Authenticity in Cultural Tourism Sites A Critical Discussion

Introduction The extent to which tourists search for authentic experiences in visiting new places and peoples has aroused much interest among tourism researchers and practitioners (Alberts Hazen 2010; Leonard 2011). Indeed, the search for authenticity has become a predominant trend powering tourism because contemporary tourists are looking for experiences that are not only unique as part of their pulsating and diverse world (Canadatourism.com 2006), but symbolize a break from the normal routines of everyday life (Leonard 2011).Advertising We will write a custom essay sample on Authenticity in Cultural Tourism Sites: A Critical Discussion specifically for you for only $16.05 $11/page Learn More Today, more than ever, a significant number of tourists are visiting historically significant sites, also known as cultural tourism sites, to expose themselves to novel information and experiences that satisfy their cultural needs (Landorf 2009). It has been demon strated in the literature that most tourists visit these sites due to their authentic experiences and integrity (Ivanovic 2008). However, with the concept of authenticity receiving wide-ranging following among this group of tourists, its ambiguity, limitations and lack of conceptual clarity continue to be increasingly exposed (Kelner 2006). As acknowledged by Wang (1999), critics are increasingly questioning its value and validity, citing the reason that the motivating agents for tourists’ experiences cannot be fully extrapolated in the realms of the conventional paradigm of authenticity. This paper explores the concept of authenticity as it relates to cultural tourism sites. The aim is to provide a critical understanding of whether it is important for cultural tourism sites to be authentic. Most important, the paper will attempt to add some new insights on the value of authenticity to cultural tourism sites. The paper will sample some cultural tourism sites to seek a deeper understanding of the concept of authenticity as it relates to these sites. Understanding the Concept of Authenticity Hillman (n.d.) notes that the concept of authenticity has evolved to become a guiding principle in tourism studies ever since it was brought into the limelight by Dean MacCannell. However, as noted in literature, authenticity is an ambiguous term that continues to resist definition (Kelner 2006), owing to both the vagueness of the concept and the cultural suppositions embedded in it (Alberts Hazen 2010). Despite the shortcomings in definition and conceptualization, available literature demonstrates the centrality and dominance of the concept not only in tourism development and research but also in affording unique experiences to tourists who wish to sample what other cultures have to offer (Ivanovic 2008). MacCannell (1976) cited in Alberts Hazen (2010) suggested that tourists have become increasingly disenchanted by the homogenization and contamination of tourist e xperiences and enthusiastically search for ‘authentic’ others who can afford real and unadulterated connections to the sites being visited.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More MacCannell’s suggestion fails to illuminate the real meaning of authenticity or authentic experiences, but it definitely bolds the growing desire of contemporary tourists to seek experiences and products that are original and real, and are not tainted by impurities and perceptions of fakeness (Ivanovic 2008). In tourism terms, therefore, authenticity can be defined as â€Å"†¦a desired experience or benefit associated with certain types of tourism destinations†¦It is presumed to be the result of an encounter with true, un-commercialized, everyday life in a culture different than that of the visitor† (Ivanovic 2008, p. 321). Leonard (2011) identifies ‘authentic-s eeking’ tourists searching for real and unadulterated experiences and products not only as a leading growth area in the tourism sector but also one of the most popular across gender, age and sociodemographic groups. According to Alberts Hazen (2010), the notion of authenticity avails an opportunity for understanding how particular perspectives of location, time and culture attain more influence than others and direct decision-making paradigms about land use and tenure. Such ideas, according to these authors, are of substantial relevance to situations in which tourism practitioners, managers and other stakeholders protect heritage or cultural sites for tourist consumption. In such cases, it is always imperative to question whether the cultural tourism site or the tourist viewer is more dominant in delineating what is considered authentic (Ivanovic 2008). This issue can best be understood by framing the concept of authenticity as it relates to cultural tourism sites. Brief Ove rview of Cultural Tourism Sites Richards (1996) cited in Alberts Hazen (2010) defines cultural tourism as entailing the movement of people from their routine places of residence to cultural and heritage sites, with the view to share in the new experiences and satisfy their cultural desires. Available literature demonstrates that attractions drive tourism (Wang 1999), and cultural and heritage resources are ideally positioned to become the fastest growing tourist attractions as they encompass the exceptional characteristics of a place, are experiential in nature and assist in promoting the rich tapestry of a destination’s customs, values, ethnic backgrounds and landscapes (McKercher Yo 2006).Advertising We will write a custom essay sample on Authenticity in Cultural Tourism Sites: A Critical Discussion specifically for you for only $16.05 $11/page Learn More As cultural tourism sites universally become of greater significance, tourism authoritie s and other relevant stakeholders have sought to highlight elements of local and regional heritage by a multiplicity of methodologies with the intention of emphasizing authentic connections between present and past landscapes, cultures and peoples, and so stimulate and inspire tourism (Alberts Hazen 2010). This view is reinforced by Ivanovic (2008), who suggests that the cultural and heritage resources available in a destination are not only positioned as the ‘turbines’ and the foundation for culture-based tourism development but are the principal justifications for culturally inspired tourism travel to the destination. It therefore follows that the inherent, authentic significance of cultural and heritage resources is the dominant pull ‘muscle’ behind what is primarily considered as tourism generating acumen of cultural or heritage destination. This intersection forms the basis for discussing the concept of authenticity as it relates to cultural tourism s ites. Authenticity Cultural Tourism Sites In recent years, there has been wide-ranging debate on whether cultural tourism sites should be authentic (Alberts Hazen 2010), and the significance or value of authenticity in heritage tourism (Connell Rugendyke 2010). While some scholars underline the centrality and dominance of authentic experiences in heritage or cultural tourism sites, others are of the opinion that the concept is only a mirage that does not have a place in modern tourism. This section aims to analyze whether it is important for cultural tourism sites to be authentic and the value of authenticity in these sites. Available literature demonstrates that â€Å"†¦heritage resource organizations that have advocated partnerships with heritage tourism have been explicit in their calls for authenticity† (Wiles Stoep 2007, p. 292). Indeed, authenticity is not only viewed as an engine of growth and prosperity for many heritage sites but also as a necessary prerequi site for their survival and differentiation from other tourist attractions. To be considered for listing as a World Heritage site by the United Nations Educational, Scientific and Cultural Organization (UNESCO), for instance, cultural heritage sites must pass the test of â€Å"integrity† and/or â€Å"authenticity†, not mentioning that they must be of exceptional universal value (Alberts Hazen 2010). This then implies that such properties must be able to primarily promote the true story of an area, alongside providing real value and objective appeal to visitors who desire to visit the sites.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More A strand of existing literature (e.g., Wang 1999; Alberts Hazen 2010; McKercher Yo 2006) acknowledges that cultural tourism sites must have the capacity to provide objective, constructive and existential authenticity. In his seminal works on Authenticity and Tourism Experience, Wang (1999) argues that objective authenticity entails a traditional or conservative usage of the concept to denote an original object or product as the principle source of desired experiences by tourists. Wiles Stoep (2007) reinforce this view by suggesting that cultural tourism sites should be able to provide authenticity as an objective reality by stressing historic preservation and presentation of tangible, authentic products and artifacts to tourists. Consequently, as noted by Ivanovic (2008), authenticity and distinctiveness as the dominant source of new cultural experiences and learning point to an overriding causal association between the critical aspects of an object or product of cultural tourism and gratification with the individual unique experience obtained from such consumption. These assertions lend credibility to the fact that it is of fundamental importance for cultural tourism sites to be authentic. In their contribution to the debate on Authentic Tourist Sites, Connell Rugendyke (2010) acknowledge that changes toward heritage tourism have resulted in the rejuvenation of culture and traditions, as well as development of tourist attractions that are to a large extent considered as authentic (re)presentations of ancient sceneries and peoples. These authors cite the Glen Innes region in northern New South Wales as a major cultural tourist site that projects objective authenticity. For almost two decades, this region has asserted itself as the Celtic Country, with its magnificent standing stones, the stone monument, and predominantly Scottish culture. The basis for this Celtic Country link, according to these authors, derives from the fact that the Scots settled in Gle n Innes town of Australia in 1838, and their tradition and culture has been authentically maintained and preserved to date. Consequently, Glen Innes has managed to claim a leading position in Australian tourism, with its name being perceived by cultural visitors as a key link to uniqueness, distinctiveness and supported by a historical fact (Connell Rugendyke 2010). It is imperative to note that these attributes are the hallmark of objective authenticity, primarily because the authentic experience is triggered by the recognition of toured objects and products as authentic. Consequently, the importance of cultural tourist sites to be authentic cannot be ignored. Alberts Hazen (2010) acknowledge that â€Å"†¦authenticity is ascribed to a heritage resource that is materially original or genuine as it was constructed and as it has aged and weathered in time† (p. 60). For example, the cultural landscapes of Maasai Mara in Kenya and the intangible heritage of the Maasai peop le continue to attract millions of foreign tourists to the region due to the authentic nature of the experience (Leonard 2011). The practices, representations and expressions which the Maasai recognize as part of their cultural heritage, coupled with the original and genuine cultural landscape in Savannah Africa, continue to provide unique experiences to tourists who pay huge sums of money in their desire not only to experience a different way of life but also to be part of a meaningful, quality educational experience. Here, it is important to note that experiences are directly associated with the intensity of authenticity preserved in the products (Ivanovic 2008, p. 322). For example, travelers visiting the Constitution Hill Prison are likely to experience a deep sense of empathy when they learn about the anguish of prisoners in the now-preserved heritage site. These insights demonstrate the importance of cultural tourism sites to remain authentic. Some cultural tourism sites come in the form of historic monuments or sites conceived as a work of art (Alberts Hazen 2010). For example, the Statue of Liberty, Arlington National Cemetery, and the Liberty Bell are all historic monuments located in the United States, and which receive a significant number of cultural travelers annually (Leonard 2011). In the United Kingdom, Stonehenge, the tower of London and the Trafalgar Square are historic monuments and sites that continue to attract millions of travelers each year in a desire to achieve a unique and distinctive experience (Adams 2012). In all these sites and monuments, being authentic can be understood within the realm of an imaginative process entailing the production of these objects as genuine in time and space, and the effects of their passage through historical era (Alberts Hazen 2010; Yeoman et al 2007). This can be understood as objective authenticity, implying that it is important for such sites and historic monuments to be authentic. There exists ano ther dimension of authenticity known as constructive authenticity. Debate is ongoing about the relative value of constructive authenticity to cultural and heritage sites and responses have been varied on its relationship to cultural tourist sites (Shen 2011). According to Ivanovic (2008), constructive authenticity refers to the authenticity anticipated in toured cultural or heritage products by tourists or tourism stakeholders in terms of their similes, values, expectations, inclinations, beliefs, powers etc. The school of thought believes there exist a variety of versions of authenticities concerning the same object and, correspondingly, authenticity can only be perceived as a socially constructed interpretation of the realness of toured objects or products (Shen 2011). Put in another way, this notion of authenticity assumes that every single object or a product can be presented and interpreted in diverse ways depending on the interpreter’s point of view, values, beliefs, pe rspectives or powers (Wang 1999). When this notion of authenticity is illuminated under the prism of cultural tourism sites, it can be argued that the actual interface between host community and tourists creates the notion of authenticity toward toured cultural and heritage objects (Shen 2011). This interface forms the basis for the tourists to construct the authenticity of the toured object through subjective means depending on their beliefs and attitudes; that is, the meaning and interpretation of the cultural settings vary depending on the contexts and the individual tourists. For example, two tourists visiting the Tower of London in Britain may have diverse interpretations of its authenticity depending on their points of view, beliefs, attitudes, values or expectations. However, the subjective interpretations do not imply that authenticity is not central to forming the unique experiences desired by tourists, thus its importance in relation to cultural tourist sites. Wang (1999) introduces yet another typology by suggesting that people may visit heritage sites not because they find toured objects and products authentic but simply because they desire to engage in new and more fulfilling activities and experiences, away from the limitations of their everyday lives. Here, the deviation from everyday life to experience something new triggers a stimulating experience that makes individuals to think that they are much more authentic and more liberally self-articulated by engaging in tourist activities and by sampling new cultures and way of life. A strand of existing literature (e.g., Landorf 2009; Wang 1999) refers to this type of authenticity as existential because it is not achieved by touring the objects and products in the heritage site; rather, it comes as an existential state of being primarily activated by tourist activities. It is often difficult to relate this typology of authenticity to cultural tourist sites as it reframes authenticity in terms of the tourists rather than the toured cultural or heritage products. However, some scholars have argued that this form of authenticity not only enhances self-actualization but also enhances consumption of experiences derived from the external sphere of cultural tourism (Leonard 2011; Yeoman et al 2007). Conclusion This paper has sufficiently discussed the broad topic of authenticity and demonstrated how this concept relates to cultural tourism sites. It has been demonstrated that tourists highly value encounters and experiences with ‘authentic’ others, prompting the subject to become a dominant agenda for tourism study (Wang 1999). The various typologies of authenticity have been comprehensively discussed, with objective authenticity coming out as the critical guiding principle in explaining why cultural tourism sites need to be authentic. However, other typologies, namely constructive and existential authenticity, have provided useful insights into understanding the concept of authenticity and how it relates to heritage and cultural sites. This paper opens up broad prospects for cultural tourism sites to justify and increasingly adopt and reinforce authenticity as the foundation of tourist motivations. Reference List Adams, S., 2012, Historic monuments in England.  Web. Alberts, H. C. Hazen, H. D., 2010, ‘Maintaining authenticity and integrity at cultural world heritage sites’, Geographical Review, vol. 100 no. 1, pp. 56-73. Canadatourism. 2006, Authenticity – what do they (tourists) really want? Web. Connell, J. Rugendyke, B., 2010, ‘Creating an authentic tourist site? The Australian standing stones, Glen Innes’, Australian Geographer, vol. 41 no. 1, pp. 87-100. Hillman, W., Revisiting the concept of (objective) authenticity.  Web. Ivanovic, M., 2008, Cultural tourism, Cape Town: Juta Company, Ltd. Kelner, S., 2006, Narrative construction of authenticity in pilgrimage touring, Paper presented at the 96th Annual meeting of the American Sociological Association Anaheim, California. Web. Landorf, C., 2009, ‘Managing for sustainable tourism: A review of six cultural world heritage sites’, Journal of Sustainable Tourism, vol. 17 no. 1, pp. 53-70. Leonard, M., 2011, ‘A tale of two cities: authentic tourism in Belfast’, Irish Journal of Sociology, vol. 19 no. 2, pp. 111-126. McKercher, B., Ho, P. S. Y., 2006, ‘Assessing the tourism potential of smaller cultural and heritage attractions’, Journal of Sustainable Tourism, vol. 14 no. 5, pp. 473-488. Shen, M. J., 2011, ‘The effects of globalized authenticity on souvenir’, International Journal of Innovative Management, Information Production, vol. 2 no. 1, pp. 68-76. Wang, N., 1999, ‘Rethinking authenticity in tourism experience’, Annals of Tourism Research, vol. 26 no. 2, pp. 349-370. Wiles, C., Stoep, G. V., 2007, Considerations of historical authenticity in heritage tourism plann ing and development, Proceedings of the 2007 northeastern recreation research symposium GTR-NRS-P-23. Web. Yeoman, I., Brass, D. McMahon-Beattie, U., 2007, ‘Current Issue in Tourism: The authentic tourist’, Tourism Management, vol. 28, pp. 1128-1138. This essay on Authenticity in Cultural Tourism Sites: A Critical Discussion was written and submitted by user Vivienne Wall to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Use of Technologies in Education

The Use of Technologies in Education Technology, by its broadest meaning, has a very important role in today’s classrooms. The application of that technology, however, must be carefully and strategically implemented in order to be of meaningful value to both teachers and pupils. Throughout history, there have been various inventions of technologies, which have brought about revolutionary changes.Advertising We will write a custom essay sample on The Use of Technologies in Education specifically for you for only $16.05 $11/page Learn More Technology continually changes our world in outstanding ways, observable from the Sumerians’ invention of the first ever-documented writing system of cuneiform, the Egyptians’ invention of the papyrus, the comparatively more recent inventions of the printing press, television, computers, and the internet. Even the casual definition of the word technology has undergone various transformations over time. According to Noah Webster who is consi dered to have been among the founding fathers of education in America, technology stood for the â€Å"description of arts, or a treatise on the arts.† (Webster, 1828). Today, technology is defined as the practical application of knowledge, especially in a particular area (Cuban, 1998). In the educational setting, technology is referenced as â€Å"whatever the most advanced technologies are available for teaching and learning in a particular area.† (Pea, 1998). With this kind of understanding, one can then confidently assume that technology in the classroom today obviously includes the use of computers, digital media, and the Internet. Although the use of technology in schools has brought some significant improvements, we must ask some multifaceted questions regarding its use (Cuban, 1998). This paper seeks to discuss some of the ways in which television and other mass media has affected students, schools, and education in general. The paper will also seek to look at so me of the pros and cons of using technologies in education. There is no doubt that the mass media plays a significant role in shaping the ideas of school age children. One area where the mass media has really influenced the education sector has been in the dissemination of information concerning gender violence. Although this is not directly linked with the school curriculum, there is no denying that it is an important subject even among students. Indeed, the relationship between gender and violence is complex. The different roles and behaviors of females and males, children as well as adults, are shaped and reinforced by gender norms within society and as expected, this are inherited at the early stages of life. This is the reason why those fighting against gender based violence work with schoolchildren before gender attitudes and behaviors are deeply rooted (Spring, 1982).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15 % OFF Learn More In schools, media interventions such as the use of television, radio, Internet, newspapers, magazines and other published publications have been found to effect change within schoolchildren (Spring, 1982). These media tools have been found to increase knowledge, challenge attitudes and modify behavior. Media interventions have also been found to alter social norms and values among schoolchildren (e.g. the belief that masculinity is associated with aggression) through public discussions and social interaction. Media campaigns have proved to be successful in increasing knowledge of intimate partner violence and influencing attitudes towards gender violence. In many parts of the world, the use of television and radio has been used in schools to promote social change for improving sexual and reproductive health. Indeed educators have proved that such programs leads to a positive change in attitudes towards gender equity, among those exposed to it (Cuban, 1998). Additionally, the use of computers in school has greatly influenced the teaching of communication skills in schools. Indeed, there is no denying that communication has become increasingly computerized and electronic. This has called for the need to revise the use of the traditional models of learning in this area. Some English educators suggest that using multimedia technology for teaching literary texts can give students a critical way of approaching sign systems and visual symbols. For example, hypermedia can be used to critically respond to literature using print, visuals, video, sound, and links to websites. Computers have also helped English scholars to expand ‘deep reading’ of media to include ‘deep viewing’ of visual media. This has provided English students with critical skills on how to deconstruct mass media messages and practical skills to construct their own persuasive, multi-media communications (Spring, 1982). Although technology is av ailable in all areas of education, the question that we should ask ourselves is whether all the aspects of education require the use of education for them to be effective (Cuban, 1998).Advertising We will write a custom essay sample on The Use of Technologies in Education specifically for you for only $16.05 $11/page Learn More There is no denying that some ages, disciplines and learning styles are better suited to different, non-technological learning methods. It is clear, therefore, to have clear goals regarding the use of technology in the classroom, just as we must have clear goals and solutions for how to achieve particular outcomes in all disciplines, with both the presence and absence of technology (Cuban, 1998). Another con of using technology in schools is the high cost involved. All of us will agree that most of the hardware and software used in our schools today needs major capital investments but it becomes obsolete within a very short time. Add itionally, the proliferation of the home computers, which are intrinsically less expensive to update creates the possibility of the classroom computers becoming largely mediocre to the student’s home computer, thus lowering the value of instruction on the classroom computer. There is also no doubt that some goals are better achieved through non-technological methods. The stages of learning and of cognitive development largely remain unchanged even in an increasingly technologically advanced society. The use of computers should largely be used for play especially in young children whose cognitive development requires a multi sensory approach that is unrealistic to create through technology (Pea, 1998). Apart from modeling unhealthy sexual behaviors, the mass media has been found to negatively influence other aspects of teens’ physical and psychological well-being. Research suggests that media portrayals of unrealistic body images negatively impact teens’ self-est eem (Pea, 1998). Teens, especially young females, become discontent with their bodies and may develop unhealthy eating behaviors in an attempt to achieve media-ideal body types. Although family and social relationships also have an influence, teens learn about society and sexual relationships from visual media images portraying body types, clothing, and other cultural norms. Although the use of such visuals may not be present in the mass media incorporated in schools, students will still believe the information they get from the media at home since its use has already been endorsed in the school setting (Pea, 1998).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Having said that, there is no denying that technologies can help us to pose and give answers to basic questions that can lead to fundamental breakthroughs in learning and education. Technology places at our fingertips the most immense access to knowledge and information that any society has ever known. Indeed, psychologists have affirmed that the use of some media tools such as blogs can promote critical and analytical thinking. Additionally, such media tools can be a powerful promoter of creative, intuitive, and associational thinking as well as promote analogical thinking. Using media tools such as the internet can also act as a medium for increasing access and exposure to quality information (Cuban, 1998). Ultimately, the effective implementation of the media in the classroom creates a bridge between school and world by allowing students to intellectually interact with peers, teachers and professionals on a global level. The media by its very nature of supporting diverse learning styles helps in fostering the deeper understanding and greater readiness for lifelong learning. Apart from the students, the use of technology also gives a new approach to teacher professional development. Despite the disadvantages associated with the use of technology in schools, we cannot ignore its use in classrooms. Instead, we should find effective ways to implement educational technology in this Information Age (Cuban, 1998). Conclusion In the recent past, the use of different media tools has found its way in to our classrooms. This has been by way of television, radios, computers and even the internet. The benefits of using technology in our schools are innumerable. By a large part, these media tools have been used to carry on campaigns that have helped to change the thinking pattern and even some behavior in our society. Despite these benefits, there is no denying that the use of technology in learning institutions poses some problems. This is true especially for young chil dren whose cognitive development is largely dependent on a multi sensory approach that is unrealistic to create through technology. Despite these disadvantages, we cannot ignore the use of technology and instead, we should work hard to devise effective ways that can be used to implement educational technology in this Information Age. References Cuban, L. (1998). The Pros and Cons of Technology in the Classroom. Web. Pea, R. (1998). The Pros and Cons of Technology in the Classroom. Web. Spring, J. (1982). Images of American Life: A History of Ideological Management in Schools, Movies, Radio, and Television. New York: Albany. Webster, Noah. (1828). First Edition of an American Dictionary of the English  Language. Massachusetts: Merriam Company.

Case Study Example | Topics and Well Written Essays - 1500 words - 2

Case Study Example It is more risky and mosly concerned with starting companies. This is a speculative form of investment which helps firms and individual to gain some interest on money which could otherwise be idle. Market bonds also help firms to diversify investment in the capital market. These bonds help companies to raise finances from the public and help the government to regulate inflation. Individuals buy share from the stock market to become shareholders through investment, for example n pension and insurance schemes. The investor should always know that the value of shares can increase or fall. Stocks and shares however still provide opportunities for personal investment. Stock market is a way by which firms can raise funds. Through share, ownership of the company is exchanged with money from investors. This is a strategy which can be used by a company to regain its competitive edge in the market. Company restructuring may involve management restructuring, name restructuring and functional restructuring. Proper restructuring is a good competition strategy in a highly competitive or oligopolistic market. These are growth strategies which most firms use to reduce competition and gain bigger market share. Merger is when one firm enters in to partnership with another so that they can utilize each other’s strength for the benefit of both. Acquisition is when a firm buys another firm out of the market. Risk is a negative occurrence in the course of investment which is known with certain level of probability. Risk affects investment choices and levels in terms of capital. Return is just what is ripped from any form of investment. Net present value is an investment decision rule used by different investors to determine the worth of investment. When net present value is positive, then the investment is worth (Brown. P.G et al,

Do not need to divide it Coursework Example | Topics and Well Written Essays - 2000 words

Do not need to divide it - Coursework Example If it is used to store an account object, it is known as the domain container. In certain cases it is used to indicate the Windows structure by means of the concerned directory. (Schmidt 2008) The domain structure has gone through various changes and the environment and structure of Windows has changed when compared to the past. The domain structure depends on the operating system and hence the domain structure must be modified each time the operating system is changed. Windows domain is completely different from that of other operating systems. Initially domains had the ability to store the user accounts pertaining to a company. But this often led to problems related to data access, since the company in a different city was deprived of its chances to access the required data. (Tiensivu 2008) In this stage, Microsoft altered the usage of domains by introducing domain trusts that helped in the easy access of data. The domain trusts help the employees to access the data only if they ar e directed form a trusted domain source. In this case, the domain which allows the access is known as trusting domain. In the initial stages of development, domains were individual components that were isolated from each other. The changes in the Windows environment changed the entire structure of domain and created a separate structure for these domains. The Windows NT domain structure is completely different from that of Windows 2000, 2003 or 2008. (Posev 2007) The use of domains does not end with database account management; instead they are also used for resource management. The domain structure includes domain controllers and domain name spaces. Domain names are initialized by the Domain Name Servers (DNS) which acts as an intermediary between the systems in a network. The use of domains and their structure varies according to the operating system. (Comer 2006) Domain Structure The domain structure is composed of several domains where they are considered in a hierarchical patte rn. The domains are grouped into a single tree with a root domain. Even a single domain can be made into a tree by including the sub domains from other systems. If the numbers of domains are more, then they are treated as a forest where the first domain is known as forest root. The domain trusts also form a part of the domain structure. In simple terms domain trusts are described as the relationship between two different domains. (McNab 2007) The trust relationship might be either one way where one domain permits the users to access another domain, or two ways where users have the accessibility to both the domains involved in the trust relationship. Role of Domain Structure Windows 2008 allows both one way and two way trust relationship between the domains. In this way it is advantageous, since the users can have an access to both the databases. Cross link, transitive and explicit are the other types of trust relationships that can be established between the domains. The next import ant aspect of domain structure is the domain controller. The domain member of a tree can be made as a domain controller by specifying certain commands. This domain controller manages the other domains in the system. It ensures that the domains perform their operations in a proper manner. (McClure 2009) Windows operating system uses Primary Data Controller(PDC) (McNab, 2007) which controls the entire operations of the domains included in the system structure. Windows can

Engaging parents and fathers in their children's early learning Essay

Engaging parents and fathers in their children's early learning - Essay Example For instance, the ministries and departments of education and child welfare have been in the forefront of funding projects that gather, assess, and analyze existing knowledge and best practices that would encourage other educational and learning stakeholders to work with and involve parents in young children’s learning (Desforges, 2003). This paper explores the subject of involving parents, more so fathers in children’s early learning. Many educationists concur that the importance of parental involvement in children’s early learning cannot be overemphasized. The first reason for this assertion is that parents are children’s first and most enduring educators. Thus, by working together with other child welfare and development practitioners, parents play a rather critical role in and have a positive impact on their children’s early learning and development. This positive impact of parental involvement stems from the fact that the time and activities shared among parents and children not only affect the children’s social and intellectual development but also their emotional development (Desforges, 2003). It is therefore imperative that parents understand that children’s early learning requires more than just being parents but requires them to take an active role in the children’s early learning. There are several parental factors infringing on or affecting a children’s early learning. These factors include parents’ socioeconomic status, education level and living conditions, which have direct bearing on a child’s early learning activities and outcomes. Nonetheless, more important than the above factors is the quality of a child’s home learning environment. Although parents may not have achieved a lot educationally and might be living in disadvantaged environment and circumstance, their regular engagement in their children’s early learning activities has

How Does Culture Affect Media?

How Does Culture Affect Media? Assignment question: How culture affect media, and media affect culture? Discuss. Introduction How culture affect media and media affect culture? Today in the twenty-first century, there is no doubt that with the social development media and culture have an intimate relationship, which can interactive affect each other. Media culture is the dominant form of culture which socializes us and provides materials for identity in terms of both social reproduction and change. Media can be any means of communication to influence the public broadly, such as television,newspaper,magazines, internet and other communications ways. Media is becoming to an essential part of our social life today. In my opinion, culture is more difficult to define. I found a definition, which is more accurate, is that â€Å"Culture is symbolic communication. Some of its symbols include a groups skills, knowledge, attitudes, beliefs,values, hierarchies and motives. The meanings of the symbols are learned and deliberately perpetuated in a society through its institutions.† In the definition of media and culture both mentioned about communication that can be the most important element for media and culture. It is undeniable that media and culture have an interactive impact for each other. In this subject I am willing to introduce how culture affect the media in the first part, I will describe culture affect media through two aspects which are technological development and different country culture. Then the second part I want to argue how media affect culture through some positive factors and negative factors that media not only bring cultural communication to people, but also may bring some destructive influences on culture. Culture affect media Culture has a huge impact on media communication ways and adoption. I have a point of view that media rapid development and the rise of new media are the result of the cultural needs of people. Science and technology culture Science and technology culture is a significant factor to promote media development. Media technology which enables communication has evolved with time because of the ever-accelerated updating of science and technology. 1. Newspaper Newspaper can be the main communication way in the recent period. Because written communication flourishes of ongoing technology, for instance, the invention of paper and the printing press. Also with the massive use of paper, newspaper as a carrier became the earliest mass media in the world. That read the news on newspaper was nearly the only way for people who want to take the latest information before the invention of television. 2. Television The invention of television was no single event or series of events. It depends on a complex of inventions of development in electricity, telegraphy, photography and motion pictures and radios. It can say to a big step of technology progressive advance. The first TV’s came back In the 1920’s accredited to Scotsman John Baird, then later on in the 1960’s color TV took off, a way of enhancing the viewing experience bringing the viewer closer to the real thing. Television directly leaded to a global media revolution when television started popularized to the average people around the world. Television use electric to transmit active visual image that can let more carrier such as television news, drama and even advertisements can spread information to more people. 3. Internet The advent of the Internet created a new media age after the traditional media. Media communication ways not only be limited to four traditional media of newspaper, magazine, television and radio. The beginnings of computer networks with the Advanced Research Projects Agency (ARPAnet) project in 1969 created by the United States Department of Defense. But the Internet actually began to rapid development and commercialization in 1990’s. For example, many valuable and well-known websites such as Google, eBay and Amazon established in 1990’s. After that, the world entered into the network age in the twenty-first century. New media gradually replace the power of traditional media due to the grow up in the cyberculture, also the impact of traditional media is diminishing slowly now. The ever-accelerated updating of science and technology brings a new media heyday for people. In addition, the rise of social media is fast and prosperous on the Internet and smart phone. Social media can be any website, technology or apps to allow people to write, share, discuss and communication. And social media is a platform or tool that people share ideas, experiences and perspectives with each other. And the Apps on the smart phone provided more opportunities to develop social media. I think that the smart phone is a great contribution of science and technological culture, which can changes people ‘s lifestyle and makes the mode of transmission more convenient. The invention of smart phone also accelerates the development of new media. Media structure is constantly changing, we never know how the media will change in the future with the technological progress. Science and technology culture is just one reason affect media. Cultural differences People have different behaviors, beliefs, attitudes, values, hierarchy and religions by cultural differences. I will focus on how different country culture and religious culture affect media next. 1. Different country culture At first, different country cultures always affect media. It is common that people usually have the similar way of thinking in the same country. Nevertheless, different counties must their own culture and lifestyles. So for media, the attitude of government can influence how people to think about media. The media control of government is a very important reason that impact the development of the media in some ways. We can through compare the Chinese media and western media to show the differentiation of media culture between different countries. Western media have the free press that they can report the news more objectives and rational. Government can allow media provide various views to them due to the capitalist system. Media can make a comment on their state leaders or an act of government to their options. In America, media sometimes will make some fun of their president Obama even they will criticize him some conduct if they think it is improper or incorrect. Western media be relaxed and have uncontrolled freedom of speech in the overall environment. But it is rarely possible to happen in China. China is one of only a few remaining socialist countries in the world. That is a unique existence when the world almost combines into a globalization capitalist system. It is exactly because of this socialist culture that Chinese media have been in a very embarrassing situation. The Chinese government has long kept tight reins on both traditional and new media to avoid potential subversion of its authority. Its tactics often entail strict media controls using monitoring systems and firewalls, shuttering publications or website. Chinese media still do not have freedom of speech even they have already improved this situation a lot due to social progress and the development of new media now. Chinese media always report the positive coverage for the reports which involved government. And the attitude of Chinese media is never can say the bad words against the Communist party and government. Especially the traditional media is fully controlled by the government. But the rapid development of the Internet helps people to get more information sources from new media. As a whole, because China is a single-party system country, government will still strictly control the media speech and I think it will be difficult to loosen the control in the future. Socialist culture can be the most important reason to affect the media in China. 2. Religious culture Secondly, religious culture also will affect people have different attitudes for media. The power of religious culture is formidable and unexpected for believers. The core values of religion are beliefs which can affect people’s ideology. But the news generally will involve religious issues sometimes. Inevitably, Media and religions usually have conflicts because some radical words will burn some believers which is religious extremist force up. Some media will yield to the pressures of religions and avoid to mention the sensitive topic of religious culture. Nevertheless, some media not afraid of religious forces. They believe no one can kill their ideas. I want to give an example that everyone must be heard the Charlie Hebdo shooting accident. It is appalling that three heavily armed masked gunmen opened fire in the Paris office of French satirical magazine Charlie Hebdo on Jan 7th, 2015. It resulted in the death of 12 people, including four cartoonists. Gunmen reportedly shou ted We have avenged the Prophet! When they stormed the office. Charlie Hebdo was found in 1970. It uses satire to target politicians, police, bankers and religion with its inflammatory headlines and garish cartoons. This magazine has repeatedly caricatured Muslims and their beliefs finally cause this appalling accident. But many people around the world support Charlie Hebdo to resist this attack and they think Charlie Hebdo can be a symbol of the freedom of speech. People have different beliefs make religious culture sometimes are controversial. Some media ignore to report the religious issues just because they are afraid of the religious extremist force pay attention to them. Media must be more careful to report the topic of religious culture. Media affect culture Nowadays, the rapid development of the media has a huge impact on the communication of cultural exchange in the whole world. For mass media, the paper media started an extensive cultural impact from the beginning, then the digital media significantly affect the cultural communication in the twenty-first century. Although the traditional media have some limitation and unidirectional in some ways to transmit information. But new media have brought a digital communication age for the world, which can eliminate the obstacle of time and space via the media. I willing to focus on how new media affect culture in the following paragraphs. Online culture Online culture has formed from the development of the Internet and new media. An increasingly wide range of information, ways of business, services and entertainment are now commonly make available and accessed online or through digital media. The Internet is regarded as being unique and offering something they cannot get elsewhere. Online culture is an information culture based on the Internet without national boundaries and region. People enjoy the equality, freedom and virtual of the online information. As far as I concerned, media not only has many positive influences on online culture, but also has some negative impacts on it. 1. Communication and exchange Firstly, online culture brings the convenient and efficient communication and exchange for people through constantly the development of the Internet media. In the past, people maybe need to spend a lot of time searching the information before the rise of new media. But now people can find everything they want on the Google. Google is a carrier that has indexed billions of pages and makes it easy for you to find a website or page in an instant. It is no exaggeration to say that Google almost contain the culture of the whole world. Then Wikipedia provide an enormous knowledge network for people as the largest single source of free information in the world. I believe that Google and Wikipedia are irreplaceable media for the developmental progress of online culture. For instance, if we want to learn some information about America history, we will just have to open the Google website and enter the search keywords, then we can find the information in the Wikipedia website that we no longe r need to take some times to find and read books. Personally, all online media fully embody how online culture produce convenience and efficiency to people. Nevertheless, online culture is a double-edged sword. The past fifteen years weve made significant advances in technology. The internet became more popular and then we use many social media to online chat. Now we live in a digital age where almost every people use laptops, smart phone and iPad. Do you feel close to people or further away when we cannot separated from the social media? I dont know how many times Ive sat down in a room full of people and have seen nobody talking to one another. Ill see several people sitting there on their phone or other type of mobile distraction. People are increasingly lack of face to face communication, even always playing smart phone while friends meeting. Stop your smart phone addiction, we should look up at the real world what you are missing around you. Maybe we cannot deny new media bring too many contributions and conveniences for our life and culture, but I hope people can also find some good things around us in the real world instead of alw ays use smart phone and indulge in online culture. 2. The decline of traditional culture Secondly, the rapid development of new media actually impacts some existence of the traditional culture. Online culture is gradually becoming dominant culture while the communication media are continually going through significant transformations in the age of the Internet. However, facing the online culture rising, traditional culture is slowly declining is a crisis that new media bring to us. Because along with the e-book and various apps popularized, which people can finish those all thing just on their phones or computers, there are fewer and fewer people willing to use dictionaries, read newspapers or go to bookstores. I can understand the media development can be a mirror of social progress, but I am not willing to see the decline of reading from paper even many bookstores face collapse. In my hometown, my favorite bookstore has moved to a place where more faraway but have cheaper rent. They cannot pay the expensive rent due to the decline of customers and profits. Although we cannot stop the ever-accelerated development of society, but I hope more people can realize that we need to protect and retain our culture. Children This chapter describes the negative and positive effects of media on children. Computer and other media use can influence children’ s neurological development, cognitive development, sexual behavior, attitudes, knowledge and perceptions of self as well as involving the use of substances such as drugs and alcohol. The positive impact is media produce many learning opportunities to study all aspects of knowledge, and also media enrich the space time of children’ s life. However, negative media effects for children cannot be ignored. For example, children who view a large amount of violent programming, can become desensitized to the violence and become more aggressive in their own play and other behavior. Furthermore, media have negative effects on the health of the children. Children spend too much time listening MP3 will impact their hearing and use phone or computer for a long time will give children decreased vision. In my opinion, parents should encourage children rea d more books and do some outdoors sports. Economic effects New media have already formed industrial clusters to produce the huge effects of social economy and culture. Under the information-based society and market economies conditions, new media became the most important way for the modern economy to keep information communication with the social environment and the target public. In an era of information surplus, If the companies want to survive and development, they will be able to convey the product message to target audience effectively. Today because people devote a significant amount of their daily time to digital channels, the Internet has become a highly precise, interactive mass medium. New media can produce the best possible result for economic effects in public information communications. Business advertising on various digital media, such as search engines, email, social media and Apps. Advertisements make a contribution to business economics and bring great benefits to media at the same time. In addition, the advent of new media also brings the new culture of economic industry, which represented by internet industry, mobile communication industry and digital media industry. Especially, the continuous expansion of the scale of the new media drives the development of other relevant industries, such as website construction, website maintenance, content provide, technical service and other industry developments. New media give a new pattern for economic culture. Cultural globalization Media cross the distance between the people around the world to bring a globalized world for us. Cultural globalization is the inevitable result of social progress. But It is undeniable that the new media is an important role to promote the culture becomes more globalization and cultural fusion. In my opinion, culture has become more globalization with a variety of ways since World War two. Media make the range of cultural communication more broadly. Whatever the traditional media or new media, they both bring culture to people around the world. Social media is one of them have great impact for the communication of culture. The advent of social media makes information sources this proper noun becomes popular. Social media provide an equal and public platform for all people, including government, media, companies, personal and so on that everyone can release the information and see the information on the social media platform. If this platform becomes globalization, it will make people to share the various information and culture more convenient around the world. We are increasingly both bound together and separated by the globalized networks of information communication technology. Regardless of what kind of social media, such as Facebook, YouTube, Google and Twitter, they all play an increasing role in cultural integration and this influence of globalization. Facebook can be a good example to show how social media affects culture. Facebook is the biggest social media website in the world. This social media website has gradually changed people’s life since it founding in 2004. Facebook be successfully developed to have global users, then it resulted in the globalization of information and more cultural exchange. Different cultures are connecting and integrating while people from different places are communicating with each other on Facebook.

Hang Up and Drive Essay -- Persuasive, social reform, Argumentative, c

Imagine my typical workday commute on a casual mid-morning. I’ll be dressed and ready to make the ten mile drive from Vancouver to Portland for work. As I turn the key and back out, I slam the brakes as a green late model Sienna almost T-bones me when I'm clearly half-way out the street. I glare back, like any driver would, and see she is still talking on her phone making her way around me like I was a minor obstacle in her day. I drive out the neighborhood and make my way to the interstate. At the next intersection I get stuck at a light that just turns green while a kid, I can see the â€Å"Class of 2010† writing all around the car, has their head down tapping a text message out and looks up after I chirp my horn. By this time i've developed a touch of impatience that's working its way to road rage and its getting fueled by my commute that brings me across the Glen Jackson Bridge. Numerous times I see the â€Å"triangle†, which is the â€Å" i'm on the phone multi-tasking and I forgot how to drive† pose. I finally make it into work at my last wits. I start to walk in when I almost get mowed down by a fellow coworker. This is the point where I call in to work cause I need a mental health day. Everyone described is the sum product of the problem of driving while using a cell phone. This day was not a dramatization but more of a realization of a problem we have here in the Portland Metro Area. I feel on this short commute my anger was not directed at any certain demographic. There is no age, pay grade, religious affiliation associate with my rage. It is that my fellow commuters disregard their local laws while using their cell phone. My solution would be charge a cell phone user with a primary traffic infraction and implement current technol... ..., David, Frank Drews, and Dennis Couch. "A Comparison of the Cell Phone Driver and the Drunk Driver." A Comparison of the Cell Phone Driver and the Drunk Driver. University of Utah, 04 Mar. 2005. Web. 28 Feb. 2010. . Repko, Melissa. "Oregon Senate passes bill banning driving while using hand-held cell phone | Oregon Local News - OregonLive.com." Oregon Local News, Breaking News, Sports & Weather - OregonLive.com. The Oregonian, 23 June 2009. Web. 01 Mar. 2010. . "Cell Phone Subscribers in the U.S., 1985–2008 Infoplease.com." Infoplease: Encyclopedia, Almanac, Atlas, Biographies, Dictionary, Thesaurus. Free online reference, research & homework help. Infoplease.com. Web. 01 Mar. 2010. .

Planning in Early Childhood

The observation of children is performed by teachers and educators, to help understand each child, and their characteristics. Along with assessment and evaluation, educators are able to understand each child’s development, and make decisions about appropriate activities and experience to offer each child, to help foster their individual development. (Veale, A. and Piscitelli, B. 1988) This essay will discuss the Value of the Observation Process in Planning for early childhood settings, and the role of each teacher in facilitating children’s individual learning and development. Observation is a very valuable and important part of the planning process as each child is different. Observation and Record Keeping in Early Childhood Programs (Veale, A. and Piscitelli, B. 1988,) Suggests that in order for educators to provide proper learning experience for children, they must know each child’s strengths, weaknesses, interests, fears, joys, ideas and individual interests to plan stimulating and appropriate learning experiences. Through observation, Educators can gather this information on what each child is capable of, how each child behaves under a range of different circumstances and how the child interacts with other children, and adults. The information collected from observation helps educators to develop objectives and plans to â€Å"enhance children’s learning and development† (Planning and Learning, NZTC pg. 5). Effective Planning and developing of learning outcomes for children is a collaborated effort between colleagues, children, Parents/Whanau and the community. DOP 6 outlines that importance of collaboration between colleagues when it comes to forming an effective plan in the early childhood environment. Open relationships and free discussions amongst each other empowers educators to become reflective practitioners and to understand different perspectives (MoE, 1998) By collaborating with parents/ Whanau educators can increase their understanding of the child’s â€Å"thinking and learning, parents and carers become wiser about the child† (Stonehouse, cited in Hanna, 2006, p. 3) and planning becomes more effective and purposeful for the child. Te Whariki states under the principle of Family and Community, â€Å"The wellbeing of children is interdependent with the well-being and culture of local communities and neighborhoods. Children’s learning and development are fostered it the well-being of their family and community is supported. †(MoE, 1996, p. 42) Society is constantly changing, and children grow and change with the community, so educators need to plan for the growth and change. And most importantly the children need to be considered while planning. Children are individuals and their voice needs to be heard. Educators need to be aware of the child’s capabilities, interests and learning needs to provide efficient learning activities that will be effective and enjoyable for the child. â€Å"The purpose of assessment is to give useful information about children’s learning and development to the adults providing the program and to children and their families. † (MoE, 1996 pg. 9) Assessment of the effectiveness of the program and keeping track of the child’s development helps educators to make decisions so effective changes can be made as needed to help the child’s personal progress and learning objectives. Likewise with planning, assessment needs to consider the changes in the community, consider the needs of the child and the parents/whanau to be the most effective for the child’s learning. Evaluation is the final step in the on-going planning of children’s learning. The purpose of evaluation is to make informed judgments about the quality and effectiveness of the program. † (MoE, 1996 Pg. 29) Evaluation is a crucial part of the planning process as it gives educators a chance to assess and evaluate the effectiveness of their program planning and to be better informed for future planning. Educators need to use a range of methods to evaluate the program. This can be done by reflections, regularly updating what works well and monitoring effectiveness, consulting with patents/whanau, and most importantly making appropriate changes. Educators hold the important role of supporting and facilitating each child’s development, one method of facilitating for the child is by recognizing and providing an optimal learning environment. An optimal learning environment is a safe environment specifically designed to facilitate a child’s learning and developmental needs. Educators need to provide time and opportunity for children to respond and experience the world creatively, it also needs to offer exposure to a variety of experience, to be secure and offer stimulating experiences so children can take risks and investigate the world around them safely. Olds (2001) suggests that children need to feel comfortable in their environment for them to explore. Educators need to be vigilant in making sure that each individuals needs are met so the child feels safe and comfortable in the learning environment. Creating an optimal learning environment means educators need to consider the aspects that create this environment. Harris Helm suggests that the overall effectiveness of an early childhood program is dependant on quality of staff, suitable environment, consistent schedules and parent involvement. Another aspect educators need to consider while facilitating learning is the importance of the interpersonal environment. â€Å"Interpersonal environment refers to the relationships established in the environment. † (Planning and Learning, NZTC, 2009, pg 49. ) Educators need to provide an environment that will allow children to learn through responsive and reciprocal relationships with people (MoE, 1996). Children must feel comfortable safe and secure in order to engage in efficient and meaningful learning. Fu (2004) believes that establishing supportive, responsive relationships with children and parents/whanau helps with the development of knowledge, social skills and attitudes and reinforces learning. Building a relationship with the child and their family will help educators to have a clear understanding of the child’s development and the holistic needs of the child. Educators need to engage in constant interactions with parents to gain proper insight into the child’s individual beliefs, rituals, preference and values, so to build a personal and meaningful relationship with the child. Relationships are the heart of learning. By Building a close relationship with the child allows educators to respond sensitively to each child’s needs. By building this Positive and sensitive relationships, research has shown that it enhance a child’s development and is the base of early childhood education. Vygotsky social constructive theory of the Zone of Proximal Development can effectively help educators with providing the best support and to develop strategies to assist the learning and development of the children. The Zone of Proximal Development is described by Vygotsky as â€Å"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peer† (L. S. Vygotsky, p. 86) Vygotsky observed that when an individual was tested on tasks alone, they rarely did as well as when they were working in collaboration with an adult. The process of involvement by the adult enabled them to refine their thinking or their performance to make it more effective. James Atherton, 2009) by observing a child, educators can observe what a child needs individually, find out what is changeling for the child and work collaboratively alongside with the child and develop strategies to help further the child’s learning. From this theory the teaching strategy of Co-construction was developed. Con-construction is described as a â€Å"collabora tive process from which new understanding and concepts emerge. (Planning and Learning NZTC, 2009, Pg. 39)By collaborating together to find new understanding and concepts between the child, peers, and adults can develop strategies to offer new ideas and concepts to activities. Educators have the important role of providing a co-constructive environment by listening to the child, playing with the child, and have an active participation in their learning, to help develop a child’s interests in learning further. Educators also need to encourage children â€Å"to share what they think and know† (Planning and Learning, NZTC, 2009, pg. 39) . â€Å"Planning the curriculum should be a continuing process, involving careful observation, identification of needs and capabilities, provision of resources, assessment and evaluation† (MoE, 1996, p. 8) Observation, planning, assessment, and evaluation is an ongoing process that must be part of a daily routine. Every educator will be different in how they plan, but thru collaboration with colleagues, parents/whanau, the child, and consideration of the community will help educators to plan as effectively as they can for each individual and help them to grow and improve, and learn how to provide children with the best possible environment to learn and develop in.

This property is condemned

This property is condemned Introduction The film This property is condemned† (1966) is a movie that was filmed in Mississippi, America. The movie represents a thirteen-year-old girl called Willie Starr who has been deserted by her parents. Willie recounts for a lad named Tom the sad story of her sister, Star, who took care of her until Alva’s untimely death from lung cancer. From her story, it comes out clear that Willie idolizes Alva and wants to imitate her.Advertising We will write a custom essay sample on This property is condemned specifically for you for only $16.05 $11/page Learn More Unfortunately, since Alva was a prostitute in her mother’s brothel for railway men, Willie naively but firmly believes that the kind of life Alva led is the only true glamorous existence for any lady. Consequently, there is little doubt at the movie’s end that Willie is condemned to assume her sister’s sordid way of life. Lessons to be learned There is more than o ne lesson that can be derived from this film, the first one being that a child emulates the behavior, whether positive or negative, of the older individual around him or her. This can be shown by Willie, who watches Alva’a flirting behaviors and ends up following the same path as Alva is revealed in her conversation with Tom, in which Willie admits to stripping for one Frank Waters and dating five men with responsible jobs (Erskine, Welsh and Tibbetts 353). The endorsement of Alva’s behavior by her mother seems to have also played a big role in Willie’s adoption of the same behaviors. This can be explained when Willie’s mother encourages her daughter Alva to go out with an older man with the aim of fully satisfying their customers. Being a family business, perhaps Willie also picked up the same behaviors believing that they were good for their business. The other lesson is the importance of a complete family in relation to the bringing up of a stable fam ily. Alva’s father had run away when she was a child leaving her mother with the responsibility of looking after the family. Growing up without a father figure could have also greatly contributed to her irresponsible character traits. For as little as a few chocolates and jewels, Alva allows herself to be an object of entertainment for the railway workers. Also, following Alva’s death, Willie becomes a street urchin in her own home as she rummages through garbage for food. The absence of the guidance and love of a father and mother in Alva’s and Willie’s seems to have resulted in the two leaving such irresponsible lives. In any case, the mother is depicted as being unfit to raise her children when she encourages her daughter to sleep with men just to keep them coming back to their bar. Alva’s character traits On examination of Alva’s character, several character traits can be observed. One trait that is clearly displayed is that Alva is a s ly character. This can be seen in the examination of her relationships with those around her. Her manipulative mother is portrayed as encouraging her to marry the wealthy Mr. Johnson but she does not seem to like this arrangement and ends marrying her mother’s lover, JJ, out of spite. Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The story gets interesting when she steals JJ’s valuables and their marriage certificate on the following morning and escapes to New Orleans where her boyfriend Owen lives. Alva’s mother feels betrayed by her marriage to JJ and the day when both Alva and Owen come home provides her with the opportunity to expose the marriage to Owen. Feeling that it she has no way of getting out of the sticky situation, she runs out of the house into the rain and cries out of despair. The other trait that can be associated with Alva is that of mat erialism. Alva is materialistic in that she is ready to engage in any act for small material things such as chocolates and jewels. Point of view The storyline is from Willie’s perspective as she narrates about her family to a boy named Tom, who she had met at the railway tracks (Heintzelman and Howard 304). As she narrates the, it appears that the main focus of her story is on her sister Alva, who by then is deceased. The narration of the story makes some difference in the way the viewers perceive the whole story as it makes them observe the movie from Willie’s perspective. Viewing and listening to the story from one of the character’s point of view makes the audience connect more with the story that if it were to be told by an individual who is not part of the characters. Conclusion This property is condemned† is Willie’s way of explaining her life to the world. In the story, she explains how much she adores her deceased sister from who she has le arned a lot and wants to emulate. However, as she narrates the story Willie seems to notice the problems this lifestyle has put her through and this is well shown at the movie’s end when she admits to Tom that she indeed lives in a condemned house. Erskine, Thomas, Welsh, James and Tibbetts, John. Video versions: film adaptations of plays on video. West Port, CT: Greenwood publishing Group, 2000. Heintzelman, Greta and Howard, Alycia Smith. Critical companion to Tennessee Williams. New York: Inforbase Publishing, 2005.Advertising We will write a custom essay sample on This property is condemned specifically for you for only $16.05 $11/page Learn More

Gettysburge essays

Gettysburge essays The Battle of Gettysburg was fought during the third summer of the war, and definitely proved to be a vital turning point. Although the war lasted until 1865, the Battle of Gettysburg helped decide the overall outcome of the war. The Battle of Gettysburg prompted President Abraham Lincoln to give his now famous Gettysburg Address. This speech, combined with the outcome of the Civil War, eventually led to the ratification of the 13th Amendment, abolishing slavery. The Civil War of the United States of America encountered many turning points, but The Battle of Gettysburg is the most crucial. This war was a contest between the northern Union Army, and the southern Confederate Army. Most wars are comprised of crucial events or turning points that change the tide of the war. The three-day battle at Gettysburg left both sides battered, and exhausted resulting in a crucial moment of the Civil War. The Civil War started in 1860, after the election of President Abraham Lincoln. President Lincoln opposed slavery and the South Carolina Legislature perceived this as a threat. The Legislature held a state convention and voted to remove South Carolina from the Union known as the United States of America. The succession of North Carolina, March of 1861, prompted ten other states to secede. These eleven states eventually formed the Confederate States of America. The Confederate forces attacked Fort Sumter, South Carolina, which housed the Union garrison command, when the fort would not surrender. The battle at Fort Sumter started the Civil War. Many other battles followed, including the Battle of Gettysburg. The setting for day one at the Battle of Gettysburg took place on the morning of July 1, 1863. Forces of the Union Army of the Potomac met up against forces of the Confederate army on the outskirts of Gettysburg and the Battle of Gettysburg began. General Robert E. Lee of the Confederate army commanded almost 75,000 men. ...

The Power of Green Party Essay Example | Topics and Well Written Essays - 2250 words

The Power of Green Party - Essay Example On a greater level, many political parties have been linked with chaos in the country, breakdown in systems that are of benefit to the ordinary citizens, as well as inadequate provision of social services to the citizens. Tracing its roots in 1990s, the party has indeed developed, despite the wrangles and conflicts of interests that might have entangled the process of development of the party. This party is keen on the traditions of the ‘Green politics’ and strongly adheres to social progressivism. In an attempt to understand the place of the Green party in UK, it is vital to note that the party is the largest party in UK, comprising of a number of divisions all over the country. Through the party, Caroline Lucas has emerged as a Member of Parliament, representing Bright Pavilion. Caroline is also the leader of the refined party, who leads the 147 groups of councils, both in England and Wales. Conversely, an understanding of the party’s prominence cannot be unders tood without putting into consideration the fact that, the party has managed to establish good relations with other parties and states, inclusive of Scotland and Ireland. It is almost obvious that it is only through good relations with other parties that a party thrives. ... By 1999, the party had gained momentum in an attempt to ‘sell’ its policies to the common citizens. In this case, the party saw election of two MPs, at that particular year. In the year 2000, the party managed to grab a seat in the House of Commons after the general election. This is an indication of how the party, not only gained popularity, but also was beginning to acquire a huge follow up and prominence in the country. In the contemporary setting the Green party enjoys great prominence in the country (Beetham & Weir, 1999, pp.53). This essay shall aim at evaluating the power of the Green party in Britain by highlighting its policies, and the willingness by its members to push for reforms in the country. 2.0. Body The principles of the Green Party have contributed greatly in the party’s ability to gain prominence in the Britain’s politics. Carter (2007, pp.99) indicates that the core values of Britain‘s Green Party, has led to the party being label ed as a novel and radical party, that is fit in the contemporary politics of the country. From an analysis of the party’s principles, it is obvious that the party is bound to attract a huge follow up on its side. On one angle, the Green Party considers the natural world being the major reason behind existence of the party, and that the human existence cannot exist independently of the natural existence. This is an interpretation of the fact that, the physical resources of a country must at all times be maintained and sustained, so as to survive in the future. In relation to the principle on maintaining sustainability of the environment, as some analysts would put it, the Green Party has claimed its power in the country

Outline Essay Example | Topics and Well Written Essays - 750 words - 2

Outline - Essay Example In other words, I need to address a lifestyle change that is responsive to my desire to curtail irresponsible spending. This question is very important to me because I realize that in order to improve the quality of my life I need to be more budget conscious and more responsible with what I do with my earnings. This is all the more important because my irrational and irresponsible spending impacts not only my own comfort, but the comfort of my family. At this point I am able to admit that I am at worst a compulsive spender, at best, unable to manage my earnings responsibly. I want to make a lifestyle change that reverses this conduct and improves the quality of my life and the lives of my loved ones. In this regard, I have focused my attention on what it is that I need to do to invoke an effective lifestyle change to curtail my spending habits. Current research into the topic of lifestyle changes typically agree that lifestyle change commences with identifying future goals and acknowledging current personal obstacles that can be changed to achieve a successful lifestyle change. McGraw (1999) informs that lifestyle changes begin with a realization that everyone faces challenges but the individual must take sole responsibility for meeting their own challenges (pp. 11-12). In general there are ten life laws for lifestyle changes. They are: becoming one of those that get it; accept that you are responsible for your own life; do that which works; accept what needs to be changed; take positive action; identify your perceptions; take control of your life; dictate how you are treated; be merciful and identify what you want to achieve (McGraw 1999). Markway et al (2003) caution that making lifestyle changes are never easy as it requires commitment, vision and discipline (p. 92). Tracy (2009) maintains that success driven persons are those who think ahead to the future and do not