Company Audit for Darden Restaurants Essay Example | Topics and Well Written Essays - 1000 words

Company Audit for Darden Restaurants - Essay Example For example, the company takes advantage of the contemporary trends in demand towards national cuisine and healthy dining by introduction of the new brands and formats, e.g. Bahama Breeze and Seasons 52. It addresses the growing competition from the other established chain operators, as well as local restaurants, by constant improvement of the operational activities and emphasis on market research and product improvement. Darden Restaurants is a leader in the casual dining market. Its position, however, is constantly challenged by the two closest competitors, namely Applebee's International and Brinker International. Both operators have established position in the hospitality industry and currently operate big chains of company-owned restaurants under Applebee's brand (Applebee's International) and Rockfish, Chilli's, Romano Macaroni Grill, Maggiano's, On the Other Border Mexican Grill brands (Brinker International). The areas of strength include market share, financial position, and advertising. Darden Restaurants Company is leading with regard to the most influential factors, including product quality, management, and market share. However, the company can improve its standing in terms of global expansion, pricing strategy and gaining customer loyalty. The Internal Factors Evaluation Matrix (see below) was constructed to assess the strengths and weaknesses of the functional areas of the Darden Restaurants Company. The strengths and weaknesses are chosen based on how they affect the ability of the chain to take advantage of the external opportunities and limit or control the risks. Internal Factors Evaluation Matrix (IFE) Key Internal Factors Weight Rating Weighted Score Internal Strengths Financial position (revenues and net income) .15 4 .60 Steady growth for several years in revenues and EPS .10 4 .40 Marketing research .10 4 .40 Constant brand

Freas and Geeks Media techniques Essay Example for Free

Freas and Geeks Media techniques Essay How Media Techniques Create Stereotypes in Freaks and Geeks Take a look again at high school stereotypes through the short lived television series from the late 90’s, Freaks and Geeks. Based on the pilot episode of Freaks and Geeks, media techniques are used effectively to depict the different stereotypes in high school. The camera shots movements are used adequately to show the power of the bullies and the weakness of the victims. For example, when Sam Weir is approached by Alan (the bully), at lunch, the camera is pointed upwards towards Alan’s face to make him seem bigger and scarier while the camera would be pointed down on Sam’s face making him seem smaller and inferior to Alan (Kasdan 1999). This example shows effective use of media techniques by using camera shots because the audience can easily depict the two different stereotypes, the bully and the geek. Another way that media techniques are used effectively is through the use of setting. For instance, the â€Å"freaks† of the show are shown hanging around the patio which is a dirty and worn down area separated from the field and other students (Kasdan 1999). This is a clear way for the audience to see the difference from the regular students and the â€Å"freaks† therefore making this media technique effective. These two techniques show how Freaks and Geeks uses media techniques effectively to illustrate the stereotypes one might see in high school. Using media techniques such as camera shots and setting effectively is a task that Freaks and Geeks has accomplished to portray different high school stereotypes. Works Cited â€Å"Pilot.† Freaks and Geeks: The Complete Series. Writ. Paul Feig. Dir. Jake Kasdan. DreamWorks, 1999. DVD.

The Application Of Orff Music Pedagogy Education Essay

The Application Of Orff Music Pedagogy Education Essay There are a number of reasons that the Orff Music Pedagogy has been chosen on the topic of this essay. The basic issue at present in China is entrenched pattern of music education that means the Chinese music experts and teachers do not accept the new concepts of music pedagogy, instead of that, they still employed the traditional music pedagogy owning to the personality of the Chinese. Therefore, there are some problems, such as students lack creativity, the low teaching quality and the low quality of students. After 20th century, with the rapid development of music education in China, majority Chinese music educators pay attention on the music teaching. The Chinese teaching content and teaching method urgently should be reformed. Orff Music Pedagogy might be the appropriate music pedagogy to change the current situation in China. In the later part of this essay, I will discuss the positive and negative of Orff Music Pedagogy in order to retain the strengths and discard the weakness to apply this music pedagogy to Chinese music pedagogy. This essay will discuss two sides of Orff Music Pedagogy. For one aspect, this essay will evaluate of the advantages of applying the Orff Music Pedagogy in Chinese primary schools, which includes the effective stimulation and the improvement on Childrens creativity and personal quality, the Asia culture might be proved to be suitable, the benefits on Chinese music education. For another aspect, the disadvantages containing the obstacle of culture difference, the problem of insufficient equipments available in China will also be taken into consideration. Before moving on, the background to Orffs method will be outlined. Dr. Carl Orff, the distinguished German composer, who is also the founder of Orff Music Pedagogy, met Dorothee Guenther in Munich, 1924 and originated the scheme of a new kind of rhythmical education. Dr. Carl Orff (1983) explained that this idea regarding the interaction and interpretation between movement and music education was then be plotted and practiced since that time. The notion of Orff Music Pedagogy, also known as the Orff Schulwerk approach, can be concluded as the implementation of combining music, movement, drama, and speech into the classrooms of children music education, creating a relaxed environment and atmosphere that are similar to the childrens world. The Orffs approach to music education has numerous advantages to children, but suffice it to say that the leading advantage is that it demands the innovation of the teachers and involves all sensory dimensions such as virtual, physical, and aural asp ect of the children during their learning process. The positive effects of applying Orff Music Pedagogy can be viewed from the following aspects. Firstly, Orff Schulwerk Music Pedagogy, which confers a favorable learning environment, can provide children with much more creativity, in their music education, than traditional teaching methods. In Music Pedagogy, music is a means to teach a man become a talent and because Orffs method has the very advantage to teach efficiently, Orff Schulwerk should be widely used in China (Dr. Clausel S.L.S. 1998). In Dr. S.L.S. Clausels article (1998), he pointed out that Orff-Schulwerk Music Method is effective in teaching children music especially when using Orff approach to create an interactive environment with other peers. In this case, the quality of the students could then be improved. Additionally, as the nature of Orff Music Pedagogy is innovative and interactive, stated by Dr. Brock in 1977, this practice could largely enable the primary school focus more on the esthetic aspect. In fact, whe n applying the Orff Music Pedagogy to the classes, esthetic features must be the kernel, for the approach requires the involvement of various sensory organs so that children can do dancing, clapping and singing. Moreover, the innovation and creativity can be promoted during the learning process with Orffs approach. In addition, Clausel suggested that Orff method is suitable for an Asia culture because it can provide a relaxed environment for children in order to widen childrens interest, arousing innovative ideas and improving the students quality, which has nothing to do with cultures. Nowadays, many problems exist in Chinese music teaching, for instance, students lack the interest of learning music. Orff Schulwerk is an efficient way to change that situation, since it is a method that can stimulate students interest regardless its culture. There is an example in Japan. Dr. Carl Orff himself mentioned in his speech (25th October 1983) that the Japanese children were responding to his approach spontaneously and teachers had become open-minded. Researched and studied in Japan in 1962, Dr. Carl Orff, the initiator of the Orff Music Pedagogy, was able to witness how compatibly and naturally his ideas are adapted and applicable to an Eastern culture. If the music educator could take a step forward, Japanese children could get accustomed and be effectively educated by Orffs approach. Therefore Chinese children who share similar cultures with the Japanese should likewise be absorbed the music knowledge effectively. Furthermore, even though the current music education in China is confronting a number of obstacles and problems, they can be conquered by introducing the Orff Music Pedagogy to China. A recent article composed by Ding (2006) pointed out the difficulties of the music education in contemporary China and they are: the unclear positioning of music education, the overlook of the esthetic aspect and the poor quality of teachers and students. The localization of the music education is not in the control of the teachers but the emphasis of the esthetic practice and the quality of the teachers could be improved by the application of Orffs approach. As a whole, this should be significant as Orff Music Pedagogy fundamentally surmounts two or three barriers in Chinese music education that China is facing in the modern world. Despite of the fact that the Orff Music Pedagogy has been used worldwide, there are still some difficulties of applying this westernized methodology of music teaching to Chinese primary schools because of the intractable cultural customs and language difference. Burnaby and Sun (Jun., 1989) have revealed a number of problems in their article when applying the western teaching methods to the Chinese education. They have put forward a variety of linguistic problems that the Chinese students are facing and some Western teaching styles are only applicable to a particular range of students in China. According to what Burnaby and Sun have researched, the Orff Music Pedagogy, which is a German music education approach, might not be feasible or less efficient if applied to China. At the same time, the research that Burnaby and Sun have done was mainly concentrated on language teaching and the Orffs notion is about music educating. Hence, it could make a difference when education is in the re alm of music as music is beyond the nations and languages. Besides, the sizes of the primary school classes in China and the availability of certain instruments and equipments are the most significant disadvantages when applying the Orff Music Pedagogy to China. On the one hand, the average size of a class for primary schools in China is around sixty and it has been criticized because there are little or no interactions between the teachers and the students. Its the same when music education is being conducted in Chinese primary schools. As it is mentioned before, the Orff Music Pedagogy will require a great deal of teacher-student interactions and tremendous size of the class will make the approach hard to implement. On the other hand, there are insufficient equipments provided in the Chinese schools as mentioned by Hamilton and Hilree J. (2005) in his article. It is evident that without professional instruments and teaching tools, Orff Music Pedagogy cannot be carried out in an efficient way or even unable to proceed at all. Thus, short-te rm speaking, the changes of this condition which involves training teachers, minimizing class size and purchasing equipments should take a long time and huge amount of financial funds, which is actually the disadvantage of applying this approach. Nevertheless, the situation of having insufficient resources should be better in the future time, for the Chinese economy is booming and financial funds allocated on education are increasing. Based on Dings (2006) perspective and for long-term consideration, the size of the classes in China could be smaller and schools could be better equipped, making the application of Orff Music Pedagogy more apposite and feasible, which will benefit the Chinese children in the primary schools invaluably in terms of music education. In conclusion, the application of Orff Music Pedagogy in Chinese primary schools has greater amount of advantages than the disadvantages. In simple language, Orff Schulwerk Music Pedagogy is conducive to Chinese primary school because it is a good method for cultivating students, besides that, it could motivate childrens interests and creativity effectively and most importantly this method could benefit Chinese music education in future times. However, owning to a kind of western musical pedagogies, Orff music approach may be not completely suitable for the current music education in China due to the limitation of resources and culture difference. Most significantly, the advantages are more crucial and vital comparing to the disadvantages as discussed above because those barriers and obstacles such as lack of fund and resources have solutions. Short-term speaking, there might be more disadvantages and less benefits. Nevertheless, to a long-term consideration, the application of Orff Music Pedagogy in Chinese primary schools could have a far-reaching effect to the Chinese music education system and that influence tends to be positive. One cannot underestimate this influence as it could benefit millions and millions of Chinese young children and the creativity arouse by Orff Music Pedagogy in the primary schools may lead a Chinese young child to compose his own masterpiece and become predominant in the future. All in all, the application of Orff Music Pedagogy can be both a lens through which we can see the future of Chinese primary music education and a mirror reflecting its unparalleled teaching notion and well-developed methods. References List: Burnaby, B. Sun, Y. L. (1989). Chinese Teachers Views of Western Language Teaching: Context Informs Paradigms, TESOL Quarterly, 23(2), 219-238. Brock, (1977), Innovative music education: an investigation and comparison of the teaching methods of Carl Orff, Zoltan Kodaly, and Madeleine Carabo-Cone, (OCLCs Experimental Thesis, University of Mississippi, 1977). Retrieved from Carl, O. (1983, October). Orff-Schulwerk Past and Future. Paper present at the opening of the Orff Institute in Salzburg. Published by Schotts, B, The translation is by Murray,M. Clausel, S.L.S. ( n.d). Applications of Cambornes model of literacy learning and the Orff-Schulwerk Music method to the development of a curriculum model for Mississippi music education, The University of Mississippi. Ding, M. M. (2006). The development and the reform of the music education in China since1980. (Master dissertation, University of Wuhan Conservatory of music, 2006). Retrieved from Hamilton, Hilree, J. (2005). Echos from a Teaching Adventure in China. Teaching music, 13(2), 24.

Essay --

Teresa Devlin 12 February 2014 PSY2012L The research article that I read was about the relationship between the use of technology in children and how their creativity level increases as a result of using different types of technological devices. This research was done by measuring the child’s level of creativity after using different types of electronic devices based on Torrance’s test of creative thinking, which is said by many researchers to be the best and most accurate way to measure creativity in children. The hypothesis of the study was that one of the four electronic devices would cause for a greater level of creativity. The four devices that were used in this study were computers, the Internet, video games, and cell phones. The researchers were very drawn to the fact that many children played video games and that video games are a part of many children’s every day activity. The study was conducted with almost five hundred 12 year-old children. The gender ratio was about half female and half ma le. The ratio of the racial backgrounds was about 70% Caucasian and 30% African American. The study was set up so the participants had two stimuli to respond to, which were pictures of an elf and an egg. The participants were to respond to the stimuli in the form of questions about what they thought of the pictures, to list what they thought was happening in the picture, and the possibilities of what they think might happen next in the picture. They were also asked what their favorite video game was. The independent variable, or the variable being changed, was the use of the four devices. The dependent variable, or the variable that is being measured, was the level of creativity after using the device. The research was conducted o... ...o become creative so you should go out and buy your child a video game if you want them to become more creative. That is why causal conclusions cannot be made in this correlational study. I think that another explanation of why children that play video games scored higher on the creative thinking tests is because video games open you into a new world. I think that they open your imagination and allow you to think like you never have before because of the things that video games portray such as outer space, different worlds, and things that are impossible for us humans to psychically do like turn into a fire-breathing dragon. I think that with children being able to open up their imagination it allows for a greater level of creativity. Works Cited Snider, Mike. "Research: Video Games Help with Creativity in Boys and Girls." USA Today 02 Nov. 2011: n. pag. Print

Generally Accepted Accounting Principles and Total Stockholders Equity

Week One Discussion Questions †¢ How would you describe the entries to record the disposition of accounts receivables? What is their function? †¢ How are bad debts accounted for under the direct write-off method? What are the disadvantages of this method? †¢ Pendergrass Company hires an accounting intern who says that intangible assets should always be amortized over their legal lives. Is the intern correct? Explain. †¢ What are the basic issues related to accounting for intangible assets? †¢ Why would you select the percentage of sales method for calculating doubtful accounts instead of the percentage of receivables method? Is it appropriate to use a hybrid of the percentage of sales and the percentage of receivables methods of calculating the allowance for doubtful accounts? Do the generally accepted accounting principles allow for using both methods at the same time? Why? †¢ What is the difference between revenue expenditures and capital expenditures during a useful life? Are there similarities? DQ: †¢ What are the differences between revenue expenditures and capital expenditures? Explain the entries of each. Week Two Discussion Questions What are the differences among valuation, depreciation, amortization, and depletion? Is it appropriate to calculate depreciation using two different methods? Why? †¢ Which depreciation method provides you with the highest depreciation expense in the first year? Why? †¢ What types of industries have unearned revenue? Why is unearned revenue considered a liability? When is the unearned revenue recognized in the financial statements? †¢ Why do companies issue bonds? Would you rather buy a bond at a discount or a premium rate? Why?What is the determining factor of whether a bond is sold at a discount, face value, or premium? †¢ What is the straight-line method of amortizing discount and premium on bonds payable? Provide an explanation of the process. †¢ How would you d escribe the accounting procedures for notes payable and accounts payable? Week Three Discussion Questions †¢ Why does a company choose to form as a corporation? What are the steps required to become a corporation? What are the advantages and disadvantages of the corporate form of doing business? †¢ Why is preferred stock referred to as preferred?What are some of the features added to preferred stock that make it more attractive to investors? Would you select preferred stock or common stock as an investment? Why? †¢ What are the different types of dividends corporations may issue? When should a corporation pay dividends? Do you prefer a stock dividend or a cash dividend? Why? †¢ Why do corporations buy back their own stock? What does it tell you about the corporation? What effect does the purchase have on the price of a company’s stock? †¢ Chen, Inc. purchases 1,000 shares of its own previously issued $5 per common stock for $12,000.Assuming the shares are held in the treasury, what effect does this transaction have on (a) net income, (b) total assets, (c) total paid-in capital, and (d) total stockholders’ equity? Chen, Inc’s treasure stock is resold for $15,000. What effect does this transaction have on (a) net income, (b) total assets, (c) total paid-in capital, and (d) total stockholders’ equity? Week Four Discussion Questions †¢ Why are companies required to prepare a statement of cash flows? Why is the statement of cash flows divided into three sections? What does each section tell you about a company’s operations? What are some common ratios used to analyze financial information? Which are the most important? What are some examples of how ratios are used in the decision-making process? †¢ Two popular methods of financial statement analysis are horizontal analysis and vertical analysis. What are the differences between these two methods? †¢ What are the differences between the direc t and indirect presentation of cash flows? Why does the Financial Accounting Standards Board allow both methods? Which do you prefer? Why? †¢ Why must preferred stock dividends be subtracted from net income in computing earnings per share?Why is common stock usually not issued at a price that is less than par value? †¢ What three conditions must exist before a cash dividend is paid? Contrast the effects of a cash dividend and a stock dividend on a corporation’s balance sheet. Week Five Discussion Questions †¢ What is an example of a potentially unethical accounting situation? Why is the situation unethical? How do ethics affect a company’s financial results? †¢ Do you think the Sarbanes-Oxley Act has made a difference in the ethical behavior of companies regarding their financial accounting? Why or why not?

Classic English Literature Essay An Absolute Guide to a Profound Paper

Classic English Literature Essay An Absolute Guide to a Profound Paper You might be a literature lover and can tell apart Proust’s writing style from Woolf’s just by reading a single sentence. Or perhaps you’re not into reading and have no idea who are the people mentioned above. Sooner or later, you will be faced with a literature essay assignment and, then, you will definitely regret not bookmarking our ultimate guide on writing a classic English literature essay. So, don’t waste this opportunity – save our article as we’re going to tell you loads of interesting tips. But, first, let’s find out what the classic English literature essay is, and why you have to write it in the first place. This is an academic assignment where you must explore a certain literary work (or its part) through analyzing and presenting the results in a writing form. The purpose of this essay is to make you get to the bottom of a certain literary topic as by reflecting and expressing your thoughts on paper, you understand the subject-matter better and discover points you would never come across by only reading. And for a professor/supervisor it’s a great way to check your critical thinking skills as well as figure out whether you got the literary work right. 8 Elements of a Stellar English Literature Essay As you’ve already understood, this is a very important academic assignment both for you and for your advisor. That’s why it is essential to know how a good literature essay should look like, or, to be more precise, which significant elements it must contain. Thus, before starting all the preparations, you’ll have a clear idea of which direction you should follow. So, the main components of a stellar literary essay are: Excellent English: demonstrate your best command of language and spend as much time as you need to polish your work before submission – your level of English is the first thing your professor will assess. Relevance: who would like to read the description of main characters when your topic clearly states that you need to examine author’s writing techniques? Arguments supported by proofs: if you want to state a point, don’t forget to back it up with a quote or scene from the work you’re analyzing. Without clear evidence, your essay will be just some filler text without any value for the reader. Precise illustration: don’t get carried away with quotes or abstracts from the original text – your evaluator will appreciate curt but bright illustrations of the stated points without too much ranting. Appropriate background material: if you mention specific researches or use specialized terms, be sure that they are relevant to your essay. Don’t talk about Pavlov’s dog when your task requires you to analyze â€Å"The Hound of the Baskervilles†. Independent speculation: in your essay you should express your own thoughts, not the interpretations or assumptions of some literary critics – make sure you fill your writing with your original views with adequate conclusions. Concise expression: it is important to stay within the minimum as well as maximum word limit because you need to learn to convey complete thoughts using a considerate number of words. Precise citation: cite the sources when you use someone’s words, research findings or numbers in your essay; otherwise, your work will be considered plagiarized and not credited in a best case scenario (you don’t want to know what can happen in the worst one). All these elements are mentioned before giving any specific writing tips because it’s important for you to know what level of essay writing you have to reach. Now, if you keep these criteria in mind while doing the task, there will be less editions and remarks from your professors. Different Types of Topics You Need to Consider It’s not that difficult to find a literary work that you would like to write about because each of us has a favorite novel, short story or poem. The difficulty comes when you need to formulate the topic as it has to be broad enough to be covered in an essay, and, at the same time narrow enough to uncover the subject-matter within the given word limit. That’s why instead of providing you with topic samples, we’ve prepared a list of points instead – you can focus on one of them using any story or verse, and that makes them universal helpers when you need to craft a title for your academic assignment. What to Analyze in Prose So, when it comes to prose, you might want to concentrate on: Theme: this is the main idea of a literary work that you come across through the whole text. E.g. friendship, injustice in the world, poverty in the developing countries, war, etc. Characters: the personalities made up by the writer’s imagination can also make a good topic for an essay, especially if you consider them in terms of antagonists, protagonists, dynamic/static characters, etc. Plot: how does the author organize the story? Does he keep the reader in suspense? Does he provide you with any suggestions of what happens next? Analyze how the writer delivers the account of events in your paper. Setting: you can always dwell upon the location where the story takes place, and we mean not only its description, but also the symbolic meaning and how it influences the plot. Points of view: you might be interested to cover the angle of who tells the story and how it impacts the line of narration. Is it a separate narrator? Is it the participant of the action? Or maybe it’s an omnipresent teller? Language: the choice of words is a very interesting topic to research, especially in your favorite book. Consider whether there is a specific style of a writer and how it can be described. What to Analyze in Poetry Of course, you may use all these points to examine poetry as well, but there are additional angles you might want to pay your attention to: Stylistic literary devices: find and identify which figures of speech the author uses to intensify the effect of his poetry. Rhythm meter: these are different ways of how a poem or verse can be organized – how the accents and stresses are placed, how stressed syllables alter the unstressed ones, etc. Rhyme: There are many types of rhymes you may identify: end, internal, rich, partial or identical ones. Analyze them in your essay to better understand the structure. Symbolism: do the words used in the poetry really imply what their meanings are in the dictionary? Symbolism is very developed in poems and verses, so use the opportunity to research it well. This is quite a range to choose from, so whenever you feel stuck while coming up with a good topic for a literature essay, have a look at our list, and you will have the right idea for your writing. Pre-Writing Stage: Clustering, Freewriting or Listing? After you make up your mind regarding the topic, you need a kind of plan to make your writing smoother and quicker. Without planning and outlining, you might get off the beaten track and write about things not concerning your subject matter, and as you remember, relevance is of one of the elements of a stellar English literature essay. So, in order to get the idea what exactly you will put inside your paper, you need to brainstorm, and there are 3 decent ways to conduct this interesting activity. 1. Clustering This is a great technique for visual thinkers – take a piece of paper, draw a circle in the center and write there your topic. Then, draw a round of circles near the main subject and note your first associations and thoughts when you reflect over it. Each of the point that you will write down will also have offsets. This way you will include all the ideas on one sheet of paper and, then, will have a chance to filter them. 2. Freewriting This method unleashes all your speculation, and that’s super cool, especially when you need to consider the topic from different angles. Just imagine that you are going to write about Holden Caulfield (Catcher in the Rye) and spill everything in a flow of text. Don’t worry about spelling or punctuation. The main point here is in revealing everything you have on this topic. 3. Listing This is the easiest way to get down all your ideas on paper because you don’t need to draw anything or form whole sentences. Just list all those phrases or words that come to your mind when you think about the topic, and sort them out after that to leave only the most valuable concepts. Choose the most suitable brainstorming method for yourself and gather your ideas for the upcoming writing. And, in the meanwhile, we will tell you a few things about a perfect English literature essay structure. How to Create a Functionally Structured Literature Essay As any academic paper, a literature essay must have introduction, main body and conclusion. But to understand the internal difference, we’ll need look into each part separately and in detail. Introduction Here you might want to grab your reader’s attention, and, although your professors are not regular readers (and even if they are not hooked from the very beginning) they will still finish your essay because that’s their job. But with a great attention grabber you have all the chances to create a positive impression and eventually get a good mark. So, writing an essay on literary work, you may start with: Big idea everybody can agree/disagree with; Intriguing quote from the book; Unexpected statement (e.g. in the end everybody dies); Question; Addressing your professor personally. These triggers will make the reader follow the thread, and after having their attention you need to specify the author and his/her work as well as you main focus of study in a well-crafted thesis statement. Main Body Each paragraph in an English literature essay should have a certain structure that consist of 3 main elements: Point – you provide a statement that you want to prove (here it plays the role of a topic sentence). Evidence – you include a reference or quote from the text that proves or supports your statement. Explanation – you comment on how the example from the work proves you right: you concentrate on the importance of separate words, propose another interpretation or try to connect your point with the whole text. This scheme is often called the PEE structure and is widely used in academic literature writing. It helps to provide the reader with supported and valuable statements as well as generate a valuable essay. Conclusion In the last part of your literature essay you should first restate your thesis from the introduction. You can paraphrase it and add some details, but the essence should stay the same. After that, you need to sum up all your points briefly. In the end it is significant to emphasize why these points are essential and what value they bear. 10 Questions to Answer after You Finish Your Essay When you are at the final stage of completing your writing assignment, you need to make sure that your paper has achieved its purpose and really complied with the task you set for yourself. In order to check it, try to answer these questions: Have I determined the main terms I need to consider in my introduction? Have I presented the most important points in my main body? Are my arguments developed logically? Have I provided enough evidence to prove my points? Have I listed all the sources I used in my essay? Is my conclusion connected with the thesis statement and my topic? Is my essay easy to read? Are there any vague statements that may confuse the reader? Are there any grammar or spelling errors? Have I complied with the word limit? It is obvious that to answer these questions you will need to spend some more time editing and proofreading, but they will put you in the right direction. Take your time to polish your English literature essay writing and present your work to your professor in the best light. Good luck! Extra Tips from Our Service: 7 Interesting Essay Topics about English Literature Dwell on character’s transformation and decide whether the change is symbolic or realistic. Make a list about the most outstanding writers in the 20th century. Why did you choose them? Analyze the effect of the new technologies onto the writing habits. Choose a novel and discuss a symbol that suggests a wide range of associations that are well beyond the symbol itself. Choose two novels and discuss a similar issue raised in them (for example, the role of children’s courage in Little Women and Treasure Island. Analyze the literature of the 20th century and show how it both draws upon and departs from the traditional writing. Consider the significance of books for the development of a personality.

Essay about Absolutism vs. Consitutionalism

Essay about Absolutism vs. Consitutionalism Essay about Absolutism vs. Consitutionalism World History I-III Louis XIV and Charles II: Comparable yet Diverse Both Louis XIV and Charles II created pivotal points in time by their rule. Likewise, both countries turned to similar directions during both of their reign. This is no surprise, as both Louis and Charles had been good friends and had a strong relationship. In more than one circumstance, Louis and Charles shared the same beliefs and made decisions together; whether these decisions were known by the public or not. Although their personalities differed slightly, both rulers had very evident similarities, the nations developed similar due to their close relationship, and both stubborn, power hungry personalities gave the same effect on the different government and nation. While Louis and Charles had the same ultimate motive, the government originally in place when both entered their reign differed. During Charles’s reign, ruling after Cromwell, there was to be no absolute monarch. This however did not last, as Charles’ disso lved the parliament in 1681. Louis began reigning when absolutism was not unfamiliar. In fact, Louis’ reign reached the zenith of absolutism, taking away all French culture. This selfish and self-seeking character was shared between both Louis and Charles, as they were very close in relationship and belief. The existence and idea of parliament was out of the question for both rulers, especially if the parliament disagreed with their needs and wants. Their religion was shared as well, as Charles made a secret agreement with Louis to make England Catholic again, in exchange for money. Charles looked up to Louis and admired his ways, thus making their similarity inevitable. The similarities between both Louis and Charles impacted the ultimate government during their reign and the way the nation would develop. Both governments ultimately ended up as absolutism. Louis came to rule as an absolute government by dominating all aspects of culture. He claims to have come to rule by God , as most absolute rulers had said during this time period. Louis strengthened his absolute rule by eliminating the Edict of Nantes; thus ridding religious freedom. Louis was also known to hold festivities in the Palace of Versailles, which was aimed to motive his people and forced them to praise him. Charles, while he entered during a time of attempted absolute elimination, his many disagreements with parliament caused the removal of parliament. These disagreements included what Charles income should be, as well as the nation’s religion. Charles as well as Louis, not unlike most rulers, did not like their beliefs being disagreed with and decided it to be best to rid of parliament affiliation. The personality of the rulers ultimately decided the outcome of the country. Louis while scared he would lose the throne if he was not liked, did not do much to try to please his people (besides festivities with ulterior motive) and keep his reign. Louis wanted attention and power; he a lso did not want his beliefs questioned. Louis being a catholic forced all of France to become

Parasitic Flatworms Essays - Parasitology, Digenea, Helminthiases

Parasitic Flatworms Essays - Parasitology, Digenea, Helminthiases Parasitic Flatworms INTRODUCTION Imagine going to the doctor for a simple check up. Sure you've had some minor problems- indigestion, lack of energy, weight loss, and a bit of gas- but that's not out of the ordinary....or is it? In most cases you would be correct...but today is your unlucky day. The doctor has just informed you that you have a tapeworm parasite. PARASITIC CHARACTERISTICS By definition, a parasite is an organism that lives either in or on another organism. Infected organisms that are carrying a parasite are called host organisms- or hosts. This parasitic relationship can vary from benign to harmful- and sometimes even fatal. There are two main types of parasites: endoparasites and exoparasites, however endoparasites will be the focus of this paper, and flatworms in particular. Endoparasites are parasites that live inside the host organism. Endoparasites that inhabit vertebrates or invertebrates live off the nutrients in the food host organisms eat as well as the tissue of the host. These parasites not only live in the cavities of hollow organs but can also live within the tissue. Endoparasites can range from microscopic in size to 25 feet or more in length. Many worms are antiparasitic. Some live in the host's digestive tract feeding off the host's blood. Others, such as trichinosis, enter the host through the digestive tract and then migrate throughout the body tissue. Most microscopic worms secrete toxins into the hosts blood stream which then circulates and often causes damage to surrounding systems and tissue. The life cycle of endoparasites is as varied as the parasites themselves. Some parasites are permanent fixtures in a host's body, while others only live within the host for a limited amount of time. For example, parasitic worms can live within a host for up to 30 years! The host not even being aware of this fact because there are little or no symptoms of the invasion. Not only are life cycles varied for parasites but the number of hosts they live in are as well. Sometimes parasites live in only one host for their entire life- known as autecious - while others change hosts- known as heteroecious. In relation to the life cycle of parasitic worms, there are also different reproductive methods. Many parasites do not reproduce within their host, or reproduce to a limited degree. They are more likely to reproduce eggs that enter another host before they develop in the final host. These parasites just use their fist host as an intermediatory step in completing their life cycle. The species schistosoma ( Refer to Figure 1 ) from the class trematoda is an example of such a parasite. These parasites go through a life cycle in which they use an invertebrate, usually a snail as an intermediatory host. ( Refer to Figure 1a ) FLATWORM CHARACTERISTICS Flatworms from the phylum Platyhelminthes, are parasites that live within the intermediatory host but usually complete their sexual maturity within a vertebrate. They are broken into three major classes: Turbellaria, the most primitive, free-living class that resides either in or on a host, they generally live in a marine environment. Trematoda which is the small parasitic flatworm ( most of which are called flukes) has disk like suckers which attach to the outside or internal organs of their host, and the class Cestoda which consist of the parasitic flatworm known as the tapeworm. ( Refer to Figure 2 ) Tapeworms have no true digestive tract, therefore they live inside the digestive tract of vertebrates and some invertebrates, absorbing food through their body wall. They latch onto the walls of their host's digestive tract with suckers and hooks, located at their head, which is called a scolex. The phylum platyhelminthes are one of interest when discussing parasitic flatworms that in fect vertebrates and invertebrates. INFECTION Humans and animals are in continuous contact with microorganisms, because of this relationship there are numerous ways in which infection of flatworms can occur. Organisms that transmit parasites are known as vectors. Some vectors transmit parasites when they are eaten by the hosts. An example of this would be a flea eaten by a dog or cat. When the animal eats the flea, the immature form of the tapeworm emerges from the fleas body and later develops

Stalking Victimization in the United States Essay

Stalking Victimization in the United States - Essay Example Stalking behavior includes unsolicited phone calls, letters, e-mails and gifts; following the victim; turning up unnecessarily at the victim’s residence or workplace; spreading information or rumors about the victim. (BJS web site). Contrary to popular perception, Stalking Victimization is not confined to celebrities, but is widely prevalent in American society today, with 1 in 12 women and 1 in 45 men likely to encounter this crime. The majority of stalkers are known, even intimately, to their victims. In addition to the generation of fear and the disruption of lives, stalking is often the precursor to lethal violence. In this context, stalking has rightly been classified as a crime in all the States of America, although legal definitions may vary across jurisdictions. (COPS web site). The distinct characteristics of the crime make stalking â€Å"hard to identify, investigate, and prosecute† (The Police Chief, January 2009). As stalking behaviors do not conform to any norm, there can be no fixed response. Stalkers defy any standard psychological profiling, as their motives and backgrounds vary considerably. When stalking is linked to domestic violence, as it often is, the stalking aspect of the crime tends to be overlooked. Investigators are frequently hindered by the blurring of jurisdictions, as stalkers pursue victims across state borders. It is difficult to protect the victims, as stalkers are largely persistent, even in the face of punitive action. (The Police Chief, January 2009). Another contemporary facet of Stalking Victimization is the abuse of technology by stalkers to harass their victims. Social networking sites, such as Facebook, encourage the sharing of personal information. These sites are mined by stalkers to keep track of the victim’s activities. Tracking devices, such as Global positioning systems and cell phones, lend themselves to use by stalkers through the monitoring of

Summer Camp Vacation Essay Example | Topics and Well Written Essays - 1000 words

Summer Camp Vacation - Essay Example But when it comes to children living in foster care, having no real families to bond with they feel isolated and ignored. Therefore, we have programmed a three months free summer vacations camp for 50 children, to support foster parents who cannot afford to plan such involving activities for their adopted children that aim to keep them connected, busy and thus happy, by the help of our volunteer sponsors. Imagine that one day a stranger come and drag you out of your own home, separating you from your family, your room, your pets and your belongings, throw you into the car’s back seat and drives you to some strange place. Now it’s not been more than a day and you are again taken by another stranger to another new place†¦and you are only 5 years old!!! The foster care society helps such disturbed and misplaced children to accept, adjust and feel comfortable by giving them yet not another â€Å"stranger† to add into their lives but a â€Å"family† to bind with, parents to love and siblings to relate to. It also provides the support to the foster parents to â€Å"own† these kids and not only â€Å"adopt† them. We have been working since many years to provide such kids not only a shelter but a place that they call â€Å"home†. Our majority finances are provided by the government under its donations policy and from generous people like you who are ready to provide little comfort and contribute a small smile in the lives of others. You have a chance to be that special someone who could make a little change to the lives of these innocent souls. You could be that magic which brings smiles to their face, contribute a little towards giving them a better life and ultimately to give this society civilized individuals, the society that you, we and our children lives in! Let’s make this society a better place for our coming generations to live and let’s join hands in this noble mission and be a light of hope for them. Let’s make them better humans and not

Managing People in Engineering Essay Example | Topics and Well Written Essays - 2750 words

Managing People in Engineering - Essay Example However, since improvement is a continuous process, thereby certain changes and improved are desired which can be carried out in a collective way. Aims and objectives: The aims and objectives in the generic and simple terms can be defined as the overcoming of challenges faced along with the exploration of the new openings and horizons which would allow the company to perform further better and stand an edge over the compatriots in the same industry. Keywords: Market share, customers’ satisfaction, quality services. Challenges faced: Every new day brings along a new challenge with itself in the global scenario of organizations especially when the organization works on global trends and international level. Lantex is no exception and it is faced with equal number of challenges and this has caught the attention of the top management and thereby they have decided to investigate the overall scenario and look deep into the various sections and entities of the organization. Their eff ort in this regard is a multi fold and they aim to address not just the processes rather the individual performances and the relationship between the employees within and also the relationship with the other stakeholders and most importantly the overall attitude and response towards the clients and customers in a direct and indirect manner. As a Management consultant: the task is being assigned to a management consultant in form of being an overhead entity and watchdog to monitor the overall performance and investigate the areas of importance and improvement in the overall system and determine what level of improvement is possible and needed in each of the area. Task of the management consultant: Management consultant is an impartial individual who is assigned and hired for his services to determine the overall scenario and standing of the organization and determine what is being done, what should be done and how should it be done, against the processes and functions of what should be avoided, and how should it be avoided. Tasks at hand: Identifying the problems in the processes Identifying the loopholes Identifying the areas of improvement Over viewing the working relationship between the members Assessing overall management processes within the organization Evaluating the Human Resource aspect of the organization Creating the clear definition of legislation that allows for better performance and privileges enjoyed by the workers and employees at different levels within the organization. Comparing the different companies performance and take on the similar areas of operations How is the workforce planning is used to assess staffing requirements. In time delivery and ensuring the reach to the far regions speaks for the effective policy of the company that has been in place in order to meet the customers’ requirements. Vigorous planning is being induced into the network with due consideration of the kind of knowledge being required in each domain and als o the kind of expertise needed to ensure the in time delivery to the various segments. For example while the near areas delivery is being ensured on 24 hours bases from the time and point of order placement, the long distance orders may take long yet with the regard and consideration of keeping it to the least amount of time possible and

Problems that UEL Students Expect to Have Essay

Problems that UEL Students Expect to Have - Essay Example This research paper seeks to analyze the projected problems by the students in UEL in their quest for a successful career and how well they can plan to overcome them. Sampling method was used in the collection of data utilising the concept of questionnaires (Marshall 2005). Students within the sampled groups were expected to answer the given questions in the questionnaire by responding genuinely, and then analysis was done using qualitative and quantitative research methods as in the report. Methodology The quantitative research method incorporated the giving out of questionnaires to thirty students of UEL. Thirty questionnaires were prepared and handed out to selected students from the UEL institution. The method of sampling of the student was done at random to minimise on level of bias (University College London Hospitals 2006). Questionnaires are believed to reduce bias in the sense that questions are presented uniformly as there is no middle man intrusion (Ackroyd and Hughes 1981 ). At the same time, they are not expensive (Williams 2003). Questionnaire The greatest aspiration of many students is to develop and acquire a career of their own choice. The intention of this questionnaire is to obtain the views and opinions of students in UEL concerning how well prepared they are to face the career world. I sincerely request for your honesty in answering the questionnaire and presenting it back Questionnaire {Check in your box of choice with (X)} Code 1. What is your gender orientation? Male Female 1 2 2. What is your age? 17-20 21-23 24-26 27-29 30 and above 1 2 3 4 5 3. What is your race? Black White Asians Locals 1 2 3 4 4. What is your level/year of study? First Second Third Fourth Postgraduate 1 2 3 4 5 5. What is your course of study? Diploma Bachelor’s Degree Post Grad. Dip. Masters Degree 1 2 3 4 Specify your course of study, (e.g. Bachelor Business Strategic Marketing) ____________________________________________________________________ 6. (i) Do you intend to look for a job or further your studies after this level? (a) Look for a job 1 (b) Further Studies to the next level 2 (ii) If your answer is (a): What sort of employment will you seek for. Public Sector 1 Private Sector employed 2 Private Sector Self Employed 3 Others 4 Specify________________________________________________ (iii) If the answer is (b), how do you expect to finance your Studies? Government Sponsored 1 Get Scholarship 2 Self Sponsored 3 Others 4 Specify_________________________________________________________________________ 7. How would you react when you find your course of study is not marketable in the job field? Give up the career and follow another career line 1 Specialize in my line of study 2 Give in to misfortune and relax 3 Others 4 Specify________________________________________________________________ 8. What strategy would you apply in job searching? Networking with friends for opening 1 Utilize the internet connectivity 2 Walk from organiza tion to organization 3 Wait for any advertisement on newspapers 4 All of the above 5 Specify______________________________________________ 9. After getting employed, how do you expect to get promoted in your job? Work hard in the assigned work 1 Work and study relevant short courses to perfect my field of work 2 Don’

The Effects of Psychoactive Substance Abuse on Young People Essay

The Effects of Psychoactive Substance Abuse on Young People - Essay Example Drug and alcohol abuse have adverse effects on the mental health of young people, impacting on their ability to learn and to progress normally in the education system. Cannabis, for example, impairs cognitive development, in particular associative processes and recall, and affects the intoxicated student's ability to concentrate (WHO 2006), while cocaine consumption results in a range of cerebral complications, ranging from hallucination to paranoia (Wikipedia 2006). Many studies reveal a correlation between drug/alcohol abuse and poor grades, as well as with other behavior that inhibit learning, making substance abuse one of the top problems in youth education today. Psychoactive substance abuse also has a negative impact on the body. Both cannabis and alcohol impair psychomotor performance and visual perception, resulting in many fatal motor vehicle accidents, as well as complications such as seizures, and lung, kidney and brain damage (WHO 2006).

Why is it important for managers today to be entrepreneurial Essay

Why is it important for managers today to be entrepreneurial - Essay Example The world is witnessing competition in every corner and at every scale. The globe revolves around money. Money is the game changer and for that matter the business and economic arena is expanding every day swiftly. Now money is not only dealt with at organizational level, instead it has seeped into the lives of individuals. That means that in this twenty-first century, an individual can be an organization in itself given he/she is creative and capable enough. Such individuals are called entrepreneurs who are replacing managers. Whether this new trend could be successful depends on certain skills required that form the prerequisite of booming businesses. How similar are entrepreneurial skills similar to managerial skills would determine whether these two are contradictory or complementary in an organization. To start off with, the terms entrepreneur and manager need to be defined separately. According to the Merriam-Webster dictionary, an entrepreneur is that individual â€Å"who org anizes, manages and assumes the risks of a business or enterprise† or â€Å"one who organizes a new business venture in the hopes of making a profit. On the other hand a manager is â€Å"a person who conducts business or household affairs and does the job of management.†... This is because it is believed that only entrepreneurs with their skills of â€Å"creativity, intuition, goal-oriented, responsibility, self-confidence, independence, optimism, discipline and fantasy† can come up with possible solutions to the problem of poverty, unemployment and environmental hazards.(Papulova & Makros 2007). For managers, the required and basic skills are technical, interpersonal, conceptual and communication. These are the pre-requisites for having a healthy relationship with the leader and subordinates of the organization. If the manager fails to do so, the organization will also be deemed to fail. It would mean that the core of the organization is corrupt. Managers need to be prepared for the best and worst case scenarios. They have to play the role of entrepreneurs when at the peak of success or on the verge of tipping over. There are a few traits that should be present in both managers and entrepreneurs simultaneously. The interpersonal roles of figureh ead, leader, liaison, information roles of monitor, disseminator, spokesperson and the decision making role of entrepreneur, disturbance handler, resource allocator and negotiator need to show face at the right time. (Papulove & Mokros 2007). There are five stages of growth of an organization where the founder/leader needs managerial and entrepreneurial skills. The first phase that is pre start-up phase requires relevant knowledge of setting up a business, demand of the market and one’s own abilities. To be successful in this competitive world, one needs to have a new and unique idea at the initial phase. That certainly requires entrepreneur skills because rigidity is just not acceptable at this stage. The second phase is the survival stage. This is a

Problems that UEL Students Expect to Have Essay

Problems that UEL Students Expect to Have - Essay Example This research paper seeks to analyze the projected problems by the students in UEL in their quest for a successful career and how well they can plan to overcome them. Sampling method was used in the collection of data utilising the concept of questionnaires (Marshall 2005). Students within the sampled groups were expected to answer the given questions in the questionnaire by responding genuinely, and then analysis was done using qualitative and quantitative research methods as in the report. Methodology The quantitative research method incorporated the giving out of questionnaires to thirty students of UEL. Thirty questionnaires were prepared and handed out to selected students from the UEL institution. The method of sampling of the student was done at random to minimise on level of bias (University College London Hospitals 2006). Questionnaires are believed to reduce bias in the sense that questions are presented uniformly as there is no middle man intrusion (Ackroyd and Hughes 1981 ). At the same time, they are not expensive (Williams 2003). Questionnaire The greatest aspiration of many students is to develop and acquire a career of their own choice. The intention of this questionnaire is to obtain the views and opinions of students in UEL concerning how well prepared they are to face the career world. I sincerely request for your honesty in answering the questionnaire and presenting it back Questionnaire {Check in your box of choice with (X)} Code 1. What is your gender orientation? Male Female 1 2 2. What is your age? 17-20 21-23 24-26 27-29 30 and above 1 2 3 4 5 3. What is your race? Black White Asians Locals 1 2 3 4 4. What is your level/year of study? First Second Third Fourth Postgraduate 1 2 3 4 5 5. What is your course of study? Diploma Bachelor’s Degree Post Grad. Dip. Masters Degree 1 2 3 4 Specify your course of study, (e.g. Bachelor Business Strategic Marketing) ____________________________________________________________________ 6. (i) Do you intend to look for a job or further your studies after this level? (a) Look for a job 1 (b) Further Studies to the next level 2 (ii) If your answer is (a): What sort of employment will you seek for. Public Sector 1 Private Sector employed 2 Private Sector Self Employed 3 Others 4 Specify________________________________________________ (iii) If the answer is (b), how do you expect to finance your Studies? Government Sponsored 1 Get Scholarship 2 Self Sponsored 3 Others 4 Specify_________________________________________________________________________ 7. How would you react when you find your course of study is not marketable in the job field? Give up the career and follow another career line 1 Specialize in my line of study 2 Give in to misfortune and relax 3 Others 4 Specify________________________________________________________________ 8. What strategy would you apply in job searching? Networking with friends for opening 1 Utilize the internet connectivity 2 Walk from organiza tion to organization 3 Wait for any advertisement on newspapers 4 All of the above 5 Specify______________________________________________ 9. After getting employed, how do you expect to get promoted in your job? Work hard in the assigned work 1 Work and study relevant short courses to perfect my field of work 2 Don’

Why is it important for managers today to be entrepreneurial Essay

Why is it important for managers today to be entrepreneurial - Essay Example The world is witnessing competition in every corner and at every scale. The globe revolves around money. Money is the game changer and for that matter the business and economic arena is expanding every day swiftly. Now money is not only dealt with at organizational level, instead it has seeped into the lives of individuals. That means that in this twenty-first century, an individual can be an organization in itself given he/she is creative and capable enough. Such individuals are called entrepreneurs who are replacing managers. Whether this new trend could be successful depends on certain skills required that form the prerequisite of booming businesses. How similar are entrepreneurial skills similar to managerial skills would determine whether these two are contradictory or complementary in an organization. To start off with, the terms entrepreneur and manager need to be defined separately. According to the Merriam-Webster dictionary, an entrepreneur is that individual â€Å"who org anizes, manages and assumes the risks of a business or enterprise† or â€Å"one who organizes a new business venture in the hopes of making a profit. On the other hand a manager is â€Å"a person who conducts business or household affairs and does the job of management.†... This is because it is believed that only entrepreneurs with their skills of â€Å"creativity, intuition, goal-oriented, responsibility, self-confidence, independence, optimism, discipline and fantasy† can come up with possible solutions to the problem of poverty, unemployment and environmental hazards.(Papulova & Makros 2007). For managers, the required and basic skills are technical, interpersonal, conceptual and communication. These are the pre-requisites for having a healthy relationship with the leader and subordinates of the organization. If the manager fails to do so, the organization will also be deemed to fail. It would mean that the core of the organization is corrupt. Managers need to be prepared for the best and worst case scenarios. They have to play the role of entrepreneurs when at the peak of success or on the verge of tipping over. There are a few traits that should be present in both managers and entrepreneurs simultaneously. The interpersonal roles of figureh ead, leader, liaison, information roles of monitor, disseminator, spokesperson and the decision making role of entrepreneur, disturbance handler, resource allocator and negotiator need to show face at the right time. (Papulove & Mokros 2007). There are five stages of growth of an organization where the founder/leader needs managerial and entrepreneurial skills. The first phase that is pre start-up phase requires relevant knowledge of setting up a business, demand of the market and one’s own abilities. To be successful in this competitive world, one needs to have a new and unique idea at the initial phase. That certainly requires entrepreneur skills because rigidity is just not acceptable at this stage. The second phase is the survival stage. This is a

Understand a Child and Young Persons Development Essay Example for Free

Understand a Child and Young Persons Development Essay Physical development 0-3 months New babies start swallowing and sucking reflexes begin. They grasp your finger if you put your finger in their palm. If babies are held up on their feet they usually make stepping movements. When babies hear a sudden sounds or a light is suddenly switched on they will startle by moving their arms outwards and clenching their fists. Towards the end of 3 months babies look less curled up and startles less as they get used to their new surroundings. 3-6 months- By now they have grown in height and have gained weight. Babies are likely to cry less and learn the difference between day and night and are able to sleep through the night. They will start to smile and the sound of their parent’s voice, and start to lift and turn their heads. 6-9 months- Babies are more alert and turn their heads to see what is happening, they showing they are enjoying themselves by smiling and making noises. They can now react out to grab a toy and pass it from one hand to another. They try to communicate by making noises back to you as if they are talking and answering your questions. They also try to grab the spoon when you are trying to feed them at this age. Babies sit up with a support of their high chair or a person or propped up with pillows. They start rolling on their back from their fronts. 9-12 months- Most babies by now are starting to crawl and finding their way around, even if it’s rolling or shuffling. They now sit out without any support and they want to explore so much more. They pick up objects and become more skilled at this. They feed themselves with their fingers. 1-2 years- At this age children can stand up and hold onto furniture, they can crawl very quickly and being skilled at using their hands. They get repeative with things they do such as taking hat off or pulling socks off, this also gets the adults attention. At 18months they begin to find their feet more and enjoy the freedom it gives them. They now can sit on toys and push themselves along with their legs for example- a small truck. 2-4 years- At 2 years old children move confidently and enjoy walking and being able to choose what they want to play with. They may start running and climbing at this age or it could take them till 3 years, depends on the child. They now enjoy pedaling a tricycle or pushing it along with their feet. Some children at this age can walk upstairs using alternative feet. 4-7 years- Children are now using their hands everyday for themselves enjoying activities such as coloring, painting, threading, pouring, controlling a mouse on the computer, and using scissors. They are also able to catch and throw a ball, kick and control a ball. Being to write and using more fine motor skills. 7- 12 years- At this age children find writing and reading a lot easier, handwriting becomes neater and drawings. Also cutting things out is more accurate. From 9 onwards they can now read, write , draw. They have greater coordination and speed when carrying out both fine and large movements, Such as running, football. 12-16 years- Physical changes start happening to the body to prepare for adulthood. Girl’s puberty starts around 11 years, whereas boys may not start until they are 13 or 14 years old. This can cause embarrassment and fell anxious. 16- 19 years- Body changes to prepare for adulthood. Boys may get beards and their voices may start to change. Girls around the age of 15 or 16 will have finished puberty, whereas the boys may have started age 13 or 14 and is likely to take about 3 years to complete. Intellectual and cognitive development 0-3 months- Babies will recognize the smell and sounds of parents voice, they may stop crying when this happens knowing that they are safe. They also try hard to focus on your face, but hold them 20-25 cm away from you as they may be able to see you. 3-6 months- They start to notice mobiles and other objects around them and watch people move around. 6-9 months- Babies explore objects with their mouth as well as their fingers. They will spend a lot of time sitting and playing. Around 8-9 months babies understand that objects and people still exist even when they are not in sight. This is where they make a fuss when their familiar career leaves the room. 9-12 months- They explore objects with their hands and mouth. They start to recognize the daily routine, e.g. know when its dinner time, or bath time they get excited when maybe you start running the bath or put them in their highchair ready for dinner. 1-2 years- Children at this age start to understand more of what is happening around them, they understand more of what is people said. They also have an enjoyment of pop-up toys and play with building bricks and do simple jigsaw puzzles. They recognize the daily routines such as becoming excited when they hear the bath water running as they know its bath time. They start to want some independence at this age, and are developing as individuals. 2-4 years- Children at this age play with small world e.g. farm animals, peppa pig and pretend in the role play area they act out everyday thing and copy what they may have seen at home. E.g. mum washing up or dad making the dinner. They become interested in mark making, painting and books. 4-7 years- They will start to plan their own play and have definite ideas of what they want to do and achieve, they are also becoming even more independent. Children at this age concentrate when activity is interesting to them and have the ability to count and do simple calculations. They also read books silently on their own. 7-12 years- Children at this age can read books silently on their own, they also organize their own play and games and can problem solve e.g. how to play a game. And they enjoy practical situations in which they have to work things out for themselves. 12-16 years- At this age children can problem solve and reason on their own, they also understand the more abstract concepts. They also may try to push the boundaries at home and question why they are in place. 16-19 years- Young people at this age have a higher level of skills such as computers, mobile phone and all the latest technology. And they explore their own identity and develop own personality and create their own space. Communication development 0-3 months- Babies start to cry when hungry tired or distressed, they also start to coo when contented for about 5 weeks. Babies cry to communicate their needs and parents may start to understand the different is types of cries. Babies may stop crying when they hear their parents soothing voice. 3-6 months- At this age babies will start to smile back when they see a smiling face they also start to show they understand a little of what is being said to them. They try to communicate back by cooing and gargling 6-9 months- Babies arms start lifting up to show their parents or carer they want to be picked up they show they understand a little of what is being communicated to them by smiling and squealing 9-12 months- Babies are developing language at this age, they start to make tuneful strings of babbling. They start to point fingers to draw attention of parents for objects they want and have an understanding of what some words mean e.g. get excited when they hear words such as drink or dinner. 1-2 years- At 1 year old strings of babbling are still they way in which babies try to communicate but are beginning to use first words which are usually noticed bye their parents or carers around the age of 13 months. Children at 18 months are still developing their language skills, they start to use a few words e.g. ‘ juice’ ‘muma’ ‘dada’ they understand a lot more of what adults are saying to them. Towards the age of two years they may have a vocabulary of up to 200 words 2-4 years- Children at this age start putting together two words such as ‘daddy gone’ and their speech begins to be understood by adults. By three years their language is really starting to develop they express their ideas and are even starting to use sentences. Children at this age start to pick up what is being said around them and may use this in their communication. 4-7 years- Speech is now easily understood they are beginning to develop friendships and enjo y communicating with their friends and asking them questions. At the age of 5 plus they have the ability to socialize such as beginning to hear and make jokes. 7-12 years- At this age they are telling a lot more jokes and enjoy chatting to their friends. They will start to have verbal arguments with friends and family they also can become persuasive and make deals with people. At 9 years old they can now read write and draw and show imagination. 12-16 years- At this age they have good reading and writing skills they also can be persuasive and make deals with adults and peers. They can use phones and other technologies to communicate such as instant messaging sites. 16-19 years- At this age the use of phones and technology is very important to them to communicate with their friends. Friends are very important at this age more important than being with their family because they feel they are better to go to for support and advice. Social, emotional and behavioral development 0-3 months- Babies love close contact between their primary carers , especially when their feeding. Babies smile when they are asleep and they begin to smile when content around 5 weeks old. 3-6months- They sleep a lot less at this age, and smile more often as they are alert of parent’s voice and movement. They enjoy bath time. 6-9months-Babies around 6 months are usually settled in a routine. They smile a lot when they are playing with familiar people. 9-12months- Babies try to stay close to their parents or carers at this age. They will protest when they leave the room as they know they are gone and it might work to get them to come back. 1-2years- Children at this age stay close to their parents or carers and can get anxiety if people they don’t know come over to them or pick them up. This is the age they become interested in playing with other children, and appear to have signs of temper and frustration. 2-4 years- Children at this age play next to other children but not necessary with them, they copy what other children do and put this into play. Temper tantrums can become more frequent at this age. By the age of 3 years some children may play with other children more and they become more cooperative in play. 4-7 years- At this age they start to play with other children and they begin to form friendships and know who they like to play with, and may seek this friend out to play with. They may have the odd argument with their friend over a toy but it is soon resolved. They also respond well to adults praise. 7-12 years- Children have stable friendships by now and are going over to friend’s houses for tea and maybe over night. They have enthusiasm when given responsibility. E.g. when asked to watch little brother or sister. 12-16 years- At this age they have very strong attachments with friends and this is very important to them. They may experience pressure at school and become anxious about going to school. They start to try and push boundaries in their relationships with their parents. 16-19years- Young adults have confidence and enjoyment when it comes to relationships with their peers. They may feel left out if they don’t have a group of friends. Behaviour could be linked to low self esteem which could lead to drinking, drugs and early promiscuity. Moral development 0-3months- Babies have their first smile at about 5 to 6 weeks old. 3-6 months- Babies show joy by smiling, cooing and laughing when they are fed, comfortable or safe. 6-9 months- At this age babies show joy by smiling, cooing and laughing when they are fed, comfortable or safe. They cry when distressed or unhappy. 9-12 months-Babies at this age have no understanding of right or wrong, but starts to understand word ‘NO’ when applied with a firm voice. 1 2 years Sensitive to adult approval and disapproval, despite tantrums and bursts of anger. No understanding of right from wrong, but understanding yes or no. 2-4 years –No understanding of right or wrong but start to follow simple rules most of time. By the age of 3 and a half they are beginning to know right from wrong and are more self-controlled and less aggressive. They want to be good, but is not yet sure how to carry out most promises. 4-7 years –Children at this age are willing to be good, but may tell lies or blame others for doing wrong because of intense desire to please and do right. 7-12 years –Children at this age may experience guilt and shame. They have difficulty admitting mistakes. Is aware of right and wrong and they want to do right. 12-16 years –Children by now know right and wrong, they try to weigh up alternatives and make some decisions alone .And are usually reasonably thoughtful and at this age they are unlikely to lie. 16-19 years –Young adults at this age experiences feelings of frustration, anger, sorrow, and isolation. May become confused and disappointed and this could result in being interested in early promiscuity as response to physical-emotional urges.

Stages And Causes Of The Business Cycle Economics Essay

Stages And Causes Of The Business Cycle Economics Essay According to Burns and Mitchell(1946), who were the first that investigate the modern research methods of the economic fluctuations, economic fluctuations is a continuous model of recession, recovery, growth and decline of the economic activities around from a long-term trend. The continuous character of this model justifies the expressions cyclical fluctuations and business cycle although the movements have neither constant duration nor constant length. The perception that the economists had about the economic fluctuations changed with time and differs according to different schools of thought(the economic science is a social science and all the social sciences have political economy flavour). Before Keynes, the researchers of the economic fluctuations observed prosperity periods and crises periods. However, in 1930 economists understood that this discrimination didnt express the reality because during the growth period it is reasonable that there will be prosperity .However, it is also possible for the prosperity to coexist with unemployment , an indicator that is in the core of the crisis. That has an a consequence these two expressions (prosperity and crisis) to be replaced with the expressions peak and trough. The peak corresponds to the maximum point of GDP of the last time period of the economic growth. Similarly, the trough corresponds to the last time period where there is reduction in the economic activity. I would like to define and explain some terms that I will use to my later analysis and are fundamental in the understanding of the business cycle and the economic fluctuations. It is worth mentioning that the term business cycle does not only refer to one variable, for example the GDP which is the main indicator of the economic activity, but also refers to other variables like investment, consumption, expenditures, prices etc. Moreover an important point is that the variability of the economic fluctuations is not the same for all the variables. For example, the cycle of the investment has significantly greater variability than those of GDP. Another significant point that we will focus on later, is that if we use the GDP as the general rate of the economic activity then the other economic variables is possible to either commove or lead or lag the GDP cycle. Particularly, a variable commove with the GDP if the peak of the variable coincide with the peak of the GDP. If the peak of the variable is presented in time before the peak of the GDP then this variable leads the cycle of GDP. Otherwise, this variable lags the cycle of GDP. Furthermore, some variables move in the opposite direction. It is observed that the increase of the GDP is accompanied from decrease in unemployment. These variables are countercyclical. In the opposite case when the cyclical fluctuations are positively correlated with the cyclical fluctuations of the GDP(like consumption, investment, employment, the money supply and the money demand), we call these variables procyclical. There exist also variables that are neither positively nor negatively correlated with GDP and we call them uncorrelated (like real wages). Historical evidence and Theories The reasons of the economic fluctuations became the objective of extensive discussion from the 18th century. Before 1819 the classical economists rejected the existence of periodicity in the economic crises supporting that they are caused by uncorrelated externals factors (like a war).Jean Charles Leonard de Sismoni and Robert Owen were the first economists who after studying the Panic of 1825,they argued that overproduction and underconsumption were responsible for this economic crisis during the peacetime. In 1860, Clement Juglar identified the presence of medium-duration economic cycles (Juglar fixed investment cycle 7-11 years).Around a millennium later, other types of cycles were discovered. So there is a discrimination of the cycles according to their periodicity. The Kitchen inventory cycle which lasts from 3 to 5 years discovered by Joseph Kitchin (1923).The Kuznet infrastructural investment cycle (15-25 years) which was investigated by Simon Kuznets(1924).Very important was the contribution of Nikolai Kondratiev, which is known for his research about long waves of duration 45-60 years. The above mentioned economists intended to establish first the statistical existence of the cycles than interpreted them economically. Of course the answer to the question Why do the business cycles exist? is not easy and it depends on the economic and political school of thought. The classical economists (Smith, Ricardo, Mill, Marshall, Malthous, Pigou) consider that a change in the demand curve can be compensated by a corresponding change in the supply curve and reversely, and as a result the GDP deviates from its potential value which is expressed by the long-term trend. That is done through the price mechanism in the different markets (including the labour market, which classical economists found as a secondary importance phenomenon with transitive only character). As a consequence , prices consist the equalizing-corrective factor which guarantees the equality between the real and potential GDP and the avoidance of cyclical fluctuations. The Keynesian economists believe that the business cycle is the result of the changes in the aggregate demand. When price and inflation expectations are a bit inflexible then the swifts in the aggregate demand can cause large swings in real output. Furthermore, they aspire that the price mechanism is not enough to prevent the creation of cyclical fluctuations either from the demand or the supply side. From the demand side they think that investment and GDP do not correspond sufficiently to the increase of the money supply or the interest rate. As far as the supply is concerned, it cannot corresponds properly due to the rigidity in the labour market. That means that the wages cannot decrease more than to the point where it is determined exogenous by historical, social or institutional factors. The monetarists support that the price mechanism in the labour market is decisive for the mechanism that equalize the demand with the supply. According to their most eminent representative, Milton Friedman, the working population has asymmetric or incomplete information regarding the conditions that prevail in the general labour markets but they have complete information only for the labour market they are working. As a result the movement from the one labour market to the other that may equalize the supply with the demand is not possible, because of the lack of information. New classical economics are mainly associated with the work of Robert Lucas ,adopted Friedmans opinion ,regarding the lack of information in the labour market, but for this school of thought the expectations are shaped rationally , taking into consideration the current estimates for the recurrent evolution. According to Friedmans theory the expectations are shaping through the readjustment of the past errors. Provided that in Lucas theory the expectations are shaping rationally, then in the long-run the information errors approximate zero. Consequently, according to new classical economists and also Friedman the cyclical fluctuations owed to the information errors of the economic institutions regarding the accurate prices that equalize the supply with the demand. For Keynesian and monetarist economists the recessions indicate the failure of some markets to clear. There is another group of economists who claim that the recession is inside the structure of the economy, is an inextricable part of all economies. These economists introduced the real business cycles models (RBC models) which support that the existence of recession periods is the most efficient operation of the economy. The most popular economists of them are Finn Kydland and Edward Prescott (Chicago school) who were the winner of the 2004 Nobel Memorial Price in Economics for their contribution in the understanding of the business cycles(1982). This theory supports that the fluctuations are the results of real shocks in the economy like technological shocks .RBC models are based on supply shocks rather than demand shocks(like Keynesian theories) and they encourage the government to deal with long-run structural changing policies because according to them in the sort-run there is no thing that monetary and fiscal policy can do to control the fluctuations. Differences are observed not only in the creation frame of the cyclical fluctuations but also in the methodological frame. There are important differences between the older economists (1930-1950) and the newer. The recent theoretical models are formulated in uncertain environment (stochastic environment) whereas the older models were developed under certain conditions (deterministic models).In this important jump ,the contribution of the swift growth of econometrics and the technological advances is unquestionable . The empirical investigation of the business cycle, namely the statistical analysis of the data include the estimate of the duration, the variability and the intense of the cyclical fluctuations of particular macroeconomic variables such as GDP, consumption, investment, expenditures, prices etc. Moreover this study includes the investigation of lags ,leads, or the absence of correlation between this variables and the general rate of the economic activity which is the GDP. What is the business cycle? During the recession period ,the wages decrease and the unemployment level increases. On the other hand, when the recession period ends then the economy entries the growth period where the wages rise and the unemployment declines. The business cycle refers to the fluctuations to all the macroeconomic variables through time. We measure the fluctuations around a long-term trend. Mitchell (1913,1927) represented business cycles as a sequence of expansions and contradiction, particularly focused on turning points and phases of the cycle. These cycles are known as classical business cycles. Lucas(1977) defined the business cycle as the deviations of aggregate real output from trend. Lucas viewed the business cycle facts as the statistical properties of the comovements of deviations from the trend of the macroeconomic aggregates with those of real output. These cycles are known as growth cycles or deviation cycles. Although the term business cycle implies that the economic fluctuations are regular and predictable ,they are not. The more common are the recessions the more erratic they are. Sometime the one recession period is near the other. Sometime they abstain a lot. The problem of economic fluctuations can be clear looking at figure 1. The figure demonstrates the increase of the real GDP of the Greek economy for the period 1988-2008. If the economy had a 3% growth rate, that growth rate would not be smooth. The growth rate oscillate at 3% per year(this is the trend) as the straight line shows, but there are significant fluctuations from the trend. The recession periods are periods where the production of commodities and services decrease and it is represented in the graph with the negative growth rate of GDP. Concisely, we can say that the business cycle is the phenomenon of the recurrent fluctuations of the general economic activities that are observed in a period of time. Discrimination of the business cycles At one time, economists believed that the business cycle was regular with predictable duration, but nowadays we believe that the cycles is irregular with different frequency ,magnitude ,duration and different impacts on the economy. According to their periodicity and intense, the business cycles can be separated into: 1) Long-term cycle or Kondradiev cycle. The total duration is 50 years from which 20 years corresponds to the economic growth period ,then follows a 10 years stability period (at high levels) and in the last stage there are 20 years of recession. 2)Medium-term cycle or Juglar cycle. This cycle consists of an average7 to 10 years and it is usually referred as the business cycle. 3)Short-term cycle or Kitchin cycle. It is known as the commercial cycle and lasts 3-4 years. Stages of the business cycle Figure 2:The stages of the business cycle, Source: Wikipedia Joseph Schumpeter( ) was the first economist who supports that the Juglar cycle has four stages. Nowadays, all business cycles can be distinguished into four stages. The graph above is a diagrammatic representation of the business cycle. The stages of the business cycle and their main characteristics are the following: 1)Growth or expansion :at the beginning of this stage there is excess demand for commodities and services. In order the economy to produce them ,the output production and the employment should increase. Then the unemployment rate decreases and at the same time the GDP and the national income increase. The rise in total demand and production cause profits and the profits motivate people and industries to invest. However, as the expansion continues it causes an increase in the general level of prices, and the the first inflationist tendencies are obvious. 2)Peak :At the maximum point of the cycle the production and employment are in a really high level .Its the highest point between the end of the growth and the beginning of the recession. The economy reaches the full employment level and overconsumption is also observed. The GDP, the most important macroeconomic indicator is at the maximum point. However the prices become higher and higher and we can also perceive high inflation levels. 3)Recession or contraction: Recession is the period where the economy is shrinking. The characteristics of recession are the opposite from growth. In this stage there is a decline in the aggregate demand and a general slowdown in economic activity which lead the production to decrease. The GDP, the employment ,the inflation , the incomes fall during this period and in that pessimistic and uncertain environment there are no investment opportunities. If this stage lasts long and the prices continues to fall then deflation can appear.(deflation occurs when the prices are actually dropping-not disinflation) 4)Though: The though poses the end of the recession. The production is in its lowest level and the unemployment level is really high. Moreover the demand for goods is insufficient as the income level is really low and the inflation is high. The general enterprising climate discourages the investments and the majority of people and companies wait for the event that will end this stage. Causes of business cycle Many economists can agree that an ideal level for the economy is that of full employment(For James Tobin that means 0% level of unemployment, for William Beveridge that means 3% whereas for many other popular economists like John Maynard Keynes it fluctuates between 3%-10%). At this level all people who are able and are willing to work can find a job at the prevailing wage and unemployed workers can find work instantly. The inflation level is constant and all the inputs the economy can use, are producing outputs. The full employment level will rise when the population increases and when new technological developments are found. If nothing else disturbs the economy there is no reason why the economy come out from the full employment level. However, business cycles occur because disruptions to the economy shove the economy above or below the full employment level. The causes of the business cycles are distinguished between endogenous and exogenous. As endogenous reasons we can consider some variables which are determined out of the economic system like wars and revolutions, elections, changes in the price of oil, immigration, scientific developments, technological advances, financial bubbles. As endogenous reasons we mean the variables that are determined inside the economic system and they cause by themselves the business cycles. Some of them are: Monetary policies that attribute the fluctuations in the extension or the shrinkage of the money supply (Milton Friedman) The investment theories that are based on the interaction between the increase of the production and the investment.(Paul Samuelson) The theories regarding the labour market which attribute the economic fluctuations in the price stiffness(wages) (Robert Lucas) Shifts in the aggregate demand curve Shifts in the aggregate supply curve Monetary policy and economic fluctuations Taking into account the fact that investment is an important ingredient of GDP and the fact that investment is determined among other variables also by the monetary variables like the interest rate, we deduce that the monetary policy is a significant element of the economic fluctuations. Generally speaking, monetary policy is any policy related to the money supply. Monetary policy can cause recessions and booms. The interest rate is an important factor for the growth of the money stock. A company can cancel or postpone a financial or extension (investment the build of a new factory) because the cost of borrowing is high. Similarly, a consumer can cancel or postpone a new loan or the buy of the new house because the high interest rate can make this movement unaffordable. So the institution or the government that decide the interest rate for a country of for a group of countries (like Europe) can generate booms or recessions. There are two schools of thinking regarding the relation between the monetary policy and the economy. The Keynesian economists consider the private sector inefficient and unstable and support that the stabilization of the output can be done only by the intervention of the public sector. According to Keynes, the government needs to stress the fiscal policy actions and the central bank the monetary policy actions. The Keynesian economists support the government intervention especially during recession periods and the focus on boosting the government expenditures and decreasing the taxes in order to bolster up the aggregate demand. Nowadays, the current financial crisis is considered to be the worst since the Great Depression of 1930. All markets are suffering, many institutions ruins, many banks collapsed and the policy makers accept Keynes analysis after moving away the neoclassical models and governments and banks move to an unprecedented monetary and more fiscal expansion. The finan cial crises of 2008 has been characterised as the period of the resurgence to Keynesian economics. In growth period they suggest measures to decrease the aggregate demand such as increase of the interest rate. For Keynesian economists there is an indirect link between the GDP and the monetary policies. The other school of thought consists of the classical, new classical and monetarist economists who support the minimization of the government intervention in the economic activities. They think that governments role is to control the money supply and make the future expected expansions known to the public in order to reduce the inflation and has nothing to do with the demand. In addition this theory impose policies in favour of free markets. For both schools of thought the equilibrium is fundamental whereas their interpretation is different. For Keynesian economists the equilibrium expresses a situation where there is no tendency for change ,while for the liberals the equilibrium is a situation where the supply equals the demand. The question now is how does the monetary policies affect the real GDP according to these schools of thought? The Keynesian economists think that the monetary expansions rise the supply of loanable funds and that cause the decrease of the interest rate. The lower rates cause increase in the expenditures on investment and as a result the real GDP grows. They do not believe that the economy is always near the natural level of real GDP. On the other side, the monetarists argue that the money demand is stable and not easily affected to changes in the interest rates. In the short-run they support that the monetary expansions may increase the real GDP by increasing the aggregate demand. For them, the economy is not at or near the full level of real GDP except in the long-term where economy is operating at the full employment level of the GDP. In this case, monetary expansions can lead to persistent inflation (deflation: when the growth rate of GDP has a negative sign) and not to changes in the real GDP. Stabilization of economy imposing macroeconomic policies The appropriate macroeconomic policy can dampen the business cycle but do not eliminate it. It is observed that the macroeconomic policies that the government impose, have important influence to the short-term fluctuation of the output and the employment and as a result to the alleviation of the cycle : 1)Mainly directly through the government expenditures 2)Indirectly through the adjustment of the equilibrium between the consumption and the savings level (imposing taxes and monetary policies) In order to avoid the intense fluctuations of the output and the employment the government can impose fiscal policies and automatic stabilizers such as taxes and unemployment benefits. If the economy entries the recession period, the output and the unemployment increase. The unemployment benefits secure an income for the unemployed workers which bolster the aggregate demand from a sharp decrease of the income. Moreover, when the aggregate income decreases the total taxes income of the government also decreases and the disposable income remains constant. It is worth mentioning that the stabilizing policies which have not an automatic character are related to the lag problem, according to which the time of the delay in the detection of the problem or in the decision for intervention and activation of the policy, can contribute in the deterioration of the problem. The case of Greece Especially in this period, when Greece is facing several serious socioeconomic problems which have been enlarged due to the global crisis the implementation of a study concerning the investigation of the impact of the IMF, EC and ECB programmes for bailout will be of high contribution for policy makers, not only in Greece but in European Union in general. Greece, as one of the euro zone Member States faces economic problems which make borrowing by the markets not viable. The borrowing from the IMF, EC and ECB seemed to be the last resort borrowers for Greece. On the other hand the conditions under which the loans will be given to Greece will have a serious effect on the future for the entire Greek economy. All of the measures are oriented to the decrease of public deficits but concentrate only to the cuts of wages and salaries for the public servants, the pensioners and the employees of the private sector. This policy is expected to lead to the decrease of the demand site at present which will result in a further depression of the internal economy while in terms of current account for trade is possible to show better performance after the cut of the labour cost. Such expected results make the prognosis for the cost outcome for the entire economy at the completion of the program more interesting. Before continuing I would like to mention some serious economical-political events from the 1950 up to now which will help us to realize why Greece has so serious problems after the financial crises of 2008.Which was the economic conditions which lead the Greek deficit to be the highest in the Euro Area zone? How is it possible for a small country like Greece to have a public deficit of 300 billion Euros? From where they came from? However, Greece is not the only country whose budget deficit exceed 3% of the GDP which is a rule among the euro zone nations. But a look at the root of the deficit and the debt is important. I separate the time periods into four categories. 1)The Greek miracle 1950-1974 After the second World-War and the civil war (1946-1949) the Greek economy was destroyed and (recession period). There were no infrastructure, capitals, investment opportunities. The depreciation of drachma and the hyper-inflation deteriorate the economic situation of the Greek economy. The Marscall plan(1948-1951) and the Truman Doctrine(1947) helped the Greek economy as a large amount of capitals reinforced the Greek economy and in 1950 many macroeconomic variables(like output, investment level) become at the same level as before the second World War. However ,the inflation r eached the 10% and the Greek deficit the 25% of the GDP. From 1950 and afterwards the Greek economy began to recover rapidly. Afterwards the big depreciation of 1953 which took place for developmental reasons, the Greek Prime Minister undertook liberal economic policies releasing somehow the international trade while, because of the economic stability ,the Greeks began to entrust the drachma and to save up in drachmas instead of gold that was up to then the general rule. That increased the saving levels and at the same time contributed to the reduction of inflation. The Greek economy was in an unprecedented growth period and that lead to the Greek miracle. The destroyed Greece of 1948 began the decade of 1950 and 1960 to be developed with a growth rate that nowadays we can see only in China, that is to say growth rate around 10% each year. Greece had the most rapid growth rate (with Japan) in the all world. Greece signed customs union with the European Community of November 1962. Greece in 1960 knew a scary growth, new buildings, new streets, new factories, cheap workforce, big increase of productivity, big domestic investments from the savings that had begun from 1953. The paradise of each businessman and enterprises. At the period of dictatorship (1967-1974) the inflation was increased, the public debt was tripled, the growth was stopped abruptly and the corruptness of the government put barrier in European ambitions of Greece. 2)The postwar period 1974-1990 The change of regime found the Greek economy in stagnation and the international economy to be deplored. The liberal government followed tight economic policy without benefits, decreased little the inflation and Greece entries the growth period with the national product to be increased by 3%-4% per year. Moreover, the decade 1970 was the first petrol crisis and the Keynesian model starts to rock internationally. Greece had still enough margins of growth but this international conditions did not allow. Nevertheless Greece became member of the European Economic Community and the Greek economy late but regularly faces the international difficulties. That period the public debt was in the levels of the 28% of GDP. The next roughly 10 years the country will be sunk in a economic swamp and will come in front of enormous economic dead ends. The government changed in 1981 (-1989) and the socialistic government is in the wheel of the Greek economy. The big economic crises finished in 1982 but at the same time the inflation reached the 20% of the GDP, the public debt jumped in 1989-1990 to the 100% of the GDP while the government expenditures do not have any developmental vision and the deficits reached also the 20% of the GDP. The debt of 680 billion of drachmas in 1980 became 11 trillion of drachmas in 1990.In order to transfer this number in euros we could say that the 11 trillion that we owed in 1990 is the same like we say today 32 billions of Euros. That is to say the debt from 1990 up to today is 10 times higher in absolute numbers. Therefore from 1980 until today the debt has increased at 200 times reaching today the roughly 300-320 billion of Euros. The decade of 1980 Greece entered again a recession period where the productivity of work collapsed, the enterprises faced completely unstable economic environment while they had moreover to face strong trade unions, counterproductive labour culture, big increases of wage and restrictions in the increases of prices of their products. In addition the unemployment level from 2,4% in 1980 became 6,4% in 1990. 3)The neoliberal period 1990-2002 The liberal government (1990-1993) undertook tight economic policies but the economy could not come back in competitive orbit. The public debt had already a unverifiable ascendant orbit while the GDP remained stable because of the restrictive policies. That period began the first privatizations of public organisms. In 1994 the government became socialistic and after 3-4 years the deficits decreased, the inflation came back in one-digit number after roughly 20 years and the Minister of Finance attempted more privatizations than any other Minister of Finance in the world. That period, the effort in order to put Greece in the Economic and Monetary Union was intense. Thus, in March 1998 the drachma was depreciated and the European equivalent became 353,109 drachmas per Euro. While in 2001 Greece became a member of the IMF, the first revaluation of drachma took place and from 353,109 equivalence was shaped into 340,75. The growth jumped after a lot of years in 4%, the investment levels increased, the productivity of work increased, the unemployment decreased, the inflation approached zero and the debts declined. The public deficit continued to increase but no additional problems were caused as the GDP increased with positive rates. 4)The destructive period for Greece 2002-2010 As we saw in the theoretical study of the business cycle the growth period is followed by the recession period. The main element of this period, element that Greece could not manage, they are the low interest-rates. With the entry of Greece in the IMF the interest-rates that the citizens and the state were borrowed, fall dramatically. From 1997 many people and companies has begun to borrow from the banks. From 2001 and afterwards the government borrowed extremely high amounts from other banks in Europe. The public deficit increased more because of the Olympic Games of 2004 as a huge amount of capitals came from abroad. After the Olympic games and after 2-3 years expansive and social economic policy (2001-2004), the first structural problems appeared. The competitiveness of work began to fall, the growth rate began to decrease, the deficit and also the public debt increased. And as long as this vicious circle continued, the government continued to borrow in order to enfranchise social benefits in order to substitute the purchasing force that was lost because of the lack of competitiveness. Furthermore, the international conditions changed after 2001. The recession of the world- economies stopped Greeces growth opportunities initially. After 2003 the growth came back internationally, but Greeces weaknesses began to burden her backs. Consequently, late and regularly the lack of competitiveness, the increased public debt, the decreased productivity concerning the international competition, the big deficits ,the new economic crisis that began to appear from 2007 brought the Greek economy in a new precipice. The chart below represents the root of the Greek deficit as % of the GDP. Description of the methods for the estimation of the business cycles In this chapter the interest is focused on the basic characteristics of the main macroeconomic variables of the Greek business cycles.