Recession in American economy Essay Example for Free

Recession in American economy Essay The economic meaning of the term recession is, â€Å"A period of economic decline in a Country, characterized by reduced trade and industrial activity, production decline and increased levels of unemployment. It normally lasts between one and two quarters consecutively†, (Tremblay; 2007). In the US, incidences of recession have occurred since 1854. This paper, seeks address the reasons for recession in the US, with reference to the principles of consumer behavior and the firm as a whole. Observers were not expecting an incidence of recession this time round. Most observers have been persuaded to expect moderate economic growth rates in the US, of about 2 to 3 percent and a moderate inflation of around 2 percent (George. S, 2008). This is due to the fact that the US economy has proved to be the most resilient in the world. They however (the observers), have good reasons to back their predictions; 1. They have placed their hopes on relatively stimulative monetary policy to keep consumption and investment spending up and expect the worst of the housing decline to be over. 2. With stock prices making new highs, some point out that presidential and stock market cycles are favorable to higher stock prices since investing during 27 months before a US presidential election has proved in the past to be more Profitable than investing during 21 months after elections. In the October 16th issue of Headwinds, 2007 for the US economy, it is explained that macro-economic conditions make it a matter of months before the US economy and the dollar begun to experience some downward pressure (recession). This is probably the time for this recession. The US is the country with the highest gross domestic product (GDP) in the world, with a GDP of $13 trillion . This has however reduced in the recent past. Employment levels have also declined. Production levels have gone down owing to cut-throat competition from emerging world producers like China and other Asian Countries. An attempt by the households to save more from a given income led to the decrease in actual amount they succeeded to save-paradox of thrift, (Lachman, 2008). Different reasons can however be put forward to explain the causes of this recession; 1) The outgoing administration’s short term reaction that they gave the economy before the 2004 and 2006 elections through a combination of large tax cuts and large increase in military spending. This ended up being a waste as billions of dollars were spent on a futile war (Trembley, 2007) 2) Record budgetary and current account deficits have severely neutralized the federal monetary policy attitude, because interest rates cannot be reduced substantially for fear of a collapse of the US dollar from the federal budgetary deficits as they are being reigned on. (Lachman, 2008) 3) With all this taking place at the same time that the construction industry is in disarray and housing prices have tapered off or are declining. Be that as it may, it is important to note that home ownership is more widespread than stock ownership; slightly more than two thirds of Americans own their homes, while less than half own equities. The objective of the households is to maximize utility. By spending more on home ownership than on stocks, utility is attained quickly and it is within the consumers budget space (Ingdahl, 2008). 4) This rules the question of how long the American consumer will keep up the high pace of spending in such a context. During the years of the housing boom, consumer spending was driven by the accumulation of wealth and record consumer indebtedness, most of it in the form of mortgages as the price of houses increased. Now that the reverse is occurring and banks and other loaners are reclaiming property for unpaid debts, a retrenchment in consumer spending cannot be ruled out (Trembley, 2007). 5) Protectionist push from the Democrat controlled congress, risks putting in jeopardy the flow of capital of about $2 billion a day that the US economy is borrowing from abroad (mainly from China and Japan). Trade frictions between the US and China could force banks to raise interest rates and not lower them. In any case, the banks would not lower the interest rates as expected to make up for the housing crisis (Trembley, 2007). 6) Collapse of one and possibly several major financial institutions under the pressure of bad loans and record foreclosures (take possession of somebody’s property usually because they have not paid back an agreed part of the loan). Particularly at risk is the sum $2. 5 trillion mountain debt concentrated in sub primes and loans. One major sub prime lender, (New Century Financial) filed for bankruptcy protection. Others are likely to follow suite because 2007 was the year when a large number of sub prime real estate locus had to be renegotiated at higher interest rates. Foreclosures rate is bound to shoot upwards. This will culminate in the next few years into a financial hurricane (Trembley, 2007). 7) The seventh and final reason is a geopolitical factor. The outgoing US administration has created some tension between the US and some countries in the Middle East. The Middle East, is the world’s largest oil producing region. In the coming years, the world economy will have to adjust to a peak in oil production and higher prices after the current lull. Geoplitical mistakes made by the outgoing administration have turned the richest oil producing region into a hot war zone making the US economic situation disastrous (Lachman,2008). The above listed reasons shed some light on why the US economy could be undergoing some kind of recession. They however do not provide a conclusive explanation or reasons as to why the American economy could be in recession. Unlike other forecasts, one can only tell when recession started and ended after it has ended. The determination of recession is left to the National Bureau of Research (Campbell. R. M Stanley. L. B, 2005). However, it is possible to tell whether or not the economy is in recession by looking at past cases of recession. The great depression was the worst economic slump ever in the U. S history. It began in 1929 and lasted for close to a decade. Just like a recession, many factors led to the great depression; however, the main cause for the great depression was a combination of the greatly unequal distribution of wealth throughout the 1920’s and the extensive stock market speculation that took place during the latter part of the same decade. Money was distributed disparately between the rich and the middle-class, between industry and agriculture within the United States, and between the U. S and Europe. This imbalance of wealth created an unstable economy. The excessive speculation in the late 1920’s kept the stock market artificially high, but eventually lead to large market crashes, (Gusmorino, 1996). Almost eighty years later, the U. S might be facing the same situation though not as severe as it was then. Wealth disparities are all over the world today. Although the worst cases are not experienced in America, cases of unequal distribution of wealth are still in America. As mentioned earlier, the American household does not invest much on stocks but in acquisition of homes. Speculations in the stock market are relatively high though not as high as it was then. It is not easy to conclude that the American economy is in recession. Whether or not there is a recession, depends on both on actual economic activity and economic analysis in the future. The facts as they are right now, show that the American economy is in recession. REFERENCES. Campbell, R. M. Stanley, L. B. (2005). Economics: Principles, Problems, and Policies. New York: McGraw-Hill Professional. Gusmorino, P. A. (1996). Main causes of the Great Depression. Washington: Planet Press George, S. (2008). The New Paradigm for Financial Markets: The Credit Crisis of 2008 and What It Means. Chicago: Public Affairs. Furchgott, D. (2007). The Great Recession of 2008. New York: An over view of the US economy, (22) 9:31-35 Ingdahl, W. (2008). Global Financial Markets Want an Immediate, Bold, and Coordinated Policy Response. New York: London Press Lachman, D. (2008). What can global policymakers learn from the Swedish financial crisis of the early 1990s? Washington: US economic crisis, (31) 11:67-90. Trembley, R. (2007). A Slowdown or a Recession in the U. S. in 2008? Carlifonia: Global financial crisis, (14)6:101-143.

Factory Farms and Animal Cruelty Essay -- Religion Morals Animal Right

Factory Farms and Animal Cruelty Imagine that Christ meant these words literally. Imagine that accepting Christ as your personal savior required lunching with him. Of course, if Christ were coming over today for lunch, you would probably dust, vacuum, adjust the pictures on the walls, pick your best outfit, comb your hair, jot down a few questions about heaven. But what would the two of you eat? Would you serve Christ fried chicken? How would you feel about setting a plate of steaming, sizzling pork chops in front of your savior? A few hard-boiled eggs wouldn't hurt, right? Maybe a glass of milk to wash it all down? For many Christians, faith has little to do with what's in the fridge. Lunch with Christ would raise issues far more problematic than choice of food. However, I propose that if the above-mentioned foods came from modern factory farms, Christ would not eat or drink them. I will argue that Christians are obligated to be morally concerned about animals, and that this obligation brings Christians into moral conflict with modern factory farms. Furthermore, I will argue that Catholic Social Teaching (hereafter "CST") should emphasize a theocentric basis for such obligation and conflict. Rethinking Aquinas: Why Animals Matter Some Christians think the words "animal rights" smack of wacky liberalism or of sentimentality. Such thinking presupposes that animals are not proper objects of moral concern. After all, in Genesis God commanded Adam to rule over creation. God gave Noah "everything that lives and moves" for food (Gen. 1:28). Therefore, according to this way of thinking, animals exist exclusively as means to human ends. This position, which I call the Utility Thesis, does agree with some traditional Ca... ...nson, Andrew. Factory Farms. Oxford: Basil Blackwell, 1991. Linzey, Andrew. Introduction. Animals on the Agenda. Ed. A. Linzey et al. Urbana: University of Illinois Press, 1998. ---."The Theos-Rights of Animals." Animals and Christianity. Ed. A.Linzey et al. New York: Crossroad, 1990. Paape, Max. "Researchers Develop Effective Mastitis Treatments." Agricultural Research Service. 14 Jul. 2005. United States Department of Agriculture. 1 Nov. 2004 http://www.ars.usda.gov/is/np/ha/han15.htm Regan, Tom. Introduction. Animal Rights and Human Obligations. Ed. A. Linzey et al. New Jersey: Prentice-Hall, 1976. Regan, Tom. "A Reply to Griffiths." Animals and Christianity. Ed. A. Linzey et al. New York: Crossroad, 1990. Wojtyla, Karol. "On Social Concern." Catholic Social Teaching. Office For Social Justice. 1 Nov. 2004 www.osjspm.org/cst/srs.htm

New York State standards Essay

It is important for grade 4 pupils to meet the standards for English Language Arts set forth in the New York State standards. It is in the light of this that great attention must be paid to the way English is taught in the grade 4 classroom. When a teacher prepares and delivers his or her lessons in English, she should do this with the objective of making sure that his or her pupils meet the standards of the State of New York in mind. The standards should be her guide as he or she delivers the lessons in English and administers both oral and written tests to find out whether or not his or her students have mastered the required skills. What educational strategies and instructional methods may be employed to ensure that grade 4 pupils meet the standards for English Language Arts set forth by the State of New York? One of the skills ( Education Planet, 2010) that grade 4 pupils are expected to have is being able to listen and speak in formal and informal settings wherein they are expected to talk with people of different ages, genders, and cultures. One instructional method (Nada’s ESL Island, 2000) that can be used to ensure that grade 4 pupils achieve the above mentioned skill is the communicative approach. In the communicative approach, the teacher gives more emphasis on language functions rather than on language structures. As such, when the teacher designs a lesson, her lesson is focused on a language function such as greeting a person, telling a story, giving directions, or asking for help with something. She then decides what language structures are suited for a particular language function. For instance, prepositions can be taught for pupils to learn how to give directions. The LEA or Language Experience Approach (Nada’s ESL Island, 2000) may be utilized by the teacher in teaching the uses of the different parts of speech. What the teacher does is make the pupils read a line of text. Then she asks questions like â€Å"What words were used to describe the flower? † and â€Å" What words were used to describe the mountain? †. The teacher may then tell the pupils that words like pretty, colorful, tall, and big are called adjectives and that adjectives are words used for describing. What about listening? What strategies or instructional methods can be utilized to develop listening skills among pupils? Pupils have to learn to become active rather than passive listeners. Here, the teacher can make use of the cloze test wherein the pupils are asked to listen to the teacher read a short poem twice. The pupils are then given a copy of the poem with some words left out. The pupils are to fill in the missing words after listening to the reading of the poem. With regard to developing skills in speaking, the teacher can make use of the audiolingual method wherein the teacher first teaches the pupils a set of expressions like â€Å"May I help you? †, â€Å"What time is it? † and â€Å"How do you do? †. She then asks the pupils to repeat each expression after him or her. The teacher can later have the pupils engage in a role play wherein they are given the chance to put into practice the expressions they have learned. Aside from acquiring listening and speaking skills for formal and informal situations, grade 4 pupils ( Education Planet, 2010) are also expected to learn how to write for social interaction and produce written messages to establish, maintain, and enhance personal relationships with others. One way of teaching writing with this purpose in mind is through the use of the interactive journal. How is this done? The teacher sets the topic for the class to write about. She then pairs off the students and makes sure that each pair has a small notebook. Pupil A then begins by writing something about the topic before turning the note over to his or her partner pupil B who reads and reacts to what pupil a has written about the topic. From time to time the teacher goes around to check to make sure that the students are not deviating from the topic. Letter writing could also be a useful activity in developing the pupils’ social interaction skills. For example, after talking about how to take care of the environment, the teacher may ask pupils to write a letter to their congressman or mayor. The State of New York ( Education Planet 2010) expects grade 4 pupils to also be able to listen and read to evaluate experiences, ideas, information, and issues by using evaluative criteria from different perspectives and by recognizing the difference in evaluations based on different sets of criteria. One technique ( Nada’s ESL Island, 2000) that the teacher can use to achieve this goal is the interactive approach to reading. Here the pupils do not only read but also interact with the material. By asking questions, the teacher allows the pupils to predict what will happen before the next part of the story is read, say whether or not they have the same experience as that of the character or characters in the story, comment on the actions of the characters, or even tell whether the story happened in real life or not. Grade 4 pupils ( Education Planet, 2010) are also expected to learn how to speak and write for critical analysis and evaluation by presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based. This goal can be attained by asking Why and How questions about a topic that had been read or listened to instead of the usual What, Who, and Where questions. Pupils may also be taught how to write and speak critically by asking them â€Å"What do you think†¦Ã¢â‚¬  or â€Å"What if†¦Ã¢â‚¬  questions. Such kind of questions would allow them to present their opinions and judgments on an issue that had been read or listened to. Another standard that was set by the State of New York ( Education Planet 2010) is grade 4 pupils should be able to listen and read for literary response which involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing from personal experiences and knowledge to understand the text, and recognizing the social, historical, and cultural features of the text. In order to achieve this, the teacher can use the top down approach wherein the pupils can bring to fore their experiences and present knowledge in understanding the text. The pupil uses his or her experience and current knowledge to be able to relate to the text. The child’s schema is also utilized in being able to understand the meaning of each word and sentence in the text. Another skill ( Education Planet, 2010) that grade 4 pupils are expected to have is being able to speak and write for literary response which involves presenting interpretations, analysis, and reactions to the content and language of a text. Here the teacher can make use of the interactive approach in reading wherein the pupils are mad to interpret a line or a word in a poem. They are also made to react to the content of a poem or story and give their opinion and judgment regarding its contents either orally or in written form. Grade 4 pupils ( Education Planet, 2010) are also expected to speak and write for literary expression which involves producing imaginative texts that use language and text structures that are inventive and often multilayered. To develop this skill in the pupils, the teacher (Nada’s ESL Island, 2000) can make use of the KWL method. Here the pupils are asked to put down what they already know about the topic that will be discussed or text that would be read. The teacher then asks the pupils to write down or say what they expect to learn from the topic or text. After the teacher discusses the topic or read the text, the pupils are asked to write down or say what they have learned from the discussion of the topic or the reading of the text. Based on what they have learned, the pupils may create a new story or composition as a kind of learning synthesis. The State of New York ( Education Planet, 2010) also aims to develop in the pupils the ability to listen and read to acquire information and understanding which involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources. The research method can be used to develop the above mentioned skill in the pupils. While listening to a text being read, the pupils are asked to pay close attention to important pieces of information and note these down in their notebooks. The same thing would be done as the pupils read a piece of text. The teachers may guide the pupils in using semantic maps which the pupils used to organize the pieces of information that they have picked up from listening to or reading the text. Semantic maps also allow the pupils to see the relationship among the different ideas. Aside from semantic maps, pupils may also be taught how to construct charts which also help organize pieces of information they have picked up. The State of New York ( Education Planet, 2010) also expects pupils to be able to speak and write to acquire and transmit information which requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensively. One method that the teacher could use to develop this skill among the grade 4 pupils involves prereading, reading, and postreading activities. In the prereading activity pupils are made to scan or skim the text. They are afterwards asked to come up with questions that they might want to ask about the material. The pupils then read the text and while reading, they try to look for answers to their own questions. They later present their answers to the class. With regard to asking questions, the teachers could invite a fireman, for example, to talk about his profession. After his talk, the pupils are encouraged to ask questions regarding what they listened to. What other educational strategies and instructional methods can the teacher utilize to improve the reading, speaking, writing, and listening skills of grade 4 pupils? With regard to improving the listening skills of the pupils, the teacher may dictate to the pupils a piece of text line by line. As she reads each line twice, the pupils write down each line in their notebooks. After the last line of the text had been read, the teacher reads the text again and asks the pupils to check what they wrote as they listen to the teacher read the text. Another educational strategy that the teacher can employ to improve the listening skills of grade 4 pupils is to have them listen to the teacher playback a recorded newscast or story. The teacher may opt to playback the recorded newscast or story twice. He or she then gives the pupils an exercise to answer to test how well they listened to the recorded newscast or story. The test can be a fill in the blanks or multiple choice type of exercise. These can de done again and again until the pupils attain an acceptable level of mastery. The speaking skills of grade 4 pupils can be improved by introducing them to debate. Here the pupils are given the chance to express their opinions, views, and judgments regarding an issue. Asking grade 4 pupils to retell a story they have read is also a good way of improving the speaking skills of grade 4 pupils. The pupils retell a story in front of the class through the use of visual aids. They may also be encouraged to create their own stories and share it with the rest of the class. Teaching pupils how to conduct an interview is another way of improving their listening and speaking skills, One pupil could play the role of TV reporter while another pupil could be the person being interviewed. To apply what they have learned about interviewing people, pupils could be asked to interview, let us say, the nurse in their community and have them report the results of the interview in front of the class. Show and Tell is also a good way of developing the speaking skills of grade 4 pupils. They may be asked to bring to class a favorite pet or toy and talk about these in front of the class. The pupils might also be asked to draw any picture and then call them one by one to the front of the class to talk about their picture. What educational strategies or instructional methods may be employed to improve the writing skills of pupils? Aside from journal or letter writing, grade 4 pupils may be taught how to write a haiku or a tanka on any topic of their choice. They could then share with their classmates what they wrote. Other activities that could improve the writing skills of pupils are poster making, making greeting cards. The integrated approach can also be used to improve the writing skills of grade 4 pupils. For example, the teacher could conduct a simple experiment inside the classroom. While the teacher is doing the experiment, the pupils can write down what they observe and their conclusions after the teacher finishes conducting the experiment, The teacher could also have the pupils read a story and organize the sequence of events as they happened in the story. Based on the arranged sequence of events, the pupils could be asked to rewrite the story. With regard to improving the reading skills of the pupils, the teacher could make use of SSR or Sustained Silent Reading wherein the teacher sets aside a few minutes of the period to allow the pupils to read their favorite book. This sustains pupils’ interest in reading. DRTA or Directed Reading Thinking Activity ( Nada’s ESL Island, 2000) can also be utilized by the teacher to improve the reading skills of grade 4 pupils. The teacher first reads the title of the text and he or she asks the pupils what they think the story is going to be about. He or she then solicits different answers from the pupils. The teacher then reads the first paragraph of the story and stops to ask the pupils what they think will happen in the next part of the story. He or she writes their predictions on the board. After reading the next part of the story the teacher erases the answers on the board that are no longer needed. The procedure goes on until the story is finished. The pupils may be asked to write a summary of the story. Aside from DRTA, the ETR or Experience Text Relationship (Nada’s ESL Island, 2000) method may be utilized to improve the reading skills of grade 4 pupils. The teacher begins by asking the pupils what they know about the text that is going to be read. The teacher then reads the story along with the pupils and pausing every know and then to discuss the part of the story that had just been read and ask what the pupils thin will happen in the next part of the story. After the story had been read, the teacher discusses the story with pupils and ask them to relate it to their personal experience. The PreP or the Prereading Plan (Nada’s ESL Island, 2000) also helps in improving the reading skills of grade 4 pupils since it attempts to trigger previous knowledge and provide background knowledge which will help the pupils understand what they are reading. The teacher begins by introducing a main concept to the pupils to prepare them for what is to be read or listened to. For instance the teacher could start by saying, â€Å" Today, we are a going to talk about a planet. Who can tell me what a planet is. † He or she then allows the pupils to give their own ideas of the concept and lists these down on the board or on a chart. After correcting some misconceptions about the topic or idea, the teacher asks the pupils to write something about the idea by utilizing the words on the board or on the chart. After having written something about the topic, the pupils are now ready to read the text that talks about the topic they wrote about. The SQ3R or the Survey Question Read Write Review (Nada’s ESL Island , 2000) is another method that is utilized by teachers to help improve the reading skills of grade pupils. The teacher first asks the pupils to look at the title, the headings of paragraphs, the introduction , and the conclusion of the text that they are about to read. This helps the pupils gain an idea about the text before they actually start reading it. The pupils are then asked to read the questions at the end of the text so that more or less they will have an idea of the kind of information that they are expected to look for from the text. The teacher may now ask the pupils to read the text. The teacher reminds the pupils to take note of ideas and words that they do not understand and to read the text the second time around. The next things that the pupils are asked to do is to write the answers to the questions found at the end of the text. They may read the answers aloud in front of the class. The teacher advises the pupils to review that they wrote to ensure that the information remains fresh inside their minds. Teachers (Nada’s ESL Island , 2000) also utilize story grammar to improve the reading skills of grade 4 pupils. Pupils are taught the four major components of story grammar which are main character and main problem or conflict, character clues which involve the actions of the characters, their dialogue, thoughts, physical qualities, and their reactions to other characters and events, the solving of the problem or conflict, and the theme of the story. Breaking down the story into the above mentioned components help the pupils understand easily what they just read. Semantic maps may also be used as an organizer of the components of story grammar. Strategic Reading (Nada’s ESL Island 2000) is quite similar to the other approaches used in teaching reading to grade 4 pupils. The teacher begins by asking the pupils what they know about what is going to be read and what they expect to learn. Afterward, the teacher employs Click and Clunk while the pupils are reading the first part of the text. Clunks are the words or ideas that pupils find difficult to understand. The teacher helps the pupils â€Å"fix† the clunks as they continue reading the text. The same thing is done for the other parts of the text. The teacher wraps up the reading activities by asking the pupils to say what they have learned from what they just read. With Sample Reading Strategies, (Nada’s ESL Island, 2000) teachers ask the pupils to say what they know about what is going to be read, write about an experience related to the topic, say something about the title of the text that will be read, make predictions about the contents of the text, skim the text for general ideas, or read the opening part and the closing part of the text. While reading, pupils may encounter words that are not familiar. The teachers help the pupils figure the meaning of the words by using context clues. Pupils may be also asked to predict what would happen in the next paragraph or draw pictures to show what they understand about what they have read so far. After reading, pupils may be asked to make an outline, a chart, a map or diagram to show what they have understood about the text. They may also be asked to retell what they have read or relate what they have read to their own experience. CBLI or Context Based Language Instruction makes learning language for pupils also interesting. In CBLI, the teacher makes use of real life texts rather than nursery rhymes or classic stories. Real life text may be in the form of a news article, recipes, posters, advertisements, or brochures. The teacher uses these to help pupils understand how language structures are applied in real life. For example, recipes, posters, and advertisements make plenty of use of action verbs. Instructional leaflets also make use of a lot of action verbs as well as prepositions. Sugestopedia is another method that teachers use to teach language to grade 4 pupils. Before having pupils read the text, the teacher prepares the mood of the classroom by playing soft music. She then asks the pupils to close their eyes and listen carefully to what is going to be read. Music helps condition the mind of the pupils and allows them to concentrate on what is being read. Aside from sugestopedia, teachers also help improve the listening and comprehension skills of the pupils by asking them to perform the appropriate action for a word. For example when the teacher says â€Å"sit†, the pupils sit down. When the teacher says â€Å"stand† the pupils stand up. When the teacher says â€Å"Step backwards† the pupils move one step back. This helps the pupils become with the meaning attached to words aside from becoming familiar with the words themselves. There are many other techniques that teachers can employ in honing the English communication skills of grade 4 pupils. However, the technique that must be employed by the teacher should be suitable to the learning abilities of grade 4 pupils. References (2010). English Language Arts State Standards for New York. Lesson Planet. Retrieved August 20, 2010 from http://www. lessonplanet. com. (n. d. ). Ideas for Teaching Writing. Kim’s Korner for Teacher Talk. Retrieved August 22, 2010 from http://www. kimskorner4teachertalk. com. (2000) Teaching Second Language Reading. Nada’s ESL Island Resources for Teachers and Students. Retrieved August 20, 2010 from http://www. Nadaisland. com.

The Environmental Impact of Overpopulation Essay - 862 Words

The human population has continued to grow through the decades. The increasingly large number of people that have become apart of the world population has become a major problem. The consequences of the world being over populated has numerous effects which include: Environmental effects, depletion of natural resources, effects on the economy, food and water instability, and mass species extinction. Without a solution to the rise in human population, by the year 2020, 8 billion people will live on earth and by the year 2050, 9 billion people will inhabit the planet. ï ¿ ¼ Such an increase will bring about an overwhelmingly large usage of the planets resources. This result could bring about massive destruction for humans, animals and the†¦show more content†¦With such a increase in world population, America will not be able to keep up with the massive demand for fresh water and crops. American food exports will no longer be available to other countries because of the great demand for food in there own country. Leaving other countries without crops and water to survive own there own creating poverty and starvation. Agriculture is a major emitter of greenhouse gases but, as Clive points out in the book Requiem for a Species: Population growth will make the task of reducing†¦ emissions much harder because food is the first item of consumption humans must have. (Meredith) Greenhouse gases cause climate change which results in climates that were once able to sustain crop growth to become barren. â€Å"By 2050 life on this planet will be dra stically different from the climate which is already falling to pieces.† (Motyka). Because of more humans populating the world, more places to live are needed. The need for space, unfortunately, leads forests’ being chopped down for wood and other materials, pastures and land where different animal species live are being torn down resulting in animals becoming endangered and even extinct. Massive pollution fromShow MoreRelatedOverpopulation’s Effect on Environment Essay934 Words   |  4 PagesIn today’s society there are many economic problems, such as pollution, global warming, and overpopulation. These problems have taken a toll on the environment, and its resources. Although all of these issues have an impact on our society, overpopulation stands to have the greatest impact on our environment, due to the large masses of people and the limited resources. There are many solutions to this problem but the common factor is the human race. The human race ha s to put controls in place andRead MoreOverpopulation Is A Catastrophe?841 Words   |  4 Pagespeople number. These changes have boomed considerably and have converted to overpopulation. 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Overp opulation is the exasperating force behind global warming, environmental pollution, habitat loss, intensive farming practices, and the consumption of finite natural resources, such as fresh water, arable land and fossil fuels, at speeds faster than their rate of regeneration. Also, due to overpopulation, agricultural practices used to produce food necessary to feed the ever growing population, damagesRead MoreThe Scientific Prediction Of Overpopulation1307 Words   |  6 PagesThe Scientific Prediction of Overpopulation in China In today’s society, there are many environmental issues , such as pollution, global warming, and overpopulation. These issues have taken a damage on our environment and its resources. Overpopulation is a serious issue that will eventually have a greater negative impact on many countries, and this must be identified, analyzed, and controlled immediately. This issue caused a large crowd of people and the limited resources around the world.Read More Pollution and Environment Essay - Overpopulation and Personal Responsibility982 Words   |  4 PagesOverpopulation and Personal Responsibility Ever since I was a little girl, I’ve dreamed of having a large family when I was older. I envied friends with three or four siblings. I’d proudly tell anyone I was going to have six children when I grew up. Now, I’m a little older, and still far away from making that decision, my conscious will still face a looming dilemma. With my knowledge negative impacts caused by overpopulation, how can I deliberately have a large family, while upholding my environmentalistRead MoreOverpopulation can be described as the failure of the world’s resources to sustain the population.1600 Words   |  7 PagesOverpopulation can be described as the failure of the world’s resources to sustain the population. The limited natural resources have increased challenges for countries facing this. This paper covers the effects of overpopulation in the world today. The current worlds population is approximately six billion people, and the amount of time that it takes for the population to increase by another billion is decreasing with each billion. It is estimated that they will be about eight billion people byRead MoreOverpopulation and Over- Consumption in India Essay733 Words   |  3 Pagesa formidable amount of 1.27 billion and estimated to have 1.6 billion people by 2050. What will happen if countries like India keep growing? This issue is known as overpopulation. Overpopulation has become a very prevalent topic in the last ten years and if not controlled, it could affect all countries on earth. Although overpopulation appears to be an insuppressible issue, there are some different ideas and methods that have been used to help this problem. There are a plethora of factors that contributeRead MoreEffects of Over Population Essay1273 Words   |  6 Pageseach year was equivalent to half the area of England† (Environmental Impacts from Unsustainable Population Growth, 2). Since many people use wood for heating and cooking more and more resources are needed. Forest are being destroyed and depleted for resources to build goods and product. â€Å"The loss of these forests leads to extinction of plants and animals. These plants could contain cures for diseases that will never be found† (Overpopulation in Africa, 3). One example to learn from is the events