Impact Of The Digital Millennium Copyright Act On...

Impact of the Digital Millennium Copyright Act on Copyright Enforcement and Fair Use Jean-Paul Muyshondt University of North Carolina Wilmington Abstract The Digital Millennium Copyright Act of 1998 has changed the focus of copyright enforcement away from the act of copyright infringement and toward the act of circumvention of the technologies used to protect the rights of digital media owners. Additionally, the act has had adverse effects that outweigh the benefits that it provides. Key Words: copyright, DMCA, DRM, ethics, fair use, legal/societal impact. 1. Introduction Prior to the 1990s, United States copyright legislation, like the media that it protected, had remained relatively unchanged. The advancement of digital technologies, specifically the advent of the Internet and the increasing ability to easily exchange digital media, prompted a change in copyright law. This change came in the form of the Digital Millennium Copyright Act (DMCA). The act extends the protections given to copyright holders. In order to provide this additional protection, the DMCA also has adverse effects. This paper will explore copyright law in the United States and discuss the positive and negative effects of the DMCA, as well as some of the ethical implications associated with it. 2. Background 2.1. Copyright law prior to 1998 and the need for change Copyright laws in the United States can trace their roots to the Constitution, where Congress was granted the power â€Å"ToShow MoreRelated Copyrights: Intellectual Property and Technology Essay1535 Words   |  7 PagesCopyrights: Intellectual Property and Technology The Government and many other agencies around the world are continuously at work to improve protections for intellectual property rights and the enforcement of intellectual property laws. In today’s age of digital madness, passing legislation and actually enforcing of those laws becomes a very daunting task. However, the protection of intellectual property has both individual and social benefits. It protects the right of the creator of something ofRead MoreUSAs Copyright Law1487 Words   |  6 PagesCopyright Law 1.Copyright law offers copyright holders the exclusive right to reproduce, distribute, and publicly perform copyrighted work (Carnes). The copyright holder has the authority to govern how the copyrighted material is distributed by giving specific permissions in writing. Without a specific written permission, no one has the rights to distribute or sell the copyrighted work. By selling collections that contain the whole program of the copyrighted material, Software of the Month ClubRead MoreA Utilitarian View on Digital Copyrights Essay1386 Words   |  6 PagesIntroduction The rudimentary utilitarian view on copyrights is that they help to support the individuals who generate the creative culture for a society: if there are no legal controls over somebody copying or imitating someone else’s work, then these innovative people will not have enough incentive to continue creating new works (Lemley and Reese, 2004). If this were to truly happen, it would have a negative effect on the entire economy and the overall culture. However the raw material for new creativeRead MoreSopa, Dmca, And Hipaa1708 Words   |  7 Pagesinternet for broad use and public consumption also came with the federal government’s attempts to prevent the theft of personal information. In the late 1990s, President Bill Clinton signed into law two provisions to protect copyright and affordability of healthcare: the Digital Millennium Copyright Act (DMCA) and the Health Insurance Portability and Accountability Act. In 2011, a bill was introduced into the United States House of Representatives called the Stop Online Privacy Act (SOPA) to combatRead MoreOverview of Intellectual Property2017 Words   |  9 PagesIntellectual Property Table of Contents Overview of Intellectual Property 3 Types of Intellectual Property Rights 3 Industrial property 4 Copyright 5 Controversy of Intellectual Property 5 Intellectual Property in the Digital Age 7 No Electronic Theft Act 9 Digital Millennium Copyright Act of 1998 9 Case Study Involving Intellectual Property – Domain Names 9 Conclusion 11 Overview of Intellectual Property The term intellectual property refers to the innovations of the human mind. IntellectualRead MoreIssues of Digital Rights Management (DRM) in India2276 Words   |  9 Pageswell, encrypted. So, when section 65A of the Indian Copyright (Amendment) Act, 2012 was notified , a legal analysis seemed to be pertinent- for this provision, introducing Digital Rights Management (DRM) in India, would indeed have a palpable effect on almost all Indian consumers of digital media. Section 65A of the Indian Copyright (Amendment) Act, 2012 provides legal protection to technological protection measures (or ‘TPM’ e.g. digital locks, encryption), such that the circumvention of suchRead MoreThe Relevance of Fair Use Doctrine in the Digital World6215 Words   |  25 PagesAbstract. Different proposals have been made to restrict the â€Å"fair use† exception in a digital context. Digitization provides tools to detect private digital copying of a protected work and to limit it. This may allow title-holders to prevent practices that have been important for educational and scholarly purposes. Given the power conferred by the technology, â€Å"fair use† exceptions established by the law may become inapplicable and substantially affect access to information, particularly in developingRead MorePrinciples of Information Security Chapter 3 Review1291 Words   |  6 Pageslaw. 4. Which law amended the Computer Fraud and Abuse Act of 1986, and what did it change? The National Information Infrastructure Protection of 1996 amended the Computer Fraud and Abuse Act of 1986. It modified several sections of the CFA Act, and increased the penalties for selected crime. 5. Which law was specifically created to deal with encryption policy in the United States? The Security and Freedom through Encryption Act of 1999. 6. What is privacy in an information securityRead MoreComputer Security and Data Encryption3352 Words   |  13 PagesDRM is a technology that protects digital content via encryption and the access control mechanisms that allow a user to view the digital content. In general, to control what we can and can’t do with the media and hardware we’ve purchased. 1. Historical perspective of DRM The practices of copyright protection and DRM have been around since decades ago. In fact, when the Altair BASIC was first introduced in 1975, the Homebrew Computer Club (a computer hobbyists club) member made unauthorizedRead MoreEssay on Peer to Peer Technology and Copyright6511 Words   |  27 PagesPeer to Peer Technology and Copyright Recently, there has been a series of copyright infringement litigations against Internet businesses that are involved with unauthorized distribution of music files. The US recording industry claims to lose three million dollars per year because of piracy. A report predicted an estimated 16 percent of all US music sales, or 985 million dollars would be lost due to online piracy by 2002 (Foege, 2000; cited from McCourt Burkart, 2003) Even though

Evaluate and Use Information and Communications Technology...

The purpose of this essay is to research a technological toy, I focused on Bee Bots, which I use in my setting, evaluate and critically analyse the effectiveness of that toy in promoting children’s learning. Later I will demonstrate my personal use of ICT and a record of use of Information and Communications Technology (ICT) over a period of one month as a professional role in promoting children’s development in my setting. Finally, I will reflect on my tracking sheet and identify the opportunity to develop ICT in communication with parents. According to Siraj-Blatchford, Whitebread (2003) in supporting children in their development of an early understanding of ICT we are concerned to support them in learning about a wide range of†¦show more content†¦It is available with across curriculum mats to enhance children learning in all area of their development, therefore in my work place we adapt the mats that we already have in our setting and I still feel that we did not use its full potential. So far we used Bee Bot with Alphabet mat, and alphabet flash cards to extend children letter sound recognition and oral language development for children with English as an Additional Language (EAL) to support their listening and recalling skills. Number and shape mat is used to expand children mathematical skills such as counting, number recognition, positional language, shape recognition. Road mat is used to develop children orientation as they need to manipulate, orientate, track and rotate the Bee Bot as well as road s afety skills. Using a Bee Bot also introduce the children to a range of science skills as they interpret design challenges, generate possible solutions, make plans, test and evaluate and modifying the program were necessary (Sprainger, 2007). I founded as well as a number of teachers around the world (see teachers reviews in Appendix C) that Bee Bot are good value for money (manufacture instruction enclose in Appendix B) and the only disadvantage I can find is that after each activity program needs to be cleared in order to reprogrammed again. Although, it is clear that ICT should be used ‘to develop skills across all six areas of learning’ it is the ‘Knowledge and Understanding of the World’ strand aloneShow MoreRelatedThe Statement Of Teaching Philosophy1240 Words   |  5 Pagesand to their professional development. To the extent that my teaching supports content knowledge, but also an approach to learning and thinking about real-world issues, I strive to develop students’ potential so that they might be better students, employees, and citizens. My teaching philosophy is strongly influenced by my professional and educational background, which has been focused on the effects of media and technology on young children, and the role that technology can play as a tool for empoweringRead MoreProgram Planning in Early Childhood Education Essay1553 Words   |  7 Pagesthe diverse early childhood areas. To plan is to set goals and provide quality programmes to help children to learn and to build up good relationships within the service. Ward (2011) discuss the purpose of planning is to provide safe environment of learning that is based on the Te Whariki curriculum. According to the Ministry of Education (1996), it states â€Å"each early childhood education setting should plan its programme to facilitate achievement of the goals of each stand in the curriculum† (p.28)Read MoreHistory of Mass Media1150 Words   |  5 Pageshistorical development of media, including books, newspapers, magazines, radio and TV broadcasting and cinema. Students will be able to trace the emergence of modern media institutions from their historical roots and discuss the impact of social and technological change. This will be able to provide the student with the ability to evaluate issues that are affecting or are likely to affect the media industry. The aim of this module introduces historical perspectives on the development of mass mediaRead MoreEngage in Personal Development in Health, Social Care or Children’s and Young People’s Settings.1450 Words   |  6 PagesEngage in personal development in health, social care or children’s and young people’s settings. 1. Describe the duties and responsibilities of own work role. Healthcare Assistants play a vital role in the care of patients. Working under the direction of more senior healthcare professionals, they take care of the day-to-day needs of patients by providing help with personal care, meals and mobility. A Healthcare Assistant in Schonfeld Square performs many of the following tasksRead MoreCache Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education15197 Words   |  61 PagesAwards in Childrens Care and Education. Published in Great Britain by CACHE Second edition 2008 Third edition 2008 Book Code 500/888/7/V1 Book Code 500/888/7/V3 Publication date September 2008 Publisher Council for Awards in Childrens Care and Education Telephone 0845 347 2123 Fax 01727 818618 Registered Company No: 2887166 Registered Charity No: 1036232 Introduction Please note – This document is intended as guidance and is not mandatory The following document has been developed to support tutorsRead MoreHow A Communication Friendly Environment Change The Way Children Communicate Within The Pre School Setting?1199 Words   |  5 Pagescontemplated and reflected on a range of up to date literature in the area of supporting children’s communication with in early years settings. Research papers and studies have highlighted the link between children’s early communicative performance and their later school attainment. Further to this the influence of the environment has been examined as well as how it can support or negatively affect a child’s communication. In summary the following questions have been raised from completing this reviewRead MoreUsing Video Based Techniques For Children Essay1198 Words   |  5 Pagesconcerning how children use different interaction strategies while being observed with a video camera† (Sparrmann, A, 2005). Similar to this study (Dallis et al., 2011) Sparmann’s study also treated children as participants in construction of the vide-based research material and discuss Danile N. Stern’s (2002) â€Å"reflections of how technology allows researchers to examine splits seconds of small details in human behavior with make- up larger behavioral patterns† Learning stories are widely used techniquesRead MoreUnit 082 Promote Creativity Essay2076 Words   |  9 PagesCreativity and Creative Learning in Young Children. Outcome 1: Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development. 1. Analyse the differences between creative learning and creativity. Creativity involves being imaginative and original. Creative learning is about problem solving. Creative Learning: Creative learning is about how children are actively involved in their own learning and ability to make choicesRead MoreDevelopmental Psychology and National Occupational Standards7627 Words   |  31 Pagesteaching and learning in schools Level 2 Core/Mandatory Units STL1 Provide support for learning activities UNIT SUMMARY Who is this unit for? This unit is for those who support the teacher in providing learning activities. What is this unit about? This unit is about the support provided to the teacher and pupils to ensure effective teaching and learning. It involves agreeing with the teacher what you will do to support planned learning activities, providing the agreed support and givingRead MoreLearning and Social Care Essay examples30870 Words   |  124 PagesCACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their own course materials. You may copy and paste any material from this document; however, CACHE does not accept any liability for any incomplete or inaccurate copying and subsequent use of this information. The use of PDF versions of our support materials on the CACHE website will ensure

Causes of the Showa Restoration Essay Example For Students

Causes of the Showa Restoration Essay Sonno joi, â€Å"Restore the Emperor and expel the Barbarians,†was the battle cry that ushered in the Showa Restoration in Japanduring the 1930’s.Footnote1 The Showa Restoration was a combination ofJapanese nationalism, Japanese expansionism, and Japanese militarismall carried out in the name of the Showa Emperor, Hirohito. Unlike theMeiji Restoration, the Showa Restoration was not a resurrection of theEmperor’s powerFootnote2, instead it was aimed at restoring Japan’sprestige. During the 1920’s, Japan appeared to be developing ademocratic and peaceful government. It had a quasi-democraticgovernmental body, the Diet,Footnote3 and voting rights were extendedto all male citizens.Footnote4 Yet, underneath this seemingly placidsurface, lurked momentous problems that lead to the Showa Restoration. The transition that Japan made from its parliamentary government ofthe 1920’s to the Showa Restoration and military dictatorship of thelate 1930s was not a sudden transformation. Liberal forces were nottoppled by a coup overnight. Instead, it was gradual, feed bya complex combination of internal and external factors. The history that links the constitutional settlement of 1889to the Showa Restoration in the 1930s is not an easy story to relate. The transformation in Japan’s governmental structure involved; thehistorical period between 1868 and 1912 that preceded the ShowaRestoration. This period of democratic reforms was an underlying causeof the militarist reaction that lead to the Showa Restoration. Thetransformation was also feed by several immediate causes; such as, thedownturn in the global economy in 1929Footnote5 and the invasion ofManchuria in 1931.Footnote6 It was the convergence of these external,internal, underlying and immediate causes that lead to the militarydictatorship in the 1930’s. The historical period before the Showa Restoration,1868-1912, shaped the political climate in which Japan could transformitself from a democracy to a militaristic state. This period is knownas the Meiji Restoration.Footnote7 The Meiji Restoration of 1868completely dismantled the Tokugawa political order and replaced itwith a centralized system of government headed by the Emperor whoserved as a figure head.Footnote8 However, the Emperor instead ofbeing a source of power for the Meiji Government, became its undoing. The Emperor was placed in the mystic position of demi-god by theleaders of the Meiji Restoration. Parliamentarians justified the newquasi-democratic government of Japan, as being the â€Å"Emperor’s Will.†The ultra-nationalist and militaristic groups took advantage of theEmperor’s status and claimed to speak for the Emperor.Footnote9 Thesethen groups turned the tables on the parliamentarians by claiming thatthey, not the civil government, represented the â€Å"Imperial Will.† Theparliamentarians, confronted with this perversion of their own policy,failed to unite against the militarists and nationalists. Instead, theparliamentarians compromised with the nationalists and militaristsgroups and the general populace took the nationalists’ claims ofdevotion to the Emperor at face value, further bolstering thepopularity of the nationalists.Footnote10 The theory of â€Å"ImperialWill† in Japan’s quasi-democratic government became an underlyin g flawin the government’s democratic composition. It was also during the Meiji Restoration that the Japaneseeconomy began to build up its industrial base. It retooled, basingitself on the western model. The Japanese government sent outinvestigators to learn the ways of European and Americanindustries.Footnote11 In 1889, the Japanese government adopted aconstitution based on the British and German models of parliamentarydemocracy. During this same period, railroads were constructed, abanking system was started and the samurai system wasdisbanded.Footnote12 Indeed, it seemed as if Japan had successfullymade the transition to a western style industrialized state. Almostevery other non-western state failed to make this leap forward frompre-industrial nation to industrialized power. For example, Chinafailed to make this leap. It collapsed during the 1840s and theEuropean powers followed by Japan, sought to control China byexpropriating its raw materials and exploiting its markets. By 1889, when the Japanese ConstitutionFootnote13 wasadopted, Japan, with a few minor setbacks, had been able to make thetransition to a world power through its expansion of colonialholdings.Footnote14 During the first World War, Japan’s economy andcolonial holdings continued to expand as the western powers wereforced to focus on the war raging in Europe. During the period1912-1926, the government continued on its democratic course. In 1925,Japan extended voting rights to all men and the growth of the merchantclass continued.Footnote15 But these democratic trends, hid the factthat it was only the urban elite’s who were benefiting from thegrowing industrialization. The peasants, who outnumbered the urbanpopulation were touched little by the momentous changes this lead todiscontent in a majority of the populace. During the winter of 1921-1922, the Japanese governmentparticipated in a conference in Washington to limit the naval armsrace. The Washington Conference successfully produced an agreement,the Five Power Treaty. Part of the Treaty established a ratio ofBritish, American, Japanese, Italian, and French ships to the ratiorespectively of 5:5:3:1.75:1.75.Footnote16 Other parts of the FivePower Treaty forced other naval powers to refrain from buildingfortifications in the Pacific and Asia. In return, Japan agreed togive up its colonial possessions in Siberia and China.Footnote17 In1924, Japan cut its standing Army and further reduced the size of theJapanese military budget. It appeared to all that Japan was content torely on expansion through trade instead of military might.Footnote18However, this agreement applauded by the Western Powers, symbolized tomany of the nationalists and militarists that the Japanese Governmenthad capitulated to the West. During the Showa Restoration, ten yearsla ter, these agreements were often cited as examples of where thequasi-democratic Japanese government had gone astray.Footnote19 The time preceding the Showa Restoration appeared at firstglance to be the image of a nation transforming itself into afull-fledged democracy. But this picture hid huge chasms that wereabout to open up with the end of the 1920’s. Three precipitatingcircumstances at the beginning of the 1930’s shattered Japan’sdemocratic underpinnings, which had been far from firm: the downturnin the world economy, Western shunning of Japan, and the independenceof Japan’s military. Thus, the shaky democracy gave way to the ShowaRestoration. This Restoration sought to not only restore the ShowaEmperor, Hirohito to power, but lead Japan into a new period ofexpansionism and eventually into World War II. The first event that put Japan on the path toward the ShowaRestoration was the downturn in the world economy. It wrecked havocwith Japan’s economy. World War I had permitted phenomenal industrialgrowth, but after the war ended, Japan resumed its competition withthe other European powers. This renewed competition provedeconomically painful. During the 1920’s, Japan grew more slowly thanat any other time since the Meiji Restoration.Footnote20 During thistime the whole world was in an economic slump, Japan’s economysuffered inordinately. Japan’s rural economy was particularly hard-hitby the slump in demand for its two key products, silk and rice. Thesudden collapse of the purchasing power of the nations that importedJapanese silk such as America; and the worldwide rise in tariffs,combined to stagnate the Japanese economy.Footnote21 In urban Japan, there were also serious economic problems. Agreat gap in productivity and profitability had appeared between the new industries that had emerged with the industrialization of Japanand the older traditional industries. The Japanese leadership was notattuned to such obstacles and thus was slow to pass legislation todeal with its problems.Footnote22 The Meiji government had supportedits economic planning by claiming it would be beneficial to theeconomy in the long-run. When Meiji government promises of economicgrowth evaporated, the Japanese turned toward non-democratic groupswho now promised them a better economic future.Footnote23 Thenationalist and militaristic groups promised that they would restoreJapanese economic wealth by expanding Japanese colonial holdings whichthe democratic leaders had given up. Children And Art Therapy Essay—Footnote1Ruth Benedict, The Chrysanthemum And The Sword (Boston: HoughtonMifflin Company, 1989) 76. Footnote2Marius B. Jansen Sakamoto Ryoma and the Meiji Restoration (Stanford:Stanford University Press, 1971) 147-164. Marius B. Jansen makes clear in this book that the Meiji Restoration(1868-1912) was a movement centered around returning the Meiji Emperorto power. Only later did the Meiji Restoration come to embody liberalreformism. Footnote3Frank Gibney Japan the Fragile Superpower (New York: Meridian, 1985)158-159. Footnote4Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 121. In 1925universal male suffrage was enacted. Footnote5Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press,1980) 113. Footnote6Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 170-171. Footnote7Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 375-376. During the Meiji Restoration Japan saw itsmission to be to catch up with the already industrialized Westernpowers. Footnote8Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987)125. Footnote9Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 115. Footnote10Edwin O. Reischauer The Japanese Today (Cambridge: Harvard UniversityPress, 1988) 98. Footnote11Frank Gibney Japan the Fragile Superpower (New York: Meridian, 1985)165-166. Footnote12Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 119. During the Meiji Restoration Samurais werestripped of their positions and even prohibited from wearing theSamurai Sword in 1869. Footnote13Frank K, Upham Law and Social Change in Japan (Cambridge: HarvardUniversity Press, 1987) 49. The Japanese constitution was adopted in1889. It set up a British type parliament. The constitution did notprovide the parliamentary government with power over the militarybranch. Footnote14Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 38. At the turn of the century Japan had started itscolonizing effort in China and other parts of Asia. It was theseefforts at Colonization that developed into the Russo-Japanese War(1904-1905). After winning the war Japan continued with even moregusto to snatch up colonies in Asia. Footnote15Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 121. In 1925universal male suffrage was enacted although in most elections ballotswere only made available to the urban elite. Footnote16Edwin O. Reischauer The Japanese Today (Cambridge: Harvard UniversityPress, 1988) 96. Footnote17Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 150. Footnote18James B. Crawley Japan’s Quest For Autonomy (Princeton: PrincetonUniversity Press, 1966) 270-280. Footnote19Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press,1980) 128. Footnote20Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 380-381. In her Book Karel van Wolferen writes, â€Å"TheSuccess of the Meiji oligarchy in stimulating economic development wasfollowed by a further great boost for Japanese industry deriving fromthe First World War. This good fortune came to an end in 1920, and a‘chain of panics’ caused successive recessions and businessdislocation†. Footnote21Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 117. Reischauer makes the point in his book thatexternal factors significantly hurt Japan’s economy. Unlike a nationlike the United States which had vast reserves of natural resourceswhen projectionist trade laws were implemented around the world Japansuffered significantly because it lacked raw materials and markets. Japan’s economy which was guided during the Meiji Era to be primarilyan export based economy. Footnote22Nakamura Takafusa Economic Growth in Prewar Japan (New Haven: YaleUniversity Press, 1983) 151-158. Nakamura Takafusa states that Japanwas growing at vastly different rates between the urban areas andrural areas. Footnote23Frank Gibney Japan the Fragile Superpower (New York: Meridian, 1985)165-166. Footnote24James B. Crawley Japan’s Quest For Autonomy (Princeton: PrincetonUniversity Press, 1966) 270-280. Footnote25David M. Reimers Still the Golden Door: The Third World Comes toAmerica (New York: Columbia Press, 1992) 27. Footnote26Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 128. â€Å"The exclusionof Japanese Immigrants by the United States in 1924 and the growth ofmechanized Soviet Power on the Asian continent all confirmed in theJapanese public eye the impending confrontation with the west.†Testsuo views the rise of Japanese nationalism and militarizationresulting in the Showa Restoration to be to a large degree the faultof the west for its maltreatment of Japan diplomatically. Tetsuo alsoviews the Showa Restoration to be largely caused by external factorsthat in consequence unbalanced the fragile Japanese political system. Footnote27Robert Story The Double Patriots (London: Chatto and Windus, 1957)138. Footnote28Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 380-381. Footnote29Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 114. One of thefamous political leaders of the time Miyake Setsurei called for a newJapan that had â€Å"truth, goodness, and beauty†. Footnote30James Morley Dilemmas of Growth in Prewar Japan (Princeton: PrincetonUniversity Press, 1971) 378-411. Footnote31Peter Duus The Rise of Modern Japan (Boston: Houghton Mifflin, 1976). Many of the nationalists of this period claimed the West had trickedJapan into giving up its colonies in Asia so it could take them. TheNationalists also claimed that renewed Japanese expansionism wouldliberate the Asians of their European Colonizers. Footnote32Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 130. The ImperialWay Faction was a right wing political party that called for the ShowaRestoration. It was lead by Kita Ikki, Gondo Seikei, and Inoue Nissho. Footnote33Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 381-382. Footnote34Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 128. Footnote35Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 138. Historianssuch as Testuo Najita cite this incident as the turning point in themilitary role in Japan. For after this incident the Military realizedthat the parliamentary government did not have the will or the powerto stop the military power. Footnote36Edwin O. Reischauer The Japanese Today (Cambridge: Harvard UniversityPress, 1988) 96. Footnote37Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 171. Edwin O Reischauer writes in his book, â€Å"Therecould be no doubt that the Japanese army in Manchuria had beeneminently successful, The people as a whole accepted this act ofunauthorized and certainly unjustified warfare with whole heartedadmiration†. Footnote38Peter Duus The Rise of Modern Japan (Boston: Houghton Mifflin, 1976)156. The period preceding the Showa Restoration and coming after theMeiji Era is known as the Taisho Era. It is named after the TaishoEmperor who was mentally incompetent and thus the parliamentariansduring this time had control of the government. His reign lasted onlya decade compared to the Meiji Emperor’s 44 year reign. Footnote39Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 171. Footnote40Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 138.

My assignment Essay Example

My assignment Essay My assignment is to reflect on what happens to you cognitively, linguistically, emotionally, and socially as you take part in online discussions(using Blackboard) , and to describe the kind of learning you experienced. It is always good to compare the experience of online discussion with what happens in the regular, face-to-face component of the class. You are to reflect globally on your experiences of the asynchronous discussions. I am interested in your comparison of the online written discussions to the oral discussions we are having in class, to any signs you notice that we are influenced by these written modes when we are in oral mode, whatever, I would expect to see some reference to the ideas we are reading about and discussing in class as you describe your own reaction to engaging in these kinds of discussions.I had three times asynchronous online discussions using blackboard (bulletin board) with my classmate in the semester. We were divided 4group by professor. We didn†™t meet in our classroom on those three days. Next class, we discussed about written discussion during 10minutes. We are to post three comments each day. One comment is to answer about professors’ question and two comments are to reflection about classmate’s comment. I read and post comments that represent a thought, or critical response, or question, or connection to other ideas you’ve formed in the past, in response to one of our reading.For the self-analysis paper, you just need to type up a description of your learning comparing how you learned on the online discussion versus the class discussion.Example: You reflect on how you read the articles in preparation for (or during) the asynchronous discussion.- Do you feel you understand those articles better, less well, or the same when compared to how you prepared for previous regular oral discussion? How would you describe your overall feelings about the asynchronous written discussion we just had (the second one) in terms of the following:a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree of involvement (as defined as psychological engrossment) you feltb.  Ã‚  Ã‚  Ã‚  Ã‚   the degree of enjoyment you experiencedc.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree to which you felt the discussion was useful to your learingMy background:I am an international Ph. D student (Korean).In class:I have been a thinker rather than a talker in most discussions. I don’t like speaking in front of many people. I learn the content I learn in class while listening to others verbalizes their ideas. Sometime, it’s not clear whether I understand certain content, but after listening to others’ personalized examples, it becomes clear.Online discussion:I can read all classmates’s thinking.ALSO, the professor often visited blackboard and she is too responsive to each comment.The attached file is Self-Analysis questionnaire.First, you must check each question of the attached file (questionnaire).Briefly exp lanationSecond, you have to write reflection paper based on the questionnaire and above explanation.First written discussionMy Comment: I never realized that there is so much affective traffic in the â€Å"classroom discussion boulevard.† This research also makes me understand how classroom discussion flows from contextual and personal factors to outputs of the discussion. Classroom discussion is not a simple sharing of thoughts! I have been a â€Å"thinker† rather than a talker in most discussions. I wanted to contribute to group discussions, but it was hard to do. The anxiety of talking in discussion was too high for me even though the student who usually being a talker may enjoy the challenge. So, I would like to raise a question about encouraging discussion. When I was a teacher, I wanted to assist a child to have an opportunity to tell her thought, but the appointed child burst into tears because of tension. I am wondering how I can make a thinker to express his/h er thought freely.Professor: As much as I try to be friendly and encourage MY students to feel comfortable in the discussion whether thinking as you call it or talking, I also have had it where a student started to cry rather than speak. Made me feel bad!I do think there are ways to get students to become more comfortable smaller groups, allow some reflection time, have everyone share what theyre quietly thought about and perhaps written down, giving the quiet student a leading role on a topic she is enthusiastic about, that sort of thing. But you do have to be sensitive and not get into a tug-of-war in the moment just for the sake of forcing the student to speak up!Second written discussionSubject: Constructivist views of learningMy Comment: I would like to talk about the two teachers’ story of â€Å"Expertise as Process.†Ã¢â‚¬Å"A typical day is full of anxiety and boredom,† says Csikszentmihalyi.â€Å"Flow experiences provide the flashes of intense living aga inst this dull background.†Flow occurs when a person skill level is perfectly balanced to the challenge level of a task. I think that the two teachers, Margot and Cynthia, have not so much challenge in their teaching lives because they are quite familiar and have enough skill in their job.How can they experience flow? Because they are in the Boredom area in the Flow chart of Csikszentmihalyi (please see the chart in the hand-out of Sep. 6th), there is two way that they can return to the flow channel. Firstly, they can enjoy if they can reduce their skill level. However, it seems impossible. Hence, the only clue to rescue them from the boredom is to increase the level of challenge. I think two types of challenge may be given to them. The first one is external reward. Promotion or bonus money through their students’ evaluation or academic achievement can be the motivation for the teachers.The second one is intrinsic motivation. I thought that the teachers would be more in volve in their teaching for its own sake if they could monitor the improvement of their students. The teachers can be rewarded internally if students and/or parents wrote thank you letter to them. Moreover, school district should develop some tool that helps teachers monitor their students’ improvement.;Me: Wilcox revealed that teachers have different expectation and treatment between upper middle class children and lower middle class children. Result of Rist and Collin are similar. Do teachers treat students differently by their parents ¿ social economy status or income? The relationship between student’s SES and academic achievement has been recognized as positive. Even though Collins insists that teachers ¿ responses differ by children’s class rather than by their skills, the lower class children of those studies can be classified as low achievement children in general. It means, teacher may treat students differently by their academic achievement, school behavior, and/or background. Looking back my elementary and secondary school years, teachers responded gently students from high SES families. However, some students from low SES families were loved by teachers because they got high achievement in academic tests.Hence, I guess we will have different picture if a research that investigate the different effects of student’s background, academic achievement, and school behavior.;Professor’s comment:   remember that the Rist article (I think thats the one) was reporting that the teachers were assigning the kids to different groups after one week of kindergarten. I know teachers can pick up a lot in one week with a child but that seems pretty fast to have decided who would be in the high, medium, and low reading group! So Panofsky is arguing that yes it may be achievement but the separation occurs too early to have it that the teacher would be going solely on achievement.Your comment raises another thought: So do teacher s, in your experience, ever love students who do average or below average work?Professor’s post: And, I want to add, teachers who are more aware of the fact that its partly a cultural and use of language difference rather than laziness or stupidity will slowly help ALL kids, even those from the majority social class, see that there are these beautiful differences in the world and that our job is to appreciate them all.Have any of you ever been in a position where you felt others were treating in a sense as a member of marked monority? It happened to me once when I went on a job interview and the weird thing is that I felt stupid and I couldnt figure out how to get out of that groove! It was so weird!Me: Dr. S,   I totally agree with you. The children from Low SES families should be given more opportunity than now. It is very important for them and for all. The children have the right to enjoy their school life. However, the children and their teachers have distinct achievem ent goals  Ã‚  under NCLB. Moreover, some kindergarteners should pass unlawfull elementary schools entrance screening. Im wondering how much the teachers can.My classmate: I see many of my excellent friends learned very well and quickly whoever the teachers are. As a non self-motivated student, the first thing I blame when I am not making good performance is the teacher. (What a shame on me!) Information nowadays is easy to access, and everyone has chance to become independent learners. But guiders are still needed to internalize information for learners.Me: Definitely discussion is more ZPD style than workwheets. Not only studnet, but also teacher should be familiar with each others culture. Both culture should be respected in their classroom. However, childrens some practices and customs from a culture should be reviewed and that is educators work. Teachers cultural bias, of course, should be revisited by herself and from any other route. Hence, I think it is not easy to positio n between respecting a culture and providing a new value. My Assignment Essay Example My Assignment Essay Hostel Management System We have two hostels in our Limkokwing University of Creative Technology (LUCT), which consist hostel in faculty and hostel outside of the faculty. These two hostels at present are managed manually by the hostel office. The Registration form verification to the different data processing is done manually. Thus there are a lot of repetitions which can be easily avoided. And hence there is a lot of strain on the person who are running the hostel and software’s are not usually used in this context. This particular project deals with the problems on managing a hostel and avoids the problems which occur when carried manually. Identification of the drawbacks of the existing system leads to the designing of computerized system that will be compatible to the existing system with the system which is more user-friendly and better organized. We can improve the efficiency of the system, thus overcome the drawbacks of the existing system. Advantages of Hostel Management System Student Hostel Management System is useful to perform the complete Hostel Management functionalities of any of the faculty of the university. * Base file Hostel creation, Block creation and Room Facility are defined in master file. * Other Main process such as Room location, Room Change and Room facilities are available in this Hostel Management System. Functional Feature:- * Creation of Building and Block information. * Provision for creating various room types (Single amp; Shared ). Room allotment to the student. * Online vacancy position of the room. * Student leave registers. * Monitoring Visitors and Guest register. * Provision for monitoring the student hostel activities. * Transfer of rooms Review about the current hostel managing system LUCT are using manual way in all their working activities, those activities includes using pen and paper to kept their hostel tenant records, using pen and paper to kept result information’s. We will write a custom essay sample on My Assignment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Inadequate way of interaction with their students and management:- The way that the student is booking and canceling the hostel for every semester seems to be totally outdated and from the LUCT point of view is time consuming and not economically because if student needs to view their status on hostel, no matter how the far is, he must walk in to the management and make a cash payment for booking, which will cost them a lot of transport money and waste their time, and the poor thing here is some times the students may come from far away for them to booking the hostel room. Project Goals and Objectives As our main objective is providing LUCT an online hostel management system, we define some sub-objectives which will give clearer, fastest responds and make hostel file maintenance perfect. Those sub-objectives as follow: 1. Allow students to reserve their rooms from anywhere in the world. 2. Make payments via online. 3. Checking their room status via online. 4. Withdraw a room request online. 5. Maintain their hostel accounts via online. Project Scope The system will be finish in December 2010, and will be in use from January 2011. We will link this system with current student portal of Limkokwing, where we can restrict unknown users. After implementation of this system, for students who applying from overseas, Registry will give their student ID number earlier where a overseas student can book or reserve his hostel from his country in order to reduce trouble after he arrived to Limkokwing. This system will give accurate reports whenever administer needs and also it will provide some data like how many students are currently staying in hostel and clear view of hostel location for new student’s satisfaction. My assignment Essay Example My assignment Essay My assignment is to reflect on what happens to you cognitively, linguistically, emotionally, and socially as you take part in online discussions(using Blackboard) , and to describe the kind of learning you experienced. It is always good to compare the experience of online discussion with what happens in the regular, face-to-face component of the class. You are to reflect globally on your experiences of the asynchronous discussions. I am interested in your comparison of the online written discussions to the oral discussions we are having in class, to any signs you notice that we are influenced by these written modes when we are in oral mode, whatever, I would expect to see some reference to the ideas we are reading about and discussing in class as you describe your own reaction to engaging in these kinds of discussions.I had three times asynchronous online discussions using blackboard (bulletin board) with my classmate in the semester. We were divided 4group by professor. We didn†™t meet in our classroom on those three days. Next class, we discussed about written discussion during 10minutes. We are to post three comments each day. One comment is to answer about professors’ question and two comments are to reflection about classmate’s comment. I read and post comments that represent a thought, or critical response, or question, or connection to other ideas you’ve formed in the past, in response to one of our reading.For the self-analysis paper, you just need to type up a description of your learning comparing how you learned on the online discussion versus the class discussion.Example: You reflect on how you read the articles in preparation for (or during) the asynchronous discussion.- Do you feel you understand those articles better, less well, or the same when compared to how you prepared for previous regular oral discussion? How would you describe your overall feelings about the asynchronous written discussion we just had (the second one) in terms of the following:a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree of involvement (as defined as psychological engrossment) you feltb.  Ã‚  Ã‚  Ã‚  Ã‚   the degree of enjoyment you experiencedc.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree to which you felt the discussion was useful to your learingMy background:I am an international Ph. D student (Korean).In class:I have been a thinker rather than a talker in most discussions. I don’t like speaking in front of many people. I learn the content I learn in class while listening to others verbalizes their ideas. Sometime, it’s not clear whether I understand certain content, but after listening to others’ personalized examples, it becomes clear.Online discussion:I can read all classmates’s thinking.ALSO, the professor often visited blackboard and she is too responsive to each comment.The attached file is Self-Analysis questionnaire.First, you must check each question of the attached file (questionnaire).Briefly exp lanationSecond, you have to write reflection paper based on the questionnaire and above explanation.First written discussionMy Comment: I never realized that there is so much affective traffic in the â€Å"classroom discussion boulevard.† This research also makes me understand how classroom discussion flows from contextual and personal factors to outputs of the discussion. Classroom discussion is not a simple sharing of thoughts! I have been a â€Å"thinker† rather than a talker in most discussions. I wanted to contribute to group discussions, but it was hard to do. The anxiety of talking in discussion was too high for me even though the student who usually being a talker may enjoy the challenge. So, I would like to raise a question about encouraging discussion. When I was a teacher, I wanted to assist a child to have an opportunity to tell her thought, but the appointed child burst into tears because of tension. I am wondering how I can make a thinker to express his/h er thought freely.Professor: As much as I try to be friendly and encourage MY students to feel comfortable in the discussion whether thinking as you call it or talking, I also have had it where a student started to cry rather than speak. Made me feel bad!I do think there are ways to get students to become more comfortable smaller groups, allow some reflection time, have everyone share what theyre quietly thought about and perhaps written down, giving the quiet student a leading role on a topic she is enthusiastic about, that sort of thing. But you do have to be sensitive and not get into a tug-of-war in the moment just for the sake of forcing the student to speak up!Second written discussionSubject: Constructivist views of learningMy Comment: I would like to talk about the two teachers’ story of â€Å"Expertise as Process.†Ã¢â‚¬Å"A typical day is full of anxiety and boredom,† says Csikszentmihalyi.â€Å"Flow experiences provide the flashes of intense living aga inst this dull background.†Flow occurs when a person skill level is perfectly balanced to the challenge level of a task. I think that the two teachers, Margot and Cynthia, have not so much challenge in their teaching lives because they are quite familiar and have enough skill in their job.How can they experience flow? Because they are in the Boredom area in the Flow chart of Csikszentmihalyi (please see the chart in the hand-out of Sep. 6th), there is two way that they can return to the flow channel. Firstly, they can enjoy if they can reduce their skill level. However, it seems impossible. Hence, the only clue to rescue them from the boredom is to increase the level of challenge. I think two types of challenge may be given to them. The first one is external reward. Promotion or bonus money through their students’ evaluation or academic achievement can be the motivation for the teachers.The second one is intrinsic motivation. I thought that the teachers would be more in volve in their teaching for its own sake if they could monitor the improvement of their students. The teachers can be rewarded internally if students and/or parents wrote thank you letter to them. Moreover, school district should develop some tool that helps teachers monitor their students’ improvement.;Me: Wilcox revealed that teachers have different expectation and treatment between upper middle class children and lower middle class children. Result of Rist and Collin are similar. Do teachers treat students differently by their parents ¿ social economy status or income? The relationship between student’s SES and academic achievement has been recognized as positive. Even though Collins insists that teachers ¿ responses differ by children’s class rather than by their skills, the lower class children of those studies can be classified as low achievement children in general. It means, teacher may treat students differently by their academic achievement, school behavior, and/or background. Looking back my elementary and secondary school years, teachers responded gently students from high SES families. However, some students from low SES families were loved by teachers because they got high achievement in academic tests.Hence, I guess we will have different picture if a research that investigate the different effects of student’s background, academic achievement, and school behavior.;Professor’s comment:   remember that the Rist article (I think thats the one) was reporting that the teachers were assigning the kids to different groups after one week of kindergarten. I know teachers can pick up a lot in one week with a child but that seems pretty fast to have decided who would be in the high, medium, and low reading group! So Panofsky is arguing that yes it may be achievement but the separation occurs too early to have it that the teacher would be going solely on achievement.Your comment raises another thought: So do teacher s, in your experience, ever love students who do average or below average work?Professor’s post: And, I want to add, teachers who are more aware of the fact that its partly a cultural and use of language difference rather than laziness or stupidity will slowly help ALL kids, even those from the majority social class, see that there are these beautiful differences in the world and that our job is to appreciate them all.Have any of you ever been in a position where you felt others were treating in a sense as a member of marked monority? It happened to me once when I went on a job interview and the weird thing is that I felt stupid and I couldnt figure out how to get out of that groove! It was so weird!Me: Dr. S,   I totally agree with you. The children from Low SES families should be given more opportunity than now. It is very important for them and for all. The children have the right to enjoy their school life. However, the children and their teachers have distinct achievem ent goals  Ã‚  under NCLB. Moreover, some kindergarteners should pass unlawfull elementary schools entrance screening. Im wondering how much the teachers can.My classmate: I see many of my excellent friends learned very well and quickly whoever the teachers are. As a non self-motivated student, the first thing I blame when I am not making good performance is the teacher. (What a shame on me!) Information nowadays is easy to access, and everyone has chance to become independent learners. But guiders are still needed to internalize information for learners.Me: Definitely discussion is more ZPD style than workwheets. Not only studnet, but also teacher should be familiar with each others culture. Both culture should be respected in their classroom. However, childrens some practices and customs from a culture should be reviewed and that is educators work. Teachers cultural bias, of course, should be revisited by herself and from any other route. Hence, I think it is not easy to positio n between respecting a culture and providing a new value.

Philosophical and Theoretical Analysis of “Terrorism and the Politics of Fear” by David L. Altheide The WritePass Journal

Philosophical and Theoretical Analysis of â€Å"Terrorism and the Politics of Fear† by David L. Altheide Philosophical and Theoretical Analysis of â€Å"Terrorism and the Politics of Fear† by David L. Altheide (a) Identify the philosophical or theoretical perspective underlying the research. The events of September 11th 2001 caused terrorism to become central to the social landscape of the contemporary world. It was not only terrorism in itself that became an important issue, but also the changing rhetoric and ideas involving terrorism around the globe. In his content analysis of US newspapers, Altheide focused on the ongoing dialogue characterising terrorism as something to be feared by the American people. The main hypothesis is summarised by Altheide as follows:   Ã¢â‚¬Å"The terms crime, victim and fear are joined with news reports about terrorism to construct public discourse that reflects symbolic relationships about order, danger, and threat that may be exploited by political decision makers.† (Altheide 2006: pp. 416). The inference here is that the three terms at hand represent fairly negative social concepts which are familiar to the US audience at large. Altheide posits that associating these concepts with terrorism was politically beneficial for a government who were trying to justify a ‘war on terror’ in the Middle East in that it defined the idea of terrorism in very immediate, negative terms. Considering social realignment and redefinition of fundamental concepts in this way is a very subjectivist mode of study (Benton Craib 2001). The idea that social concepts like terrorism are innately subjective and relative can be traced back to the roots of subjective sociological study: Durkheim posited that such concepts are defined and redefined by their relationship to other concepts and should be studied and viewed in terms of these relationships (1982 [1895]). The aim of this mode of comparative study is that subjective facts could be studied in comparison to each-other rather than in comparison to the bias of the researcher, this arguably allows for an objective scientific study of highly subjective social concepts (Collins 1975). Such an approach is evident in Altheide’s study of the social concept of terror. The concepts at hand are studied in the context of their presentation by the mass media in order to reach a conclusion regarding the way in which the press act to build consent for interventionist political ends. This conclusion makes comparisons with Herman and Chomsky’s (1988) propaganda mode of political economy almost unavoidable. The early Marxian model of ruling classes and ruling ideas in the German ideology (1932) is also relevant to the conclusion. Both of these models see distinctive elites subjectively redefining concepts and presenting them as banal and objective truths to be accepted by the masses in a model of elitist social constructionism (Berger Luckman 1967).   This subjective, constructionist perspective seems to be very much the theoretical basis of Alheide’s work as evidenced below. (b) Show how the philosophical or theoretical perspective informs the research design and conclusions. Altheide states his methodology as a qualitative content analysis of media coverage of terrorism: He attempts to track and situate the discourse around it in relation to the words fear, crime and victim, and how they are â€Å"joined with news reports about terrorism to construct public discourse which reflects symbolic relationships about order, danger, and threat that may be exploited by political decision makers.† (Altheide 2006, pp. 422). This illustrates the critical link between Durkheim’s (1982) situated subjective concepts and the terms being qualitatively assessed. It also illustrates the constructionist view of the pursuits of ‘political decision makers’ taken by Altheide.   Further to this Altheide acknowledges the dynamic nature of the subjective concepts he handles by deciding to compare the newspapers’ discourse in the eighteen months preceding September 11th to the discourse in the 18 months immediately following it in order to track the change in consideration of terrorism as a concept. Social constructionism holds that society is built, defined, rebuilt and redefined to a greater or lesser degree by all of the actors and agencies which constitute it based on definition and situation of concepts.   Recently more and more consideration has been given to the powerful elites in society and their relatively greater contribution to these concepts and how they work in society, politics and the media are two such elites (Wanda 2003). In Altheide’s case the study leads him to conclude that American society has been redefined as a group of victims on a large scale. Further to this he posits that this new definition leads to increased reliance on American institutions and decreased criticism of them. The eventual effect of this is that security institutions can overstep previous boundaries and justify the kind of mission creep that would have been unacceptable before 9/11. This conclusion reads soundly with Herman and Chomsky’s (1988) model of media based political economy. The fact that the focus is on the newspapers’ handling of the issues rather than the discourse of the politicians themselves indicates that the as well as the conclusion research is informed by Herman and Chomsky’s model rather than a more directly government-focused idea which might have had more immediate but less incisive results. Chomsky has already applied this rhetorical position to the context of 9/11 albeit loosely (Chomsky 2001) he concludes similarly to Altheide: â€Å"In short, the crime is a gift to the hard jingoist right, those who hope to use force to control their domains†. In other text he has called for and supported the work of others in applying his and Herman’s model to this context (e.g. Herring and Robinson 2003), whether Altheide heeded this call in designing his research or whether it was a happy coincidence is unknown. Wha t is known is that the conclusions support Chomsky’s earlier reading, but to what degree is the research theoretically effective? This is considered below. (c) Critically assess the adequacy of the research in terms of its philosophical or theoretical perspective.    The selection of qualitative content analysis over quantitative methods is an obvious choice for a researcher looking to subjectively analyse a concept in terms of how it relates to other ideas, this is because by its very nature qualitative content analysis considers the context of words in a text (Krippendorf 2004 Ch2: Conceptual Foundation). This research methodology is inherently relative and subjective; by contrast it would be very challenging to construct an essentialist qualitative content analysis. If terrorism is to be considered from a subjective point of view, tracking the discourse relating to it comparatively before and after a major definitive terrorist event allows solid insight into the changing definition of the concept. The hypothesis that the definition of the concepts at hand has changed can only be proved through a comparative, long term analysis identifying the concept’s relation to other ideas. Just as comparison of two media sources will reveal differences in their handling and definition of a subject, so comparison of two time periods will reveal changes in definition and handling of subjects over time (Riffe et al. 2008). The same newspapers and magazines were used throughout, a basic step which ensures representative constancy throughout the time period in question allowing firmly based comment on the changes in approach. The selection of these newspapers and magazines to provide a definitive, representative cross section of the US press is important to Altheide’s theoretical stance and is acknowledged as such in the study methodology (pp. 422). Altheide’s hypothesis that press and media elites were constructing ‘rhetorics of fear’ for the American public in general requires consideration of a representative portion of the media in question read by a representative portion of the American public, to achieve this a range of large scale sources with large readerships were the focus of the research. This ensures that the sources in question have the descriptive power which Herman and Chomsky saw as central to their role in the political economy (1988), as well as providing a numerically representative audience. The search policies and protocols used by Altheide are based on the words fear, victim, crime and terrorism. These words are not simply searched for in terms of their occurrence in isolation, instead articles with these words â€Å"in various relationships or within several words of each-other† (pp. 422) were selected and analysed in context with particular attention to the relationships themselves. This is important from the theoretical standpoint of sociological subjectivism and constructionism as it provides a socially defined context for the concept of terrorism in terms of relevance to other social concepts. The identification of the major newspapers as definers, their large audiences as receivers and the politicians as profiteers provides a very solid basis for Altheide to create an account of the socially constructed political economy being considered. Questions have been raised about the limits of qualitative inquiry where subjective definitions are concerned (Krippend orf 2004), however these remain unanswered. Although not perfect, Altheide’s work is a representative and rational example of subjective, constructionist research into media politics. (d) Offer an alternative interpretation of the research findings and/or an alternative research design based on a different philosophical or theoretical perspective. In his conclusion Altheide reads the situation in a way which follows rationally from his results, but in a way which is very focused on the press as a creator of concepts, he makes a number of important critical statements: Firstly that the media is at least partly responsible for defining social concepts which affect the views and actions of the American public. Secondly that this was done by linking concepts to create definitions where there were none before. Thirdly that the political elite profited from this in that it helped them gain public compliance. And lastly that this relationship was, to some degree at least, consciously created â€Å"by a compliant press [who] stressed fear of terrorism† (pp. 425). This reading is based on the evidence that after 9/11 press coverage of terrorism changed to create a rhetoric of a crime against the united states, which had identifiable perpetrators (terrorists) and identifiable victims (the US public) and which the government could prevent in future.   This is an unavoidably partisan view, the government are characterised by the press as a white knight and the terrorists as the evil enemy. As Chomsky (2001) commented this is not an objective truth but a subjective illustration and Altheide analyses it as such. However the subjective illustration does not necessarily have to be considered in terms of its origin from a social construction of subjective ideas. It can equally be seen as a reaction to real events, based on empirically defined human nature. This reading can be summarized in four comparative critical statements which contrast with the summary of Altheide’s laid out above. Firstly the media are a fundamental means of reacting to events in coordination or contention with others, a social product of human nature (Kueter 2005: Ch 9). Secondly that the concepts with which they deal, such as fear and will to power are equally natural and equally innate in the human condition, they are not socially constructed, their application is the only thing that is defined by their context. On the third point there is some agreement, the political elite did profit by virtue of being able to control the context in which the ideas were applied, they did not control the ideas themselves. Ironi cally, Noam Chomsky’s critical redefinition of 9/11 (2001) can be used as proof of this theory in opposition to his own, if the government and the media had had definitive control over the concept of terrorism Chomsky would have been unable to define it separately as a rational reaction. His redefinition arguably shows that there is an essential definition of terrorism outside of what the media creates.   Lastly, it is natural that any kind of human interaction is defined by its support of or opposition to the status quo, agreement and disagreement are the basis of all critique (Kueter 2005). That the US press and government are in support of each-other is unsurprising given that they both represent the public of the country which suffered a very public attack. In this way the conclusion becomes one of natural constants such as group solidarity and Nietzsche’s will to power, rather than of subjective manipulation and relativity. Conclusion    Bibliography Altheide, D. L. (2006) ‘Terrorism and the Politics of Fear’ Critical Methodologies 6 (4) pp. 415-439 Benton, T. and Craib, I. (2001) Philosophy of Social Science. Basingstoke: Palgrave Berger, P. L. Luckmann, T. (1967) The Social Construction of Reality New York: Anchor Chomsky, N. (2001) On the Bombings [viewed online 20/12/2011] Zmag [available from:] nodo50.org/csca/agenda2001/ny_11-09-01/chomski-eng.html Collins, R. (1975). Conflict Sociology: Toward an Explanatory Science. New York: Academic Press Durkheim, E Halls, W. D. (Ed) (1982 [1895]) Rules of the Sociological Method   New York: Free Press Herman, E. S. Chomsky (1988) Manufacturing Consent: The Political Economy of the Mass Media New York: Pantheon Books Herring, E Robinson, P (2003) â€Å"Too Polemical or Too Critical? Chomsky on the study of the news media and US foreign policy† Review of International Studies 29 pp. 553-568 Kueter, R (2005) â€Å"Politics, Business and the Media† in. The State of Human Nature Lincoln: IUniverse Krippendorf, K. (2004) Content Analysis: An introduction to its methodology Thousand Oaks: Sage Marx, Karl (1932) ‘Ruling class and ruling ideas’ in The German Ideology, pp. 64-68. Wanda, R.E. (2003)   The Contributions of Social Consructivism to Political Science [viewed online 29/12/2011] Analyst network [available from:] analyst-network.com/articles/190/ThecontributionsofSocialConstructivisminPoliticalScience.pdf

How To Say Both in Spanish

How To Say Both in Spanish There are various ways of expressing the idea of both in Spanish. Translating Both Meaning Too Most of the time, both simply means two and functions as an adjective or pronoun. In such cases, you can translate both as either ambos (ambas in the feminine) or los dos (las dos in the feminine). The two terms are almost interchangeable; ambos is somewhat more formal. Here are some examples: Los dos se abrazaron. (Both hugged each other.)Las dos cartas escritas desde Calabria reflejan la misma bondad. (Both letters written from Calabria reflect the same kindness.)A los dos nos duele la cabeza si tenemos hambre. (Both of us have a headache if were hungry.)Los dos là ­deres de Al Qaeda ms buscados en Irak murieron durante una operacià ³n militar. (Both of the most-wanted leaders of Al-Qaida in Iraq died during a military operation.)Ambos creyeron poder demostrar la existencia de Dios. (Both believed they could demonstrate the existence of God.)Me gustarà ­a mucho leer ambos libros. (I would very much like to read both books.)Ambas dijeron que no volvern nunca ms al Perà º tras esta amarga experiencia. (Both said they would never return to Peru after this bitter experience.)Ambas opciones son buenas, y a veces no prefiero ninguno. (Both options are good, and sometimes I dont prefer either one.) Note that in each of the above examples, ambos or los dos also could have been translated as two or the two. Translating the Emphatic Both There are many cases where both isnt the equivalent of two, usually when it is used for emphasis. Theres no one set way to express the concept; you need to look at the sentence to determine the context and develop a translation in that way. Here are some examples; note that the translations given arent the only ones possible: El aprendizaje es una asociacà ­Ãƒ ³n en el cual tanto el maestro como el estudiante juegan un papel dinmico.  (Learning is a partnership in which both the teacher and the student play a dynamic role.  Here, both adds emphasis, indicating that the teacher, as well as the student, play a role.)Queremos comprar una casa grande y adems barata. (We want to buy a house that is both big and cheap. The use of both suggests that the two qualities normally dont go together and thus adds emphasis. Here, adems, which usually means also, fulfills a similar function.)Pablo y Raà ºl tienen sendos hematomas que estn siendo tratados. (Pablo and Raà ºl both have bruises that are being treated. Both is used here to clarify that each of the victims, not just one of them, is bruised. Sendos is an always-plural adjective often translated as respective or his or her own and is used here to provide a similar meaning. Sendos or sendas can also refer to more than two.)Hubo errores de uno y otro lado e n el conflicto. (There were errors on both sides of the conflict. Both is used to emphasize the existence of a contrast, which uno y otro also does.) No es posible perder peso y comer lo que te gusta al mismo tiempo. (It isnt possible to both lose weight and eat everything you want. Both here suggest that two actions are being done simultaneously. Al mismo tiempo means at the same time.) Translating Common Phrases With Both At least English phrases or idioms with both have Spanish equivalents. Both sides, when referring to opposing sides of an argument or position, can be translated idiomatically with las dos campanas, which means literally both bells. Siempre oigo las dos campanas antes de hacer un juicio. (I always listen to both sides before making a judgment.)Creo que nuestros servidores pà ºblicos no escuchan las dos campanas. (I believe our public servants arent listening to both sides.) The best of both worlds can be translated literally as lo mejor de dos mundos or loosely as lo mejor de cada casa (literally, the best of each house). Este vehà ­culo ofrece lo mejor de dos mundos, la deportividad de un coupà © y la espaciosidad de un SUV. (This vehicle offers the best of both worlds, the sportiness of a coupe and the space of an SUV.)Brasil es in paà ­s multicultural que tiene lo mejor de cada casa. (Brazil is a multicultural country that has the best of both worlds.

Evaluate the role of the internet for a college student Essay

Evaluate the role of the internet for a college student - Essay Example Internet has become increasingly essential to virtually everyone in the worldpeople try to become one global village.Internet has proved to be of a great significance to college peers and it has become a part of their daily lives. Internet assists students as they go on with their studies and researches. Due to the wide range of information present in the internet, it makes it easy for students to conduct research using internet libraries such as Proquest, Ebsco, and Emerald Insight among others. For instance, a student may have a task of doing a research on topic in which they cannot interact with the subject of research due to geographical or financial constraints. Professionals have concluded that, â€Å"Internet is a wide range of supporter by providing all contacts requirements and all types of information, searching facilities with its various digital tools† (Isman Web.). By visiting the internet, the student may gather vital information that will assist the student in t he research about the topic. Due to rapid advances in technology, experts came up with an internet learning programs that enable an individual to learn at the place of their comfort.For instance, e-learning has made it possible for students across the world to learn through virtual classes. Internet is now a common and globally used medium of communication. This makes the students keep in touch with the significant partieswho are of substantial help to them. Incase a student has some query it is easier to contact someone who will help them sort out the issue at hand through the internet.For instance, the student may contact tutorsor friends who may help in solving an academically related issue.Communication platforms such as Skype, Facebook video calling, and Google+ among others have made it possible to video conference. Students can take advantage of such communication platforms to enhance their studies through collaboration with other students and education experts across the wor ld. Certainly, â€Å"Internet has become such an integral part everywhere and a potent communication tool† (Kashif-Ur-Rehma et al 48).This is evident through social media whereby students are able to gather vital information from different parts and from different individuals around the world, which might be of great assistance to the student. Due to the purposes of relaxation, internet offers a wide range of services to facilitate the student as they relax after their studies. Internet games, music, videos, and other forms of entertainmentare widely available in the internet. Whereas such forms of entertainment can be potentially damaging, wise use of internet entertainment can be of great use to students. Games such as chess and scramble, helps the students in sharpening their brains. For instance playing chess, which is considered as the game for genius, may improve ability to focus and think critically.There are games such as crosswords or Sudoku, these games helps to the student to construct vocabularies thus making it easier for them to comprehend easily what they are taught. Whereas the world has increasingly become busy, parenting has become equally challenging. Students more often than not opt to use internet as solution finder to most of social and personal issues such as relationships. It is argued, â€Å"Teens may be too embarrassed to seek information on sex from parents†

Bride of Frankenstein by James Whale Movie Review

Bride of Frankenstein by James Whale - Movie Review Example However, in spite of all these furious actions by the monster, several critics of the film find the monster to be a sympathetic figure and a reflective analysis of the character proves that the monster incorporates compassionate elements along with the apparent condemnable features. Bride of Frankenstein, unlike the original Frankenstein movie, depicts the story of the Shelley novel almost exactly and the monster in this film version has a compassionate appearance. "While in Frankenstein he was a murderous vengeful creature, the sequel presents a Monster the audience can sympathise with, thus bringing him much closer to Mary Shelley's original concept In one of them the Monster saves a girl from drowning and is 'rewarded' with being shot in the arm." (Bride of Frankenstein) There is a view that the monster does not deserve the kind of treatment it gets at the hands of the critics as there is nothing unnatural about the character.

A modest proposal Essay Example for Free

A modest proposal Essay Swift also incorporates the use of gruesome details delivered in a pleasant voice, an example of this is, the skin of which, Artificially dressed, will make admirable Gloves for Ladies. This challenges the readers beliefs between right and wrong, and makes him think of how horrible and cruel they are to the Catholics. It does this because the idea of making anything with parts of a human is horrible, and to make something associated with the rich, Gloves for Ladies makes it even more horrible that they dont want to relate to the narrator, who is someone like them. We also see this when he says, particularly Weddings and Christenings. Here, the narrator suggests eating babies at Christenings, which is sickening and goes against any human feelings. He uses this to makes the reader aware that this problem is getting out of hand, and makes the reader realise that is something should be done soon or the problem will escalate to something as sickening as eating babies. This technique desensitises and spoils the readers expectations, and the fact that they are shocked makes them question the fact that they have associated with the narrator in the first place. Another technique Swift uses is entirely unacceptable suggestions made as if acceptable. An example of this is, A Child well Nursed is at a year Old a most delicious, nourishing and wholesome Food. This unexpected exaggeration of detail stuns the reader and makes him think how sick and twisted the narrator is. He then realises that the narrator is Protestant, and how Swift is mocking them and therefore becomes aware of how badly the Catholics are being treated. Another example of this is when he says, I rather recommend buying the Children alive, and dressing them hot from the Knife, as we do roasting. This technique changes the perceptions of the reader because it gives them a twisted image of something that would normally sound appetizing (when roasting a meat), and who up to this point has identified with the narrator, and encourages the reader to think of alternatives to solve the problem, that are moral and justified. Swift also includes some truth, to show how the Catholics are living and being treated. An example of this is when he says, they are every Day dying, and rotting, by cold, and famine, and filth, and vermin. This use of truth creates feelings for the Catholics and makes the reader understand their position. These subtle digs at the affluent Protestants tell the reader they are to blame, this is shown when he says, for Landlords, who as they have already devoured most of the Parents. This shows the mistreatment of the Catholics because they make them seem like murderers, something a high-class person would hate, and makes the reader realise of this and object to the idea. A Modest Proposal has been written with two levels of meaning. The first is that Swift adopts a persuading false act, which is shown through the narrator, but reveals true anger and disgust at the indifferent attitude of landowners the rich and religious Protestants and the intolerance of his time. Swifts use of satirical techniques shows us what was happening at his time through a very different approach. He uses this approach to surprise and mock the readers, which is much more effective, because it makes the readers realise by comparing their ideas to horrible ones that they are in the wrong. This also makes the reader listen and realise better than just a pamphlet saying how bad the Protestants are. The use of satire helps people understand better, through a more enjoyable way and addresses the problem in a more empathetic way. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Jonathan Swift section.

A Comparison between Christopher Boone and Raymond Babbitt Essay

A Comparison between Christopher Boone and Raymond Babbitt Asperger ´s disorder is not a disease, but a developmental brain disorder. It is four times more prevalent in boys than in girls and it shows no racial, ethnic or social boundaries. Family income, lifestyle and educational levels do not affect the chance of Asperger ´s disorder's occurrence. According to Hans Asperger: It is important to know that the person with AS perceives the world differently. Therefore, many behaviours that seem odd are due to those neurological differences and not the result of intentional rudeness or bad behaviour. Both Christopher Boone, from the novel The Curious Incident of the Dog in the Night-Time, and Raymond Babbitt, from the movie Rainman, suffer from Asperger ´s disorder. They have several characteristics in common: they are both autistic savants with impaired social interaction, problems with verbal and non-verbal communication, and restricted, repetitive patterns of behaviour, interests and activities. Moreover, Christopher and Raymond are similar in that they are both autistic mathematical savants. According to the Wikipedia free dictionary: An autistic savant, historically described as an idiot savant, is a person with both autism and savant syndrome. Savant syndrome describes a person having a developmental or mental handicap of some sort with extraordinary mental abilities not found in most people. Christopher?s mathematical interests are reflected in his numbering his chapters strictly with prime numbers, ignoring composite numbers, such as 4 and 6. He is also the first student to take an A level in Maths and to get an A grade at his school. Christopher has a photographic memory and is extremely observant. Similarly, Raymond ... .... Like Christopher, he also tries to find a pattern which will enable him to make sense of his world. All in all, although there are some superficial differences between Christopher and Raymond, there are quite a number of important similarities. They share the lack of demonstrated empathy, encompass preoccupation with restricted patterns of interests and have an inflexible adherence to specific routines. Furthermore, they exhibit exceptional skills in Maths. From my point of view, most individuals with AS can learn to cope with their differences, but may continue to need moral support and encouragement to maintain an independent life. Researchers and people with AS have contributed to a shift in attitudes away from the notion that AS is a deviation from the norm that must be treated or cured, and towards the view that AS is a difference rather than a disability. A Comparison between Christopher Boone and Raymond Babbitt Essay A Comparison between Christopher Boone and Raymond Babbitt Asperger ´s disorder is not a disease, but a developmental brain disorder. It is four times more prevalent in boys than in girls and it shows no racial, ethnic or social boundaries. Family income, lifestyle and educational levels do not affect the chance of Asperger ´s disorder's occurrence. According to Hans Asperger: It is important to know that the person with AS perceives the world differently. Therefore, many behaviours that seem odd are due to those neurological differences and not the result of intentional rudeness or bad behaviour. Both Christopher Boone, from the novel The Curious Incident of the Dog in the Night-Time, and Raymond Babbitt, from the movie Rainman, suffer from Asperger ´s disorder. They have several characteristics in common: they are both autistic savants with impaired social interaction, problems with verbal and non-verbal communication, and restricted, repetitive patterns of behaviour, interests and activities. Moreover, Christopher and Raymond are similar in that they are both autistic mathematical savants. According to the Wikipedia free dictionary: An autistic savant, historically described as an idiot savant, is a person with both autism and savant syndrome. Savant syndrome describes a person having a developmental or mental handicap of some sort with extraordinary mental abilities not found in most people. Christopher?s mathematical interests are reflected in his numbering his chapters strictly with prime numbers, ignoring composite numbers, such as 4 and 6. He is also the first student to take an A level in Maths and to get an A grade at his school. Christopher has a photographic memory and is extremely observant. Similarly, Raymond ... .... Like Christopher, he also tries to find a pattern which will enable him to make sense of his world. All in all, although there are some superficial differences between Christopher and Raymond, there are quite a number of important similarities. They share the lack of demonstrated empathy, encompass preoccupation with restricted patterns of interests and have an inflexible adherence to specific routines. Furthermore, they exhibit exceptional skills in Maths. From my point of view, most individuals with AS can learn to cope with their differences, but may continue to need moral support and encouragement to maintain an independent life. Researchers and people with AS have contributed to a shift in attitudes away from the notion that AS is a deviation from the norm that must be treated or cured, and towards the view that AS is a difference rather than a disability.

A by John Updike – Short Essay

Write a critical commentary on John Updike's â€Å"A & P† John Updike’s â€Å"A is written during the early 1960’s in America. The short story is written in a first person narrative of Sammy, who is a young employee at a store. The tone of the story is direct and sounds as if one were partaking in a conversation with Sammy himself. The story, thus, is more personal. The reader follows Sammy’s train of thought as he makes observations of events that happen that lead up to climax of him quitting his job. Sammy can be seen as one who does not stand out, he is lost amongst the masses.He has an ordinary job, with ordinary co-workers at an ordinary store. This is how the middleclass, or working-class, is seen, especially during that time. When Sammy first sees the three girls that walk into the store with their bathing costumes on in the bread aisle, the reader notices how carefully Sammy watches them. He begins his descriptions of the first two girls and dismi sses them for the lack of attraction. He then focuses, and seems to be transfixed, on the third girl whom he deems the leader and names her â€Å"Queenie†. One immediately notices that Sammy finds a certain freedom in her beauty.The fact that she is barefoot and barely clothed defies the normal code of attire in a shop and so creates a freedom. One could say that he is interested in her for the fact that she does stand out, that she is not seen as ordinary, unlike him. In a sense, Sammy has a rather immature view of the world. When he hears that â€Å"Queenie† has been sent to the shop simply to buy a jar of herring snacks for her mother, Sammy immediately pictures a party of rich and sophisticated people. His idea of social statuses and class distinctions, could be said, are misguided.He has the idea that money can lead to freedom, and so climbing the social ladder helps gain that goal. When Lengel (the manager) approaches the girls and reproaches â€Å"Queenie† for her lack of clothing Sammy immediately feels the need to rise to the title of a hero. It is as though he now sees â€Å"Queenie†, the leader, change into a damsel in distress, and feels the need to save her from the words of Lengel. It is almost as though by ‘saving’ â€Å"Queenie† he will have a chance at climbing the social ladder that will lead to his success and freedom.One could also say that Sammy is reaching for individuality, to not simply be an ordinary employee, but be able to become someone that stands out as easily as â€Å"Queenie†. Sammy grasps at the romantic idea of a hero and quits his job, yearning to join the girls. However, the girls walk out the store and Sammy is left to talk to Lengel who states that Sammy wouldn’t want to do this to his mom and dad. Sammy is determined to quit. He realises that quitting is a gesture made that has to be followed through.As he stands outside the store, the romantic hero has died wi thin him. The girls are gone and he realises the situation he has put himself in and the financial straits he has put his parents in. Updike has given the reader a glance into a situation that changed Sammy’s life for good. It emphasises how choices can change a person’s life and how at that stage can seem insignificant. Updike shows the reader how complex life decisions can be. Bibliography A by John Updike: The World’s Greatest Short Stories, edited by James Daley, Dover Publications

How working environment can impact on motivation Essay

(A) Describe, with examples, how working environment can impact on motivation and contribute to an effective workplace in travel and tourism, covering:- * Job location In travel and tourism, the holiday atmosphere at resort contributes to a sense of well-being. Customers are happy to be on holiday and it is relatively easy to have a positive attitude to work. Whereas if you were working in a call centre where you are office bound and have to spend most of the talking to customer on the telephone. The organisation has to consider how this poorer environment can be improved so that staff remains motivated. * Working conditions and Hours of work Hours of work vary tremendously throughout the industry- some people are happy to work unsocial hours because it fits in with their lifestyle or they wish to have time off when everyone else is working. However, the overall number of hours per week should not exceed 40. * Health and safety Safety and security factors must be considered in the workplace, and legislation such as the Health and Safety at Work Act 1974 must be adhered to. Specific regulations also apply where food is served or where the chemical hazards, for example in a swimming pool. All these requirements are important. For some organisations a lapse in safety procedures can mean the collapse of the business and even a prosecution. Companies that organise activity holidays for children, for example must make health and safety a priority. Health and safety is important for both customers and employees. Employees need to know that they can go about their work in a safe environment and work together to ensure their customers are safe. * Equipment and Resources Sate-of-the-art equipment and a pleasant environment are important to motivate staff. * Social event Most companies have a Christmas party or social outgoing for staff. These are useful events to create camaraderie amongst staff and build teams. * Theories of motivation The motivation and commitment of employees is key to success of a team and therefore to the company. Several theorists have come up with models of motivation. The two of that we will look at are Maslow and Herzberg. 1. Maslow Abraham Maslow was an American who in the 1940’s developed a theory of motivation. The theory is valid still for understanding how people are motivated in the workplace. Employers can use it to provide conditions that fulfil people’s needs at the different levels. Maslow theory is displayed as a pyramid because employees can only move up the levels once the lower levels are fulfilled. So, an employee can’t achieve level 4 at work if they are having problems in their personal life or working with colleagues (level 3). Similarly, if they have just been made homeless (level 1) their concern will be finding shelter not performing at work. 2. Herzberg Herzberg’s theory is also known as the ‘hygiene’ theory. Herzberg identified characteristics which make people satisfied with their jobs and those which make them dissatisfied: ‘satisfiers’ and ‘dissatisfiers’. The satisfiers are factors which give people long-term motivation and enable them to enjoy their work: * The type of work * Promotion prospects * Having responsibilities * Sense of achievement * Personal development * Gaining recognition This dissatisfiers or hygiene factors need to be operating well in an organisation but according to Herzberg do not ultimately motivate people. These are: * Salary * Working conditions * Relationships with others- colleagues and managers * Company policy (B) Describe, with examples, how working relationships can impact on motivation and contribute to an effective workplace in travel and tourism, covering:- * Management style Management is about motivating people to act in certain ways so that the team can achieve its common goal. A good manager must inform, motivate and develop the team. The four types of manager/management I will be talking about are:- 1. An autocratic manager An autocratic manager makes all the decisions and announces them to the team. This person is the boss and so has full control. The main advantage of this kind of leadership is that decisions are made quickly, as no consultation is involved. Its other advantages include:- * Where there is a need for urgent action the autocrat will take control * Some team members gain security from being told what to do. Disadvantages include:- * Team members may become frustrated at their lack of control * There may not be room for the team to express creativity * There may be over-dependence on the leaders Autocratic management belongs in a traditional hierarchical structure. 2. Consultative management With consultative management, the leader still makes the decisions but discusses them with the team. The advantages include:- * The team is informed of what is going on * Open discussion is encouraged * The manager spends time with the team The disadvantages are that the team feel involved but frustrated by having no real power. 3. Democratic management With democratic management, the decision-making is shared among the team. The advantages include:- * Ideas are encouraged from everyone * There is greater involvement and commitment from team members * The team is likely to be supportive of the leader * The team is fully informed The disadvantages include:- * Some team members may not be able to cope with being involved in decision-making * The democratic process can take too long * The leader may not agree with the decisions of the team * Powerful team members may take over 4. Laissez-faire management With laissez-faire management the team is left to sort itself out and get on with its work. The manager does not get involved and therefore is not leading the team. The advantages include:- * Highly motivated and skilled people are able to get on with their tasks * The team is empowered The disadvantages include:- * New team members will be uninformed * The team may be left with little or no direction * Teamwork Teamwork skills are essential in the workplace. You must be able to work with other people in a team even if you don’t happen to like them. A team is a group of people who are working together to achieve common objectives. Even when you are not physically with other members of your team, you can work together by contributing to a sequence of activities with a common aim. If you were working as a resort representative in Spain, you would still be working in a team with colleagues in head office in the UK. 1. Team roles Good teams achieve synergy; that is, together they can achieve more than the members could individually. More ideas, energy and resources are generated as a group because:- * The team solves problems and makes decisions together * The team focuses on the priorities, with everyone working towards the same aim * The team provides a sense of belonging and a sense of status * The team provides a support network Not everyone in a team is the same- each person has their own strengths and weaknesses. If each person had the same weaknesses, the team could not work; there needs to be a balance of skills. A method of recognising individuals’ strengths and weaknesses is needed in order to build an effective team. The management expert R.Meredith Belbin has outlined nine team roles necessary for a successful team. One person can represent more than one role, as most people have strengths in more than one area. Belbin’s roles:- > Chairperson/ co-ordinator = The group leader, likely to be relaxed and extrovert, also likely to be a good communicator. They will build on the strengths of team members and give them encouragement. > Plant = The ideas person in the team, a person who is creative in looking for solution to problems, but not always good at details, and so may make careless mistakes. > Shaper = The task leader, who unites ideas and effort. Needs to be dominated and extrovert in order to make things happen. > Monitor/ evaluator = The team analyst, who is not so good at ideas but pays attention to details, thus keeping the team directed towards its target. > Implementer = The organiser of the team, who is able to make the ideas of the plant and shaper and turn them into manageable and realistic tasks. A practical, stable and disciplined person. > Resources investigator = The person who is outgoing and will explore and report on ideas and developments outside the group; is sociable and enthusiastic and good under pressure. > Team worker = A very people-oriented person, sensitive to others’ needs. The team worker has good communication skills and will be good at motivating other. A natural mediator, who will deal with any conflict within the team, this person is very good to have around in a crisis. > Finisher = A person who sticks to deadlines and likes to get on with things. Will probably be irritated by the more relaxed members of the team. > Specialist = This person is single-minded and a self-starter and provides knowledge and skills in specialist areas each of Belbin’s roles acquires a different level of important according to the objectives of the team and the stage in the team’s life. 2. team development Formal teams are part of the structure of an organisation and are planned in order to meet that organisation’s objectives. The formal team will follow rules and regulations and may meet on a pre-arranged schedule and complete administrative procedures. Examples in travel and tourism includes sales teams and marketing teams Informal teams work within or outside formal teams. They are sometimes based on personal relationships between members rather than on work roles. When you complete group work for assignments, you often choose the colleagues you wish. You choose to work with people you like and ones you know will be as committed as you are to the work. This is an informal team. There are several theories of team structure and development, which will help you to understand the effectiveness of teams. Bruce Tuckman (1965) identified four main stages of team development:- * Forming – at this stage, team members form their first impressions of each other and establish identities. They are sounding each other out and finding out what is expected of them. * Storming- the team members have, by now, become more used to each other. Members are prepared to put forward their ideas forcibly and openly; they are also prepared to disagree and so there may be some conflict and hostility. * Norming – the team now begins to establish co-operation. Conflict is controlled, views are exchanged and new standards introduced. * Performing – the team is now working together; it begins to arrive at solutions and achieve objectives. There can also be a fifth stage, called ‘adjourning’ or ‘mourning’, where the team has disbanded and the members miss being part of the team. * Job roles and lines of responsibility An organisation chart shows the structure of the company and how the work is divided into different areas. It also shows the lines of responsibility between staff, so that it is apparent who is responsible to whom. An employee studying a chart will find the possible promotions routes. The chart may show a hierarchical structure or line relationship. This is a very traditional structure and shows a chain of command with each person responsible to the person above them. It is sometimes referred to as a pyramid structure. Many organisations today would be depicted in a chart with a flatter structure. There are fewer layers of management, and each manager has a broader span of control. Restructuring of organisations often involves getting rid of middle managers, hence the flattened structure. * Channels of communication Open communication must be encouraged and ideas should be freely expressed in the workplace. There should be trust and support between team members. An effective leader can encourage good communication and shape the way the team works. * Verbal Verbal communication is the process of sending and receiving messages with words, including writing and there are different ways a person can do verbal communication 1. Telephone 2. Word of mouth 3. Video conference 4. Face to face 5. Presentation 6. Walkie-talkie 7. Meetings 8. Bluetooth/ headset (mobile phone) 9. Radio 10. Sign language * Written Written communication guarantees that everyone concerned has the same information and it provides a long-lasting record of communication for future such as 1. Books 2. Brochures/ leaflets, newspaper 3. E-mail 4. Text (written + electronic + verbal) 5. Fax (written + electronic) 6. Notice boards 7. Minutes of meetings * Electronic Electronic communication means any method used to convey a message that has been transmitted via electronic means such as e-mail, video conferencing, radio, TV, mobile phone, internet, fax etc. * Equal opportunities Legislation exists to ensure that personal receive equal opportunities and that there is no discrimination. The arts of parliament that you should be aware of are:- * Race relations Act 1976 This act makes discrimination on racial grounds unlawful in employment, training, education and the provision of goods, facilities and services. The two main type of discrimination involved in this Act are:- 1. direct discrimination:- discrimination against colour disability, citizenship 2. indirect discrimination:- discriminating a racial group * Sex discrimination Act 1975 This act makes it unlawful to discriminating against someone on the ground of gender, marital status, Gender reassignment or sexual orientation. The act was updated in 1986 to remove restrictions on women’s hours of work and then it allowed women to take h=jobs with flexible hours. This act not only covers discriminations in the workplace but in job advertisements and interviews. * Disability discrimination act 1995 This act makes discrimination against people with disabilities unlawful in respect of employment, education and access to goods, facilities, services, and premises. Employers are required to make reasonable adjustments to accommodate people with disabilities. Examples include providing specially adapted keyboards for arthritis sufferers, facilitating wheelchair access and relocating people with limited mobility to the ground floor. * Equal pay act 1970 This act was introduced to address the problem of women being paid less than men for the same work. It allows employees to claim equal value in terms of demands made on them, such as effort, skills and decisions made. There is also an EU Directive that state that for the same work or work of equal value, sex discrimination must be eliminated in all aspects of pay. * Other forms of discrimination Discrimination at work is a very serious issue and can result in large amounts of compensation being awarded following successful tribunals, not to set up policies to ensure that the workplace is free from discrimination. Measures to be taken include:- 1. Setting up a comprehensive equal opportunities policy covering all aspects of discrimination 2. Training staff in discrimination legislation and on how to implement the equal opportunities policy 3. Setting up complaints procedures for instances of discrimination * Employment rights act 1996 When someone gets a job they can aspect to receive a contract of employment. This is a legally binding agreement between the employer and the employee. Under the Employment Rights Act, the employer must give the employee a written document including the following information, in writing within 2 months of starting work:- 1. Name of employer and employee 2. Date employment began 3. Rate of pay and interval of pay 4. Hours of work 5. Holiday entitlement and pay 6. Job title and brief description of duties 7. Place of work 8. Notice entitlement and requirements 9. Sick leave entitlement and sick pay 10. Pension and pension scheme 11. Disciplinary procedures and grievance producers 12. Date of end of employment it fixed term 13. Additional details about working aboard if appropriate. * Notice board After one month of continues employment an employee is entitle to one week of notice if the employment ends. After 2 years’ employment they are entitle to 2 weeks’ notice, after 3 years, 3 weeks’ notice and so on. After 12 years the legal maximum 12 weeks’ notice is reached. A employee must also give notice of leaving to an employer. After one month of continuous employment, an employee must give a minimum of one week’s notice. Employees are entitled to normal pay during notice periods as long as they are working or available for work. * Redundancy Redundancy pay is calculated according to the employee’s age, length of service and salary. Employees can claim for unfair dismissal if they suspect: 1. There is no real redundancy 2. They were unfairly selected for redundancy Dismissal is treated as redundancy if the whole business is closing or a particular job disappears or requires fewer employees. An employer may offer alternative employment. If the employee unreasonably refuses it they are not entitled to redundancy pay. * EU Directives on hours and pay The European Working Time Directive was enacted in the UK through the Working Time Regulations 1998. This lays down the following: 1. A maximum 48-hours week, averaged over 17 weeks 2. at least 4 weeks’ paid annual leave 3. a weekly rest period of at least 24 hours in each 7-day period 4. a daily rest period of at least 11 consecutive hours between each working day 5. an in-work rest break of 20 minutes for those working hours or more per day Some sectors are excluded from the regulations; one of theses is transport. * National Minimum Wage Act 1998 This Act provides workers with a minimum hourly rate below which their wages will not fall. Those who work part time benefit most, because they are often badly paid. The Low Pay Commission advises the Secretary of State on the value of the minimum rate. A special lower rate applies to 18-to 21years-olds. * Maternity and paternity leave The Employment Relations Act 1999 provides for basic rights for maternity leave. There are three periods of maternity leave. Ordinary maternity leave is for a period of 18 weeks which coincides with the period for statutory maternity pay. This applies to all employees. Compulsory maternity leave extends to a period of 2 weeks after the birth; the employer must not permit the woman to return to work during this period. Additional maternity leave follows immediately after the original 18-weekperiod and must end within 29 weeks of the birth. Employees with at least one year’s service with an employer are eligible for the additional maternity leave. Under the same Act there are provisions to allow parents 3 months’ leave in order to care for a child. This is intended to be taken before the child is five. It is intended to be available to men and to women, in addition to maternity leave. Paternity leave is available to men to: 1. Have or expect to have responsibility for the child’s upbringing 2. Are the biological father of the child, or the mother’s husband or partner 3. Have worked continuously for their employer for 26 weeks ending with the fifteenth week before the baby is due. Eligible employees can choose take either 1 week or 2 consecutive weeks’ paternity leave (not odd days) * Statutory sickness pay An employer must pay Statutory Sick Pay to employees who become sick and who normally earn at least à ¯Ã‚ ¿Ã‚ ½79 per week. After 28 weeks, Incapacity Benefit or Income Support must be claimed instead. * Grievance and disciplinary procedures These must be included in the employee’s written statement or contract, or at least there must be a reference to where they can be found. Disciplinary producers deal with such maters as warnings to be given before dismissal. Warnings might arise from the following:- 1. Lack of capability or qualifications-although the employer has a responsibility to give training 2. Misconduct-which includes habitual lateness 3. Gross misconduct (for example, assault or theft) leads to instant or summary dismissal. Grievance procedures deal with complaints by employees who are not satisfied with aspects of their employment. Employees must be given the name of a person to whom a complaint can b made and should be informed of right of appeal. * Investors in people Investors in people is a UK quality standard development in 1990. Those companies who gain the award have proved that they invest in the training and development of their staff. This is beneficial to employees and also to customers and suppliers. The standard for Investors in people is based on four key principals: 1. Commitment from the top to develop all employees 2. Regular review of training and development needs 3. Taking relevant action to meet those needs throughout people’s careers 4. Evaluating training and development outcomes for individuals and the organisation in order to continuously improve These principals are subdivided into 24 indicators of effective practise, and the organisation provides evidence for assessment against the indicators. Once the organisation gets the award it is entitled to display the Investors in People logo on company literature. * ‘Buddies’ and mentoring Mentoring schemes are growing in popularity. They offer employees a one-to one relationship with a mentor, someone with greater experience and a willingness to listen and advice. The mentor and the mentee meet regularly and discuss aspects of the mentee’s job, such as career development. The mentor does not act as a line manager or superior and is never judgemental, but acts as a sounding board and is able to offer ideas and a different outlook on work issues. The Hilton hotel chain runs a mentoring scheme for its staff at all levels. Its purpose is to support staff in their career development. Mentors at the Hilton chain are often colleagues of the mentees doing similar jobs, which departs from the traditional model. All of the mentors have had mentoring training. Some companies have similar, but sometimes less formal, schemes where a new member of staff is given a ‘buddy’ as a source of information and help. * Job security Many contracts today are fixed term, especially in areas such as visitor attractions. This means that the period of employment is not indefinite but lasts for a period of months or a year or two. The reason for such contracts is flexibility for employers- they can lose staff on fixed contracts at the end of the period without penalty. However, such contracts are demotivating for staff as they worry about their future income and job prospects. C) Describe with examples, how incentives can impact on motivation and contribute to an effective workplace in travel and tourism including: * Remuneration Remuneration means how much you get paid. You would imagine that this is very important as a motivator. In fact, it is an important factor in attracting people to a company but research shows that it is not the most important incentive. * Performance related pay Bonuses are often based on overall profits and awarded to all employees- usually performance related. * Incentive scheme An example of an incentive scheme could be a competition that staff are invited to enter. The competitions may be based on generating new ideas within the company, or how to boost sales, customer satisfaction or commissions on sales. * Discounts Discounts may be given on holidays or travel for those working in the industry. Many who work in travel and tourism receive cheap travel, perhaps by going on standby if they work for an airline or by going on fact-finding trips to a destination if they work for a travel agent. * Holiday entitlement In the UK employees can expect around 4 weeks’ paid holiday per year. In the public sector more holiday is often given, but this may be balanced against lower pay. * Pension schemes A good pension scheme can act as an incentive for many people who are concerned about security in retirement. * Perks As a perk, employees in the travel and tourism industry are often provided with a uniform. They may get to travel or live aboard and be paid to live there. They may be provided with a company car. * Opportunities for promotion and progression Many employees need a challenge and if they are in the same position, doing a job they find easy, they may become bored and less efficient. Thus, opportunities to move on and face new challenges are an important incentive. Opportunities may arise within an organisation and good people are quickly promoted. You may wish to let it be known that you are interested in progression and ask to be sent on relevant training courses and conferences. D) Described, with examples, how training can impact on motivation and contribute to an effective workplace in travel and tourism including: * Training Those employers who wish o ensure an effective workplace will offer ongoing training and development to staff. There are several benefits to organisations add to their workforces. Training can: * Improve individual performance * Improve team performance * Allow staff to be better informal * Equip staff to deal with change and emergencies * Make for a more flexible workforce * Improve morale * Allow managers more time to manage through delegation of other tasks. * Induction training Employers have to provide instruction and training to ensure health and safety, and this is usually a part of induction training. The induction is the first stage of training and is given to new employees; it is important as new employees need to be made welcome and become effective in their work as quickly as possible. Induction covers: * The nature of the job * Introduction to the workplace and to staff * The lines of responsibility * Facilities such as toilets, lockers, canteen * Health and safety basics * Training opportunities * In-house training Large companies offer their own in-house training and may even write their own materials. These training courses are very beneficial as they are tailor- made to meet the needs of the company. * External courses Thousands of external courses are available. These may be specific to travel and tourism or other professional qualifications in areas such as marketing or human resource management. They may be offered by colleges, by travel associations or by private companies. Companies may allow individuals or groups to attend such courses. Some may be long term, leading to advanced qualifications, so a great deal of commitment is required on behalf of the individual.