Christian Counseling Notes

I. The Possibility of Change A. Unbridled Pessimism (Cavanaugh) B. Exuberant Optimism (Mahoney) C. The Balanced Truth II. The Potential of Change: Series of Questions A. What Are We Trying to Change? 1. The Core Personality? 2. Discovering Who We Are in Christ? 3. The Desires? B. What Do We Change People Into? C. By What Authority? 1. The Scriptures: 2. The Goal: Maturity; Christ-likeness As Christian counselors, we are under the authority to encourage people to change or conform to the pattern (the behaviors and desires) of Jesus Christ. III. The Barriers to Change A.Apathy – Lacking Motivation (Elijah) Elijah’s lack of motivation was directly applied to â€Å"bad believing. † B. Lack of Sustained Commitment – Resistance to Change (Hosea) C. Lack of Belief that Change is Possible – Victim-Orientation (Saul/Jonathan) â€Å"My environment has been bad so I can’t change. † D. Lack of Knowledge – Concerning what God says about chan ge, concerning the process of change, and concerning what needs to be changed IV. The Bible on Change A. We Can Change. 1. Regeneration – Immediate (Based on the Resurrection) 2. Transformation – Training Process (Through the Holy Spirit and the Word)B. What Needs to Be Changed? 1. Sin (Isaiah 1:18) 2. Pride (Revelation 3) 3. Relationships (Malachi 2) 4. Behavior (Ephesians 4:28) 5. Attitudes and Beliefs (Matthew 19) C. Elements Central to the Process of Change 1. Other People (Galatians 6:1) 2. The Word (Romans 12:1-2) 3. The Holy Spirit (Ephesians 5; Galatians 5:16) 4. The Community of Faith (Hebrews 10:24-25) V. Elements Requiring Attention as We Help People with the Process of Change A. Create an environment that optimizes the potential for change (Proverbs 29:18). B. Provide loving direction throughout sessions (Ecclesiastes 12).C. Be flexible in your approach (1 Corinthians 12). D. Work out a framework that enables comprehensiveness and direction. 1. Addiction Is sues 2. Thinking Issues 3. Feelings (Indicators) 4. Spiritual Issues 5. Environmental Issues 6. Developmental History Issues E. Work collaboratively to decide where we need to begin and go. F. Get a commitment to action plans. G. Give them something to accomplish outside the session. H. Monitor the process and commit to intercessory prayer support. I. Terminate and transition to service and community Change comes as a result of training not trying.CCOU 203 Study Questions: 1. What are the opposing beliefs about change? Is change possible? What authority establishes the direction of change for the Christian caregiver? 2. Name four barriers we encounter when we seek to help people with change? 3. According to the Bible, what needs to be changed in people’s lives? Name four elements that are central to the change process. What elements should be fostered to create an environment that optimizes the possibility of change? 4. Is it good for the Christian caregiver to provide direct ion for the care-seeker?What do we learn from I Thessalonians 5:14 about flexibility in care-giving? Why should we work collaboratively with the care-seeker to develop an action plan? 5. Why is it important to pray for people we are helping with change? What attitude does faith in the resurrection of Jesus Christ produce in those who are seeking to change their lives? Soul Care Notes: I Kings 19 Isaiah 1:18 Hosea 6:11 Romans 12:1,2 II Corinthians 5:17 Philippians 4:13 Ephesians 4:12-16 Ephesians 5:1 II Timothy 1:7 II Timothy 3:15-17 I Thessalonians 5:14

Behavioral Management Theory Essay

As management research continued in the 20th century, questions began to come up regarding the interactions and motivations of the individual within organizations. Management principles developed during the classical period were simply not useful in dealing with many management situations and could not explain the behaviour of individual employees. In short, classical theory ignored employee motivation and behaviour. As a result, the behavioural school was a natural outgrowth of this revolutionary management experiment. Discuss – how behaviour management has changed over the years in the modern classroom we know today ? The behavioural management theory is often called the human relations movement because it addresses the human dimension of work. Behavioural theorists believed that a better understanding of human behaviour at work, such as motivation, conflict, expectations, and group dynamics, improved productivity. Discuss – How does a better understanding of human behaviour enhance our own teching The theorists who contributed to this school viewed employees as individuals, resources, and assets to be developed and worked with — not as machines, as in the past. Several individuals and experiments contributed to this theory. Elton Mayo’s contributions came as part of the Hawthorne studies, a series of experiments that rigorously applied classical management theory only to reveal its shortcomings. The Hawthorne experiments consisted of two studies conducted at the Hawthorne Works of the Western Electric Company in Chicago from 1924 to 1932. The first study was conducted by a group of engineers seeking to determine the relationship of lighting levels to worker productivity. Surprisingly enough, they discovered that worker productivity increased as the lighting levels decreased — that is, until the employees were unable to see what they were doing, after which performance naturally declined. Although the above experiments at the Western Electric Company seem pretty basic – it’s interesting to note how productivity increased when workers concerns were addressed and considered – do we think that the increased productivity is linked to employees feelings of value A few years later, a second group of experiments began. Harvard researchers Mayo and F. J. Roethlisberger supervised a group of five women in a bank wiring room. They gave the women special privileges, such as the right to leave their workstations without permission, take rest periods, enjoy free lunches, and have variations in pay levels and workdays. This experiment also resulted in significantly increased rates of productivity. Again the above experiment appears to give employees control over their working conditions and can this flexibility within the workplace contribute to the individuals feelings of self worth within their organisation – or can the lack of routines/boundaries allow a slip shod working pattern In this case, Mayo and Roethlisberger concluded that the increase in productivity resulted from the supervisory arrangement rather than the changes in lighting or other associated worker benefits. Because the experimenters became the primary supervisors of the employees, the intense interest they displayed for the workers was the basis for the increased motivation and resulting productivity. Essentially, the experimenters became a part of the study and influenced its outcome. This is the origin of the term Hawthorne effect, which describes the special attention researchers give to a study’s subjects and the impact that attention has on the study’s findings. The general conclusion from the Hawthorne studies was that human relations and the social needs of workers are crucial aspects of business management. This principle of human motivation helped revolutionize theories and practices of management. Abraham Maslow, a practicing psychologist, developed one of the most widely recognized need theories, a theory of motivation based upon a consideration of human needs. His theory of human needs had three assumptions: †¢Human needs are never completely satisfied. †¢Human behaviour is purposeful and is motivated by the need for satisfaction. †¢Needs can be classified according to a hierarchical structure of importance, from the lowest to highest. My interpretation of the experiments and the correlation to Maslow’s theory below demonstrates to me the importance of setting ground rules in the first instance is paramount to ensuring workers or learners in our case – have some autonomy over their patterns of working increasing motivation and individual feelings of self esteem over their learning journey! Maslow broke down the needs hierarchy into five specific areas: †¢Physiological needs. Maslow grouped all physical needs necessary for maintaining basic human well-being, such as food and drink, into this category. After the need is satisfied, however, it is no longer is a motivator. †¢Safety needs. These needs include the need for basic security, stability, protection, and freedom from fear. A normal state exists for an individual to have all these needs generally satisfied. Otherwise, they become primary motivators. †¢Belonging and love needs. After the physical and safety needs are satisfied and are no longer motivators, the need for belonging and love emerges as a primary motivator. The individual strives to establish meaningful relationships with significant others. †¢Esteem needs. An individual must develop self-confidence and wants to achieve status, reputation, fame, and glory. †¢Self-actualization needs. Assuming that all the previous needs in the hierarchy are satisfied, an individual feels a need to find himself. Maslow’s hierarchy of needs theory helped managers visualize employee motivation. Douglas McGregor was heavily influenced by both the Hawthorne studies and Maslow. He believed that two basic kinds of managers exist. One type, the Theory X manager, has a negative view of employees and assumes that they are lazy, untrustworthy, and incapable of assuming responsibility. On the other hand, the Theory Y manager assumes that employees are not only trustworthy and capable of assuming responsibility, but also have high levels of motivation.

Imagery of Disgust Vulnerability and Separation

Imagery of Disgust, Vulnerability, and Separation Frederick Douglass once said, â€Å"If there is no struggle, there is no progress. † If there was any one person who experienced this first-hand, it would be Frederick Douglass. In his narrative, Douglass writes of many struggles faced by slaves during their confinement to slavery and the progress that came from them. When writing of these struggles, Douglass uses many rhetorical strategies in order to persuade the reader into thinking a particular way about slavery. A particular strategy which Douglass uses is imagery.Imagery, the use of vivid or figurative language to represent objects, actions, or ideas, is frequently used in Narrative of the Life of Frederick Douglass. In Narrative of the Life of Frederick Douglass, Frederick Douglass uses imagery order to persuade the reader to stop slavery. Frederick Douglass uses imagery in his narrative in order to cause the reader to develop disgust for actions taken upon slaves by the ir masters. Slaves were terribly treated by their slave masters during slavery. Many times, Slaves were whipped and punished for no reason.Slave whipping could have been done merely out of displeasure to the master or for taking too much food during the evening meal. In order to portray this message, Douglass uses imagery when writing about the beatings and whippings of his aunt. Mr. Plummer, the overseer of Captain Anthony’s plantation, is said to have taken great pleasure in whipping a slave. Frederick Douglass writes, in the beginning of the narrative, that he awoke many times by the â€Å"heart-rending shrieks† of his own aunt who Mr. Plummer would â€Å"tie up a joist, and whip upon [Frederick’s aunt’s] naked back till she was literally covered with blood. Douglass 3)† The reader is captured by the gruesome imagery which Douglass illustrates in portraying the scenes of a slave-whipping. Writing of these events paints a clearer picture in which the reader is able to learn the true and uncensored events which took place during slavery. This particular picture painted by Frederick Douglass creates a heart-wrenching scene that the reader is able to picture within the mind. This imagery allows the reader to picture the abhorring treatment which slave masters inflicted upon slaves.This causes the reader to think down upon slavery when this type of imagery is brought to the mind. The reader is then more likely to want to put a stop to such an image. Frederick Douglass uses imagery once again in order to depict the vulnerability faced by slaves during slavery. Vulnerability is the act of being susceptible or unprotected to physical or emotional injury. Vulnerability was one of the biggest difficulties faced by slaves during slavery. Frederick Douglass uses imagery in his narrative to depict vulnerability when writing of Master Andrew’s constant whipping of slaves.Douglass writes that Master Douglass â€Å"took [Frederick ’s] little brother by the throat, threw him on the ground, and with the heel of his boot stamped upon his head until the blood gushed from his nose and ears. (Douglass 28)† When describing this scene, Douglass causes the reader to paint an especially gory picture with the mind. This is a very bold picture in which the reader is able to form from the description given by Douglass. When the reader imagines a small boy, beaten and frail, with blood gushing from inside the body to the outside, it causes them to want to help the young boy and save him from his vulnerability to the slave master.Frederick Douglass also would have wanted to help his brother. However, Frederick Douglass watched as his vulnerable little brother was whipped and Frederick was able to do nothing about it. Vulnerability is able to be depicted from both the standpoint of Douglass and his little brother because both were confined by helplessness. This inclines the reader to help this situation of vulne rability and put an end to it. Imagery also is used by Douglass to depict the separation among slave family members. Slaves were bought out by masters during slavery.However, they were not often bought in ‘family packages’. This means that many marriages and siblings could be easily separated. Frederick Douglass uses imagery when writing his mother, Harriet Bailey. In the beginning of the narrative, Douglass writes that he and his mother were separated when he was an infant and scarcely saw her four or five times in the entirety of his life (Douglass 2). Douglass goes on to explain that when he heard of his mother’s death, it was if he had just heard that a stranger passed. He was calloused towards the hearing of her death.This imagery of separation between Frederick as a young child and his mother paints a dismal picture for the reader. When writing that he was separated from his mother as a infant, Frederick Douglass gives the reader a picture of a baby being t aken from its mother without consultation. Mothers are often seen as those who possess the skills and needs necessary to care for a young child. When stripped of these needs, the child suffers. Douglass uses this imagery in order to capture the reader’s sympathy for separation of the mother and child in hope to incline them to put a stop to it and slavery.Imagery was a key which Frederick Douglass used in order to persuade his readers to think down upon slavery. It is important for readers to picture these scenes so that they will know the true events which took place during slavery. The harsh actions of slave maters, the vulnerability of slaves, and the separation of slaves are only a few horrible events which happened during slavery. Certain events grip the mind and hearts of readers to capture what they believe is to be wrong. Frederick Douglass believed slavery to be wrong. Imagery helped Douglass to portray this message in a way that could help the readers relate to the story.

The connection between Obama speech, human right, and right of the Essay

The connection between Obama speech, human right, and right of the child - Essay Example and Islamic countries. The speech made by Obama is interlaced with the Universal Declaration of Human Rights and the Convention on the Rights of the Child. This paper will examine the three points, which the president, President Obama, and many other pundits had also discussed before, in relation to the 1948 Universal Declaration of Human Rights mandate and the Rights of the Child resolution. These three points will be depicted in each paragraph, with highlights linking the former to the mainstream of Human Rights and the Rights of the Child mandated by the state. The last paragraph will denote the conclusive delineation of the researcher regarding these three narrow issues. The First Connection is Violence, Murder, and the War. In President Obama’s speech, he mentions the violent actions done by Islamic activists to other civilians as a form of a human rights violation. He cited the 9/11 event as an example of violence shown by Islamic activists to people, which had left a lo t of lifeless Americans; the living, fearful, and distressed (â€Å"Remarks by the President† 1). President Obama also highlighted in his speech the killings of children, as a result of wars, initiated by Islamic political activists like Al Qaeda. He recalled the time wherein many innocent children were killed during the 9/11 event as a result of a group’s hunger for revenge and power. Not only that they killed other races, but they also killed their own kind, as well (â€Å"Remarks by the President† 4). Furthermore, the latter, as part of President Obama’s speech, is an example wherein violation to the Universal Declaration of Human Rights takes place. It states that every person has â€Å"the right to live and to feel secured† (â€Å"Universal Declaration† 2). Since their sense of security is endangered, and their right to live a peaceful life is assaulted, a human right violation will take place. This scenario is also a violation of Artic le 19 paragraph 1 found in the Rights of a Child promulgation wherein it states that a child should be protected from physical violence and injuries (â€Å"Convention† 5). It is the duty of the State Parties, involved in the convention, to make sure that children are protected from violence and other forms of danger that affect their safety and well being as a person (5). The Second Connection is Education. The second connection, which can be can be found in President Obama’s speech, is the common desire of the people in the U.S. to achieve a good education (â€Å"Remarks by the President† 3). The right to have an education is in conformance with Article 26 in which education is a right for everyone to possess. With this mandate, education must be accessible and free for all people regardless of what race and status they have in life. Education should be a molding instrument to shape the personality and dignity of a person. It should also promote peace among nat ions through presenting a curriculum that brings understanding to the culture of other nations (â€Å"Universal Declaration† 6). This aspiration can also be found in the Rights of a Child Article 28, which states that education must be free and available to children (â€Å"Convention† 8). Just like what is mandated under Human Rights, elementary education must be provided to all children regardless of life status. Furthermore, it is the aim of the State Parties to eradicate illiteracy to all nations (8). With this on hand, the state

Pledge of Allegiance and Freedom of Religion Essay

Pledge of Allegiance and Freedom of Religion - Essay Example He believed that the Pledge of Allegiance, due to the inclusion of the phrase â€Å"under one God† violated the Establishment Clause of the constitution that clearly states that Congress shall never enact any â€Å"law respecting the establishment of religion†. He believed that the phrase infringed on his right to raise his daughter based upon his personal religious beliefs. The United States Pledge of Allegiance does include a reference to â€Å"one God† in the latter part of the pledge and this is oftentimes challenged by others who misunderstand the reference to one god as an endorsement of a specific religion rather than a unifying statement meant to bring the country together, united under a belief that there is a God. Not that there is only one God being promoted as the sole religion of the nation. It is not possible for the people who wrote the pledge to endorse any single religion because of the Establishment Clause in the First Amendment. However, the United States is a country that was established upon many religious beliefs which helped unite the nation and our forebears wished to make reference to the same in the pledge. There was actually nothing political about it when the pledge was originally written. A political religious statement was the farthest thing from the minds of the authors of the pledge. Michael Newdow, the man who dog gedly pursued the case all the way to the United State Supreme Court was the non custodial father of a daughter who attended school in the Elk Grove Unified School District. It was his belief that the pledge violated his right to educate his child in the religion of his belief which is why he pursued an Establishment Clause argument against the phrase he deemed offensive to himself and his beliefs. Unlucky for him, both the lower courts and the U.S. Supreme Court did not find any reason to side with him in their rulings. He failed in all 3 of his attempts to pursue the case. It was the decision of the Supreme Court that the phrase â€Å"one nation under God† could not be challenged (â€Å"Court Dismisses Pledge Suit†) even while not clearly defining the separation between church and state. One of the reasons that Newdow lost his case was because he was not the legal guardian of his daughter. His ex-wife had sole legal custody of the child which also covered the decisio n as to where and how she would be attending school. As such, he did not have any legal authority on behalf of his daughter to file suit against the school district. It was the opinion of the court that the children who recite the Pledge of Allegiance do so without any violation to the U.S constitution. The judges who favored this ruling include Chief Justice William H. Rehnquist, Sandra Day O'Connor, and Clarence Thomas. The Establishment Clause is one part of the U.S Constitution that often comes under fire from the atheists and other religious groups because of their belief that Congress often tries to force religion upon people even though the First Amendment clearly states that â€Å"Congress shall make no law respecting the establishment of a religion.† That is why under the Establishment Clause, there are provisions that prohibit the establishment of a national religion by Congress and does not allow the U.S. government to have a preference for one religion over anothe r. This is the point where misinterpretations often occur. There is a common misinterpretation that the Pledge of Allegiance promotes Christianity. That is because our constitution was founded upon the Christian principles that existed during that time. As such, most of the policies from that era reflect that belief. But the pledge does not specifically make mention of a â€Å"Christian God†

Secondary sources analysis paper(not decide topic yet) Essay

Secondary sources analysis paper(not decide topic yet) - Essay Example The book demonstrates how the traces of this world remain topical and tangible up to date.2 The book has been written using a provocative, persuasive, and innovative history work to support its thesis. This study is going to construct a relationship between Jasanoff’s main argument of ‘collecting’ as a way of encountering East and West and post colonialism, which is one of the theme discussed in class. The book has called into the question of postcolonial evaluation by adopting a stereotypical view of Europeans in their relationship with Asians and Africans. Jasanoff goes further to argue against extremes of postcolonial scholarships. For instance, Jasanoff explains, â€Å"the imperial project was not a simple play out but the history of collecting reveals the complexities of empire; it shows how power and culture intersected in tangled, contingent, sometimes self-contradictory ways. Instead of seeing â€Å"collecting† as a manifestation of imperial power, I see the British Empire itself as a kind of collection: pieced together and gaining definition over time, shaped by a range of circumstances, accidents, and intentions. (p. 23).3 Jasanoff has demonst rated how every generation concerning itself with British Empire history has sought to reassess it based on the dynamic attitudes and circumstances. Today, emphasis is laid on ‘otherness’ and fusion as well border multiculturalism to favor a benign recollection of the past according to Jasanoff. Jasanoff stumbled a new look of the empire be accident. She was studying European collectors in India and Egypt who bought or plundered the artifacts of the ancient cultures that they came across and transported them to Europe.4 In the course of her esoteric study, she realized the ill-tutored mania of the imperial collectors as a metaphor that led to the formation of the Empire. This encompassed the haphazard acquisition of territories that founded the lineaments of a

ANnnotated Bibilography and Thesis Statement Annotated Bibliography

ANnnotated Bibilography and Thesis Statement - Annotated Bibliography Example Moreover biofuels also exhibit better emissions, might boost the rural economy and reduce waste. Most importantly fossil fuels are non-renewable but biofuels are renewable as they are made from plants or organic wastes. Kutz also warns about to short comings of biofuels. The energy generated from per unit biofuel is less than that of fossil fuel; as an example one gallon of gasoline is equivalent to 1.5 gallon of ethanol in terms of energy generation. In case of biodiesel; fuel efficiency and performance decreases by five percent in comparison to diesel. Again the up gradation cost of vehicles so that they can be compatible with biofuel might be a costly affair. Pandey and Arroche, mentions that with rise in population growth and industrialization, fossil fuel and mainly petroleum is depleting at a much faster pace than its natural regeneration through the C cycle. On one hand this would definitely lead to exhaustion of fossil fuel and on the other environment would be badly damaged owing to the carbon intensity of the same. Again fossil fuels are concentrated in a handful of countries whereas biofuels are available everywhere. At this juncture it is important to exploit the potential of biofuel to a much larger extent than the current state. The cheap price concept that is attached to fossil fuel might no longer be valid after a few years courting a high demand for the same. Moreover fossil fuels are profoundly responsible for greenhouse gas emission and biofuels are much more environment friendly. The authors favoured the use of biofuel in modern day use such as transportation (bioethanol and biodiesel) and optimistic that soon the current level of energy consumption through biofuel (10% of the total energy consumption) would be increased to a much higher level. They have further said that biomass might be the only alternative energy source to replace fossil fuel in

Cross of Gold Research Paper Example | Topics and Well Written Essays - 500 words

Cross of Gold - Research Paper Example While the majority of the politicians were more concerned with helping those that funded their campaigns, Bryan was among the very few who were truly concerned for the well-being of his potential voters. He fought for them diligently, knowing that by not allowing silver to be used as currency, people would be pushed over the edge as they would further feel the strain of their out-of-control debts. However, the other politicians wanted gold to remain the only currency, which would mean that citizens would never be able to get out of debt. While silver would mean rampant inflation, it would also increase the nation’s prosperity and provide a quicker solution to the nation’s debt. Unfortunately, gold was the ideal currency for bankers and businesses as there would be no inflation to harm them, and they were reluctant to see it set aside for silver. Bryan was not bothered by the strong stances held by bankers, businessmen, and the politicians who were pro-gold. If anything, Bryan was baffled that politicians, the economy, and citizens alike could greatly benefit from using silver as legal tender, yet still have many people against using silver. Though the arguments against silver could hardly be debated, Bryan felt that the needs of the citizens, â€Å"the struggling masses, who produce the wealth and pay the taxes of the country,†2 especially the farmers, were more important than the greed of bankers and businessmen. Bryan’s famous speech was spoken completely on behalf of the citizens that needed the financial relief, impressing the importance of adding silver to the legal tender that included gold, stating that politicians â€Å"shall not crucify mankind upon a cross of gold†3. It was Bryan who made it clear the kind of damage that could be caused by not allowing silver to be circulated as legal tender.à ‚  

Management, innovation and new technology Essay

Management, innovation and new technology - Essay Example In other words, technology is used to shape social life in one way or another. Therefore, it is difficult to think about a social life that is free from the influence of technology at the moment. According to Williams and Edge (1996), Social Shaping of Technology (SST) is a concept that claims that there are choices (conscious or unconscious) inherent in every individual that force him to think about innovation and creativity. The social shaping perspective emerged from a long-standing critique of crude forms of technological determinism (Edge, 1988). There is no point in thinking that innovation and creativity are generated only in the minds of wise people alone. In fact, these things are inherited in almost every human being. However, some forces are necessary to bring out the creativity and innovative ideas from the minds of people. As per the scientific principles, inertia is a human tendency. In other words, human has a tendency to stay in his present state as much as possible. A force is necessary to change his present state. Most of the people keep innovative ideas in their mind as long as the circumstances demand its use. Circumstantial forces usually help people to bring out their ideas. According to MacKenzie and Wajcman (1999), the social shaping of technology in most of the cases is a process in which there is no single dominant shaping force. In other words, multiple forces usually contribute to the social shaping of technology. This paper discusses how the social shaping perspective helps us to understand the social and organizational implications of technological change? Technology is changing day by day because of the rapid advancements in science. For example, analogue signals were used for the propagation of TV signals in the past. However, these signals were unable to provide better viewing abilities to the people. As a result of that people realised the

Modern gadgets Essay Example for Free

Modern gadgets Essay Symbian OS is designed for the mobile phone environment. It addresses constraints of mobile phones by providing a framework to handle low memory situations, a power management model, and a rich software layer implementing industry standards for communications, telephony and data rendering. Even with these abundant features, Symbian OS puts no constraints on the integration of other peripheral hardware. This flexibility allows handset manufacturers to pursue innovative and original designs. Symbian OS is proven on several platforms. It started life as the operating system for the Psion series of consumer PDA products (including Series 5mx, Revo and netBook), and various adaptations by Diamond, Oregon Scientific and Ericsson. The first dedicated mobile phone incorporating Symbian OS was the Ericsson R380 Smartphone, which incorporated a flip-open keypad to reveal a touch screen display and several connected applications. Most recently available is the Nokia 9210Communicator, a mobile phone that has a QWERTY keyboard and color display, and is fully open to third-party applications written in Java or C++. The five key points small mobile devices, mass-market, intermittent wireless connectivity, diversity of products and an open platform for independent software developers are the premises on which Symbian OS was designed and developed. This makes it distinct from any desktop, workstation or server operating system. This also makes Symbian OS different from embedded operating systems, or any of its competitors, which werent designed with all these key points in mind. Symbian is committed to open standSymbian OS is designed for the mobile phone environment. It addresses constraints of mobile phones by providing a framework to handle low memory situations, a power management model, and a rich software layer implementing industry standards for communications, telephony and data rendering. Even with these abundant features, Symbian OS puts no constraints on the integration of other peripheral hardware. This flexibility allows handset manufacturers to pursue innovative and original designs. Symbian OS is proven on several platforms. It started life as the operating system for the Psion series of consumer PDA products (including Series 5mx, Revo and netBook), and various adaptations by Diamond, Oregon Scientific and Ericsson. The first dedicated mobile phone incorporating Symbian OS was the Ericsson R380 Smartphone, which incorporated a flip-open keypad to reveal a touch screen display and several connected applications. Most recently available is the Nokia 9210Communicator, a mobile phone that has a QWERTY keyboard and color display, and is fully open to third-party applications written in Java or C++. The five key points small mobile devices, mass-market, intermittent wireless connectivity, diversity of products and an open platform for independent software developers are the premises on which Symbian OS was designed and developed. This makes it distinct from any desktop, workstation or server operating system. This also makes Symbian OS different from embedded operating systems, or any of its competitors, which werent designed with all these key points in mind. Symbian is committed to open standards. Symbian OS has a POSIX-compliant interface and a Sun-approved JVM, and the company is actively working with emerging standards, such as J2ME, Bluetooth, MMS, SyncML, IPv6 and WCDMA. As well as its own developer support organization, books, papers and courses, Symbian delivers a global network of third-party competency and training centers the Symbian Competence Centers and Symbian Training Centers. These are specifically directed at enabling other organizations and developers to take part in this new economy. Symbian has announced and implemented a strategy that will see Symbian OS running on many advanced open mobile phones. Small devices come in many shapes and sizes, each addressing distinct target markets that have different requirements. The market segment we are interested in is that of the mobile phone. The primary requirement of this market segment is that all products are great phones. This segment spans voice-centric phones with information capability to information-centric devices with voice capability. These advanced mobile phones integrate fully-featured personal digital assistant (PDA) capabilities with those of a traditional mobile phone in a single unit. There are several critical factors for the need of operating systems in this market. It is important to look at the mobile phone market in isolation. It has specific needs that make it unlike markets for PCs or fixed domestic appliances. Scaling down a PC operating system, or bolting communication capabilities onto a small and basic operating system, results in too many fundamental compromises. Symbian believes that the mobile phone market has five key characteristics that make it unique, and result in the need for a specifically designed operating system: 1) mobile phones are both small and mobile. 2) mobile phones are ubiquitous they target a mass-market of consumer, enterprise and professional users. 3) mobile phones are occasionally connected they can be used when connected to the wireless phone network, locally to other devices, or on their own. 4) manufacturers need to differentiate their products in order to innovate and compete in a fast-evolving market. ards. Symbian OS has a POSIX-compliant interface and a Sun-approved JVM, and the company is actively working with emerging standards, such as J2ME, Bluetooth, MMS, SyncML, IPv6 and WCDMA. As well as its own developer support organization, books, papers and courses, Symbian delivers a global network of third-party competency and training centers the Symbian Competence Centers and Symbian Training Centers. These are specifically directed at enabling other organizations and developers to take part in this new economy. Symbian has announced and implemented a strategy that will see Symbian OS running on many advanced open mobile phones. Small devices come in many shapes and sizes, each addressing distinct target markets that have different requirements. The market segment we are interested in is that of the mobile phone. The primary requirement of this market segment is that all products are great phones. This segment spans voice-centric phones with information capability to information-centric devices with voice capability. These advanced mobile phones integrate fully-featured personal digital assistant (PDA) capabilities with those of a traditional mobile phone in a single unit. There are several critical factors for the need of operating systems in this market. It is important to look at the mobile phone market in isolation. It has specific needs that make it unlike markets for PCs or fixed domestic appliances. Scaling down a PC operating system, or bolting communication capabilities onto a small and basic operating system, results in too many fundamental compromises. Symbian believes that the mobile phone market has five key characteristics that make it unique, and result in the need for a specifically designed operating system: 1) mobile phones are both small and mobile. 2) mobile phones are ubiquitous they target a mass-market of consumer, enterprise and professional users. 3) mobile phones are occasionally connected they can be used when connected to the wireless phone network, locally to other devices, or on their own. 4) manufacturers need to differentiate their products in order to innovate and compete in a fast-evolving market.

The Values And Ethics Social Work Essay

The Values And Ethics Social Work Essay Social workers are faced with making decisions about risks whilst managing the pressures of limited resources such as a lack of social workers and societys view of social work (11). This can cause a social worker to be risk averse and become more concerned with avoiding risk to protect themselves instead of taking action that may be right for the service user. 88% of social workers have expressed a concern that cuts in services can put peoples lives at risk and 77% stated that they were unable to manage their caseloads (1). Wales has the second highest vacancy rate of social workers in the UK at 9% with England at 11% (Lombard, 2010). There are 3 different types of risk (Adams, Dominelli Payne). These are the risk to service users from others, the risk to service users from themselves and the risk to others from service users. In the statutory sector risk assessment is a mandatory part of casework as it is within law and agency policy to assess risk to an individual (Healy,2012). S17 and S47 of the Children Act 1989 places a duty on a social worker to investigate when it is believed that a child is at risk of harm. The difference between S17 and s47 is the urgency and seriousness of risks (Beckett, 2010). Risk to the child includes some form of harm and the probability of that harm occurring. 2. Factors of Risk There are certain factors in a childs life that may be linked to poor outcomes (Parton, ) These include low family income, homelessness, parenting capacity, post natal depression in the mother, low birth weight, substance misuse and community factors such as residing in a disadvantaged neighbourhood. Protective factors may include a strong relationship with parents and other significant adults, parental interest and involvement in the childs education and positive role models. There are also other protective factors if the child is outgoing, has self motivation, has intelligence and plays an active role in family and community life. The more risk factors present the more likely it is that they would experience abuse or poor outcomes (5). Early intervention to identify risks can help to reduce problems. Identifying the risk and protective factors can give a prognosis on the childs future development (8). Assessing their needs and risks will help to identify the services that should be in place to prevent further impairment to their health and development (BASW, 2012, 3.2). In assessment we must recognise the factors that could have harmful consequences and the severity and the likelihood of harm (Beckett, ). The difficulty in assessing risks is that we may see a high risk factor that may be unlikely to materialise but dismiss low risk factors which may cause more harm long term. There is the potential to reinforce social inequalities as many factors are strongly associated with socioeconomic disadvantage such as single parents, low income and previous institutional care (CCW, 2002, 1.5). 3. Assessment In social work the assessment of children involves analysing the childs development needs, parenting capacity and family and environment factors (Welsh Government, 2001). Using the assessment triangle gives a holistic view of the child and the influences upon them. Once all the information is gathered it can be easier to identify the areas in which a child is most at risk and how those risks maybe addressed (BASW, 2012, 3.2). Risk is an aspect of all assessments (Whittington, 2007). The aim of a risk assessment is to consider the situation, decide on the likelihood of the risk happening and aim to reduce the identified risk having a negative impact. There are different types of risk assessment (Coulshed Orme, ). These are preventative, investigative and continuation. Preventative is undertaken before intervention to decide on whether or not to intervene. It involves looking at the situation and assessing the risk factors along with balancing the rights of service users and the responsibilities of the social worker. Investigative is carried out during an initial assessment to identify the current and potential risks. Continuation assessment is balancing the risks of intervention against no intervention. A social worker should evaluate the original situation then acknowledge changes and what effect these changes will have if any at all. In social work the actuarial and clinical methods of risk assessing are used (Cree Myers, ). The actuarial method uses statistical calculations of probability and how an individuals behaviour is judged on the basis of behaviours in other people in a similar situation. The clinical method uses personality factors and situational factors relevant to risky behaviour and the interaction between the two. Adhering to legislation, policy and procedures and the rights of the service user should ensure good practice in relation to assessment and managing risk and protection (Adams, Dominelli and Payne, ). Legislation and policy shapes and determines the actions, duties and powers of a social worker (CCW, 2002, 6.1). Failure to follow set policies and procedures can result in things going wrong. 4. Skills and Judgements in Assessment Management of risk is often judged by the outcome and not the process of the assessment (7). When examining a case that has had negative outcomes it is easy to see the presence of heightened risk. This can reinforce the view that the outcome could have been avoided had the risks been realised. Conducting an initial assessment requires interview skills to get the information and reasoning skills to analyse the information and identify risks (CCW, 2002, 4.2). Assessment is an essential skill in itself (9). It requires effective communication skills to gather the necessary information and critical analytical skills to interpret that information. A social worker will need the appropriate skills to be able to negotiate with a service user or an agency in order to provide appropriate services (BASW, 2012, 2.2.3). Serious case reviews often highlight the importance of assessment and analysis (Good practice in assessment book). An effective assessment looks at the overall situation to explain what has happened to a child and provides a framework for analysing the needs of the child and the dangers that individuals pose to children. Particular care must be taken so that the assessment does not become over optimistic and minimise the risk to the child. The focus should be on gathering evidence to make professional judgements about whether a child is safe from harm, neglect, and abuse. Other skills in assessing risk is the ability to predict what may happen in the future in areas of uncertainty (Trevithick, ). If the information gathered is accurate and up to date and the social worker has a sound knowledge and skill base there is less chance of over or underestimating the risks involved. In order to gain accurate information a social worker should use effective communication and listening skills to pick up on the risks presented. Communication between professionals and agencies may be difficult as there may be issues of power, different priorities and professional values (10). For example a doctor will be more concerned with discharging a service user once their medical issue has been addressed. A social worker will be concerned that services are put in place to ensure that the service user is safe to return home. Skills and knowledge are frequently criticised in serious case reviews into child protection services and can adversely affect risk management. 5. Risk Management In a review of child protection services it was identified that mistakes in assessment of risk have been either over or under estimating the risk posed to the child (2). Risk management cannot completely eliminate risks only reduce them. An assessment may decide that the risk of harm to a child will be low but low risk events can still happen. A social worker should use their professional judgement when deciding on actions to take as all options will involve a certain amount of risk (CCW, 2002, 4.1). For example when a child is removed from their family and placed in local authority care they may face other risks such as being unable to settle with a new family. The principles of working in child protection are to maintain the safety, security and well being of individuals. A social worker should use their judgement to balance the possible benefits of a decision against the likelihood of possible harm. They should work with other professionals to make decisions on risk involved so th at errors can potentially be reduced (BASW, 2012, 3.1). Lessons can be learnt to improve decision making from the successes as well as the failures. Positive risk taking relies on quality information. Agencies should share appropriate information on those individuals who pose a risk to others or those that are at risk from harm. A serious case review identified several failings in the protection of Baby P (6). Two of the children in the family were already subject to child protection plans which may be seen as a risk factor. The adults involved had refused to explain Ps injuries. It would have been reasonable to believe that Baby P was at risk if the adults were not willing to provide an explanation if they had nothing to hide. It was recommended that interagency working and communication must improve to ensure that children have a greater level of protection from different professionals. Professionals should recognise and respect each other roles and be trained appropriately together (BASW, 2012, 3.14). Supervision for the social worker in the case of Baby P was inconsistent and often cancelled. When carrying out S47 enquiries a social worker should be supported by their manager and have periods of supervision to review their caseload. This provides the opportunity to view the actions of the social worker f rom another perspective so that other options can be explored. A criticism of social workers in child protection is over familiarity with a family (10). The social worker may have long term involvement with the family and are unable to take an unbiased view of the situation. Therefore it is important that supervision takes place to gain another perspective (BASW, 2012, 3.13). Child protection conferences should involve the parents (AWCCP). Professionals should determine how information about the case will be shared with them to ensure that a child is not put at further risk. Unless the criteria for exclusion are met parents should always be encouraged and supported to attend the conference. By attending the conference parents will be clear on what the concerns are, understand the risk to their children and the reason for the involvement of the different agencies. This will ensure that they are aware of the changes that need to be made to protect their children from harm. During the conference professionals involved must consider the risks of harm if the child were to remain at home and how those risks can be managed. A plan will be created which will detail the arrangements for managing the risks identified and how it will be monitored. The child protection plan must consider the wishes of the child and the parents (CCW, 2002, 1.2). A solution focussed approach can be utilised by the social worker to plan the necessary services required to manage the risk (Creer and Myers). This approach is used when finding solutions to the current situation. A social worker may consider services such as family counselling to explore and understand the issues the family have. 6 Values and Ethics etc There are times when taking a risk is a positive move (Beckett, ). It provides an opportunity to learn to manage risk. If a child is over protected they cannot be expected to understand how and when to take risks. If risks are unavoidable then the positives and negatives of the outcome should be analysed. In child protection the dilemma may arise when deciding on whether to remove a child and place them in foster care or remain with the family. As previously identified there are risks in placing a child in foster care. If they are unable to settle they may experience multiple moves. When there are risks of harm to children there will be pressure on the social worker to act quickly but this may be difficult as exploring the risks and benefits effectively may take time. There are also risks to social workers from aggressive parents when working in child protection (Lindon, ). The social worker should acknowledge the parents feelings and refrain from arguing back. As the social worker has a responsibility towards the children they should attempt to diffuse the situation to prevent upsetting the children (CCW, 2002, 5.7). The anger from the parents could present a risk to the children and should be acknowledged as such. A child has the right under Article 19 of the United Nations Convention on the Rights of the Child to protection from abuse and neglect (WAG, 2008). The parents could also argue that they have the right to a private family life under Article 8 of the Human Rights Act 1998 but if they are subjecting their child to abuse or neglect then this right is over ridden. There are many uncertainties regarding risk in child protection (Adams, Dominelli and Payne). There may be no right or wrong decisions if it is approached correctly. However, there is always the possibility of a negative outcome which can be difficult for all involved and have serious implications for a child. It is difficult to make decisions where there is incomplete knowledge and uncertainty of a situation. The social worker must use their professional judgement to ensure they have taken as much care as possible to address risks with the information available (BASW, 2012, 2.3.4) In conclusion risk can be difficult to manage as it contains many areas of uncertainty. The negative factors should be identified early to prevent further risks occurring. The assessment must take into account all areas in a childs life to ensure a complete picture is gained and all risks are acknowledged. If the social worker has good communication skills then the quality of the information gained should be high and will enable them to make a more informed assessment. If the relevant information is not gathered then appropriate decisions may not be made. Several recommendations were made in the serious case review of Baby P. Supervision is important as it can ensure the quality of a social workers practice, provide other perspectives on relevant cases and potentially can improve outcomes for service users. Multi agency working is a requirement in social work. It must be utilised to gain a holistic view of the child and identify various services that can be put in place to manage ris ks. A service user still may not experience a positive outcome even though the most appropriate services are utilised to reduce and manage risks. If the social worker has carried out their duties correctly in accordance with legislation and policies, identified the risks and worked with others to manage those risks then they can be satisfied that they have done all they can and accept that not all outcomes will be positive.

Theodore Roosevelts domestic policy

Theodore Roosevelts domestic policy Introduction Theodore Roosevelt was born on October 27, 1858 in New York City. He entered history books as the youngest person to serve as the president of the United States of America. Roosevelt has been known by many as a champion of a strenuous life. As a young man, Theodore or Teddy as he was known was haunted by chronic asthma attacks. However, despite all these he voraciously fought his condition and devoted most of his early life to study. Theodore Roosevelt displayed authority, combined with an enigmatic personality. He revolutionized and modernized the American presidency by championing justice. His profound popularity gave him political mileage that perfectly complimented his Get action, do things, attitude in all the endeavors (The Presidents para.1). Many people had perceived Theodore Roosevelt as an unlikely candidate for what we may term as a reform president. He had been born into a wealthy family and this gave him the privilege of enjoying his youth at a level that was beyond of most of his peers. He was able to tour most parts of the world, was taught by private tutors, and spent most of his life in a mansion in New York. Roosevelt had obtained his education from Harvard. His social circle contained the upper crust. On contrary however, Roosevelts interests were vested in working class Americans rather than the affluent corporates. This was a riot against the very society that had brought him up (The Presidents para.2). The square deal It was in 1901 when Roosevelt entered the White House, he had inherited a federal government sided the big business against the working Americans. During this time, Wall Street was experiencing a financial shake-up. Being wise enough he momentarily restrained his progressivism. In early 1902, Roosevelt embarked on his square deal plan to launch an offensive against the powerful corporate trusts. Ideally, President Roosevelt was one of the most audacious Progressive luminaries of his time (The Presidents para.1). In most cases; his domestic policies capitalized on fighting corruption and injustice in major industries all this in the name of helping the common man. The Square Deal was meant to improve living standards of the American people and to exert more regulation over large corporations or trusts. In response to these actions, most businesses termed Roosevelt as a socialist and a demagogue. In his defense the president adamantly brushed off these accusations. As a matter of fact, Roosevelt had regard for big business, and was aware of the trusts contribution in increasing the standards living of the American people. The presidents dislike arose from the fact that the common American had very little control of these corporations. As a balancing act, Roosevelt feared surrendering too much power to labor (Spark notes para.2). Sherman Anti-Trust Act Roosevelts approach ran into a major huddle in 1902. This includes the 1902 Coal Strike when 140,000 miners went on strike in eastern Pennsylvania t. there was great panic in the whole nation since coal was a major source of energy in America in that era. The coal miners union demanded higher wages coupled with improved working conditions. The owners of the mine, failed to agree with the miners. Mitchell-a representative of the miners proposed to the president that an independent arbitration council would work (Spark notes para.2) However, both the miners and the company rejected arbitration. Pressure was mounting; Roosevelt therefore devised a plan to replace the miners with ten thousand army men, as an emergency plan to step in if consensus was not reached. Fortunate enough, the disaster was averted through independent arbitration. This was after the Secretary of War; Elihu Root worked with banker J.P. Morgan to convince the parties involved to accept independent arbitration. This was victory for Roosevelt in the eyes of the American people. In the year 1902, financiers on Wall Street received a screamer. This was when President Roosevelt decided to approve the governments lawsuit against Northern Securities,-a large and newly merged western railroad company, for violating the so called Sherman Anti-Trust Act. The financer of the project, J.P. Morgan, who had arranged the merger and even invested in Northern Securities, suffered the consequences (Spark notes para.2) The company together with its sympathizers cried foul and accused the president of witch hunting. On the other hand, the American people admired their presidents brevity and boldness in handling the tenacious trusts. To seal this victory, Roosevelt went ahead to nominate Oliver Wendell Holmes, Jr., to take the place of Justice Horace Gray on the Supreme Court. Holmes in his tenure as Chief Justice of the Massachusetts Supreme Court had been strongly against industry and railroads in similar suits. The governments victory translated into the disintegration of Northern Securities into smaller companies. It has been documented that during his tenure, President Roosevelt brought about forty-three lawsuits trusts. (Spark notes para.3) The 1902 Reclamation Act We also look at this Act as a major component of Roosevelts domestic policy. Roosevelt had great passion for the environmental conservation. His idea of conservation was revolutionary and unconventional at the time. The idea was to save the land for posterity as opposed to mere preservation. This resulted in the purchase of about 150 acres of land that was to be conserved. This Act also resulted into consortiums with very knowledgeable environmentalists of that time including the likes of Gifford Pinchot and John Muir. The byproduct of this relationship was the establishment of various wildlife preservation parks and reserves. (Spark notes para.6) In fact, the order and organization in forest reserve services was attributed to this policy. The National Forest Service was streamlined, adding to it were National Parks which were created for purposes of recreation and conservation. The enactment of these acts was not without opposition. Most of those against the Act including members of Congress had vested interests in the land that was being preserved. However, the grievances of some antagonists (white Settlers) were soothed when the 1902 Reclamation Act was enacted thus allowing dry, unlivable land to be irrigated, converting it into productive land. (Spark notes para.6) The Hepburn Bill In the year 1906, the Hepburn Bill was drafted and passed. This bill was to bring reforms in the way rate evaluations were calculated and further cut on excessive rebates that were designed to eliminate competition by firms. The bill also encouraged interstate commerce which was regulated by the Feds. The bill was a major blow to several companies that previously engaged in excessive rebate-issuing such as the railroads. (Spark notes para.3) The Meat Inspection Bill and Food and Drug Administration. In 1906, a distinguished author by the name Upton Sinclairs in his novel The Jungle explicitly painted the picture of the state of affairs of Chicago stockyards and meatpacking industry. This brought to light the dilapidated working conditions of these industries prompting Roosevelt to take action. What disgusted the head of state was the description by Sinclair about a worker who was operating the meat grinder and apparently fell into the meat grinder, was crashed and canned for sales to the public. The president immediately ordered an investigation into the matter and not only packinghouses in Chicago but also in the entire nation. The detailed report from the inquiry confirmed Sinclairs sentiments. This led to the drafting of the Meat Inspection Bill and later the formation of an organ known as creation of the Food and Drug Administration (Spark notes para.4) The 1907 financial crisis In 1907, the United States experienced financial tremors. This was initiated by the collapse the Knickerbockers Trust Company in New York. The effect also spread to many other banks. Accusing fingers were pointed at Roosevelt for the economic downturn. President Roosevelt in his defense cited plutocracy (the governing of the society by the wealthy class) as the source the troubles. At this juncture it was not really clear who to blame, but it was letter established that the problem was global. Major firms including the large brokerage of Moore and Schley were at the verge of going under. However, the federal government intervened and bailed them out of the financial stalemate. Government intervention brought about stability thus averting crashing of the stock market. Working with corporates such as Morgan, the president managed to evade the global economic depression during his era (Spark notes para.3) Conclusion President Theodore Roosevelt model of leadership is unique and noteworthy. Putting aside the challenges he faced, this frail man rose to be one of the worlds greatest leaders. His style of leadership is worth emulating. Theodore Roosevelt once said, No man who is corrupt, no man who condones corruption in others can possibly do his duty by the community (Montalvà ¡n 54). References The presidents (2003), Theodore Roosevelt. Retrieved April 06 from http://www.pbs.org/wgbh/amex/presidents/26_t_roosevelt/printable.html Spark notes (2010) ,Theodore Roosevelt,1901-1909: Domestic Policies. Retrieved April 06 from http://www.sparknotes.com/biography/troosevelt/section10.rhtml Montalvà ¡n C (2008), Military review 2009. Retrieved April 06 from http://usacac.army.mil/CAC2/MilitaryReview/Archives/English/MilitaryReview_20090228_art008.pdf

Henry Sweetser Burrage :: Bibliography Bibliographies

Henry Sweetser Burrage I find myself on the threshold of a new year. Before me is this mysterious and unknown. As I set out to explore its secret windings I propose to take with me this book in order that I may note more carefully the various objects of interest which the future conceals, and record my own thoughts and feelings by the way. It promises to be an eventful year. January 1861 found America on the brink of Civil War, and Henry S. Burrage, pen in hand, faithfully recorded the current events in his diary at Brown. He could hear the latest news before the public, for he reported on public lectures for the Providence Journal and was often in the office when a dispatch arrived. By January, seven states had seceded from the Union, led by South Carolina. In February these "wayward sisters" were united as the Confederate States of America with Jefferson Davis as president. Over the next few months, four more states would secede, bringing the total to eleven as tensions grew and the population realized that war was inevitable. Yet for the most part, life went on as usual for the students of Brown University. They had other pressing concerns, such as passing Professor Gammell's class. William Gammell, class of 1831, was Professor of History when Henry Sweetser Burrage attended Brown. Once, in mid January, "Old Gam" did not appear for his usual fear-inspiring lecture, and the whole senior class rejoiced. Henry used this extra time to cram for finals. Every Saturday morning the students filed into the recitation room on the first floor of University Hall for Gam's class. The first half hour of class was spent reciting the previous lecture, and each student was required to talk about a portion of it. Gam would survey the room, pick his first target, and watch as the lad tried not to forget any major point which he had discussed -- if the Professor had to ask him to clarify, or remind him of a major issue, he would be marked down a point. The next student would discuss in greater detail the first major point, and so on around the room, from William Henry Ames to George B. Yandes. One Saturday, January 12, Gam had assigned yet another "outrageous lesson," this on top of all the final exam preparations which plagued the students: twelve paragraphs in addition to fifteen review paragraphs due on Monday. Henry Sweetser Burrage :: Bibliography Bibliographies Henry Sweetser Burrage I find myself on the threshold of a new year. Before me is this mysterious and unknown. As I set out to explore its secret windings I propose to take with me this book in order that I may note more carefully the various objects of interest which the future conceals, and record my own thoughts and feelings by the way. It promises to be an eventful year. January 1861 found America on the brink of Civil War, and Henry S. Burrage, pen in hand, faithfully recorded the current events in his diary at Brown. He could hear the latest news before the public, for he reported on public lectures for the Providence Journal and was often in the office when a dispatch arrived. By January, seven states had seceded from the Union, led by South Carolina. In February these "wayward sisters" were united as the Confederate States of America with Jefferson Davis as president. Over the next few months, four more states would secede, bringing the total to eleven as tensions grew and the population realized that war was inevitable. Yet for the most part, life went on as usual for the students of Brown University. They had other pressing concerns, such as passing Professor Gammell's class. William Gammell, class of 1831, was Professor of History when Henry Sweetser Burrage attended Brown. Once, in mid January, "Old Gam" did not appear for his usual fear-inspiring lecture, and the whole senior class rejoiced. Henry used this extra time to cram for finals. Every Saturday morning the students filed into the recitation room on the first floor of University Hall for Gam's class. The first half hour of class was spent reciting the previous lecture, and each student was required to talk about a portion of it. Gam would survey the room, pick his first target, and watch as the lad tried not to forget any major point which he had discussed -- if the Professor had to ask him to clarify, or remind him of a major issue, he would be marked down a point. The next student would discuss in greater detail the first major point, and so on around the room, from William Henry Ames to George B. Yandes. One Saturday, January 12, Gam had assigned yet another "outrageous lesson," this on top of all the final exam preparations which plagued the students: twelve paragraphs in addition to fifteen review paragraphs due on Monday.

Silence :: essays research papers fc

Silence   Ã‚  Ã‚  Ã‚  Ã‚  In Maxine Hong Kingston’s autobiographical piece â€Å"Silence†, she describes her inability to speak English when she was in grade school. Kindergarten was the birthplace of her silence because she was a Chinese girl attending an American school. She was very embarrassed of her inability, and when moments came up where she had to speak, â€Å"self-disgust† filled her day because of that squeaky voice she possessed (422). Kingston notes that she never talked to anyone at school for her first year of silence, except for one or two other Chinese kids in her class. Maxine’s sister, who was even worse than she was, stayed almost completely silent for three years. Both went to the same school and were in the same second grade class because Maxine had flunked kindergarten.   Ã‚  Ã‚  Ã‚  Ã‚  The first time Kingston had to speak English in kindergarten was the moment silence infiltrated her world. Simple dialogue such as â€Å"hello† or asking for directions was hell for her because people usually couldn’t hear her the first time she asked, and her voice became weaker every time she tried to repeat the question (422). No matter what, speaking English just shattered her self-esteem.   Ã‚  Ã‚  Ã‚  Ã‚  Maxine covered her school artwork with black paint. In a sense, she was creating something beautiful that symbolized her futuristic ability to speak English well, then covering it with black paint that symbolized a curtain that would, in time, rise and reveal her artwork of exceptional English dialogue. Her teachers notified her parents of the paintings, but they could not understand English. So, Kingston’s parents thought of it as something bad, according to the seriousness of the teachers’ expressions about them. As her father said, â€Å"the parents and teachers of criminals were executed† (423).   Ã‚  Ã‚  Ã‚  Ã‚  Though Maxine was quiet in American school, it didn’t mean that she was quiet in Chinese school which started after American school at 5:00pm and ended at 7:30pm. This was her escape from English where most of the kids, including a couple of Negro kids that enrolled, could talk, shout, sing, chant, and joke around without the fear of embarrassment. Children were allowed to do whatever they wished during recess. Chinese school was where the well-behaved boys in American school played tricks on girls, and where the girls had fistfights during recess because there were no rules. They played dangerous games in dangerous areas of the school and even wandered off into the city while the teachers sat in the classrooms and â€Å"drank tea and warmed their hands at a stove† (425).

Compare and Contrast London by William Blake and Island Man by Grace Nichols Essay

Compare and Contrast â€Å"London† by William Blake and â€Å"Island Man† by Grace Nichols. Consider How Each Poem Conveys Alternative Attitudes To Life And Society. Introduction The poem â€Å"London† written by William Blake (1757 – 1827) is a clever poem. Although we can appreciate it, and understand William Blake’s ideas, it was not understood or valued when it was written all those years ago. In contrast the poem â€Å"Island Man† written by Grace Nichols is a contemporary poem. The single idea that brings these two poems together is that they are both about the city of London. â€Å"Island Man† is in language that we understand today, Blake’s poem uses the English language of the 18th century. Brief Historical Background William Blake was born in a district of London called Westminister on the 28th November 1757. His obvious artistic talent lead his draper father to enter him into Par’s Drawing School in the strand. This lead on to him later being apprenticed to James Basire, an engraver who worked for the Royal Society of Antiquaries. He married Catherine Boucher in the August of 1972 when he became a freelance engraver. Blake was an accomplished artist in many areas, not only did he write novels and poems, he was also interested politics and religion but he could paint and engrave to a very high standard. Blake was introduced by Joseph Johnson to other radical thinkers of the day including Mary Wollstonecraft, William Godwin, Joseph Priestley and Thomas Paine. In his books such as The French Revolution 1791, and America: A Prophecy 1793. He developed his attitude of revolt against authority, combining political belief and visionary ecstasy. The political situation of the time was such that some of his work was printed anomalously because he feared government persecution. In 1800 Blake moved to Felpham where he began work on his epic poem, â€Å"Milton† and â€Å"Jerusalem†. In these poems Blake reveals his social criticism combined with prophecy and biblical legend. In 1803 Blake was charged with high treason on the testimony of a drunken soldier named John Scofield fortunately he was acquitted and moved back to London. Blake died in obscurity in 1827 and was buried in an unmarked grave at Bunhill Fields. The poem â€Å"London† is obviously drawn from Blake’s own experiences of the London in which he lived. He saw London for the hell hole that it was through the eyes of a man that seemed to feel all the poverty and degradation of everyday life that ordinary people understood. His religious beliefs embraced Unitarianism a very simplistic form of Christian worship which was in direct confrontation to the Church of England and all its values. This sensitive artistic man saw all the horrific abuses in society, and this poem was his way of making people confront the problems. Even though he did not have a solution to the problems, he wanted people to face up to the problems and try to work together to make their society a better place. Main Criticism of â€Å"London† Title Blake chose the simple title â€Å"London† to engage his reader’s interest about their capital city. London was the heart of the country, the city of government. It was a symbol of power and majesty. As the reader would examine the poem however they would realise how ambiguous the title really was. Blake was preparing the reader for a powerful poem, but the power of the poem was in showing the reader how sordid their beloved city really was. Type of Poem This poem is warning the whole of London’s population just how hideous the real face of the city was. Blake was behaving like a prophet advising that people should fundamentally change their way of life. â€Å"Runs in blood down Palace walls† is a caution to people in authority that if they continued on their course of closing their eyes to the poor and the conditions in which they lived, what had happened in France namely the Revolution and the slaughter of the Monarchy making France a republic would happen in Britain. The theme of constraint and social control runs through the whole of the poem. People could not choose how they lived their lives. Subject of Poem & Its Treatment The subject of Blake’s work includes the exploitation of people and their eventual corruption in every conceivable part of society. â€Å"How the youthful Harlot’s curse†. Blake explains here that these young people had no choice but to resort to prostitution. Society corrupted them and they then in turn became sinful and corrupted. Voice The poem is written through the eyes of one person, but this person wants you to experience all the oppression and social injustice that is all around. This person has strong beliefs and is prepared to stand up and speak out for those who are less fortunate than himself. â€Å"I wander thro'† begins the poem and so sets the reader on their own personal journey through the disgraceful city of London. Mood & Tone A desperate and hopeless mood runs through the whole of this poem, it is negative and offers no solution to the terrible torment that the people suffer. â€Å"And mark in every face I meet Marks of weakness marks of woe.† Blake makes no secret of the fact that he sees misery, illness and oppression in every individual that he meets. Form & Structure The structure of this poem consists of four stanzas each of which contains four lines, this is known as a quatrain. Blake chose this arrangement to reflect the idea of control and authority with great effect. The monotonous structure of this poem reflects the way in which life is played out. This poem is very much like a ballad in that it tells a story of a walk through London and the terrible sights to be seen. Blake shows his genius in the third stanza when every first letter of the line spells the word â€Å"hear†, this being the last word of the second stanza. This technique is known as an acrostic, and is usually used in romantic poems, however in this case the poet uses this skill to underline the message of the poem, being that society must listen to his warning of approaching doom. Rhyme The rhyme scheme of this poem is ABAB. It is regular and gives a sense of control. The narrator is obviously sure of his ideas and completely confident in the knowledge that he holds the moral high ground. Rhythm The rhythm of this poem reflects the rhyming scheme in that it is very controlled in order to make the poet’s point of view quite clear. There is a continued steady beat, which seems to reiterate the poet’s ideas. Imagery Imagery features throughout this poem from beginning to end. Feelings and ideas are evoked by Blake’s particular choice of language. â€Å"Every blackning Church appals†. How can the reader not fail to appreciate the distressing nature of this poem when this line is read. A Church should be a place of God, holy and pure. This Church was black, which suggested unholyness, and ungodliness. The blackness underlines the feelings of despair and helplessness A Church should be welcoming, it should not repel people. The blackness of the Church contrasts deeply with the red of the blood that runs down â€Å"Palace walls†. The blood is an image of the violence that is all around. A very strong image is â€Å"The mind-forg’d manacles I hear†. Obviously the people’s thoughts were being controlled; they had no freedom of thought. The image of the physical manacle is powerful when it is used in the context of people’s minds and thoughts being constrained. â€Å"And blights with plagues the Marriage hearse†. We see in this image the death of marriage and the death of family values, marriage is under threat. Married men were known to visit prostitutes. In this final line many ideas are represented, one would not expect the word â€Å"hearse† which represents death and the ceremony of a funeral in the same line as the word â€Å"Marriage† which represents life and the ceremony of a wedding. The word â€Å"plague† in this line conjures up the idea that it is inevitable that society will fall apart, it is inescapable, and the very fabric of society was rotten. â€Å"Marks of weakness, marks of woe†. In this line thoughts of oppression appear on individuals faces. It is noticeable that social injustice has made them weary and downtrodden. The word mark is used to convey two different meanings, firstly how he notices these people, and secondly the physical marks of oppression on the peoples faces. Language The poet chooses the words he uses very carefully to invoke very specific ideas. â€Å"Plague† is a word associated with suffering and helplessness. â€Å"Woe† is used to convey feelings of distress and oppression. â€Å"Runs in blood† makes us think of violence and the brutality of life. â€Å"Harlot’s curse† shows us the negative side of the sordid life in which they lived. These words appear throughout the poem, powerfully showing the ideas Blake feels is his duty to share with society. Techniques â€Å"In every† and â€Å"cry† are repeated. This is to get the point across very forcefully. The effect of the terrible conditions in which people lived stretched across the whole of society. â€Å"Cry† in this context shows their fear, they are not screaming, they are experiencing internal agony. The full spectrum of people were â€Å"marked†. Blake is quite revolutionary in the line â€Å"In every Cry of every Man†. He uses the word â€Å"Man† to mean every ordinary man, they were important. Alliteration is used to great effect in the phrase â€Å"Soldiers sigh†. The words are bound together intensifying the feeling of the desperation that these royal servants felt. In the line â€Å"Marks of weakness, marks of woe† the alliteration strengthens the repetition technique. â€Å"How the youthful Harlot’s curse Blasts the new-born Infant’s tear†. This is an example of enjambment, the rhythm and thought are continued from one line to the other and is reflective of the flow of the Thames that runs through London. â€Å"Runs in blood† is a very powerful metaphor, the idea of oppression is cleverly communicated through this technique. â€Å"Mind-forg’d manacles† is used to illustrate just how oppressed people felt not only in body but also in spirit. The poem starts with the personal pronoun â€Å"I†. The poet wants us to understand that he has strong personal beliefs contained within this poem. He is prepared to stand by these beliefs and try to make the reader understand his views on society and social justice. Blake puts the words â€Å"Man†, â€Å"Chimney-sweep†, â€Å"Church†, â€Å"Soldier† and â€Å"Palace in capital letters. Here he is emphasising the importance of every section of society, and how each word symbolises every section of that particular status. Senses The poet appeals to our sense of sight and sound in his poem. In stanza one the sense appealed to is visual talking about the river Thames and the streets of London full of business activity. Blake concentrates on the physical surroundings. One stanza is in direct contrast to the other. The word â€Å"cry† is repeated several times, this together with â€Å"Soldiers sigh† gives the reader an understanding of the pitiful sounds that surrounded the poet as he journeyed through London. The poet wants us to listen to everything he says, he emphasises this in the third stanza with the first letter of every line spells the word â€Å"hear†. Our sense of sight cannot help but be engaged by â€Å"Every blackning Church†. Black is a colour associated with evil and bad happenings. Tenses The poem was written in the present tense. All the sights and sounds he experiences are happening now and need to be addressed immediately. Society needs to examine itself and change. Punctuation is used by the poet to control the rhythm and the pace. The commas are used to list the many problems that are witnessed â€Å"In every voice, in every ban†. The poet also uses other techniques of punctuation such as a colon in the line â€Å"Every blackning Church appals:†. This is to differentiate between two different subjects being the Church and the Monarchy, it is to make clear who he is accusing of being hypercritical and who he is accusing of being violent. The Effects on the Reader The effects on the reader are quite profound, we are left reflecting and wondering what is really going on in society. Blake hoped his poem would make a difference and reach people who could make society a happier and fairer place to live. He offers no solution towards the end of the poem, but hopes that others would think about the problems that he sees and make some effort towards change for the better. Brief Historical Background Grace Nichols was born in Gorge Town, Guyana in 1950. She grew up in a small coastal village and moved to the city when she was 8 years old. As a child she lived through the countries struggle for independence. She has worked as a teacher and a journalist and has a strong interest in Guyanese folk tales. Grace arrived in Britain at the age of 17, bringing with her the warmth of her Caribbean sensibility. Her poems celebrate sensuality and generosity, and attack petty mean-spiritedness. She has won many awards and prizes and is especially noted for her contribution to children’s literature. The poet spent her informative years in the Caribbean and so sees London in a different perspective from someone who has lived there all their lives. Grace Nichols also has a completely different cultural background to someone who has been brought up in London. Main Criticism of â€Å"Island Man† Title The title represents solitude and isolation, an island represents a place of escape and provokes feelings of a natural environment. â€Å"Man† is universal; it is anonymous and could mean any single man. We see here the similarities with Blake’s poem London in that his poem is from the perspective of an anonymous man. Type of Poem The poem is about a man who has a dream about a beautiful island, he would love this island to be his reality, however his reality is â€Å"Another London day†. The theme of pleasant solitude and peaceful isolation runs through this poem. There is a free lifestyle and a sense of liberty that combined with naturalness makes this poem easily readable. The poems are both concerned with the reality of London life. They maybe set at different times, but they both set in the same city and both are dissatisfied with London life. Subject of Poem & Its Treatment The subject of Grace Nichols poem is the wonderful quality of life on an island compared to the â€Å"dull† lifestyle of contemporary London. More than half the poem is taken up with the description of the island, we wonder therefore if the poet would rather be on the island than in London. The poet has experienced two different ways of life and seems to prefer the island life. In Blake’s poem however, Blake doesn’t seem to have experienced another way of life, his poem just concentrates on the appalling conditions f London. Voice This poem is written through the eyes of one person. This person wants you to understand just what its like to live on a beautiful island and then come back to the â€Å"dull† reality of their life as it is now. Mood & Tone The mood of this poem is one of longing. The poet wants to escape into her fantasy of island life. The fantasy is in stark contrast to her life now. Her sense of hope emerges when she describes the island; â€Å"breaking and wombing† is a phrase that reflects on nature and natural happenings, it gives hope. Despair seems to return when she describes London. The sadness appears in the poem when the dream ends, and he wakes up to reality, â€Å"island man heaves himself† he is weary before the day even begins. This is in stark contrast to Blake’s poem where desperation and hopelessness for everybody runs through the poem. In Grace Nichols poem, island man feels sorry for himself because he hasn’t got the quality of life he wants. Form & Structure The structure of this poem is random; it is obscure and has no particular form. It is purposefully freestyle and reflects a modern poem. The distinct irregularity and variety of each line length is planned. It reflects island life which isn’t planned. This is in distinct contrast to Blake’s poem which is in the form of a quatrain. Rhyme The part of the poem that deals with island life has no rhyme, however when we come back to London in the third stanza we see one rhyme â€Å"soar† and â€Å"roar†. This suggests that there is some structure and control to reality of city life. These words have an aggressive violent sound, they seem to symbolise the aggressive life of London. This is a contrast with Blake’s poem which has a rhyme scheme of ABAB which helps him to convey a sense of controlled aggression throughout his poem. Rhythm The rhythm of this poem reflects the poet’s thoughts. A dream follows no set pattern, and neither does this poem. This contrasts with Blake’s poem which is very controlled and obviously not a dream but a living nightmare. Imagery Imagery features throughout the poem. Feelings and ideas are evoked by Grace Nichols particular choice of language. â€Å"Morning† this is the first line of the poem, just one word. â€Å"Morning† conjures up images of a hopeful start to the beginning of a new day; there might be new opportunities in the new day ahead. â€Å"Wombing† is a word that invokes feelings of a safe environment. He is surrounded by the sound of â€Å"blue surf† and is in a womb of his own making. Feelings of the continuing cycle of life are reflected by the use of this word. â€Å"Wild seabirds† is written again on its own line to emphasise the importance of nature, they were completely free. However nature worked in harmony with inhabitants of this island, fishermen were a fond memory of â€Å"island man†. The poet highlights the fact that the sun rises in the â€Å"east†; the sun is a symbol of life giving and newness, the light of a new day. The â€Å"east † symbolises an area of beauty and mystical ideas. Some religions pray facing east, this is a very positive idea. â€Å"His small emerald island†. Emeralds are very precious gems, they are beautiful and unique like the island to the island man. The island is his treasure, his to own, he belongs there. The memory of his island enables him to exist in the realities of city life. His frequent dreams and thoughts always bring him back to where he believes he really belongs. When the poem comes back to reality the images are of â€Å"grey metallic† sands, these are not natural. We are reminded of the grey and dismal polluted streets of London. It was not a natural environment. The use of the word â€Å"North† has connotations of coldness and harshness. The â€Å"North Circular† is a road that the inhabitants of London travel around, it is a controlled motorway and symbolises the hectic pace of city life. A circular road around the city makes the reader think that island man is now in a life that he can’t get out of. In Grace Nichols’s poem there are many images of nature, quite unlike Blake’s poem where even the river Thames is exploited and controlled. The seabirds were â€Å"wild† they were completely free, quite unlike Blake’s poem where there were â€Å"mind-forg’d manacles†. In Blake’s poem there is no escape from the realities of life, of the helplessness and despair that surrounded him. In Grace Nichols’s poem she has an escape, she escapes into her dreams. Language Grace Nichols uses the language of today. She uses modern words such as â€Å"groggily† and â€Å"muffling†. Blake would have had no idea what these words would have meant. She uses words to contrast ideas such as the â€Å"east† representing island life and the north representing London life. Grace Nichols is not as detailed or aggressive as Blake but they do have the same attitude to London life. â€Å"Blue surf† represents island life whilst â€Å"grey metallic† represents London life. The whole of Blake’s poem consists of negative language over half of Grace Nichols’s poem, the part that deals with island life consists of positive language. Techniques Grace Nichols uses the repetition of the word â€Å"groggily† to move from one part of the poem to the other, it is a turning point; it separates island life from reality. Island man does not want to leave the island, it is an unpleasant experience in which the island man is confused. Repetition is again used in â€Å"Muffling muffling† to emphasise the fact that although his dream was clear, real life is confusing. Blake also uses a repetition technique, but he uses it to convey his ideas. An example of alliteration in Grace Nichols’s poem is â€Å"sun surfacing†. This paints a picture in the reader’s mind of the sun rising over the water, a very powerful image of island life. Blake again uses alliteration in the same way to evoke effective images. Enjambment is used to great effect, the poem is at random with irregular lines to reflect the randomness of a dream and the confusion felt well awaking. Blake’s poem also has thoughts running from one line to the other. The poem â€Å"Island Man† is written in the third person, it communicates a sense of detachment and could well be someone else’s experience, there must be many people in London who are away from home and feel a sense of isolation even tough they are surrounded by hoards of people. In comparison Blake’s poem was written in the first person making â€Å"London† a more personal poem. The same senses are evident in both poems, each of the poems only deal with sight and sound, but are treated in different ways. The poem â€Å"Island Man† sights and sounds are linked â€Å"sound of blue surf† gives the reader an idyllic image of a perfect island beach. In the poem â€Å"London† the whole of the first stanza is concerned with sight and the whole of the second stanza is concerned with sound. Tenses The poem â€Å"Island Man† is written in the present tense in modern-day London. In comparison the poem â€Å"London† although also written in the present tense is concerned with 18th century London. Punctuation Grace Nichols’s technique of using absolutely no punctuation what so ever is very effective, it communicates the idea of freedom and a dream like state. There are no rules in this poem, thought continues from one line to the other. â€Å"His crumpled pillow waves island man heaves himself†. This is in direct contrast to Blake’s poem which is ruled by punctuation. The poem has either a comma, full stop or colon. Effect on the Reader â€Å"Island Man† in the first half of the poem is very bright and cheerful and shows a very natural and free way of life, which every reader could identify me with and would hope to aspire to. The second part of the poem deals with the reality of London life again, which many people can identify with. In contrast Blake’s poem â€Å"London† is a very gloomy poem all the way through.

A Mutable Self

Haley Wiedenman English 101 Brit Ashley 4/8/11 When reading â€Å"A Mutable Self†, by Mary Catherine Bateson, I am forced to analyze why I am myself. For several years I have stubbornly believed that I have become myself by myself alone and have not been influenced by the things and people around me. I didn’t want to admit that I am in fact tightly connected to people of my past and they have influenced who I am greatly. Bateson makes it clear in her writing that â€Å"no one –fetus, child, or adult- is independent of the actions and imaginations of others. Though we have the power to alter ourselves, the fact that we do so because the influence of others proves that we can never break the connection of the people who we have been subject to, making us somewhat dependent of those around us. Bateson brings this subject to our attention to spread an awareness of how we come to be under the influence of others. Not only does she inform us of the ways of ourselves b ut also she enlightens the reader of cultures around the globe.Taking in this information has the potential to change readers view and allow them to have a greater understanding of the world around them. In opening this door Bateson is creating a continual awareness that will aid the reader in their daily life though the understanding of themselves and others. On the contrary to popular belief, Bateson has faith that â€Å"the self is learned, yet ironically it often becomes a barrier to learning. The way that I perceive this is that we often are so stubborn with the views of ourselves that we deny any opposing views given by others, which in turn blocks our access to further knowledge. Once we have an idea in our head about a certain thing, it is often difficult to persuade us otherwise. In the works of Bateson she writes a personal story about her visit to an Iranian kindergarten. In her visit the teacher allowed a period for drawing time to the students. At the end of there time the teacher went to each student, collected the drawing pencils, and threw away each of there creations.I come from a home where my first piece of art I brought home remains framed in our living room. So, to me, it is extremely sad that these children are not rewarded for their creative efforts. Instead of a high five and gold star on our artwork, these small children just watch as their masterpieces fall into a trashcan. The difference between Iranian culture and my own is huge. Though I am sure they have there own motives for their ways, I personally am glad I grew up in a home where I was praised for my hard work.Even though I enjoyed reading this essay, I do believe there are a few things Bateson could have done my successfully. Her writing is a bit repetitive, which I suppose is an effective way to make your point clear, however it can also make the reading a bit dull from time to time. Another item she could have improved on is her connection to the reader. Many of her exampl es where of other cultures, and while this may be extremely interesting, it does not relate to the most the people who will be reading this essay.It could have been more triumphant if Bateson would have both related to the common reader and added other cultural insight. Connections between the Essays: 1- The self is ever changing – pg. 252 What is the Self? & pg. 272 A mutable Self 2- People and culture around you shape the self – pg. 261 What is the Self? & pg. 269-270 A Mutable Self Questions 1- Can we disconnect ourselves from our family/community to become independent and find our true selves? (w/ out outside influence) 2- What effect does our childhood have on our lives?

What is meant by the term multiplier effect in tourism?

(i) Tourism can lead to a multiplier effect. What is meant by the term multiplier effect? (4) The term multiplier effect refers to the resulting effect of a service or amenity creating further wealth or positive effects in an area. For example, tourism in an area will create jobs in an area, therefore the employees of the tourism industry will have some extra money to spend on other services, and therefore improving these other services in that area, allowing further employment in the area. (ii) Explain with examples how tourism can lead to a variety of employment types, at the point of origin or destination. (9) In any area, tourism will require people to create the tourism experience and enhance the visitor's enjoyment of the location. Firstly, the origin of the traveller, for example, the UK, will create its own employment opportunities even before reaching the destination. The travel agent which books the holiday is only the first step. The bank or finance service with which the individual obtains the money from in order to fund the holiday will also play a major role in the process, whilst also creating jobs at home. For the security and safety of the passenger, medical services and insurance will also be required to make sure the trip is not disrupted to a great extent should illness or theft, for example, be an occurrence on their excursion. Secondly, the employees of the destination's airport or sea port allowing the transition from transport to forwarding destination goes as smoothly as possible. After this the hoteliers, caterers, porters and cleaners at the hotel will be needed to encourage a further visit to the area, as if the stay in the hotel is favourable, many people will be enticed to return on future holidays, therefore generating further revenue for the hotel and local services. During their stay the tourists will require entertainment, an opportunity to sample the local food and possibly see the sights the area has to offer by taking a guided tour or coach tour of the surroundings, all of which require people (hopefully local to avoid leakage of revenue back to MEDCs) to man the activities and therefore will create employment in the local area. The need for personal service, such as being waited upon, or having a personal tour guide means that the tourism industry is likely to employ many people during the course of the high season. This means that the people involved with tourism for the most part will have to seek employment elsewhere, as the tourist season is concentrated in the peak season (mostly summer for areas such as Southern Spain, however for skiing or winter activities in areas such as Switzerland or Austria, this may differ). The tourist work is also likely to be temporary from year to year, low paid and informal, with payment cash in hand. This would indicate a transient industry and would suggest that the host country would benefit from a diversified industry away from tourism, such as exporting oranges, wine and Seat cars in Spain, however their most prolific industry is tourism, with many Europeans seeking ‘winter sun' in the Costa's. B. The economic benefits of tourism almost always outweigh the environmental costs. Discuss (20) Firstly, we should consider the economic benefits of tourism for a country. As an example of this, I shall use Spain, a key destination for many Europeans. Indeed, revenue from tourism in May 2000 reached $2654 million (à ¯Ã‚ ¿Ã‚ ½3158 million), an increase of 22% over May 1999. The first five months of 2000 saw a revenue increase of 9% over the same period in 1999, totalling $9.6 billion (à ¯Ã‚ ¿Ã‚ ½11.5 billion). This is obviously a huge figure, and is Spain's key industry, as is true of the rest of the world, as can be seen in China, a country not renowned for it's tourist industry, however â€Å"China earned 28.8 billion Yuan ($3.5 billion) in tourism revenue over the week-long Labour Day holiday as nearly 74 million people took to the road† – (LatelineNews: 5.9.01), however much of China's tourism appears to be from within the country, unlike Spain where much of the tourists come from the surrounding countries and much of northern Europe, for example Germany, Fra nce and England. The destination country gains huge benefits from the influx of tourists onto its ‘shores'. Not only does the country's revenue increase by a large amount, but there is a greater employment rate as the tourism industry is so labour intensive, creating a multiplier effect in the region, allowing economic growth and other services to develop to serve both the locals and the tourists alike. An improved infrastructure is developed which the locals can benefit from, for example airports and better roads, as can be seen in destinations such as Fuerteventura, an island in the Canary Islands, which has experienced tourism only over the last ten years or so. Even now, there is rapid and continual growth, with new tarmac covered roads being created everyday, as a pose to the original dirt tracks still in evidence today, however, work continues. However, it is important that the heritage and traditional culture of the area is not lost altogether. In some areas, such as Majorca, its main city, Palma has disappeared amongst ‘Irish' pubs, clubs and a concrete jungle of high rise apartments for a mass tourism experience. In this case, the real culture of the region has disappeared altogether, at least along the sea front. In the main part of the city there is a beautiful cathedral, which has been there since the first Spanish settlers. This type of culture, the language of the people and the local traditions, such as the siesta need to be retained, before the experience of a holiday becomes a home from home experience; in other words, a warmer version of the origin country, such as the UK. This is why eco-tourism and other types of ‘alternative' tourism such as Antarctica and quiet city breaks have become more popular. There are other downsides to tourism for a host country apart from the loss of heritage. Firstly, the amount of people tourism attracts is vast, up to 59million in Spain alone in 2000. (Source: Ministerio de Economà ¯Ã‚ ¿Ã‚ ½a y Hacienda). This may sound good, however if each tourist rented a car or took a bus to their destination hotel or villa, then the less developed infrastructure of the country will not necessarily be able to cope with the massive influx of traffic, normally in a very limited space and time frame (i.e. – peak season, and near the popular destination in the host country, such as the coast). This will have an inevitable result of creating air pollution in the immediate area. The local resources will also be stretched to the limit as the population capacity (both physical and perceptual capacity) is reached. In many of the destination countries, the water supplies are short being in a warmer region than most. Therefore the water supplies are put in jeopardy as the tourists take up much of the population's water supply, leaving the local population to survive on very little. Obviously this is not an issue in some of the cooler climates, such as Austria where skiing is the main attraction, and the area itself is much more lush than some of the areas I am generalising, such as Spain or Greece. Another key problem is the way in which the tourism industry attracts people from outside of the cities and tourist resorts, such as farmers and rural communities, whom are attracted to the money being generated in the highly density tourist attractions. This will also increase pollution, population and pressure on the area. With the mass of people being attracted to an area, the more housing and other buildings are required to facilitate these employees, tourists and other groups. The environment is therefore detrimentally affected as the buildings destroy habitats, which along the coastlines of many countries can prove to be areas of natural beauty, which are covered by tourist resorts, in a matter of a few years from the start of tourism in a country aimed at this type of mass tourism. These mass resorts need an outlet for the waste they produce as much as three times as much waste as is produced by the country in low season, an indication of the environmental impact that the tourists have on an area. Therefore, it is evident that there are both positive and negative economic (in the form of economic carrying capacity being too low in low season) effects, which appear to outweigh the highly negative effects on the environment in the host country. Indeed, there is a need for a review on how to create a sustainable solution to the difference between the two aspects of a country's development. If a satisfactory conclusion is not met in relation to sustaining the environment in a given area, it is unlikely that the tourism industry will survive as the tourists will be repelled by the poor environmental quality. Sustainable ecotourism or simply a reinvention of the processes involved in transport, waste disposal and the impact the tourist has on the environment need to be implemented in order to create a tourist destination which will last the host country long enough to become established and diversified in many industries.