Adult Development and Collaborative Learning

Adult Development and Collaborative Learning Introduction Theories of collaborative learning have, for a number of years, lend credence on the manner in which learners operate within a group setting. Several empirical studies have been carried out to explore the role of collaborative learning in adult development (Dillenbourg et al., 1996, p. 1). According to Kiely, Sandmann and Truluck (2004), the number of adults enrolled for various degree programs has increase remarkably in the last three decades (p. 17).Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More For instance, William Branson (facing compulsory retirement from the FBI) opted to pursue a master’s degree in counselling to help imprisoned adolescents he dealt with previously. Diane Johnson opted to seek certified credentials (after administering home-based schooling to her children) in order to provide elementary education to child ren. William and Diane are among a growing list of adults in pursuit of official degree programmes (Kiely, Sandmann Truluck 2004, p. 17). According to the University Continuing Education Association, the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions introduced distant-learning courses between 1997 and 1998. In addition, Lewis et al. (1999) reports that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners because they are time-and place independent. Therefore, this paper aims to explore strategies and theories for adult development and collaborative learning. Adult Learning Theo ry Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map (theoretically) the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Merriam (1988) portrays adult education as a web and suggests a six-part template to assist adult educators manoeuvre through various relevant areas, such as theories of adult education as well as traits of adult learners.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In a more current study, Merriam (2001) defines adult education as an â€Å"ever-changing mosaic, where old pieces are rearranged and new pieces added† (p. 1). Furthermore, Merriam (20 01) incorporates conventional theories of adult education that lend credence on traits of individual adult learners as well as learning processes. Merriam and Caffarella (1999) provide the most inclusive theoretical framework for explaining and comprehending the diverse nature of adult learning theory. Their theoretical construct explores three areas: the characteristics of the adult learner, circumstances under which adult individuals learn, and the adult learning procedures. The following sections explore the theory of adult education that elucidates diverse aspects of adult education process. For adult educators who develop and control adult degree programs, the theory of adult learning provides a valuable instrument to manoeuvre the immense sphere of adult education, including hypothetical standpoints and their realistic applications (Kiely, Sandmann Truluck 2004, p. 19). Adult Learning Theory The adult learning theory (also known as Androgogy) was first suggested by Knowles et al. (1998). According to Knowles et al. (1998), the adult learning theory comprises of six doctrines. The first doctrine relates to the learner’s need to know: â€Å"how learning will be conducted, what learning will occur, and why learning is important† (Knowles et al., 1998, p. 133). The second doctrine, known as self-sufficient education, refers to the ability of a learner to control strategies and aims of learning. Third, previous knowledge of the learner influences education by producing prejudices and adults’ self-realization, offering rich resources and generating diversity among adult learners. The fourth doctrine is willingness to learn. Adults are usually willing to study when their life circumstance produce a desire to learn. Usually, adults fancy analytical approach to learning. For instance, adults learn better when learning is embedded in real-life experiences. The fifth doctrine is inspiration to study. The adults’ inspiration to learn is usually high especially if the knowledge acquired can enable them to work out key issues in their lives. Brookfield (1995) investigated four key procedures associated with adult learning. First, self-administered education lends credence on the procedure in which adults learners manage their learning process. First, adults establish their learning objectives, search for suitable resources, make decision regarding their education styles and assess their advancement.Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More Second, in-depth reflection refers to the procedure of understanding the manner in which adult learners think critically and contextually. Third, tentative education emphasizes that adult learning should lend credence on the experiences of adults. Lastly, learning to learn is an integral component for adult development (Huang 2002, p. 30). Hu ang (2002) asserts that adult learning is a lifetime process that takes place at individual level. With respect to individual disparities, it is perfectly normal for adult learners to experience anxiety when they are subjected to a new learning environment. In addition, Huang (2002) states that adults must be motivated adequately to undertake learning because they have additional responsibilities (i.e. family and work). Therefore, adult educators must provide constructive environment at the appropriate time and provide relevant materials that are well organized in order to improve the prospects of success (p. 30). Constructivism Some researchers have suggested that adults could learn dynamically and construct novel ideas on the basis of their previous knowledge (Bruner 1996; Huang 2002). Under constructive approach, the role of educator is to facilitate the learning process. Huang (2002) asserts that circumstances symbolize the knowledge of the environment that affects interactions occurring between the learner and his/her settings. Therefore, the learning process is grounded upon active experience. In addition, he suggests that the learner should acclimatize his/her problem-solving skills to other subjects. An adult learner who lacks motivation will not recognize a problem. Therefore, the learning process should incorporate problems that capture interests of the learner. Thus, constructivist approach lends credence on enhancing the capability of a learner to solve his/her real-life problems. Consequently, problem-solving and free discovery are intertwined. This means that knowledge is vibrant and is constructed on the basis of course of discovery. Under constructivism, the educator is deemed as a guide as opposed to an instructor. The rationale for this argument is that learning facilitates interaction between the learner and the educator as opposed to result-based learning (Huang 2002, p. 29).Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The role of social learning is also emphasized by Vygotsky (1978). For instance, Vygotskian theory lends credence on the significance of socio-cultural perspective in which learning occurs and the manner in which it influences the learning process (Vygotsky 1978). Vygotskian theory is also known as social constructivism because it lends credence on the role of interaction between educators and adult learners in cognitive development. A substantial part of the collaborative problem-solving approach is based on the zone of proximal development (ZPD), a concept developed by Vygotsky (Huang 2002, p. 29). Online Technology Huang asserts the crucial role of technology in adult learning. He categorically states that: Principal emphasis in education should be placed upon skills†¦skills in handling, in seeing and imaging, and in symbolic operations, particularly as these are related to the technologies that have made them so powerful in their human expression (Huang 2002, p. 29). Thus, technologies are deemed as cognitive instruments that can assist an adult student to elucidate his/her experiences as well as participate in constructive learning. Various technologies (i.e. World Wide Web, online chat rooms and courseware) are utilized to help adult learners engage in collaborative learning. For instance, the Web offers hypermedia ability to aid the learning process. Web publishing and hypermedia are online tools that usually incorporate information search engines. The search engines are used on regular basis to search and understand a variety of ideas generated by other learners. In addition, the Web offers massive information for adult students. For example, the adult learner can use the Web to generate his/her own ideas or search for relevant information to solve problems. Therefore, the Web is an important tool for constructivist education. Furthermore, newsgroups, chat rooms, listservs and Email enable adult learners to interact with their peers and access new knowledge. Synchronous and asynchronous conversations lends emphasis on the advancement of knowledge-creating groups where members share the knowledge created as well as procedures employed to create it (Huang 2002, p. 30). Constructivism in Adult Learning Interactive Learning Vygotsky (1978) asserts that adult students learn effectively when they collaborate with their peers. In other words, interactivity plays an important role in stimulating and motivating adult learners. In addition, online interactivity facilitates knowledge exchange between learners and educators. However, some adult learners do not engage in active interactions with their peers. Therefore, educators must help them to participate actively in group discussion. For example, educators can achieve this goal by developing discussion plans that require all adult students to take part in group conversation through coordinated communication instruments such as multi User Dungeons (MUD), online conferences or online c hat rooms. In addition, educators can request adult students to read and react to course materials via asynchronous communication instruments such as emails, news groups and listservs. Thus, significant feedback and response surface when adult learners appreciate the significance of their learning process. It is important to mention that interactions between adult students, educators and course material are essential elements required in distance learning (Huang 2002, p. 33). Collaborative Learning Social constructivists suggest that adult education should underline interaction between adult learners and their environments in order to augment collaborative learning. Developing a social conciliation environment can promote introspective responses and augment collaborative learning. This is an important aspect that must be emphasized by educators in order to promote critical thinking abilities among adult learners. In addition, novel technologies can augment learners’ interacti ons as well as promote collaborative efforts to amalgamate collective knowledge. In nutshell, constructivist approach emphasizes that instructors must strive to inculcate collaborative learning via social negotiation and reflection (Huang 2002, p. 33). Facilitating Learning A successful instructor must provide an enabling environment that permits adult learners to articulate their experiences in suitable ways. In addition, the environment should allow adult learners to pose questions as well as share their knowledge. In addition, distant learners will be willing to work hard and succeed if the learning environment is secure and motivating. Thus, constructivist approach provides adult learners more autonomy to choose and organize their learning procedures with their peers. Furthermore, under the constructivist approach, the educator facilitates the learning process. The constructivist approach also emphasizes that educators must supervise and certify the quality of collaborative lear ning. In addition, educators must provide adequate support, guidelines and directions for online students (Huang 2002, p. 33). Authentic Learning According to constructivist theory, the learning process ought to be authentic. In addition, the process should capture real-life experiences. According Huang (2002, p. 33), â€Å"constructivists emphasize the design of learning environments rather than instructional sequences†. In other words, adult students must acquire skills associated with their work experiences. This is an important aspect which must be addressed by educators and integrated in the adult learning process. Adult educators must also strive to integrate practical education in adult education. Furthermore, learning should be embedded in real-life issues, incidents or challenges which must be meaningful and interesting to adult students. In addition, educators must evaluate the traits of adult students so as to steer clear of pre-authentication. It is important to m ention that educators should involve adult learners in developing the curriculum. In other words, adult learners should have a say regarding what should be taught, the objectives of the curriculum and the relevant materials required for the course. Consequently, the knowledge of adult students will be authentic and meaningful (Huang 2002, p. 34). Learner-Centred Learning Adult learning theory and constructivist approach emphasize that adult learners should take charge of their learning process. In addition, these theories emphasize that learners should undertake learning via a problem-solving approach. In general, there are several hypotheses associated with adult distance learning. For example, adult distance learners are inspired and individually different, self-oriented, and extremely independent. Consequently, the prospects of Learner Centred Psychological Principles are in harmony with the hypotheses of adult distance learning. This is because the prospects for promoting lifeti me learning lean towards learner-oriented design of instruction which emphasize the active role of adult learners with respect to the development of learning programmes. Furthermore, self-oriented students set their goals, are extremely motivated, search for resources and assess their education process to achieve their objectives (Huang 2002, p. 34). High-Class Learning Constructivist approach lends credence on the learner’s ability to control the learning process. The approach also reduces the gap between the real-life experiences and the learning environment. Compared to conventional learning environment, online instructional media endows unlimited autonomy of control to the learner. In other words, an adult learner can access limitless number of information related to real-life experiences using search engines. As noted earlier, adult students must soak up external inputs and create ingenious ideas from their previous experiences. Huang (2002) asserts that adult learners n eed key thinking abilities to be able to confront and direct their lives. To put another way, adult learners should possess necessary skills to be able to evaluate the authenticity and quality of information available online. Adult students must also learn how to control, evaluate, review and convert information into precious knowledge (Huang 2002, p. 34). Conclusion Statistics show that the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions offer several distant-learning courses. In addition, Lewis et al. (1999) reported that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners beca use they are time-and place independent. Several empirical studies have been done to explore the role of collaborative learning in adult development. This paper has discussed several theories and strategies to enhance adult development and collaborative learning. As mentioned earlier, constructivist theories provide various strategies that educators can use to construct learner-oriented and collaborative settings that enhance learning processes and critical reflection. Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Online discussion groups have a number of characteristics such as collaborative, inquiry-based, project-ba sed, authentic, and discussion-based. In nutshell, educational theories, instructional strategies and other related factors are important for promoting adult development and collaborative learning. References Dillenbourg, P, Backer, M, Blaye, A O’Malley, C 1996, The evolution of research on collaborative learning, Elsevier, Oxford. Bruner, J 1996, The culture of education, Harvard University Press, Cambridge. Huang, H 2002, ‘Toward constructivism for adult learners in online learning environments’, British Journal of Educational Technology, vol. 33 no. 1, pp. 27-37. Kiely, R, Sandmann, L Truluck, J 2004, ‘Adult Learning Theory and the Pursuit of Adult Degree’, New Direction for Adult and Continuing Education, no. 103, pp. 17-30. Knowles, M, Holton F Swanson, R 1998, ‘The adult learner’, Computer and Education, vol. 31, pp. 229-242. Lewis, L, Snow, K, Farris, E Levin, D 1999, Distance Education at Postsecondary Education Institutions, National Center for Educational Statistics, Washington, D.C. Mackeracher, D 1996, Making Sense of Adult Learning, Culture Concepts, Toronto. Merriam, S 2001, Editor’s Notes: The New Update on Adult Learning Theory, Jossey-Bass, San Francisco. Merriam, S 1988, ‘Finding Your Way through the Maze: A Guide to Literature in Adult Learning’, Lifelong Learning: An Omnibus of Practice and Research, vol. 11no. 6, pp. 4–7. Vygotsky, L 1978, Mind in society, Harvard University Press, Cambridge.

City council paper Essay Example | Topics and Well Written Essays - 750 words

City council paper - Essay Example In addition, on the south of the property, are single family residential, to the east, are commercial properties. The petitioner has purchased two plots to aid in environmental remediation on the property and the corridor (â€Å"Bloomington Board of Zoning Appeals†). The CSX transportation has been working with an environmental firm to remove the pollution from the site. This is important in terms of providing technical assistance in determining the depth of the pollution. The CSX transportation, has worked on the remediation plan for over 20years and have now moved to the south side of the Country Club drive. Part of work on the site, involve setting up monitoring wells that have been dug for purposes of determine the depth of the pollution. The petitioner further claim to have dug collection well that are essential in bringing creasole deposits from the ground which is part of the environmental clean-up. In this regard, the petitioner is faced with the hurdle of storing crea sole on drums and barrels. This, requires a space within the environmental remediation site to store the stockpile of creasole. The storage is important for the petitioner while waiting for appropriate time to incinerate or transport the creasole to New York. Removing the creasole material means there have to be a place within the site where, they can be stored on a short-time period before the next action is taken. In essence, the storage will allow CSX adequate time to look for trucks to load the containers containing the creasole (â€Å"Bloomington Board of Zoning Appeals†). The petitioner is faced with the problem of restriction for outdoor storage and building of an 8ft fence to secure the environmental remediation site. The request by the petitioner is reasonable when considering such factors as damages to the site, vandalism and easing access and cordoning the site because of the nature of work being done which is environmentally unhealthy to the surrounding neighborho ods. To establish an outdoor storage, the CSX transportation has identified Lot 3 to store the containers, however, the planned unit development does not allow for outdoor storage. The environmental remediation on the site present a unique situation and CSX transportation has a reasonable request for outdoor storage while arranging on how to incinerate or transport the collected creasole to New York. In regard to the construction of an 8ft fence to secure the area, the petitioner faces a problem in the sense that, the zoning code only allows for the construction of 8ft fence where there is a primary structure. As a result the petitioner is faced with the problem of using a 4ft fence that does not secure the environmental remediation site. The high fence is important in securing the site because the nature of work is environmentally unfriendly and securing the area is of utmost importance (â€Å"Bloomington Board of Zoning Appeals†). The other problem that the petitioner faces involves passing through traffic and homeless person in the proximity of the environmental remediation site. Cordoning the area with 8ft fence is essential in securing access to the collection area. Further, the other problem that faced the CSX transportation involved establishing a storage point on a portion of property that is on a flood plain. This is not desirable especially with the outdoor storage of contaminant

Strategic perpectives - THIS HAS TO BE IN REPORT FORM AND NOT ESSAY

Strategic perpectives - THIS HAS TO BE IN REPORT FORM AND NOT FORM - Essay Example The capabilities of individuals are enhanced through learning which requires assessment of the information gathered (Bolton, 2010). Confucius one of the most renowned Chinese thinker quoted that wisdom can be acquired through three methods. One is by assessment and reflection which is noble, second through imitation which is easy and convenient and lastly by experience which is the most toughest and bitter of them all. I consider that self-assessment and reflection are the most effective ways using which the barriers can be reduced. There are different road blocks which come in light through assessment. Through this, the things are tackled, and appropriate solutions are structured. The seminar in particular and the entire teachings of the Strategic Perspectives have helped me assess the things which are holding me back. The seminar on Mega Learning from October- December 2013 has not only enhanced the learning, but it has also enhanced the experience. Some experiences have been positive, and some have also been negative. However, to conclude both the experiences had some sort of value associated with them. The learning acquired through the seminar will surely benefit me with my career in the future. This will make accomplishing the common goals and encountering the challenges easier. In this assessment, the learning acquired as an individual along with the challenges faced as a group will also be discussed. This will be done by providing three critical incidents which arose during the training and the experience acquired as an individual and by the whole group. The assessment and review will assist in analyzing each of the situations independently. Through this, the actions taken, and their suitability in the particular situation can also be discussed. Discovering the realities and finding the core potential and standings of the individuals in the markets are the true forms through which the assessment can be done. In the self-reflection

Vacation Industry Case Study Of Cyprus Tourism Essay

Vacation Industry Case Study Of Cyprus Tourism Essay Cyprus is an island in the Mediterranean Sea in the south of Turkey. Cyprus has a warm and dry with little rainfall climate which is a typical Mediterranean climate and this climate makes Cyprus very popular as tourist destination. The official languages of Cyprus are Turkish and Greek, while English is widely spoken by both sides. You can get to Cyprus by boat or plane. Charter flights are frequent scheduled from England and other European countries to Cyprus. Cyprus provides a wide range of accommodation in all areas of the island. Its accommodation covers all types of guests and all budgets ranging from luxury hotels, holiday villages, apartments to rent and camping. If somebody wants to explore the island, a car hire is needed. Cyprus has many things to offer to tourists, while Cyprus is known for its sandy beaches with the amazing water sports, rugged mountains, impressive ancient structures, churches and museums which make it a perfect holiday destination. There are also various recreation and sports activities available such as diving, golfing and carting. In Cyprus you can experience in bird watching, turtle watching and hiking and for those people who love the lucky games there are many casinos in the island. The travel adventurers can discover all over the island attractive beaches, ancient ruins, mountain peaks and vineyards that has olive trees all over. In Paphos you can go to Roman Mosaics, the Tombs of the Kings, the Byzantine Museum and Kato Paphos Archeological Park. Nicosia has the Cyprus Museum, Limassol boasts of its Lambouri Winery, Kolossi Castle and its Limassol Castle and Galatex. Avios Ioannis has the Turkish Ethnographic Museum, among others. Larnaka is a harbor with huge palm trees, cafes and taverns and also houses the international airport of Cyprus. In Larnaka you can visit Byzantine Museum, agios Lazaros Church, the District Archeological museum, the Pierides Museum etc. During the Kataklysmos feast which is celebrated all over Cyprus everyone can gather the shores of Larnaka, dancing, singing, driknking, eating and enjoying water sports. Lemesos is famous for the industrial center and port and wine industry. During September the wine lovers can enjoy the wine festival where the food and wine is served free. Witness the grand Lenten carnival when bands, decorated floats and dancing mark the celebration of this carnival. Tourists can enjoy the beaches, sea foods, visiting the museums and relax in the gardens. Paphos was the capital of the island in Roman times. Paphos has become a popular seaside resort with a large population. The Ktima section of the city is the main residential area, while Kato Paphos is the playground of holidaymakers, built around the medieval port with its numerous luxury hotels, taverns and entertainment venue. You can visit the Acropolis with its complex ancient buildings, including a Roman Odeon which is used for summer orchestral and stage performances as well as the Tombs of the Kings which is located 2km northwest of Paphos harbour towards the Coral Bay. Paphos is also known for its Mosaics floors in a series of ancient Roman noblemenà ¢Ã¢â€š ¬Ã¢â€ž ¢s villas and every visitor must see it. An excursion to the baths of Aphrodite is something that all the visitors should see because it is a visit to the natural grotto on the Akamas Peninsula where legend has it that the Greek goddess of love, Aphrodite, used to take her baths. Anyone cannot describe the beauty of Cyprus with words because every corner of this place is worth seeing. Assess the impact (positive and negative) of your visit on the environment. The quality of the environment, natural and man-made is essential to tourism. Many of the environmental impacts are connected with the structure of the general infrastructure such as roads and airports, and of tourism facilities such as resorts, hotels, shops, restaurants, golf courses and marinas. These negative impacts of tourism can cause damage to the environmental resources on which it depends. Alternatively, tourism has the potential to create positive effects on the environment by helping to environmental protection and maintenance and this is a method to raise awareness of environmental principles and it can serve as tool to finance protection of natural areas and increase their economic importance. When the level of visitor use is greater than the environmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s ability to manage with this use negative impacts arise from tourism. When conventional tourism is uncontrolled poses possible threats to many natural areas. It can lead to impacts such as: soil erosion, natural habitat loss, increased pollution, discharges into the sea, heightened vulnerability to forest fires and increased pressure on endangered species. It frequently puts a strain on water resources, and it can force local populations to compete for the use of critical resources. The negative impacts of my visit in Cyprus are: The depletion of natural resources: this means that the tourism development can put pressure on natural resources when the consumption in areas is increased and the resources are already scarce. For example, with my visit on the island I cause problem because of my depletion of water resources such as my needs of water for washing and bath, my use of the swimming pool and other uses. The consequences are the water shortages and degradation of water supplies, as well as generating a bigger volume of waste water. Cyprus is an island in the Mediterranean Sea and is well known that in such dry regions, the water scarcity is greater because of the hot climate and the tourists tend to consume more water in their holidays than do at home. Another negative impact of my visit was the use of local resources such as energy, food, and other raw materials that previously was in short supply. Usually in high season the exploitation of these resources is greater than other periods because of the bi g number of visitors. The destination managers try to cover this high demand of local resources in order to meet the high expectations that tourists usually have for proper heating or cooling, hot water etc. Pollution: tourism can cause the same forms of pollution as any other industry, such forms are: solid waste and littering, air emissions, releases of sewage, noise, oil and chemicals, even architectural and visual pollution. My impact in the air pollution was my transportation by air and the excursions with the car. The air pollution that caused from the transportation of tourists has negative impact on the global level, especially from CO2 emissions related to the use of energy for the transportation which contributes to severe local air pollution. Noise pollution caused by cars, buses, airplanes, jet skis etc. Additionally to causing annoyance and stress to humans, it causes distress to wildlife and can cause animals to alter their natural activity. Another negative impact in which and me as tourist contribute to its increase is the Solid Waste. The tourism industry produces enormous quantities of waste products. Airlines, hotels, attractions and other businesses that serve tourist s throw away tons of garbage a year. Some other physical impacts that caused from tourist activities (including myself as a tourist) are: trampling, in cases that tourists using the same trail over and over again trample the vegetation and soil, finally causing damage that lead to loss of biodiversity. Anchoring and other marine activities, in marine areas many tourist activities occur around fragile systems. Anchoring, scuba diving, yachting and cruising are some of the activities that can cause degradation of marine ecosystems such as coral reefs. Change of ecosystems by tourist activities, habitat can be degraded by tourism leisure activities. For example, tourists by watching the wildlife can cause stress for the animals and alter their natural behavior when tourists come too close. The positive impacts of my visit in Cyprus are: Financial contributions such as: -Direct financial contribution is the revenue from park-entrance fees and similar sources which are allocated specifically to pay for the protection and management of environmentally sensitive areas. -Contributions to government revenues are the money that I paid to rent recreation equipment. This money can provide governments with the funds needed to manage natural resources. Describe two actions that individuals could take in the future to maintain the sustainability of this environment. The anxiety for our environment no longer remains in the realm of sustainability projects. It is a real-time that individuals, locals and tourists should start concern about all this thing that destroy our environment: changing seasons, expanding deserts, global warming, depleting forests and ice at the poles and increasing sea levels, climatic aberration, melting glaciers, suffocating pollution and food shortage are clear manifestations of an environment that is leaded into a global catastrophe. Small changes can bring a positive impact, and we may still be able to leave a cleaner, habitable planet for our children. Here are two actions that individuals, locals and tourist can take in the future in order to maintain the sustainability of the environment: Use less electricity: Lots of fossil fuels are burned to generate electricity. This is like a chain: the more we use, the more we burn, the more we pollute the environment. A simple act is to switch off the lights and electrical appliances when are not needed and by doing this we can save huge amounts of energy. Many people can construct their houses, hotels etc. in a way that even more daylight can be used instead of using light bulbs. Use public transport or bicycles: We are all well informed about the fuel crisis which is caused by an ever-increasing number of gas-guzzling automobiles being acquired by millions of people. To make matters worse even food crops are being used to produce biofuels so that people can drive their cars. A good solution is that any individual, local and tourist can use more often the public transport because ità ¢Ã¢â€š ¬Ã¢â€ž ¢s healthier and environment friendly. First, you will have to walk a distance to use the public transport and second fewer vehicles will be on the road. In fact this will also reduce the frequency of traffic jams. Describe two actions that destination managers could take in the future to maintain the sustainability of this environment. The development of tourism is well-matched with environmental protection through proper planning and controlled development and tourist management. Destination managers need to develop appropriate protection policies and strategies to efficiently manage tourism. Tourism managers must think the needs of an area and its residents, and determine the physical and social carrying capacities of a destination. Two actions that destination managers could take in order to maintain the sustainability of the environment are: Legislation and regulation: government by establishing rules and regulations such as fees, laws etc. can help control negative impacts. It is possible to regulate development and mandate environmentally pleasing building design. Government can also control pollution problems and cleanliness of public areas. Laws can be obtained that control certain types of tourist actions, such as over-collecting. In some cases, establishing protected areas may reduce the negative natural resource impacts of tourism. Alternative tourism can be developed to meet the needs of certain groups of people, allowing them to experience the natural and cultural wealth of regions. It is also positive for economic development in countryside areas, or in environmentally fragile areas that cannot support major change. Alternative tourism is basically the antithesis of mass tourism. Alternative tourism results in fewer severe impacts while still providing positive economic effects. Numerous types of tourism are considered alternative: biotourism, nature or environmental tourism, farm and ranch tourism, scientific tourism, special interest tourism, village tourism etc. One new trend in environmentally alternative tourism development has emerged: ecotourism and it is concerned with gaining the economic advantages of tourism development and minimal environmental impact.

I, the Worst of All Essay -- Movie Film Essays

"Women were denied knowledge of their history, and thus each woman had to argue as though no woman before her had ever thought or written. Women had to use their energy to reinvent the wheel, over and over again, generation after generation. ... thinking women of each generation had to waste their time, energy and talent on constructing their argument anew. Generation after generation, in the face of recurrent discontinuities, women thought their way around and out from under patriarchal thought." (Lerner qtd in Merrim Modern Women xxiii) Lerner's words hold true for two women involved in the film I, the Worst of All. Both of them had to "reinvent the wheel" and show their male contemporaries that women can and will find their way out from under the control of patriarchy. Juana Ines de la Cruz and Maria Luisa Bemberg are separated by three centuries of continuous strife for feminists to affirm feminine subjectivity and feminine values. The struggle was/is doubly difficult because of what they have to face. At the time of making the film, Bemberg faced a mainstream cinema in which women were presented as a "function of male ambition" and as objects of possession, display, or currency (Bemberg in Pick 78). I, the Worst of All appeared in the 1990s, a time that we like to think is so different from the convent of 17th-centuryMexico. Bemberg shows us that it is not. Mainstream cinema never looks at women as "beings with ideas," as she says in an interview, but as empty shells, foils for the male characters, so that t hey can act and think (Pick 78). She had to fight a whole tradition of male filmmaking with her movie, and (re)assert her own feminist values in a film that challenges all the stereotypical filmic representation... ...berg Tells the Untold." Americas 46 (Mar/Apr 1994): 20. Bergmann, Emilie. "Abjection and Ambiguity: Lesbian Desire in Bemberg's "Yo, la peor de todas." Hispanisms and Homosexualities. Ed. Sylvia Molloy and Robert McKee Irwin. Durham: Duke UP, 1998. de la Cruz, Juana Ines. "Hombres Necios." A Sor Juana Anthology. Ed.Alan S. Trueblood. Cambridge, Mass.: Harvard UP, 1988. Merrim, Stephanie. Early Modern Writing and Sor Juana Ines de la Cruz. Nashville: Vanderbilt UP, 1999. Mulvey, Laura. "Visual Pleasure and Narrative Cinema." Erens 28-41. Pick, Zuzana M. "An Interview with Maria Luisa Bemberg." Journal of Film and Video 44. 3-4 (Fall-Winter 1992-93): 76. Williams, Bruce. "The Reflection of a Blind Gaze: Maria Luisa Bemberg, Filmmaker." A Woman's Gaze: Latin American Women Artists. Ed. Marjorie Agosin. New York; White Pine Press, 1998. 171-90.

Explanations for Criminal Behaviour

Compare two explanations for criminal behaviour. Crime is simply the behaviour that breaks the law. However, as Standen points out, â€Å"the understanding of what actually constitutes crime varies according to historical, cultural and power dimensions which may rule different behaviours as criminal at different times†, (n. d, p. 1). The most obvious example of this is when the law changes. For example from viewing the list of criminal offences by the Legal Services Commission, aiding suicide became a crime in 1961, yet causing death by dangerous driving did not become a crime until 1988.Criminal behaviour can then be explained as the violation of the criminal code. Usually to be convicted of a crime, an individual needs to have acted deliberately and without justification of their actions. Understanding why crime occurs is a big problem, yet there are certain explanations that can explain criminal behaviour. Modern theories that attempt to explain criminal behaviour emphasise the nature versus nurture debate; genes set the limits on behaviour while the environment forms developments in the limits (Standen n. d: p. 2).Some of these theories put an emphasis on physical features. Sheldon developed somatypes, suggesting that broad and muscular mesomorphs were more likely to be criminals. His findings support the fact that criminals are more likely to be muscular, yet to date it is still unclear what the link is between mesomorphy and crime (Standen n. d: p. 3). Out of the numerous theories that try to explain criminal behaviour, there are two which can explain it more effectively; sociological and psychological. Sociological criminology examines group variables to crime.Bartol and Bartol suggest these variables include age, gender, race, socioeconomic status, personal relationships and ethnic-cultural affiliation (Bartol and Bartol, 2005: p. 5). These variables have important relationships with categories and patterns of crime. For example sociological crim inology has determined that African American males from disadvantaged backgrounds are more represented as perpetrators of homicide. More black people are excluded from school, leading to the notion that young African American males are disproportionately involved in crime.Social class and poverty are involved in research on crime. Most sociological theories emphasise the lower a person’s social class; the more likely they are to display criminal behaviour. For example, a low class person who is living under poor economic conditions is more likely to commit a criminal offence such as burglary to survive. Schools in deprived areas have low academic achievement, which is a characteristic of many offenders. Schools in these areas can fail to engage with challenging pupils, causing them to truant and becoming involved in criminal behaviour.Standen suggests that challenging pupils will eventually fail to achieve the qualifications needed to escape having a criminal career (Standen, n. d: p. 9). Psychological criminology is the science of behaviour and mental processes of the criminal. Bartol and Bartol state that â€Å"whereas sociological criminology focuses on society and groups as a whole, psychological criminology focuses on individual criminal behaviour† (2005: p6). It centres on how criminal behaviour is acquired, maintained and modified.The â€Å"social and personality influences on criminal behaviour are considered along with the mental processes that mediate that behaviour† (Bartol and Bartol, 2005: p. 6). Eysenck developed a psychological theory of crime that suggests neuroticism and extroversion are linked to antisocial behaviour. Eysenck eventually developed the P variable, which was noticed by aggressive and impersonal behaviour. Individuals who score highly on the p variable scale are more likely to display criminal behaviour, for example if a person is abused as a child.Whether it is physically or mentally, the child will develop impersonal behaviour, detaching themselves from their social setting to cope with what is happening to them. Once the child has become detached, this can progress with them to adulthood and cause them to become violent and display criminal behaviour. William Glasser introduced rational choice theory which is seen as the most common reason why criminals do what they do. The theory suggests the offender is completely rational when they make the decision to commit a crime.Within choice theory there are three representations of criminal behaviour; the rational actor where individuals choose whether to do the crime; the predestined actor where criminals cannot control their urges causing them to commit crime and the victimised actor where the offender has been a victim of society. Choice theory therefore offers numerous explanations why a person could offend. Psychological and sociological theories are well represented and explain why criminal behaviour occurs.As suggested by Bartol and Bartol, crime occurs in a social context, so factors like race, ethnicity, gender and social class will always be involved in explaining criminal behaviour. Explaining criminal behaviour improves the understanding of why people commit crime. In the United Kingdom, the police force has been given more authority to tackle criminal behaviour with seizure measures (Whitehead 2011). This could help determine more in depth explanations as to why criminal behaviour occurs, especially in certain social divisions.

Analysis Of James Joyce s Araby - 994 Words

In the short story Araby, James Joyce provides the audience with a glimpse if 19th century Ireland seen through the eyes of an adolescent young man. It is this adolescence and the navies of the world that is under attack. Joyce masterfully reveals an innocence held by Araby by contrasting it with a setting filled with symbology that eludes to the hopeless reality in which he lives. Joyce injects a sense of unrealized bleakness for the protagonist by the imagery that he puts forth. â€Å"North Richmond street, being blind was a quiet street except for the hour†¦Ã¢â‚¬  (Joyce 200), immediately sets the atmosphere as one that is almost desolate, with iron gray clouds heavy with grief for the people below. The with the ending phrase,† except for the hour† (Joyce 200), reinforces this feeling. Only one hour, where life and movement grace this street but fleeting, like freshly minted snowflake landing on a cheek flushed with embarrassment. Much like a crepuscular ray, pu shing through clouds, when gone, do the clouds not seem darker. The path to adult hood for Araby rests under these skies and winds thorough a morass of self-truth and a sense of predestined caste. The reality of Arabys life comes into focus early on. His poor and reality destitute situation made apparent mainly by where he lives. â€Å"An uninhabited house†¦stood at the blind end, detached from its neighbors (Joyce 200)†, is revealing to the economic station of Araby. The fact that he lives with his uncle suggest that in hisShow MoreRelatedAnalysis Of James Joyce s Araby846 Words   |  4 Pagesup so high. In James Joyce’s short story â€Å"Araby† he uses the voice of a young boy as a narrator and describes his childhood growing up in Dublin. Joyce concentrates on description of character’s feeling rather than on plot to reveal the ironies inherent in self-deception. The story focuses on the disappointment, and enlightenment of the young boy and the gap between ideality and reality which I believe it is a retrospective of Joyce’s look back at life. On the simplest level, â€Å"Araby† is a story aboutRead MoreAnalysis Of James Joyce s Araby 1336 Words   |  6 Pagesand derided by vanity; and my eyes burned with anguish and anger.† Araby is a short story centering on an Irish adolescence boy emerging from boyhood fanaticizing into the harsh realities of everyday life in his country. It undergoes through the phases of self-discovery through a coming of age. It takes place in Dublin in 1894 when it was under British rule. The boy in the story is strongly correlated with the author James Joyce. Young Goodman Brown was another story in which the ending results onRead MoreAnalysis Of James Joyce s Araby 945 Words   |  4 PagesJames Joyce portrays fanciful mental images from a young boy’s perspective, through his story of Araby. A young boy has a friend name Mangan that lives across the street in which he began to watch Mangan’s sister through the windows and he starts to develop feelings for her that lead him to go to the Araby Bazaar. These feelings start to give the young boy assumptions about Mangan’s sister from the way she makes him feel leading to having these idealized characteristics about her. The emotions makeRead MoreAnalysis Of James Joyce s Araby 1437 Words   |  6 Pagesthat is nowadays recognized as the modernism which argues that life’s existence is subjective, people are not rational in thinking reality is built through personal experience. One of these writers was James Joyce, who was from a lower middle class in Dublin, Ireland. In his little story â€Å"Araby† Joyce shows us that at the time period that reality is built through personal experiences because life is what we make of it. He goes along to argue that how life is perceived is viewed differently throughRead MoreAnalysis Of James Joyce s Araby955 Words   |  4 PagesIn James Joyce’s â€Å"Araby† a nameless boy who is infatuated with the sister of his friend, Mangan reveals his vain wishes and expectations as he tries to impress her buy purchasing a romantic gift. The unbearable crush that he has, lures him on a journey to a Dublin bazaar called Araby, to purchase the gift, but encounters obstacles that later on gives him a change of heart. Instead of realizing that he does not need gifts to express his love for her, he gives up instead. As optimistic as he was aboutRead MoreAnalysis Of James Joyce s Araby 1246 Words   |  5 Pages16 October 2014 Araby – James Joyce – Critical Analysis - Revision The visual and emblematic details established throughout the story are highly concentrated, with Araby culminating, largely, in the epiphany of the young unnamed narrator. To Joyce, an epiphany occurs at the instant when the spirit and essence of a character is revealed, when all the forces that endure and influence his life converge, and when we can, in that moment, comprehend and appreciate him. As follows, Araby is a story of anRead MoreAnalysis Of James Joyce s Araby Essay2018 Words   |  9 PagesJames Joyce was an Irish novelist and poet in the early 20th century. Joyce was the writer of â€Å"Araby†. A stoty published in 1914, in which the writer preserves an episode of his life, more specific when he a young twelve years old boy. But was does the word â€Å"Araby† means? According to diccionaty.com, â€Å"Araby† is an archaic or poetic name for Arabia. In addition, the story is about a boy who falls in love with a woman, she is the sister of one of the b oy’s classmates. The name of the woman is neverRead MoreComparative Analysis Of Epiphany, From James Joyce s Araby And The Dead1758 Words   |  8 PagesComparative Analysis of Epiphany, from James Joyce’s â€Å"Araby† and â€Å"The Dead† James Joyce elaborately portrays the complexity of the human male psyche through his protagonists in â€Å"Araby† and â€Å"The Dead.† Through the use of first person perspective, each protagonists’ true motivations and perceptions of reality are betrayed by Joyce, therefore allowing the reader to fully understand the fallacies and complexities within each character. Through the depictions of such complexities, Joyce is able to leverageRead More The Decline of Chivalry Explored in Araby and AP Essay1211 Words   |  5 Pagesuseful motive to win hearts of women for centuries. However, as society constantly changes, the effectiveness of these chivalrous acts has diminished. In James Joyce’s â€Å"Araby† and John Updike’s â€Å"AP†, this theory is explored, both telling the story of a boy whose efforts to impress the girl of their desires fail. As said by Well’s in his critical analysis of these stories, â€Å"Both the protagon ists have come to realize that romantic gestures—in fact, that the whole chivalric view [sic] --- are, in modernRead MoreAnalysis Of James Joyce s Dubliners1668 Words   |  7 PagesDubliners, by James Joyce is an outstanding example of how the use of point of view influences how characters and events are interpreted. Joyce writes the first three stories of Dubliners in the first person point of view, the rest are told in there person. Taking a look at a few of the short stories , Araby, Eveline, and Clay, it is obvious that Joyce s choice of narration as well as the complexity of how he carries out those narrations plays a significant role in the analysis of his work.