Effective and Ethical Leadership Essay

Page 2. Throughout the evolution of modern business, leaders have strived to be effective and profitable. However, due to unprecedented business scandals throughout the past decade, strict adherence to the principles of business ethics has become more prominent and expansive than ever before. In light of scandalous and unethical business practices, as exuded by Enron and WorldCom for example, business leaders and governing agencies realize the importance of ethical behavior. Although there is not a clear cut or standard set of attributes that constitute an effective and ethical leader, there are several common aspects that can be identified. The most important attributes of an effective and ethical leader are trustworthiness and accountability. Employees must feel that they can trust their managers in any and every situation. Team members must believe that a manager has immaculate intentions for the well-being of the project and the team. Employees will work harder towards the goals of the organization as well as towards the goals of individual assignments if they feel that management is looking out for their best interests. Team members should not look at business management as an entity of oppression. Employees should be able to approach managers without intimidation or prejudice. In other words, workers should feel free to address concerns and express opinions. Experienced front line workers are more privy to minute details regarding the daily operations of the business. A worker that trusts his or her superior is more likely to express opinions and concerns that can enhance business activity or correct errors. Employees that trust the management of the organization will be more willing to work diligently towards the company’s goals. Employees that do not have a trustworthy management team can suffer from a reduction in morale. Overall, a lack of trust leads to a distant and less productive work environment. Page 3. Another equally important attribute of an effective and ethical leader is accountability. Effective managers should not be afraid to admit when they are wrong. Even the best managers make mistakes. In essence, a manager with a strong ethical track record will be able to address tough questions with realistic answers. Transcending departmental and hierarchal barriers, accountability promotes communication throughout the entire organization. For example, after years of slumping car sales coupled with rigid hierarchal divisions, Ford Motors decided to embark in a new direction with Alan Mulally as CEO in 2006. Throughout its century of existence, Ford â€Å"developed a very tall hierarchy, composed of managers whose main goal was to protect their turf and avoid any direct blame for its plunging car sales (Jones 2010). Even the COO Mark Fields stated that â€Å"at Ford you never admit when you don’t know something (Jones 2010). † New CEO, Alan Mulally, diligently worked to demolish the communication barriers between the divisions of production and to develop new ethical norms. For instance, he instituted weekly meetings where department heads were encouraged to openly share problems. Mulally promoted a new culture that was more accepting and open about mistakes. Moreover, sharing all a spects of production information through a universal lens can help to promote decreased production costs on a company-wide level. Organizations will prosper under a management that promotes and radiates accountability and trustworthiness. Employees are more prone to open lines of communication with trusted superiors. Managers that can accept responsibility for errors while co-piloting new plans of attack on pertinent issues can help to eliminate unnecessary depletion of organizational resources. A corporate culture that is built upon these attributes will be poised for future success. Page 4. Works Cited Jones, G. R. (2010). Organizational Theory, Design, and Change (6th ed. , p. 14). Upper Saddle River, NJ: Prentice Hall.

Arguments on Utilitarianism Essay

Which is more valuable: a game of push-pin or the study of Latin? Which has greater worth: the life of a single young girl or the lives of an entire community? These are the sorts of questions raised when dealing with the matter of utilitarianism. According to Jeremy Bentham, the father of the theory, the ultimate moral goal of human beings should be to increase pleasure and to decrease pain. To maximize the amount of time spent in content, and minimize the times of depression. And he has a point. Simply stated like that, everyone can agree that that is definitely something they want to achieve. But when his theory is applied to real-life conditions, the varying answers and resulting situations aren’t always applicable with such a cut-and-dry cure-all. Contrary to Bentham’s theory, just because doing something may seem to create an overall better situation than not doing something, it doesn’t necessarily mean that it should be done. When he states his place, Bentham seems to have taken into account all of the variables. He affirms that the standards of right and wrong, and the chains of cause and effect, will influence what exactly promotes pleasure and prevents pain (306). He also recognizes that the quantity of people being affected is a contributing factor as to whether something is ultimately beneficial or detrimental (311). Drawing upon these recognized facts, Bentham goes so far as to create a virtual mathematical equation for determining utility; Including intensity, duration, certainty, propinquity, fecundity, and purity as factors of what qualifies as happiness, and thereby, righteousness (311). But this in itself is absurd, as it is impossible to gauge the properties he proposes. He does not, and can not, provide a scale with which to measure how certain, how intense, or how pure the â€Å"goodness† level of something is. Nor is he able to quantify the overall amount of utility one law or reason offers to an entire population under government; which is what he suggests at the end of his theory (312). It can be conceded that the utility of a rule should be considered during it’s establishment, as in general rules should be for the greater good and therefore the greater happiness. But there are other factors that come into play that Bentham neglects to recognize. In â€Å"Ivan’s Challenge,† Fyodor Dostoevsky suggests a striking situation in which utility is obviously not the lone factor in determining it’s morality (333). He conjures up a circumstance where a small, young girl is to be sacrificed for the â€Å"edifice of human destiny, the ultimate aim of which is to bring people happiness, to give them peace and contentment at last? † (333). With her death, the salvation of the entire community is achieved. At first glance, and in Bentham’s eyes, it’s a simple equation. One is lesser than infinity. Her death would be justified because the lives of so many others would be saved. But, he fails to consider human emotion. Living with the fact that a young child had to have died in order for themselves to live may not necessarily be a life of cheerfulness. Furthermore, by calling this a justified situation, Bentham is putting a price on human life. This action in itself is immoral. Also, it’s an example of a situation where it’s not really a matter of increasing happiness. Putting a value on a human life is an action in which no party is gaining or losing contentment directly. It doesn’t fit into Bentham’s equation, and apart from it, is an immoral action that should not ethically be able to exist passively beside his main theory of morals by utility. In addition to this flaw, Bentham fails to acknowledge the notion that all pleasures are not created equal. In his first writing, â€Å"The Principle of Utility,† he only manages to recognize the aspect of quantity, and it is in a second, â€Å"Push-Pin and Poetry,† that he proceeds to debunk the possibility of varying qualities of pleasure. To Bentham, there are different kinds of pleasure, but one is not greater or better than another. He breaks them down into two different categories: 1, arts and sciences of amusement and curiosity, and 2, arts and sciences of simple and immediate utility (200). Those of amusement he associates with the fine arts, such as poetry, painting, or architecture, and are generally appreciated aesthetically (200). Those of curiosity he associates with sciences and history, such as the study of foreign languages or biology (200). Those of simple utility are more basic, such as a game of push-pin (200). They are ordinary things that can be enjoyed by anyone. He goes on to say that, â€Å"prejudice apart, the game of push-pin is of equal value with the fine arts and sciences of music and poetry† (200). His only concession is that if music and science are placed above a game of push-pin in utility, it is only because those individuals are more difficult to please (200). Nowhere does he acknowledge that those difficult individuals are correct or justified in wanting a more stimulating source of excitement. Nowhere does he consent that the thrill of curing a disease through the study of medicine overpowers the brief amusement of a board game. But, John Stuart Mill, a supporter of the philosophy of utilitarianism, does. He begins by citing a major criticism of utility, which is that many people feel that the idea of life having â€Å"no higher end besides pleasure? no better and nobler object of desire and pursuit† is degrading and dishonorable (201). His rebuke is that it is only degrading if the accusation â€Å"supposes human beings to be capable of no pleasures except those of which swine are capable† (201). This is obviously not the case. We would not be content simply rolling in mud and gorging ourselves on tangerine rinds. Humans require more stimulation and excitement in order to achieve happiness than an animal, such as swine, with lesser faculties. It is â€Å"better to be Socrates dissatisfied than a fool satisfied† (Mill 203). To be able to fully appreciate and understand the higher pleasures, such as love and friendship, is so much more rewarding than the simple contentments of physical gratification. Despite the truth that a fool or a swine may lead a more content life, it is only because they require less to achieve contentment. This supplements Bentham’s statement of a person who prefers poetry to push-pin being more difficult to please. Bentham just fails to see that human beings in their usual healthy, intelligent forms are all â€Å"difficult† to please. All in all, the philosophy of utilitarianism is an acceptable standard of morality? on most occasions. There will always be situations where what is truly moral does not fully satisfy the idea of existence exempt from pain and rich in enjoyments. And, contrary to Bentham, there are pleasures that are of higher quality than others, just as there are pains more severe than others. Works Cited Bentham, Jeremy. â€Å"Push-Pin and Poetry. † Ethics. Ed. Peter Singer. Oxford University Press: New York, 1994. 199-200. Bentham, Jeremy. â€Å"The Principle of Utility. † Ethics. Ed. Peter Singer. Oxford University Press: New York, 1994. 306-312. Mill, John Stuart. â€Å"Higher and Lower Pleasures. † Ethics. Ed. Peter Singer. Oxford University Press: New York, 1994. 201-205. Dostoevsky, Fyodor. â€Å"Ivan’s Challenge. † Ethics. Ed. Peter Singer. Oxford University Press: New York, 1994. 332.

How to Write the University of Minnesota, Twin Cities Essays 2018-2019

The University of Minnesota — Twin Cities is a large public university, offering a huge variety of resources across two campuses in two cities: Minneapolis and St. Paul, sister cities that are approximately three miles apart. In the 2017-2018 school year, UM – Twin Cities enrolled just over 51,000 students, about 31,000 of whom were undergraduates. UM — Twin cities offers top-caliber research, with faculty including 29 Nobel Prize winners. It is currently ranked #79 on the US News and World Report’s National Universities list and is ranked #30 on the US News Top Public Schools list . UM — Twin Cities typically accepts about 45% of applicants; accepted students’ average GPA is 3.78 and their SAT scores average a 1360 composite. UM — Twin Cities requires supplemental essays only for specific majors. Prospective dance majors and mortuary science majors are required to answer an array of questions specific to their field. Responses to all applicable questions must fit onto two double-spaced pages. Dance majors are required to answer three questions: What has brought you to dance? Why do you plan to pursue a degree in dance? How do you imagine the relationship between writing about dance and dancing? Additionally, there is an optional question about diversity, which asks you to explain how you might contribute to, or benefit from, UM – Twin Cities’ diverse community of scholars. Prospective Mortuary Science majors must answer four questions. The first asks about a time when you handled a difficult situation professionally. The second asks for an example of your compassion or empathy making a difference in another person’s life. The third asks for an example of your tact and level-headedness under pressure. The fourth asks you to describe a time when you made an important decision and the impact of that decision on yourself and others. There are also additional essays for applicants to the Freshman Nursing Guarantee Program . These consist of three 250-word essays. One question asks you to explain why you have chosen to pursue a nursing career. The next asks about how your studies and activities have prepared you to be a nurse. The last question asks you to reflect on why the Freshman Nursing Guarantee Program fits your degree and career plans. This question is an intentionally broad starter question: the admissions committee is giving you the chance to open your two-page response with a â€Å"thesis† of sorts about your deepest motivations or most personal connections to dance. While you can–and should–include specific stories or the timeline of your dance discovery in your response, you should begin by taking a step back and consider your high-level strategy. Also, keep in mind that â€Å"brought you to† can be interpreted in two ways: in a strict sense, as the literal thing or person that introduced you to dance; or, more broadly, as the thing that really made you passionate about or committed to dance. Your essay ideation process should include three basic elements: Below, these steps are outlined in the order they are listed above. However, these steps can be somewhat modulated. Some writers will already know that they want to tell a story–for example, one about how their older sister introduced them to dance. Other writers might have a clear idea of how they’d like to open but need to think more about what their underlying thesis might be. What really matters is completing all three points before you begin writing. This is the theoretical core of your essay: the essential information about you that you want to make sure your readers understand. This thesis, however, is not something that you will necessarily write as a â€Å"topic sentence† at the end of your paragraph. Instead, your thesis is something to guide your thought process as you plan your essay so that you have a clear idea in your mind of what you are trying to get your reader to understand. Of course, some writers will include more explicit thesis statements than others–and that can work well.   However, for planning purposes, you should think of your thesis as something that you want the reader to understand from the story you tell . As you might have already guessed, if you’ve had some experience with college essays, this means showing not telling (more on this later!). Now, how do you actually come up with a thesis? Try responding to a slightly different question from the one that the prompt asks. Ask yourself: what do you love about dancing? Or, what is meaningful to you about dance? The answer to these questions is, ultimately, what your essay should convey. This thesis could be something very simple: dancing makes me happier than anything else. Or, it could be a little more complex: dancing makes my mind and body feel connected. It could also be more external: dance is a language that allows me to communicate my experiences with others, and understand their pain and joy. Before you figure out what structure your essay will take, you need to consider what anecdote, story, or example you can use to show the reader your thesis. At this point, you should feel free to dive into your early memories of dance, or even more recent ones that you feel really crystallized your love for the art. Do you have just one moment you want to share or a few different memories? Is there a particular person who introduced you to the world of dance? With each anecdote you consider, ask yourself, â€Å"Can this convey my thesis? If so, how?† Thesis: Dance has allowed you to find a sort of inner peace. Anecdote(s): For a thesis like this, you likely will need to convey some sort of change over time. You could open with a story about your early childhood; perhaps you were tempestuous in elementary school, struggling to acclimate socially or academically. Pick a specific â€Å"moment† from those days to illustrate these tendencies–this could be a classroom argument, a test you did poorly on, or a moment when you felt left out. Then, you could describe your first dance class, contrasting the peace you felt with your instructor and peers Thesis: You were able to work through personal hardship with the help of dance. Anecdote(s): To show the reader this thesis, you’ll need to think of a specific time that dance really helped you through hardship. For example, you could discuss how you processed a parent’s sickness or a difficult relationship by pouring your emotions into dance. Perhaps before this, dance was merely a hobby for you. Use a detailed depiction of this painful experience–and how you danced through that pain–to show the reader how dance became more than just a hobby for you, that is, to show how this experience â€Å"brought you† to dance as a true passion. The particular anecdotes you choose, along with your thesis, will ultimately determine the length of your essay. If you want to simply articulate how happy dancing makes you, then telling a short story about the first time you felt that pleasure might be the perfect choice. If you want to explain how you’ve learned to communicate through dance, your narrative might need to involve a few anecdotes that show this progression. The key is to center your essay around a â€Å"moment† or â€Å"moments† that depict the core of what dance means to you, and what has made you choose it as your major. This prompt asks a more concrete version of the question asked in the first prompt. This actually will make your response to this second prompt easier, since you will have already touched on the deepest reasons why you love to dance. Now, you have a chance to build on that initial response with a practical description of your interests in a dance degree. There are three main approaches that you can take to this prompt: Of course, there can be endless variation and intermingling in these broad buckets. However, these categories can be a good starting point for brainstorming as you consider what approach to take to this essay. If one of these categories speaks directly to you, it can help you define the approach that you’ll take to this essay, which will help you focus and expedite your drafting process. Take a step back and ask yourself: What goals will I fulfill by earning a dance degree? Some of these goals are likely too general or too random to fit cohesively into a focused essay for a specialized program (for example the general satisfaction and usefulness of having a college degree or the excitement of getting to tell people you studied dance). Other goals, though, will link to one of the broader approaches mentioned above. Perhaps you want to help people express themselves; perhaps you want to teach dance; perhaps you want to direct arts programs in your community; perhaps you want to become an academic who studies dance, too; perhaps you want to study something you are truly passionate about. Though you’ll likely think of a number of goals, you should choose just a few that fit well together. For example, teaching dance and promoting arts could easily be synthesized in one essay–however, it might be too much to try to thread together aspirations to pursue a formal academic career, a career as a dance teacher, and a career as an arts program director. Once you’ve come up with a goal, you need to explain how this particular program can help you achieve that goal. This will require doing some research into the program’s offerings and requirements. Find specific resources, and explain how those resources, part of a dance degree, will enable you to reach your goal. If you want to become a dance teacher, you should mention specific pedagogical resources available through UM — Twin City’s dance program. You could discuss how the practical aspects of the program (actual dancing) will refine your own technique and personal experience of dance instruction; then, you could transition to discuss how the theoretical aspects of the program would give you a rich understanding of dance’s history, thereby enabling you to give your students an appreciation of their art’s significance and potential. If your goal is to help others express themselves, you might acknowledge that you won’t necessarily stay in the â€Å"dance world† forever. Therefore, you might identify particular aspects of the program (courses, internships, talks) that focus on how dance can facilitate broader personal expression. In an essay focused on a broader goal like this, your overall approach should be to focus on the skills and knowledge that this program provides, describing how these skills can be transferred to domains beyond dance. The purpose of this question is pretty straightforward: you are applying to an academic program, to receive a degree in dance. This means that you will not only be dancing, but also doing scholarly work on dance–that is, theorizing about dance, reading about dance, discussing dance, and writing about dance (and, of course, dancing). For many applicants, this will be new terrain. Most high schoolers do not take academic courses where they get to discuss and write about dance (or any arts) in-depth, from a theoretical and analytical perspective. The admissions committee knows that you’ll likely be jumping into something new: combining two parts of your life that might have been separate up to this point–your academic endeavors with your passion for dance. They want to hear your best argument for why you’re prepared to merge these two spheres. Of course, this question isn’t phrased as â€Å"Convince us you can write about dance, and that you want to do it, too†Ã¢â‚¬â€œthe use of the word â€Å"imagine† in the prompt invites you to be a bit creative, too (even though you absolutely should convince the reader of those things). So with this baseline approach, how do you proceed? A good first step would be to familiarize yourself a little bit with the sort of writing and reading on dance that you’ll be required to do in this program. This means reading through course syllabi, skimming scholarly articles or more general pieces on dance, and thinking about which strategies and approaches to writing about dance you find to be meaningful and effective. If you’ve already written extensively about dance, or are familiar with formal and informal writing on dance, you might be able to skip or truncate this step. Then, as you consider both any experience you have writing about dance and others’ writing on the topic, ask yourself: What do I like? Why do I like it? How does writing help me understand dance? What relationship do I see between writing and dance? Note that my suggestions so far assume that your focus will be on writing about dance . However, keep in mind that the relationship can also go the other way: you can talk about how writing (potentially not directly about dance) inspires your dance or shapes your understanding of dance. However, keep in mind that your response should touch on the more analytical aspects of writing about dance, since (as mentioned above) this will be a component of your experience as a dance major. Once you’ve developed an answer to this question, it’s time to come up with a thesis. At this point, you should come up with a clear â€Å"thesis† in answer to the prompt. Here are a few example theses: Once you’ve developed a thesis, try to think of concrete examples of either how you’ve already experienced this relationship or of how you imagine this relationship will play out in your future. If your thesis is focused on explaining your love of dance through writing, you could tell about a time that you wrote a piece in your school paper describing a performance, in hopes of encouraging your peers to come, but also just to share your art form with them. If your thesis is focused on sharing the power of dance with the general public, you could describe, using specific examples, your ongoing frustration with the low attendance at local dance performances. Then, you could describe–again, using specific examples linked to the problem you identified–how you believe more writing on dance could encourage both academics and the general public to take dance more seriously. Avoid an overly-theoretical, impersonal response. With a somewhat abstract prompt like this, it’s far too easy to write a response that’s replete with broad statements and about writing and dance–but includes no concrete examples.   Take care to not make wide overgeneralizations about dance and writing (â€Å"Writing has long allowed non-dancers to understand the mysterious world of dance†¦Ã¢â‚¬ ) and avoid obvious, broad comparisons between the two (â€Å"Writing and dance could not seem more different–but, in fact, they are both art forms†¦Ã¢â‚¬ ). Your response should certainly have a strong theoretical component, and can even reference other writers, dancers, or thinkers. However, this broader thesis should be conveyed as your personal view (remember, the prompt asks â€Å"how do you imagine†), and substantiated by personal experiences and examples. As is almost always the case when it comes to â€Å"optional† college essays, this essay is not really optional. You should view every essay as a precious opportunity to share a little more about yourself. There are only two reasons not to write this essay. First, remember that you’re limited to two double-spaced pages for all your responses. If you need every line for your major-specific essays, skipping this one would be acceptable. Second, it’s better not to respond to this prompt than to write something tone-deaf or downright offensive in response (more on that later). This prompt is a classic example of the â€Å"diversity question† that a number of universities now include in their applications. The intention is to get a sense of how you think about diversity–and, more importantly, how you will engage with your peers in an unfamiliar environment populated by people who are different from you in myriad ways. Your goal should be to: thoughtfully convey (1) your appreciation for and understanding of diversity, along with (2) your practical knowledge of how to navigate and grow in/contribute to a diverse environment. You should begin by considering whether you want to focus on what you’ll contribute to, or what you stand to gain from, a diverse community of scholars. If you come from a group typically underrepresented in higher education, your angle on this essay might be somewhat easy to find. For example, most college campuses have very low numbers of Native Americans enrolled. If you are of Native American heritage, writing about your own experiences and traditions and how you could share those with your peers could be very powerful. After all, it’s almost guaranteed that the very grounds students will walk on each day were once trodden by Native Americans–as such, there are a number of points you could make about the value of adding this underrepresented historical perspective to the campus community. (Note that, for this particular example, your heritage should be verifiable, preferably through tribal membership, not just speculative. Many families have stories about Native American ancestors, which, though powerful for that particular family, do not meet institutional standards for claiming a Native American identity, and, in a drastic case, might make it look like you’ve misrepresented yourself.)    If you don’t have an obvious â€Å"diversity hook,† there’s no need to worry. Take a step back and consider how you fit into your community, who you enjoy interacting with–or even any â€Å"blind spots† you have. A carefully-constructed essay focusing on a non-traditional type of diversity (are you the only literary geek in your STEM-focused school?) could work here, though you need to be careful not to write an essay that implies that you misunderstand or undervalue â€Å"diversity† in the more traditional sense of the word. Excellent responses on this topic also can address the self-awareness that you haven’t experienced much diversity yet. Do you attend an almost all-white, single-gender private school, where most students are from similar economic backgrounds? You could use a detailed description of this environment as a jumping off point to describe your eagerness to experience a more diverse setting and your awareness of how much you have to learn. Keep in mind that, in a case like this, you shouldn’t strive to put down your current environment, but rather to express an eagerness for new experiences. No matter what your level of diversity or experience with diversity, there is an â€Å"angle† for you here. The key is to ensure that you make it clear that you understand the value of diversity and have something to contribute to or learn from it. This means that the only â€Å"wrong† answers are answers that woefully misconstrue diversity (i.e. focusing myopically on your own feeling of being â€Å"different† without drawing broader connections to the myriad ways that people in college will be diverse) or discount its value. Like most essays, your response to this prompt should have a strong thesis–that is, a central theme that guides your writing, and a main, high-level claim that you want to convey to the reader, even if you don’t explicitly state it. Note that this is not a typical five-paragraph high school essay, so this thesis does not need to be stated at the end of your introductory paragraph. After you’ve thought about how you engage with diversity, take a step back and state, just for your own â€Å"framing† purposes, what you think your thesis should be. In this process, you should decide whether you want to focus on â€Å"contributing to† or â€Å"benefitting from† diversity–or both. Here are a few strong examples of experiences you could draw on and theses you could develop from those theses: Sentences like these should not necessarily be included in your essay. These thesis sentences are not statements to be inserted in your essay . Rather, they are the guiding principle that could build a strong essay. Once you’ve developed this thesis, you can begin outlining and drafting your essay This response will likely be fairly short, but you should still start off with an outline. As usual, the best way to convey your thesis is to â€Å"show not tell,† so begin thinking of an example or anecdote that can show your experience with or perspective on diversity. For the first example thesis given above, this could mean describing a policy discussion that the writer has had with his/her friends, in which he realized that, though they offered intelligent thoughts, they all shared the same experience/perspective. For the second example thesis given above, this could mean describing a moment during football practice when the writer was reminded of his different ethnic identity by a well-meaning, but perhaps inconsiderate, teammate. Examples like these usually works best near the start of the essay, though they certainly can be integrated throughout. Next, consider how you’ll frame your example: perhaps you want to use it to introduce the reader to your relationship to diversity; perhaps you want to use it to elaborate on a point later in the essay; perhaps you want to use it to close out your essay with a powerful image. Once you’ve decided how to use your example(s), you can begin to flesh out the rest of the outline. What other crucial information do you need to convey? Specific information about what you want to learn in college? A particular perspective that you hope to share with others? Carefully consider how this information will interact with your example, and then structure your outline around this relationship. Once your outline is done, you’ll be ready to start writing! Submit your essay and we’ll get back to you with helpful edits. Mortuary Science is a specialized program for those who want to dedicate their lives to helping others through the loss of a loved one. Committing to a life path like this in high school is not something to take lightly, and requires a certain serious, professional character that, frankly, most students will not sufficiently develop in high school. As a professional in this industry, you’ll need to deal with incredibly difficult situations on a daily basis–situations that aren’t about you, but rather about the family has suffered a loss. This will require professionalism, empathy, but also stoicism: your job will not to be to weep with the family, but rather to remain steady throughout emotional turbulence. This reality informs all of these Mortuary Science prompts: their purpose is to test out your maturity, professionalism and thought process, to see if you have the instincts and learned character traits necessary for such a delicate, emotionally demanding career. This does not mean that you need to pick examples of times that you comforted friends or relatives who had recently experienced a personal loss. However, you should focus on specific examples of times that you remained cool (yet caring), decisive and compassionate, in situations of stress and emotional difficulty. The above points apply to all four Mortuary Science prompts. In the case of this particular prompt, note that the focus is on professionalism. This means that you should begin by thinking about your understanding of professionalism, particularly in the context of dealing with customers/clients who are in the midst of a difficult experience. Note that, for this question, an example from your family or personal life might not be a good fit, since it is not typically very appropriate to treat close family and friends with â€Å"professionalism.† Note also that this prompt asks about â€Å"a time,† which means that they are clearly looking for a concrete, detailed description of a single example. While it might be tempting to offer a smattering of stories to show how professional you are, resist this urge: in general, it’s better to focus on quality, not quantity in college essays–and when the prompt explicitly asks about a time , you should absolutely adhere to this guideline. With this basic understanding in mind, it’s time to dive in and choose a particular example. Aside from the basic guidelines I’ve listed above–sticking to just one example, not choosing personal or family scenarios–there’s a lot of leeway in terms of what example could fit. In fact, it’s not so much that the example itself matters. What really matters is what you do with it–which we’ll get to next. With that said, try to start by considering your professional experiences. Do you have a job? Or have you held an internship or research position? If so, these are natural scenarios where you’ve likely had to stay professional in the face of some sort of challenge. Here are some examples of scenarios you could choose, and what aspects you should focus on to best tailor your response to the prompt: Luckily, with a prompt like this one, most of your work will be done once you’ve picked and developed your central example. All that’s left to do is to write the essay, which should take up about  ¼ of a double-spaced page (a fairly short essay). This means that you’ll need to really dive in and show not tell . Focus on giving basic background information to orient the reader as part of your description . Don’t waste words on summary sentences (â€Å"Last summer I worked at a local print shop, in a managerial role†¦Ã¢â‚¬ ). Instead, dive right into the example and incorporate details that make this context clear (â€Å"As I walked up to the print shop where I worked, I heard a noise†¦Ã¢â‚¬ ). Your focus should be on (1) concisely depicting the difficulty of the situation, (2) concisely depicting how you managed your own feelings and deliberately chose which actions to take and (3) depicting the outcome (as applicable). The overall purpose described above, for the first Mortuary Science prompt, applies here. Keep this in mind as you move forward with this essay. This essay is, similarly, asking you to pick a particular example–in this case, an experience that shows your compassion and empathy. As the prompt indicates, the key here is to convey your ability to sense and respond to others’ emotions–not just in an abstract way, but with purpose and action that â€Å"made a concrete difference.† Like the first prompt, this prompt will require a concise, focused response that centers around your depiction of a particular anecdote. As such, your main task will be choosing one specific example. For this question, it’s fine to consider more personal examples–in fact, the strongest responses are likely to be about times you comforted and helped those close to you, though a discussion of a time when you showed compassion and/or empathy to a stranger could also be very effective. The key is to come up with an example that both shows your feeling and ability to respond to others and shows the efficacy of that response. Many people try to reach out to and help others, but this prompt is asking for something more: evidence that you can actually make a difference to those in pain. Here are a few examples of potentially strong responses: Much like the first Mortuary Science prompt, this will be a relatively simple process once you’ve chosen your central example. As much as possible, strive to â€Å"show not tell.† Be sure that you hit on the following points: (1) Offer sufficient background to make sure the reader understands the severity of the situation, and why you felt a need to intervene; (2) offer a specific depiction of your thought process–that is, how you put yourself in someone else’s shoes in order to consider how to best help them (this is how you show your compassion/empathy); and (3) offer concrete examples of the concrete impact that this had on the other person . The high-level logic behind this essay is much the same as that of the first two essays. Your main goal here is to relate one particular scenario in which you stayed calm under pressure. This prompt is, actually, quite similar to the first prompt, since a large component of â€Å"professionalism† is staying calm and collected no matter what you face. As such, you should strive to pick a different kind of example for this prompt. Rather than focusing specifically on a professional situation, try to think of examples from new areas of your life, that you haven’t covered in your first two responses, which can illustrate more than just your professional sensibilities. Here, you have the chance to take the reader a little deeper and show your overall temperament and general conduct in wider areas of your life.    With this in mind, consider what areas of your life you haven’t yet covered with the examples you’ve given so far. You can broadly think of the different areas of your life as work, academics, extracurriculars, personal life, and miscellaneous. If you touched on work in your first example and your personal life in the second, then it might be a good idea to think about your academics, extracurriculars, or miscellaneous experiences. This last category could include travel experiences, artistic or performance endeavors, or unexpected crises. Note that it’s also OK to pick an example from a category you’ve already covered, too. The key, however, is to make sure that your example doesn’t feel redundant. Two examples of work crises or two examples of times you’ve comforted a loved one will â€Å"show† the same dimension of your character, and so won’t be an optimal use of the limited space you have. Here are a few examples of a good potential instance, and how you could develop each one: As in the first and second essays, once you’ve chosen your example and thought out how it fits each aspect of the prompt, you’ll already have done most of the hard work. The key here is to write your essay in a way that zooms in on the â€Å"moment,† showing the reader: (1) your tact, (2) your level-headedness, and (3) the positive results that came directly from those two attributes. Many of the principles that applied to the first three essays apply here: you need to zero in on one particular moment to answer the prompt, and you should be focused on how your example reflects on your ability to pursue a mortuary science-related career. However, this prompt isn’t trying to assess traits like professionalism, compassion/empathy, calm under pressure, or tact: it’s trying to assess your decision-making ability, particularly under pressure. It’s useful to consider why this matters for prospective Mortuary Science majors before we move on. Firstly, there is the â€Å"meta point†: you’re making a big decision at a young age by choosing such a specialized major. The admissions committee wants to see an example of your ability to make weighty decisions; essentially, they’re trying to assess whether or not you have the awareness of what constitutes a weighty decision and the experience in making weighty decisions that they deem necessary to make one here–that is, in the weighty decision of choosing your major/career. Secondly, the admissions committee is trying to assess your ability to make decisions that impact others. As a mortician or funeral director, you will regularly be confronted with choices that impact others–particularly those in a vulnerable state due to the recent loss of a loved one. The best way to convince your reader that you’re both prepared to make this academic/career decision for yourself and to make potential decisions for future customers is to choose a strong example. There are two major pitfalls here to avoid. The first is picking an example that is too trite or immature. If you choose to describe a time that you picked out a birthday gift for a friend or a color to paint your room, you likely will give the impression that you really don’t have the serious decision-making experience necessary to enter the program. The second pitfall is that you pick an example that either only impacts someone else or only impacts you. The key here is to pick a â€Å"two for one† example, as the prompt asks: one that had tangible impacts (that you will discuss in your response) on both you and someone else. Try to think of decisions that you’ve made that you feel have shaped your â€Å"life path† or seriously altered someone else’s experience or worldview. Needless to say, these examples should, generally, be of â€Å"good† decisions, though some â€Å"mixed† examples–that is, a time when you made a choice that had a combination of positive and more negative results–could also work in some scenarios. Here are some strong potential topics, along with explanations of how they would need to be tailored to fit the prompt: As before, once you’ve chosen and worked through an example to fit it to the prompt, your work will be almost done. As you write, be sure to â€Å"show not tell,† and to hit these three points: (1) Provide the context that shows the importance of the decision; (3) show how it affected someone else. This question, like most questions for specialized or guaranteed-admission programs, is intended to assess your commitment to a difficult, long-term path–as a high school senior. As such, your primary focus here should be to convey, with concise focus and concrete examples, your commitment to and passion for this path. Furthermore, in such a short space, it’s crucial that you remain focused. There might be a million reasons that you want to be a nurse–and that’s great! Just don’t list them all here. Your reader won’t assume that this response is an exhaustive list of all the reasons you want to be a nurse–instead, they’ll assume that you’ve chosen one or two of the most compelling experiences you’ve had to illustrate the core motivation behind this aspiration. This brings me to the final important thing to note: With why -driven essays, your focus should be on digging beyond basic explanation. Try to show not only the experiences that have inspired you but also what your deepest motivations and aspirations are. What drives you? What makes you tick? What do you aspire to do with your life? Use specific examples to offer insight into these important, deeply personal questions, even as you explain why you want to be a nurse. Though strong responses will have an abstract/aspirational dimension, your response should still be grounded in concrete examples. This means that your writing process should still begin with some brainstorming as you search for concrete examples. Think back: is there an obvious experience that made you go â€Å"Aha! I want to be a nurse?† Strong experiences to focus on can include: The experiences you choose to depict should be vivid and meaningful enough that you can offer a brief, but detailed, description that shows the reader how they impacted you. As such, a brief glimpse of a nurse on a break from work or an impression you got from watching a TV show might be too superficial to develop as an experience that â€Å"shaped your decision.† One note of caution: Note that the next prompt asks about how your â€Å"studies and activities† have prepared you for a career in nursing. This means that you’ll get a chance later to focus on specific academic or extracurricular things that have given you the skills and knowledge to dive into nursing studies. Here, your focus should be on motivations and interests, not preparation. Once you’ve chosen your example, take a moment to consider what this experience touched in you. Was it your desire to help others? Your anger at the suffering in the world? Your fascination with biology and the mechanisms of the human body? These sorts of more abstract motivations are what, ultimately, will provide a deep, satisfying answer to this question’s â€Å"why.† However, you need to â€Å"pull† these sorts of deeper points out of your examples. A strong response will seamlessly interweave introspection/deeper reflection and concrete examples. In order to plan your essay, you should consider the relationship between your motivations/interests and the example(s) you’re giving. It’s sort of a â€Å"chicken and egg† question, but your job is to decide which came first. This is a fairly straightforward question. However, as with the previous question, the key here is to not go overboard. Your focus should not be to exhaustively list everything that has prepared you in any way for a career in nursing. Instead, pick 2-4 specific academic and/or extracurricular activities to discuss. Crucially, this should not just be a list: for each example, go into detail. Explain what specific skills or information each experience you cite has given you; explain how this has prepared you to become a nurse. This essay should cite specific studies and activities, so your first order of business should be to pick which studies or activities you want to discuss. However, your examples shouldn’t be chosen just because they â€Å"seem† like the good nursing prep. Instead, try working backward. First, think about what skills and knowledge you have that would make you a good nurse. Then, think about how you acquired these competencies. Whatever comes out of this last reflection will be a potential â€Å"study or activity† to include in your response. Given the framing of the prompt, however, you should try to focus on clearly defined things, like courses or extracurriculars, rather than on personal experiences. Importantly, avoid choosing redundant examples. Each course or activity that you describe should touch on a different aspect of your preparation. Once you’ve chosen your examples, the key is just to weave them together. The key, however, is to make sure that for every example you give, you do three things: (1) Explain the study experience activity in some detail; (2) describe what skills or knowledge you gained; and (3) explain how this has prepared you to become a nurse. If several of your examples do show similar knowledge/skills, you can group them together. If your examples all feel quite disparate, that’s fine. Each paragraph can focus on a different skill/area of knowledge–just be sure that all three components (example, detailed description, and explanation of how this will allow you to be a good nurse) are present. Then, try to add transitions and tie all your examples together in a strong, specific, personal conclusion. First, a note about what this prompt is not asking: This prompt is not asking you to explain why you want to be a nurse (you’ve already done that, hopefully, in your first response!) or why you like the University of Minnesota in a broad sense. This is a very specific question about why this particular program fits your degree and career plans . Given this, your response should contain three elements: (1) A statement of your career and degree plans; (2) a reflection on key elements of the University of Minnesota’s Freshman Nursing Guarantee Program; and (3) an explanation of how these elements facilitate the achievement of your plans). These elements can be combined in different ways, but all strong essays will contain all three in some form . Unlike most essays here, this one doesn’t require the incorporation of specific examples, though you might end up giving specific examples of what you aspire to do with your life. Instead, you should begin stating your goals. What undergraduate degree do you want to get? What do you aspire to do with your nursing degree? Note that you need to go beyond â€Å"I want to be a nurse† as your career plan–this is already self-evident. Instead, you should explain the particular kind of nursing you want to practice, or, more abstractly, the kind of impact you want to have on your patients. Furthermore, you might also mention aspirations beyond simply working as a nurse: perhaps you would like to eventually advocate for better nursing practices on a policy level, or work in a more managerial or administrative role in a hospital. Feel free to be as specific as you like here. The more clearly you set your â€Å"targets,† the more focused, personal and powerful your essay will be. Though you are hopefully already familiar with the program, take some time to brush up on its essential features. Identify particular requirements that really fit your goals. Go beyond what is readily accessible on their website’s front page. Try making a list of all the unique features of the program that excite you and that you know you couldn’t find on a regular undergrad-nursing school path. Then, dig a bit deeper. Find specific mentors, courses, labs, etc., that really excite you. Once you have this list, go back to the goals that you’ve defined. Which of these resources fit your goals? Can you draw a line from one particular offering of UMTC’s Freshman Nursing Guarantee Program to achieving that aspiration? This brings us to the final step: explaining exactly how the features of the Freshman Nursing Guarantee Program fit your goals. Remember, the key here is to show how this program will better fit your aspirations than a normal path (undergrad, then nursing school). You should not spend too many words explicitly making negative statements about a â€Å"normal† path–however, you should avoid elaborating on things that a â€Å"regular† path could also provide to you. Want help on your University of Minnesota -Twin Cities application or essays? Learn about our College Apps Program . Want us to quickly edit your college essay? Submit it to our Rapid Review program , and we’ll get it back to you quickly with comments from our expert team.

Hip-Hop as an Integral Part of African- American Culture Essay

Hip-Hop as an Integral Part of African- American Culture - Essay Example There is a wide range of African-American music for instance gospel, jazz, blues, soul and hip-hop. However, hip-hop is the most important music genre that has greatly influenced the culture and identity of the African American people. To the African American people, hip-hop is encompasses more than music to include other components such as language, clothing and way of life. African Americans use hip-hop to express black culture and identity in society. To the African American community, hip-hop is part of the black identity and culture.Hip-Hop originated in the African-American community in the late 1970s as a form of music as well as an artistic culture in New York City. The late 1970’s was an important time in the history of the African American people as it marked a period when both the black middle and working classes were struggling to move out of poverty. Hip-Hop originated from other traditional forms of African American music such as jazz, soul and gospel. It was cre ated by African Americans like Herc who was working and had the ability to create a form of music and culture that expressed and shaped the culture of black people in New York City in the 1970s. However, since the development of hip-hop culture the society associated hip-hop with negative messages from the American urban streets such as drugs, violence and crime. Hip-hops representation in the media and the society is contrary to the original purpose that was to offer black people a forum to express personal feelings in an artistic and rhythmic manner (Reese par. 5).The different elements of hip-hop culture provide avenues and creative outlets through which African American people can practice and express the black culture. Most people use hip-hop to express their political and emotional feelings to the rest of the world.  

Week Three Team Assignment Essay Example | Topics and Well Written Essays - 1000 words

Week Three Team Assignment - Essay Example I think that the four criterion rule is absolutely necessary because not all leases should qualify as capital leases. A capital lease is treated much differently than an operating lease in the accounting books of the company. A capital lease creates both an asset and a liability in the balance sheet of the company. When SFAS No. 13 qualifies a lease as a capital lease full disclosure of what is actually happing in the company is disclosed in the balance sheet of the firm. The first criterion is that transfer of ownership must occur in the contract lease. This is absolutely necessary because without transfer of ownership a company cannot truly claim that the property is theirs. Failing to comply with this criteria completely justifies classifying a lease as operating instead of capital. In essence this criterion is making sure that companies to dot enter into a bunch of leases to inflate the value of their assets. An operating lease is basically entering into an arrangement to borrow a property for a specific period of time. The second criterion in SFAS No. 13 is that a lease must contain a bargain purchase option to qualify as a capital lease. The rationale for this stipulation is â€Å"if during the term of the lease the lessee can purchase the asset at a price substantially below its fair market value, the lessee will exercise that option, thus the lease should be reported as a leased asset on the lessee’s books† (Weygandt, et. al, 20 02, pg. 657). It makes a lot of sense that a purchase option must exist in a capital lease because this clause creates the final buying transaction needed to acquire an asset. The third criterion states that the lease term equals 75% or more of the economic life of the leased asset. I also agree a lot with this stipulation. In a capital lease the business must have the asset for the majority of the useful life. If a company holds a property for only a third of the time of its useful life the business has not really

An Important Place in My Life Assignment Example | Topics and Well Written Essays - 500 words

An Important Place in My Life - Assignment Example I like this place because of its eccentric nature and the representation of an undying love that was shown by the Emperor. It is evident that the Emperor wanted to honor his three wives to show the world the importance of marriage (DuTemple, 2003). Although it is located in India, the structure comprises of Persian and Mughal architectural drawings. The building is in the shape a white marble tomb with other amazing features that represent the theme of love. Situated in a cool environment where tourists can easily access it without causing congestion within the city, the place registers many visitors each year. The atmosphere is serene and police officers ensure people do not cause damage to the features in the tomb (Arnold, Comora & Bhushan, 2007). As a result, Taj Mahal is an international heritage that deserves the respect and admiration of all people across the world. The symbolic design and nature of the building manifest the love message that Shah wanted to convey through architecture. Similarly, the white marbles normally change color because of the sunlight or moonlight rays that strike the surface. This marvelous site is a symbol of India’s history that made the construction to receive an honor of being among the world heritage locations. I still appreciate the marble domes and the golden finials around the tombs. The notion of combining different art elements from the Indian and Persian inspirations makes the tombs to have a distinct feature (Arnold, Comora & Bhushan, 2007). The other aspect that makes Taj Mahal my favorite place is that love inspires people to appreciate their partners. The place attracts newly married couples who go there for honeymoon sessions. The moments and stories about that place inspire people to appreciate their loved ones by being creative when presenting their gifts to the partners (DuTemple, 2003).  

Managing human resource in travel and tourism management Essay

Managing human resource in travel and tourism management - Essay Example In most situations, the driver becomes multipurpose; that is, acts as both the driver and guard. This is important because it reduces cost. However, the driver has to undergo training to be considered an expert in guiding. This training is arranged by the human-resource department. It is worth noting that the guide has extensive knowledge of history, literature and of England. As a result, the information aired is accurate hence the customer enjoys and appreciates the time with P&P Tours (Mathis & Jackson, 2003). The demand and supply forces are the most important forces in a business organization. This is because these forces keep the company in check hence make the right decisions. In the travel and tourism environment, the demand for the personnel in this sector is very high. This is because the tourism sector in the United Kingdom is considered to be one of the best in the world. Therefore, the influx of tourists to see the world sites is considered to be on an all-time high. Thi s translates to the fact that demand for tour companies is high, hence personnel to work in these companies is also high. Supply of the personnel, on the other hand, is notably low. This is because the industry requires skilled personnel to work in the sector. This is because some detail is crucial for a tour to be considered successful, hence personnel need to be trained on this information. However, persons that have undergone this training are less compared to the demand for these personnel. It is, therefore, right to say that the demand for personnel in this business environment is more than the supply (Human-Resource Resource Planning Society, 1998).). A human-resource plan exists as a departmental document thatstipulates programme that... "Human Resource in Travel and tourism management" essay outlines the value of the human resource in the travel industry, describes important skills and forces in business organization. It shows the different examples how to achieve a superior product through improving staff. The demand and supply forces are the most important forces in a business organization. This is because these forces keep the company in check hence make the right decisions. In the travel and tourism environment, the demand for the personnel in this sector is very high. This is because the tourism sector in the United Kingdom is considered to be one of the best in the world. Therefore, the influx of tourists to see the world sites is considered to be on an all-time high. This translates to the fact that demand for tour companies is high, hence personnel to work in these companies is also high. Supply of the personnel, on the other hand, is notably low. This is because the industry requires skilled personnel to wo rk in the sector. This is because some detail is crucial for a tour to be considered successful, hence personnel need to be trained on this information. However, persons that have undergone this training are less compared to the demand for these personnel. It is, therefore, right to say that the demand for personnel in this business environment is more than the supply. A human-resource plan exists as a departmental document thatstipulates programme that are to be followed in the next few years to facilitate proper human-resource management.

DISCUSSION QUESTION RESPONSE Essay Example | Topics and Well Written Essays - 250 words - 43

DISCUSSION QUESTION RESPONSE - Essay Example I strongly agree that communication is vital for success in this method. In addition, one has to undergo frequent testing, development and delivery. It is recommended that this development should focus on a rapid development (Terrell, 2012). Furthermore, it has to focus on contacts that are frequently used in creation of software which is able to cater for needs of several business users. It is obvious that remembering system development life cycle is very difficult. In the end-user development, the end user’s develop their applications. This may either follow a formal or informal manner. I therefore agree that mode of formality is the difference between other modes and system development life cycle. This model is limited as it has poor quality control, inadequate documentation and it requires maintenance from the IS department (Terrell, 2012). In the analysis of component based development, it applies the use of standard component in the application. Components are actually reusable and have one main function. There is a direct link between the web services and the service oriented architectures. Finally, terrace has outlined that object-oriented development focuses on different computer systems. The development does not dwell with perceptions in SDLC approaches (Terrell, 2012). There is an integral alignment of instructions which occur as computer programs which demands the procedural details from the programmers. In this system the real world aspects are modeled to perform the required

Strategic Management Essay Example | Topics and Well Written Essays - 4000 words - 2

Strategic Management - Essay Example One of such theoretical concerns of contemporary strategic management can be identified as the Blue Ocean Strategy. This particular managerial concept is often regarded as one of the imperative concepts or models in the study of strategic management that particularly emphasises upon certain major aspects which can ultimately benefit different organisations in terms of earning greater profits along with forming superior business advancements (Mathys, 2008). In this paper, the definition of the concept, i.e. Blue Ocean Strategy and its history of evolution in the contemporary era will be taken into concern. Moreover, the relevance of the concept concerning today’s business challenges will also be discussed in this paper. The notion of Blue Ocean Strategy is fundamentally defined as an effective managerial decision making framework that constitutes different business organisations with the intention of enhancing their profitability and accomplishing superior competitive position over its chief business market competitors. This particular concept emphasises upon several important factors that encompass generating uncontested space for business exposure, avoiding fierce competition through dominance or with the creation of immaterial competitive environment, capturing as well as creating new demands and targeting new customers rather than solely focusing on the existing ones (Layton, 2009). It has been apparently observed in this regard that contemporary organisations have been experiencing extreme market competitions and have been seeking greater competencies towards maintaining sustainable growth along with attaining a superior competitive position. In this similar context, the organisations desire to employ the Blue Ocean Strategy with the motive of satisfying their expected business targets. Contextually, one of the imperative aspects considered in this

Tale of Two Cities Character Analysis Essay Example for Free

Tale of Two Cities Character Analysis Essay The sacrifice of one’s own life for the person they love is by far the ultimate sacrifice any human being can make. In A Tale of Two Cities, by Charles Dickens, Sydney Carton, a despondent and inebriate man, did exactly that. Through his sacrifice, he became the most memorable and dynamic character in this book. Sydney Carton was an unmotivated alcoholic who transformed his wasted and useless life by performing a selfless act of heroism. I am a disappointed drudge. I care for no man on earth, and no man on earth cares for me, (Page 71). That was Sydney Carton’s abridged explanation for his disposition when he meets Charles Darnay. In the beginning, Carton is a lazy, alcoholic attorney who cares about nothing in life. He is self-undermining in that he has no confidence or volition and believes his life is an extreme waste. He is crude, frequently drunk, and melancholy. He feels he is stuck in the disappointed course of his once promising life, and has nothing worth giving anymore. Around the middle of the book, Sydney Carton makes a remarkable transformation into a man of profound merit. He professes his love to Lucie saying, For you, and for any dear to you, I would do anything. I would embrace any sacrifice for you and for those dear to you, (page 128). This scene marks a vital transition for Carton and lays the foundation and foreshadows the supreme sacrifice that he makes at the end of the novel. Lucie was the only one who thought there was a good person in Carton, and inadvertently succeeded in transforming him from depressed and dejected into a caring and altruistic man. Sydney Cartons promise to Lucie took him to the guillotine at the end of A Tale of Two Cities. He died for Darnay, which he believes is the greatest thing he could do to make his life significant. His death lets the woman he loves be happy. He quotes a verse from the bible saying, I am the resurrection and then life, saith the Lord; he that believeth in me, though he were dead, yet shall never die; and whosoever liveth and believeth in me, shall never die. This verse becomes almost his theme of the rest of Carton’s changed outlook of life. Sydney Cartons resurrection from his concealed life by his love for Lucie is gained by giving up his life for her happiness. He goes to death with the satisfaction of knowing that his life now has meaning, which is what Carton was searching for throughout the novel. During his life he was unable to act in his own self-interest, but, paradoxically, he’s completely willing to sacrifice his own life so that another man may live to please the one he loves. Sydney Carton sacrificed his life for Lucie, the only person who made him feel his life had meaning—just like he had promised to her. He began as a drunken man with no purpose, but only in the sacrifice of his life did Carton establish his greatest worth. Essentially what makes him the most memorable and dynamic character of A Tale of Two Cities is this predominant resurrection. In that all that was good in him and his love for Lucie lives on in Darnay, and he is now defined not for what he was, but by his single greatest act.

Inflation Rate and GDP Growth of Pakistan

Inflation Rate and GDP Growth of Pakistan CHAPTER 1: The topic of this research is relationship between inflation rate and GDP growth of Pakistan. Nowadays in Pakistan inflation rate is high, when inflation crosses logical limits, it has negative effects on GDP growth. It drops the value of money, resulting in uncertainty of the value of profit loss of borrowers, lenders, buyers and sellers. The rising the uncertainty in saving and investment. In Feb 2009 CPI Inflation rate of Pakistan was 22.97% and GDP was 5.8%. GDP and inflation rate negative correlation present even when other factors are included to the study and the investment rate, population of growth, and the constant advances in technology and still when the factor in the effects of supply shocks features of a part of the observed period 1.2 PROBLEM STATEMENT: In this research determine how much rate of inflation affect the GDP growth of Pakistan. In this research also determine inflation rate significantly affect the GDP growth of Pakistan. GDP shows the economic performance of a country so it is of most importance for concerned departments and economists of that country. On the other hand rising inflation can impact negatively on GDP and the objectives that a country achieves can be demolished by rising inflation. 1.3 SIGNIFICANCE OF RESEARCH: If GDP growing fast and rate of inflation is falling down, it is good for the economy. More money comes in Pakistan and financer invests more and more capital. GDP indicates all sectors such as agriculture, telecommunication, services, manufacturing and Per Capita Income. These all indicators represent the countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s economy. If these sectors were growing fast, countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s economy also grows faster. Foreign investors observe the market condition of Pakistan and foreign investors must see the GDP Inflation Rate of Pakistan. If the GDP growing faster and inflation going down, foreign investors invest more money into Pakistan. If GDP is growing faster, the investor earns more money and achieves good profit and aspires to keep doing business for long term and expects less risk for the loss. Investors also expect for greater dividend in real terms, if rate of inflation is dropping down. This research is also significant for foreign investor and domestic investor of stock market. If inflation is increasing, investors invest less in market because investors do not expect good profit and dividend for the shares and also expect huge risk in market for long term. If any countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s inflation rate is increasing, it is very difficult for financial institution to maintain the trust of investors because there is a chance of loss for the investors. This research is also significant for exporters. Exporters must see the inflation and GDP of Pakistan. If inflation is increasing, exporters export fewer goods because goods are expensive for exporters due to high inflation. Exporters export more goods, when inflation is low because goods are affordable for exporters and easy to export goods. This research is also significant for fresh graduate students. If inflation is high, there is less chance of jobs because the rate of unemployment is also high due to inflation rate. Fresh graduate also do not start business because it is carries more risk and there is chance waste of capital. 1.4 HYPOTHESES: H1: There is a negatively relationship between the Inflation rate and economic growth of Pakistan. H2: Inflation rate significantly effect on economic growth rate of Pakistan. 1.5 SUMMARY OF RESEARCH: The overall summary of this research defined in the following parts: First chapter is Introduction. In this part describe overview of all research, research problem, hypotheses of this research and definitions used in this research. Literature Review is second chapter. Describe summary of all articles, which related to this research. Third Chapter is Research Method. In this part describe data collection method, how sample size of this research and also describe technique of this research. Fourth Chapter is Results. In this part includes interpretations and findings in relevance to the hypotheses test. In this part also describe hypotheses assessment summary in table form. Fifth and last Chapter is Conclusion. In this part includes discussion based on this research finding in setting with the past research findings. In this part also describe some recommendations and implications of this research and also describe future research possibilities. Ending this part with conclusion. 1.6 DEFINITIONS: GDP and Inflation are the key macroeconomic indicators of the economic performance of any country. The relationship and cause affects are very important for any economic performance of the country. GDP Economic Growth: GDP indicates only currently produced goods and services. It is a flow measure of output per time period. For Example, per quarter or per year and indicates only goods and services produced during this interval. Such market transactions as exchange of previously produced houses, cars or factories do not enter into GDP. However, two types of goods used in the production process are counted in GDP. The first is Capital Goods and other type of goods is Intermediate Goods (Froyen, 2005). Components of GDP: GDP is broken down into the components. The first component is Consumption component of GDP. Consumption consists of the household sectors. Consumption can be further broken down into consumer durable goods (e.g., automobiles, television), nondurable consumption goods (e.g., foods, beverage, and clothing) and consumer services (e.g., medical services, haircuts) (Froyen, 2005). The second component of GDP is Investment. Investment is part of GNP (Gross National Product) purchased by the business sector in addition residential construction. Investment divided into three sub components. First is business fixed investment, second is residential construction investment and final id inventory investment (Froyen, 2005). The third component of GDP is government purchases. It is goods and services that are the parts of recent output that goes to the government sector such as federal government, state and local government (Froyen, 2005). The final component of GDP is Net exports. Net Exports equal total (gross) export minus imports. Gross exports are currently produced services goods and sold to foreign buyers, should be counted in GDP. Imports are purchases by domestic buyers of goods and services produced abroad and should not be counted in GDP. Imported goods and services are, however, included in the consumption, investment and government spending totals in GDP. Therefore, need to subtract the value of imports to arrive at the total of domestically produced goods and services (Froyen, 2005). Inflation: Inflation is when prices continue to keep rising, typically as a result of overheated economic growth or extra capital in the market search for too few opportunities. Wages usually creep upwards, so that companies can retain good workers (Amadeo, 2008). How Protection Inflation: If person are locking inflation protect alone, one best way to protect. Person purchase treasury bills and bonds; there pay fixed rates of interest. However, twice a year the governments readjust the principle in response to changes in the CPI, published monthly by the Statistics Bureau. Ità ¢Ã¢â€š ¬Ã¢â€ž ¢s mean, as inflation increases, the value of bonds increases. This is best way for protect inflation, when inflation increases (Amadeo, 2008). Aggregate Demand Theory: Aggregate Demand Theory shows that the negatively relationship between Inflation rate (price Level) and output/income (National Product). Aggregate Demand theory was developed by the English economist John Maynard Keyness (1883-1946). Term of à ¢Ã¢â€š ¬Ã‹Å"Aggregateà ¢Ã¢â€š ¬Ã¢â€ž ¢ was also used as à ¢Ã¢â€š ¬Ã‹Å"aggregate spendingà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"aggregate expenditureà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Case and Fair, 1992). How Aggregate Demand (AD) Curve deriving: The aggregate demand (AD) curve shows that the negative/inversely relationship between the aggregate output/income and the Inflation/price level and the aggregate demand (AD) curve is showing downward sloping (Case and Fair, 1992). Figure 1.1 INFL2 INFL1 Inflation Rate AD y2 y1Real Output/Income (National Product) (Source: Case and Fair, 1992) Reason for downward-slopping Aggregate Demand Curve: The increase price level/inflation causes the demand for money to increase, which cause the interest rate to increase and then the higher interest rate causes aggregation out to down (Case and Fair, 1992). The decrease in consumption brought about by a rises in the interest rate contributes to the generally fall in output. (Case and Fair, 1992). CHAPTER 2: LITERATURE REVIEW Metin (1998) analyzed the empirical relationship between inflation and growth for the Turkish economy by a multivariate co-integration analysis. Metin (1998) developed model shows that the scaled income growth significantly affects inflation in Turkey. The qualified model of inflation was constant and it estimated a model previously. In this paper developed model because if inflation change one percent so it significantly affect to Growth Rate. An extensive literature had examined the relationship between the budget deficit/Income growth and inflation. At a theoretical level, Sargent and Wallace (1981) showed that under certain conditions, if the times paths of government spending and taxes were exogenous, bond-financed deficits were non-sustainable, and the central bank should eventually monetize the deficit. Money supply and inflation was rising in the long run. These findings had subsequently been generalized for the open economy case and for alternative forms of financing. Increase money supply and inflation in the long run due to the government spending and economical condition were not sustainable (Scarth, 1987; Langdana, 1990). Metin (1995) analyzed inflation for Turkey using a general framework of sector relationships and found that fiscal expansion was a determining factor for inflation. The excess demand for money affected inflation positively, but only in the short run. On the other hand, imported inflation, the excess demand for goods, and the excess demand for assets in the capital markets had little or no effect on inflation. A key policy implication of was that Turkish inflation could be reduced rapidly by eliminating the budget deficit. The demand for money, assets and goods impact on inflation (Metin, 1995). The losses were automatically financed by the credits extended by the Central Bank to the SEEs, resulting in high money growth. For 1950 period in Turkish inflation rising and balance of Payment had difficulties. Most the private firm purchase commodities at official price and reached experienced losses (Aktan, 1964; Okyar, 1965; Fry, 1972; Krueger, 1974, Onis and Riedel, 1993). Metin (1958) implemented a fairly typical International Monetary Fund (IMF)-supported stabilization program, which improved the foreign-exchange situation and drastically reduced inflation. The most important component of the program was an increase in the prices of SEE goods, a component that was featured prominently in the 1970 and 1980 reforms as well. Raising those prices in 1958 resulted in an immediate and once-and-for-all increase in the price level, after which the reduced rate of expansion of Central Bank credits reduced inflation. Metin (1958) analyzed inflation dropped from 25% in 1958 to less than 5% in 1959, real gross domestic product (which had been declining) started growing immediately due to the greater availability of imports. Metin (1998) analyzed that Turkey was among the more rapidly growing developing countries during most of the 1960s, with an annual inflation rate of 5%-10%. The nominal exchange rate was kept constant after the 1958 devaluation. Investment spending increased and was financed mainly by foreign aid. In the late 1960s, foreign id did not increase, but the rate of investment spending was maintained. In addition, some difficulties appeared in obtaining imports, creating visible restraints on economic activity and growth. Turkeyà ¢Ã¢â€š ¬Ã¢â€ž ¢s Economic volatility in deferent sectors such as in the late 1960s, foreign aid did not increase, but the rate of investment spending was maintained. In addition, some difficulties appeared in obtaining imports, creating visible restraints on economic activity and growth Barro (1995) studied that If a number of countries characteristics were held constant, in that case regression results shows that an raise in average inflation of ten proportion points per year reduces the growth rate of real per capita income GDP by 0.2 to 0.3 proportion points per year and lowers the proportion of investment to GDP by 0.4 to 0.6 proportion points. Over here come to know that some characteristics were stay constant but some of effected due to increase of inflation rate result reduce the growth rate of real per capita. Barro (1995) analyzed the result that inflation control on growth looks little; the long term inflation effects on standards of living were considerable. such as, a shift in monetary policy that increase the long-term average of inflation rate increase by ten percentage points per year was projected to down the level of real GDP after 30 years by 4% to 7%, more than enough to justify a strong interest in price constancy. The inflation rateà ¢Ã¢â€š ¬Ã¢â€ž ¢s influence intensively effected lives standard which identifies by the Monitory Policy, average inflation rate and GDP. To evaluate the effects of inflation on economic growth, Barro (1995) Regression Equation method used to which many other determinants of growth were held constant. The framework was one that in this paper had developed and applied previously. Barro (1995) identified that tool through in this paper assessed influence of inflation on the development of economy and to evaluate the effects of inflation on economic growth. Fama (1981) explained these anomalous stock return-inflation relations. The data were consistent with the hypothesis that the negative relations between stock returns and inflation positive relations between actual variables and stock returns, which were more fundamental determinants of equity values. The inflation had negative influence on stock return and also real variable Metin (1995) examined the relationship between the public- sector deficit and inflation. System co-integration analysis suggests three stationary relationships. Although weak relation does not hold for variables concerned (except Ay), one was still able to develop a conditional model for inflation. In that model, an increase in the scaled budget deficit immediately increases inflation. Real income growth had a negative immediate effect and positive second-lag effect on inflation. The shortfall affected inflation at a second lag. These dynamics were consistent with institutional and general knowledge of the economy. The conditional model of inflation was constant over the sample period, even though several significant structural breaks occurred during the period. Breaks included three devaluations, structural stabilization, and economic liberalization programs. The major finding from the new equation was that budget deficits (as well as real income growth) significantly affect inflati on in Turkey. Braun and Tella (2000) studied that there was a positive partial correlation between inflation and corruption for several countries for which data was available. Furthermore, argue that causality was from inflation variability to corruption. There was a positive relationship between corruption and inflation. Dornbusch and Frenkel (1973) had developed alternative approaches to be analysis of growth and inflation. found that the effect of inflation on per capita real balance, consumption and the capital-labor ratio remain ambiguous if the yield on capital was a function of per capita real balance or if consumption was an increasing function of the rate of inflation. That ambiguity was in general not entirely removed by consideration of maximization and a specification of the nature of the service of real balance. The alternative effects inflation on per capital real balance, consumption and the capital labor ratio. Fama (1981) tested out the hypothesis that the negative relations between real stock returns and inflation observed during the post-1953 period were the consequence of proxy effects. Stock returns were determined by forecasts of more relevant real variables, and negative stock return-inflation relations were induced by negative relations between inflation and real activity. This relation inflation, real activity and stock returns define through the money demand and the quantity theory of money. Barro (1995) evaluated the effect on investment shows up clearly only for inflation rates above 10%à ¢Ã¢â€š ¬Ã¢â‚¬Å"20% per year. For lower inflation rates, the estimated effect of inflation on the investment ratio tends not pointedly different from zero. The investment effects positively when inflation above 10% to 20% per year but lower inflation effect on investment negatively and zero inflation not significantly effect on investment. Barro (1995) analyzed that the Inflation effects on growth and investment were significantly negative and long term Inflation to reduce the value of growth and investment. The analysis was that the effects of inflation on growth were significantly negative relation and also the effects of inflation on investment were significantly negative relation. Barro (1995) the values of inflation for three periods (i.e. 1965-75, 1975-85 and 1985-90) were not differing significantly from one to another. If different coefficient of inflation test for each period, then resulting values was not significantly from one to another period. If the inflation rise 10% year, growth rate of real per Capita income of GDP by 0.2% to 0.3% point per year. Khan and Senhadji (2001) located that under floating exchange rates, growing domestic inflation can move up long-run output if credit was rationed (inflation was low). However, there exist inflation thresholds as were observed empirically inflation and output were positively (negatively) correlated below (above) the threshold. With fixed exchange rates, the scope for credit to be rationed depends in a relatively complicated way on the rate of foreign and domestic inflation, and increasing foreign inflation always reduces long-run output. Barro (1995) calculated the standard deviation and analyzed the result was that if the standard deviation of inflation was included in the regressions, then the estimated coefficient on average inflation changes little, and the estimated effect of the standard deviation of inflation was still around zero. Standard deviation of inflation included in the regression, result of estimated coefficient on average inflation was little and standard deviation was around zero. Results were directly related to the literature on the costs of inflation. Despite a long tradition of research on the subject, empirical estimates were scant. Following Bailey (1956) estimating the area under the money demand curve, Fischer and Lucas (1981) found that for the US, an inflation rate of 10-percent per annum would cost 0.3- 0.9 percent of national income each year. More recently, Fischer (1993) estimated in a cross-section of countries that an increase in the inflation rate of 100 percentage points would lead to a reduction in the annual growth rate of 3.9 percentage points. Barro (1997) found that the negative relation between inflation and growth was stronger for low levels of inflation, and that inflation variance was also negatively correlated with growth. The estimated in a cross section of countries that an increase in the average inflation rate of 10 percentage points per year leads to a reduction in the growth rate of GDP of 0.3 to 0.4 percentage points per year. Braun and Tella (2000) presented the cross section estimates of the correlation between inflation variability and corruption. Average the data for 1982-1994 to obtain a maximum sample. Document a positive and significant correlation between measure of noise in the price system (Inflation Variance) and corruption. The Positive and significant correlation between the inflation and corruption Barro (1995) analyzed that it was also possible that the inflation produce a positive and significant relationship between inflation and growth. This thing happen, when demand of goods increase. Braun and Tella (2000) analyzed the result was that the increase in the cost of audit leads to an increase in corruption and in the extant fixed cost of investing. This in turn leads to a decline in aggregate investment and growth. Using the evidence that relative price oscillations increase with inflation variability, assume that the cost of audit was an increasing function of inflation variability. If corruption was increasing, Growth and Investment was decrease because negatively impact on growth and investment. Inflation was increasing due to corruption was rising. Barro (1995) evaluated that in recent years, many central banks, including the Bank of England, more emphasis on price stability. One indicator concern, the Bank of England began in February 1993 to issue the Inflation Report. Central bank gave more importance on price stability and monetary policy defines in term of interest rate or growth with stable and low inflation. In this paper contributes to closing this perception gap. Find a theoretical and empirical link between inflation variability and corruption. Since corruption had been found to had a negative/inversely impact on growth and investment. There was an indirect, corruption affected cost of inflation. Estimate that a one standard deviation raise in inflation variability from the median can lead to a reduction in the annual growth rate of one third of a percentage point and a reduction in the investment rate of 1-percent. Corruption was negative impact on growth and investment. Corruption affected cost of inflation (Mauro, 1995; Knack and Keefer, 1995; Kaufmann and Wei, 1999). Fama (1981) found the result was that the negative relations between inflation and real activity predicted by the money demand-quantity theory model and observed consistently in the regressions were negative partial correlations. The relations between inflation and real activity predicted by the money demand quantity theory model Braun and Tella (2000) calculated that increase in inflation variability of one standard deviation from the median leads to an increase in corruption of 0.12 of a standard deviation. Repeating the above calculations obtain that an increase in inflation variance of one standard deviation leads to a decline in investment of 1.02 percent of GDP, and a decline in growth of 0.33 percentage points. Braun and Tella (2000) estimated for the impact of an increase in inflation variability of one standard deviation range from 1.02 percent to 2.72 percent of GDP for investment, and from 0.33 to 0.88 percentage points for growth. Increase in inflation of one standard deviation leads to decline in investment of 1.02 % of GDP and decline in growth 0.33 % points. Braun and Tella (2000) estimated the effects were also economically significant. Researcher basic cross section approximate suggests that a one standard deviation increase in the variance of inflation associated with an increase in corruption of up to 0.47 points, or 32-percent of the standard deviation of corruption. Braun and Tella (2000) estimated can be used to calculate an indirect cost of variable inflation that operates through corruption. Researcher find that an increase in inflation variability of one standard deviation from the median can lead to a decline in investment of 2.7-percent of GDP, and to a decline in the annual growth rate of 0.9 percentage points. Increase in inflation of one standard deviation leads to decline in investment of 2.7 % of GDP and decline in growth 0.9 % points. Braun and Tella (2000) calculated that increase in inflation variability of one standard deviation from the median leads to an increase in corruption of 0.12 of a standard deviation. Braun and Tella (2000) analyzed the result was that an increase in inflation variance of one standard deviation leads to a decline in investment of 1.02 percent of GDP, and a decline in growth of 0.33 percentage points. Braun and Tella (2000) estimated for the impact of an increase in inflation variability of one standard deviation range from 1.02 percent to 2.72 percent of GDP for investment, and from 0.33 to 0.88 percentage points for growth. Increase in inflation of one standard deviation leads to decline in investment of 1.02 % of GDP and decline in growth 0.33 % points. Fama (1981) analyzed two types of models for expected inflation were estimated and compared. One approach was interest rates into expected inflation rates and expected real returns. Since the interest rates were observed at the beginning of the time intervals of interest, this approach estimates the ex ante expected inflation rates which eventually allow to document the negative relations between ex ante expected stock returns and expected inflation rates. The negative relation between the expected stock returns and expected inflation rates Fama (1981) analyzed second approach, based on money demand and quantity theory of money, estimates conditional expected inflation rates as functions of money and real activity growth rates. Since measures of current money and current and future real activity growth rates were major explanatory variables, these conditional expected inflation rates were not ex ante measures. Fama (1981) also analyzed the money demand-quantity theory models of inflation provide the empirical economic story which explains why the ex ante expected inflation rates extracted from interest rates were also strongly related to current and future real activity. Inflation rate were strongly related to interest rate because of money demand theory and quantity theory of money. Fisher (1911) observed the relations between inflation and the measures of current and future real activity which this model presumes were important in the determination of stock market returns. The theoretical basis for the study of inflation-real activity relations was a rational expectations combination of money demand theory. The theory and empirical results were abstracted from my 1980 paper. In this paper presented just enough of the theory and evidence to document the inflation-real activity relations of interest. Verme (2004) was study the Walrasian equilibrium; changes in either the domestic inflation rate or in the world inflation rate had qualitatively similar effects. When credit was rationed, changes in the domestic inflation rate and the world inflation rate always affect the domestic capital stock differently. This occurs because credit rationing breaks the link between the marginal product of capital and the rate of interest on loans: what matters was how the domestic and foreign rates of inflation affect the self-selection constraint and researcher affect this differently. Whenever there were restrictions on capital availability, the domestic and foreign inflation rates react differently on the economy. Verme (2004) analyzed theory of Walrasian equilibrium was that changes in the domestic rate of inflation can had very different effects under credit rationing. Again, this happens because what matters was how the domestic inflation rate affects the self-selection constraint. Higher domestic inflation can actually relax this constraint by increasing the rate of interest on loans, and hence attenuating the incentives of agents to misrepresent the type. The domestic inflation can also cause dearth of capital if the interest rate rises for the reason of inflation. Verme (2004) presented a model of a small open economy where financial intermediaries make a real allocate function then consider the relative merits of different exchange regimes, focusing my attention on policies that had been implemented in Latin America and, particularly, in Argentina and Peru. This document puts forward an example of an open economy where financial intermediaries may cause situations where credit may not always be restricted. Verme (2004) observed that the inflation thresholds as were observed empirically: increasing inflation beyond the threshold level reduces domestic growth output. However in economies with fixed exchange rates, increases in the foreign (and domestic) rate of inflation always had adverse consequences for real activity. In case of variable exchange rates, inflation can encourage production if credit was limited, however if the inflation exceeds beyond a certain limit then it reduce the output. Mauro (1995) estimates may be used to derive an indirect, corruption-induced, cost of inflation variability. This cost can be calculated by multiplying estimated of the impact of inflation variability on corruption by exogenous estimates of the impact of corruption on investment and growth. Given that Mauro (1995) presented such estimates, this calculation was relatively straightforward. The cost of inflation can also increase if corruption impacts investment and growth. Fama (1981) explanation of the absence of positive simple relations between money supply and real activity growth rates during the post- 1953 period was an interesting topic for future research. This was especially so since the monetary measure used, the growth rate of the base, was the one most under the control of the monetary authorities. Studying the relationship between money supply and growth rate reveals that the said rate was under most control of the controlling authorities. Braun and Tella (2000) estimated that an increase in corruption of one standard deviation leads to a decline in the average investment rate of 8.5 percent of GDP. In this paper also estimates that GDP growth would decline by 2.76 percentage points per year. It was estimated that a slight increase in the corruption can greatly decline the investment. Fama (1981) tested that the effect hypothesis implies that actions of real activity should dominate dealings of inflation when both were used as explanatory variables in real stock return regressions. In monthly, quarterly, and annual data, growth rates of money and real activity eliminate the negative relations between real stock returns and expected inflation rates. In the annual stock return regressions unexpected inflation also loses its explanatory power when located in competition with future real activity. Sometimes inflation loses its quality of increasing growth rates when there was real economic growth in the future. Fama (1981) analyzed the hypothesis for both common stocks and bonds were that expected real returns were determined in the real sector. Spurious negative relations between inflation and expected real returns were then induced by a somewhat unexpected characteristic of the money supply process during the post- 1953 period, in particular, the fact that most of the variation in real money demanded in response to variation in real activity had been accommodated through offsetting variation in inflation rather than through nominal money growth. After the analysis of securities, it was accomplished that there exists a negative/inversely relationship between inflation and expected real returns. The severe drought in India during the current cropping season may put more pressures on international prices of a number of commodities i.e. international sugar prices had already risen substantially, which had also impacted domestic prices, which sufficient domestic availability, Increasing the int