Toyota’s products was decreased in fiscal year 2013 which resulted in an increase in sales which depicts an increase in the demand for Toyota in the market. In the same vein, when the supply of a product is increased, its price decreases and if the supply levels in the market are decreased, the product’s price in the market increases. The equilibrium point thus keeps shifting with changes in demand and supply due to different market factors. Also relevant is the concept of spatial equilibrium (Nagurney, 2002) which speaks about how supply and demand prices result in trade flows. The figure below illustrates the aggregate demand and supply schedule for FY 2012 and 2013. Price (million Yen) 2.59(2012) 2.3 1(2013) 1,221,374 2,268,563 Quantity (units) Demand FY 2012 Supply FY 2012 Demand FY 2013 Supply FY 2013 The world economy has been going through rough times and its basic structure has been forever changed since the financial crisis of 2007-2008. Market trends have also significantly changed since then even though the market has recently picked up for the better. Toyota’s performance, measured by its sales, production, revenue and cost figures etc declined steadily in the fiscal years 2011 and 2012, however it increased its performance dramatically in fiscal year 2013 and picked up fast pace to increase its sales, production and profit levels and overall revenue levels. It also managed to decrease its production cost and reduce market price to boost its demand in the market. These maneuvers paid

Employment and Society Essay Example | Topics and Well Written Essays - 500 words

Employment and Society - Essay Example The management, which is mostly consisted of male employees, find women not flexible enough, or assume that women do not want to be relocated or put long hours for the company because of their family responsibilities. Because of this, talented and skilled women lose the opportunity to be promoted to the higher management. Although there are women being promoted to the next level, there are still several signs that the place of women in the workplace is still at a lower level compared to men. Although the compensation gap between men and women employees are slowly narrowing, women’s compensation range is still at 77% lower than men’s in a 1999 data (Gregory, 2). By 2000, 46.5% of the US workforce are women but only 11.7% have held board of director positions and only 12.5% are corporate officers (Gregory, 2). Sadly, women themselves have unwittingly become the perpetuator of their own discrimination. Some women do not recognize that a certain policy is discriminatory in nature. Others, who recognize the discrimination, do not want to become involved in legal proceedings. Or are scared of losing their jobs or think that it is useless to bother with such issues as all other workplace are also infested with discrimination. There have been various laws that were passed to ensure that women get an equal opportunity in the workplace. This proves that the course towards gender equality in the workplace is on the works.

Theory of Migration and Cultural Constructions of Home

Theory of Migration and Cultural Constructions of Home Defining the place called home has proven to be a challenge for many since it is highly subjective amongst individuals. Home is not merely the physical space occupied by the family members; it is a feeling. A mental and deep emotional connection of the physical space to the experiences and memories tied to the thought of home (Douglas). These are largely formed during the childhood years and needless to say, these remain to be a part of our lives forever more. Even with the creeping need to change areas of residence due to the dynamic nature of our lives today, to a large extent the place we found ourselves in the earliest days of our lives will almost always be home. Socially, the idea of home puts people in recognizable settings by associating them with certain social classes, certain religions, education levels and interests. Spatial or the geographic setting of home is the most outward. This usually refers to the city, town or area of residence. This is the kind of reference most people get when the term home is mentioned but there is a lot more to home than just the geographic location. However, this is relatable in circumstances whereby people are forcibly evicted not only from their homes but also from their locality. It can be argued that there lacks certainty of the perseverance of the natural settings of the so called home environs and the fact that boundaries can be shifted if and when need arises. However, forceful eviction from ones habitual place of residence is guaranteed to trigger the feeling of loss or oppression since it was not their call to move to a new area of residence. The fact that the shift from home is forced draws more conviction to the affected persons that they deserved to remain there. This is the case for refugees. Many being victims of civil wars, they are forced to run off to areas that are more peaceful and with access to conditions close to those they had in their homes before trouble erupted (UNHCR). Such individuals are forced to start life afresh against their will and intention. Adjusting to the life of being in makeshift structures or even if lucky to be provided with permanent areas of residence, is a challenge. This is because they have to tackle the issue of cultural adjustment in terms of language, religion, dressing and also the way of life. Such people never really get over the fact that they shall not return to their ancestral land and they stay alert to hear any opportunity for the return to their ancestral land. Inasmuch as they have the physical migration to what can be referred to as their new homes, their hearts will always remain in their ancestral land from which they w ere evicted (Kabachnik, Regulska and Mitchnek). Scientifically speaking, there is no connection between people and places. Even culture does not come naturally, it is acquired over time. Similarly, the emotional connection that people and their spatial homes develops over time. It is the repetition of daily practices over time that results to the deep connection. Over time, the achievements made, be it in terms of buildings and investments or simply career development. The milestones achieved from the inception of the unit called home create deep emotional connection that takes time to break off. As a matter of fact some of these ties cannot be broken however much time they put into forgetting their past and moving on. Massey(Massey), suggests that human beings understand space as a product of correlation. One that is constantly under construction that acquires meaning through the interaction of people with their places. This goes to show that home is not just a place, it is a journey through which the meaning is discovered and de ep ties are made making it the epicenter of the entire universe. The common misconception of home being the house you dwelt in arises from the fact that the house is the unit whereby the experiences were lived and relationships developed. Buildings have been said to bear the capacity to hold memories and therefore even with the thought of home being a culmination of the spatial locality and the specific place of residence, the latter tends to have more emotional affiliation with the individuals. Refugees have hence been known to tag along certain items that serve as a reminder of the place they called home. Some have persistently held onto their title deeds or keys to their houses perhaps to give themselves the hope that they shall return some day or for the mere solace of holding their memories close in the middle of the most uncertain of circumstances. Moving to start new lives, refugees like most other people attempt to recreate or come up with the closest imitation to what they had really known home to be. This could be spatial or in aspects c lose to what their house was. Women have particularly been shown to hold on to the idea of home as opposed to their male counterparts that would take a relatively   shorter time to adjust and get going with a new way of life. They tend to rearrange furniture in the same design that home was and attempt to purchase household items that are close to what was in their homes. This shows just how much effect the place called home has on us psychologically (Koser). Children are not left behind in the process of realignment. As a matter of fact, they suffer the kind of trauma they are at risk of tagging along with for the rest of their lives. Case in time are the children that are displaced from their homes during times of political unrest and are of age such that they already had their interaction with the environment and had formed unique likings of certain places and occurrences. Such children will always struggle to relive their old experiences. They could blame their parents for wit hdrawing them from their favorite playgrounds, taking away their friends or even changing schools. These fail to understand the intricacies of the surrounding occurrences hence may never get over the psychological trauma. They find trouble adjusting to the new home environment and it is not uncommon for such individuals to carry along certain psychological disturbances all along their lives. In future, such always try to go back to the drawing board in search of answers and to probably finish off the adventure they believe deserved to end and in a particularly remarkable way. In conclusion, home is a space that is dear to us all in our hearts. It is more than just the locality and the building of residence, rather it is a journey of events; constantly dynamic and albeit challenging at times, it is absolutely rewarding. With this in mind, it is possible to understand the struggle faced by refugees in their quest to adjust to new home environments. Home is almost irreplaceable but over time, with a focused mindset, it is indeed possible to adjust to new environment. References Douglas, M. The idea of home: A kind of space. 1991. Kabachnik, P, J Regulska and B Mitchnek. Where and when is home? Journal of Refugee (2010): 315-336. Koser, K. New Approaches to Migration? Transnational Communities and the Transformation of Home. London, 2002. Massey, D. For Space. London, 2005. UNHCR. The State of the Worlds Refugees: Human Displacement in the New. Oxford: Oxford University Press, 2006.

Emily Brontes Wuthering Heights: Life is Hard :: Wuthering Heights Essays

Wuthering Heights – Life is Hard Many times in life, people leave our lives and then come back into them.   However, we remember them, but they do not remember us.   The same thing happened in Emily Brontà «'s book Wuthering Heights.   Linton, taken by his mother to London after his birth, never knew his father, then when things happened, he came back home.   He had family fighting over where he was to live and whom he would be around.   Not knowing part of your family until after you are fifteen is hard.   Ã‚  Ã‚   Isabella took her son, after he was born, and moved to London away from Thrushcross Grange.   At the same time, she moved away from her husband, Heathcliff.   During the time that Isabella and Linton were gone, Isabella got sick and passed away.   Right before her death, a letter came saying that she was dying so Hindley went to visit her.   While he was there, she did passed on so he brought Linton back with him.   Once back, everyone looked after him and made him feel at home.   Ã‚  Ã‚   Heathcliff soon came to the knowledge that his son had returned to Wuthering Heights.   He then sent someone to Wuthering Heights to get Linton.   However, he did not know that Linton was already asleep so he did not get the boy that night.   The next day the boy was taken to Heathcliff at Thrushcross Grange.   The father and son were nothing alike, and Linton was intimidated by his father.   He did stay, and meet some of his relatives that he had never seen, who helped him adjust to living there.   Ã‚  Ã‚   Everyday in our lives we run into situations that we wish we had never been involved with.   I relate to the characters of Linton and Heathcliff.   I am like Linton because people know who I am, but I never remember meeting them, and am scared around them.   I also feel the same as Hindly might have of.   This is because I would want to see the person I did not know, but then I would not know how to cat around them.   In time people come around, but others, as with Heathcliff and Linton, never come around.   Ã‚  Ã‚   Everyday life is something we take for granted.