Breadcrumbs for Money Linked to Society

-Call for submission journal money

Journals – Association for Psychological Science

Time-as-Money Mindset Decreases Green Behaviors

Pacific Standard:

How can people be convinced to think about the environmental consequences of their behaviors? New research suggests one surprising piece of the answer may be: Pay them a salary, rather than an hourly wage.

 

In five studies, described in the journal Organizational Behavior and Human Decision Processes, they consistently found that “thinking about the economic value of time decreases environmental behavior.”

-Call for submission journal saving money

Wind energy is saving taxpayers money in Minnesota – The …

Nearly every time the wind blows in Mower County, Minnesota property taxes drop.

Most of that tax goes to the county, which uses it to offset property taxes. By law, the turbines themselves aren’t taxed, just the electricity they produce, County Coordinator Craig Oscarson said.

-Call for submission journal world without currency

World Economics Journal

The Global Financial and Economic Crisis, and the Creation of the Financial Stability Board

The 2007-2008 global financial and economic crisis precipitated a significant shift in the financial regulatory worldview (or paradigm) of political and central bank leaders from leading advanced and emerging states. With a common consensus on the required financial reforms, these actors moved swiftly to create a new organization. The Financial Stability Board (FSB) now stands at the centre of the global regulatory architecture, but it remains obscure, opaque, and closed to most external observers. The FSB needs to change as it matures to reflect its key role in global financial reform efforts.

 

What Were the Causes of the Great Recession?

Two ways of thinking about the causation of the Great Recession are contrasted: the ‘mainstream approach’ and the ‘monetary interpretation’. According to the mainstream approach, the Great Recession was due to the potential insolvency of the banking system and the correct antidote was tighter regulation. The paper proposes an alternative ‘monetary interpretation’, arguing that the macroeconomic trajectory of the major G7 economies in the Great Recession is readily understood by means of the monetary theory of the determination of national income. The main cause of the Great Recession is seen as a collapse in the annual growth rate of broad money from double-digit annual rates in the years before mid-2008 to virtually zero in the following three years. Further, the dominant reason for the money growth collapse was the abrupt and comprehensive tightening of bank regulation in late 2008. In particular, the raising of regulatory capital/asset ratios was a shock that intensified the downturn.

The Link Between Money and Nominal Spending

The recent financial crisis has reignited interest in the role of money and credit in driving economic activity. This article takes a broad overview of the historical data available for assessing the link between money, credit and activity, using the quantity theory of money as an organising framework. The article shows that when trying to apply this theory to historical data, a complicated interaction between money and nominal spending emerges. And a deeper understanding of the forces driving money demand and supply is required to interpret the information contained in money about the level of activity and inflation.

When Money Matters

The severe financial crisis that grips Spain has multiple causes. One has been the massive and continued expansion of the money supply since Spain’s accession to the Eurozone, and the non-negligible effects of this expansion on asset prices as well as on the structure of the economy. We analyse the main hypotheses underlying the mainstream macroeconomic models used in recent years to explain inflation and its relation to money. We then apply an ‘unobserved component model’ to test for the cyclical relation between money growth, inflation, asset (stock and real estate) prices and real GDP in Spain from 1998 to 2013. Based on the Spanish experience, our main finding is that, even though the money supply has become endogenous within the monetary strategy developed by the US Federal Reserve and the European Central Bank in recent times, the broad money supply and asset prices have shared the same cyclical component in the latest business cycle (1998–2013).

Money is Energy, and Empathy is the Currency for Changing

It comes down to real and direct interactions with other human beings. People are not corporate entities, they have feelings. They need to connect. The connection brings openness, availability and understanding. “For me,” says Jerry, “a breakthrough thought is that money is just a form of energy. Empathy is just a form of energy.” And furthermore, he says, “we can have this dialogue about how if everything we do is a means of reinforcement for our interdependence and interconnectedness as beings, then hot damn! We don’t have to be so alone!”

Call for Papers | 49th Parallel Journal

“Let me tell you something. There’s no nobility in poverty. I’ve been a poor man, and I’ve been a rich man. And I choose rich every time” – Leonardo DeCaprio as Jordan Belfort, The Wolf of Wall Street (2013)

-Call for submission journal social behavior money

Journal of Business Ethics – ResearchGate

We develop an intricate theory with provocative implications: Procedural justice produces obedience. For “individualists”, interactional justice inspires loyalty and, interestingly, distributive justice “can only buy” participation, but “can’t buy” loyalty. Therefore, for individualists, interactional justice outweighs distributive justice for organizational loyalty. Based on Kyrgyz citizens’ justice, OCB, and individualism, our theory reveals novel insights regarding culture, money attitude, and intrinsic motivation and provides critical and practical implications to the field of business ethics.

Online Library Wiley

Does a money-is-all attitude cause alienation? A cross-cultural comparison of Korea, the US and Sweden

  • Money-is-all attitude;
  • alienation;
  • cross-cultural comparison;
  • Korea;
  • US;
  • Sweden

Money is increasingly being attributed more value in society, although a money-is-all attitude decreases social relationships and increases alienation in modern, industrialized societies. This research investigated the influence of this money-is-all attitude on alienation based on a cross-cultural comparison of Korea, the US and Sweden. The money-is-all attitude was defined as a perspective in which money is regarded as an indicator of achievement or success.

Self-administered online surveys were conducted with consumers ranging between the ages of 20 to 49 in Korea, the US and Sweden. The money-is-all attitude and alienation seemed to be more pervasive in Korea than in the US or Sweden. The money-is-all attitude was the factor with the strongest influence on alienation when controlling for socio-demographic factors. Furthermore, participation in sports activities was an important factor in decreasing alienation levels. The findings of this research imply that materialistic ways of thinking increase alienation and that money cannot contribute to human happiness and well-being. In addition, active participation in social activities can decrease alienation.

The research results suggest that a materialistic, money-is-all attitude negatively influences alienation across cultures; in addition, in the US, an affluent consumption-based country, the money-is-all attitude had more explanatory power for alienation than in Sweden and Korea. A change in values to overcome the money-is-all attitude is required and the concepts of sufficiency and mindfulness are suggested as alternative life perspectives for the pursuit of well-being.

http://onlinelibrary.wiley.com/doi/10.1111/ijcs.12137/full

Emerald | International Journal of Entrepreneurial Behavior …

Surname, Initials (year), “Article title”, Newspaper, date, pages.

e.g. Smith, A. (2008), “Money for old rope”, Daily News, 21 January, pp. 1, 3-4. – See more at: http://www.emeraldgrouppublishing.com/products/journals/author_guidelines.htm?id=ijebr#sthash.f4sqL0jc.dpuf

Journals Elsevier Search

http://www.elsevier.com/s/search.html?profile=_default&form=sitesearch&collection=elsevier-meta&query=economic+behavior+and+organization+articles

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My Midterm Reflection

There is a time in every person’s life where they experience an epiphany. For me, one of the biggest epiphanies I ever experienced pertains to writing. At the beginning of this school year, coming to UNCC straight out of high school, my only writing experiences had been those restricted by the confines of a standard curriculum and format of writing. These restrictions even flowed over into my first semester in college and I was asked to write “five-paragraph essays”. It wasn’t until this semester and being enrolled in UWRT 1103 with Professor Cook that my writing became much more than that. It’s not all just format, length and criteria, but it’s context, purpose, and interpretation that make a great piece of writing.

This semester, I am taking four courses plus a lab. In one of these courses, an LBST course, I was asked to write a five-paragraph essay. This was about three and a half weeks into the semester and I had just become so “enlightened” by the fact that the five paragraph essay and thesis statements and all that were really just wrong to require. I remember my LBST professor saying “Okay so for this assignment you will be writing a simple five paragraph essay for your research on the Health Care System.” As soon as she said it I remember I got all hot and frustrated and I went from super distracted to all of the sudden being to tuned in but out of shock and disagreement. I felt like a spoiled kid whose parents had just flipped a switch and decided not to allow them to have such luxuries any more. Instantly, my hand shot up in the air and I was ready to protest or suggest instead of such a standard format, if we could just have content requirements instead of format requirements. But then I remembered what we had talked about in UWRT earlier that week. We discussed that as much as we would like writing to be about what we it to be, and include lots of personality in our writing and what not, sometimes the contextual part of writing includes a very narrow and fact based criteria. One form of writing that is appropriate for one assignment may not be as appropriate for another. “Good writing” I believe should really be looked at more as “appropriate writing”.

Since further developing as a writer and student in UWRT 1103, I have reevaluated that moment over and over in my head. It still frustrates me and that assignment itself still frustrates me. When it comes down to it, I really don’t enjoy standardized writing anymore. While in high school I considered myself to be a “good writer” I had mastered the five-paragraph essay. But now, I realize just how limited I was and that since learning what I know now about writing, I have been able to place myself in a specific writing community. I would consider my new style of writing to be highly expressive and well articulated, something I was never able to say before. Also I have been able to enjoy the writing process. There are so many aspects of writing that I can see now that I was never able to see before. Such as context, contrast, narrative vs. reflection, analytical vs. expressive, and what it truly means to be a good writer. All of these things influence my current standpoint on writing and I have fully learned to appreciate writing in a whole new light.

If there is one thing I can take away from this experience with writing, its what it takes to make create a good piece of writing. As long as an individual has correct grammar and spelling, articulates the information necessary in the assignment thoroughly, and meets the length requirements of the assignment, there shouldn’t be many other restrictions. Even though there are times when simple facts or analytical collections need to be expressed, one can do so in their own unique way of writing reflective of them that still captures the reader’s attention. Writing should be a form of personality, like art. Individuality should always be able to shine through in a persons writing regardless of the topic. As far as things like the five-paragraph essay go, as “good writers” we know there would probably be a better way to write about something than through that. However, another important part of being a good writer is being able to adapt and articulate certain tasks in writing even when we don’t want to, in order to accomplish a given task. I believe that writing should never be something we look at as a chore. Rather, it should be a creative outlet no matter what the purpose. Writing is limitless and should never be taken for granted. After reflecting upon everything I’ve learned thus far in the class and throughout the course of the semester, I cant say I have truly grown as a writer and know that I will continue to grow as the semester progresses.

A Reflection on Reflection

The three parts I found to reflection are identify, analyze, and naming. One question I have is throughout the reflection, who am I addressing? Myself? And if so, is my now self addressing my future self? Another question I have is what is a vignette? How does it pertain to writing exactly? My interpretation of it it to not rely and base writing simply off the moment or event, it shouldn’t be a narrative, but more so an expansion and analysis of what happened or what is at hand, not simply explaining the event itself. Reflection is more so about the meaning behind what happened, not so much telling what happened. The interpretation part of reflection is typically the most difficult. Interpretation is like looking at the meaning behind the meaning and looking at a specific event in a contradictory perspective. For part three, the naming or identifying is the part where you piece together the connections between the other two parts. I also is working forwards finding the larger learning from the event of experience. Another way to look at this would be the word articulate.

Discourse Communities and Community in Writing

In talking about Swales’ and Harris’s writing, it is clear that they are in agreement with much of what community means. Harris makes statement to all of use being individuals but also all part of communities. It could also be said that be are all community rather than individuals because there will always be similarity and groupings to peoples writing and ideas. Harris talks about the word “pedagogy” and how students and people have to challenge and inquire the common rules and knowledge to writing. Within discourse communities people need to find comfort in in the unknown and addressing new things, however, they also need to know how to do so while acting within the confines of their particular discourse community.

“Community” and Our Writing

The word “community” typically has a sense of togetherness or sameness to it. This term becomes challenged and evaluated through the writing of Joseph Harris, Bartholomae, and Bathes. When it comes to community in writing, many people are confused about what exactly this means. After reading the article The Idea of Community in the Study of Writing, I now better understand the meaning of what it means in relation to writing and education, but also how it contradicts many preconceived notions most people have about writing. Something that is typically misinterpreted about the word “community” is that it reflects upon multiple people. I have come to the understanding that “community” actually leans more towards the word “individual” in terms of community in writing.

Harris agrees with Bartholomae when he says that we “write not as isolated individuals but as members of communities whose beliefs, concerns, and practices both instigate and constrain, at least in part, the sorts of things we say” (p. 3). In addition, he also agrees with Bathes statement, “We do not write simply as individuals, but we do not write simply as members of a community either” (p. 10). I believe what they are saying is that, when we write, we begin based off of our own individual ideas but what actually ends up happening is that a sense of community is developed in our writing by the similarities it has to others similar thoughts and ideas. We write as individuals with our own opinions, but somewhere along the way, we accumulate a sameness to others through our writing, thus creating a community. My conclusion of community in writing is that, individual writings of similar minded people, create community, rather than a community influencing an individuals writing. One example being, a group of 50 people from different areas of the globe may not even know they have the same views of opinions in their writing, being unaware of the “community” in their writing. However, without knowing each other’s ideas or views, they write very similarly thus creating their own community.

One word that could be closely related to “community” is “discourse”. Swales’ observations of discourse community could be somewhat attributed to what Harris writes in The Idea of Community in the Study of Writing. Swales’ talks about the key factors that define a discourse community and that everyone in such community works towards a common goal. I believe this to be somewhat true with community in writing, however most of the time I don’t believe it to be intentional. Maybe once people have become aware or are in contact with others in their community of writing, they might openly work amongst each other towards a particular common goal. Most of the time however, it is my opinion, that unless it is a required sort of academic writing community, many people are unaware and just speak and think freely towards what message or goal their writing persuades.

In conclusion, I can say that I agree with much of what Harris, Bartholomea, and Bathes say about “community” in writing. It is something that is individually driven but group resolved. Many times people feel confined to a certain way of writing, but writing communities can help to individualize and expand ones true way of writing. It is important in academics to have a certain type of community in writing, however one that does not fully take away from an individuals true self in their writing. The importance is in the balance between the academic community and the individuals preferred community.

My Life and Discourse Communities

How Discourse Communities Relate to My Life
In reading Swales’ The Concept of Discourse Communities, I have learned about the differences between a language community and a discourse community and just how easily I can relate what a discourse community is to my life. Swales talk about six specific factors that define a discourse community and that lead the way for the terms and conditions of such a group. It terms of my life at the University here at Charlotte, there are two of these communities I feel I fit into.

The first community I feel I fit into would be the pre-medical department. Whether or not everyone who is a part of this community is actually a “pre-med” major is irrelevant. There are many majors who fall into this community, such as: pre-kinesiology, pre-medical, pre-nursing, exercise science, physical training. All of these majors can relate on many different levels making them their own discourse community. Some of the six characteristics that Swales addresses that I can relate to this specific community are that we all have similar course studies. Most students in this community are required to take most, if not all of the same “major” courses. Another thing is the clubs that most of us participate in that prepare us for our particular major. In addition to these things, most of us are sent mass e-mails about up coming events for opportunities to get more involved in various medical programs. In a sense, we all kind of have our own lexis, or specific level of communication when we talk about the things we learn in our intensive chemistry, biology, math, or major related classes, that other people such as art, or music majors don’t understand. Another way that this particular community could be categorized as a discourse community is buy its common public goals. In being part of this community we all have the common goals of wanting to help others, get involved in the medical field, become health and wellness educated, and work in an intense but thrilling field. The writing style of this community is very analytical, educational, precise, and well articulated. A lot of the time because of the lack of writing in comparison to calculations in this field, most of the writing is fact based or procedure based.

The other community I feel that I fall into would be the music discourse community. This fits into the six characteristics of Swales discourse communities because of its common goals of wanting to explore music and expose more people to it through performance, compose new ideas for ways to expand the musical influence in our society and university, along with pushing ourselves to become better musicians and vocalists. This community definitely has its own lexis, and or way of communicating. It terms of music, there are various terms and acts that people who have not been exposed to music or music theory, would not be able to comprehend. Many times, I have found myself talking to someone about my chorus experience and describing to them what qualities one must poses to be considered good musicians or vocalists, and the person will be staring at my blankly because of their inability to understand my particular terminology. Within the community itself, we are free to use our lexis to quickly and effectively communicate our demands or critiques using terms specific to our performance or skills. Also within this community there are specific experts of professionals of the community. A choir director or conductor would be considered a novice member of the community. When talking about the writing style of this community it is music based or evaluation based which definitely requires skills such as recognizing context and proper review techniques. Many times there are people in this field who are required to leave extensive reviews for people looking to advance in this community and good literacy and writing skills are a must if that is something you are required to do.

When evaluating these two particular communities, it is clear to me and most likely to anyone else, that the writing styles and requirements of these communities are extremely different. They each have their own specific lexis, various differing common goals, and many different inner genres that divide and categorize the groups within the communities. Overall, I believe that both of these communities fit very well into the specifications of Swales’ discourse communities. I enjoy both of these communities equally and am proud to be involved in such different types of groups which both have a heavy positive influence on our society as a whole.

Understanding of Schooled Literacy and Gatekeepers

At the start of this blog prompt, we were given a definition of a gatekeeper. A gatekeeper is defined as something or someone “used to signify either a person or force that creates protocols for entry into physical or abstract space.” To me, I was a bit confused by this definition especially because I have never heard this term used in context of writing. I have come to find that often in this course we are relating terms not typically thought to be related to writing, to our writing and inquiry pieces. After Addressing the chapter of The Elements of Literacy and evaluating the different perspectives on literacy and how it is used in context of education and schooling, It is clear that literacy can mean many more things than most people may think. When left open to interpretation and context, there really is no exact definition. This is something that can be used to address the five paragraph essay. After reading he Five-Paragraph Essay and the Deficit Model of Education by Lil Brannon, I felt enlightened that there has actually been something of renowned and legitimate writing that supports the negative impact of writing curriculum based off of the five paragraph essay. In this she talks about how this style of writing is hardly a style at all and hurts more than helps anyone who is originally taught this way. One main reason for this is because is real life no one actually writes this way or is able to properly articulate a good piece of writing while being limited to this format. Due to the fact that this is unnecessary and incorrect, we as our own gatekeepers must take matters into our own hands my gate keeping our minds from this wrong information.

It is important to keep in mind that we have the ultimate control over ourselves even if we are forced to write in this manner. We must allow ourselves to fulfill this task because of its appropriateness in context of requirement for our class but then we must do away with the understanding that this is the “proper” way to write. Another article, Teaching as Un-teaching backs this opinion of the five paragraph essay and also addresses the important point that students are literally having to work harder and undo what has been done in their minds and understandings of writing because of misgiven information about how they should write. They are being taught one set way to write and like said in the article Teaching as Un-teaching, this will not always be the type of writing needed in the future.Schooled literacy overlooks the fact that writing is limitless, or at least it should be. Limits may need to be put in place in context of providing a specific or more narrowed point in your piece of writing. However, though there are limits, what the limits are will most likely be different for every bit of writing you do throughout your life, and that is what the five paragraph essay lacks to inform.

Two more articles that can be addressed in this new understanding of literacy and gatekeepers are Deficit Model of Education, and Blaze’s Experience. After reading through both of these articles, I found many other supporting point of the negativity impact of the five paragraph essay and how it relates to the struggle of teaching as un-teaching. To bring all of what I have come to learn through these reading and my personal experience in this class I have come to raise the question, how can we become better gatekeepers of our own minds, and how do we become as literate as we can when the schooled literacy we are being taught from such a young age could actually be considered illiterate? This is something I hope is addressed and further looked into in hopes to change the government regulated state-wide writing curriculums.