Lifelong Learning or Learning for Life an Example of the Topic Psychology Essays by

Lifelong Learning or Learning for Life? by Expert Dr jack | 06 Dec 2016 The changing world is so competitive in which the potential learners for lifelong learning in fact live. The perspective for thinking concerning any form of post-school earning has changed so radically over the past twenty-five years that whatever it is that can make a difference has revolutionized too; and essentially so. Every feasible aspect of society is different from what it was a moderately short time ago. Work, home, family, leisure, and all the adult roles within them, are as different as chalk from cheese. It all tells the same story (Brown, 2002, 44). Need essay sample on "Lifelong Learning or Learning for Life?" topic? We will write a custom essay sample specifically for you Proceed More and more people are taking more accountability for what happens in their own lives as they live them, taking a greater concern in matters which can affect them, from food, how to grow it, shop for it, cook it, eat it to global warming, from obesity to simulated insemination. What is more, the opportunities for people to learn have extended exponentially. Television, radio, Web access is now accessible to knowledge and information for huge numbers of people who really wants it. Undergraduates Frequently Tell EssayLab professionals:I'm not in the mood to write my essay. Because I want to spend time with my boyfriendEssay writer professionals propose: Buy An Essay Which Will Lead You To Your Academic SuccessWrite My Essay Helper Write My Essay For Cheap Pay Someone To Write Paper Online Essay Writing Company And the shelves of self-help books in bookshops, hot lines for a range of people who are in pain for one reason or another, all point in the same direction. Learning has become an inpidual doings for inpiduals as never before. What is more, the sheer variety of topics on any list of what people are learning these days would have seemed ludicrous to former generations. But maybe the most significant aspect of all this is that most people would not illustrate what they are doing as learning as they look for to master whatever topic they keep with. Overall, therefore, a persity of social trends has enlarged the attractiveness and perceived significance of university for a far larger part of the population than in the past. Many analyses of these social changes in modern society, which are broadly mirrored in other Western societies, go on to argue that the more varied, flexible and atomized nature of society must be viewed within the framework of post-modernism. Everything is comparative, there are no universal laws, no meta-narratives', and certainly no place for ideological frameworks such as liberalism or collectivism. One of the various glaring fallacies of post-modernism is, as Peter Osborne has noted, its failure to distinguish that the narrative of the death of meta-narrative is itself grander than most of the narratives it would relegate to oblivion' (Osborne in Eagleton, 1996, p. 34). University, in this climate of post-modernism, has comprehensive roles, but the customary liberal framework is certainly challenged. A part of the post-modernist assault has been to refute the validity or even the prospect of academic objectivity. The possibility of securing objective knowledge and of pursuing truth in an impartial way can no longer be assumed' as of what Ron Barnett has termed the epistemological undermining' (Barnett, 1990, p. 189) of the bases of moderation. If the liberal basis of university is thus under attack, how much more so is the social principle perspective of continuing education. Yet this should be a key element of the Lifelong Learning. A defining trait of lifelong learning has to be a disquiet with and commitment to the widest possible contribution of the adult population in PCET, in order to put in to the development of a democratic, participative society and culture. This can be, and has been, articulated in a persity of liberal and socialist frameworks. However, they all have in general the a priori contention of the need for a value framework. Defining the knowledge and learning suitable to a university' is no longer the exclusive conserve of the universities themselves. Several other agencies are concerned such as government, employers, professional bodies and, not least, the students themselves. Modularity and credit systems are breaking down the old punitive empires, but this challenge is also the upshot of the ideological pressure from these exterior forces. Academic curricula and concerns require reflecting the realities of the outer world. Thus inter-disciplinary, problem or area based studies are often seen as much more pertinent than university-defined single punitive areas. In many ways, the ideological as well as cultural traditions of informal learning are thus informing the new world of prospective mass university. Adult education has always had to, and certainly wanted to, respond to student perspectives and to exterior partners. It has also had little consideration to the inflexibilities of corrective boundaries. Cultural studies, and to a degree industrial studies and regional studies, for instance, had their origins in adult education provision. Perhaps more considerably, the general trend within mass systems is to focus less upon knowledge-based, corrective expertise and rather more upon vocationally on the one hand and the development of basic skills on the other. Again, this represents partly a return to the culture of the informal learning environment and a recognition both that the university does not subsist in a social vacuum and that it no longer has, if it ever did, the control on the definition and rights of the learning process in higher education. If universities move away into defensive mode and try to keep their pre-existing structures and cultures, they could be overtaken by the larger forces of the learning society. If they adapt to and work in partnership with the new agencies of lifelong learning development then they might become centrally important agencies of change and development. Certainly, this latter path has significant political dangers, not least the probable erosion of university autonomy, and a downgrading or even desertion of critical thinking and some commitment to social purpose, as vocational and instrumental pressures raise and as credentials' threatens to destabilize liberal educational objectives. Thus, the changing pattern of employment is that effort to think of lifelong learning on a bulk stipulation basis collides with the way more and more people are in fact living out their lives. For many, portfolios of employment fit better beside a personal pick-and-mix approach to any further learning which can be undertaken rather than formal courses listed in a college prospectus (Brighouse, 2002, 53). Tension between plans for improving lifelong learning through formal institutions and the way people are now leading their lives which so far does not appear to have been taken into concern when White Papers appear for discussion as precursors to Acts of Parliament. Indeed, it is almost satirical how lifelong learning is used in the rhetoric as something which can assist sustains a rational society when much of that society is moving in the opposite direction. It is as if the increasing inpidualization of society is happening anywhere else. But it is not. It is here with us now. It is another challenge. And it is hard to see why this propensity will not grow stronger, leading to changes in society which can simply be guessed at. There could be a premium on connections between prosperous lifelong learning and a strong democracy. This is perhaps why public oratory does not get transposed in public action which is tuned to present conditions. Perhaps tackling that tension is too hot a matter for politicians to grapple with. Cynics might say that just as schooling can be construed over the years as a means of wielding a form of social control, so talking concerning lifelong learning in terms of formal provision which is under tight control by government can also be a covert and conceivably nervous way of trying to do the same things with adults. If so, then lifelong learning could make to contain some rather inopportune social time bombs. Subsequently there could be much of rediscovery. Perhaps, too, there is a simpler explanation: that for all its good purpose the government has no clear idea of what it believes lifelong learning to mean. So many phrases get bandied around. Sometimes there is the 'true purpose of learning', the approach to learning'. It would be a motivating exercise to set a test for the civil servants accountable for the use of these phrases, requiring them to eloquent clearly the meaning of each one of them and to portray the differences which those meanings are anticipated to convey. This muddled thinking could rest on what Sally Tomlinson claims concerning education change in general: There is also confusion regarding political focus and ideological purpose behind educational change. This is partially due to rhetoric that the state has given more autonomy to inpiduals while in actuality central control has tightened (Tomlinson 2001, 54). Work Cited Barnett, R. (1990) The Idea of Higher Education, Milton Keynes: SRHE and Open University Press. Brown, K. (2002) The Right to Learn: Alternatives for a Learning Society, London: RoutledgeFalmer. Osborne, P. (1995) The politics of time' cited in EAGLETON, T. (1996) The Illusions of Post-Modernism, Oxford: Blackwell. Tomlinson, S. (2001) Education in a Post Welfare Society, Oxford: Oxford University Press.

Definition and Examples of a Submerged Metaphor

Definition and Examples of a Submerged Metaphor A submerged metaphor is a type of metaphor (or figurative comparison) in which one of the terms (either the vehicle or the tenor) is implied rather than stated explicitly. In the book Myth and Mind (1988), Harvey Birenbaum observes that submerged metaphors lend the force of their associations in a subliminal way but are likely to be disruptive if they are realized too explicitly. Examples and Observations A submerged metaphor is  an implied comparison made in one or two words (usually verbs, nouns, adjectives). Example: Coach Smith mended the losing pitchers hurt feelings. (Not literally; he just tried to make him feel better.)​  (Patrick Sebranek,  Write Source 2000: A Guide to Writing, Thinking and Learning, 4th ed., 2000) Time and Change Metaphors Examples of submerged metaphor in the vocabulary include the lexical sub-system for constructing the meaning, or the set of concepts, that we call time and change. Expressions like time passes, as time goes by are based on the metaphor time is a moving object. Expressions like the elections are approaching, his mistakes are catching up with him are based on the metaphor events are objects moving along a path. Expressions like we are approaching the election, he thought he had left his mistakes behind him, and even we are going to win are based on the metaphor people are objects moving through time.​  (Paul Anthony Chilton and Christina Schffner, Politics as Text and Talk: Analytic Approaches to Political Discourse. John Benjamins, 2002) James Joyces Submerged Metaphors Reading Ulysses often depends upon recognizing the submerged metaphor in the stream of consciousness of the major characters. This is especially true of Stephen whose mind works in metaphorical terms. For example, Stephens association of the sea with the bowl of white china . . . holding [his mothers] green sluggish bile which she had torn up from her rotting liver by fits of loud groaning vomiting depends upon his responding to Mulligans shaving bowl as a transitive but submerged metaphor signified by the present members of the metaphorical seriesthe sea and the bowl of bileand in turn signifying them (U.5; I.108-110). Stephen is a hydrophobe whose neurosis depends upon metaphors taking precedence over logic.​  (Daniel R. Schwarz, Reading Joyces Ulysses. Macmillan, 1987) Also Known As: implicit metaphor

Final exam Assignment Example | Topics and Well Written Essays - 1000 words - 3

Final exam - Assignment Example The second innovation is Google Glasses that is creative as it performs many functions that are similar to the iPhone and Android but the method of use is better and more effective. They were created by Google’s X Lab owing to the numerous complaints about Smart Phones. The major investors behind the innovation are John Doerr of Kleiner Perkins Caufield & Byers, John Doerr of Kleiner Perkins Caufield and Bill Maris of Google Ventures (Loth).This new innovation can transform the world by increasing the speed of transactions. The third innovation is the hybrid car technology that was invented in the 19th century. The innovation was introduced by Jacob Lohner whose main aim was to minimize the unpleasant smells and noises produced by regular automobiles. This idea faded away but Toyota brought it back in 1997 with the introduction of their Prius model in 1997 (Berman, 2007). This model is aimed at address important issues such as global warming and pollution. Question 1(c) Innova tion has been in existence for the longest time in history. It takes place when people come up with better ad innovative ways of doing things thereby coming up with solutions to existing problems. Innovation can be in different forms from product to service development. It should be taught and practiced in classes and firms that promote entrepreneurship. Question 2: Unmet Need Analysis Question 2 (a) One of my classmates came up with an innovation that is based on innovation of a hybrid car system. The major issues facing implantation of the innovation is that fuel is readily available in Saudi Arabia and hybrid cars are more expensive. On the other hand, my project is aimed at improving the livelihood of poor anglers by providing an efficient and affordable way of fishing and is already being used in various parts of the world. Question 2 (b) Implementation of this innovation in Saudi Arabia would be difficult as the country is a crude oil supplier, therefore, fuel is always availa ble. Secondly, convincing the audience to purchase a relatively expensive car will be hard. Question 3: Entrepreneurial Role Models Question 3 (a) I learnt about different entrepreneurs last semester however, two of the most influential entrepreneurs are Richard Branson and Donald Trump. Richard Branson is one of the most influential entrepreneurs in the modern times and has led Virgin Group to be one of the most competitive companies in the airline sector (Dearlove 69). Branson is not only the CEO of the Virgin Group but also acts the company’s brand as he features in advertising and television shows. Donald Trump is evidently the most successful entrepreneur in the US and world over (Dearlove 69). He is a business genius who succeeds in everything he does. His name also has a positive impact on the company’s brand. Question 3 (b) These entrepreneurs show Bower’s entrepreneurial patterns of behavior including creativity, the ability to think come up with soluti ons that are outside the box, the ability to take strategic risks and the ability to bounce back from failure (Bowers 45). Branson is a risk taker whose risks have paid off through the successful business ventures. Branson shows the delusion of grandeur pattern that is stated in Bower’s pattern. He always aims to reach the sky even when the targets appear to be too much. He challenges himself and those who work for him to

Devolution Essay Example | Topics and Well Written Essays - 2500 words

Devolution - Essay Example Regional or local governments who get the power of home rule may also get some legal powers to have their own legislative framework and legal rules which they can apply to their region exclusively. In the United Kingdom, a case of devolution in seen in the 1997 referenda in Wales and Scotland when a devolved or regional government was created and this was followed by the establishment of Scottish Parliament, National Assembly for Wales, Northern Ireland Assembly and Greater London Assembly in 1999 (see O'Neill 2004; Trench 2004). The proposals for a devolved state in Wales and Scotland were made in 1979 although the actual implementation of such a proposal could only be made two decades later. However there have been no devolved governments or devolution within England as the Labour government faced defeat in their proposals for a devolved regional government in North East England in 2004. Since then there have been no successful plans of devolution or formation of local and regional governments within England and all are failed plans. Apart from Wales and Scotland, there has been a system of home rule in the US as District of Columbia represents a regional and devolved government and is under the sole control of the United States Congress and the district government was created by statute. ... Fothergill discusses three government reports to argue that the new directions set by the Labour government do not take account of the accumulated knowledge or even the long history and background of the UK regional policy, Thus the regional policies which are already existing have serious lessons to impart which the new approach of Labour government seems to be overlooking or ignoring. The paper further states that, 'The new approach (of Labour) also prioritizes the devolution of decision-making over positive discrimination from the centre in favour of less prosperous areas'. Thus devolution has become not just a means of constitutional settlement but a dynamic process of change with possible uncertain consequences. In the later part of the analysis we will consider the process of devolution using case studies, examples and research reports. Implications of Devolution Even following devolution, there are many issues and concerns that are applicable to devolved governments. Elliott et al (2005) write that public sector pay is of critical concerns to governments of Westminster and Edinburgh. Public sector pay accounts for the major part of the government's expenditure and when not controlled by the central government, may have to be controlled according to budget in case of regional or devolved governments. The quality and range of services provided by the public sector is largely dependent on this pay controlled by the government. Within the UK, there is a national rate of pay that may not be sensitive to labour market conditions. However many recent changes have been made and consequently in Scotland there have been pay scale revisions and "public sector

Maurya Dynasty Essay Example for Free

Maurya Dynasty Essay Chandragupta Maurya (born 340 BCE, ruled 320 BCE – 298 BCE) was the founder of the Maurya Empire. He succeeded in conquering most of the Indian subcontinent and is considered the first unifier of India as well as its first genuine emperor. Prior to Chandraguptas consolidation of power, small regional kingdoms dominated the northwestern subcontinent, while the Nanda Dynasty dominated the middle and lower basin of the Ganges. After Chandragupts conquests, the Maurya Empire extended from Bengal and Assam in the east, to Afghanistan and Balochistan in the west, to Kashmir and Nepal in the north, and to the Deccan Plateau in the south. His achievements, which ranged from conquering Macedonian satrapies in the northwest and conquering the Nanda Empire by the time he was only about 20 years old, to achieving an alliance with Seleucus I Nicator and establishing centralized rule throughout South Asia, remain some of the most celebrated in the history of India. Over two thousand years later, the accomplishments of Chandragupta stand out in the history of South Asia. Bindusara was the second Mauryan emperor (born 320 BC , ruled. 298 BC – 272 BC) after Chandragupta Maurya. During his reign, the empire expanded southwards. He had two well-known sons, Susima and Ashoka, who were the viceroys of Taxila and Ujjain. The Greeks called him Amitrochates or Allitrochades the Greek transliteration for the Sanskrit word Amitraghata (Slayer of enemies). He was also called Ajatashatru (Man with no enemies) in Sanskrit. He also went by the title Deva-nampriya. Ashoka Maurya or Ashoka(304–232 BC), popularly known as Ashoka the Great, was an Indian emperor of the Maurya Dynasty who ruled almost all of the Indian subcontinent from 269 BC to 232 BC. One of Indias greatest emperors, Ashoka reigned over most of present-day India after a number of military conquests. His empire stretched from present-day Pakistan and Afghanistan in the west, to the present-day Bangladesh and the Indian state of Assam in the east, and as far south as northern Kerala and Andhra Pradesh. He conquered the kingdom named Kalinga, which no one in his dynasty had conquered starting from Chandragupta Maurya. His reign was headquartered in Magadha . He embraced Buddhism from the prevalent Hindu tradition after witnessing the mass deaths of the war of Kalinga, which he himself had waged out of a desire for conquest. He was later dedicated to the propagation of Buddhism across Asia and established monuments marking several significant sites in the life of Gautama Buddha. Ashoka was a devotee of ahimsa (nonviolence), love, truth, tolerance and vegetarianism. Ashoka is remembered in history as a philanthropic administrator. In the history of India, Ashoka is referred to as Samraat Chakravartin Ashoka the Emperor of Emperors Ashoka . The emblem of the modern Republic of India is an adaptation of the Lion Capital of Ashoka.

George Bizek :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Georges Bizet, who is best known for his opera, Carmen, has remained somewhat of a mystery as far as his musical education, social life, and personal life. He is not like so many other composers and musicians of the Romantic Period who led a highly publicized life like Hector Berlioz, Peter Ilyich Tchaikovsky, or Johannes Brahms. He spent his short life devoted to music and he did not quite make it into the limelight like these other Romantic composers. The most believable explanation for his obscurity would be the lack of scandal in his life. He had a happy childhood, was well awarded with musical scholarships, and a happy marriage.   Ã‚  Ã‚  Ã‚  Ã‚  Georges Bizet grew up in a musical house. His father was a singing teacher and his mother was a well-known pianist who had attended the Paris Conservatory. His parents encouraged him in music. His father was confident that his son would become a great musician. His father was actually too supportive of his musical education. He had been known to hide young Georges' other school books so he would not be distracted from his musical studies. He received his first music lesson from his mother when he was just four years old. She was teaching him to read music at the same time she was teaching him his alphabet.   Ã‚  Ã‚  Ã‚  Ã‚  Bizet was enrolled in the Paris Conservatory when he was nine years old. This was a special exception arranged by his uncle who taught at the Conservatory, since Bizet was still a year younger than the minimum age requirement. Here he studied piano, organ, singing, harp, strings, woodwinds, and composition. His instructors were the composers Charles Gounod, who is known for his opera Faust, and who is considered the greatest musical influence in Bizet's life. And Jacque Halevy, who wrote the opera LaJuive, is also considered an important musical influence. He had a unique, unstructured teaching style. Halevy would listen to and correct his students but he would never require them to do any specific types of composition. This was to affect Bizet throughout his life as he would be known to start and abandon work after work. This was blamed directly on Halevy's lack of discipline. At age fifteen, Halevy tried to convince Bizet to go and compete for the Prix de Rome. Bizet refused sighting his immaturity and need for additional background.   Ã‚  Ã‚  Ã‚  Ã‚   During his time as a student he wrote Symphony in C Major (1855), which was not performed during Bizet's lifetime, but from it's first performance in 1935 it has become an established symphony in a standard repertoire. George Bizek :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Georges Bizet, who is best known for his opera, Carmen, has remained somewhat of a mystery as far as his musical education, social life, and personal life. He is not like so many other composers and musicians of the Romantic Period who led a highly publicized life like Hector Berlioz, Peter Ilyich Tchaikovsky, or Johannes Brahms. He spent his short life devoted to music and he did not quite make it into the limelight like these other Romantic composers. The most believable explanation for his obscurity would be the lack of scandal in his life. He had a happy childhood, was well awarded with musical scholarships, and a happy marriage.   Ã‚  Ã‚  Ã‚  Ã‚  Georges Bizet grew up in a musical house. His father was a singing teacher and his mother was a well-known pianist who had attended the Paris Conservatory. His parents encouraged him in music. His father was confident that his son would become a great musician. His father was actually too supportive of his musical education. He had been known to hide young Georges' other school books so he would not be distracted from his musical studies. He received his first music lesson from his mother when he was just four years old. She was teaching him to read music at the same time she was teaching him his alphabet.   Ã‚  Ã‚  Ã‚  Ã‚  Bizet was enrolled in the Paris Conservatory when he was nine years old. This was a special exception arranged by his uncle who taught at the Conservatory, since Bizet was still a year younger than the minimum age requirement. Here he studied piano, organ, singing, harp, strings, woodwinds, and composition. His instructors were the composers Charles Gounod, who is known for his opera Faust, and who is considered the greatest musical influence in Bizet's life. And Jacque Halevy, who wrote the opera LaJuive, is also considered an important musical influence. He had a unique, unstructured teaching style. Halevy would listen to and correct his students but he would never require them to do any specific types of composition. This was to affect Bizet throughout his life as he would be known to start and abandon work after work. This was blamed directly on Halevy's lack of discipline. At age fifteen, Halevy tried to convince Bizet to go and compete for the Prix de Rome. Bizet refused sighting his immaturity and need for additional background.   Ã‚  Ã‚  Ã‚  Ã‚   During his time as a student he wrote Symphony in C Major (1855), which was not performed during Bizet's lifetime, but from it's first performance in 1935 it has become an established symphony in a standard repertoire.

Organic Food †Good for you, Good for the environment Essay

Organic food has quickly gained popularity over the years. What started as a trendy method that celebrities adopted has expanded mainstream and can be found in any thriving metropolis as well as many smaller towns and cities. Organic food refers to any type of produce or meat product that has not be treated with additional chemical preservatives when it is grown and therefore is considered to be of benefit to those that choose organic produce. Yet there are those that have not jumped on the organic bandwagon as they have reservations towards this option. We will examine both sides of the argument so as to analyze and finally decode the language that is organic food and come to the clear conclusion that organic food should be an investment we make for proper nutrition and health. Understanding Organic Food One of the most basic human needs is food. We need to feed our bodies with food in order to do any of the daily tasks that we may embark on. This need used to be supplied with food that was wholesome and pure. Our ancestors ate the fruit of their labor which was food that was grown in their farms or in local surrounding areas. We have come a long way from this with the expansion and growth of not only the population but also the technology that speeds up the 2 packaging and assembly of some of the larger chains which supply millions of households with food. Our food no longer is home grown; little do we know where in fact it comes from and for that matter what is being added to our food to give it color, taste and preserve its freshness. Organic farmers are looking to close the gap between the supplier and the ultimate consumer. By buying organic produce we go back to a simpler time where we knew where our food came from and what agricultural methods the farmer used to cultivate the food we put in our mouth. Critique Skeptics and critics of the organic food movement question if buying organic produce is worth it. They believe that organic food is costly compared to commercial and industrial produced food. It can cost a consumer anywhere from a few cents to a few dollars to purchase organic products vs. commercial products. This is due to the methods that organic farmers use when they grow their produce such as crop rotation which is a method that organic farmers use to maximize the soil and land they have by alternating the type of crop they grow. This method leads to less amount of one type of product being produced and also less variety or produce being only available in particular time periods or seasons. It also means that farmer will use less of the soil and less land. This can be a big disadvantage as in the United States alone 140 hectares of farmlands have been lost in the last 30 years to make room for non-agricultural purposes such as building urban cities and highways (Cunningham & Cunningham 2010 pg. 201) therefore it may seem to some that all the land given for the purpose of agriculture should be used and even exploited for maximum profit options. Another disadvantage that organic products have is their shelf life. Because no preservatives are used to keep the product fresh, organic products must be consumed within a very short time frame, which can be a big inconvenience to the consumer on a strict budget 3 looking to really expand the freshness of their products without the need to buy a large amount of groceries every few days. If we look at the economic disadvantage that buying organic food has we can see why some people are still skeptical of trying or buying organic products. With the economy still trying to recover from a period of recession and the job market being scarce, people have become savvy shoppers and want to stretch their dollars. While buying commercial products may seem like the best option when saving money, there are other ways to save and still enjoy the benefits that come from buying organic produce. When it comes to matters of health and giving your body the best nutrients, it is important to learn the facts and really analyze the options before making such an important decision. Benefits There is no denying the benefits that buying organic produce has over the conventional method and while the arguments for those opposing organic produce are valid they do not give the consumer the various methods and options they have when choosing organic products and thus it is up to the consumer to study and analyze the progress that organic farmers and retailers have taken in an effort to make organic produce more cost effective as well as various methods that can be taken to naturally preserve the freshness of the produce. Like all things when demand is high cost normally goes down, however because organic produce requires special labor, the cost of buying organic produce is also higher than the conventional method. A recent head-to-head comparison done by a group of Colby College students in 2011 was conducted surveying various commonly purchased products, comparing the prices of both non-organic and organic products and it was concluded that organic products can have a mark-up of up to 117% compared to non-organic products. According to these studies 4 organic carrots cost $1. 51/lb. while non-organic carrots cost $. 77/lb. , a difference of +96% for the consumer buying organic carrots over non-organic. (White Pillsbury, Melissa 2013). While the actual price may vary by location, it is true that organic products do cost more than their non-organic counterpart. One way to offset the cost of buying organic produce is to shop directly from the farmer. By doing this, the consumer not only can ensure that they are buying organic products, they also save money as the farmer will sell directly to the consumer and not have to spend extra money on packaging or transportation costs when selling to wholesaler. Farmers markets are growing in size and vary from city to city. If the consumer lives in an area where the resources for organic produce are scarce or they lack the time to visit a farmers market, they also have the option to subscribe to a monthly at home delivery service usually offered directly from a local farm such as Farm Fresh To You (www. farmfreshtoyou. com ) or Full Circle (www. fullcircle. com ) . These are at home delivery programs that work directly with a local farm which offer the convenience of having the products delivered to your front door, they also take the guess work off what products to buy. Each box of produce delivered weekly or bi-weekly depending on the type of membership you have signed up for, has a variety of hand-picked produce that is both fresh and in season. Another argument that is commonly brought up when discussing organic foods is that organic products lack preservatives that keep it fresh. Once again, a very valid point however, if the consumer were to investigate a little further, they would learn that farmers are great resources to look in to for special tips on how to naturally preserve food without the need for chemical preservatives. Some tips might be as simple as the storage of the produce. One such example is to keep commonly used fruits such as apples and grapes refrigerated at 32-36 degrees Fahrenheit (FarmFreshToYou. com) and away from vegetables to avoid ripening too early. Other methods 5 that have been successful in prolonging the freshness of organic produce are canning, drying, or freezing. These are also at home methods that the consumer can learn that will lock in the flavor and freshness of the produce at the time of purchase thus saving the consumer money. There are many food movements that have come and gone, some being too extreme to be adapted and adhered to permanently; the organic movement has proven not to be just another fad. Buying certified organic foods is the way to go because it helps the environment thanks to the type of natural soil the farmers use when cultivating such crops and also keeps agriculture growing. Organic farmers may seem like the winners in this deal due to the high cost of organic goods but in reality buying organic foods will be extremely beneficial for our health and wellbeing. References Associated Press. Not Quite Pesticide Free. Environment. 2002; 44:5-6 Costenbader, Carol W. The Big Book of Preserving the Harvest. North Adams, MA: Storey, 2002. Print. Cunningham, W. P. , & Cunningham, M. A. (2010). Environmental Science: A Global Concern. New York, NY: Mcgraw-Hill â€Å"National Rural Ecology Centre. † National Rural Ecology Centre RSS. N. p. , 2009. Web. 8 Mar. 2014. â€Å"Storage & Use Tips. † Storage & Use Tips. Farm Fresh To You, n. d. Web. 12 Mar. 2014. White Pillsbury, Melissa. â€Å"Price Differences: Organic Versus Non-Organic; Store Versus Farmers’ Market. † Price Differences: Organic Versus Non-Organic; Store Versus Farmers’ Market. Maine Organic Farmers and Gardeners Association, 2013. Web. 12.