Response to The Fish By Elizabeth Bishop Essay -- Poetry Poem Fish Eli

Reaction to The Fish By Elizabeth Bishop I decided to react to Elizabeth Bishop's The Fish on the grounds that the sonnet appears to be so basic, yet there is a lot to accumulate from understanding it. This is a story sonnet informed in the principal individual concerning a lady who gets a fish on a leased vessel and, in the wake of gazing at him for some time, chooses to toss him back. The storyteller of this sonnet experiences a progression of stages wherein she is from the start disconnected from the fish, at that point charmed by him, and afterward at long last thoughtful towards him. In the absolute first lines of Bishop's sonnet, the storyteller gets the fish and treats him all things considered. I got a huge fish/and held him adjacent to the pontoon/half out of water, with my snare/quick in a side of his mouth (Bishop 665). She has recently gotten a fish and is bringing him onto the vessel. She appears to be extremely disengaged from this fish, who is only the objective of a game - angling. Whenever she finds the opportunity to investigate him, it appears that her view changes from separation to interest and reverence. She sees that the fish doesn't struggl...

Curriculum as the Heart of Teaching free essay sample

Educational program as the Heart of Teaching This day I have discovered that instructing is an exceptionally humanistic calling, and sympathy is the most extreme sentiment of comprehension, and indicating others you are worried about them. A merciful instructor models that trademark to the understudies with her/his activities, and therefore understudies will be progressively open to understanding their general surroundings. During this meeting, I understood that educational program is my manual for light to lead the students to the basics that they ought to learn. Through educational plan, I can realize when to give them a specific exercise, when to let them have the test and tests. I can realize when to give them pragmatic assessments. In it, I can assess my understudies and survey them into which level they have accomplished, have been accomplishing and will be accomplished. As an educators I will along these lines gain proficiency with the new educational program, this is the essential ramifications of a regularly evolving educational plan. This implies, t should pick up information in the new pieces of educational plan, as a rule. I will likewise need to go to meetings, for example, proficient turn of events or even better, come back to class if conceivable. Educators may need to change the manner in which they instruct contingent upon how the educational program is changed. An adjustment in educational program is something to be thankful for in light of the fact that as a rule, it is changed to suit the learners changing necessities and capacities. â€Å"Hashtag SIP for Today† For todays’ meeting, I have discovered that SIP implies School Improvement Plan. It contains the profile of the school and the network, issue and needs evaluation, objectives, goals, gauges and targets, actualizing plan, correspondence and backing plan, documentation and answering to partners and signatories. I understood that being a school head isn't simple. You need to design something that will improve your school and one of this arrangement is the School Improvement Plan. In making School Improvement Arrangement, I understood that it must not just the school head alone will make the School Improvement Plan rather he/she should incorporate all the individuals and all the conceivable include in her/his school. It must not be a mystery to the educators and to the partners. In the event that some time or another I turned into a school head, I will make my school the best of all the best. I will take this moves just to ensure that I could improve my school. I will make my School Improvement Plan along with my educators, I would include the partners and furthermore the guardians. I won’t let anybody to demolished the arrangement and make a point to execute the arrangement for the decency of my school. I’ll be the one to make my SIP and I won’t let anybody to make this and pass it only for a consistence. â€Å"Leadership and Management; mindful, uprightness and self-care† Today’s subject was about Leadership and Management. I have realized today that Effective administration and authority starts with acting naturally mindful. This just implies you have to endeavor to personally comprehend your qualities and shortcomings, model manners by which your qualities are consistent with your conduct, and build up a culture of regard for yourself and for others in your group. Consider additionally what respectability intends to you as a supervisor or a pioneer and why it is important. Respectability has been characterized and depicted from numerous points of view, yet there is one thought that has stayed with me: A person’s uprightness involves the estimation of their statement, that's it and nothing less. On the off chance that you save your statement for each undertaking, enormous or little, individuals will normally confide in you with increasingly complex duties. At last, as a pioneer, focus on self-care. Dealing with your group begins with de aling with yourself. I understood that for an individual to turn into a pioneer and a director she or he should have mindfulness, trustworthiness and self-care. These are the things that an individual who needs to turn into a pioneer and supervisor ought to have. I have understood that being a pioneer isn't simple. You need to realize how to turn into a pioneer and a supervisor to your self before you could be a pioneer to your kindred individuals. A pioneer and supervisor ought to likewise realize how take great consideration of her or his self before she could take great consideration the other. Some time or another in the event that I become a pioneer, I will ensure that myself could be a decent model to my kindred individuals and I wont let individuals feel that I couldn’t be a pioneer since I couldn’t even take great consideration of my self and I couldn’t even have respectability in which a pioneer should consistently have. â€Å"Responsibilities of School Head† One of our theme for todays’ class is about the duties of School Heads. Today I discovered that the Heads of School are delegated by, and are officially responsible to, the Board. The Head will practice his/her clout in meeting with the School Executive, in light of an agreement of the School Committee, and with due designation of duties as proper. The Head of School is liable for the successful general administration of the School, for guaranteeing the arrangement of scholarly authority and key vision, and for the nature of the understudy understanding. I have acknowledged during the conversation of Doctor Olga that a school head is answerable for everything in their school in the school as well as to their instructors in their general vicinity. The school head would be the one to choose in each dynamic in their school. I have acknowledged additionally that a school head must have a ton of persistence, school head likewise ought to be exceptionally idealistic for the individual ought not let his/her adherent see her/him being negative if there are a few issues in their school. Hence, a school head must be a good example to his/her educators. My acknowledgment doesn't change my fantasy which is to turn into a school head sometime in the future. I selected Master Degree and completed it and enlisted again for a Ph.D in light of this fantasy. I will be sure to this fantasy. I continue dreaming about this not in light of the compensation but since I could see my self being a school head or let me reword it, I could see myself being a generally excellent school head and a supportive, idealistic and vigorous school head. â€Å"8 characteristics that makes a Leader Memorable† Todays’ theme was intriguing; we have discussed the 8 characteristics that makes a pioneer important. I have discovered that those 8 characteristics are, 1) Authenticity The most bona fide pioneers are the most critical. These are the pioneers that don’t mess around nor practice strategic maneuvers. 2) Shares Their Wisdom Memorable pioneers are the individuals who appreciate sharing their shrewdness and mysteries of achievement. These kinds of pioneers are incredible educators and are the best coaches. 3) Does What Others Don’t You realize that you’ve worked with various sorts of pioneers in your profession when the characters, styles and perspectives of pioneers start to reuse. 4) Embraces the Lessons of Failure. Pioneers that permit you to gain from disappointment are those that are energetic for you to develop and thrive. 5) Gives You Their Valuable Time. Time is a leader’s most valuable resource. Everybody needs additional time with them than th ey have accessible. The most vital pioneers give you the time that they don’t consistently have. 6) Creates Special Moments Memorable pioneers make exceptional minutes. They are all around tuned to their employee’s needs, the way of life and the tone of the association 7) Makes You Feel Valued The pioneers that are generally appreciative for your difficult work and endeavors will be the most paramount. 8) Leads to Leave a Legacy. Pioneers that lead to leave an inheritance are driving for the correct reasons. Today I have understood that Leadership is about individuals and pioneers who overlook this will be overlooked rapidly. Being a pioneer is being a model. It is significant that you will leave great recollections and criticism that awful one in time that you will leave your individuals. We can't deny the way that we are a pioneer today and tomorrow we will leave the position and it is imperative to be vital with your supporters and you can be essential on the off chance that you will have the 8 characteristics that I have notice above. We as a whole realize that regardless of whether you are the best individual or will I say the best head a gathering could have, there will consistently be an individual or a part who will do whatever it takes not to like you and even pulverize your name to different individuals. It is a major actuality now in each association and in spite of this, in the event that I am the pioneer, I won't let anybody to destroy my name and I will try to have the 8 characteristics I have notice. I will be generally excellent pioneer. â€Å"Instructional Leader† Todays’ subject was about â€Å"Instructional Leadership†. It says there that

Using Facebook When You Have Social Anxiety Disorder

Using Facebook When You Have Social Anxiety Disorder Social Anxiety Disorder Treatment and Therapy Social Skills Print Tips for Using Facebook When You Have Social Anxiety Disorder By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Steven Gans, MD on July 29, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on June 19, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Oscar Wong//Moment/Getty Images Facebook anxiety is a modern-day affliction and a reflection of anxiety that you feel in daily life. Interacting on Facebook carries with it many of the same fears and insecurities that you probably feel in real life. The difference is that when you are alone in front of your computer, there is ample time to start obsessing and spending too much time worrying about what other people think. In this way, Facebook can magnify some of the fears you already experience. This can have debilitating consequences  for those with social anxiety disorder (SAD). Fortunately, there are ways to use Facebook that will help to minimize your anxiety. The key is to avoid some of the traps of social media that are inherent in using the internet for social connection. 10 Things to Avoid When Using Facebook If You Have SAD If you want to get a handle on your Facebook anxiety, stop doing the following things: Obsessing About Your Posts Sure it might be hard. Perhaps you sit there for 30 minutes thinking of the best way to word your status update. Posting on Facebook is a lot like making conversation; if you suffer from SAD you tend to over-think everything that you say. The best rule of thumb is to... spend no more than a minute or two writing your post. If it is taking longer, force yourself to leave the site without posting so that you dont start obsessing. Thinking Everyone Else Is Having More Fun Than You When you look at your friend feed, it might seem like everyone else is having a whole lot more fun than you. Remember that just like you, most of your friends probably want to appear in a positive light on Facebook. They are more likely to post about the fun things that they are doingand how great their lives are going. Try not to make comparisons, because you are only seeing a filtered version of their lives. Thinking Everyone Else Has More Friends Than You Do you look to see how many friends other people have? Do you feel bad about your lack of friends? Again, this is a matter of perception.  Some people send friend requests to every person they have ever met; that doesnt mean that those are people they know very well in everyday life. Stop worrying about how many friends you have and care more about the quality of those friendships. Deactivating and Reactivating Your Account If you are caught in a vicious cycle of deactivating and reactivating your account every time you feel bad or down about Facebook it is time to stop. Make a decision one way or the other about whether you want to participate. If you decide to give it up, dont just deactivate your account; permanently delete it. Make sure you are certain about your decision and then stick to it. Worrying About How You Look in Photographs On Facebook, you can only control the photographs you post of yourself. Even if you dont have a Facebook account, it is possible that someone has posted photographs of you on the social networking site.   If genuinely unflattering photographs are posted of you and also tagged, you can remove those tags so that people who search will not find you by name.   In general, however, remember that everyone takes a bad picture from time to time. Those who know you in real life know what you really look like! In a 2015 study published in the journal  Cyberpsychology, Behavior, and Social Networking  showed that social anxiety was associated with problematic use of Facebook, but only for people who showed medium to high levels of needing social assurance. This suggests that needing the approval of others and being socially anxious may contribute to overuse of Facebook.   Similarly, a 2016 study published in the journal  Transient Issues in Psychological Science  also showed that need for approval and excessive use of Facebook contributed to higher levels of anxiety among extraverts. While many individuals with social anxiety are introverts, some are also extraverts. This research suggests that need for approval is a critical factor when it comes to the impact of Facebook. If you find that you are constantly worried about what other people think of your posts, photographs, etc., consider working on building your self-esteem so that others opinions dont play such a large role in how you feel about yourself. You may find that your use of Facebook decreases as you worry less what other people think. Thinking You Have to Accept All Friend Requests Did you get a friend request from someone you dont knowsomeone you barely knowor someone you dont care to know? You arent obligated to accept all friend requests that you receive. If you wish to keep your friend circle small and private that is your choice. Dont feel bad about ignoring friend requests or even unfriending people after the fact. Unless it is someone you know well and have a relationship with, no explanation is required. Spending Too Much Time on the Platform Do you end up spending more time on the social networking site than you originally planned? If so, trying setting a daily time limit for browsing and posting; perhaps 5 to 10 minutes in the morning and evening. Stalking Other People Only you know why you are stalking someone. Whether it is an ex-girlfriend or boyfriend, someone you went to school with long ago, or someone who wronged you, stalking is a non-productive activity. Stalking someones page might make you feel good in the short term (you get a little hit when they post a picture or status update) but in the long run it is an  addictive behavior  and a time-waster. Instead, focus your time and effort getting to know your friends better. Pick up hints from their posts about what they like, and then ask them about those topics when you get together in person. Having  a Public Page If you are truly concerned about the privacy of your information on the Internet, change your account settings so that your profile cannot be viewed by the general public. Doing so ensures that you are only sharing with your circle of friends; knowing this should make it easier to be more candid as well. Never Going  Outside Facebook is best used as a tool for building offline friendships. Instead of spending time interacting with your friends online, use Facebook to set up in-person activities that will help to build your social confidence. Use Facebook as a tool to make connecting in person easier and your time will be well spent. A Word From Verywell Using Facebook excessively may lower your physical and psychological well-being. If you find yourself unable to reduce the time you spend on Facebook, or that use of the social media platform is negatively affecting your mood, level of anxiety, or quality of life, consider speaking to a friend, family member, or your doctor about strategies that you can use to help control its impact on your life. The 7 Best Online Anxiety Support Groups

Love Is A Beautiful Thing - 2016 Words

Ohemaa Asantewaa Ofori-Addae ENG 112 Love is a beautiful thing and whilst others are waiting to be in love, to be loved and to have a feeling of that special desire or passion that is not the case for Laura Kipnis. Laura Kipnis in her story, â€Å"Against Love†, proves to us that love has being overrated and the deception in marriage. The life lesson I learned is that not all that glitters is gold. It shows that there are so many things that happens behind closed doors in marriage but just that we see the beautiful and nice ones every day. In Laura Kipnis’s story she talks about love, marriage and infidelity in her story. She elaborates and explains love in her own point of view and what goes on in certain marriages. She does not talk about the good love or the beautiful marriage that exist but tells the truth. Kipnis acknowledges the fact that there are indeed some good marriages out there, but her main point is marriage has taken nice people and turned them in dictators and household tyrants. Thu s, Kipnis tries to say love is controlling and that passion and devotion cannot last forever (unlike the hope of marriage). First of all, there are some excerpt in Laura Kipnis story, â€Å"Against Love,† which depicts the life lesson being taught. Example of the life lesson in â€Å"Against Love† is, â€Å"Saying no to love isn t simply heresy; it is tragedy -- the failure to achieve what is most essentially human. So deeply internalized is our obedience to this most capricious despot that artistsShow MoreRelatedLove Is A Beautiful Thing1448 Words   |  6 PagesLove is a beautiful thing. It makes people happy. It can change you, and show you things that you never knew about yourself. It lifts you up, knowing there is always someone who will stand by your side through anything. It brings people together, and makes the world a better place. Some people may disagree; they might think love is just a fantasy. Either way, it is a fantasy that everyone deserves to dream o f and experience in all its glory, whether straight, lesbian, gay, bisexual, or transgenderRead MoreSocrates and Love Essay912 Words   |  4 PagesIn the Symposium, written by Plato, Socrates and others engage in a dialogue in the home of Agathon on love. Instead of singing the honours (94) of love like the other participants, Socrates uses a retelling of a discussion that he had with a woman named Diotima to tell the audience of what he perceives to be the truth of love. He first speaks to Agathon in order to be on the same wavelength with him. Socrates asks Agathon a series of questions - which leads to Agathon being thoroughlyRead MoreSocrates View Of Love Essays1049 Words   |  5 Pages A Different View of Love We have heard definitions of love through our lives that have been passed on for decades. Some of us have felt love, and some of us have been in love. But no one ever seems to question what love is, as if it is something that just plainly is. People tend to just go with it, and think that what they are feeling is really complete and substantial love. In Plato’s The Symposium, the reader is confronted with some very different views of love as brought to us by Agathon,Read MoreLove Is The Beautiful And Sublime Love977 Words   |  4 Pagescourse of the semester, I was able to draw up my own concept of love. My concept of love includes that there are two different types of love and this idea is taken from Kant’s idea of love being beautiful and sublime and the fair sex and noble sex. The other author that presents two different types of love is Augustine, he presents the bodily and spiritual love and with these two concepts of love I was able to develop my own concept of love, that there are two different types one internal and one externalRead MoreSocrates Speech On Love1439 Words   |  6 Pagesclearly a central figure, admired by the other guests. Socrates begins by presenting his argument that if love is nothing, then it is of something, and if it is of something, then it is of something that is desired, and therefore of something that is not already possessed, which is then usually beautiful and good. Human beings begin by loving physical beauty in another person, then progress to love of intellect and from that level to see the connection among people and ultimately, the lover of beautyRead MoreThe 21st Century : The Era Of Perfection901 Words   |  4 Pagesâ€Å"Learning to love yourself will be the hardest thing you’ll ever do in life†. The 21st century, the era of perfection. The era where you are told how to look or else you are not considered beautiful to the world. The era where people like myself go through extremes to be beautiful even just feel beautiful. The extremes that I took were, looking for â€Å"love† anywhere with anyone, not caring about my health, and putting my academic career in danger, all of that just to be and feel beautiful. Every storyRead MoreLove and Beauty1208 Words   |  5 PagesLove is neither wise nor beautiful, but the desire or pursuit of wisdom and beauty. Love is expressed via propagation and reproduction, as in the exchange and development of ideas. Socrates in the Symposium best expresses this belief. Socrates view of Love and Beauty was that one is the pursuit of the other, and that other is the greatest of all knowledge. Love is a driving force, a compulsion forward to a goal. Much as a moth is drawn to light, for its heat, people are lured to Beauty by LoveRead More Islam Essay1036 Words   |  5 Pagesand Love Love is an important aspect of Islam. In the Sufi Path of Love, written by Rumi, Love is the central theme. Rumi speaks alot about love and its branches and ramifications. According to Rumi, Love ddominateds most of the Sufi way of life. In a translation of Sufi Path of Love written by William C. Chittuck, Sufi says: quot;No matter what I say to explain and elucidate Love, sh ame overcomes me when I come to Love itself. Love cannot be contained within our speaking or listening/ Love isRead MoreEssay on The Love Goddess: Freya Aphrodite1283 Words   |  6 PagesA love goddess is a deity associated with sexuality, love, fertility, beauty, and in some occasion’s death. These goddess are common in mythology and may be found in many polytheistic religions. Although there are vast differences among these goddess’, since they have to serve each particular culture’s needs, there are also many similarities that can be drawn to them. There are two love goddess’ that are believed to have many similarities, they are the Greek goddess Aphrodite and the Norse goddessRead MoreThe Samurais Garden and The Fault in Our Stars Essay1051 Words   |  5 Pagesthan others, but have such a beautiful personality that it really does not matter what they look like. It goes the same for if people are beautiful on the outside then they definitely won’t be beautiful on the inside. Then, th ere are some people that are just all around beautiful no matter what. Those are the kind of people that would be there for anyone who would need help. Beauty is as well as not only about looks, but as well personality. People with the most beautiful personalities are the ones

Social Inequality Essay - 1189 Words

nbsp;nbsp;nbsp;nbsp;nbsp;As we prosper through time, inequality is slowly less evident. A lot of people dont realize that although things are improving with time, inequality is still prominent in our society. The people that are failing to realize that there still is inequality, are the fortunate ones. They rise well above the poverty line, and usually live relatively economically sound lives. They are the people who are supplied with our societys benefits. nbsp;nbsp;nbsp;nbsp;nbsp;The people that are in pursuit of social change, and constantly bring attention to issues of equal rights and privileges, are often the people that do not have them. They are the ones who suffer daily from different levels of inequality. The†¦show more content†¦This quiz was the first mark of the course, and was I worried that my first grade was going to be a poor one. When the instructor explained the purpose of the exercise I realized what an excellent point he had proven. He forced us in an unequal situation that was out of our control. It was nothing we could have predicted or done anything about. This unique exercise put me on a new level of stratification that I was not used to. It made me feel how other people, not only in my society, but worldwide, feel about inequality everyday. The difference was that I was soon given an explanation, and returned to my regular level of stratification. Many people in our society are given no explanation to their forced inequality. Although the classroom exercise does not compare to the real world, it still stirred feelings of rage, helplessness and discouragement. Looking through the window of the unequal situation changed my views on lower groups of society. It made me realize how difficult social mobility can be. I can understand the Davis-Moore thesis, which states that stratification has beneficial consequences. It is easy for people on the higher end of the stratification hierarchy to agree with this because they believe that the harder one works, the more they will achieve, thus promoting production in society. Individuals at lower ends of the stratification system disagree with that. Their social status preventsShow MoreRelatedSocial Inequalities By Jonathan Kozal Essay1570 Words   |  7 Pagessimultaneously believe that schools are places where social inequalities should be equalized, where the advantages or disadvantages that children experience in their homes and families should not determine what happens to them in school-in essence, that school is a place where children should have equal chances to make the most of their potential.† (Inequality) The 1991 article Savage Inequalities written by Jonathan Kozal highlights the fact that every person is entitled to the right to receiveRead MoreSocial Inequality : Inequality And Inequality3119 Words   |  13 Pages Core Assessment Paper Carrie Bailey Park University Social Inequality in My Life Social inequality is described by the presence of unequal opportunities and rewards for various social positions or statuses inside a society or group. It contains organized and repetitive examples of unequal distributions of goods, riches, opportunities, prizes, and disciplines. Racism, for instance, is comprehended to be a wonder whereby access to rights and resources is unreasonably disseminatedRead MoreInequality : Global And Social Inequality1330 Words   |  6 PagesInequality has been shown throughout American history and has affected various countries including the United States. The two forms of inequality this paper will address are global and social inequality. Social inequality refers to the distribution of resources based on socially defined characteristics, while global inequality is the systematic differences in wealth and power between countries. Children living in poverty don’t have the same opportunities as those who live in a higher income countyRead M ore Social inequality in 1820s Essay1385 Words   |  6 PagesSocial inequality in 1820s Social equality has been a goal of America since its very beginning. However, it was only an intention to be socially equal, but not a goal. Social equality or the fact that all men were created equal only applied to the white man. There was no intention in meaning that the blacks and Indians or even the women were equal. In the eyes of the delegates, and the common white majority, blacks, indians, and women were not an issue. To them, it was apparent that blacks wereRead MoreSocial Inequality And Gender Inequality Essay2091 Words   |  9 PagesSocial inequality is defined as the set of unequal opportunities for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages, and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequ ality based on race, gender, and other social characteristics . AmericansRead MoreSocial Inequality And Gender Inequality Essay2163 Words   |  9 Pagesn AmericaSocial inequality is defined as the set of unequal for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequality based on race, gender, and other social characteristics believe that racialRead MoreSocial Inequality1778 Words   |  8 PagesSocial inequality  refers to a situation in which individual groups in a society do not have equal  social status,  social class, and  social circle. Areas of social inequality include  voting rights,freedom of speech  and assembly, the extent of  property rights  and access to  education,  health care, quality  housing,  traveling,  transportation,  vacationing  and other social goods and services. Apart from that it can also be seen in the quality of family and neighbourhood life, occupation,  job satisfactionRead MoreEssay on Social Inequality Between Men and Women1102 Words   |  5 PagesThere are many forms of social inequality that can be analyzed in the study of anthropology. One of these is the social inequality between men and women. Though gender is studied relatively commonly in the field of anthropology, it is not often looked at through the lens of social inequalit y. The observations of Sarah Lamb and Deborah Tannen in their articles, The Politics of Dirt and Gender: Body Techniques in Bengali India, and Whos Interrupting?: Issues of Dominance and Control, respectivelyRead MoreSocial Inequality : A Part Of Sports1080 Words   |  5 PagesThesis: Social inequality is a part of many issues other than sports, but it is a part of sports to do several issues such as gender roles, salary and stereotypes. The Significance: The significance of this topic of inequality in sports is that it does not just occur in sports. It happens all around us, you see social inequality happening at work places, schools, restaurants and many other places. Many people don’t see if because they don’t know what it is. Population: Many people think it onlyRead MoreThe Social Issue Of The Income Inequality Essay1433 Words   |  6 PagesThe social issue of the income inequality In today’s modern world, as the technology has developed better daily, whereas the gap referred to income inequality between rich and poor still has not solved but has widened. Income inequality simply refers to the extent to which income is unevenly and unreasonably distributed in manner among a population. The inequality brings economic instability, but sadly most people are not relatively concerned about the wide inequality between classes. Ever since

Effects of Fast Food Free Essays

Background: Fast food has become a prominent feature of the diet of children in the United States and increasingly, throughout the world. However, few studies have examined the effects of fast food consumption on any nutrition or health-related outcome. Objective: To examine the effects of cumulative, real-world marketing and brand exposures on young children by testing the influence of branding from a heavily marketed source on taste preferences. We will write a custom essay sample on Effects of Fast Food or any similar topic only for you Order Now Methods: Participants were 3- to 5-year-old children and their parents recruited from 3 centers in Houston Texas Cullen Elementary a federally sponsored preschool program for low-income families. The study was introduced at parent meetings, and informed consent and a 2-page parent questionnaire in English and Spanish were sent home to parents. Parents noted if their child should not be allowed to eat each food and drink to be tested. Results: Parents of 95 children correctly completed and returned consent forms and questionnaires of which 63 children (66%) completed the food tasting experiment and comprised the analysis sample; 7 declined to participate when asked; 8 were absent, had moved, or were not available during the days and/or times of the experiment; and 17 were unable to understand or refused to complete the protocol. Conclusion: Branding of foods and beverages influences young children’s taste perceptions. The findings are consistent with recommendations to regulate marketing to young children and also suggest that branding may be a useful strategy for improving young children’s eating behaviors. The global childhood obesity epidemic is focusing attention on the effects of food and beverage marketing. A recent report published by the World Health Organization and the Food and Agriculture Organization of the United Nations concluded that marketing of energy-dense foods and fast food outlets is a â€Å"probable† cause of increasing overweight and obesity among the world’s children. Food marketing to children is widespread. The food and beverage industries spend more than $10 billion per year to market to children in the United States. One of the goals of marketing is branding to encourage children to recognize and differentiate particular products and logos. By 2 years of age, children may have beliefs about specific brands, and 2- to 6-year-olds can recognize familiar brand names, packaging, logos, and characters and associate them with products, especially if the brands use salient features such as bright colors, pictures, and cartoon characters. By middle childhood, most children can name multiple brands of child-oriented products. Even among very young children, awareness and recognition translate into product requests, begging and nagging for specific product names and brands. In a prior study, one demonstrated that even a single exposure to a television advertisement affected preschool children’s brand preferences. To follow that experiment and extend the existing research, it is desirable to examine the effects of the broader, cumulative, real-world marketing and brand exposures that young children experience but that we are unable to measure directly. In the current experiment, therefore, one investigated whether preschool children’s taste preferences were influenced by branding from a heavily marketed source. To do so, one asked preschool children to taste identical foods in packaging from McDonald’s and in matched but unbranded packaging and to indicate if they tasted the same or if one tasted better. One chose McDonald’s because it is the largest fast food advertiser in the United States, and one expected most, if not all, preschool children to be familiar with the McDonald’s brand because of extensive marketing. One hypothesized that 3- to 5-year-olds would prefer the taste of foods they perceived to be from McDonald’s compared with the same foods without McDonald’s branding Methods Trained research assistants asked participating children if they wanted to play a food tasting game. Children were told they did not have to play if they did not want to, and they could stop at any time. Communication was in English and/or Spanish as appropriate. Children sat at a table with a tray in front of an opaque screen. One research assistant (RA1) sat behind the screen and could not see the child or the tray, but her arms could reach around the screen. She said, â€Å"When I sit here, you won’t be able to see me, but we can still talk to each other. † She then said, â€Å"[name of RA2] is going to bring you 2 foods to taste. † Research assistant No. 2 placed 2 samples of each of 5 foods in front of the child, 1 at a time, on the left and right sides of the tray. The foods were (1) one-quarter of a McDonald’s hamburger, one partially wrapped in a white McDonald’s wrapper showing the McDonald’s logos and the word Hamburger in brown and the other wrapped identically in a matched plain white wrapper of the same size and material; (2) a Chicken McNugget in a white McDonald’s bag with a red arches logo and the phrase Chicken McNuggets in blue and the other in a matched plain white bag; (3) 3 McDonald’s french fries in a white bag with a McDonald’s yellow arches and smile logo on a red background and the words â€Å"We love to see you smile† in blue on yellow along the edge and 3 fries in a matched plain white bag; (4) about 3 ounces of 1% fat milk (or apple juice for 1 child who was not allowed to drink milk) in a white McDonald’s cup with lid and straw and in a matched plain white cup with lid and straw; and (5) 2 â€Å"baby† carrots placed on top of a McDonald’s french fries b ag and on top of a matched plain white bag. Hamburgers, chicken nuggets, and french fries were all purchased from a local McDonald’s. Carrots were not available or marketed by McDonald’s at the time of the study. Only unused (not previously in contact with food) McDonald’s and plain wrappings, bags, and cups were used so there would be no residual smell or taste. Only the most basic available McDonald’s packaging was used, without any additional promotional markings (eg, additional graphics, Ronald McDonald image, or images of movie characters). Each food in the McDonald’s packaging was taken out of a McDonald’s brown paper bag with a yellow, blue, and red arches logo, and each food in plain packaging was taken out of a matched plain brown paper bag. The order of foods presented and placement of the McDonald’s wrapped food on the left or right followed a predetermined random order for each child and each food. After placing the 2 food samples on the tray, RA2 asked, â€Å"Can you tell me which of these foods [drinks] is from McDonald’s? † to ensure that the experimental manipulation was apparent to the child. The RA did not say anything more if the child correctly identified the food or drink in the McDonald’s wrapping. If the child did not answer or answered incorrectly, RA2 pointed to the McDonald’s branded food or drink and said in a neutral voice, â€Å"This food [drink] is from McDonald’s. â€Å" Research assistant No. stood behind and out of eye contact with the child to prevent any unintentional expressions of approval or disapproval and did not repeat instructions or assist the child during the task. The blinded RA1 then said, â€Å"Now, take 1 bite [sip] of this food [drink],† pointing her finger around 1 side of the screen following a predetermined random order. She next pointed around the other side of the screen and said, â€Å"Now, take 1 bite [sip] of this food [drink]. † She then said, â€Å"Tell me if they taste the same, or point to the food [drink] that tastes the best to you. † It was an important design feature to offer the option that the 2 food samples tasted the same, the â€Å"correct† answer, to be able to falsify our hypothesis. Research assistant No. 2 recorded the child’s responses, and the procedure was repeated for each food or drink. Parents completed a self-administered questionnaire in English or Spanish, including their child’s birth date; their child’s race/ethnicity; the number of television sets in their home; whether there was a television in their child’s bedroom; the number of hours of TV their child watched in a typical week; the frequency with which the TV was on at their house for most of the morning, in the afternoon, during dinner, and in the evening; if in the past week their child had asked them for any foods or drinks that he/she saw on television; how often their child ate food from McDonald’s and other fast food restaurants; and whether there were any toys from McDonald’s in their home. The null hypothesis was that children would express no preference between the 2 samples of each food or drink (the correct answer). To favor the null hypothesis, children were considered to have no preference when they (1) responded that the 2 samples tasted the same, (2) did n ot respond at all, or (3) did not know. Preference for the food identified as McDonald’s was coded +1, preference for the unbranded food was coded –1, and no preference was coded 0. For the primary analysis, testing preferences across all foods combined, one averaged a participant’s answers to create a total preference score between –1 and +1 for each participant. To test the null hypothesis, one used a nonparametric Wilcoxon signed rank test. In secondary analysis, one also tested the null hypothesis for each food or drink separately using a nonparametric McNemar test. One then explored whether measured pre-existing factors moderated children’s total preferences scores using the nonparametric Spearman rank correlation for scaled variables, the nonparametric Wilcoxon Mann-Whitney U test for dichotomous variables, and the nonparametric Kruskal-Wallis test for categorical variables. Statistical significance was set at a 2-tailed . 05. Results Table 1 lists characteristics of the analysis sample. Participating and nonparticipating children did not significantly differ on any of these measures. The 63 children performed a total of 304 individual tasting comparisons. Three, 2, 3, 1, and 1 child were not allowed to eat hamburger, chicken nuggets, french fries, milk, and carrots, respectively, and 1 child was unable to bite the carrots. The McDonald’s branded food was positioned on the left side for 48. 6% of comparisons. Children needed to be told which food was from McDonald’s for 20. 6%, 30. 2%, 22. 2%, 33. 3%, and 27. 0% of the hamburger, chicken nuggets, french fries, milk/apple juice, and carrot comparisons, respectively (not statistically significant across foods). Sixty-two percent, 17%, 8%, 5%, 2%, and 6% of children needed to be told which food was from McDonald’s for 0, 1, 2, 3, 4, and all 5 comparisons, respectively. There were no statistically significant differences between these groups of children for their total preference scores or any of the measures listed in Table 1 except parent survey and child experiment language. Children who needed to be told were significantly more likely to have a parent who completed a Spanish language survey or completed the experiment in Spanish or mixed English and Spanish. The mean  ± SD total preference score was 0. 37  ± 0. 45 (median, 0. 20; interquartile range, 0. 00-0. 80) and significantly greater than zero (P. 01), rejecting the null hypothesis and demonstrating that children preferred the tastes of foods and drinks if they thought they were from McDonald’s. Results for each food and drink are listed in Table 2. Secondary analysis found that children were significantly more like ly to prefer the taste of a food or drink if they thought it was from McDonald’s for 4 of 5 comparisons. The findings were similar when excluding those comparisons where children were told which food was from McDonald’s (mean  ± SD total preference score, 0. 35  ± 0. 46; median, 0. 33; interquartile range, 0. 00-0. 73; P. 001). Moderator analysis found that children with more television sets in their homes (r = 0. 27, P. 04) and children who ate food from McDonald’s more often (r = 0. 30, P. 2) were more likely to prefer the taste of foods/drinks if they thought they were from McDonald’s (Figure 1and Figure 2). Other baseline measures listed in Table 1were not statistically significant moderators. Figure 1. Number of television sets in the household as a moderator of taste preferences. Total preference scores may range from –1 (preferred the unbranded food in all comparisons) to +1 (preferred the McDonald’s branded food in all comparisons). Figure 2. Frequency of eating at McDonald’s as a moderator of taste preferences. Total preference scor es may range from –1 (preferred the unbranded food in all comparisons) to +1 (preferred the McDonald’s branded food in all comparisons). Discussion By the early age of 3 to 5 years, low-income preschool children preferred the tastes of foods and drinks if they thought they were from McDonald’s, demonstrating that brand identity can influence young children’s taste perceptions. This was true even for carrots, a food that was not marketed by or available from McDonald’s. These taste preferences emerged despite the fact that 3 of the foods were from McDonald’s and only the branding was changed, indicating that the effects were not due to familiarity with the taste or smell of McDonald’s food. Even the children with the lowest frequency of eating food from McDonald’s had average positive total preference scores, indicating they preferred more of the branded foods (Figure 2). One used McDonald’s branding in this experiment because of its leadership position in fast food advertising and marketing. Although the participating children ranged in age from only 3 through 5 years, about a third of the parents reported their children were eating food from McDonald’s weekly or more, and just 2 of 63 reported never eating food from McDonald’s. McDonald’s food was eaten more frequently than food from all other fast food restaurants combined, and about three-quarters of parents reported that they had a toy from McDonald’s in their homes. Although it was not possible to objectively measure total past exposure to McDonald’s marketing, these reports indicate the children were receiving substantial exposure to the McDonald’s brand. Exploratory moderator analysis was performed to identify characteristics that define potentially more or less susceptible groups of participants and to help inform future research. These are relatively low-powered hypothesis-generating analyses. Only the number of television sets at home and frequency of eating food from McDonald’s were found to be statistically significant moderators of the branding effect (Figure 1 and Figure 2). Frequency of eating McDonald’s food indicates greater opportunities for brand exposure and prior taste experiences and potentially represents familiarity, trust of the source, safe provenance, and implicit approval by parents. Number of televisions in the home might indicate greater exposure to McDonald’s advertising or be associated with other mechanisms leading to greater responsiveness to branding. Other measures related to television exposure were not statistically significant moderators, although number of televisions may be more reliably and validly measured than estimates of viewing time, providing more power for the analysis. Another possible marker of marketing exposure is having toys from McDonald’s in the home. Lack of a significant moderator effect of this variable might reflect its very high prevalence in the sample, reducing power. Finding that frequency of eating McDonald’s food was a statistically significant moderator but frequency of eating food from other fast food restaurants was not may suggest some specificity of the branding effect on taste preferences. This study included a number of design features to enhance the ability to draw causal inferences. It was a true experiment in which only the branding was manipulated. Pairs of food and beverage samples were taken from the same original servings and packaging was matched in color, material, shape, and design. Only basic McDonald’s packaging was used with no images of Ronald McDonald or other markings that could potentially influence the children’s preferences, and only previously unused packaging was used to avoid residual smells or tastes. We ensured the success of the manipulation by making sure children were aware of the branding difference for each food or drink pair. Although it is impossible to totally rule out the possibility of demand effects, one took many steps to prevent unintentional bias. For example, the RA giving instructions was not able to see the food or the child; food and drink samples were randomly ordered and positioned, also preventing order effects; and children were not given feedback about their selections. Children were given the option of saying the samples tasted the same, allowing falsification of our hypothesis. One also coded choices conservatively to favor the null hypothesis; children who did not, could not, or would not respond were included with â€Å"taste the same† answers for analysis. One tested the null hypothesis with a single omnibus test for statistical significance to reduce the risk of type I error and checked this result excluding those children who needed to be told which sample was from McDonald’s, finding similar results. A secondary analysis for each individual food or drink found statistically significant effects in 4 of 5 comparisons, all with a majority favoring the McDonald’s branded sample (about 54%-77%) over the other 2 possible responses. Of course, a nonsignificant test result does not indicate no effect. For the fifth comparison, about 48% preferred the McDonald’s branded hamburger compared with 37% who preferred the unbranded hamburger and 15% who thought they tasted the same or were unable to answer. Together, these results demonstrate substantial homogeneity across different foods and drink. One also used nonparametric statistics for hypothesis testing, making no assumptions about the distributions of our measures. These findings add to past research by demonstrating that specific branding can alter young children’s taste preferences and are unable to directly measure or manipulate total marketing (direct to the child and indirect via family, peers, and others) and/or product exposure for the entire first 3 to 5 years of life, and multiple exposures to the brand cannot be disentangled. One did not, and cannot, anticipate or test how each individual direct and indirect exposure to McDonald’s marketing, food, packaging, etc, influences a child’s perceptions but accepted these as a complex whole of both independent and interacting influences on emotions and perceptions about the brand. Children’s responses to the McDonald’s branding in the experiment, therefore, may reflect past direct and/or indirect marketing exposure as well as past experience with McDonald’s products or packaging. Notably, these branding effects were evident in our low-income, ethnically and culturally diverse, 87% nonwhite, and 38% Spanish-speaking or bilingual English-Spanish–speaking sample of 3- to 5-year-olds. These results add evidence to support recommendations to regulate or ban advertising or marketing of high-calorie, low-nutrient foods and beverages, or all marketing, that is directed to young children. This approach has been advocated based on evidence that advertising to young children is inherently unfair because most children younger than 7 to 8 years are unable to understand the persuasive intent of advertising. These findings also suggest a need for research on marketing in general, and branding in particular, as strategies to promote more healthful taste preferences and food and beverage choices in young children. In this experiment, children preferred the taste of carrots and milk if they thought they were from McDonald’s. This is an opportunity for heavily marketed brands to respond to rising rates of childhood obesity by changing their product offerings. However, although McDonald’s was an appropriate brand to use in this experiment, the results may not generalize to less recognizable brands or public health campaigns if they are not marketed as extensively and comprehensively. Future research might examine the effects of less recognizable brands or contrast different brands and packaging with variable levels of recognition and natural exposure. How to cite Effects of Fast Food, Papers Effects of Fast Food Free Essays Effects of Fast Food Fast food is an alternate solution to appease hunger. These days many parents are busy in their time consuming jobs and teenagers are lazy to bring food. It is rather simple to buy food in few minutes. We will write a custom essay sample on Effects of Fast Food or any similar topic only for you Order Now Even though it is quick and easy, it is addictive which causes major health problems and money issues. Many people are attracted to the sensational, salty French fries from McDonalds, carbonated water with loads of colored dye and sugar supplements, soda, feisty, tasty hamburgers from Carls Jr. nd A W, and small packets of spicy, artificial sauces available at Taco Bell to accompany â€Å"Mexican† food. Fast food has progressed where these multibillionaire restaurants can be seen across the world such as: Mexico, Japan, India, and Britain. People are unaware of the content of nutritional value in fast foods. The main substance that enters the body is unhealthy oil that has been reused with many other delight foods available in the limited menu. Scientists have indicated that the continuation of digesting excess amounts of unhealthy ingredients will lead to addiction. It is similar to smoking, but the addiction is not as strong as the smoking. This addiction can lead to serious consequences for health. As seen in many adults who are obese, fast food causes teenagers and adults to gain extra fat and develop a high cholesterol, blood pressure and insulin resistance. Insulin resistance can result in diabetes. Diabetic patients are prone to heart disease in the future. Many Americans have visited the doctor more than once and have received more bills than paychecks. High cholesterol and blood pressure are major concerns that should be brought up with a primary care physician. Eating these unhealthy delights causes many doctor visits. The doctor checks for seriousness of problems and chooses if the patient should visit a specialist or start a treatment. Doctor prescribes medicines that might not be covered by insurances. As a result, fast food can lead to a future of debt and sorrow. Fast food may be a right decision at the moment and probably will sound good to your stomach; however, you will increase your chance of getting sick and developing a disease in the near future. Many people now are regretting that the treatments to treat the diseases cost much more money than buying that five-dollar, oily, unhealthy piece of addiction. Fast food is not the solution to daily routine food. It should be avoided as much as possible. How to cite Effects of Fast Food, Essay examples

The Keynesian School of Economics an Overview Essay Example

The Keynesian School of Economics: an Overview Essay What was the historical background of the school? Answer: The Keynesian school, proponents of the branch of economics now termed as Keynesian economics had come into existence towards the beginning of the twentieth century. This school was arguably the first viable alternative to the Classical school of thought. The school argues that private sector decisions sometimes lead to inefficient macroeconomic outcomes and therefore advocates active policy responses by the public sector, including monetary policy actions by the central bank and fiscal policy actions by the government to stabilize output over the business cycle. These theories were based on the ideas of 20th-century British economist John Maynard Keynes (1883- 1946). The premise forming the basis of Keynesian economics were first presented in ‘The General Theory of Employment, Interest and Money’ (1936). Roots of Keynes’s ideas can be traced back to before 1929 and he adopted a macroeconomic approach. World War I and the economic controls acted out requiring an overall view of the economy. The growth of large-scale industrial production and trade made the economy more susceptible to statistical measurement and control, making the inductive, aggregate approach more feasible than the past. In fact, this approach was increasingly necessary as the public became more eager for the government to deal actively with unemployment. He represented the British Treasury at the Treaty of Versailles—was appalled at the conditions of the peace treaty as he observed that nations had failed to look at the case from a macroeconomic point of view. The Great Depression of the 1930’s also had a profound effect in the development of Keynes’s ideas. In fact his ideas materialized when he was trying to analyze the problems of trade cycle (recessions and booms), one of the greatest problems of the classical economists. We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Furthermore the economic thinking of the period was concerned with the problems of secular stagnation (globally declining growth rate) of the capitalist society. Some speculated that as the national income increased, consumption expenditures rose less rapidly than total income, and savings increased more rapidly. Wages were recognized as a source of demand for goods as well as a cost of production, and cutting wages was frequently opposed as providing no real remedy for unemployment; this was the macroeconomic thinking. The mature private-enterprise economies of the Western world were less vigorous after World War I. The population growth was declining; most of the world had already been colonized; there seemed no more room for geographic expansion; consumption appeared to outrun production as incomes and savings rose; less resources were allotted for the purpose of research and development as a result there were no new inventions like the steam engine, electricity, etc to stimulate vast capital investments. Also, the decline of vigorous price competition reduced the rate of replacement of old machinery with new and more efficient ones, and the economy was being dragged downward furthermore when the growing accumulated of depreciation funds from the past investments were not spent quickly enough. Question- 02: What were the major tenets of the school? Answer: The complete doctrine of the Keynesian economists was set as a better option than those provided by the classical economists. Keynes argued that the economy had moved towards The Great Depression only because of the flawed notion that the economy would adjust to the prevailing market conditions and move towards equilibrium. He proposed the government should take a more ‘hands on’ approach. Some of the major tenets include: 1) The school put forward the Keynesian Theory of Employment which began with the principle of effective demand. That is, total employment depends on total demand (aggregate effective demand) and unemployment rose due to a shortage of effective demand (thus they’re agreeing to Malthus’s remark that there was a need for unproductive consumption and government investment). In the calculation of a country’s output which consisted of consumption, investment and government expenditure(Y= C + I + G). Keeping G constant it can be noted that the immediate determinants of Income and thus employment are consumption and investment spending. The money spent on final gods and services, let it be consumption or investment generated income. 2) The Keynesian economists pointed out that there was a tendency for savings to exceed investment (which might reduce AD and lead to unemployment) which is why they supported government intervention to close this gap. It was this school which appealed for the end of lassiez- faire (minimum role of government). For instance, the government should stimulate the economy by lowering interest rates and adopting a deficit budget during imes of economic depression. 3) The government may increase the marginal propensity to consume (and thereby stimulating the economy) through the redistribution of income by adopting a progressive taxation policy (as MPC is higher for lower income earners). 4) The Keynesians stated that the marginal efficiency of capital (expected rate of profit of a new investment) will have a tendency to decline (as more and more investments compete against each other; increas ed supply price of capital goods). They thought that it was difficult to maintain full employment in a Capitalist economy unless the rate of interest was low enough. 5) In periods of falling aggregate demand for goods and services, firms respond to lower sales by reducing production and discharging or laying off workers, not by insisting on wage cuts. This is because prices are sticky downwards. Any decline in effective demand initially cause reductions in output and employment rather than decline in the price level. Deflation occurs only under conditions of extremely severe depression. This wage and price rigidity is also a major tenet on this school 6) Keynesians believe that, because prices are somewhat rigid, fluctuations in any component of spending-consumption, investment, or government expenditures-cause output to fluctuate. If government spending increases, for example, and all other components of spending remain constant, then output will increase. Keynesian models of economic activity also include the multiplier effect (increase in output by a multiple of the original change in spending that caused it). Thus, a ten-billion-dollar increase in government spending could cause total output to rise by fifteen billion dollars (a multiplier of 1. 5) or by five billion (a multiplier of 0. 5). Contrary to what many people believe, Keynesian analysis does not require that the multiplier exceed 1. 0. For Keynesian economics to work, however, the multiplier must be greater than zero. Question- 03: Who did the School benefit or seek to benefit? Answer: The Keynesian School was successful mainly because it focused on painful problems such as unemployment and depression, which were present at that time. It offered something almost to everyone and rationalized what was already being out of necessity. The school’s stress on labor and emphasis on job creation amidst the great depression gained widespread recognition. Business interests benefited from government contracts and government incentives to get the economy out of depression/ recession. When bankers had extensive excess reserves in the 1930s, they found a vast and profitable area for investment in government bonds, and government controls gave the banking system liquidity, security and stability. Reformers and intellectuals enjoyed vastly increased employment in government service that had grown out of Keynesian thinking with less risks of being laid off. Farmers long had favored easy monetary policies and low interest rates. They also came to rely heavily on government spending programs for agriculture. Such forms of government expenditures seemed to bear more than proportionate benefits due to the multiplier effect. Question- 04: How was the school valid, useful or correct in its time? Answer: The introduction of Keynes ideas in the world stage was nothing short of revolutionary. They were perhaps the first group of economists to consider economic theory during policymaking. World wars, The Great depression and the growing impediments of modern life had already weakened the foundations of lassiez- faire. Simply waiting for the ‘markets to stabilize’ was too painful for many to agree to. Keynes had provided both an explanation of fluctuations and a program to tackle it. The role of economists and economic analysis in shaping the direction of government policy was thus greatly increased. It might be interesting to note that the Keynesian approach became immensely useful even to those who did not accept Keynes’s policy conclusions. It established a new set of analytical tools through which to view the economy, encouraged the further development of national income accounting and stimulated a vast and productive effort at empirical studies of the real world which was almost non- existent before their arrival. Question- 05: Which tenets of the school became lasting contributions? Answer: Many say that the founder of the Keynesian School of thought, J. M. Keynes was the one who had contributed the most in the twentieth century. His book ‘The General Theory of Employment, Interest and Money’ influenced economic theory as well as public policy. One of Keynes’s chief contributions was to tie economic to the great economic problems of the day (depression). The impact of the ‘General Theory’ had a dynamic effect n economic study as several tools had been added under this category namely consumption function (marginal propensity to consume); saving function (marginal propensity to save); liquidity preference (transaction, precautionary, speculative demand); marginal efficiency of capital; multiplier effects and the IS- LM analysis. Another important input made by Keynes was in the use of expectations. His integration of expectation with his theory of money and mar ginal efficiency made notable advances in economic investigation. While Classical economists assumed full employment, Keynes and therefore the Keynesian School emphasized on under- employment equilibrium (equilibrium at less than full employment). This meant that increase in the quantity of money does not necessarily mean increase in the price levels (inflation) as long as there is spare capacity in the economy. Towards the end of the school’s long list of contributions it would be fair to mention that the school had critics from several circles. Despite the fact that many of the Keynesian policy prescriptions have been discredited, Keynesian tools of analysis still dominate macroeconomic theory. These theorists were successful in demonstrating the inadequacies of Classical economics, and in the process established a system that is not, itself, without flaws. The importance of their contribution is not its degree of precision, but its role in advancing the debate—in stimulating the argument and in providing the framework for that debate. Source: V. Lokhnathan. ; A History of Economic Thought, 9th ed. The Keynesian School of Economics an Overview Essay Example The Keynesian School of Economics: an Overview Essay What was the historical background of the school? Answer: The Keynesian school, proponents of the branch of economics now termed as Keynesian economics had come into existence towards the beginning of the twentieth century. This school was arguably the first viable alternative to the Classical school of thought. The school argues that private sector decisions sometimes lead to inefficient macroeconomic outcomes and therefore advocates active policy responses by the public sector, including monetary policy actions by the central bank and fiscal policy actions by the government to stabilize output over the business cycle. These theories were based on the ideas of 20th-century British economist John Maynard Keynes (1883- 1946). The premise forming the basis of Keynesian economics were first presented in ‘The General Theory of Employment, Interest and Money’ (1936). Roots of Keynes’s ideas can be traced back to before 1929 and he adopted a macroeconomic approach. World War I and the economic controls acted out requiring an overall view of the economy. The growth of large-scale industrial production and trade made the economy more susceptible to statistical measurement and control, making the inductive, aggregate approach more feasible than the past. In fact, this approach was increasingly necessary as the public became more eager for the government to deal actively with unemployment. He represented the British Treasury at the Treaty of Versailles—was appalled at the conditions of the peace treaty as he observed that nations had failed to look at the case from a macroeconomic point of view. The Great Depression of the 1930’s also had a profound effect in the development of Keynes’s ideas. In fact his ideas materialized when he was trying to analyze the problems of trade cycle (recessions and booms), one of the greatest problems of the classical economists. We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Keynesian School of Economics: an Overview specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Furthermore the economic thinking of the period was concerned with the problems of secular stagnation (globally declining growth rate) of the capitalist society. Some speculated that as the national income increased, consumption expenditures rose less rapidly than total income, and savings increased more rapidly. Wages were recognized as a source of demand for goods as well as a cost of production, and cutting wages was frequently opposed as providing no real remedy for unemployment; this was the macroeconomic thinking. The mature private-enterprise economies of the Western world were less vigorous after World War I. The population growth was declining; most of the world had already been colonized; there seemed no more room for geographic expansion; consumption appeared to outrun production as incomes and savings rose; less resources were allotted for the purpose of research and development as a result there were no new inventions like the steam engine, electricity, etc to stimulate vast capital investments. Also, the decline of vigorous price competition reduced the rate of replacement of old machinery with new and more efficient ones, and the economy was being dragged downward furthermore when the growing accumulated of depreciation funds from the past investments were not spent quickly enough. Question- 02: What were the major tenets of the school? Answer: The complete doctrine of the Keynesian economists was set as a better option than those provided by the classical economists. Keynes argued that the economy had moved towards The Great Depression only because of the flawed notion that the economy would adjust to the prevailing market conditions and move towards equilibrium. He proposed the government should take a more ‘hands on’ approach. Some of the major tenets include: 1) The school put forward the Keynesian Theory of Employment which began with the principle of effective demand. That is, total employment depends on total demand (aggregate effective demand) and unemployment rose due to a shortage of effective demand (thus they’re agreeing to Malthus’s remark that there was a need for unproductive consumption and government investment). In the calculation of a country’s output which consisted of consumption, investment and government expenditure(Y= C + I + G). Keeping G constant it can be noted that the immediate determinants of Income and thus employment are consumption and investment spending. The money spent on final gods and services, let it be consumption or investment generated income. 2) The Keynesian economists pointed out that there was a tendency for savings to exceed investment (which might reduce AD and lead to unemployment) which is why they supported government intervention to close this gap. It was this school which appealed for the end of lassiez- faire (minimum role of government). For instance, the government should stimulate the economy by lowering interest rates and adopting a deficit budget during imes of economic depression. 3) The government may increase the marginal propensity to consume (and thereby stimulating the economy) through the redistribution of income by adopting a progressive taxation policy (as MPC is higher for lower income earners). 4) The Keynesians stated that the marginal efficiency of capital (expected rate of profit of a new investment) will have a tendency to decline (as more and more investments compete against each other; increas ed supply price of capital goods). They thought that it was difficult to maintain full employment in a Capitalist economy unless the rate of interest was low enough. 5) In periods of falling aggregate demand for goods and services, firms respond to lower sales by reducing production and discharging or laying off workers, not by insisting on wage cuts. This is because prices are sticky downwards. Any decline in effective demand initially cause reductions in output and employment rather than decline in the price level. Deflation occurs only under conditions of extremely severe depression. This wage and price rigidity is also a major tenet on this school 6) Keynesians believe that, because prices are somewhat rigid, fluctuations in any component of spending-consumption, investment, or government expenditures-cause output to fluctuate. If government spending increases, for example, and all other components of spending remain constant, then output will increase. Keynesian models of economic activity also include the multiplier effect (increase in output by a multiple of the original change in spending that caused it). Thus, a ten-billion-dollar increase in government spending could cause total output to rise by fifteen billion dollars (a multiplier of 1. 5) or by five billion (a multiplier of 0. 5). Contrary to what many people believe, Keynesian analysis does not require that the multiplier exceed 1. 0. For Keynesian economics to work, however, the multiplier must be greater than zero. Question- 03: Who did the School benefit or seek to benefit? Answer: The Keynesian School was successful mainly because it focused on painful problems such as unemployment and depression, which were present at that time. It offered something almost to everyone and rationalized what was already being out of necessity. The school’s stress on labor and emphasis on job creation amidst the great depression gained widespread recognition. Business interests benefited from government contracts and government incentives to get the economy out of depression/ recession. When bankers had extensive excess reserves in the 1930s, they found a vast and profitable area for investment in government bonds, and government controls gave the banking system liquidity, security and stability. Reformers and intellectuals enjoyed vastly increased employment in government service that had grown out of Keynesian thinking with less risks of being laid off. Farmers long had favored easy monetary policies and low interest rates. They also came to rely heavily on government spending programs for agriculture. Such forms of government expenditures seemed to bear more than proportionate benefits due to the multiplier effect. Question- 04: How was the school valid, useful or correct in its time? Answer: The introduction of Keynes ideas in the world stage was nothing short of revolutionary. They were perhaps the first group of economists to consider economic theory during policymaking. World wars, The Great depression and the growing impediments of modern life had already weakened the foundations of lassiez- faire. Simply waiting for the ‘markets to stabilize’ was too painful for many to agree to. Keynes had provided both an explanation of fluctuations and a program to tackle it. The role of economists and economic analysis in shaping the direction of government policy was thus greatly increased. It might be interesting to note that the Keynesian approach became immensely useful even to those who did not accept Keynes’s policy conclusions. It established a new set of analytical tools through which to view the economy, encouraged the further development of national income accounting and stimulated a vast and productive effort at empirical studies of the real world which was almost non- existent before their arrival. Question- 05: Which tenets of the school became lasting contributions? Answer: Many say that the founder of the Keynesian School of thought, J. M. Keynes was the one who had contributed the most in the twentieth century. His book ‘The General Theory of Employment, Interest and Money’ influenced economic theory as well as public policy. One of Keynes’s chief contributions was to tie economic to the great economic problems of the day (depression). The impact of the ‘General Theory’ had a dynamic effect n economic study as several tools had been added under this category namely consumption function (marginal propensity to consume); saving function (marginal propensity to save); liquidity preference (transaction, precautionary, speculative demand); marginal efficiency of capital; multiplier effects and the IS- LM analysis. Another important input made by Keynes was in the use of expectations. His integration of expectation with his theory of money and mar ginal efficiency made notable advances in economic investigation. While Classical economists assumed full employment, Keynes and therefore the Keynesian School emphasized on under- employment equilibrium (equilibrium at less than full employment). This meant that increase in the quantity of money does not necessarily mean increase in the price levels (inflation) as long as there is spare capacity in the economy. Towards the end of the school’s long list of contributions it would be fair to mention that the school had critics from several circles. Despite the fact that many of the Keynesian policy prescriptions have been discredited, Keynesian tools of analysis still dominate macroeconomic theory. These theorists were successful in demonstrating the inadequacies of Classical economics, and in the process established a system that is not, itself, without flaws. The importance of their contribution is not its degree of precision, but its role in advancing the debate—in stimulating the argument and in providing the framework for that debate. Source: V. Lokhnathan. ; A History of Economic Thought, 9th ed.