Autocratic Style Of Leadership Education Essay Free Essays

string(60) " with the premise that it is possible for everyone to take\." Leadership is the procedure of act uponing others to work volitionally towards an organisations end and to their best of their capablenesss. The kernel of Leadership is followership. In other words, it is the willingness of people to follow that makes a individual a Leader. We will write a custom essay sample on Autocratic Style Of Leadership Education Essay or any similar topic only for you Order Now It is of import to the success of any group, although the nature and manner of Leadership needed in one status may differ well from that needed in another. Leadership is important in actuating and animating the work force. Some of the Leadership manners chosen are Autocratic, Democratic, Laissez-Faire and Paternalistic. 2.2.1 Autocratic manner of Leadership Autocratic manner is besides known as the autocratic manner of Leadership. In such a manner, determination devising is centralized in the manus of the Leader himself, who does non promote engagement by subsidiaries. Indeed subordinates thoughts might be actively discourage and obeisance to orders would be expected from them. Wise leaders maintain the usage of bossy methods to a lower limit as they know this attack closes the door to communications with the group they control ( Norman, S and Vigor, H 1991 ) . This manner of Leadership can be used at school particularly when the Administrators do non anticipate any feedback or justification ; that is one manner communicating is used. This can be used for illustration in a formal meeting with the Educator. 2.2.2 Democratic manner of Leadership Under this manner, leaders consult the group and beg their sentiment and engagement in determination devising procedure ( Sheikh 1999, p.145 ) . The democratic manner of Leadership is more appropriate in about all state of affairss in the school. Covering with people is the most ambitious undertaking to be done. Thus Administrators can follow this manner to obtain feedback of pupils and besides welcome suggestion for the best of the pupil. In the category the Educator can follow this manner to be certain that everyone has good understood the category delivered to them. In this manner Educator will cognize whether they have succeeded in their undertaking or non. 2.2.3 Individualistic manner of Leadership The individualistic manner is besides known as the free rein manner of Leadership. This manner may work efficaciously when the subsidiaries are extremely competent, able to exert self-denial and can hold the capacity to take determination ( Sheikh 1999, p.146 ) . Individualistic manner can be used when there is any event which is organized. The function of the Educator is to put their mark and leave the pupil on their ain to finish the work. Bing motivated in an event the pupil will probably to execute good in doing the readyings. 2.2.4 Paternalistic manner of Leadership The paternalistic Style of Leadership can be helpful if it used at school. The Educator already acts as a â€Å" Father † or â€Å" Mother † for the pupil. Some pupil is even more at easiness to discourse any issue with their Educator alternatively of their ain parents. This is due to the fact that about all parents work today and the pupil find merely the Educator to whom they can show their positions, feelings and sentiments. The Administrators can besides follow this manner with the Staff of the school. This will promote the Educator to work more assurance. Knowing that they are trusted, the Educator will be more motivated to work and will therefore give their best in their work. 2.3 Administrator as an effectual Leader Leadership is portion of good direction. A Manager with a acute sense of concern and an first-class cognition of planning, commanding and forming must be a strong Leader, although if his cognition is to be of any usage. The Manager seeks to see a Leader, it is of import that he understands the qualities, attitudes, behaviour and other ingredients that contribute to Leadership. Leadership is a procedure by which a individual influences others to carry through an nonsubjective and directs the organisation in a manner that makes it more cohesive and coherent. Harmonizing to Northouse ‘s ( 2010 ) Leadership is a procedure whereby an single influences a group of persons to accomplish a common end. In this position the Administrators needs to work together with the Staff in order to accomplish the purpose and aim of the school. The common end of Administrator and Educator for the school should be the success of pupils in their instruction. Peretomode ( 1991 quoted by Sharma, S 2011 ) stated that the importance of Leadership in school for achievement of school plans, aims and attainment of educational ends. Without a proper school Leadership the purpose of doing larning a success will non be possible. The administrative competences can be measured from assorted dimensions ; from the perceptual experiences of pupils, Educators, parents, communities the instruction and non-Teaching-Staff. 2.3.1 Poor Leadership If a Manager has hapless leading accomplishments, his subsidiaries will still make the occupation but in an inefficient manner. A hapless Leader will frequently neglect to win over his staff and will hold jobs in pass oning with the Staff efficaciously. A Leader demand to hold a certain upbringing, instruction and a â€Å" chopper † factor significance that he should hold the ability to lift above a peculiar state of affairs and to analyse it objectively. 2.3.2 Can Leadership be taught? Peter Drucker ( 1954 quoted by D’Alessio F.A 2006 ) presented a sound outline: â€Å" Leadership is of extreme importance. Indeed there is no replacement for it. But Leadership can non be created or promoted. It can non be taught or learned. † Nowadays positions differ on this issue. History has legion ordinary people who after holding studied become great Leaderships for illustration Mahatma Gandhi. This is a ground why there is a great support on the positions that Leader can be trained to follow the cardinal property of good Leadership. Peoples can go good Leader through acquisition and preparation. How can Leader be born in this grim universe of today, where everything alterations every twenty-four hours? It is more productive to get down with the premise that it is possible for everyone to take. You read "Autocratic Style Of Leadership Education Essay" in category "Essay examples" Everyone is a Leader in his ain and in whatever he does because each one has his ain manner of sing and making things. â€Å" Leadership and larning are indispensable to each other † . ( John F. Kennedy ) 2.3.3 Culture and Leader The clime is the feel of the organisation, the person and shared perceptual experiences and attitudes of the organisation ‘s members ( Ivancevich, Konopaske, Matteson, 2007 cited by UK essay. Case Study of Opito Organizational Management And Leadership. ) . The clime represents the beliefs about how the Staff feels at school. If the Staff is at easiness with the manner the school maps along with the manner of Leadership being adopted, this will finally take to Motivation of Staff. The pupils and the Staff of a school spend most of their clip in the school premises. Thus the clime should be adaptable to the pupils every bit good as the Staff for larning procedure to be successful. The ambiance should be enrapturing. 2.4 Educator as a Leader In category the Educator is the exclusive Leader. The Educator needs to be able to set up a positive civilization and environment in order to do the instruction of the category becomes successful. As reported by Koutsoulis ( 2003, cited by Krishnaveni. R and Anitha. J. , 2007 ) , pupils demand a humanistic attack, effectual communicating accomplishments of the instructor, better apprehension towards them, every bit good as ability to command the schoolroom. Educator need to hold good attitudes, communicating accomplishments, persuasive attitude and should be able to switch from a friendly attack to a more terrible attack as and when required. †It is the supreme art of the Educator to rouse joy in originative look and cognition † ( Albert Einstein, scientist ) . Educator need to supervise and measure each pupil ‘s public presentation to cognize what can be done for a better betterment. Every Educator has legion chances to act upon the environment in which he or she works. A research by Muijs ( 2003 cited by Chen 2007 ) said Leadership means the capacity for Educators to exert Leadership for learning and larning within and beyond the schoolroom. Each Educator should come to cognize the pupils profoundly and to understand their backgrounds, their involvements, their penchants in acquisition, and their household configurations. Furthermore Administrators need to give Educators chances to execute professionally so that they can comprehend their functions as of import. Educators need to be emotionally strong in covering with pupils. Educators should anticipate different attack as pupils are from different background. Bing A-Level pupils, they do non hold the adulthood yet to make up one’s mind of whether they are right or incorrect in their actions or in what they say. 2.5 Instructional Leader Effective Instructional Leaderships are intensely involved in curricular and instructional issues that straight affect pupil accomplishment ( Cotton, 2003 cited by Reading First Notebook ) . Leaderships can non pretermit other responsibilities, learning and larning should be the country where most of the Leaders ‘ scheduled clip is allocated. Instructional Leadership requires Administrators to liberate themselves of bureaucratic undertakings and concentrate their attempts on bettering instruction and acquisition. Instructional betterment is an of import end, a end worth seeking, and a end that, when implemented, allows both pupils and Educators to do a more meaningful learning environment. Blase and Blase ( 2000 quoted by Phillips J.A ) cite specific behaviours of Instructional Leadership, such as doing suggestions, giving feedback, patterning effectual direction, beging sentiments, back uping coaction, supplying professional development chances, and giving congratulations for effectual instruction. Instructional is more at the administrative degree. In short, Instructional Leaderships are those actions that a chief takes, or delegates to others, to advance growing in pupil acquisition ( Flath, 1989 quoted by Phillips J.A ) . The principal must possess certain accomplishments to transport out the undertakings of an Instructional Leader: interpersonal accomplishments ; be aftering accomplishments ; instructional observation accomplishments ; and research and rating accomplishments ( Lashway, 2002 quoted by Phillips J.A ) . There should be a good relation between the Administrators and the pupils. Instructional Leaderships need to cognize what is traveling on in the schoolroom. Without this cognition, they are unable to appreciate some of the jobs Educators and pupils brush. The Administrators need to follow up the undertaking of Educators by inquiring inquiries, sing schoolrooms, and reexamining subsequent informations to vouch instructional alterations are happening and advancement is being made. Furthermore, with the turning imp ortance of engineering in schools, Administrators besides need to be equipped with the cognition of engineering integrating in instruction and acquisition. In add-on to that they are responsible for guaranting that the Educators receive the counsel they require. 2.6 Transformational Leadership Transformational Leadership is a procedure that alterations and transforms persons ( Northouse, 2001 quoted by Almansour, Y.M. , 2012, p.162 ) . This means that Transformational Leadership is the ability to acquire people to alter, to better, and to be led. If the Rector and Deputy Rector are Transformational Leaders the Educators will be more divine to work. Harmonizing to Carlson ( 1996 cited by Ibrahim A.S A ; Al-Taneji, S. , 2012, p43 ) , Transformational Leader entails traveling people to a common vision by constructing trust and authorization. With this trust and authorization Educators will be more motivated to work in the involvement of the pupil, which is giving them a better learning civilization. Educators can therefore convey in their ain invention in the manner they deliver the acquisition method in the category. This can be done through the usage of power point presentation, relevant stuffs such as articles, books, press releases, magazines, newspaper and even the usag e of image, drawings and exposure when it is possible to make so. By coming in category and merely reading throughout the whole category will ne’er be a benefit to the pupil and the Educator will non even be able to hold on the full attending of pupil in this manner of educating. Thus the disposal should concentrate on offering engineering installations for the Educator to be able to go more advanced. Bass ( 1990 quoted by Rollinson D. , 2005, p.377 ) Transformational leader requires the leader to hold a vision of what needs to be done to get by with the state of affairs, the ability to pass on this vision to followings and the capableness to energies or animate them to alter their current manner of making things. As articulated by Bass ( 1985 cited by Ibrahim A.S A ; Al-Taneji, S. , 2012, p43 ) , four factors characterize the behaviour of Transformational Leader and they are: Figure 3: Behavior of Transformational Leaderships Individual Consideration is more about Leader giving support, taking attention, understanding and gives encouragement to others. This will profit the Educator if the administrative adopt such attitude. Intellectual Stimulation is to promote being more advanced and originative. The Leader of the school can therefore advance critical thought and job resolution for the Educator to make their work more expeditiously. Inspirational Motivation is that Leader motivated their followings to make the vision set. Thus the Rector and Deputy Rector need to actuate the Educator for larning procedure to be promoted. In this factor Leader has high outlook on the followings. Idealized Influence is a Leader who is an model function theoretical account. By being a function theoretical account for the Teaching-Staff, the Administrators will be trusted and respected in the determination devising. 2.7 Motivation Having a extremely motivated Staff it is the pupil who will profit more about this. The Educator will non waver to give their best when they are motivated. Without Motivation pupil will non be willing to larn and they will happen it tiring. It is of import that the Educator makes acquisition interested for the pupil to be motivated. Educators on their side demand to be motivated to go better Educators. Last but non the least the Administrators need to guarantee themselves that the school keeps on bettering. Participative Administrators require a civilization and manner that are unfastened and flexible to be able to react to the demands and endowments of single Staff. Frankincense Leaderships need to maintain Educators motivated for the Educators to actuate the pupil to larn. This shows that there is a rhythm on the Motivation at different degree of the hierarchy in on order to do learning procedure easier. This rhythm of Motivation is illustrated below. Figure 4: Cycle of Motivation 2.8 Types of Motivation Motivation at plants operates in two ways: the Intrinsic Motivation and Extrinsic Motivation. Intrinsic Motivation is more about the motive that comes within an single and Extrinsic Motivation is about factor which comes from outside an single. Extrinsic motive is easier to understand ; it consists of desire for a touchable wages. Harmonizing to Armstrong ( 1996 p. 299 ) Intrinsic Motivation is when people can actuate themselves by seeking, happening and transporting out work ( or being given work ) which satisfies their demands or at least leads them to anticipate that their ends will be achieved. Furthermore Armstrong ( 2002 p.56 ) elaborated that the Intrinsic Motivation factors include duty ( experiencing that the work is of import and holding control over one ‘s resources ) , freedom to move, range to utilize develop accomplishments and abilities, interesting and disputing work, and chances for promotion and growing. When a staff is per se motivated they will experience an involvement and will bask their work. Educators which are deciding in his work will probably present good instruction to the pupils. The intrinsic incentives, which are concerned with ‘quality of working life ‘ ( a phrase and motion which emerged from this construct ) , are likely to hold a deeper and long-run conseque nce because they are built-in in persons and non imposed from outside ( Armstrong 1996 p. 299 ) . Extrinsic Motivation is when people can be motivated by direction through such methods as wage, publicity and congratulations ( Armstrong 2002 p.56 ) . Extrinsic Motivation includes wagess, such as increased wage, congratulations or publicity and penalties such as disciplinary action with keeping wage or unfavorable judgment ( Armstrong 1996 p. 299 ) . Whenever an Educator has excelled in his undertaking he needs to be appraised by the Administrators. This will convey more motive when an Educator is rewarded when the latter has work good and with this the 4th demand harmonizing to Maslow Hierarchy of demands will be achieved that is the Esteem needs which include accomplishment, position and acknowledgment. Extrinsic Motivation has an impact on single in a short term period merely. However Administrators need to concentrate more on the intrinsic motive of Educator in order for the Educator to stay motivated on a longer clip footing. 2.9 Approachs to Motivation 2.9.1 Behavioral Approach Behaviorism is chiefly concerned with discernible behaviour, as opposed to internal events like thought and emotion ( McLeod, S 2007 ) . Behavioral is to detect any alterations in the behaviour. The Rector can follow this attack specially after giving direction or guideline to the Educator for a better acquisition procedure of the pupil. Harmonizing to Armstrong ( 2002 p. 57 ) behaviourists are interested merely in the external factors that straight influence behaviour and they believe that larning takes topographic point chiefly through the procedures of positive and negative support. The conceptualisation of larning utilizing this attack could be considered â€Å" superficial † as the focal point is on external alterations in behaviour that is non interested in the internal procedures of larning taking to behavior alteration and has no topographic point for the emotions involved the procedure ( Wikipedia ) . 2.9.2 Humanist Approach This attack focuses on acknowledging human capablenesss in countries such as creativeness, personal growing and pick ( Memiah Ltd, 2012 ) . This attack sees the positive nature of homo being which allows one ‘s fulfilment and potency. The highest round on Abraham Maslow ‘s ladder of human motivations is the demand for self-actualization of people which consist of: Awareness and credence of themselves, openness and spontaneousness, the ability to bask work and see work as a mission to carry through, the ability to develop close friendly relationships without being overly dependant on other people, a good sense of wit and the inclination to hold peak experiences that are spiritually or emotionally hearty. ( Spark Notes LLC 2012 ) . 2.9.3 Cognitive Approach The cognitive attack organisations accelerate the acquisition that takes topographic point by developing their apprehension of larning and by taking stairss which expedite the procedure ( Boolaky M and Gokhool D. , 2011 p.82 ) . Cognitive theory can be more utile to director that needs theory because it provides more realistic counsel on motive techniques ( Armstrong 2002 ) . Harmonizing to Cole ( 1998 cited by Boolaky M and Gokhool D. , 2011 p.82 ) the cognitive attack is doing sense of issues and state of affairss, of developing insight and understanding and of seeing forms in their environment. Educator following this attack can assist more in decision-making. With a better understanding Educator is likely to take the right determination at the right clip. 2.10 Importance of Educators ‘ Motivation The Educators ‘ Motivation is a key for effectual acquisition to take topographic point. One facet of motive, likely the hardest to alter, lies in the personality of the instructor ( Eggleton P.J ) . The chief aim of the school is the success of the pupil and for this aim to be met Educator need to be motivated to supply an efficient acquisition procedure to the pupil. To be able to learn the pupil Educator demand to possess a good cognition. Furthermore, to keep a category good Educator need to utilize some humoristic attack in order to hike up the motive on pupil and the Educator in return will besides be motivated to work. Besides, when Educators are motivated they will convey in personal technique to heighten pupil larning such as engineerings as the Educator has a great impact on the scholars. We frequently see pupils ‘ motive reflected in personal investing and in cognitive, emotional, and behavioural battle in school activities ( Fredricks, Blumenfeld, A ; Paris, 2004 ; Maehr A ; Meyer, 2004 ; Reeve, 2006 cited by Ormrod 2008 ) . 2.11 Factors act uponing Educators ‘ Motivation There are several factors that can act upon the Educators ‘ Motivation which are: A good environment demands to predominate in the school. The school needs to possess the needed equipment and stuffs so that the Educator can let the category to work efficaciously. Recognition and feedback of Educators when they put in excess attempt for their pupil. Educators know that they will hold support in times of trouble. Administrators need to affect Educator in determination devising. Staff ‘s sharing of thoughts is encouraged by the Administrators. Staff turnover: A low staff turnover will intend that Educator is happy with his work. Encourage Educator to take portion in extra-curricular activities. A sense of trust worthy reins amongst the Educators. 2.12 Decision Based on the expressions of the theoreticians, Leadership and Motivation were viewed in different angle. This will finally assist in the analysis portion of the survey to place what can be done to increase the Motivation degree at ICC-FVI. How to cite Autocratic Style Of Leadership Education Essay, Essay examples

Michael Porter Theory free essay sample

Literature Review on What Is Strategy BY khem123 Introduction: Strategy and management is one of the prominent and most discussed topic in the organization and business studies. Organizations today are challenged by many factors both internal and external and need to effectively address such, which makes only possible by the organization effective leader and their strategic view to overcome and take their company into profitable, competitive, innovative and change. Further, the shift of organization from being local onto global and so the factors of ross-cultural, internationalization cross-disciplinary knowledge of geo-economy, politics, business, market, volatile competition, wide range of customer, and other globalization factors brings further complexity and encounters, hence urgency of more robust leadership, strategy and creative approaches is at forefront than anytime in the history; to struggle and compete this dynamic challenges. In the Michael Porter (1996) literature What is strategy; one of the concept of the organization strategy can be understood as being different from the competitors nd so with the different end outcome and added value to the organization as a long- term advantages. We will write a custom essay sample on Michael Porter Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It means that, an industry or organization could be operated in a different way than its competitor, which will allow to achieve long-term value creation. In other words; strategy can be understood as, what are the organization unique positions in order to achieve organizational effectiveness, and competitive advantages at the end of the day. The author argues that; strategy can significantly be divided in a wider way of doing things. As a competitive way of thinking, industry has its own-target area and ways of doing the business, for example; defined vision and goals, particular business activities, objectives, niche customer, differentiated product or service, market segments, key technological drivers, different approach on marketing, and so forth. Also each company has its own rivals, key market presences and targeted economic outcome. However, every company is seeking for the unique ideas and plans to stay in the market for the longer period, to achieve strong conomy and become one of the competitive in its industry frame. This will help to achieve greater value to the industry. The basic notion of the strategy here is; it is a set of systematically planned actions that takes time out for a particular purpose on, how companies are going to be unique, achieve competitive advantages and sustain over longer span of time. This is the core essence of organization strategy. Strategy in relation to operational effectiveness; it is important to be stay ahead from the competitor and aggressively gain the efficiencies. However; competitor may act uickly with such manner to stay long term in the market. An organization may have chosen different area to stay in frontier from the rivals and putting more effort and superior performance to achieve goals. Such as deliver value to customers, comparable value at lower cost, creating activities to produce, sell and deliver of product and service, training employees, calling to customer, assembling final products etc. ; hence, the value created by these activities will help organization to lead than the rivals, and so company can performance better than its counter

Quotes From Lolita by Vladimir Nabokov

Quotes From 'Lolita' by Vladimir Nabokov Lolita, a controversial novel by Russian author  Vladimir Nabokov, was first published in 1955. The work centers around Humbert Humbert, a pedophile. Despite its controversial subject, Modern Library called Lolita one of the best novels of the 20th century.  Elizabeth Janeway, reviewing the book for The New York Times in 1958,  called it  one of the funniest and one of the saddest books shed ever read. The quotes below illustrate Janeways point. Illicit Desire Over the years, many critics have praised the beauty of the language in the novel, while voicing distress over the monstrous subject matter. The book, according to NPR, offers a depiction of love that is as patently original as it is brutally shocking.   Lolita, light of my life, fire of my loins. My sin, my soul. Lo-lee-ta: the tip of the tongue taking a trip of three steps down the palate to tap, at three, on the teeth. Lo. Lee. Ta. She was Lo, plain Lo, in the morning, standing four feet ten in one sock. She was Lola in slacks. She was Dolly at school. She was Dolores on the dotted line. But in my arms, she was always Lolita. - Part One,  Chapter 1There, on the soft sand, a few feet away from our elders, we would sprawl all morning, in a petrified paroxysm of desire, and take advantage of every blessed quirk in space and time to touch each other: her hand, half-hidden in the sand, would creep toward me, its slender brown fingers sleepwalking nearer and nearer; then, her opalescent knee would start on a long cautious journey; sometimes a chance rampart built by younger children granted us sufficient concealment to graze each others salty lips; these incomplete contacts drove our healthy and inexperienced young bodies to such a st ate of exasperation that not even the cold blue water, under which we still clawed at each other, could bring relief. - Part One,  Chapter 3 When I try to analyze my own cravings, motives, actions and so forth, I surrender to a sort of retrospective imagination which feeds the analytic faculty with boundless alternatives and which causes each visualized route to fork and re-fork without end in the maddeningly complex prospect of my past. - Part One,  Chapter 4 Imagery Nabokov revered words and believed that the proper language could elevate any material to the level of art, according to SparkNotes. In Lolita, language effectively triumphs over shocking content and gives it shades of beauty that perhaps it does not deserve. The following quotes show how Nabokovs character, Humbert, essentially, seduces the reader as easily as he seduces Lolita. Through the darkness and the tender trees, we could see the arabesques of lighted windows which, touched up by the colored inks of sensitive memory, appear to me now like playing cards-presumably because a bridge game was keeping the enemy busy. She trembled and twitched as I kissed the corner of her parted lips and the hot lobe of her ear. A cluster of stars palely glowed above us, between the silhouettes of long thin leaves; that vibrant sky seemed as naked as she was under her light frock. I saw her face in the sky, strangely distinct as if it emitted a faint radiance of its own. Her legs, her lovely live legs, were not too close together, and when my hand located what it sought, a dreamy and eerie expression, half pleasure, half-pain, came over those childish features. - Part One,  Chapter 4All at once we were madly, clumsily, shamelessly, agonizingly in love with each other; hopelessly, I should add, because that frenzy of mutual possession might have been assuaged only by our actually imbibing and assimilating every particle of each others soul and flesh. - Part One,  Chapter 4 Now I wish to introduce the following idea. Between the age limits of nine and fourteen there occur maidens who, to certain bewitched travelers, twice or many times older than they, reveal their true nature which is not human, but nymphic (that is, demoniac); and these chosen creatures I propose to designate as nymphets. - Part One,  Chapter 5Oh Lolita, you are my girl, as Vee was Poe’s and Bea Dante’s, and what little girl would not like to whirl in a circular skirt and scanties? - Part One, Chapter 25 Obsession Obsession eventually consumes Humbert, who at times seems disgusted at himself. But, the reader is also made to feel unclean for being drawn so completely into the story of Lolita. Lolita, when she chose, could be a most exasperating brat. I was not really quite prepared for her fits of disorganized boredom, intense and vehement griping, her sprawling, droopy, dopey-eyed style, and what is called goofing off a kind of diffused clowning which she thought was tough in a boyish hoodlum way. Mentally, I found her to be a disgustingly conventional little girl. Sweet hot jazz, square dancing, gooey fudge sundaes, musicals, movie magazines and so forth these were the obvious items in her list of beloved things. The Lord knows how many nickels I fed to the gorgeous music boxes that came with every meal we had! - Part Two, Chapter 1I seldom if ever dreamed of Lolita as I remembered her as I saw her constantly and obsessively in my conscious mind during my daymares and insomnias. - Part Two, Chapter 2My heart was a hysterical unreliable organ. - Part Two, Chapter 25It was  love at first sight, at last sight, at ever and ever sight. - Part Two, Chapter 29I am thinkin g of aurochs and angels, the secret of durable pigments, prophetic sonnets, the refuge of art. And this is the only immortality you and I may share, my Lolita. -  Part Two, Chapter 36

Cutting the Mustard

Cutting the Mustard Cutting the Mustard Cutting the Mustard By Maeve Maddox I read an online comment in which the writer said that something wouldn’t â€Å"cut the muster.† I cruised the web a bit to see if this is a common alteration of the idiom to cut the mustard. It doesn’t seem to be too wide spread, but it’s out there. Apparently there’s a mix-up with the expression to pass muster, meaning â€Å"to meet a required standard.† Ex. You call that project â€Å"finished†? It doesn’t pass muster with me! muster: Chiefly Mil. An act of calling together soldiers, sailors, prisoners, etc.; an assembling of people for inspection, exercises, etc. We can say: The general mustered his troops. The private did not pass muster because his shoes were dirty. The expression to cut the mustard derives from associations with the spicy condiment. The expression keen as mustard dates from 1679. Ex. That lad is keen as mustard. (He’s enthusiastic and bright.) Mustard is pungent. It’s strong. It’s hot stuff. It adds flavor to bland food. There was a cowboy expression, the proper mustard, which meant â€Å"the genuine article.† Perhaps from that use mustard came to mean â€Å"the best.† The word â€Å"cut† in the expression hasn’t anything to do with snipping off leaves. It’s used in the sense it has in the expression to cut a fine figure. A person who can cut the mustard has strength and energy. It’s the lack of these qualities that would cause someone to say, â€Å"He’s too old to cut the mustard.† Being unable to cut the mustard doesnt always imply that a person is too old. It may mean that the person, of whatever age, simply hasnt got what it takes to perform a particular activity: Perhaps I could get a job as a maid in somebody’s houseIdden convinced me I would never cut the mustard at this occupation. Hons and Rebels, Jessica Mitford. Marlene Dietrich and Rosemary Clooney used to sing a song called Too Old to Cut the Mustard. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesUsed To vs. Use ToEnglish Grammar 101: Prepositions

Gold Research Paper Example | Topics and Well Written Essays - 1750 words

Gold - Research Paper Example Introduction Gold is a dense element having a shiny, soft and malleable surface. Its chemical symbol is Au which comes from a Latin word Aurum. It has an atomic number of 79. Gold is among the non-reactive metal, thus, it many functional uses in manufacturing industries and natural environments. It has rust resistance i.e. does not react with oxygen. It is a good conductor of electricity being able to convey a very tiny electrical current in temperature ranging from -550 to +2000. 1 This metal is among the most ductile metals, thus, it allows to be molded into very small threads or wires without breaking. Furthermore, gold is malleable. This makes it possible to be shaped into extraordinary thin sheets. It is known to be the least absorptive material, but most reflective of infrared energy. Gold with a high purity has the capability of reflecting 99 percent of infrared rays. Also, gold is among the best heat conductors or thermal energy. This makes it to be used to transfer heat away from very delicate instruments, like electronics. Gold alloys, being the most tenacious and long performing material that is used to guard electronics against high temperatures produced by them. Place on earth where gold is mined include Australia, Alaska, Spain, South Africa (Witwatersrand) and other parts of Africa. South Africa remains one of the biggest gold producers in the world. Figure1. Sample image of gold in a pan taken from gold mine in Alaska. Its shinny and can be seen from a far distance in the pan. General properties Below table gives the major general properties of gold which are going to be discussed further and distinguished into chemical or physical classification. General properties of gold. Atomic Mass 196.9655 g.mol -1 Boiling Point 3129 K, 5173  Ã‚ °F, 2856  Ã‚ °C Standard potential +1,68 V ( Au+/ Au ) Ionic Radius 0.137 nm (+1) Vander Waal Radius 0.144 nm Density 19.3 g.cm-3 at 20 °C Electronic Shell [ Xe ] 4f14 5d10 6s1 History Discovered Middle easte rn (Before 6000 BC) Table1. The common properties of gold material, It shows both physical and also the chemical properties of gold. Occurrence in Nature It occurs in its compound and also in native state (It’s Free State). 2 Gold is not combined with any other element in nature. Telluride (a compound of element Tellurium) is the most common compounds of gold. For example, gold telluride (AuTe 2) is mostly composed of mineral calavarite. Also, gold is found in Nuggets and chunks large enough to see. 3 This enables people to mine gold by picking and collecting it from the rivers and streams. Gold estimation abundance in the earth crust is around 0.005 Parts per Million. 3 This makes a very small fraction as compared to Iron and other metals. Many people believe that, about 70 million tons of gold are found in oceans. This has led to many ocean exploration of gold by many individuals and also some hold a belief that around 10 billion tons of gold are found at ocean bottoms. How evwer, no one has ever found a means or a mining way to exploit that bottom gold. Researchers are working extremely hard to discover a way to exploit that bottom ocean gold, dissolved in seawater. Figure2. Pieces of gold attached to a chunk of quartz. Gold is found in Nu

Testing on Animals. Some people are FOR and some people are against Essay

Testing on Animals. Some people are FOR and some people are against - Essay Example Animal testing or animal research involves using animals other than humans for doing research. While such studies may involve mere observation of the animals or their behaviors, in most cases, tin many cases, they involve subjecting the animals to unnatural situations such as in the case of drug testing. Some of the animals that are commonly used in research include mice, guinea pigs, frogs, birds, zebra fish, and primates, to mention but a few (Humane Society International, 2014). Different organizations offer different statistics relating to the number of animals that are used for research across the world and in the U.S. annually. According to Speaking of Research (2014), between 13.6 and 25 million animals are used for research in the United States annually. According to ProCon (2014), roughly 26 million animals are subjected to research tests for commercial or scientific purposes in the United States of America alone annually. In New Zealand and Australia, in excess of six milli on animals are used for teaching and testing annually according to Animals Australia (2014). The statistics, as varied as they are for the few countries mentioned, are nothing short of appalling. The reality is that millions of animals are used for experimentation throughout the world, and more so in developed countries. Do Something (2014) notes that more than 100 million animals suffer burns, abuse, or are poisoned in labs in the United States annually. Many of the animals used for testing die accidentally during the tests or are intentionally killed by researchers. One wonders whether or not it is right for animals to be subjected to pain and suffering by humans as they try to look for solutions that face the world. Different people have different views concerning animal testing. While some experts note that animal testing is useful because it goes a long way in saving humans from preventable deaths and provides good testing grounds for new products, others note that the

Land Use And Land Cover In Ethiopia Environmental Sciences Essay

Land Use And Land Cover In Ethiopia Environmental Sciences Essay This research will focus on population dynamics and effects on the state of natural resources and processes of degradation in the lowlands of Ethiopia. Many developing countries are using their natural resources at rates faster than the natural rate of replacement to sustain their rapid population growth; to generate foreign exchange; and to produce raw materials for industries. Millions of poor farmers destroy vast tracts of forest lands to make room for agricultural activities that will provide sufficient food for their household, community or country (Bartelmus, 1986; Drechsel et al., 2001; McNeill, 2006; Appiah et al., 2007). Agriculture, which dominates most of the African economies, has been the main focus of national development plans of governments. In line with this, a variety of land policies and reforms have been instituted in many African countries in an effort to improve the performance of the agricultural sector, but not always with success. In most countries, traditional agricultural practices and low productivity still persist despite major reforms and large monetary investments to transform the sector. Where agricultural innovations have been introduced, short-term successes have often been followed by long- term environmental problems (Miay, 1976; Drechsel et al., 2001; Appiah et al., 2007). The most frequently occurring and rapidly accelerating problem related to agricultural activities is environmental degradation. In practice, most agricultural programs tend to place a heavy emphasis on increasing production and less on resource management and conservation. As a result, the social and environmental implications of population and land-use and land cover changes are overlooked until a serious physical deterioration occurs (Miay, 1976; Fischer, 1993; Davol, 1998; Makhanya, 2004; Long et al., 2006). In Ethiopia, agriculture is the largest source of employment and foreign exchange: it supports some 85% of the working force, produces about 50% of the gross domestic product and generates over 90% of the countrys export earnings. Because the sector is overwhelmingly dominated by subsistence endeavors land degradation is widely prevalent (Dejene, 1990). This problem is further exacerbated by the heavy concentration of population and economic activities on climatically-favored highland areas of the country. The highland areas (defined as lands above 1,500 meters above sea level) constitute 40% of the total area of the country, 66% of the total cultivated land, 90 % of its arable land and nearly 45% of the grazing land, and support about 80% of the livestock and 88% of human population. As a result, these areas happen to be the most vulnerable and degraded physiographic regions in the country (Bruene, 1990; Woldemariam, 1990; McCann, 1995). As a consequence of population growth and hea vy economic activities, land suitable for cultivation is running short in much of the highland regions of the country. As a result, recent years have seen population relocation to the lowland areas where population size and densities are relatively low. However, this has brought about complex changes in the socio-cultural, economic and ecological conditions in the Beles valley of Metekel, northwest Ethiopia (Abute, 2002), one of the areas to which population shifts have taken place. Yntiso (2003) and Abute (2002) document these changes by indicating how massive resettlements in the 1980s have impoverished the indigenous population and created hostility among ethnic groups in Beles valley, Metekel. These studies, however, give much less emphasis to population dynamics and land use and land cover changes resulting from these changes. Assessing ongoing changes in population dynamics and land use and land cover in this region is vital given the fact that more development endeavors (for example, hydropower generation, irrigation, and mechanized agriculture) are being undertaken by the government. At three percent, this area also has one of the fastest population growth rates in the country (CSA, 2008). The consequences of all this on natural resources degradation and management need further investigations. Review of Related Literature This section reviews existing literature on population and environment interactions and the effects of these interactions. In doing so various perspectives on how population dynamics affects the environment are reviewed. Views on Population Dynamics and the Environment The study of the size, growth and characteristics of human population has a long history. Yet, there is no consensus pertaining to its consequential effects on the environment and the ways to solve the resultant problems (Jolly, 1994; Stock, 1995). Population experts offer four different perspectives (models) regarding population dynamics, consequences and ways of overcoming its effects. These perspectives include the models of classical economists, neo-classical economists, dependency and intermediate variables (Jolly, 1994; Stock, 1995; Kalipeni, 1996). Classical economists argue that high population growth results in environmental degradation. Their theory is grounded on the work of economist Thomas Robert Malthus (1873) who argued that population grows faster than food supply. Furthermore, he suggests that humans have to take actions to reduce fertility. Consequently he suggested abstention from sexual intercourse and chastity. If population growth is left unchecked, he argued, natural checks such as famine, pestilence, and war will reduce population growth. Today, neo-Malthusian population experts like Paul Ehrlich and Garrett Hardin (cited in Sherbinin et al., 2007) and others believe that Malthus prophecy is currently happening in Africa where the pace at which population is growing is higher than the rate at which the economy is growing (Jolly, 1994; Stock, 1995; Muriithi, 1996; Panayotou, 2000; Drechsel et al., 2001; Perz et al., 2005). These experts suggest fertility reduction as the key to preventing environmental destructi on and to improve living standards (Jolly, 1994:72; Sherbinin et al., 2007). Neo-classical economists, on the other hand, stress that inefficient market and inappropriate pricing policy as the causes of environmental degradation (Jolly, 1994; Sherbinin et al., 2007). In other words, inept government policies are responsible for this problem. Jolly (1994:66) and Panayotou (2000) suggest a course of actions like reducing subsidies that encourage over exploitation of resources, make people to pay full costs of using common resources that make the market more efficient and effective as the best way to overcome this problem. The proponents of the dependency model, on the other hand, argue that uneven distribution and consumption of resources is more culpable than population size and growth. In this case equitable distribution and consumption of resources is the obvious solution to tackle the problem (Jolly, 1994; Stock, 1995; Kalipeni, 1996; Perz et al., 2005; Sherbinin et al., 2007). Proximate causes Proximate causes Other Factors Environmental Factors Soil quality, topography, etc Biophysical Drivers Fires, droughts, floods, etc Social Events Social disorder, sudden displacement, abrupt policy shifts, etc Wood extraction Fuel wood Charcoal Production Infrastructure Expansion Transport Market Settlements Public Service Private Company Agricultural Expansion Permanent Cultivation Shifting Cultivation Cattle Ranching Colonization Demographic factors Natural increase Migration Population density Population distribution Cultural Factors Public attitudes and beliefs Individual household behavior (unconcerned about resources, rent-seeking) Policy and Institutional Factors Formal Policies (economic development, credit) Policy climate (Mismanagement) Property rights Technological Factors Agro Technical Change ( Intensification) Agricultural production factor Economic Factors Market growth Commercialization Economic structure Urbanization Price increases, etc Proximate and Underlying Causes of deforestation (Source: Geist Lambin, 2002, figure 1, p. 3) Underlying Causes Figure 1.1: Conceptual framework of Proximate and Underlying Causes of land use and land cover changes (Source: Geist Lambin, 2002, figure 1, p. 3) Theorists known as the proximate determinists argue that high population growth alone does not cause environmental degradation. They contend that population increase should be linked to other factors to result in environmental degradation. In other words, high population increase aggravates resource loss in conjunction with other factors like level of technology, consumption, institutions, poverty and policies (Jolly, 1994; Turner, Meyer and Skole, 1994; Barrow, 1995; Lambin et al., 2001Carr et al., 2005; Perz et al., 2005; Harte, 2007; Pabi, 2007; Sherbinin et al., 2007). In sum, there is no simple co-relation between population dynamics and environmental degradation. It is, however, very important to consider critically the relationship between environment and population and the resultant impact from demographic and non-demographic variables as indicated in the conceptual framework below (Figure 1.1). Causes of Land Use and Land Cover Changes This section reviews existing literature on causes of land use and land cover changes. In doing so, various empirical findings on causes of land use and land cover changes worldwide including Ethiopia are reviewed. Land use and land cover changes are the results of the interplay of many factors. The simple assumption that land use and land cover changes have been caused by few factors do not hold true. Rather, many interrelated complex factors best explain the processes of land use and land cover changes (Lambin et al., 2001; Lambin et al., 2003; Liverman et al., 2008). The same authors further contend that Identifying the causes of land-use change requires an understanding of how people make land-use decisions and how various factors interact in specific contexts to influence decision making on land use (Lambin et al., 2003:216). Decision making processes in turn are affected by different factors prevailing at local, regional and global level. Different researchers have put the reasons for land use and land cover changes in two broad categories as proximate (direct) and underlying (indirect or root causes) (Geist Lambin, 2002; Liverman et al., 2008). Lambin et al., (2003) further contend that proximate factors occur at local or household/farm level whereas underlying factors emanate from regional, country or even global level. As a consequence, proximate variables are context and region specific while the root causes on the other hand will be the result of complex political, economic and social conditions occurring at a distance. Farm level analysis allows to address proximate causes and to interpret them in reference to underlying causes (Mottet et al., 2006). Long, et al., (2007) identify industrialization, urbanization, population growth, and Chinas economic reforms as major factors of land use changes in Kunshan. Another study in Zimbabwe also recognized that pressure for agricultural land, building materials and fuel wood triggered land use and land cover changes (Mapedza et al., 2003). The study by Brink and Eva (2009) also reveals that there is a significant degree of land use /cover change in Sub-Saharan Africa. These changes have resulted due to manmade and natural drivers related to high rate of population increase, economic development and globalization on one hand and natural hazards such as floods, landslides, drought and climate change on the other end of the spectrum (Brink and Eva, 2009). The study conducted in Afar, Ethiopia, identified more than fifteen factors that cause land use and land cover changes (Tsegaye et al., 2010). The driving forces documented in the study include migration from nearby highlands triggered by drought, land tenure and government policy changes only to mention some (Tsegaye et al., 2010). Another study in the Central Rift Valley of Ethiopia reveals that population growth, decline in agricultural productivity, land tenure change and erratic rainfall have the major drivers of land use and land cover in the area (Garedew et al., 2009). The land use and land cover dynamics study in the northwestern Ethiopia suggests that population dynamics, exiting land tenure, institutional and socioeconomic conditions should be critically examined to put in place any land related policy (Zeleke Hurni, 2001). In sum, the factors that affect land use and land cover changes are complex and at time interrelated. Thus, the study of land use and land cover changes demands a careful investigation into these complex and interrelated factors at local, national and global level as indicated in the conceptual framework above (Figure 1.1). Statement of the Problem The impact of population dynamics, especially the absolute increase in human numbers each year due to natural increase and/or mobility, plays a crucial role in resource degradation. As population continues to expand in number, it exerts increased pressure on eco-system and natural resource stocks. One of the reasons for the shrinking size of land holdings as well as the degradation of forest, soil, and water resources in many areas of the developing world is the direct result of rapid population growth (Arnon, 1987; UNFPA, 1991; Drechsel et al., 2001; Etter et al., 2006; Pabi, 2007, Boone et al., 2007, Nguyen, 2008). Resources have to be created to meet the changing and rising demands of the people. The larger the number of people, the greater the density and the more will be the pressure on resources (Onwuka, 2006). Various studies indicate that there is a marked resource loss because of population pressure in Sub-Saharan Africa (Drechsel et al., 2001), Eastern Madagascar (Kull, 199 8), China (Long et al., 2006) and Dominican Republic (Sambrook et al., 1999). Turner et al. (1994) also contend that land cover change stemming from human land uses represents a major source and a major element of global environmental change. The same authors underscore that human actions are altering the terrestrial environment at unprecedented rates, magnitudes, and spatial scales (1994). In Ethiopia, too, fast population growth and uneven spatial distribution of population have been affecting resource use, leading to its gradual deterioration. Rapid population growth (currently exceeding 2.6 % per annum) is resulting in increased demands for additional arable land which is surely not adequately available (Mamo, 1990; CSA, 2008, Teferra, 2009). As Mamo and Teferra (1990, 2009) argue population growth leads further to unnecessary natural resource exploitation such as forest clearing both for farming and settlement purposes, short fallow periods, and land fragmentation which has a direct adverse effect on agricultural output. Most of the population of Ethiopia is settled on the highlands, with the northern and central highlands being the oldest settled regions of the country. These regions are the most exploited and environmentally degraded areas in the entire country. Due to the shortage of arable land, land is continuously utilized year after year, thus giving diminishing yields (Kebede and Jacob, 1988; Assefa and Zegeye, 2003). This condition, coupled with the occurrence of recurrent drought and famine, has forced people from the northern and central highlands to move to the southern, southwestern and northwestern parts of the country for resettlement in both planned and spontaneous ways. These resettlements have resulted in population increase and consequent environmental and of natural resources depletion or degradation (Assefa and Zegeye, 2003; Paterson, 2007). Resulting from the north-south move, a noticeable population change has gradually prevailed in the Metekel region, leading to increased pressure on existing resources. According to Yntiso (2003), resettlement has caused rapid changes in both the distribution and types of land cover and land-use in Metekel zone. Due to increased population resulting from the resettlement program, vegetation cover has been cleared and replaced by crop lands, the length of fallow period has been reduced and, more importantly, land degradation, deforestation and cultivation of marginal lands have become the order of the day (Dejene, 1990; Mamo, 1994; Yntiso, 2003). Furthermore, the livelihoods of the indigenous people (hunting, gathering, shifting cultivation and fishing) have substantially decreased due to significant land use and land cover changes (Abute, 2002; Yntiso, 2003). Recent studies have also revealed that due to improvements in socio-economic conditions (for example, new construction of an all-weather road and government-led development programs), population size has increased in the northwest lowlands of Metekel. Land-use patterns have shown changes in this area as well. Migration from highland to lowland areas, voluntary as well as involuntary, has caused changes in the socioeconomic relations between migrants and the indigenous people by increasing conflict between them (Pender, 2001; Taddese, 2001; Yntiso, 2003; Patterson, 2007). Over the past several years, a number of studies related to resource degradation have been carried out in many places of the Ethiopian highlands. However, similar studies related to population dynamics and land use and land cover changes in lowland areas are either scanty or non-existent. The above discussions testify that there is a significant land use and land cover changes in the study area since the 1980s. An assessment of the processes and factors leading to population dynamics and the resultant land use and land cover change becomes indispensable and timely to promote sustainable economic, social and ecological development in the study area in particular and the country in general. Such a study would also serve as a basis to influence development interventions and policy discussions related to population changes and natural resources degradation and management. Objectives of the Study The main objective of this thesis research is to investigate the impact that demographic and non-demographic variables have on land use and land cover and their effects on population and natural resources in Mandura district, northwest lowland of Ethiopia. The study also intends to suggest plausible policy option(s) to address the consequential problems in the study area. The study would include the following specific objectives: To analyze the extent and patterns of population dynamics since the 1950s; To investigate land use and land cover changes since the 1950s in the study area; To examine the perception of people on trends and drivers of land use /cover changes and population dynamics in the study area; To investigate the effects of policy changes on land use and land cover changes and population Dynamics; To analyze livelihood changes since the 1950s in the study area. Research Questions Based on the stated objectives above, the principal research questions of this study, therefore, are: how have demographic and non-demographic factors heighten land use and land cover changes in Mandura district since the 1950s? What are the effects of such changes on the population and the natural resources of the study area? Other sub-research questions will include: What demographic changes had been taken place since the 1950s? What are the extents of land use and land cover changes since the 1950s? What are the major drivers of land use and land cover changes? How do major actors at different levels perceive the changes in land use land cover and population? How have government policies (during the three regimes) intensified land use and land cover changes population dynamics? How have land use and land cover and population dynamics contributed to livelihood changes since the 1950s? Development Relevance for Ethiopia/Africa In the recent past, planned and spontaneous population relocation has taken place in the Ethiopian lowlands where population size and densities are relatively low, including the study area of this research. Such relocations have undoubtedly brought about complex changes in the local economic, socio-cultural and ecological conditions. These complex changes in the study area have motivated me to undertake this research. The study will contribute to the development efforts in Ethiopia in particular and in Africa in general on the ground that: Many African countries are experiencing rapid and accelerating population growth which has induced adverse effects on the environment. This study will thoroughly assess the degree and extent of population-induced adverse environmental changes and will attempts to provide possible solutions to address the problem. Future development endeavourers in Ethiopia are shifting from the highlands to the lowlands where there exists low population pressure and ample agricultural land. This study will generate relevant information that will contributes to the development plans of the country. The lowland areas of Ethiopia are the least studied parts as compared to highlands. The knowledge gained from this study could serve as a guide for future research/development activities. Methodology Description of the Study Area The study will be conducted in Mandura district, Metekel zone of Benshangul-Gumuz Regional state. Mandura is situated between 100.50.743 N and 110.10.766 N and 360.02.48E and 360.32.42E longitude, about 546 kilometers away from Addis Ababa, the capital of Ethiopia. The total area of the district is about 1,045 square kilometer. Physiologically it is part of the northwestern lowlands where many development endeavors are currently taking place. The study will be undertaken in the district where the land use and land cover change is significantly high (Figure 1. 2). According to the third Ethiopian national census, Metekel Zone has a total population of 235, 638 of which Mandura district constituted 15.52 % (36,568 people) (CSA, 2008). Climatically the study area is characterized by the following features. It receives rainfall from March to September. The mean annual maximum and minimum temperatures are 320C and 160C respectively (Kebede, 2006). With regard to some bio-physical information, the study area has different types of woodlands and the soil is broadly classified as vertisols (black clay soils), Nitisols (red or reddish brown laterite soils) and intermediate soils of a blackish brown (Kebede, 2006). Data Collection and Analysis The triangulation mixed method specifically the concurrent triangulation approach is selected as research design. The concurrent mixed approach is a kind of research design where quantitative and qualitative data are gathered at the same time (Creswell, 2003; Gay et al., 2009). Creswell (2003)) and Gay et al., (2009) further contend that this method is used by the researcher in an attempt to substantiate, cross-validate, or confirm findings within a single study. The rationale behind selecting this approach is the research under consideration (population-environment interaction and identifying factors driving land use and land cover changes) is complex and needs to be examined from various angles. In addition, it demands the employment of diverse data collection instruments to capture as many factors as possible that explain land use and land cover changes in the study area. Furthermore, this strategy enables the researcher to collect data in a short time period (Creswell, 2003; Gay et al., 2009). To this end, both quantitative and qualitative data will be collected simultaneously using questionnaire survey, focus group discussion, intensive personal interviews, and field observations. Details are given below Data for this study will be obtained through questionnaire survey, interpreting remotely sensed images, and aerial photograph interpretation to generate information on land use and land cover changes over time in the study area. Other researchers have used similar techniques (Tegene, 2002; Makhanya, 2004; Appiah et al., 2007 Rain et al., 2007; Sherbinin et al., 2007; Ningal et al., 2008; Salehi et al., 2008, Garedew et al., 2009). Also data pertaining to population dynamics, livelihood changes over time, causes and consequences of land use and land cover changes will be obtained using questionnaire survey, intensive interviews, focus group discussions, and field observations. Inherently, a study of resource- population interactions and land use and land cover changes need the employment of diverse methods so as to find out the many factors that involve in land use and land cover changes (Ewel, 2001; Tegene, 2002; Bewket, 2003; McCusker, 2004; Campbell et al., 2005:; Long et al., 2006 ). Published and unpublished documents produced by governmental and non-governmental organizations will provide secondary data at different jurisdictional levels. For instance, the Central Statistical Agency (CSA), various regional state documents and FAO/UNDP provide information on land resources and land-use patterns. The SPSS software will be used for statistical analysis. Below are details of data collection and methods of analysis for each objective of the research. Objective 1: Analysis of population dynamics over time Data related to population dynamics are obtained from publications generated by the Central Statistical Agency (CSA). These publications provide information on population size, growth, density, migration and urbanization over time at zonal and district levels. The national census results of the 1984, 1996 and 2007 are relevant in this regard. In depth interviews and focus group discussions will supplement this information. Three study sites will be selected for this investigation. The sites selection is based on the degree of human interference assessed in terms of high degree of land use and land cover changes in comparison with other sites in the region. A Stratified random sampling technique will be used to select households for the survey. The selection involves two steps: First, households will be categorized into two strata: indigenous households and migrant or settler households. Second, household heads to be interviewed will be randomly selected from each stratum. A total of 210 households (70 from each study sites; 35 for each stratum) will be randomly selected and surveyed using structured and pre-tested questionnaire. A sample size of 35 is believed to be adequate for analysis because with a sample size of 30 or more observations, it is possible to have estimates of accuracy from the mean (Clark and Hosking, 1986; Cohen, Manion and Morrison, 2000). Simple frequency and contingency tables will be used to analyze the data. A group containing 8-10 elderly people with deep knowledge of the study sites will be selected for an in-depth interview and focus group discussions. Qualitative data will be analyzed following procedures given below. First the data collected will be described and classified. Then the data will be connected with each other depending upon their similarities and differences. Classification is concerned with identifying coherent classes and connection on the other hand involves the identification and understanding of the relat ionships and association between different classes (Kitchin Tate, 2000:235). Objective 2: Land use and land cover changes Land use and land cover changes will be assessed by analyzing aerial photographs of different time periods (1950s and 1980s) using ArcGIS. Field visits will be carried out to reinforce the accuracy of the interpretation. Remotely sensed images will also be used to assess the current land use and land cover changes. Questionnaire surveys, in depth interview and focus group discussions will be arranged to generate additional information and to strengthen data generated from aerial photographs and remotely sensed images. To properly understand land use and land cover dynamics, identification of independent (explanatory) and dependent variable is crucial. Accordingly, the independent (explanatory) variables will be population dynamics expressed as change in population size, growth rates, density, migration and settlement expansion. Additionally, government policies, existence of an all-weather road famine and drought will also be used as non-demographic explanatory variables. On the other hand, changes in proportion of cultivated land, changes in forest cover (bamboo and thickets), grasslands, and expansions of arable land will be dependent variables used to analyze land use and land cover dynamics. The data will be analyzed using simple frequency tables, cross tabulation and correlation coefficient to see whether or not there exists a relationship between the dependent and independent variables. Multivariate regression analysis is chosen (a) to determine the existence of significant relationships bet ween demographic and non demographic factors and land use and land cover changes and (b) to assess the possibility of obtaining predictions from the equation. In addition, the identified variables mean are compared using the cross tabulation method. Correlation coefficients will be employed to figure out the existence of a relationship between demographic and non-demographic variables and land use and land cover changes. Multivariate analysis by way of discriminate analysis will be employed to ascertain the key factors determining land use and land cover changes in the study area. Focus group discussion, mapping, Semi-structured interview and other participatory methods will be employed to ascertain information gained from aerial photograph interpretation. These methods can give deep understanding about the timing and causes of land use and land cover changes than aerial photo analysis alone (Mapedza et al., 2003). Objective 3: Investigating perception of people on trends and drivers of land use /cover changes and population dynamics; This objective attempts to figure out peoples perception of the possible causes of land use and land cover changes. This can be attained by generating information through questionnaire surveys, in depth interviews and focus group discussions with, indigenous people, migrants, local experts and policy makers at different jurisdictional levels. The data will be analyzed using simple frequency tables, cross tabulation and correlation coefficient to find out if differences exist between the views of different actors on land use and land cover changes and population dynamics. Qualitative data will be analyzed following procedures given below. First the data collected will be described and classified. Then the data will be connected with each other depending upon their similarities and differences. Classification is concerned with identifying coherent classes and connection on the other hand involves the identification and understanding of the relationships and association between differen t classes (Kitchin Tate, 2000:235). Objective 4: Investigating effects of policy changes on land use and land cover and population dynamics One of the issues this study will try to investigate is effects of go