Traditional versus Online Shopping Essay Example for Free

Traditional versus Online Shopping Essay Through the innovations of technology, human activities changed. Technology has indeed influenced the daily lives of men. Impossible things were made possible. Complicated and tiresome jobs were made easy through technological gadgets and internet. Convenience and efficiency are indeed the end purpose of these technological innovations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One aspect of life that is significantly influenced by internet is shopping or purchasing. In shopping people can now choose between traditional and online shopping. Traditional shopping is the usual way people buy their items which is in supermarket or stores, while online shopping is done through internet. Meanwhile, traditional shopping is also referred as brick-and-mortar store (Olsen, 228) Both serves a purpose of catering the needs of buyers and at the same time profit from the transaction. In addition, both kinds of shopping offers advantage and disadvantage to the buyers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are some similarities of the brick-and-mortal and online stores. As to availability, buyers can buy at any time of the day and night. Due to competition some stores open and serves 24/7, even during holidays. Shopping online can also be done at any time by simply browsing through the website.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, they differ in many ways. As to physical location, a space, store or warehouse is very important for traditional shopping, while online store do not need such space (Olsen, 235). For the buyers convenience, online shopping offers more than traditional shopping. In traditional shopping, the buyer need to go to supermarkets or stores, while in online shopping, the buyer just need to go to the URL or marketing site of the seller. Moreover, as to availability, some stores are open only within opening hours, while online shopping is available at anytime and anywhere (Olsen, 235). Besides online shopping do not require transportation to the advantage of the customer.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In traditional shopping, the buyer can see, hold, try, and test the items while online shopping only offers the buyer to see and read the description of the product (Olsen, 235). The products will directly be presented to brick-and-mortar store while it is done indirectly in online shopping. In addition to online shopping, customers are able to easily browse the types of the products, compare the features and prize to others, and check its availability (Grewal, 5). Thus, searching is made easier, convenient, and effective. Moreover, time and effort of the customer is saved in online shopping.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As to product information, the buyer needs the service of a staff to answer his queries. However, in online shopping, any additional information or inquiries is available on page or by hypertext links (Olsen, 235). Payment method also differs. In traditional shopping, payment is done manually and can the products are paid in cash, check, credit card or store card (Olsen, 235). In online shopping, the transaction is done automatically and is paid through a credit card (Olsen, 235).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In delivering the product, the buyer in traditional shopping usually gets the product at the time he purchases it. In online shopping, the customer has to wait for days before he would really enjoy the product he bought. For impatient people, online shopping is not suited for them (Olsen, 235). Sometimes, in online shopping, the customer receives a copy or similar to the description he required. Furthermore, online shopping can be stressful because the customer pays additional fees such as shipping and bank charges.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a customer and seller relationship, traditional shopping is more beneficial. In online shopping, the merchants cannot be seen by the merchants (Philosophe.com, n. pag.). Customers cannot wander in stores, and they only have access to the presentations in the website (Philosophe.com, n. pag.). On the other hand, in traditional shopping, the customers can build relationship with the staff of the store and trust that the products they choose are quality guaranteed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In ascertaining the type of shopping needs, it is important to weigh the benefits to be gained. It is also essential to consider the practicality of each type of shopping. These are merely alternatives but the buyer has his freedom to purchase the way he wants. Works cited Grewal, Dhruv, Iyer, Gopalkrishnan. R., Levy, Michael. â€Å"Internet retailing: enablers, limiters and market consequences.†Ã‚   Journal of Business Research 57 (2002): 703-713. Olsen, Kai, A. The Internet, the Web, and Ebusiness: Formalizing Applications for the Real World. Scarecrow Press, 2005. â€Å"Online vs Traditional Shopping.† Philosphe.com. 5 July 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     http://www.philosophe.com/commerce/traditional.html

Modernism as an Impact in Society Essay Example for Free

Modernism as an Impact in Society Essay Modernism is a modernist movements in the art, its set of cultural tendencies and associated cultural movements, originally arising from wide-scale and far-reaching changes to Western society in the late 19th and early 20th centuries. Modernism also reject the idea of enlightenment thinking as a well the idea of god as a powerful person. Modernism movement is focus on traditional activities such as; art, architecture, the religious faith, social organization and daily life, those things were become obsolete in the economic system, social and political implication that were presented the fully industrialized world. An example of modernism was â€Å"Sophistication† by Sherwood Anderson in (1876-1941). â€Å"Sophistication† has several controversial ideas that suggest negative consequences on society; insolation, and individuality of people. Tendencies about modernism presented in â€Å"sophistication† could be cause impact in depression. Depression is a mental state or chronic mental disorder characterized by feelings of sadness, loneliness, despair, low self-esteem, and self-reproach (Leonard). Modernism considers that exist a barrier that divides past from the present. It is an impassible barrier in the imagination of modernity. It? s cause the experience of disillusion which make it possible to capture the innocence of early days. Modernism suggest that all people have disillusion for any reason, this disillusion helps people to overcome the problem and also sees the world as an option to improve their live. Besides an idea of modernism is the disillusion of people. Sherwood Anderson in his story â€Å"Sophistication† suggest that: The mood that had taken possession of him was a thing known to men and unknown to boys. He felt old and a little tired. Memories awoke in him. To his mind his new sense of maturity set him apart, made of him a half-tragic figure. He wanted someone to understand the feeling that had taken possession of him after his mother’s death. (422) It means that George Willard is growing up into manhood but, he wants to have a person that can comprehend some feelings that had taken possession of him because he felt totally different in his new stage. On the other hand, James Leonard makes contrast about believes that Sherwood Anderson has with regard to puritanism. He suggest that disillusion cause spiritual depression: â€Å"Almost any disappointment, disillusionment, failure, or collapse-of-hopes might cause us to tumble into an emotional slump† In this perspective, disillusion cause a spiritual depression in which people that are facing problems like adaptation into society. When Elizabeth, his mother, finally dies, George Willard is oddly unaffected at first. He decides that now he will definitely leave Winesburg. â€Å"Sitting with his mothers corpse, he begins to think of kissing Helen White. Having this thought while sitting next to his dead mother makes him feel guilty, and he begins to weep again. He leaves the room, still crying, overcome by a combination of fright and uncertainty. † (Anderson) However George remember things such when his mother death for that reason he felt loneliness and maybe in some moments he was depressed for both reason; his mother and Helen White. Sherwood in his story â€Å"Sophistication† arguments: â€Å"The sadness of sophistication has come to the boy. With a little gaps he sees himself as a merely a leaf blown by the wind through the streets of his villages†( p 423). That means that he has fair to confront the new world. He felt alone and his thoughts are that he is going to die uncertainly. Moreover, when people in society are facing situations that can affect their life like remembering of past, thing like this was difficult to overcome for them or accomplish some rules that society is show them such; aptitude related with sex, being part of fully industrialized world. Those thing can affect themselves. Also, if they do not accomplish those rules, they are discriminate or they cannot be part of the world. In some moment they are called stranger person or rare. The ideologies Modernism presents in Sophistication cause several impact on society. Modernism has its own relation with individualism. Subsequently, they belief are not shared by the religion. Modernism belief that individualism has association with liberty. On the other hand, â€Å"Sophistication† presents a corrupt interest on money as a form of refuse to obtain materials things. The point of view epitomized by Sherwood Anderson in his story â€Å"Sophistication† with an insignificant quotation: Helen arose and went into the house. At the door leading to a garden at the back she stopped and stood listening. Her mother began to talk. â€Å"There is no one here fit to associate with a girl of Helen’s breeding,† she said. Helen ran down a flight of stairs at the back of the house and into the garden. In the darkness she stopped and stood trembling. It seemed to her that the world was full of meaningless people saying words. With this example Anderson in his history try to demonstrate what important are the material things for Helens mother, saying to instructor that do not exist a man that can be compere with the status of Helen White. However, Helen felt sad because she thinks that in the word there are people who say stupid things. But, the mother does not take into account Helen’s feelings because people who are materialist do not care about people who are around them. Moreover Helen was thinking in George when she went to fair with the instructor. Besides, Anderson affirm that Helen’s thought was regard to George: Helen White was thinking of George Willard even as he wandered gloomily through the crowds thinking of her. She remembered the summer evening when they had walked together and wanted to walk with him again. She thought that the months she had spent in the city, the going to theaters and the seeing of great crowds wandering in lighted thoroughfares, had changed her profoundly. She wanted him to feel and be conscious of the change in her nature. That means that Helen is thinking in her love and also. And she also was remembering things when they were in the city, those things she cannot forget because they were like phantasy for her. Also, Helen White wants that George about some changes in her nature, those changes have to be with her growing up into womanhood. However, religion disagree with this point of view that modernist present in â€Å"Sophistication†. Religion has some fundaments related with love as important pillar in humans being. On the other hand, the religion criticizes the ambition for materials thing because God teach them in his bible that material things do not have anything to do with happiness. Reina Valera makes a contrast about belief of modernism: Make no store of wealth for yourselves on earth, where it may be turned to dust by worms and weather, and where thieves may come in by force and take it away, But make a store for yourselves in heaven, where it will not be turned to dust and where thieves do not come in to take it away: For where our wealth is, there will your heart be. (Matthew 6:19, 20, 21) God counsels to make our best things the joys and glories of the other world, those things not seen which are eternal, and to place our happiness in them. Furthermore, God tries to teach that if we die all materials things we are going to stay in this earth, for that reason materials things are not related with happiness. To sum up, the vision of Sherwood Anderson as a modernism believer has about the connection that exist between past and present when children are suffering some changes when they are growing up how is present in â€Å"sophistication† Helen White was change her childhood into womanhood at the same time of George was change his childhood into manhood. But, it is also important to take into account that those changes could affect their life because some children want not to be part of adult and some moments those changes could be the first cause of depression. After all, it is necessary to respect the perception that the religion has, it is in contrast of the ambition of material things or to get money. However, it is necessary to respect those beliefs that every person has about religion. Moreover Reina Valera teach us that material things do not have anything to do with happiness because God teach us that it is more important love because materials thing is going to stay in the earth when we die.

Gendered Toys And The Perceptions Children And Young People Essay

Gendered Toys And The Perceptions Children And Young People Essay The focus of this research was gendered toys and the perceptions children and their parents hold about these types of toys, it aimed to investigate childrens reasoning about gendered toys and looked to establish if a link exists between the perceptions of parents and the toy preferences of children. Gendered toys can be described as being toys which are generally thought of as being suitable for one gender over the other, for example wheeled toys for males and dolls for females (Pleil and Williams, 2008; Francis, 2010). Throughout this research the term gender typical toys will be used to describe toys which are traditionally considered most appropriate for the sex choosing them, the term gender atypical is used to describe toys traditionally thought of as being suitable for a child of the opposite gender to the sex of the child selecting them. This subject is especially significant today, as it appears that the manufacturing and marketing of toys is more gender stereotyped now than previously; with the vast majority of toy stores having aisles, or even entire floors dedicated to a specific gender (Francis, 2010). Therefore, todays children are being exposed to gender stereotyped toys to a greater degree than their counterparts would have been in the past (Francis, 2010). Looking at research which sought parents experiences of what toys their children preferred has demonstrated that young children vary vastly when it comes to their choice of toys and that they have very clear opinions of what toys are most suited to each gender (Pleil and Williams, 2008). Furthermore, research has demonstrated that children develop mental schemas of objects, which are gender stereotyped from a very young age (Ruble, Martin and Berenbaum, 2006). The gender stereotypes and gender stereotypical behaviour that forms during early childhood are an interesting and important issue, as it has been established that these gender notions can influence a childs career choices as adults (Cherney and Dempsey, 2010; Francis, 2010). Furthermore, toy choice in itself is an important issue research has shown that toys teach children vital life skills, however, these skills vary depending on which gender the toy is stereotypically aimed at (Fagot and Leinbach, 1983; Francis, 2010). It ha s been argued that the toys stereotypically aimed each gender foster totally different social and cognitive skills, with boys toys developing problem-solving skills whilst girls toys develop nurturing and caring skills (Cherney and London, 2006; Francis, 2010). Therefore, the toys children play with, along with childrens gender stereotypical views of them are important and valid issues to research as the impact is long term and has implications in adulthood. There are several theoretical perspectives on how children come to acquire gender stereotypes and gendered behaviours. The social cognitive theory of gender development postulates that children learn gender norms and gendered behaviours through observing their environment and the people within it; children observe the behaviours of people in their environment and replicate them. Gendered behaviours are reinforced through the reward and punishment of behaviour, considered appropriate or inappropriate by others that the child experiences (Bussey and Bandura, 1999). Therefore, according to this standpoint the concept of gender and the acquisition of gendered behaviour is a socially constructed phenomenon. However, research conducted on Verve and Rhesus monkeys has established that young primates display the same gendered behaviours observed in their human counterparts (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008). This research suggests that gender stereotypical toy pref erences may be a reflection of the biological differences between males and females rather than being a direct result of socialisation (Pleil and Williams, 2008). Therefore, according to this standpoint gendered behaviour is as a result of biological differences between the sexes. Despite this evidence, suggesting that children may be biologically predisposed to being gender stereotypical in their toy preferences, this paper is underpinned by the hypothesis that childrens social interactions, especially with their parents, are influential on their perception and choice when it comes to toys. The overarching approach of this research was a case study, employing document analysis, questionnaire and interview techniques of data collection. The central research question for this study was How do children and their parents perceive and reason about gendered toys and what, if any, connection exists between these perceptions in relation to childrens toy preferences. Four aims were identified and addressed by formulating four research questions, in order to answer the central research question. These research questions were: What are childrens toy preferences and how, if at all, are these preferences interrelated to the gender of the child? How do children reason about their toy choice when deciding which toys they wish to play with? What are parental perceptions of the suitability of gendered toys? How, if at all, are parental perceptions of toys interlinked with toy choice and the reasoning behind toy choice, of children? Chapter 2: Review of the Literature Introduction This review will examine issues relating to the perspectives held by children and parents on gendered toys. Firstly it will examine childrens toy preferences, exploring the gender dimorphic nature, which research has uncovered regarding childrens toy choices. Then the review will then explore the reasoning behind childrens toy choices, parental perspectives on the suitability of toys in relation to gender and finally the influence of parents on childrens perspective and choice. 2.1: Childrens Toy Preferences and Gender It has been put forward that the vast majority of experiments designed to assess childrens toy preferences were not true reflections of what children would choose in real life (Down, 1983). Down (1983) argues that prior experiments were too restrictive, only offering a very limited choice between small selections of typically male or female toys, which rarely offered a gender neutral choice. In his own research Down assessed elementary school aged childrens toy preferences by utilising childrens letters to Santa Claus, allowing for an unrestricted, ecologically valid method of ascertaining childrens preferences in a real life, naturalistic way. Down found that many of the toys selected by the children were not traditionally gendered toys, rather they were toys which could be considered gender neutral; girls were found to be especially likely to request gender neutral toys whilst boys requested gender typical and gender neutral toys in equal measure. Nevertheless, Downs research also demonstrated that boys and girls both prefer gender typical toys over gender atypical toys, a notion which has been supported through the findings of subsequence research (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney et al, 2003). Recent research which, like Downs work offered a holistic insight into childrens toy preferences, was conducted by Cherney and London (2006). The child participants in this study were asked to list their favourite toys, the participants were free to choose whatever toys they wished. Considerable differences were found in the favourite toys that were chosen based on the childs gender, replicating the previous finding of Down; both boys and girls preferred gender typical over gender atypical toys. They also discovered that whilst boys preferences became slightly more masculine as the child aged, that in contrast girls toy preference became less feminine with age. More recently it has been discovered that even the youngest children, infants aged between 3 and 8 months, appear to show a preference for gender typical toys. Alexander, Wilcox and Woods (2009) investigated whether infants display a preference for gender typical toys, this was ascertained using eye-tracking technology to measure the time the infants spent focused on either a truck or a doll. It was found that girl infants showed a preference for the doll, whilst the boy infants spent more time focused on the truck. The research of Alexander, Wilcox and Woods, supports the notion of a biological foundation for gendered preferences of toys. The notion of a biological underpinning for childrens gender-based preferences has been highlighted through research conducted with infant monkeys (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008), as these preferences are being observed at an age before it is commonly accepted that children have established gender identity and gender t ypical behaviour. However, it cannot be ignored that some of the research discussed above (Alexander and Hines, 2002; Hassett, Siebert and Wallen, 2008 and Alexander, Wilcox and Wood, 2009), is guilty of the very criticism put forward by Down (1983). These studies only offered the participants a choice between limited arrays of gendered toys with none offering participants a gender neutral option. Therefore, it could be argued that these studies do not demonstrate well-rounded picture of childrens toy preferences and therefore the validity of these findings could be called into question. Nevertheless, the findings of these studies, when considered alongside the more well-rounded research discussed above (Down, 1983; Cherney and London, 2006) clearly show that children, of both the human and primate variety, demonstrate a marked preference for gender typical over gender atypical toys, therefore providing a valid and important insight into childrens toy preference and the difference between the preferen ces of girls and boys. 2.2: Childrens Reasoning Regarding Toy Preference and Suitability Through previous research, several key factors have emerged that influence a childs reasoning about whom toys are suitable for. Several studies have found that childrens reasoning about who else would enjoy playing with a particular toy is often egocentric. It has been found that when a child likes a particular toy they often reason that other children of their own gender would also like the toy and conversely children of the opposite gender would not like it (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney, Harper and Winter, 2006). These studies show that young children often used egocentric reasoning when thinking about what other children would like, they conclude that what they enjoy others of their own sex would also enjoy and those of the opposite sex would not. However, Martin, Eisenbud and Rose (1995) established that when toys are labelled as being for a certain gender, it is highly influential on childrens reasoning about who would enjoy that toy. They presented children with attractive, but unfamiliar toys and asked them to rate the toys appeal to themselves and other children, the results were concurrent with the previous research of Carter and Levy (1988), the childrens reasoning was egocentric; they concluded that what they liked other children of their gender would like. However, when they presented the children with another set of toys, applying gender labelling to them, they uncovered a very different reaction. The children used the gender labels to reason about their own and others preference for that toy, even with a very attractive toy, if it was labelled for the opposite gender the children were less favourable towards that toy and reasoned that other children of their own gender wouldnt like it either. Therefore, this researc h clearly demonstrates the power of gender labels to influence childrens reasoning and preferences when choosing what toys they themselves would enjoy as well as when considering what other children would enjoy. Another common influence on childrens gender-based reasoning uncovered by recent research conducted by Cherney and Dempsey (2010) is gender association; children would habitually reason that a toy was most suitable for a particular gender based on the gender of the toy itself. An example of this was when a swimming pool, a toy deemed to be gender neutral, was classified as being a girls toy because it featured Dora the Explorer whom is herself a girl. Furthermore, this research has also identified toy colour as being another factor which influences childrens reasoning and toy preferences. Using gender ambiguous and neutral toys, this research aimed to establish how young children classify toys with less notable gender typical features, finding that colour was commonly cited as a reason for the classification of toys by gender (Cherney and Dempsey, 2010). This finding could be due to the increasing trend seen in recent years for toy manufacturers to commonly market the same toy, which is often a gender neutral toy such as a camera, in gender typical colours. With the pink option being marketed at girls and the blue version marketed at boys. The studies outlined above demonstrate that childrens reasoning about toy preferences and suitability is influenced by a number of factors and is often egocentric. However the common thread running throughout all these studies is that outside influences, such a gender labels and colour greatly influences the toys children like. The personal, egocentric reasoning employed by children in the absence of outside influences, coupled with the change in childrens reasoning that comes with outside influences clearly shows that children are highly aware of societal and cultural norms and it would appear that, on the whole, children tend to conform to these gender norms when it comes to the toys they considered to be most appealing. 2.3: Parental Perceptions of Gendered Toys and Their Suitability During the late 1970s an observational study was conducted, which investigated how parents praise and punish childrens behaviour, it was found that the types of behaviours parents praise or punish differ for boys and girls. The study discovered that boys were punished when they played with gender atypical toys and praised when they played with gender typical toys, it also found that girls were punished for rough and tumble play (Fagot, 1978). Therefore, it would seem from this research that parents have clear views on what toys and play styles are suitable for either sex and that they actively discourage their children from engaging in play or using toys traditionally stereotyped as belonging to the opposite sex. This finding was supported by later research, investigating parental participation in childrens play (Roopnarine, 1986), which discovered parents most often participated when their children were playing with toys traditionally considered appropriate for their gender. Therefo re, these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents, either directly through punishment or indirectly through their lack of participation, encourage their children to prefer gender typical toys and reject gender atypical ones. However, more recently a study conducted by Wood et al (2002) investigating parental views of gender stereotyped toys found that traditional gender categorisation of toys did not reflect the parents views on toy suitability. This study found that many toys traditionally considered to be either male or female, were categorised as being gender neutral by the parents. The physical features of the toys used in this study were controlled to limit factors, such as colour, from influencing gender categorisation. Therefore, the parents must have made their decision based on something outside of the physical features of the toys; the researchers believed this could be due to a shift in recent times of the typical gender role stereotypes (Wood et al, 2002). Nevertheless, this study discovered that parents believed gendered toys to be most desirable to the gender the toy is traditionally assigned to. This research also observed parents and children at play to ascertain which toys were utilised most often by each gender. While observing boys and parents typically masculine toys were played with the most, a finding consistent with previous studies however, when observing girls and parents there was more flexibility, playing with feminine and neutral toys equally which deviates from previous studies. Therefore the shift in how parents categorised toys uncovered by this research did not reflect in their real life play situations with their children (Wood et al, 2002). The findings of these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents have differing views on what toys and activities are suitable for children based on their gender, and that they reinforce these views through their behaviour when interacting with their child. However, more recent findings (Wood et al, 2002) suggest that parents view of traditionally gender stereotyped toys is evolving and that modern parents are reinterpreting the traditional roles of gendered toys. Nevertheless, despite this shift in how parents are categorising childrens toys, Wood et al (2002) still found that parents believed stereotypically gendered toys to be most desirable to the gender typically associated to them, showing that there is still a gender division in children toys. 2.4: Parental Influence on Childrens Toy Choices and Reasoning It has been argued by Mischel (1966) that children learn gendered behaviours prior to realising that they belong to a particular gender, this occurs through a process of modelling and reinforcement by adults. Furthermore, as previously discussed the praise and punishment delivered by parents differs depending on the sex of the child, with girls and boys both being praised for gender typical behaviour and punished for gender atypical behaviour (Fagot, 1978). These two pieces of literature suggest that children learn gender labelling and gendered behaviours through the social interactions they experience in their early lives. This standpoint on childrens acquisition of gender labels and gendered behaviour is called social learning theory and opposes the cognitive-developmental theory of children acquisition of gendered behaviours as proposed by Kohlberg (1966). The cognitive-developmental theory argues that children develop an awareness of their own gender before developing an understa nding of the typical behaviour associated with each gender (Kohlberg, 1966). Through the lens of the social learning theorist gendered behaviours are viewed as being a precursor of the gender development process, whereas cognitive-developmental theorists sees gender development as being a causal factor in children acquiring gendered behaviours (Weinraub et al, 1984). Therefore from a social learning perspective parents, as young childrens primary socialiser, have a massive potential to influence the existence of gender behaviour in their child and therefore may influence the types of toys children choose to play with. Research conducted investigating young childrens gender identity, toy choices and family characteristics has found that parents do hold an influence over their childs toy choice (Weinraub et al, 1984). However, this influence was not universal for mothers and fathers. The study found that in the case of mothers it is their occupation, not their sex-typed personality traits, which affect childrens development of gender labelling and therefore their toy choices. On the other hand, the study found that in the case of fathers, sex-typed personality traits strongly influenced the development of gender labels in children, and their toy preferences, especially in the case of boys (Weinraub et al, 1984). However, another study conducted shortly after found that contrary to previous research suggesting fathers as being the primary force supporting the development of children learning gender labels, that mothers and fathers were equally involved (Roopnarine, 1986). The results of these studies (Weinraub et al, 1984; Roopnarine, 1986) demonstrate that parents, especially fathers of boys, can influence the gender labels that children develop, and in turn the choices children make about toys and support the hypothesis proposed by social-learning theorists. Chapter Three: Methodology 3.1: Research Methods The overarching research design of this research was that of the case study. This design was chosen as it enables real life participants to be examined in a real life situation, allowing for an in-depth insight into the phenomenon being investigated (Cohen et al, 2011). The phenomenon this research project examined was gendered toys; it investigated how children and their parents perceive and reason about such toys and aimed to establish whether there is a link between the perceptions of parents and the preferences of children. A further benefit of the case study approach is that it allows findings to be presented in a clear and concise manner, enabling the reader to have a clearer understanding of the ideas being presented (Cohen et al, 2011). Case studies have been defined as being the study of a single instance within a bounded system, for example a school, class, community (Adelman et al, 1980; Creswell, 1994 cited in Cohen et al, 2011). However, it has been put forward that such a tight definition is not an appropriate definition of the case study approach. Yin (2009) argues that the line between the phenomenon being investigated and the context where it is being investigating is not clear-cut; therefore it is important contextualise case studies by employing strategies such as rich descriptions and details. Nevertheless, this case study did investigate a phenomenon within a bounded system, focusing on families from within a community whose children all attend the same school. The case study approach was chosen for this research as the approach is particularly useful in establishing cause and effect, and the aim of this research was to establish if parental perceptions influence children choices. In addition, case stud ies allow the effects of a phenomenon to be observed within a real life perspective, allowing for a better understanding of how the context of a situation influences both cause and effect (Cohen et al, 2011). Case studies are excellent for providing both the researcher and the reader with an in-depth and rich understanding of the phenomenon being investigated. Nevertheless, as a case study is usually focused upon a fairly narrow line of inquiry, focused on a specific phenomenon or a single setting, it does have its limitations. A major, often cited limitation is the lack of generality; finding and conclusion drawn by a case study cannot be applied to a wider context than that within which it was conducted (Robert-Holmes, 2011). It is therefore of upmost importance that researchers conducting case studies do not attempt to make claims applying the knowledge obtained through a case study universally. This research employed three data collection methods within its case study research design, these were, questionnaires, documentary research and an interview. Three methods of data collection were employed in order to provide the study with triangulation. Triangulation is the process of employing two or more methods of data collection when researching an aspect of human behaviour, allowing the researcher to obtain a more comprehensive picture of the behaviour they are investigating (Cohen et al, 2011; Robert-Holmes, 2011). Triangulation is important as it provides the research with validity, which in turn makes the conclusions drawn by research more believable to the reader (Mukherji Albon, 2009). An overview of these methods and their benefits and limitations, will follow. Questionnaires can be a useful tool for gathering data for research as they quickly collect large quantities of data, and due to the standardised nature of the questionnaire the data collected is easily comparable (Willan, 2010; Robert-Holmes, 2011). However, it must be noted that questionnaire data lacks the depth and breadth of interview data, which offers a more in-depth insight of peoples thoughts, beliefs and attitudes (Robert-Holmes, 2011). Whilst questionnaires can be very useful, being easy to distribute and a comparatively cheap and quick method of collecting large quantities of data, they can prove problematic as getting responses back can often be challenging (Willan, 2010; Robert-Holmes, 2011). Furthermore, the formulation of a questionnaire can be difficult to get right requiring careful consideration; it is especially easy for questionnaires to lack clarity, be ambiguous and to be leading to its participants (Willan, 2010). Therefore, special consideration needs to be t aken to ensure the questions are formulated in a way to ensure the necessary data is collected, whilst making sure that the questionnaire itself is not overly long or complicated. An overly long or complex questionnaire can put off potential participants, which in turn may result in a low response rate which then effects the breadth of the data collected (Oppenheim, 1992; Foody, 1993). For this reason, the questions for this projects questionnaire were designed to be clear and concise furthermore, unnecessary questions were omitted from the questionnaire in an attempt to maximise participation. Documentary research can provide an insight into human social activity, briefly speaking a document can be describes as being a record of an event or a process, which is produced by an individual or group (Cohen et al, 2011). Documentary research can help researchers understand current practices; however through analysing historical documentation researchers can use this method to investigate how historical perceptions have influenced current thinking (Willan, 2010; Cohen et al, 2011). Documentary evidence can come in many different formats and is not merely the analysis of written documents, such as policy documents and letters; documentary evidence can be obtained from various multimedia sources such as radio, films and emails (Willan, 2010; Cohen et al, 2011). The documents analysed by this research were collages of favourite toys produced autonomously by the child participants; it was used to provide a current picture of the childrens toy preferences obtained with minimal adult i nfluence. However, documents do not provide information automatically, they require careful analysis and interpretation to reveal the information contained within them. Therefore, the worth of data obtained through documentary analysis is highly variable, depending on how able the person analysing it is to fully understanding its meaning (Cohen et al, 2011). The final method of data collection employed by this study was the semi-structured interview, employing the use of an interview guide which, while listing areas to be discussed was not a fixed, premeditated interview schedule as would be used in a structured interview (Robert-Holmes, 2011). The semi-structured technique was selected over the structured technique as it provides a good degree exploration whilst minimising the potential to wander from the intended area of discussion (Willan, 2010; Robert-Holmes, 2011). Semi-structured interviews centre firmly on the participant and their beliefs and opinions, rather than the researcher, which is the case in a structured interview; there is far more scope for the participant to influence the course the interview takes. When conducting a semi-structured interview the researcher acts as a facilitator encouraging the participants to vocalise their opinions about the matter being discussed (Robert-Holmes, 2011). The interviews for this study were conducted as a group in the childrens school environment, additionally the researcher was known to these children from their role as a volunteer in the class. These measures were taken to ensure that the children felt as comfortable as possible, as feeling intimidated or uncomfortable by the situation could potentially affect the success of the interview (Robert-Holmes, 2011). Furthermore, it was felt that building a good rapport with the children, through volunteering in their classroom before commencing the data collection was imperative. This was because children are generally not used to unfamiliar adults asking them about their thoughts, feelings or experiences, therefore good researcher-child relationships are fundamental for successfully interviewing children (Folque, 2010). 3.2: Ethical Considerations Before data collection commenced a letter explaining the aims and data collection methods of this research was presented to both the school and the parents of the children participating in the research. This was to ensure that all parties involved were aware of how and why the research was being conducted; a Criminal Records Bureau enhanced disclosure certificate was also shown to the school and made available for the parents to view to demonstrate that the research was being conducted by a suitable adult. Through giving participants transparent information on the aims and data collection methods of the research allowed the adult participants to give their informed consent to participate on the research. Parents were asked for their permission for the children to participate, additionally the children were briefed on their part in the research and it was made clear to all parties that their participation was in no way compulsory and that they were free to withdraw at any point. Copies of the letters sent to the school and parents, along with the ethical approval form for this research can be found in the appendices (See Appendix 2 and 3). Chapter Four: Results 4.1 Analysing Childrens Toy Collages Introduction In order to collect information about the toy preferences of the children participating the document analysis method of data collection was used, the documentary evidenced analysed was collages created by the children of their favourite toys. Full details of this method can be found in the methodology chapter of this research project (See 3.1). Aims The aim of using document analysis was to ascertain the childrens toy preferences in a naturalistic and unbiased way. It allowed the children to complete a collage of their favourite toys autonomously, with minimal outside influences. This information was required to determine to what extent, if at all, children prefer gender stereotypical toys. Procedures In total 31 families of Year 2 children at a West Midlands primary school were contacted with details the research and asked if they would be interested in participating. In total 10 families expressed an interest in taking part, giving a response rate of 32.2 %, 4 families were then selected to participate. The families selected were of white British background and from intact family units. These families were chosen because of the commonality of their backgrounds, in order to minimise variables due to ethnicity, culture and family dynamics. The sample group consisted of four children; 2 boys and 2 girls aged between 6 and 7years old. The children were provided with a toy catalogue, featuring a wide range of different types of toys. The children were also provided with a choice of coloured paper, scissors and glue. Adults were on hand to assist the children with cutting out and sticking if this was needed. The activity was child led but supervised by adults, this was to minimise adult influence on the childrens choices whilst ensuring the activity was safe. The activity was conducted in the childrens school environment, to ensure the children felt comfortable in order to minimise any negative effect on either the participants or the data collected (see 3.1). The children were told that they could browse through the catalogue, cut out the toys which they favoured and use them to make their collage. The children were also informed that if they could not find a toy they l

Franklin Delano Roosevelt and His Leadership Essay -- American History

Franklin Delano Roosevelt and His Leadership On a rainy day in March 1933, a country watched eagerly as Franklin Delano Roosevelt swore in as the thirty-second president of the United States. At this time, the United States was hurting badly from a depression, soon called the Great Depression, and yearning out for a new leader who would help them. Roosevelt, also known as FDR, proved to the country that he was the right guy for the job with some of the most famous words ever said; "the only thing we have to fear is fear itself" (Franklin). Everyone in the U.S. stood behind Roosevelt through the Great Depression and even through World War II and until his death. Roosevelt proved to the nation that he was a courageous and brave leader that would help the country out, no matter what the consequence, even his own death. The rise of this great leader was not an easy one, despite being born into a wealthy family. Born on January 30th, 1882, FDR was the only child in his family, so his parents gave him tons of attention, making FDR's childhood very happy (Grapes 13). FDR was tutored through his early education from private tutors and even his parents, who traveled quit a bit. When Roosevelt was fourteen, his mother and father sent him to a boarding school for the wealthy called Groton School in Groton, Massachusetts (Schuman 16). After attending boarding school, Roosevelt went to Harvard where he became active in many school activities and charities, even becoming editor-in-chief of Crimson, Harvard's school newspaper (Grapes 14). After graduating from Harvard, FDR went on to hold many important political offices, including state senator of New York, assistant secretary of the Navy, governor of New York, and finally be... ...eassuring them, making them feel secure with his chats. Franklin D. Roosevelt was one of the greatest leaders the U.S. has ever had as the President because of the way he fulfilled everyone's universal needs. FDR had a sensitive leadership style which helped him talk with the people and let them know what was going on with the country, making them feel secure and giving them the clarity and certainty of the future. When the nation was attacked and chaos broke out, FDR was there with his courage and determination to not let anything hurt the U.S., fulfilling the need for authority. Roosevelt also united the nation through tough times with his weekly chats and his powerful speeches. Through it all, FDR is my favorite leader in the history of the U.S. because he overcame the impossible and comforted a nation through some of the toughest events in our history.

Plato and The Renaissance Essay -- Philosophy

Plato (428-347 B.C.E.) is considered to be one of the greatest philosophers the world has ever known. Though concerned with specific problems of his own era, Plato's ideas transcend all time. Throughout the ages his works have been translated into many languages and studied by great thinkers of every region of the world. A revival of Platonic thought occurred during the Renaissance. Though Plato's ideas have survived in their original forms, translators and commentators during Renaissance times often understood them in a very different way than intended. Plato's ideas were ahead of their time, but he was nevertheless clearly a product of Classical Greek culture. Many of his dialogues question beliefs of and praise the Greek gods. Political concerns revolved around political systems common in his day, and the distaste for democracy present in his Republic focuses specifically on the form of democracy present in Athens during that time.1 For his time, Plato's work depicts women in a very positive light, but it is still evident that the opinion of women as second class citizens in ancient Greece influenced his opinion. Plato's Republic allows for and expects woman to participate in his ideal ruling class of philosopher kings, but the language used to describe women's roles is nevertheless demeaning.2 In Plato's Socratic dialogues, a plethora of examples representative of the age are used to explain and defend claims, referencing recent wars, politicians in recent history, and Homeric poetry. Plato may have never become the world renowned philosopher that he is considered to be today if it had not been for Socrates (469-399 B.C.E.). Plato was Socrates' most famous pupil, and Socrates was such an inspiration to him that... ...): 406- 439. http://www.jstor.org/stable/10.1353/ren.2008.0331 Kellermann, Frederick. "Montaigne, Reader of Plato." Comparative Literature, Vol. 8, No. 4 (Autumn, 1956): 307-322. http://www.jstor.org/stable/1768763 Lee, Desmond, trans. The Republic, 2nd ed. New York: Penguin Books, 1987. Oliver, Revilo P.. "Plato and Salutati." Transactions and Proceedings of the American Philological Association, Vol. 71, (1940): 315-334. http://www.jstor.org/stable/283132 Schachter, Marc. "Louis Le Roy’s Sympose de Platon and Three Other Renaissance Adaptions of Platonic Eros." Renaissance Quarterly, Vol. 59, No. 2 (Summer 2006): 406-439. http://www.jstor.org/stable/10.1353/ren.2008.0331 Somfai, Anna. "The Eleventh-Century Shift in the Reception of Plato's "Timaeus" and Calcidius's "Commentary"." Journal of the Warburg and Courtauld Institutes, Vol. 65, (2002): 1-21

Real Estate Agent Essay -- miscellaneous

Real Estate Agent Buying or selling a house or an apartment is one of the biggest decisions of a person’s life. And when selling or establishing a price for real estate, people seek out real estate agents to do the dirty work. A real estate agent has to convince a prospective homeowner that he or she is trustworthy and knowledgeable. In many ways, the agent acts as a counselor to individuals and families about to embark on a huge commitment. Real estate agents have a thorough knowledge or real estate market in their community. They know which neighborhoods will best fit their client’s needs and budgets. Real estate agents are generally independent sales employees who provide their services to licensed brokers on a contract basis. In return, the broker pays the agent a portion of the commission earned from property sold through the firm, by the agents. They are familiar with local zoning and tax laws, and know where to obtain financing. A good real estate agent is informed about things like schools, tax rates, public transportation systems, and should be aware of going mortgage rates. To be eligible to become a real estate agent, he or she must first be a high school graduate, be at least 18 years of age, and pass a written test. In every state real estate agents must obtain a state license to sell and rent properties. Over 1,000 universities, colleges, and junior colleges offer courses in real estate. Many local real estate associations sponsor courses covering...

Is Human Population Growth A Threat Environmental Sciences Essay

Even though population is frequently considered a sensitive subject, it is going progressively hard to disregard the construct that population growing threatens the environment. The rapid addition in population growing over the past few centuries has led to an increasing involvement in, and a turning concern for population growing as one of the cardinal menaces to the environment. A menace to the environment can be in many different signifiers, such as dirt eroding, clime alteration, deforestation, wastes, and pollution. The purpose of the undermentioned essay is to research how population growing is considered to lend to these issues and degrade the environment. In order to accomplish this purpose the essay will be split into two chief parts. The first subdivision will sketch theories that argue population growing is a menace to the environment. This will be supported by Malthus and Meadows et Al. In order to derive a compendious analysis this essay will concentrate on the natural e nvironment, in peculiar researching how deforestation is threatened by population growing. However, the 2nd portion of the essay will dispute this and intent that population growing does non jeopardize the environment. It will reason that an increasing population could better environmental quality. It besides will claim if resources are managed sustainable so population growing will non negatively affect the environment. This is supported by Tiffen and Mortimore and Fox. Local instance surveies are used as micro surveies show the relationship between population and deforestation more clearly, as macro surveies are affected by many other influences. Finally the decisions reached are population growing is non the root cause of environmental harm. If resources are managed sustainably and new engineerings are used, so population growing itself would non endanger the environment. A positive correlativity between population growing and environmental harm â€Å" Overpopulation [ is ] our figure one environmental job † ( Rodnguez-Tnias 1994:1379 ) . Since 1650 the rate of population growing has increased. This has resulted in a rapid addition of the universe population which â€Å" rose from 3.3 billion in 1965 to over 6 billion by the twelvemonth 2000 † . Thus universe population about doubled in merely 35 old ages and the rate of growing itself was besides lifting. Furthermore a billion people were added to the universe population from 1987 to 1999, an addition equivalent to the entire universe population in 1804 ( Panayotou 2000 ) . This comparatively recent addition in universe population has led to a climb concern for how population growing affects the natural environment and natural resources ( Meadows et al 2005:28 ) . There are many grounds as to why population growing is seen as a menace to the environment. For illustration, human populations use up natural resources, omit nursery gases lending to climate alteration, destroy home grounds ensuing in loss of biodiversity, and increase air and H2O pollution degrees. Hence, about all environmental issues are either straight or indirectly related to population. Furthermore, it is frequently reported in the media that a turning population is an environmental menace, farther increasing the concern. For illustration Andrew Woodcock studies in The Independent that a â€Å" flourishing population is a menace to climate alteration † ( 2006 online ) . There has been a coincident tendency of a growing in population and a steep lessening in environmental quality and an addition in resource depletion ( Panayotou 2000 ) .Consequently, population growing is frequently considered the greatest and cardinal menace to the environment. The argument on the correlativity between population and the environment began over 150 old ages ago when classical political economic experts such as Malthus ( 1798 ) identified a relationship between population and nutrient supply. He argued that population grew exponentially, whereas nutrient supply would merely turn arithmetically, ensuing in major nutrient deficits. He claimed that the force per unit area on agricultural land would ensue in a diminution in environmental quality, coercing cultivation of poorer quality land. He criticised the thought that agricultural betterments could be made and spread out with bounds and claimed that the power of population growing was greater than the Earth ‘s ability to back up adult male. Malthus concluded that population growing must limited to stay within environmental limitations, as the Earth ‘s resources are finite. Malthus ‘ theory that the size of population is dependent on nutrient supply and agricultural methods, This thought was resurrected in the twentieth century, by cardinal publications, most notably The Limits to Growth by Meadows et Al ( 1972 ) and The Population Bomb by Ehrlich ( 1968 ) . This new organic structure of work by modern-day writers is referred to as neo-Malthusianism. The argument nevertheless has shifted from agricultural land to concerns about the function of population growing in the depletion of other natural and renewable resources, and the consequence of population growing on clime alteration and on biodiversity loss. Meadows et Al ( 1972 ) argued that population growing can make jobs because of environmental bounds. They argued that population growing can non go on indefinitely and used by informations to foretell future tendencies in universe population, resource depletion, pollution and nutrient production. They claimed that the bounds of the planet will be reached within the following century and that population could therefore non transport on turning. In their 30 twelvemonth update in 2005 they argued their decisions were even more of import today. They claimed that there is now land scarceness and the bounds have been approached, which is particularly serious as population keeps lifting and resources are being depleted. Growth in the Earth ‘s population could take to the possibility for a possible ruinous wave-off ( Meadows et al 2005 ) . Livi-Bacci ( 2001 ) points out that in Bangladesh the bounds have already been reached, hence population can non transport on turning. This is similar to Ehrlich ( 1968 ) who argued that there should be action to cut down population growing otherwise there would be aggregate famishment. The growing of universe population increases the demands on natural resources, doing it hard to protect these resources, therefore worsening environmental quality ( Sitarz 1993 ) . Hence there are grounds to worry about the consequence population growing will hold on the environment in the long term ( Sen 1994 ) . Consequently the consensus is that there is a â€Å" population job † ( Neumann 2004:817 ) . Population growing causes jobs in the local environment. There is no individual usher to analyzing the province of the environment ; therefore the relationship between population and environment is normally evaluated in footings of single resources or measurings of environmental quality ( Panayotou 2000 ) . Environmental quality can be measured by the stock of woods or by the absence of air and H2O pollution. The affect population growing has on deforestation has received considerable attending as woods play a cardinal function in wildlife home grounds, the C rhythm, and a beginning of natural stuff. At the planetary graduated table deforestation contributes to planetary heating, and at a local graduated table leads to dirty debasement ( Fairhead and Leach 1995, Nyerges and Green 2000 ) . There is grounds which supports Malthusian statements that an increasing population has a negative consequence on environmental stocks. The function of population growing is peculiarly clear in delicate environments such as woods ( Livi-Bacci 2001 ) . The cause of deforestation is often seen as a consequence of population force per unit areas as population growing increases the demand for cultivable land, ensuing in a transition of forest land to other utilizations ( Cropper and Griffith 1994 ) . Malthus argued population growing would ensue in a higher demand for agricultural land and this consequences in a diminution of forest land peculiarly in Africa and Latin America ( Livi-Bacci 2001 ) . 60 % of the universe ‘s deforestation is a consequence of the demand for more agricultural land ( Pimentel and Pimentel 1999 ) . Each twelvemonth, â€Å" 70 million people are added to universe population, largely in developing states and 15 million square kilometers of woods disappear à ¢â‚¬  ( Panayotou 2000:25 ) . This research led to many people speculating that more people must ensue in fewer woods, as the higher the population growing, the faster this procedure will take topographic point ( Ehrlich and Ehrlich 1990, Rudel 1991 ) . This will do a steep lessening in forest size from twelvemonth to twelvemonth. Forests often owe their beginnings to depopulation, hence ensuing in the decision that population growing causes deforestation, particularly in hapless and developing states ( Fairhead and Leach 1994 ) . This affect is more ascertained at the local degree, for illustration Cropper and Griffith ( 1994 ) used panel informations for Asia, Africa and Latin America between 1961 and 1988 and found a positive relationship between deforestation and population growing. Additionally, Fairhead and Leach ( 1995 ) identified that there was an ascertained diminution in woods in The Ziama Forest Reserve in Guinea as a consequence of turning populations, which have moved off from â€Å" traditional † methods. IUCN study on Ziama states that â€Å" forest screen in this portion of Guinea is now merely 20 % of what it was ‘at beginning ‘ † and the study emphasizes that the wood is regressing quickly ( cited in Fairhead and Leach 1995:1029 ) . Therefore the diminution of woods reflects the populations who cleared it ( Fairhead and Leach 1994 ) . Furthermore Sambrook et Al ( 2004 ) did a survey of 450 traditional hillslope farms in the Dominican Republic, and found there was positive relationship between population force per unit area and deforestation. They found that for the full 1987 farm sample, â€Å" 52 % of the fluctuation in deforestation is explained by population force per unit areas † ( p36 ) . This consequence can besides been seen at the state degree, for illustration in Thailand deforestation was caused by demographic force per unit area from migration ( Livi-Bacci 2001 ) . Consequently, â€Å" population growing causes a disproportional negative impact on the environment † ( Ehrlich and Holdren 1971:1212 ) . There is a conventional wisdom that population growing is responsible for deforestation. This supports the neo-Malthusian position that population growing is the root cause of environmental debasement, and turning demands for finite resources. Therefore the solution is direct population control ( Panayotou 1996 ) . If population growing is a major menace to the environment so steps must be taken to cut down the rates of growing. Livi-Bacci ( 2001 ) argues that a diminution population addition will spread the issue of the environment. Therefore â€Å" there is an immediate demand to develop schemes aimed at commanding universe population growing † ( Sitarz 1993:44 ) . This means that there needs to be support for household planning throughout the universe particularly in developing states which have the highest rates of population growing, and less entree to household planning ( Barlett 1994 ) . Therefore, decelerating the addition in population, particularly in the face of lif ting demand for natural resources, can assist protect the environment. As population size ranges even higher degrees the environment is at hazard and the result is impossible to foretell, therefore policies to cut down population are needed ( Upadhyay and Robey 1999 ) . However, the following subdivision will counter this and argue population growing is non a menace and hence there is no demand for population controls. Population growing is non the cardinal issue for menaces to the environment There is agnosticism about whether population growing is the cardinal menace to the environment, as Monbiot ( 2008 online ) writes â€Å" is population truly our figure one environmental job? † Even though there is grounds of a correlativity between population growing and a lessening in environmental quality, a about perfect correlativity does non needfully connote causing. Otherwise, it would be expected that states with the highest population such as China and India would hold the highest usage of natural resources ( Panayotou 2000 ) . The world-wide mean per capita usage of forest resources is 0.75 hour angle, whereas in China, a state which about 20 % of the universe population uses less that mean forest resources with merely 0.11ha/capita ( Pimentel and Pimental1999 ) . Some jobs have been raised over the Malthusian position of population growing endangering the environment. The universe has coped with fast additions in population, even though Malthus predicted awful catastrophes. At the clip he wrote there were fewer than a billion people in universe but he felt the Earth ‘s bounds had past. The universe population has grown six times larger since 1798, but contrary to what Malthus predicted, nutrient production grew even higher ( Sen 1994 ) . Clearly, Malthus ( 1798, 1803 ) did non anticipate the technological progresss of the last two centuries as a consequence of the industrial and agricultural revolutions. Like other classical authors he assumed that land productiveness was fixed ( Panayotou 2000 ) . Boserup opposes Malthus ‘ theory reasoning that agricultural methods depend on population size ( Darity 1989 ) . Boserup ( 1965 ) theorised that population determined agricultural methods, hence the power of enterprise and new invention s would get the better of the power of demand. This means population growing would non go on to degrade the environment as communities would exchange to new and more intensive methods of the land. Thus population growing does non ensue in a debasement of the environment because populations will alter to another system with a higher carrying capacity. Therefore, â€Å" the issue is non the Numberss of people, but how those Numberss relate to available resources † ( Barlett 1994:9 ) . Technological alterations and better direction of resources would guarantee that a population can spread out the Earth ‘s capacity. It can be argued that population growing is in fact the drive force for efficiency and technological invention guaranting growing without damaging the environment ( Panayotou 1996 ) . For illustration an addition in agricultural outputs can countervail the consequence of population growing on deforestation as a 10 % addition in agricultural outputs from technolo gical alteration would ensue in a 1.1 % decrease in deforestation ( Panayotou 2000 ) . Therefore the effects of population growing can be reduced by modern engineering and increased efficiency ( Cropper and Griffiths 1994 ) . Consequently, an environmental crisis can be avoided if stairss are taken to conserve and pull off resources and demand sustainably ( Upadhyay and Robey 1999 ) . Therefore the natural environment and resources has ne'er been fixed but has expanded due to invention. The bounds to growing are non defined as they are connected to the effects of technological growing and cultural picks ( Livi-Bacci 2001 ) . This rejects Malthus ‘s statement as he assumed land productiveness was fixed, whereas Boserup ( 1965, 1976 ) argues that dearth is non possible as technological alterations would let nutrient production to maintain up with population growing. In add-on, more efficient and environmentally sound agricultural engineerings must be developed and put into patte rn to back up the continued productiveness of agribusiness ( Pimentel and Pimentel, 1996 ) . Meadows et Al ( 1972 ) and Ehrlich were incorrect to propose population growing would take to environmental debasement as it may ensue in preservation or an betterment of the natural environment. This position does non curtail the degrees of population but suggests it can actively better the environment. Tiffen and Mortimore ( 1994 ) argued against Malthusian positions and pointed out that population growing does non needfully endanger the environment as better direction and investing would guarantee the natural environment is protected. Agricultural labour demands increased non because of a larger sum of cropped land but because of larger labor demands, as Boserup suggests. They pointed out that an increasing population would increase entree to beginnings of cognition and utilizing engineerings. This enables outputs to lift faster than population growing. Like Tiffen and Mortimore, Murton ( 1999 ) besides argued against Malthusian statements. He used illustration in the Machakos ter ritory in Kenya which showed that environmental preservation occurred during periods of population addition. Therefore, population growing is an of import agencies of bettering environmental quality. Therefore, if resources are direction sustainably so population growing can protect the environment. He found population growing has a positive influence on woods as husbandmans became more dependent on non-agricultural beginnings of income. Therefore, Malthus is incorrect to propose there would be a calamity as population addition can hold a positive influence on woods. This is supported by Fox ( 1993 ) who did research on forest resources in a Nepali small town Bhogteni in 1980 and 1990 and found â€Å" despite an one-year population growing rate of 2.5 % , woods were found to be in much better status in 1990 than they were in 1980 † ( p89 ) . Thus population growing had a positive influence on forest resources. He found that Nepali husbandmans began to develop their ain method s for conserving the woods through community direction. This consequence in an addition of forest resources as in 1980 private woodlots had 179 trees/ha compared to 489 trees/ha in 1990. Therefore population growing does non needfully take to downward spiral of land debasement. Fairhead and Leach ( 1994 ) besides identified a counter-narrative for their grounds, as local occupants argued they had created the spots of forest around their small towns, non destroyed it. Oral history suggests that the small towns encouraged and managed the growing of forest islands around their small towns. Therefore, it is non needfully the instance that the country was originally forest prior to increase of the population. It is imaginable that direction of the local resources was partly responsible for the spread of forest countries, from earlier savanna-like conditions. They point out that more small towns really resulted in more forest islands. The Ziama part was originally au naturel stone non for est land. Therefore there is a broader narrative ( Fairhead and Leach 1995 ) . Therefore the incorrect readings were made based on stereotypes ( Fairhead and Leach 1994 ) . Conversely, unwritten history is non fact, or based on empirical grounds and ca n't use these local/village findings everyplace. Hence the cogency of these statements is questionable. While this rejects Malthusian statements, as population growing did non take to farther environmental debasement, it does non corroborate Boserup ‘s hypothesis that population growing would take to new inventions. Furthermore, population growing creates the inducement to protect the environment, as costs of bing resources addition and benefits from replacements are realised ( Panayotou 2000 ) . Therefore the rapid population growing in Bhogteni may hold resulted in an increased willingness of the small towns to seek better direction for forest lands. Thus woods would non hold been perceived as threatened if there was non a high population growing rate. Fox ( 1993 ) besides argues that other variables contributed to the direction of the forest in Bhogteni, such as an debut of a new route and alterations in forest term of office. Nevertheless, while population growing can trip land usage alterations it is non the root cause of environmental harm. The root cause consequences from market failures, particularly in developing states where belongings rights are neither defined nor implemented. Thus the private cost of deforestation is zero. Therefore, because they have no right of ownership to the la nd they have no inducement to protect it and do efficient land-use determinations ( Panayotou 2000 ) . We should acknowledge, nevertheless, that the immediate menace to these lands is non population growing but bad forest direction policies. Before population can be cited as the cause of forest debasement, forest policies must be implemented that provide inducements for local people to pull off forest resources ( Fox 1993 ) . It is frequently the decision that population thrusts deforestation, nevertheless, the context must be kept in head, such as unfastened entree forest resources, low degrees of instruction, insecurely held agricultural land. These all combined prevent response to population growing. Therefore a more complete analysis should look at all these factors. Furthermore, other issues besides affect the rate of deforestation. Holdren ( 1991 ) used a mathematical expression I = P x A x T to demo how population, richness and engineering have an impact on the environment. H e claimed that environmental policies should concentrate on ingestion instead than population growing. Population growing is a factor among other issues. While the Brundtland Report ( 1987 ) states that population growing is non the cardinal job. Furthermore, if a state has a higher income so the rate of deforestation is likely to be slower. As income rises, people use other energy beginnings and modern agricultural techniques which reduces the demand for agricultural land. Therefore cut downing the rates is population growing is non needfully the best method for diminishing the rate of deforestation ( Cropper and Griffiths 1994 ) . Therefore all of these factors are responsible for a impairment of the environment and all demand to be tackled. Therefore population is merely one factor among many, and the interactions of these factors are important for driving the deforestation procedure. Policies are needed to undertake poorness in developing states and high ingestion degrees in dev eloped states foremost ( Saxena and Nautiyal 1997 ) . However, it depends what degree is being surveies as micro surveies may happen important negative effects on resources from population force per unit areas on the local environment, while macro surveies identify no resource restraints at the national or planetary degree. This differentiation between ‘macro ‘ or aggregate, analysis and micro, or more disaggregated analysis is one that you could develop farther. One of the points that this leads to is inquiries of control of resources and the utilizations to which they are put. Macro-level and micro-level analysis may take to different penetrations and decisions in this respect. Micro studies-even though better analyse the consequence of population growing besides mask the wider socio-economic factors which may ensue in environmental debasement ( Murton 1997 ) . Therefore there are complications for following the consequence of universe population on the planetary environment ( Panayotou 2000 ) The engagement crises in population, resources, and environment ( Ehrlich and Holdren 1971 ) . â€Å" The Malthusian theory of population growing and resource debasement is clearly a myth that needs to be slain.p97 † ( Fox1993 ) . Decision From analyzing the grounds above it is clear that there is small understanding on the relationship between population and environment, there is a enormous fluctuation in findings and their reading. The selective usage of grounds gives rise to results that range from the most pessimistic to the most optimistic. The aim of this essay was to reexamine analytically and critically the statements on the population-environment interface. This essay has outlined Malthusian statements of population growing doing environmental debasement. This essay has besides explored counter-evidence to this, reasoning that invention and a better direction of resources can countervail the effects of population growing. This essay has besides argued that other factors affect are the cause of impairment in environmental quality. A more complete analysis should integrate these factors and their interaction with population growing. It is by and large agreed that population growing is an indirect menace to the environment. Therefore direct menaces need to be addressed. Issues such as poorness demand to be solved to better environmental quality, non cut downing population Numberss. However, whether grounds is used from macro or micro graduated tables can skew the consequences. To reason that much more empirical research, with more sophisticated theoretical accounts, is necessary before we can to the full understand the function of population kineticss ( denseness, growing, distribution and composing ) on deforestation. Java ‘s population quadrupled in the last 100years. However, environmental harm was due to economic grounds non population growing. Failure to better agricultural productiveness and to make non-agriculutral employment has intensified population force per unit areas. Panayotou ( 1996 ) .