American Government: 21st Amendment

The twenty first article of amendment to the U. S. Constitution was the result of public disagreement to constitutional amendments, while the Supreme Court had played the role of ‘subject matter’ mediator. The ‘dry’ shadows of the 18th Amendment began to fade out with the coming of the Great Depression, as, the alcohol consumption was reduced, but not erased, and, at the same time, bootlegging had reached its peak. The national prohibition of alcohol has endured for only 14 years and was, finally, ratified by the legislators and 36 states on December 5, 1933.The 21st Amendment has framed sale and manufacture of grain alcohol within the state, excluding transportation and importation of liquors. The history of the U. S. court notes three cases, involving the 21st amendment; though, none of them was clearly based on the article. Craig v. Boren (No. 75-628) was the appeal from the United States district court for the Western district of Oklahoma. Appellant Crai g claimed that a statute of Oklahoma stood for discrimination based on gender, â€Å"prohibiting the sale of ‘nonintoxicating’ 3. 2% beer to males under the age of 21 and to females under the age of 18† (1976 US, 429 U.S. 190, I). Appellant Whitener took a side of equal protection challenge, because, as a licensed vendor of grain alcohol, she could quit her business or pay high penalties if she obeys or disobeys the statute of the state accordingly. To support the claim, appellants provided statistical data, proving that 18-20-year males are more likely to be arrested for drunk driving, be killed, injured, and inclined to drinking than females of the same age. Males were prohibited to purchase intoxicating liquors, yet, were allowed (anything that is not prohibited, is allowed) to drink them.The data showed that public safety had to be protected from such incidents and crashes. Concluding all stated above, Craig highlighted the violation of the Equal Protection C lause and was seeking for resolution of such a controversy. On the other hand, Boren, the governor of Oklahoma, rendered statistics, which showed â€Å"only that . 18% of females and 2% of males in the 18-20-year-old age group were arrested for â€Å"American Government: 21st Amendment† â€Å"Page#2†driving while under the influence of liquor† (1976 US, 429 U. S. 190, II C). In such a way, the appellants’ data claimed to be invalid. Boren had not put aside the Craig’s statistical evidence; yet, rated it as ‘insufficient’ in determining the key factors of traffic safety: â€Å"The statistics exhibit a variety of other shortcomings that seriously impugn their value to equal protection analysis [†¦] and make no effort to relate findings to age-sex differential† (1976 US, 429 U.S. 190, II C). For that reason, the results can hardly prove the ratio between gender/age and drinking/driving. The decision of the court was as follows : the difference between males and females of 18-20-year period had violated the Equal Protection Clause and, therefore, discriminated males by Oklahoma’s 3. 2% beer statutory scheme. Finally, the judgment of the District Court was reversed. The 21st Amendment bound the operation of the Commerce Clause.â€Å"The court assumed that the Twenty-first amendment ‘strengthened’ the State’s police powers with respect to alcohol regulation† (1976 US, 429 U. S. 190, II D). Nevertheless, Oklahoma’s discrimination against males violated the 14th Amendment, while the text of the 21st one had nothing to deal with individual rights of US citizens. While most of Americans followed the ‘dry’ law, the activists of individual freedom were weaving the threads of nationwide hazard, coming from followers of moral values.On the other hand, bootleggers knocked a fortune during the Prohibition and governments could not lose the chance to increase public revenues. The 21st Amendment had granted a safe and structured marketplace for US citizens and empowered states to regulate sale of alcohol, but legalized a widespread alcohol production, distribution and consumption within the states.However, the state’s legislative and regulatory authority, given by the 21st Amendment to the US Constitution, is a core factor of alcohol control and retailing. Bibliography: 1. â€Å"The Constitution of the United States,† Amendment 21. 2. U. S. Supreme Court. Craig v. Boren, 429 U. S. 190, 1970. Online. The Oklahoma State Courts Network. Internet. 15 March, 2007. Available: http://www. oscn. net/applications/oscn/DeliverDocument. asp? CiteID=430201

History of Jackie Robinson Essay

The movie 42 is a fairly new non-fiction movie describing the life history of Jackie Robinson, the first African American to play in the Major Baseball League (MLB) in the modern era, and his history-making signing with the Brooklyn Dodgers. 42 shows how hard it was in the 1940s to be a black man or woman, but Jackie Robinson and his team executive, Branch Rickey, did the unthinkable. The film 42 takes its audience on a journey through Jackie Robinson’s life as a professional baseball player and shows all of his accomplishments, along with all of his downfalls. Jackie Robinson’s team executive from the Brooklyn Dodgers, Branch Rickey, put himself and Jackie Robinson to the forefront of history. When Rickey signed Robinson he made a major decision, and broke the Major Baseball League’s â€Å"color barrier†. Not only did Branch Rickey put himself and Jackie Robinson in danger, but also other baseball players. Everyone was facing bashing racism from all sides. The film 42 shows how Jackie Robinson had to demonstrate tremendous amounts of courage and restraint. If Robinson would have reacted in anyway towards all of the racism he could of destroyed Rickey’s and his own dreams. The story presented in 42 mostly focuses on Robinson’s season with the Brooklyn Dodgers in 1947 and somewhat on his season with the Montreal Royals in 1946. His first season in 1946 with the Montreal Royals is where he battled a lot of racism from his audience. One scene from 42 stood out the most and was actually a hard scene to watch. Ben Chapmen, the manager for the Philadelphia Phillies at the time, repeatedly called Jackie Robinson a â€Å"nigger† loudly while he was up to bat. Of course Robinson had to remain calm, but it was so difficult. He then went back into the dugout and ended up smashing his bat into the walls and ground venting his anger. After Branch Rickey came to calm him down and explain that no one said what Jackie was doing was going to be easy, Jackie Robinson got up to bat once again. Robinson then proves Chapmen wrong and he ends up hitting a single, then stealing second base and continuing to third base on an error,  and then finally scoring the winning run. Ben Chapmen was left speechless. Later on, Ben Chapmen came to realize that what he did was very unacceptable, even under the circumstances. Although all the insiders knew Chapmen still believes what he did is okay, Chapmen decided to get a picture taken with Jackie Robinson shaking his hand to show the public and press that he w as â€Å"sorry† and that everything between him and Robinson was â€Å"okay†. The press believed it and so did the public, so it actually worked. Besides the incident with Ben Chapmen, Jackie Robinson and Branch Rickey were still facing major racism comments and letters from the public. The public was not happy with the thought of an African American playing America’s favorite sport. The letters and comments were mostly horrible threats that Rickey and Robinson had to ignore because even the police would not do anything about it. Most of the policemen even agreed to what was being said! The beginning of Jackie Robinson’s career was tough, but Rickey believed in him, and his family. Not only was Jackie Robinson making baseball history, he was also starting to win over fans and teammates with his astounding skill and calm nature. Robinson’s wife, Rachel, was always on the side lines cheering him on from day one, even before the MLB was even brought up to him! She was his number one fan throughout his whole life and career. They were inseparable, and eventually went on to have a baby boy and named him Jackie Robinson Jr., who then became Robinson’s second biggest fan. Number 42 let his talent silence his critics as the seasons went on. Peopl e began to cheer for him instead of â€Å"booing† him and calling him mean names. Of course there were still many people who opposed the idea of having a black man in America’s favorite sport, but eventually those people had to get over themselves because time was changing, and it was not going back to the way it was before. He basically paved a path for other African American baseball players to follow as well. Many people of all ages who knew and saw Robinson looked up to him. Jackie Robinson was eventually inducted into the Baseball Hall of Fame and when he retired, his number 42 was retired throughout all of baseball as well. Jackie Robinson is a baseball legend, and the movie 42 shows it all. Works Cited 42. Dir. Brian Helgeland. Perf. Brian Helgeland and Thomas Tull. Warner Bros. Pictures. 2013. Film.

A Good Life Essay Example | Topics and Well Written Essays - 500 words

A Good Life - Essay Example This positive vibe helps in accomplishing our dreams and whatever we want to achieve at a certain point of time. Another method that can be helpful is trying to concentrate on our strengths rather than our weaknesses. Once we are aware what we are capable of, we become confident, this confidence in return helps us to become happy and satisfied. Satisfaction is something which is lacking in us today. We are always craving for more and more. The ongoing hunger to get more and more takes away our happiness. Let us take a simple example in this context. A rich man is never satisfied and always tensed, the reason being that he is greedy to have more. He can never be content and happy. Where as a poor man realizes that he cannot achieve much in his life and he is content with what he has and never tries to get more. He is happier compared to the rich man. So, we can understand one thing that luxury cannot give us happiness or in other words, one does not need to be rich to lead a good life . A simple life is important to lead a good life. Another important thing that needs to be kept in mind is that we should never hold on t our past, rather we should let it go. The past cannot be changed but holding to it will definitely ensure that we ignore in building a better future. One should learn from the past and try to be better prepared for the future.

Is Advertising for Fools Essay Example | Topics and Well Written Essays - 5500 words

Is Advertising for Fools - Essay Example This "Is Advertising for Fools?" essay describes the different techniques that ad uses to attract customers and how it impact on our preferences and consumers' behavior. Communication What is communication? Understanding consumer behaviour and the buying decision-making process is easy if the process of communication is mastered. Communication is the process of sending a message passing through a channel or medium to a receiver from whom a response is elicited. This definition can be summarized in a diagram as in Figure 2 (Schiffman and Kanuk, 2004). Communication has five components: The first is the sender, who formulates or begins the message, identifies the receiver and specifies the reaction that is expected, and then specifies the channel that will be used. Using a boy who wants to attract a girl’s attention as an example, his simple message (the second component of the communication process) can be: â€Å"Are you free for lunch?† The message is intended for the girl. The expected reaction, which is the fifth component, we can assume, would be â€Å"Yes!† It can also be assumed that the boy is willing to spend for the girl’s lunch. Later, once he becomes better at marketing, he can get the girl to pay for the lunch. Going back to the example, the boy can then choose any of several channels, the third component of the process: a mobile phone call, text messaging, an e-mail, a live channel (a friend who knows the girl), or an old-fashioned communication channel: a folded, scented, coloured sheet of paper with the message written on it.

Leadership in Health Care Organizations Practicum Coursework - 4

Leadership in Health Care Organizations Practicum - Coursework Example ice and professional while showing me what I was required to do, the responsibilities that a nurse should observe, and the code of ethics required when dealing with patients among other things. She encouraged and helped me to become a better nurse. However, as soon as I had understood the environment well and known some of the responsibilities that I was given as a nurse student, she started acting differently. She made me do most of her work especially the daily duties that she knew were less likely to be supervised on a regular basis. She sent me to check on her patients, bring her the files and medicine for those patients and sometimes administer medication to them. Sometimes, she even sent me to bring her personal things such as food and snacks. She said that I was returning the favor she did to me when she introduced me to the roles of a nurse in the hospital and that the roles she gave me would help me become a better nurse especially the fact that I was young. I did not like t he way she treated me because she used and manipulated me but I had to do what she wanted because if I did not, she would have written a bad report for me. I felt that the nurse leader did not value me but only used me. According to servant leadership, the issue of purpose for a leader is to help those under him or her be the best they can be and develop both professionally and personally by cultivating an atmosphere that allows the subordinates to do so. However, the nurse leader’s actions were contrary to this observation by servant leadership. Although she helped me grow professionally, she failed to help me develop personally and never cultivated an atmosphere to allow me to develop professionally and personally (DelHousaye & Brewer, 2004). The issue of purpose in the servant-leader paradigm could have yielded a more beneficial outcome for the leader and yourself in the sense that it could have helped the nurse leader to develop my professional life with humility rather than

Ethical Issues in HRM Strategy Essay Example | Topics and Well Written Essays - 750 words

Ethical Issues in HRM Strategy - Essay Example Thus, the rewards of practicing effective HRM practices are inevitable just as the dire consequences of sidestepping HRM principles are sure. Question 1 The area that overlaps in the new client organization with others that I have served in has to do with organizational performance. Herein, other areas such as creating a feasible performance target, carrying out performance appraisal, and establishing the best way for sealing performance gap emerge. This overlap is underpinned by the fact that performance is the main reason for general organization existence. Creating a performance target directly relates to all organization’s goals, vision and mission statement. Performance appraisal, on the other hand, will help determine whether an organization has hit its target or not, at the end of a fiscal year. Question 2 There are certain ethical issues that may accost the ratification of expert knowledge of other organizational HRM strategies with the new client. Particularly, the pr oposition that the client organization downsizes some of its staff to avoid redundancy and as part of closing the performance gap readily brings ethical concerns. This may mean that there are many who are going to forfeit their source of livelihood, their input in and experience with the client organization notwithstanding. Similarly, the signing of performance contracts may also underscore the ethical concern above since an employee’s security of tenure will be pegged on his performance. Conversely, persuading a part of the staff to embrace workshop and training programs may be an ethical challenge, given that some in this section may be older, both in terms of age and tenure in the client organization. At the same time, workshop drives and training programs may eat into employees’ private and family lives if study travels are involved (O'Higgins & Kelleher, 2005). Question 3 One of the best approaches to customizing HRM strategy to business strategies is the incorpor ation of HRM strategies into the business organization’s mission statement, objectives and strategy. By doing this, the business organization’s synergy will be extended and channeled towards the fulfillment of the client organization’s mission statement and long-term objectives. At the same time, the modus operandi that the business organization will be using is one that will be in tandem with HRM strategies. Some of these strategies that an organization may incorporate into its performance strategies may include the signing of performance contracts, introducing and observing workshop drives and training programs, and using behavioral techniques which portend the introduction of rewards (for diligent and committed employees) and punishment (for employees who consistently and knowingly disregard due diligence and proper workmanship) (Valentine & Hollingworth, 2012). As Caldwell and Truong (2011) suggest, another way by which HRM strategies can be customized to bu siness strategies is by making HRM strategies part of the organizational hierarchy. This means that the human resource manager must feature among other top echelons of the organization such as finance, marketing, corporate planning, supply chain management, sales and management. At the same

Shea's One of a Kind Boutique Term Paper Example | Topics and Well Written Essays - 1000 words - 1

Shea's One of a Kind Boutique - Term Paper Example For the success of an organization, it is highly important that the organization is structured efficiently. If the overall structure of an organization is effective, there would be a good flow of communication throughout the organization and the overall efficiency of the management would increase. In this organization, supervisory managers are responsible for the operations of their respective departments and they present the performance reports to the directors. The team of advisors helps the organization carry out risk assessment properly and to operate safely without any legal issues. The team for quality control ensures that all the processes in the organization are operating effectively. This is done by assessing different processes for their effectiveness. The accountants keep the records of the business of the organization. The record keeping system is completely automated and the accountants ensure that the system is operating effectively and in compliance with the financial reporting standards. Section 3: Business Teams The management of the organization understands the concept of synergy therefore formation of teams for different tasks is highly encouraged in the organization (Robbins & Judge, 2010). The concept of teams is very frequently applied in the organization. Since the business is of such a nature that it requires so much brainstorming, working in teams is the optimum way to carry out the task. In order to come up with innovative marketing techniques or new ideas for the clothes, teams are formed by the management and they are given the tasks. The group dynamics bring out synergy and the members of a group remain motivated towards completing the task efficiently. The strengths of business teams include; motivation, efficient completion of the tasks and origination of innovative ideas. The weaknesses may be; the team members may divert from the actual purpose of the formation of the team and there may be negative dynamic of the group if there is lack of congeniality among the group members. Section 4: Management Philosophy regarding Communication and Organizational Culture The management philosophy regarding

Smoking Cessation Essay Example | Topics and Well Written Essays - 750 words

Smoking Cessation - Essay Example It is a significant factor in three out of the five leading death causes in the US – cancer, heart disease and chronic obstructive pulmonary disease (Berndt et al., 2011). Nicotine is the addictive drug in tobacco. To curb these negative effects of smoking, cessation programs have to be promoted. Rice, Hartmann-Boyce and Stead (2013) define smoking cessation as the discontinuation of use of cigars, pipes and cigarettes. Smoking cessation reduces the risk of suffering from lung cancer and smokers who quit cause a reduction in their mortality ratio to 1.20 in a span of 10 years of non-smoking. The nursing process provides a systematic framework in provision of professional and quality nursing care in smoking cessation (Maurer & Smith, 2013). It directs activities on smoking cessation towards health promotion and protection and prevention of associated diseases. After assessing the collected data on smoking problems from a community, it would be important for nurses to diagnose t he data. According to Maurer and Smith (2013), this involves the analysis and synthesis of the assessed data in response to potential or actual health problems associated with smoking. Rice et al. (2013) observe that this stage involves the determination of ineffective health management resulting from smoking. It also encompasses the determination of lack of information on smoking and its effects in the community. Having identified the smoking problem, nurses plan how to execute the smoking cessation plan so as to achieve the intended goals (Maurer & Smith, 2013). Planning involves setting of goals. It encompasses aiming at the patient demonstrating maintenance of more effective health patterns. The patient should openly discuss the problems faced due to smoking and the benefits that cessation would offer. Nurses should also aim at keeping the patient free from being injured during the smoking cessation treatment. The intervention phase involves the nurse’s role of care for p atients manifesting smoking related problems. This should meet the needs of the patient and develop a cessation relationship that teaches on smoking and the effect on an individual, family and community as a whole. Nurses should organize for seminars, trainings and community education on smoking and the related lifestyle and assist in the development of a comprehensive care plan (Maurer & Smith, 2013). Health promotion partnerships would be used for strengthening social networks and developing smoking cessation support and influence policies. Thus, intervention generally involves maximization of therapeutic plans and minimization of factors that encourage smoking habits. The third phase would encompass executing the appropriate intervention. With nursing focusing on the public, community level intervention would be appropriate for smoking cessation. The issue of smoking cessation could be approached from a community level where nurses devise approaches that would promote the communi ty norm as noted by Berndt et al. (2011), where the benefits of smoking cessation is advocated for. It would be important to also plan for preventive approaches. According to Maurer and Smith (2013), this reduces known risk factors and enhances protective factors. This nursing process should promote non-smoking habits in the community. As such, during detoxification, Rice et al. (2013) advocate for frequent assessments as the

Mexican Immigrants in the United States Essay Example for Free

Mexican Immigrants in the United States Essay Abstract Choosing to focus on the Mexican Immigrant in the United States workplace will help to develop an understanding of how organizational decisions insure the acceptance and inclusion of the group with those of the organization’s in-group creating a unified work environment. Chao and Willaby (2007) theorized that everyone had their own vision of how the world works and acting upon it based on what they have perceived as being true; sometimes the visions of others are difficult to understand or accept, which can cause strife and alienation in the workplace. According to Adu-Febiri (2006) the responsibility of transformational leadership is to raise employee awareness; thus, beginning the journey for an all-inclusive and unified work environment. Mei and Russ (2007) identified that management’s objective should be to help organizational employees to establish a foundation of developing the core and cultural competencies that are critical to developing effective methods for advocating change and cultural blending. The results of this essay and the completion of employee interviews will help to heighten areas of self-actualization and ethnic and linguistic competencies of the author and all cultural groups she will be accountable. Mexican Immigrants in the United States Workplace Introduction Chao and Willaby (2007) advised that everyone had their own vision of how the world works and that everyone performs according to their perception of the right way to live as a part of that world. Greenwood (2007) contends there are differing perceptions of how the world operates creates complex challenges when working to blend differing beliefs toward a unified environment. The following literature review focuses on raising the level of diversity consciousness as it relates to Mexican immigrants in the workplace. Deaux, Reid, Martin, and Bikmen (2006) identified that the Hispanic sociohistorical perspective provided significant information reflecting an independent group that is dedicated to their families and struggling to survive in an environment that often resents them being in the workplace. Parrado and Kandel (2010) contend the Hispanic group is one of the fastest growing minority groups that has magnified the supply of low-skilled workers. The author also identified the group’s struggle with linguistic challenges as being what prevented many from achieving educational needs, which exacerbates the group’s equality in the workplace. Trends in Workplace Diversity Globalization, technology, and increased mobile ability have created diverse ethnic and linguistic challenges felt around the globe. Greenwood (2008) contended that some of the Hispanic group chose to move to the United States in pursuit of a higher quality of life; others made their decisions based on a lower cost of living and others came only to make an income that could be sent back to their homeland to take care of family left behind. Whatever the reason for the influx challenges to achieving unity in the workplace begin at the onset and will become more complex in nature as the number of ethnic and linguistic minorities continue to grow. The qualitative study performed by deCastro, Fujishiro, Sweitzer, and Oliva, (2006) theorized the negative workplace experiences of minority groups were inclusive of linguistic barriers, poor and unsafe working conditions, illegal methods of pay, work related injuries, and, finally, a consistent loss of jobs. Adu-Febiri (2006) theorized that workplace environments require the creation of opportunities for inclusion of all associated with the organization that matriculates all toward a true multicultural identity. Impact of Global Economy deCastro, et al (2006) provided that the impacts of a global economy are far reaching and have served to change the very fabric of cultural beliefs and community structures. The authors explain that many of the in-migrants see the expanding economies as a new and promising dimension of prosperity; while many of the native group believes it to be the portent of doom. For better and worse, everyone will have to learn about and from one another. Rizvi (2009) theorized the impact of a global economy as being realized in everyday activities such as processes at work, cultural interrelationships, capital, information exchanges, food and goods, and ideas. The global economy changed the dynamics of doing business with the enhancement of technology, communication, politics, and immigration. Adu-Febiri’s (2006) contentions of the global environment included the potential for cultural erosion due to a lack of human factor competency. As employment globalization grows so do the challenges for maintaining ethnic cultural norms in a manner that creates workplace inclusion. Chao and Willaby (2007) echoed Adu-Febiri’s thoughts when they asserted the globalization has created the challenge of the hiring of immigrants around the world; the authors maintain, â€Å"†¦has no geographic, political, or cultural bounds† (Chao and Willaby, p. 32, 2007). The authors further identified challenges of minority ethnic and linguistic groups have been to hold onto their cultural and linguistic makeup: Globalization has encouraged many to dress the way the other dresses and eat what the other eats, the result being a cultural homogenization process and the subtle emotions of ethnic cultural shame within groups. Chao and Willaby (2007) explained that reducing and ultimately eliminating the impact of cultural homogenization, the overt and more subtle forms of discrimination, ethnic and linguistic bias requires the expansion of diversity consciousness in the form of implicit cognitive awareness of management and employees. Discrimination Practices Carr-Ruffino (2005) explained that challenges to ensuring discrimination does not exist in the workplace requires a thorough understanding of the context it occurs, which requires high levels of self-awareness and a significant understanding of all ethnic groups in the workplace. Findler, Wind, and Mor Barak (2007) asserted that the ever growing challenge of diversity has worked to create demands that organizations determine and implement methods for effectively coping with workforce diversity. A number of theoretical viewpoints and studies identify common threads that include perceptions of inclusion or exclusion, fairness, social and organizational commitment, job satisfaction, and the overall sense of well-being. Another study performed by Krings and Olivares (2007) questioned the impact of ethnicity, job type, bias, and the commitment to interview discrimination practices from the employer perspective. The study resolved there was a higher potential for bias and discriminatory practices when there was a lack of diversity consciousness. Echautegui-de- Jesus, et al (2006) explained that working alongside an ethnic and gender group the native group perceives as being different from themselves creates challenges arising from imbalanced group powers. The Rubini, Moscatelli, Albarello, and Palmonari (2006) study compared the discriminatory effects of group power and social identification as it relates to linguistic discrimination. The study found higher levels of discriminatory practices were present when in-group participants responded in more positive way to other in-group members than they did with those considered the outside group. Another study completed by Echautegui-de-Jesus, Hughes, Johnston, and Hyun (2006) examined the effects of the employee’s psychological sense of well-being and job satisfaction as it relates to employee performance. Echautegui-de- Jesus, et al (2006) identified that minority groups often perceive themselves as being threatened with the loss of their interpretation of the world; the result being the loss of ability to achieve a sense of belonging, which brings into focus Robinson’s (2008) contention that identifying discriminatory practices often relies on perceptions of contentions of discrimination of the receiver. The need for higher levels of understanding diversity and the relationship between achieving a sense of well-being will be critical to the Hispanic group’s continued growth as a part of a global world. The studies and theoretical viewpoints reviewed provided a deeper insight to potential discriminatory practices arising from the diversification of the workplace. Ruane (2010) elucidated that as globalized employment continues to evolve and grow, talent pools will increase in a way that greatly enhances an organization’s ability to do business anywhere in the world. Taking advantage of the globalized potential requires management and employees raise the bar on diversity consciousness to create a sense of well-being for everyone in the workplace environment. Accommodating Diversity Ruane (2010) identified the need for accommodating diversity in the workplace and that it required training, strategies, and methods for managing diversity that created equality and a sense of well-being for everyone involved with working environment. A critical step toward identifying the level and expanding needs of diversity consciousness requires the identification of attitudes and implemented plans that will maintain and increase the common ground between all related to the workplace. The study performed by Greenwood (2008) stipulated the more a workplace environment diversifies the more difficult it would become for employees to maintain the sense of being a part of a unified work environment, which necessitates high levels of commitment to diversity practices on a consistent basis. Ruane (2010) theorized the importance of willingly and openly creating opportunities of inclusion begins with creating opportunity for shared diversity experiences that will increase diversity consciousness over time. The Nielsen and Fehmidah study (2009) identified the relationship between transformational leadership and the employees’ sense of well-being. Understanding that creating an effective diversity oriented work environment will help to ensure workers’ job satisfaction, inclusiveness, and sense of well-being continues to grow is not difficult; however, establishing strong leadership that is committed to ensuring prior underrepresented groups, such as the Mexican group requires strong diversity skill sets. Nielson and Munir’s (2009) article argued that the multifaceted workforce environment of the United States requires transformational management, laws ensuring equitable equality, and strong diversity training practices: Practices that encompass the perceived challenges of a Hispanic workforce. Most can agree the only way to manage diversity is to plan for it. Effects of Cultures in the Workplace Greenwood (2008) rationalized the world’s workplace environment is consistently changing and with each change comes different cultures, religions, sexual orientations, and ethnic groups; the objective is to welcome and support each group equally so as to create a new unified environment. Robinson (2008) provided that efforts to blend diverse cultures can have both negative and positive effects on operations, interrelationships, productivity, and the future growth of the company. Understanding differences between groups is a critical first step toward understanding how to make diverse cultures work together. The interviewing of three separate organizations helped to provide a better understanding of how both negative and positive effects of differing cultures can affect organizational outcomes. Greenwood (2008) explicated that cultural diversity affected each member of a work group; he also identified that challenges arising from linguistic barriers, differing work ethics, communication misunderstandings, and group power imbalances represented major trials to diversity. de Castro, Fujishiro, Sweitzer, and Oliva (2006) explained that diversity challenges require the commitment of management to ensure the positive effects outweigh the potential negative effects. Each of the three organizations interviewed believed strongly that it is only by creating flexible and inclusive work environments that organizations can reap the benefits of diversity in the workplace. Organizations that have planned for diversity understand that the right employee and management diversity planning and training will open the tap for contributions resulting from the perceptions of a multicultural workforce that is focused on one objective; the health and growth of the organization and the communities being served (Gabe Hooper, Personal Communication, January 20, 2011). Employer Attitudes The three organizations interviewed for the review work in the service delivery areas of healthcare. Each organization is focused on providing care and services to the communities under their care. The three interviewees chosen for the project presented diversity attitudes that were similar in their perceptions of cultural diversity. Each offered a definition of diversity that relates to being anything and everything associated with human life inclusive of the way an individual thinks, feels, dresses, communicates, and behaves. Each considered the value of diversity consciousness as being a critical component to the continued success of the organizations. However, each of the interviewees offered differing perspectives for overcoming culture challenges and the elimination of bias and discriminatory perceptions of all concerned. Some of the differences in perspectives are due to a noted lack of diversity within the organization; some of the differences are due to a lack of prior experience dealing with multicultural groups within the workplace. Appalachian Community Services (ACS) of western North Carolina offers strict protocols for agency professionals and support staff to ensure agency service delivery eliminates the potential for bias, prejudicial and any other discriminatory practices. Gabe Hooper the Program Manager for ACS was open to allowing a review and discussion of agency published agency policies as it relates to diversity initiatives of the organization. The agency policy offers stipulations inclusive of 1) a working environment that promotes dignity and respect, 2) the commitment to diversity and equality, good management practices that make sense, 3) the commitment to monitor and review on an annual basis, and 4) promises to address all forms of misconduct as defined in the organization’s code of ethics manual. After reviewing the agency standards for diversity management Mr. Hooper was asked why the agency did not seem to have a diverse base of employees within the agency. Mr. Hooper explained that ACS was largely a non-profit organization requiring high levels of professional credentialing to even be employed with the agency and that eliminated a number of the minority populace. Another reason provided was the fact the organization was based in rural environment, which does not lend well to the procuring and retaining of high quality and diverse professionals. Mr. Hooper stated, â€Å"The organization holds what comes their way and whether or not it balances diversity initiatives is secondary† (Gabe Hooper, Program Manager, Personal Communication, January 20, 2011). ACS professionals participate with one another and with their communities to create a strong sense of inclusion and well-being; the agency participates and supports community group histories and cultural celebrations. Hooper identified that everything experienced represents a new knowledge and it is brought into the work environment. ACS requires ongoing and consistent training for diversity related challenges that are becoming a part of the changing landscape; however, the organization has been unsuccessful with attracting minority groups to the organization. ACS has and enforces strong diversity protocols that are designed to ensure clients of the agency are not subjected to any forms of bias, prejudicial, or any other discriminatory practices and these same protocols are intended to serve the organization as the workplace culture evolves (Gabe Hooper, Program Manager, Personal Communication, January 20, 2011). Harris Regional Hospital offered by far the most culturally diverse workforce reviewed and diversity was represented at all levels of the organization. Janet Millsaps, Vice President of Human Resources explained the hospital’s objective for being ‘the place to work’ in western North Carolina. To fulfill the hospital’s objective requires the valuing, utilizing, and recognizing the unique potential of everyone working for the hospital. Millsaps explained that every new employee, no matter the position or department, is required to attend diversity-training sessions prior to stepping into their assigned positions and to attend annual seminars as they are presented. Finally, all employees must read and sign an agreement to uphold the organization’s code of ethics, which includes a number of diversity professional conduct requirements. The objective of the hospital is to achieve a 90 percent consumer success rating from each employee that serves that consumer. Diversity consciousness represents the biggest challenge to the hospital and it is taken very seriously. All employees are encouraged to share in community celebrations whether from the perspective of the resident Cherokee, Mexican immigrants, or any other group; employees are expected to share and respect each other’s cultural beliefs as well. Harris Regional takes a great deal of pride in their commitment to all staff members and encourages each one to share and promote ideas and concepts that will serve to unite the hospital with the communities it serves (Janet Millsaps, VP, Personal Communication, February 01, 2011). The third and final interview performed was conducted with the Hospice House Foundation of WNC, Inc. Michele Alderson, President defines the objective of the Hospice House as being to provide the right care, at the right time, in the right place, for the right patient, and on their terms. Alderson explains the development of a diversity-sensitive organization as being a part of the groundwork that is critical to being an accepted help facility in any community. Mrs. Alderson believes overcoming diversity challenges in western North Carolina represents a tougher obstacle than in other areas of the country. The diversity of her workforce is currently limited to three or four multicultural subgroups inclusive of Cherokee, Mexican, African American, and Caucasian groups that outnumber the other organizational groups. Hospice House encourages all of their employees to learn from one another and the clients they serve. Alderson also explained there is no official diversity training program in place to raise the organization’s diversity consciousness; however, the organization does have formal written codes of ethics that include organizational directives for ensuring equal treatment and respect for all employees of Hospice. Contribution of Policies and Procedures Each of the three organizations interviewed offered formal written policies and procedures’ for guiding their respective organizations toward a balanced multicultural environment. ACS enforces their guidelines, encourages their employees to collaborate with the communities being served, and provides continuing diversity education; however, the organization’s management has been unsuccessful with creating opportunities for hiring multicultural staff and professionals due to the rural environment being served. The Hospice House Foundation of WNC has formal policies put into place but those policies do not seem to function as a part of the organization’s processes, nor was there a lot of organizational diversity noted at the time of the interview. The organization does not offer ongoing diversity training to their employees or professional staff members; however, the organization is supportive of community event attendance. Finally, Hospice House does not have any initiatives for creating a balanced multicultural workforce, which would make the environment more difficult for the smaller subgroups as the environment changes. Again, Harris Regional Hospital was the most thorough and impressive organization interviewed as it relates to diversity sensitivity. The hospital’s commitment to diversity and individual needs is readily evident. The hospital’s staff is encouraged to not only acknowledge and respect the needs of one another they are provided critical training to accomplish organizational objectives. All staff is encouraged to share knowledge and to create opportunities for inclusion that brings with it a strong sense of well-being; the employees spoken with confirmed they liked working with the hospital. Real-Life Practices and Recommended Practices Each of the organizations interviewed reflected a level of understanding for the needs of diverse employee populations and the needs of multicultural communities. Each of the professionals interviewed understood the relationship between work place environments and employee satisfaction. Each of the interviewees expressed their organizations had the commitment levels necessary to ensuring employee inclusion and the elimination of power group struggles. Adu-Febiri (2006) revealed that creating shared experiences and maintaining the balance of unity in the workplace as being a significant component to achieving a well-blended work environment. Not one of the organizations has a plan that will help workers overcome linguistic barriers. Rizvi (2009) identified one of the more critical needs of minority groups were programs and training modules designed to help with eliminating linguistic barriers in the work environment. Harris Regional was the only organization that believes they were up to the challenge of globalization and the evolving impacts of ethnicity. ACS and Hospice House of WNC have put the right policies and procedures in place but have not created the initiatives to attract minority groups to the workplace, which also infers the organizational leadership is not in a position to offer transformational skills that would unify all employees (Ruane, 2010). Harris Regional has already experienced challenges arising from perceptions of discrimination and worked to resolve struggles relating to power groups. ACS and Hospice House are relying on the formal policies that were put in place at the time they opened operations, which means the leadership has not had the opportunity to see if what was established works in real-life practice. Robinson (2008) contended that without having experienced diversity the potential for implied segregation will be high as the organizations expand and new groups come seeking employment; both organizations agreed this would be a potential event with their organizations. Harris Regional has been afforded the opportunity to actively recruit multicultural groups; the other two organizations claim they have not had applicants apply for available positions and both agreed they had not pursued any recruiting initiatives. Harris Regional Hospital reflects transformational leadership and they are committed to high levels of minority representation, subgroup retention, staff skill development, and the inclusion of everyone as a unified group, which is in line with the thoughts presented in an article published by Dreachslin (2007). ACS and Hospice Home of WNC have only begun the journey toward achieving objectives of diversity consciousness but both organizations are committed to learning and welcoming the new workplace trends. Myths and Stereotypes of the Mexican Group. Nielson and Munir (2009) recognized that the opening of dialogue in the workplace that addresses cultural myths and stereotyping challenges can be difficult and complex as many do not even realize their part in promulgating myths and stereotyping. Much research inclusive of Nielson and Munir (2009) identify that cultural myths and stereotyping have been a part of the world likely since the beginnings of the human race and that myth and stereotyping is alive and well in the United States. People believe and then attribute that belief by applying it generally. An individual that bites into a bad apple offers the potential for creating myths that all apples are bad rather than taking the time to sort through each one. The Mexican group has not been an exception to stereotyping and myths. Aaracho and Spodek (2007) identified that many have perceived the Mexican American father as being cold, distant and the authoritarian, which often translates into an unwillingness to be an active participant with a community or even with their own children. The stereotype of being a cold, distant, and unforgiving individual can give way to stereotyping that all the male portion of the group is interested in what they might gain in the workplace environment rather than what they can give. The authors, Aaracho and Spodek (2007) also identified that women of the Mexican group are portrayed as being quiet, submissive, and dedicated to their husbands, which creates even further myths and stereotyping as it relates to the potential of the Mexican women’s abilities in the workplace environment. Mulholland (2007) identified challenges arising from the myth that the entire Mexican group was uneducated and thereby, qualified for only the most rudimentary jobs, which represented the jobs no one else wanted. Krings and Olivares (2007) noted there were higher levels of stereotyping when Mexican applicants applied for positions that required linguistic skills. Language, accents, and body language represents the foundation of all cultures and it represents self-identification. Bernstein’s (2007) thoughts provided that Mexican Americans have been made to feel their communication style is incorrect and somehow lacking; the group has been stereotyped by others believing the differences in language integrity means the group is less intelligent. Schwartz, Domenech, Field, Santiago-Rivera, and Arredondo (2010) identified the challenges of minority professionals entering the workforce without sufficient linguistic competency as having attributed to stereotyping and myths of cultural groups. Bernstein (2007) revealed that many of the in-groups were quick to point out the Mexican groups were in the United States to earn monies, send them home to be put toward economic security needs in Mexico, and returning themselves when enough had been earned. Introducing these types of myths and stereotypes creates challenges to the group in the workplace because it gives momentum to even more harmful forms of stereotyping; a minority group entering the workplace environment where myth and stereotyping is present and unchecked will be all but forced to suffer the consequences of belief systems they had nothing to do with creating. Effects of Stereotyping and Cultural Myths The effects of stereotyping and cultural myths can cripple the working environment. McDonald (2010) described the stereotyping and cultural myth challenges to minority groups as being representative of a cycle. First, the stereotypes and myths begin with the unknown and this is often followed by competition between groups; most often, the competition is in the perspective of an in-group rather than the minority group. The next step occurs as conflicts between groups arise and this is followed even deeper rooted and malignant stereotyping and myths. McDonald (2010) contended people learn and apply attributes to what they perceive and this represents only one of less dangerous effects of stereotyping and myth. The Mexican American populace struggles with becoming a part of the mainstream environment, whether in the workplace or at home. Aberson and Gaffney (2009) revealed that the struggles of minority groups can find its root in the forced isolation caused by stereotyping and cultural myths they feel has been made their self-image. The articles presented by Mulholland (2007) and Wolfe, Cohen, Kirchner, Montoya, and Insko (2009) agree that the effects of stereotyping do not stop with the Mexican American adults it is funneled down through children via their parents, which infers the damaging effects continue through the generations of Mexican American group. Bernstein (2007) pronounced that failing to address and education all cultural groups within the workplace will result in deeply seeded divisions between the workforce; between group competition that will cause anger and frustration for all involved, and it will continue growing and expanding until the minority group has been squeezed out of the environment entirely. Exposing and Discrediting Myths and Stereotypes. Carr-Ruffino (2005) provided that exposing and discrediting cultural myths and stereotyping require that everyone be listening and hearing one another. MacDonald (2010) identified that people achieved their understanding by believing their perceptions and that it influenced the way they think and behave thereafter. Individuals helped to realize how important it is to recognize the beginnings and nuances of cultural myths and stereotyping are more likely to change attitudes and behaviors in a way that compliments the whole rather than individual groups. Wolf, et al (2009) provided that a critical step to creating a unified workplace environment required tools and methods that will help everyone to learn to critically interpret different cultures, uncover embedded ideologies, and learn to become socially responsible employees and citizens. Schwartz, et al (2010) articulated the critical need for getting everyone to question the deeper meanings of all cultural groups within the workplace will enhance knowledge that will provide the potential for critical thought; thus, bringing awareness of individual beliefs and value systems that can be blended with others. Sarach and Spodek (2007) revealed the need for organizations to create shared experiences between groups supports acculturation and assimilation processes that are critical to creating a unified environment dedicated not only to the good of the organization but to the good of one another. Transformational leadership is also critical to safeguarding initiatives to expose and discrediting myths and stereotyping. Schwartz, et al (2010) identified that leadership that is positioned to help overcome cultural linguistic challenges such as the Mexican American that can speak English but cannot write it is able to overcome it without being subjected to the stereotyping that hinders self-esteem will help level the playing field between groups. Creating multicultural teams in a workshop that is designated as support groups is another method of bringing differing groups together to achieve a truer and more just understanding of one another. The objective of bringing everyone together in a workshop should be to make certain no one is alienated; it is also not about identifying the one committing a wrong he or she does not even realize as being done or said. The workshop is a great environment for working together to grow cultural awareness, agree on methods and strategies for overcoming the challenges, and unify to eliminate the harmful effects of cultural myths and stereotyping. A workshop is for getting to know one another, learning about differences, and asking questions about perceptions received. Debunking cultural myths and stereotyping requires a long-term commitment from the leadership and all employees of the organization to one another and it begins with implemented learning strategies. Conclusion As previously identified globalization and new technologies have created opportunities for connecting differing cultural groups from all over the world; the Mexican immigrant is no exception. Aberson and Gaffney (2009) identified the Mexican cultural group as being one of the fastest growing cultural groups in the United States. The authors also identified the group is being consistently challenged by some that wish the group to maintain a social stratification level that is far below that of an in-group in the workplace. Chao and Willaby (2007) provided that bringing unknown cultural groups into the work environment can serve to alienate those of the minority groups from those of the in-group; some of the exhibited behaviors have included everything from forced segregation to critically malignant forms of discrimination that can contribute to group elimination. Mei and Russ (2007) identified that the establishment and upholding of organizational policies that have been designed to protect immigran

The language in look back Essay Example for Free

The language in look back Essay The language in look back in anger is different compared to its contemporaries. The language is realistic; the characters are able to say what they would say in that situation in real life. In a way the writer John Orsborne had no limits because if something had to be real it needed everything to be realistic. Orsborne uses his characters as a mouth piece to examine the reality of life in the 1950s in Britain. Cliff has a Welch accent which is shown when he says like boyo and dullin. At the start of the play there seem to be a lot of exposition from the characters to describe themselves or tell us about the situation. For example James Porter, aged twenty five, was bound over last week after pleading guilty to interfering with a small cabbage and two tins of beans on his way home from the Builders Arms. This tells us Jimmys age and that he likes going to the pub, and shows that Cliff seems to have a sense of humour. The exposition goes on through out the play. We see this when jimmy is talk about Alison family and what was happening to his dying father when he was 10. The colonel has his share in exposition when hes talking to his daughter Alison about the past. It was March 1914, when left England, and, apart from leaves every ten years or so, the information Osborne constantly provides us with about each characters past helps the audience understand their personalities. In this play Orsborne uses dramatic irony. For example jimmy has some lines of dramatic irony, for example when he says to Alison if you could have a child, and it would die. This is ironic because towards the end of the play Alison has a miscarriage. Although Jimmy wanted her to go through this sort of pain he is affected in a way he never expected. The other ironic line Jimmy has is when Helena tells him that his got a phone call and he says well, it cant be anything good, can it? this is ironic because as he gets the message from the call that Hughs mother has had a stroke. Jimmy at some extent is a product of what has happened to him during his life. The play involves a lot of emotion. Jimmy chief motivating emotion is anger through out the play until the end when he embraces Alison, this is no doubt it is the characters most vulnerable point in the whole play.  The pauses are very important in the play because they make the moments of tension more effective, and shows us the emotion of most of the characters. For example when Alison tells cliff shes pregnant.  Alison: you see- (hesitates) Im pregnant.  Cliff: (after a few moments) I will need some scissors. Alison: They re over there.  Cliff: (crossing to the dressing table) thats something, isnt it? When did you find out?  At this point it shoes that Cliff is troubled about this, thats why he asks for the scissors just to hide his feelings for her. Another point which we worked on in class is when Alison arrives at the end of act 3 scene 1; there is a big pause before she says anything.  Alison: (quietly) Hullo.  Jimmy: (to Helena, after a moment) friend of yours to see you. After saying the line he leaves the room and the two women are left staring at each other. This is obviously this is a cliff hanger ending to the scene, there is tension between the two women.  Osborne has included several monologues in the play. Jimmy is the character with most of the monologues. In the majority of his monologues his objective is to provoke the others but the desperately try to ignore his taunts. His main objective usually is to irritate his wife Alison that it could lead to an argument. From the beginning of Act 1he is constantly trying to make his wife angry, he finally succeeds when she gets burnt with an iron and she tells him violently to get out. Alison: Get out!  Jimmy: (her head shaking helplessly) clear out of my sight.  This s the first time that Alison is actually showing that she is angry with jimmy. Even though the fight that caused the accident was between him and Cliff.  The monologue that I worked on in class was from act 2 scene 1 when Alison is about to go to church with Helena and jimmy is not in favour of her decision. In this monologue I had to think of the emotions which where associated with jimmy at the time, and I had to picture they way he would talk and act to these emotions. At the start of the monologue he is motivated and wants every one to see how he feels and as he goes on he loses his inspiration because he knows that no one is paying any attention to him.  The emotion and realism in the language makes the play very realistic because it helps the audience understand the situation the characters are in and helps the audience make a good mental judgement of the characters.

Status Of Languages In Mauritius English Language Essay

Status Of Languages In Mauritius English Language Essay The study of this dissertation is based on the use of modern technology in the teaching and learning process at secondary level education. Being a language teacher (French language), I have focused my study on language classes being conducted in a technology-based environment, also known as a Language Laboratory. This dissertation will seek to evaluate the use and the effectiveness of a language laboratory to teach second languages such as English and French languages in Mauritian secondary schools. It is a comparative study between the St. Andrews School, situated at Rose-Hill, which is equipped with a language lab and the Vacoas SSS (Girls) which represents the classical classroom method of teaching languages. 1.1 BACKGROUND: STATUS OF LANGUAGES IN MAURITIUS In the official website of the Government of Mauritius, the status of languages in Mauritius is described as follows: English is the official language. French is extensively used and Creole is widely spoken. Asian languages also form part of the linguistic mosaic. (Government portal of Mauritius 2012) However, when unfolding the above-mentioned description of the linguistic situation in Mauritius, we will see that it is not that simple, due to its complex history of immigration and colonization. 1.1.1 COLONIAL HISTORY OF MAURITIUS The colonial history of Mauritius is the root cause of our multiethnic and multilingual society. It all started with the Arab and then Portugese sailors who are believed to have visited our island in the early XVIth century. Between 1590 and 1710, the Dutch colonized the island and their main activity was the exportation of ebony wood. For this purpose, they brought several Malagasy slaves in Mauritius. However they have not made major developments apart from the introduction of sugar cane, domestic animals and deer. In 1715, Mauritius became a french colony and it has been extensively developped especially when Mahà © de Labourdonnais governed the country as from 1735. Many slaves were imported mostly from Africa and Madagascar and a few Indians came from Coromanddel and Malabar Coast. Other French governors continued the development of the island until 1810 when the British took over. However, they decided to preserve the laws, customs, language, religion and property, that is, the civil and judicial administration of the island as it was during the French reign. During the English colony, sugar production increased to become a major foreign income earner, thus leading to economic progress which called for the expansion and development of means of communication and appropriate infrastructure. All these development necessitated the importation of more slaves from Africa and Madagascar. However in 1835 the abolition of slavery brought major changes in the island on the socio-economic and demographic fields. A large number of indentured laborer from different parts in India were coming to Mauritius to work in the sugar cane fields and later a small number of Chinese traders joined them in the island. In 1907 the immigration ceased, however many Indians had already settled permanently in the island and as a matter of fact they formed the majority of the population. The gathering of a mosaic of people from India, China, Africa and Europe lead to a process of hybridization and intercultural frictions and dialogues. In 1959, voting took place for the first time on the basis of universal adult suffrage and the number of electors rose to 208,684. In 1968 Mauritius gained its independence. (Government protal of Mauritius 2012) 1.1.2 ACTUAL LINGUISTIC SITUATION OF MAURITIUS Today the population of Mauritius is more than 1.2 million people, which consists of 68% Indo-Mauritians (Hindus and Muslims), 27% Creole (Af ro-Mauritians and mixed population), 3% Sino-Mauritians and 2% Franco-Mauritians (CIA, 2008). Rajah-Carrim (2005) has identified eleven main languages actually used in Mauritius and she further classified them into three categories: colonial languages (English and French) and language of everyday communication (Creole), and ancestral languages (Indian and Chinese languages) which are used on limited occasions. Mahadeo (2004) explains the linguistic situation of Mauritius in these terms : Given the number of languages (at least 12) used by different ethnic groups in an island with a population which now exceeds 1.2 million people and an area of 720 square miles, Mauritius presents an extreme case of individual multilingualism According to Chiba (2006), Mauritius is the most linguistically fashionable place on the planet. Mauritian swap languages depending on the circumstances, in the same way as others change clothes. He further illustrated his point of view with the following example: Over the course of a day a typical Mauritian might use English to write a school essay, Kreol Morisien to chat with friends, French to read a novel and Bhojpuri to spend a quiet evening with the family. Chiba (2006) then classified the use of the major languages as follows: Home: Kreol and Bhojpuri Government and schools: English Business: French and Kreol Literature, newspapers and television: French Casual speech: Kreol However Chiba (2006) pointed out that this table is only an overview since French is also often present in government and English is not completely absent in the media. In his Ethnologue: Languages of the world, Lewis (2009) has enumerated the main languages spoken in Mauritius with their respective number of users: English: 3,000 speakers (1993), French: 37,000 speakers, Morisyen: 800,000 speakers (2005), Bhojpuri: 336,000 speakers (2001), Urdu: 64,000 speakers (1993), Hakka Chinese: 35,000 speakers (1990), Tamil: 31,000 speakers (2001), Eastern Panjabi: speakers (1990), Marathi: 11,800 speakers (1990), Telugu: 10,700 speakers (1990) and Gujarati: 3,340 speakers (1990). The main colonial languages used in Mauritius are English, which is the official language and French which is considered as the second and semi-official language and which is widely used in the media and for oral communication. However other languages such as Spanish, Italian and German are also used especially in the sector of education and tourism. The lingua franca of Mauritius is the Kreol Morisyen which is considered by the majority of Mauritians, as their mother tongue. Moreover, this language as acts as a language of unity and many works are being presently carried out to standardise its orthographe and its grammar. The Kreol Morisyen is now present in the education system of Mauritius, at primary level where the students are given the choice to opt for this language or an oriental language. A quite large number of ancestral languages are also present in Mauritius such as Bhojpuri, Hindi, Gujerati, Kutchi, Mandarin, Marathi, Tamil, Telugu, Urdu and Arabic, but their use are limited to cultural instances. However the Bhojpuri language can be considered as another lingua franca of Mauritius since quite a large number of Mauritians still use it for oral communication. 1.2 AIM The aim of this study is to find out whether the language lab can be considered as a solution to the various language issues faced by Mauritian students, by evaluating its impact in the teaching and learning process of languages at secondary level of education. 1.3 OBJECTIVES The set objectives of this study are to evaluate: 1. The level of improvement, if any, in the language competencies of the students with the language laboratory 2. The students level of comfort and ease in a language lab, a modern class setting and with modern learning tools. 3. The students level of motivation, interest and response in language laboratory classes. 4. The Teachers response, the classroom management and the classroom atmosphere in a language lab. 5. A comparison between language classes in a language lab and language classes in a traditional language class. 1.4 PROBLEM STATEMENT Mauritians are considered bilingual; we can communicate in both English and French languages. Even if Mauritians use the Creole language to communicate orally, English is the official language in Mauritius and French is considered as a semi-official language in Mauritius. Both these languages are taught in primary schools as compulsory subjects alongside the Mauritian Kreol and some oriental languages which are optional subjects. In secondary schools, English and French languages are core compulsory subjects from the Form I till the School certificate classes and they are taught as second languages and not foreign languages. Thus we can say that all Mauritian students study English and French languages since the age of 5 or 6 yrs old, but still at the end of the secondary education, few of us can have a proper conversation or can write a letter without grammatical errors in these languages. A precise analysis of the statistics, published by Mauritius Examination Syndicate MES on the pass rate of Mauritian students, clearly shows that the level of Mauritian students in English and French is low. Even though the percentage pass is high, quality-wise the results are not good. (MES, 2011) There are various factors which can explain this problem and the main reasons are: the lack of motivation of the students in language classes, the lack of exposure to the languages, contact with other languages, the decline of the reading culture, the language subjects being considered as less important subjects and the exam oriented syllabus among others. This research will thus propose an alternative way of conducting language classes, namely using the language laboratory. It will try to measure its effectiveness, efficiency and relevance and whether it can be considered as a solution to the above mentioned problem. 1.5 RESEARCH QUESTIONS According to the objectives of the study, the research questions have been formulated as follows: 1. What are the language issues in the teaching and learning process of second languages in Mauritius? 2. What are the roles of modern technology in language classes and to what extent can technology be a remedy to these issues? 3. What is a language laboratory and what is its impact in a secondary school? 4. What is the students and teachers response in a language laboratory which is a modern class setting with modern teaching and learning tools? 5. To what extent can the students compare this modern language class with their traditional language classes? 6. Have the teachers and the students noticed an improvement in their language competencies with the language laboratories? If yes, which specific domain(s) of their language competencies have been improved? (E.g. grammar, pronunciation, vocabularies, reading, writing, spelling, fluencyà ¢Ã¢â€š ¬Ã‚ ¦)

The Joy Luck Club and The Woman Warrior: Memoirs of a Girlhood Among Ghosts :: The Woman Warrior

The Joy Luck Club and The Woman Warrior: Memoirs of a Girlhood Among Ghosts Amy Tan’s novel, The Joy Luck Club describes the lives of first and second generation Chinese families, particularly mothers and daughters. Surprisingly The Joy Luck Club and, The Woman Warrior: Memoirs of a Girlhood Among Ghosts are very similar. They both talk of mothers and daughters in these books and try to find themselves culturally. Among the barriers that must be overcome are those of language, beliefs and customs. The novel The Joy luck club starts with a story that right away suggests the importance of family and language. It is the tale of a hopeful young woman traveling from China to America to start a new life. She carries with her a swan, which she hopes to present to her American daughter someday. The language barrier is exposed when the woman’s good wishes for her future child are defined by the idea that this daughter will never know the hardships endured by her mother because she will be born in America and will "speak only perfect American English" (Tan 18). Though, things do not turn out exactly as planned for the young woman. Her lovely swan is confiscated by customs officials, and her treasured daughter, now an adult, does indeed speak only English and cannot understand her mother at all. Without a common language, â€Å"the expected loving link between mother and daughter is broken. Communication becomes impossible.† (Kim 37) This story sets the stage for conflict between the Chinese mothers and their American daughters. The issue of the language barrier is a constant theme in both The Joy Luck Club and The Woman Warrior. The English language plays a major role in assimilating the new world. For Tan, there is a conflict between Chinese and English, in her real life and in her story. Tan herself stopped speaking Chinese at age five. Tan’s mother, Daisy, however, speaks "in a combination of English and Mandarin" (Cliff notes 6). Tan was taunted in high school for her mother’s heavy Shanghai accent (Cliff notes 6). Because Daisy never became fluent in English, the language problem only escalated between the two women. (Cliff notes 6) Tan expresses this stress in her novel with the character Jing-mei. Jing-mei admits that she has trouble understanding her mother’s meaning. "See daughters who grow impatient when their mothers talk in Chinese, who think they are stupid when t hey explain things in fractured English" (Tan 40).

Apollo 11 :: essays research papers fc

Apollo 11 From countdown to splashdown, Apollo 11's mission was filled with some surprising twists and turns. It took a combination of luck, determination and guts for the crew of Michael Collins, Buzz Aldrin, and Neil Armstrong to get the Eagle to the surface of the moon with only 30 seconds of fuel remaining! Experience the moments leading up to the lunar landing with me. On the morning of July 16, 1969 a 60-ton Saturn 5 rocket was given a thorough inspection on launch pad 39-A at the Kennedy Space Center. On board, Four and half tons of fuel, and a spider-shaped spaceship covered with gold and silver foil. The goal of Apollo 11 was stated very simply. Perform manned lunar landing and return mission safely. Simply stated, but almost impossible to achieve, it was the mission NASA had been preparing for almost a decade, and nobody was trying to pretend this was just another launch. It would take this rocket ship almost three days to reach the shores of their new world. For the crew on board, that’s when the real mission would begin. Until then, they could marvel at a view that only six people before them had been privileged enough to see. Exactly 75 hours and 50 minutes after blasting off from Earth, the crew of Apollo 11 entered lunar orbit, something only two crews before them had done. Every orbit brought the crew closer to their ultimate destination, the Sea of Tranquility, a flat surface near the Moon’s equator that would be lit by the Sun when the final approach began. On the 13th orbit of the Moon, Aldrin, Armstrong and Collins began their voyage into uncharted territory. On the morning of Sunday July 20th, the three crew members were woken up after a restless night’s sleep. Aldrin and Armstrong climbed through the tunnel connecting the Command Module to the lunar lander and entered the spaceship they had named, The Eagle. For Buzz Aldrin and Neil Armstrong, life would soon become much more curious than that. With the flick of a switch, Collins detached The Eagle from the mother ship Columbia and the journey to the surface of the Moon had begun. With very little fanfare the Eagle rounded the corner to the far side of the Moon. The crew has a series of maneuvers to perform during their final lunar orbit. But the crew on the ground is helpless.

Research Spotlight on Homework Essay

Some researchers are urging schools to take a fresh look at homework and its potential for engaging students and improving student performance. The key, they say, is to take into account grade-specific and developmental factors when determining the amount and kind of homework. So, what’s appropriate? What benefits can be expected? What makes for good homework policies? Research doesn’t have all the answers, but a review of some existing data yields some helpful observations and guidance. How Much Homework Do Students Do? Survey data and anecdotal evidence show that some students spend hours nightly doing homework. Homework overload is the exception rather than the norm; however, according to research from the Brookings Institution and the Rand Corporation (see the Brown Center 2003 below). Their researchers analyzed data from a variety of sources and concluded that the majority of U.S. students spend less than an hour a day on homework, regardless of grade level, and this has held true for most of the past 50 years. In the last 20 years, homework has increased only in the lower grade levels, and this increase is associated with neutral (and sometimes negative) effects on student achievement. How Much Is Appropriate? The National PTA recommendations fall in line with general guidelines suggested by researcher Harris Cooper: 10-20 minutes per night in the first grade, and an additional 10 minutes per grade level thereafter (e.g., 20 minutes for second grade, 120 minutes for twelfth). High school students may sometimes do more, depending on what classes they take (see Review of Educational Research, 2006). What are the benefits? Homework usually falls into one of three categories: practice, preparation, or extension. The purpose usually varies by grade. Individualized assignments that tap into students’ existing skills or interests can be motivating. At the elementary school level, homework can help students develop study skills and habits and can keep families informed about their child’s learning. At the secondary school level, student homework is associated with greater academic achievement. (Review of Educational Research, 2006) What’s good policy? Experts advise schools or districts to include teachers, parents, and students in any effort to set homework policies. Policies should address the purposes of homework; amount and frequency; school and teacher responsibilities; student responsibilities; and, the role of parents or others who assist students with homework. Reference: Cooper, H. (2003). A synthesis of research. Review of Educational Reseach, volume 76, Retrieved January 09, 2013, from http://www.nea.org/tools/16938.htm Reasons why students should not have homework Homework is supposed to ensure that all students retain the material covered in the classroom, but for many children it is an unnecessary chore and actually hinders their learning. Children learn best when they are interested in the subject. Positive mental attitude makes learning even challenging things much easier. Negative mental attitude, however, makes retaining knowledge harder and creates stress in a learner. It also takes much longer periods of time to complete. As a result children hardly have any time to develop their talents through extracurricular activities, or to spend adequate time with family and friends. Instead of being burdened with much resented huge loads of homework, children should have the opportunity for more self-directed and interactive learning at school to generate their interest and build in them positive attitude towards learning. Teachers should be more creative and use multimedia like computers and video presentations to make covered subjects more engaging involving children’s input more. Students should be allowed to suggest activities and projects they would like to do. In the present school system it is usually the teacher who decides what and how children should learn in class and at home. This promotes passivity and a sense that learning is a necessary evil rather than exiting opportunity to learn about the world we live in. This is very ineffective, making kids bored, stressed, and frustrated. Not to mention that it is often parents who do the reluctant kids’ homework therefore homework doesn’t help them to learn at all. They get their grades, but end up having learning gaps that will come out later on and hinder their success. Children who are struggling themselves with loads of homework lack the time to develop other than academic passions and experience very unhealty stress that cen result even in a depression. The numbers of children who take antidepressants is rapidly growing. Students who are defiant about their homework often have very strained relationship with their parents. It is a source of contention in too many families and contributes to deep emotional problems in these children and also inevitably may cause depression and substance abuse. The age of kids taking street drugs is getting lower and lower. Children as young as ten in some countries have a drinking problem and homework overload can be an indirect cause of that. That is why I think students should not have homework, but be able to have enjoyable learning experience at school and freedom to be encouraged by the teacher to expand their knowledge on their own terms at home, and to be rewarded for the extra effort instead of being forced to do homework they don’t like. Reference: Tehrani, E. (2009). Reasons why students should not have homework. Retrieved January 09, 2013, from http://www.helium.com/items/1309973-why-students-shoul-not-have-homework The Truth About Homework In high school, some studies do find a correlation between homework and test scores (or grades), but it’s usually fairly small, and it has a tendency to disappear when more sophisticated statistical controls are applied. Moreover, there’s no evidence that higher achievement is due to the homework even when an association does appear. It isn’t hard to think of other explanations for why successful students might be in classrooms where more homework is assigned—or why they might spend more time on it than their peers do. The results of national and international exams raise further doubts. One of many examples is an analysis of 1994 and 1999 Trends in International Mathematics and Science Study, or TIMSS, data from 50 countries. Researchers David P. Baker and Gerald K. LeTendre were scarcely able to conceal their surprise when they published their results last year: â€Å"Not only did we fail to find any positive relationships,† they wrote, but â€Å"the overall correlations between national average student achievement and national averages in [amount of homework assigned] are all negative.† Consider the assumption that homework should be beneficial just because it gives students more time to master a topic or skill. (Plenty of pundits rely on this premise when they call for extending the school day or year. Indeed, homework can be seen as a way of prolonging the school day on the cheap.) Unfortunately, this reasoning turns out to be woefully simplistic. Back â€Å"when experimental psychologists mainly studied words and nonsense syllables, it was thought that learning inevitably depended upon time,† the reading researcher Richard C. Anderson and his colleagues explain. But â€Å"subsequent research suggests that this belief is false.† The statement â€Å"People need time to learn things† is true, of course, but it doesn’t tell us much of practical value. On the other hand, the assertion â€Å"More time usually leads to better learning† is considerably more interesting. It’s also demonstrably untrue, however, because there are enough cases where more time doesn’t lead to better learning. In fact, more hours are least likely to produce better outcomes when understanding or creativity is involved. Anderson and his associates found that when children are taught to read by focusing on the meaning of the text (rather than primarily on phonetic skills), their learning does â€Å"not depend on amount of instructional time.† In math, too, as another group of researchers discovered, time on task is directly correlated to achievement only if both the activity and the outcome measure are focused on rote recall as opposed to problem-solving. Carole Ames of Michigan State University points out that it isn’t â€Å"quantitative changes in behavior†Ã¢â‚¬â€such as requiring students to spend more hours in front of books or worksheets—that help children learn better. Rather, it’s â€Å"qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.† In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms. Assigning homework is unlikely to have a positive effect on any of these variables. We might say that education is less about how much the teacher covers than about what students can be helped to discover—and more time won’t help to bring about that shift. Regardless of one’s criteria, there is no reason to think that most students would be at any sort of disadvantage if homework were sharply reduced or even eliminated. But even if practice is sometimes useful, we’re not entitled to conclude that homework of this type works for most students. It isn’t of any use for those who don’t understand what they’re doing. Such homework makes them feel stupid; gets them accustomed to doing things the wrong way (because what’s really â€Å"reinforced† are mistaken assumptions); and teaches them to conceal what they don’t know. At the same time, other students in the same class already have the skill down cold, so further practice for them is a waste of time. You’ve got some kids, then, who don’t need the practice, and others who can’t use it. Furthermore, even if practice were helpful for most students, that wouldn’t mean they needed to do it at home. In my research, I found a number of superb teachers (at different grade levels and with diverse instructional styles) who rarely, if ever, found it necessary to assign homework. Some not only didn’t feel a need to make students read, write, or do math at home; they preferred to have students do these things during class, where it was possible to observe, guide, and discuss. Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning. If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills. And when an activity feels like drudgery, the quality of learning tends to suffer, too. That so many children regard homework as something to finish as quickly as possible—or even as a significant source of stress—helps explain why it appears not to offer any academic advantage even for those who obediently sit down and complete the tasks they’ve been assigned. All that research showing little value to homework may not be so surprising after all. Reference: Kohn, A. (2006). The truth about homework. Retrieved January 09, 2013, from http://www.edweek.org/ew/articles/2006/09/06/02kohn.h26.html?tkn=RVRFTkNGGXy32nbQpdGsSFt01V8aHU5cZ3wG

Juvenile Statistics Paper Essay

Crimes are committed by juvenile offenders every day and to gain a better understanding as to why they commit such crimes the trends have to be evaluated. The following statistics are findings made in 2008. These findings will give a clear understanding of the overall decrease in juvenile arrests made, touch base on the increase in drug offenses and simple assaults, provide implications for juvenile females and members of ethnic and racial minorities, examine the increase in arrests of juvenile females and the decrease in arrests of male juvenile offenders for violent crimes, and assess the tracking of juveniles arrests as a method of measuring the amount of and trends in juvenile crime. In 2008, there were about 2.11 million juveniles arrested. Overall, there were three percent fewer juvenile arrests in 2008 than in 2007 and violent crime arrests fell two percent. These findings are made by local law enforcement agencies throughout the country who report to the FBI’s Uniform Crime Reporting (UCR). From 1990-1997 the juvenile arrest rate for drug abuse violations increased 145%. The rate declined 28% from 1997-2008 but the 2008 rate was 78% more than the 1990 rate. From 1980-1997 the juvenile arrest rate for simple assault increased 156%. This number declined a small amount in 2002 and raised a small amount through 2006. Following the decline over those two years, the 2008 arrest rate for simple assault was greater than the 1980 rate for most racial groups. In 2008, females accounted for 30% of juvenile arrests. There were a total of 629,800 females under the age of 18 who were arrested in 2008. Racial composition of the U.S. juvenile population ages 10-17 in 2008 was 78% white, 16% black, 5% Asian/Pacific Islander and 1% American Indian with Hispanics being included in the white racial category. Of all juvenile arrests for violent crimes in 2008, 47% were white/Hispanic, 52% were black, and 1% Asian and 1% were American Indian. Juvenile female arrests increased for simple assault, larceny theft, and DUI while male arrests decreased. â€Å"From the mid-1980s to the peak in 1993, the juvenile arrest rate for murder more than doubled. Then, the juvenile arrest rate for murder declined through the mid-2005, reaching a level in 2004 that was 77% less than the 1993 peak. The growth in the juvenile murder arrest rate that began in 2004 was interrupted in 2008 as the rate fell 6% over the past year, resting at a level that was 74% below its 1993 peak.† (Puzzanchera, Charles. 2009. Juvenile Arrests 2008.) Juveniles have certain protections under the law but the Uniform Crime Report (UCR) allows us to keep track of what crimes, known to the police, and arrests made during the reporting calendar year. Based on the information provided by the UCR, the FBI prepares its annual Crime in the United States statistical compilation. This information is used to provide details on the extent and nature of juvenile crimes and if there are any trends being made. Some of the findings from the UCR Program is that â€Å"juveniles accounted for 16% of all violent crime arrests and 26% of all property crime arrests in 2008.† Another interesting finding by the UCR is that â€Å"between 1999 and 2008, juvenile arrests for aggravated assault decreased more for males than for females (22% vs. 17%). During this period, juvenile male arrests for simple assault declined 6% and female arrests increased 12%†. The UCR also found that â€Å"the juvenile murder arrest rate in 2008 was 3.8 arrests per 100,000 juveniles ages 10 through 17. This was 17% more than the 2004 low of 3.3, but 74% less than the 1993 peak of 14.4. In 2008, 11% (1,740) of all murder victims were younger than age 18. More than one-third (38%) of all juvenile murder victims were younger than age 5, but this proportion varied widely across demographic groups.† (Puzzanchera, Charles. 2009. Juvenile Arrests 2008.) The conclusion is simple, the overall juvenile arrests made for violent crimes only fell two percent than the year before and more juvenile females are committing more violent crimes. All of the statistics that were discussed have been analyzed and examined. Criminal Justice and Juvenile Justice Professionals should be able to identify and organize these statistics to structure a preventative system within a community to deter such delinquent acts. The UCR reports and findings allow Americans to understand the crime trends within the juvenile justice system. References (Puzzanchera, Charles. 2009. Juvenile Arrests 2008.)

Indigenous Peoples and Tourism Essay

Theobald (1994) suggested that â€Å"etymologically, the word tour is derived from the Latin, ‘tornare’ and the Greek, ‘tornos’, meaning ‘a lathe or circle; the movement around a central point or axis’. This meaning changed in modern english to represent ‘one’s turn’. The suffix –ism is defined as ‘an action or process; typical behavior or quality’, while the suffix, –ist denotes ‘one that performs a given action’. When the word tour and the suffixes–ism and –ist are combined, they suggest the action of movement around a circle. One can argue that a circle represents a starting point, which ultimately returns back to its beginning. Therefore, like a circle, a tour represents a journey in that it is a round-trip, an activities of persons traveling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business or other purposes. In 1941, Hunziker and Krapf defined tourism as people who travel â€Å"the sum of the phenomena and relationships arising from the travel and stay of non-residents, insofar as they do not lead to permanent residence and are not connected with any earning activity. â€Å"y these definitions, the tourism industry is inevitable since travelling is always a part of a person’s everyday life. Tourism can be seen as major consideration for both developed and developing countries in terms of adding up value to their potential tourism assets. Today, variety of tourism activities has evolved and is continually practice worldwide. There are also different themes or purposes why people travel from their country origin to their preferred destinations, these are visiting friends and relatives tourism, medical, health and retirement tourism, nature and adventure tourism, nautical or cruise tourism, sun and beach tourism, MICE, Leisure and Entertainment and Shopping Tourism, educational tourism, and lastly, cultural or indigenous tourism. The Indigenous Tourism This kind of tourism has a variety of components and relationships. And each indigenous tourism experience is unique in terms of time, space and participants. In 1966, a frameworks was been presented by Hinch and Butler, which highlights some of the key components of indigenous tourism. However, it was of limited value terms of identifying relationships between these components. The tourism system was been influenced by a variety of sources such as the basic geographic dimension of Leiper’s tourism system (1990), and the important role of the media which was highlighted by Ryan and Trauer, (2005). One of the distinguishing figures of an indigenous tourism system in general is the emphasis on the culture. In the indigenous tourism, where cultural overlay can be found, is much more encompassing compared to the tangible manifestation in a culturally based attraction. Basic values and principles, which were infused in the way an enterprise is operated, also reflect. The final component of this tourism system is the broader environmental context. This component also reflects the reality that tourism is not a closed system. But the main intent of the host (indigenous people), is to have income using the destination and also to export positive images of the destination and themselves. Economic Environment The strong performance of the economic aspects will result in higher levels of discretionary spending for travel and more trips, especially if it’s done in tourist market areas. On the other hand, the weak performance of the economic aspects often results in tourism actively supported as an alternative to struggling primary or secondary industries. Oftentimes, communal approach is a successful liaison with traditional indigenous communities but being questioned in places like Australia by Schmiechena and Boyle, Editor’s Note. Private entrepreneurial approaches are being pursued in indigenous communities (Wuttunee, 1992; Altman and Finlayson, 1993). The growing corporatization of the global economy may reflect in such trends in combination with evolving generational differences and changing socio-political structures and programs that can be seen in indigenous communities. Social Environment. One of the shared features of indigenous people is the â€Å"cultural poverty† in which they live (Frideres, 1988). Poverty means there is an insufficiency in participating effectively in society, not having enough to feed and clothe a family, neither a clinic nor a school to go to, or even own a land or a job to earn one’s living, and not having access to credit. It is not very surprising that the constraints and results of the development goals of indigenous people often vary from the goals of non-indigenous communities. Political Environment. Despite the substantial constraints that the indigenous people face, they become increasingly aware and active, as well as informed of their legal and political rights and have increasingly exercised them. There has been a major increase in land claim settlements which resulted in financial gain and increased resource management roles (Hinch, 2001). The internal politics of indigenous groups has political differences as one of the significant aspects which is not surprising that it is very rare to hear a unified voice speaking on their behalf. In Indigenous communities, there are two levels of governance, one imposed by the dominant culture and one embedded in the traditional practices of the community. Also, the reality of dual governing structures; one of them is an elected body while the other looks to the traditional guidance of elders, whose gonna be taking account valued communal and kinship bonds, build and process consensus in the community. And there are two levels of governance in indigenous communities: first is imposed by the dominant culture and secondly, embedded in the community’s traditional practice. Natural Environment The widespread destruction of natural areas throughout the world, actually increases the value of most traditional indigenous lands (Stevens, 1997). Most of the traditional indigenous lands has been lost due to expropriation and been the cause for the displacement of the indigenous people to peripheral places. The traditional relationship of the indigenous people to their homeland compared to non-indigenous people to their own land is also distinct (Notzke, 2006). Because most of the indigenous people believes that they are unconditionally conjugated or inseparable with the nature, unlike with the non-indigenous people who tend to see the land as a resource for human pleasure (Gary, 1991; Hollinshead, 1992). Given the importance of the environment to the indigenous people, any changes in the environment, have significance on the practice of the indigenous tourism (Gardner and Nelson, 1988). Host- Guest Relationshop and the Socio-Cultural Impacts of tourism It’s been the subject of much debate and research in a variety of disciplines such as anthropology and ethnography, as well as tourism studies. Disassociating the impacts of tourism from the boarder context of social and cultural development, is difficult in many ways. Most of the models cited with impact analysis are considered as less useful as tourists proliferate and destinations diversify. Two best-known models perhaps were (Butler’s Lifecycle Model, 1980 and Doxey’s Irridex, 1975). These models allow us to visualize the progression (more often, regression) of many global destinations, though they are by no means universal. In the past few years, the regeneration or rejuvenation of destination has become a more widespread phenomenon. Many products have been upgraded; some were diversified into new forms of tourism, and are targeting higher spending visitors. Though it is uncommon for tourist to be confined to â€Å"enclaves’ where contact with local residents is minimal. This kind of relationship allows for little spontaneity, but worth questioning how far host-guest relations have ever been truly authentic given the contrived nature and typically short duration of the average holiday. Acculturation, Cultural Drift and the Commodificaiton of Culture The fact of tourism is inevitable that the cultural changes primarily seen to the traditions of indigenous society, customs and values rather than to those of the tourist. Although tourism in some destinations, may be intermittent and seasonal. The level of visitation is constant and can have considerable impact on the social and cultural fabric of the host society. Instead of acculturation, cultural drift take place and is a kind of cultural change that appear within the society. (Mathieson and Wall 1992), states that cultural drift is a phenotypic change to the behavior of the host which take place only when they are in contact with tourists, but when tourists leave, it can go back to normal. The Genotypic behavior is a more permanent phenomenon where cultural changes are handed down from one generation to another. The fears of the culture and identity of the host can be assimilated into more dominant or persuasive culture of the tourist. Homogenization of culture is often exacerbated by tourist whose behaviors are sometimes adapted by local residents. This may simply mean to local people, that they are obliged to learn the language of the tourist in order to communicate well, but can also mean the consumption of non-local food or drink, the wearing of non-traditional fashions, and the desire to indulge in the same forms of entertainment as tourists. The majority of tourists tend to crave Western-style amenities. Not only this create economic leakages, but it also threatens the production of local goods, especially if local people develops and prefer Western-style products as well. Authenticity also becomes a key issue esp. when performing rituals in isolation from their traditional context. Staged authenticity in the form of displaced ceremonies, activities and events has become widespread. Although it is somehow important, the authenticity of tourist experience, it is more crucial to ensure that local communities with their role as performers and entertainers must feel comfortable in any ways. And of course, it should be understood as well that some religious or spiritual cultural practices, for tourists gaze, might not be appropriate spectacles. Measuring the socio-cultural impacts of tourism Culture is dynamic and it changes from time to time irrespective of human development: First, distinguishing the impacts of tourism from those of other social or economic developments is difficult. Second, in measuring socio-cultural impacts, only few reliable tools exist, and assessment is oftentimes used to gather quantifiable data. Cooper and et al (1998) suggests to use a number of techniques in measuring sociocultural impacts of tourism, but usually filtering other influences is impossible. The following list suggests some of the indicators that can used to identify socio-cultural impacts: †¢ Ratio of tourist to locals †¢ Nature of interaction between hosts and guests †¢ Local perceptions of tourism †¢ Concentration of tourism in certain locations †¢ Degree of usage of local products and facilities †¢ Extent and nature of local employment †¢ Degree of commercialization of local culture †¢ Changes in family relationships and the role of women †¢ Demonstration effects †¢ Increased social problems (e. g. drug usage, alcohol abuse, gambling, prostitution). †¢ Rises in crimes Cultural Tourism as a positive development option Cultural tourism can often provide an attractive socio-economic development option for many societies. It can also raise the profile of a destination, attracting the interest of both investors and visitors. There are a number of benefits derived from tourism and have been well documented in tourism literature and may include the creation of employment, the receipt of foreign exchange, the expansion of other economic sectors, and infrastructural developments. Some are intangible benefits including the renewal of cultural pride, revitalization of customs and traditions, and opportunities for cross-cultural exchange and integration. One of the major problems with tourism development is the government of those countries, who perceives tourism as a â€Å"quick fix† solution to the economic problems. As suggested by Lanfant and et al. (1995), it is often perceived as the last chance for countries to propel themselves on to the world of stage and to compete in the global arena. International and non-local investment becomes an attractive prospect, esp. in poverty-stricken countries where there are many local entrepreneurs who are able to afford the inflated land and property prices. However, restriction of the government in the extent of outside investment is needed, as this might lead inevitably to ownership and management of facilities and services o f the non-locals and high economic leakages. Another economic difficulty is for the destinations or countries who were not able to meet demands of their tourism industry with their own local products. Other economic sectors such as fishing or agriculture can be strengthened; supply is unlikely to meet demand if tourism increases rapidly. In cases of small island economies, it might be possible to strengthen inter-island linkages, but there is still the need to import goods and still experience the inevitable economic leakages. Although most tourists do shop and buy local handcrafted goods, it is still difficult to insist the consumption of local cuisine. The need for local and tourist education is being recognized. Tour operators, airlines and Western tourism agencies were encouraged to provide info and codes of conduct for visitors. Codes of conduct may be necessary in areas where the environment of local culture is fragile or sensitive. The final point is the marketing of the destination. Most destination practice selective marketing to ensure that tourism development remains small-scale and appropriate. However, this is a delicate balance since many of the tourists may not be the most cultural sensitive. There are certain forms of tourism that are being developed in accordance with these changing trends, which are more environmentally friendly and culturally sensitive. Indigenous Cultural Tourism. According to Smith (2003), The Indigenous Cultural Tourism is used as an overarching terms for together ethnic and tribal tourism, and any form of tourism that involves contact with the indigenous people and their culture. They usually involve visiting native and indigenous people, such as tribal groups or ethnic minorities. An area that is designated cultural landscape, national park, a jungle, a dessert or a mountainous region. Foreign Studies Tourism Industry Tourism is seen as a labor intensive, seven-day-a-week industry, growing at a rate faster than any sector. It is widely accepted that tourism is gaining more and more importance with the end of 20 th century and especially with the beginning of 21 st century regarding to the changing trends. In the study â€Å"Developing Alternative Modes of Tourism† (Berne Tuzcan, 2007), World Tourism Organization has taken the concept of tourism beyond holiday-making and officially defined it as follows: â€Å"Tourism comprises the activities carried out by people during their holidays and their visit to places different from their usual environment or residence, for a consecutive period of time less than a year, with leisure, business or other purposes. † (McIntosh, Goeldner and Ritchie 1995:11). Accordingly â€Å"Tourism refers to all activities of visitors including both overnight visitors and same day visitors† (Lickorish and Jenkins, 1997: 36). Moreover, it may also be defined as â€Å"the sum of relationships arising from the interaction of tourists, business suppliers, host government, and host communities in the process of attracting and hosting these tourist and other visitors (McIntosh, Goeldner and Ritchie 1995: 9-10). † On the other hand tourists can be defined as people who are visiting a particular place for sightseeing, visiting their friends and relatives, taking a vacation, and having a good time. Indigenous Tourism Indigenous tourism is a „special interest? tourism; its essential components are: first hand, authentic and usually intimate contact with Indigenous peoples whose ethnic and cultural backgrounds are different from those of tourists (Weiler and Harron 84). Indigenous tourism affairs are location-specific, or rather, culture-specific; the history has shown that various Indigenous groups have reacted to tourism in various ways. The approaches of Indigenous communities towards tourism are influenced by a number of factors such as: former experiences with Western world, size of Indigenous population, sedentary or mobile lifestyle, diversity of Indigenous languages in an area, etc. ( Martina Horakova, 2003) Naturally, the overall analysis of Indigenous tourism would require a holistic approach; all the aspects of life in Indigenous communities are influenced by tourism and are interwoven: economic and educational issues, marketing and preservation, land ownership and traditional lifestyles. Indigenous People Indigenous communities are very diverse and specific. No matter where they live, groups from various parts of the world or clans occupying two neighboring regions, all of them are unique and their distinctiveness should be recognized and respected. Thus, to generalize insensitively and refer to all Indigenous peoples as a homogeneous group would be an immense mistake. In Australia, there are more than 700 different nations (Nielsen 213) and as quoted in the said study, â€Å"different groups are responding to tourism in different ways†. In the thesis entitled â€Å"Tourism and its Impact on Traditional Culture: A case study of Sirubari village, Nepal† by Tilak Prasad Kandel (2011) discussed the boom of tourism on indigenous people in the village tourism being practiced by the Gurung people in the Sirubari village of Syangja. For several decades now, this study recognizes the tourism industry as major source of revenue for countries, especially in the Third World. For ethnic tribes such as the Gurung people, Tourism is like a gift. They were given opportunities for employment other than hunting and fishing. Their children was given the benefits for education and they were informed of what it is like outside of their community as they interact with tourists who visited their place. They were proud of their culture but did not deny the fact, that they have the rights for changes and development if choose to. Another study, â€Å"The Impacts of Ethnic Tourism on Hill Tribes in Thailand† (Kayoko Ishii, 2011) stated the economic bene? ts of ethnic tourism for tribal households that affect the division of labor and gender dynamics in the local minority community engaged in the tourism industry. Furthermore, â€Å"Indigenous Tourism in Australia† (Martina Horakova, 2003) deals in analyzing both the positive and negative impacts of tourism in Aboriginal communities in Australia. The thesis shows that no one could really conclude that the overall effect of indigenous tourism on Aboriginal communities is either bad or good. This thesis intends to present that even though there are negative impacts, the positive ones could actually eliminate those and that indigenous tourism could give Aboriginal peoples the opportunity to re-create and state their identities through the interaction and exposure to tourists. The communication between tourists and Aboriginal peoples is productive in many aspects. It provides tourists with information that cannot be obtained elsewhere, and it helps to restore Aboriginal peoples? self-esteem and pride in their cultural heritage. Consequently, they are more willing to share their knowledge with the outer world. And, by telling their stories, they contribute greatly to the reconciliation. Thus, it could be concluded that Indigenous tourism becomes â€Å"reconciliation tourism† (Higgins-Desbiolles 223), when operated sensitively and carefully. Local Literature The Philippine Tourism According to Etravel Philippines (2000), The Philippines, Pearl of the Orient Seas, is very rich in natural resources. Filipinos are by nature creative and intelligent. The richness of the environment is an advantage for their livelihood. Around 15 million hectares, or almost half of the Philippines’ total land area, are classified as timberland. Most of the land here was densely forested before the 1900s. However, the following century saw the loss of half of Philippine forests. Statistics show that deforestation claimed 204,000 hectares per year from 1950 to 1978. From 1989 to 1995, only 116,332 hectares were vanishing annually. Environmentalist groups are trying to protect Philippine forests, but a lot needs to be done in the campaign for reforestation as well as the fight against illegal logging. Philippine forests produce timber for local consumption and for export. Hardwood products coming from these timbers are globally known for their distinct appearance and high quality, which makes them appropriate as home furnishings. Wooden furniture, such as tables and chairs, are usually made of hardwood, popularly known as narra. Most Philippine forests are of the tropical rainforest type. Besides extensive reserves of tropical evergreen hardwoods, the country also has considerable areas of pine in the mountainous regions of Northern Luzon. With a coastal ecosystem stretching almost 20,000 km, the Philippines is likely to become one of the earliest victims of rising ocean temperatures and levels. Centuries-old coral reefs are dying almost overnight, and the destruction is being witnessed not only by divers in remote spots. Regional marine science studies estimated in the middle of 1999 that the Philippines’ magnificent underwater world would be gone by around 2100. Reports say that increased sea temperatures were causing â€Å"mass coral bleaching events† in the world’s best coral reefs. Something has to be done to reduce global warming caused by the burning of oil, coal, and gas. The Philippines has extensive but small river systems and streams, which are mostly depicted by the mountain ranges. The fluvial system of Luzon is made up of (1) Rio Grande de Cagayan and its tributaries (a stream that flows into a larger body of water), which drain the Cagayan Valley; (2) the Agno Grande which drains Benguet and the valleys of Nueva Ecija, Pangasinan and Tarlac; (3) the Abra River system, which receives its tributaries from the Cordillera and drains Lepanto, Bontoc, and the Abra; and (4) the Rio Grande de Pampanga and its tributaries, which drain the fertile valfeys of Nueva Ecija, Pampanga, and Bulacan. Schoolmeester (2004), expound that most of the islands in the Philippines are very small. Many of these small islands as well as the bigger islands, have a lot to offer to tourists. There are many possibilities for typical â€Å"sun, sea and beach holidays† and for specific adventure holidays. You can even meet the whale sharks and swim close to them. For tourists who want to discover geographically interesting landscapes or who want to meet mountain tribes, the Philippines has it all! As an archipelagic island, the Philippines offers countless attractions to see, such as the famous white sand beaches of Boracay, big shopping centers of Metro Manila, rice terraces of Ifugao, diving sites of Palawan, lush forests of Bohol, heritage houses in Vigan, and the cultural attractions of Manila. Metro Manila, the national capital region of the country, is known for being one of the best shopping destinations in Asia; its wide collection of shopping centers offer a range of local and international shops. Numerous shopping malls can be found around the metropolis, especially in the business and financial districts of Ortigas Center and Bonifacio Global City, while high-end shopping centers are mostly located at the Ayala Center in Makati. Despite the rise of modern shopping centers, traditional Filipino shopping areas still remain around the metropolis. Located just approximately 315 km (196 mi) south of Manila is Boracay; it is known for its white sand beaches and has been a favorite island destination for local and foreign visitors. In 2012, Boracay received the best island award from the international travel magazine Travel + Leisure. Boracay was also named as the second best beach in the world. Aside from its white sand beaches, Boracay is also known for being a popular destination for relaxation, tranquility and for an exciting nightlife (Malig, 2012). Mindanao, the southernmost island of the Philippines is home to the country’s tallest mountain, Mount Apo. The mountain features a wide range of flora and fauna and is home to over 272 bird species, 111 of which are endemic to the area. Mount Apo is also home to the country’s national bird, the Philippine Eagle. Mount Apo is a popular destination for hiking and mountain activities. The Indigenous People in the Philippines Jocano (1998) said that the earliest known attempt of classifying Filipinos into specific racial groupings were based mainly on anthropometric measurements and ocular inspections of skeletal remains as well as the physical appearances of living populations. The inhabitants of the country could be divided into: (1) Negritos – the small, dark-skinned group, which included the Negrito of Bataan, Ata of Luzon, and Mamanwa of Mindanao; (2) Malays – the brown-skinned group, which included the inhabitants of Bicol, Bisayas, and southern Luzon (Montano suspected the Malays to have Chinese, Indonesian, and Arabic blood); (3) Indonesian group – the group similar to the Malays in complexion, which included the Samal, Bagobo, Guianga, Ata, Tagakaolo, Tagbanua, Manubo, Mandaya, and Bilaan. Group 2 and 3 were said to have reached the Philippines in two waves of migration. The Indonesians were the first to come, followed by the Malays. The Aetas in the Philippines Of the scores of indigenous communities that comprise roughly 14 per cent of the Filipino people, the Agta are unquestionably the most widely distributed geographically. Popularly regarded as aboriginal, they are variously known as Mamanua in Surigao, Ata Manobo in Davao, Ati in Panay, Ata and Ati in Negros, Batak in North Central Palawan, Ayta and Ita in Central Luzon, Ata in Western Cagayan, and Agta or Aggay along the Sierra Madre Mountain Range facing the Pacific Ocean or more accurately the Philippine Sea from Palaui Island off San Vicente in Santa Ana, Cagayan south or northern Isabela Province. Farther south of the range, in Aurora and Quezon provinces, they are called Dumagat (Galang, 2006). The Aeta live in the northern part of the Philippines on the island of Luzon. Historians and Anthropologists debate precisely when and how they migrated here, the consensus being that they crossed from the island of Borneo between 20 and 30 thousand years ago, using a land bridge that was partially covered by water around 5,000 years ago – the remaining part of which is now part of Palawan. Whatever the migration path was, they are without doubt among the first – if not the first – inhabitants of the Philippines. One area of that country where the Aetas had lived for thousands of years was Mount Pinatubo (Waddington, 2002). Aetas are known to be one of the descendants of the original inhabitants of the Philippines. They previously occupied the outlying areas near the coastline and riverbeds, but were forced to resettle in the mountains by the coming of the migrants. Belonging to the ethnic group, Negrito, these mountain dwellers are classified and identified as Aytas or Aetas — small stature, kinky hair, dark brown skin, and big brown eyes (Hiromu Shimizu, 1989). The small body of Aetas is nicely proportioned of strong, hardy stock, muscular and able to endure hardship of their life, such as going with little food for several days; they also have high forehead, prominent cheek bones, flat nose, round black eyes and scanty beard. They have highly trained and keen sense of hearing and sight since one of their sources of living is hunting. They also have bright, inquisitive minds and an extensive knowledge of woodcraft but they lack of abstract ideas and can hardly count beyond 4 or 5. Though their happiness is like a child’s happiness, they smile and laugh even if they are worried; they are kind and peaceful little folks and very devoted to their relatives, friends and with high moral standard like honesty (Wilson, 1953) The Pinatubo Aytas (Aytas in Zambales). Studies of cultural change following the occurrence of the natural hazards like volcanic eruptions usually focuses on the propensity of the stricken society to suffer from damage caused by an event, they stress the vulnerability or the condition of a society which makes it possible for a hazard to become a disaster (Canoon, 1994). According to Shimizu (1992), In the early years following the awakening of Mt. Pinatubo in 1991, there was a generalized fear that the eruption might turn into a cultural disaster for the Aeta ethnic minority of Central Luzon which was expected to be in a crisis of survival. A decade after the disaster, a certain level of cultural change has indeed been observed in the indigenous society. prior to the eruption, the Aeta in Zambales occupied only the slopes of the Mt. Pinatubo and, in particular, the tablelands stretching from the volcano to the coast range between Botolan and San Marcelino. In April 2001, Banzon-Bautista with the initial signs of the restlessness of the volcano, almost all of the Aetas communities were immediately evacuated. However, an unknown number of Aetas refused to leave their homes and perished during the eruption. According to oral accounts, a score of Aeta found shelter in caves that were eventually buried by pyroclastic flowers. According to Gaillard (2006), All the Aeta communities located on the upper flanks of Mt. Pinatubo prior to the eruption had to abandon their small villages which had been buried under these thick, hot pyroclastic and ash fall deposits, which prevent the immediate reoccupation of the settlements. Most of these Aeta have been relocated in the government resettlement sites, either on the lower slopes of the volcano or on the foothills. Today, these resettlement sites are the largest Aeta settlements. All these settlements are nowadays concentrated on the lower flanks of Mt. Pinatubo in the immediate proximity of lowland villages and towns occupied by Kapampangan people, the dominant ethnic group of the Southwestern part of the Central Plain of Luzon. Henceforth, there are no Aeta communities left isolated on the upper flanks of Mt. Pinatubo. All have established regular contact with the lowlanders. According to 1973 census, the Pinatubo Aytas covers almost majority of the 20,000 population of the Negrito groups. Pinatubo Aytas declined to accept and entertain the influence of the outside forces or the lowlanders and continually preserve their distinct culture and tradition until the Mount Pinatubo eruption in 1996 when they were forced to go down the plains and mountains and lived in the resettlement areas together with the lowlanders. These endanger their culture and tradition because they learned to adapt the ways of the lowlanders (Tubera, 2006). In line with this, they no longer possess their original language instead they adopted the lowlanders’ language called Sambal Language, thus, the acceptance of the jurisdiction of the municipal government which opened them further to the culture of the lowlanders whom they called as bawbanowa (town people). They have not just acquired the Sambal Language but also their techniques and rituals in agriculture; and their concepts of spirits, curing rituals, and burial customs. However, the Aytas assimilated only those cultural elements suitable to their social reality. This selective assimilation contributed to the stability and continuity of the Aytas’ culture. The feeling of antagonism towards the lowlanders made them preserve their own cultural heritage. Despite of being aware of the changing environment and society downhill they insisted to not to adopt and or develop a well integrated sociopolitical system beyond the family groupings and the village order. Hence, without the presence of the integrated system their history is not detailed, only those eve.