Effect of Laws on Crime Prevention

Effect of Laws on Crime Prevention Can laws help to stop crimes? Introduction Crime is when an individual violates the law of a country he/she is living in. However, this does not necessarily mean that crime is always wrong. The law also prevents people from doing things that harm other people, such as murdering, and stealing, and smuggling, and raping, and the list goes on and on. Police in many countries can’t take action against people until they find a witness for the crime so at this moment people doing crime come in and take advantage of it. But some laws are wrong too. It seems like the person who controls the law will be like God on earth. Through law, he is given the power to punish. And if the person controlling law were to be lets say, corrupted and self-interested? Laws passed would be unjust and only serve the purpose of that person. This would be very unfair. But because it is law, you have to follow it, or suffer. So as said by Mohandas Karamchand Gandhi An unjust law is itself a species of violence. Arrest for its breach is more so. Global Crimes against humanity are particularly revolting offenses in that they constitute a serious attack on human dignity or grave humiliation or a degradation of human beings. They not isolated or sporadic events but could be caused by government laws and rules, or wide practice of atrocities which is illegal in the books of law by the government. Extermination, torture, rape, religious persecution, Murder, racial, political and other inhumane acts reach the doorstep of crimes against humanity only if they are part of an organized or extensive practice. Crimes can be the done at many different ways For example: A crime against peace, in international law, refers to planning, preparation, initiation, or waging of wars of aggression, or a war in violation of international treaties, agreements or assurances, or participation in a common plan or conspiracy for the accomplishment of any of the foregoing. International crime law is a branch dealing with all the inter country crime. The term is commonly used in the law enforcement and academic communities. The word transnational describes crimes that are not only international but crimes that by their nature involve international crimes. Transnational crimes are crime done in one country but their effects affect other countries and transit countries may also be involved. Examples of transnational crimes include: Human trafficking, people smuggling, smuggling/trafficking of goods (such as arms trafficking and drug trafficking and illegal animal and plant products and other goods prohibited on environmental grounds (e.g. banned ozone depleting substances), sex slavery, terrorism offences and torture.Classical international law governs the relationships, rights, and responsibilities of states. International criminal law comprises elements of both in that its consequences are penal sanctions imposed on individuals although its sources are those of international law. The Rome Statute of the International Criminal Court helps to deal with these international crimes. The Rome Statute of the International Criminal Court (often referred to as the International Criminal Court Statute or the Rome Statute) is the accord that established the International Criminal Court (ICC). The Rome Statute established four core international crimes: genocide, crimes against humanity, war crimes and the crime of aggression. National Crime in India exists in various forms taking note of prostitution , poaching, gunrunning, extortion, human trafficking, drug trafficking, murder for hire, money laundering and fraud. Many criminal operations engage in black marketeering, political violence, religiously motivated violence, terrorism, and abduction. Other crimes are homicide, robbery, assault etc. Property crimes include burglary, theft, motor vehicle theft, and arson. Corruption is a significant problem. One of the examples are:- In late December, 2012, international attention was called to a case of a 23-year-old Indian woman (Also called as NIRBHAYA case/ AMANAT case) was assaulted and gang raped on a bus (incident took place on 16 December, 2012), resulting in death eventually after a few days of critical situation. Mass protests stemming from the case called into question the cultural violence towards women and the failure of the government to help people and solve their problems. The problem was compounded by po liticians making sexist and misogynistic comments. Looking at the increase in rapes the government had passed a law stated that a women can harm a man’s private parts if the man tries to rape a girl. A report stated that after an increase in rapes slowly after the law was passed the rapes decreased by a significant amount. In 1961, the Indian government passed the Dowry Prohibition Act which means that asking dowry from the girl’s side by the boy’s side was made illegal and also stated strict steps would be taken if not followed the law. However, many cases of dowry-related domestic violence, suicides and murders have been reported. In the 1980s, numerous such cases were reported. However, recent reports show that the number of these crimes has reduced drastically. Child marriage has been traditionally prevalent in India and continues to this day which means a child is married before it reaches an age of 20. Young girls live with their parents until they reach p uberty. In the past, the child widows were condemned to a life of great agony, shaving heads, living in isolation, and shunned by the society. Although child marriage was outlawed in 1860, it is still a common practice. It is prevalent within every section and every level of the society. Corruption has taken the role of a pervasive aspect of Indian politics. In India, corruption takes the form of bribes, evasion of tax and exchange controls, embezzlement, etc. G.P. Joshi, the programmed coordinator of the Indian branch of the Commonwealth Human Rights Initiative in New Delhi comments that the main issue at hand concerning police violence is a lack of accountability of the police. In 2006, the Supreme Court of India in a judgment in the .In 2006, seven policemen were charge sheeted and eleven were convicted for custodial misconduct. Jan Local Bill is being planned to reduce the corruption. Currently many government parties are working to reduce corruption and it is showing results. B ribing is the most famous form of corruption. For example if a driver is caught violating the rules the police has to make an entry in the books and fine the driver. But in India the driver bribes the police cop and the cop doesn’t make any entry of the crime, rather takes the money for his own use. Local There might be a too many crimes in the metropolis, but when compared to 52 other cities across the country, Mumbai, with its huge population, seems to fare much better than other places in maintaining law and order, reveals a data by National Crime Records Bureau.For the first time, the NCRB has analyzed crime data in 53 major cities in the country. Given its huge population, the rate of crime is, no doubt, high in Mumbai, but when we compared the situation with 52 other cities, we feel it is much better here, a senior home department official stated. As Mumbai has grown exponentially in the last several years, so has the rate of crime. Mumbai’s crime level is medium to high for a city with more than 20 million people. Based on available Mumbai Police statistics, the crime rate continues to be an ongoing problem for the tremendously short-staffed city police. Mumbai law enforcement has 33,000 officers (165 officers for every 100,000 citizens) to police its rapidly growing cit y, which is 20 % less than what they are authorized. An international standard, the recommended police strength per 100,000 persons, is 222 officers. Crime has affected expatriates with reports of burglary, stolen bags and passports, and valuables being fairly common; however, most of these crimes occur in a non-confrontational manner, usually through stealth or forgetfulness of the victim.While street crime such as pick-pocketing and robbery/assault is not uncommon, areas frequented by foreigners are less vulnerable due to a generally adequate police presence.Violent crimes do occur in Mumbai, but for the most part, are isolated in more high density areas such as slums and crowded apartment blocks. The police in Mumbai are showing great performance and intelligence to control crime as stated in a local newspaper. There are many incidents seen where a group of people loot a girl and kill them and the evidence for it is the TV show â€Å"Crime Patrol†, it I based on real incid ents in India. Laws can just help to reduce crimes but not stop it completely Bibliography http://en.wikipedia.org/wiki/Crime_against_peace http://en.wikipedia.org/wiki/Crime_against_humanity http://en.wikipedia.org/wiki/International_crime http://en.wikipedia.org/wiki/Crime_against_international_law http://en.wikipedia.org/wiki/Rome_Statute_of_the_International_Criminal_Court http://en.wikipedia.org/wiki/Crime_in_India http://en.wikipedia.org/wiki/Transnational_crime http://www.csj.gob.sv/Comunicaciones/quehacer/English/Images/Quehacer_60/teoria_3.jpg http://govcentral.monster.com/nfs/govcentral/attachment_images/0004/0369/crimjust_crop380w.jpg?1224716277 http://blog.myphillylawyer.com/wp-content/uploads/2010/05/May-28-driving-tests-iStock_000009697473XSmall.jpg

Effect of Humorous Advertisements on Customer Behavior

Effect of Humorous Advertisements on Customer Behavior Humor has a universal language. It doesnt need degrees in obscure languages, hardly ever in Clinical Psychology and it is one of the few devices used to make people smile and think at the same time. Humor has been widely used in advertising. However, while humor has attained popularity in advertising, its use is continuously being debated. The reason for this debate is that there are a number of both positive and negative effects which can be attributed to the use of humor. The purpose of this research paper is to answer following questions:- The impact of gender age on the degree of affection to the ads. The effect of humor appeal in Ads, on the consumers buying decision. To develop the conclusions exploratory descriptive research designs are used. Primary data are collected with the help of Focus group technique questionnaire method data is analyzed with the help of various statistical techniques. The conclusions of this paper help in clarifying the dilemma of humorous advertisements. Introduction: Advertising is one of the critical marketing variables which marketers use to differentiate products in a cluttered marketplace. In order to increase the effectiveness of advertising for a product, advertising messages should be unique and meaningful. This concurs with the von Restorff effect, which concludes that interference is minimized by the presentation of a unique item in a group of similar items. Companies have attempted to use many vehicles to create this differentiation effect. One such vehicle is the employment of humor. In order to have a better understanding, we need to further explore the world of advertisements, the appeals used, the targeted decision making components and the effects of Ads on the targeted consumer as a whole. There are two main components advertisers aim to effect; the affective component, where affective message strategies are applied by invoking feelings and trying to match them with the product or service offered in an effort to increase the likeability of the product, and also the cognitive components, where the Ad focuses on the attributes and benefits of the product, encouraging the consumer to buy it. Such components are affected by the leverage points in an Ad; these are the features in the Ad that helps the consumer transfer the advertised message into personal value. In order to achieve that, over the years, advertisers have attempted a wide variety of advertising approaches, there are seven main ones; fear, humor, sex, music, rationality, emotions and scarcity. Advertisers use one or combine several of these appeals to ensure that their targeted audiences receive their message. However, nowadays, humor appeal is being used extensively sometimes combined with others, but most of the time it is strong enough to be used solely. Humor in advertising constitutes billions of dollars in spending each year (Campbell et al. 44). A variety of benefits have been suggested for humorous appeals including: 1) Humor attracts attention. 2) Humor can increase retention of the advertising message. 3) Credibility of the source can be enhanced with humor. 4) Attitude toward the ad can be enhanced with the use of humor. 5) Counter arguments may be minimized with the use of humor because it acts to distract the audience from making cognitive responses. Furthermore, the popularity of humor is evident in the fact that 24.4% of television advertisements attempt to be humorous (Alden Hoyer 29). However, while humor has attained popularity in advertising, its use is continuously being debated. The reason for this debate is that there are a number of both positive and negative effects which can be attributed to the use of humor. Throughout the literature of this paper, the debatable effect of this appeal is discussed. Literature Review: There has been numerous researches proving that advertisement with humorous appeal can gain consumers likability. A strong positive correlation is also found between the degree of how well an advertisement is liked with the likability to the brand advertised (e.g., Gelb Pickett, 1983; Haley Baldinger, 1991; Weinberger Campbell, 1991; Zhang, 1996). In short, adding humorous elements can enhance ones likability of an advertisement and eventually increase liking to the brand advertised. Defining Humor Humor has been widely used in advertising. It has been suggested that 24.4% of prime time television advertising in the U.S. is intended to be humorous (Weinberger Spott, 1989). Regarding to advertising budget, 10% to 30% out of the total expenditure of $150 billion in the U.S. national media, is paid for the placement of advertisements that are having humorous content (Spotts, Weinberger Parsons, 1997). Operationally. humor is defined, according to Sternthal and Craig (1973), as heightened arousal, smiles, and laughter exhibited by an audience in response to a particular message (p.13). Moreover, humor can be defined in terms of how well the audience perceive the level of humor and it can be administered by pencil and paper test to measure how the audience perceive a particular message is humorous and funny or not. Humor in Advertising and Its Effect The reason why humor has been widely used in advertising is due to its power of create liking towards the advertisement by from the consumer. It has been found by Weingerber and Spotts (1989) that advertising practitioners coming from the U.S. and U.K. are generally favor in the use of humor on advertising. A couple of reasons are found and supported by many other researches that humor can enhance ones favorable attitude towards an advertisement. It is reviewed by Weingerber and Gulas (1992) that ten advertising studies and seven non-advertising studies report a positive effect of humor on liking while only two advertising studies and three non-advertising studies report neutral or mixed findings. Objective: The purpose of this research paper is to answer following questions:- The impact of gender age on the degree of affection to the ads. The effect of humor appeal in Ads, on the consumers buying decision. Research Methodology (a) Research Design: To have a better understanding about the issue exploratory research design was used. Two focus groups (i.e. one for each gender) were conducted to get the in depth insights about the topic. Each group consisted of 7 persons. Further descriptive research design was used to get the primary data with the help of close ended questionnaire. (b) Sample Design: 70 respondents were selected through convenience sampling. (c) Analysis: The data collected was analyzed with the help of various statistical tools like Chi-square test, ANOVA etc. Analysis Interpretations Exploratory research results: (I) Focus Group (A) It consisted of 7 males who were asked to provide views on the issue. It was a general opinion that to make the ad interesting creative there is in no harm in using humor appeal in ad but one also considered it purely offensive. They were also agreed on the fact that some time they buy the product because of Ad effect but product attributes are also equally important. (II) Focus Group (B) It consisted of 7 females who were asked to provide views on the issue. A contradiction in views was seen; half of them believed that humor appeal increases the liking of ads while rest treated it offensive or unaffected. 70% of them said that advertisements dont affect the purchase decision. (b) Descriptive research results: 54% of the respondents were male rests were female. 24% of the respondents were from less than 30 years age group 76% were from more than 30 years age group. 55% of the respondents admitted that their intuition or the way they feel about the product finalize their decision of purchasing the product, 35 % considered advertisement of product as the basis of purchase decision and rest purchase the product because of the attributes of product. 62% indeed admitted that they have purchased the product just because they liked the commercial. Both results indicate the affect of advertisements on the purchase decision of customers. When asked what they look for in an Ad; 45% believed the most important attribute of an ad is creativity, followed by 26% who believed it was the endorsers used how they relate to them. 56% of the respondents believed that, the use of humor content in advertisements is acceptable for products as long as its within certain limits. 27% found it offensive rest said that humor appeal increases the creativity of ads. Four print advertisements containing humor appeal (Refer Appendix) were shown respondents were asked to disclose their views. The results were as follow:- Response Ad 1 Ad 2 Ad 3 Ad 4 Total Percentage Offensive 0 7 0 12 19 7% Interesting 11 16 16 16 59 21% Creative 24 5 36 19 84 30% Really Nice 29 29 10 10 78 28% Unethical 0 7 6 13 26 9% Unaffected / Bored 6 6 2 0 14 5% Total 70 70 70 70 280 100% 58% of the customers found the advertisements Creative nice while very few respondents treated it offensive or unethical, which indicates that respondents are taking advertisements in positive manner. Majority of Respondents (i.e. 75%) replied that they would purchase the product based on the advertisements the humor appeal used in ads changed their purchase decision. (c) Hypothesis Testing: H01 = There is no association between degree of affection to the ads gender of respondents H11 = There is an association between degree of affection to the ads gender of respondents. Gender Degree of Affection Total Smart / Creative Inappropriate / Unethical Correct where needed Male 8 8 22 38 Female 4 11 17 32 Total 12 19 39 70 à Ã¢â‚¬ ¡ 2 test Calculated Value Degree of Freedom Level of Significance Tabulated Value 1.94 2 5% 5.99 The result of the study shows that the null-hypothesis holds to be valid thus there is no association between degree of affection to the ads gender of respondents. H02 = Degree of affection towards the ads will be the same irrespective of the age of respondents. H12 = Degree of affection towards the ads will not be the same irrespective of the age of respondents. Age Degree of Affection Total Smart / Creative Inappropriate / Unethical Correct where needed 1 11 5 17 >30 Years 11 8 34 53 Total 12 19 39 70 ANOVA (F-ratio) Calculated Value Degree of Freedom Level of Significance Tabulated Value 1.66 (1,2) 5% 18.501 The analysis supports the null-hypothesis that degree of affection towards the ads will be the same irrespective of the age of respondents. In other words age was found to have no significant differences on the degree of affection to the ads. H03 = Humor appeal doesnt affect the buying decision of respondents. H13 = Humor appeal affects the buying decision of respondents. Product Purchase Decision Change Total Agree Disagree Yes 102 107 209 No 19 52 71 Total 121 159 280 à Ã¢â‚¬ ¡ 2 test Calculated Value Degree of Freedom Level of Significance Tabulated Value 10.52 1 5% 3.841 The analysis provides enough evidence to reject the null Hypothesis. In other words Humor appeal affects the buying decision of respondents. Conclusions: It is a big question in marketing area that how the Humor appeal used in advertisements, is perceived by respondents. In the same line this research was conducted and following conclusions were drawn:- Humor appeal was not taken in negative manner by respondents if it was used in a limit for the relevant products to make the ad creative. Exploratory research shows that there is a thin line difference between the opinion of males females but as per the chi-square there is no significant difference in the views of males females towards the advertisements. Respondents of every age group having the same views on the issue. Humor appeal used in advertisements motivated the respondents to purchase the product but attributes of the product also plays a significant role in buying decision. References: Journal of Legal, Ethical and Regulatory Issues  /  Jan-July, 2006 Ethics in advertising: sex sells, but should it? by Jessica Dawn Blair, Jason Duane Stephenson, Kathy L. Hill, John S. Green The Ethical Dilemma of Advertisements By: May Abd El Latif El Hattab http://www.ukessays.com/essays/marketing/sexual-appeals.php http://www.articleswave.com/advertising-articles/types-of-advertising-appeals.html

Importance of St. Petersburg in Fyodor Dostoyevskys Crime and Punishme

Importance of St. Petersburg in Fyodor Dostoyevsky's Crime and Punishment Fyodor Dostoyevsky's Crime and Punishment explores the dangerous effects of St. Petersburg, a malignant city, on the psyche of the impoverished student Raskolnikov. In this novel, Petersburg is more than just a backdrop. The city plays a central role in the development of the characters and the actions that they take. Raskolnikov survives in one of the cramped, dark spaces that are characteristic of Petersburg. These spaces are like coffins; they suffocate Raskolnikov's mind. St. Petersburg creates a grotesque environment in which Raskolnikov can not only create the "Overman Theory," but he can also carry it out by murdering a pawnbroker in cold blood, then justify his actions with the belief that society will be better off without her. Raskolnikov finds no relief outside of his cramped room; the Petersburg climate is just as oppressive to the psyche as the cramped space of Raskolnikov’s room. Not only is the outside air dangerous; it forces him to find relief in the devilâ₠¬â„¢s tavern. While wandering the infernal streets of St. Petersburg, Raskolnikov enters the devil’s realm in the form of Petersburg taverns. These are evil places, where treacherous ideas of robbery and murder circulate. Raskolnikov overhears the twisted idea to kill the pawnbroker inside one of these infested taverns. The malignant nature of the spaces in Petersburg allows Raskolnikov to embrace the Overman Theory and the Arithmetic of Morality. Raskolnikov justifies killing the pawnbroker because he concludes that it is rational, just, and pure arithmetic. One person must die so that the lives of numerous others may be saved. The Arithmetic of Morality appears logical to Raskolniko... ...turmoil. For Marmeladov, this leads to his self-destruction as an alcoholic, throwing his life and the life of his family away in taverns; for Raskolnikov it causes him to murder two defenseless women, hoping to steal money that can be used to help others. Both these men mean no harm by their actions, but their cramped, isolated environment molds them into grotesque characters who seem to act not of their own will, but as though pulled through life by the forces of St. Petersburg. Works Cited Bely, Andrei. Petersburg. Trans. Robert A. Maguire and John E. Malmstad. Bloomington, IN: Indiana University Press, 1978.    Dostoyevsky, Fyodor. Crime and Punishment. New York: Penguin Signet Classic, 1968.    Gogol, Nikolai. "The Overcoat." The Collected Tales of Nikolai Gogol. Trans. Richard Pevear and Larissa Volokhonsky. New York: Pantheon Books, 1998. 394-435.

Free Essays - Courage and Honesty in Sir Gawain and Green Knight :: Sir Gawain Green Knight Essays

Courage and Honesty in Sir Gawain and the Green Knight "Sir Gawain and the Green Knight" is a poem written by a poet (name unknown) approximately 6000 years ago in the late 1300's in the medieval times. This story was originally written in medieval literature with a real unique rhyme scheme, but was translated later in time to regular English for high school students and researchers to study and read. The story begins during the New Year's feast in King Arthur's court. Then a green knight enters asking all of the knights in the court if they would like to play a game. The game is he will allow which ever knight that chooses to challenge him one swing with a battle ax to try and chop off his head, but in order to play the game, the accepting knight must meet the green knight one year later at the green chapel. The brave knight Sir Gawain accepts to the challenge of the green knight. Sir Gawain takes one swing and chops off the head of the green knight. Right after the green knight's head is chopped off he gets up immediately, picks up his head and leaves. Once a year passes, Gawain sets off on a journey to find the Green Chapel. He arrives at a castle in which a lord welcomes him to stay for several days (Gawain only needs to stay there for three). The next morning the lord makes an agreement to share everything he gets during these three days with Gawain, but Gawain must agree to do the same. During days one and two the lord's wife tries hitting on Gawain, but he only allows her to give him a few kisses. At these days Gawain shares what he got to the lord for what he has hunted those days. On the third day, Gawain finally accepts to take a magic girdle from the lord's wife, but he didn't share it with the lord. This magic girdle helped Gawain survive the three fatal swing's of the green giant's ax, only leaving him with a little nick. After Gawain survives these 3 swings at his neck, the green knight then reveals his identity and explains that he is Bercilak, the lord of the castle. He also said that the three blows were taken at him in regards to the three days of their agreement.

Multigrade: Teacher and Students

| Multigrade teaching involves the teaching of children from two or more grade levels in one classroom. Such contexts requires the employment of particular teaching methodologies and classroom administration. Since Multigrade classes are smaller and can be established more cheaply than complete schools, they can be more numerous, therefore more dispersed and thus located closer to the settlements where the children live. This means both that younger children can attend and that the time children spend travelling between school and home can be reduced to an acceptable level. This in turn means that there is sufficient time outside school hours for the children to continue to contribute to the family's economic activity . Attending school is therefore likely to be more acceptable to the families concerned, and thus both increase the number of children receiving education and reduce the failure rate. Multigrade schools, being smaller and more dispersed, would enjoy much closer links with the smaller communities that they would be set up to serve. This would have a very positive effect on local attitudes and access to education. The professional teacher is a key resource person in the Multigrade context. The local content is a significant part of the curriculum, it is particularly important to resolve the issue of appointing well-trained and locally-oriented teachers. Introduction  1. An average primary school teacher is ill equipped to handle a multigrade classroom situation. 2. The nature of the curriculum and textbooks, which are prepared almost entirely in a monograde context create further problems. 3. Teacher training programmes have not focused on practical issues and techniques for handling multigrade teaching studies. 4. There is no training package for multigrade teachers. The aspects could be;  Ã‚  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Time management-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Improving teaching skills-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Preparation and organisation of the teaching learning materials. –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Organisation of art and cultural activities. 5. Timetables are not flexible enough. Teachers of MC should have extra preparation time. Teachers assigned to MC should preferable be those who are most willing to teach. In service and information concerning appropriate groupings, classroom organization, instructional strategies and curriculum modification should be provided to principals and teachers. In a MC there is respect for different learning styles. Teachers structure a positive learning environment where children feel successful, develop positive self-concepts and are helpful and sensitive to others. The student benefit from having the opportunity to stay with the same teacher and classmates and experience the same teaching style and routine over a two-year (ore more) period. In a MC there is time to recognize that a childs social and emotional needs are as important as academic needs. Another advantage of more than one year in a MC is the relationship developed between the teacher and the entire family. Students feel they are successful when they are working at their own level and know that everyone should be able to do the same thing at the same time. Each child is accepted at his or her own place on the developmental learning situation. The teacher takes time to assess evaluates and plan next steps for each child. Separate subjects are replaced by an integrated curriculum, which engages children in meaningful activities that explore concepts and topics relevant and meaningful to the lives of the children. In a classroom where all children are learning at different rates and are not all the same age, there is a little competition. By helping each other, students reinforce their own understanding of knowledge, skills and attitudes. Conversations are encouraged as the children talk through their work in progress. These conversations help them understand just what they have learned. Multigrade classrooms take the focus of meeting the needs of the whole group of learners instead meet the needs of each individual student. | I. On the conference on MGT in  1988, organised by UNESCO, five general problems came out:a. Inadequately trained teachers. b. Scarcity of varied levels and types of materials. c. Lack of flexible and special types of curriculum organization. d. Inadequate school facilities. e. Lack of incentives for teachers in multiple classes. II. Multigrade in Vietnam, the problems. a. There is a serious shortage of teachers, especially skilled teachers for MGT. b. Teachers of MGT are working in different isolated conditions. c. The training of teachers for MG classes does not meet the requirement in either quality or quantity. d. Most of the MG schools lack textbooks, guidebooks and reference material. e. Multigrade classes are in very bad conditions. III. What is the principals role in a multigrade chool? a. The principal plays a key-role in creating a supportive school culture. b. The principal, the head teacher must ensure that all teachers feel supported. c. The head must provide teachers with opportunities to learn multigrade teaching methods, monitor the progress of implementation and give the teachers praise, feedback and suggestions. d. The head should be adept at facilitating positive, cooperative interactions among teaching team members. IV. There are definite characteristics of successful multigrade teachers, which should be considered in teacher selection. . Well-organizedb. Creative and flexiblec. Willing to work hard. d. Resource full. e. Self directed. f. Willing to work closely with the community. g. Strong belief in the importance of cooperation and personal responsibility in the classroom with the ability to develop these characteristics in pupils. h. Prior successful experience at the grade levels to be taught. V. Seven general types of activities found in most class rooms:a. Quiet or individual study. b. Testingc. Whole class instruction. d. Partner worke. Group discussionf. Reference work. QUESTIONS/ACTIVITY  1. How will / can you create an enabling and effective teaching- learning environment in a multigrade classroom. 2. How could teachers spend more time on a particular subject or practice work? 3. How can a teacher maintain discipline in a multigrade classroom? 4. Which teaching aids are specific for a multigrade teaching? 5. How can a teacher be enabled to organise the subject matter in the best possible way? 6. How can the teacher understand the gaps in his or her teaching method, and appreciate student needs better? FACTS  1. Multigrade teachers must be trained to give different lessons at the same time to pupils at different grade levels. . Children sit in grade-groups facing their own blackboard (BB)3. If there are two grade groups in the class the BB are placed either end of the classroom with children facing opposite directions. 4. During the lessons the teacher moves frequently between the different groups. 5. Give reading instructions to one grade; give dictation to the other grade. 6. One grade is copying handwriting math exercises from the BB, the other grade will be instructed on a new math item. 7. The extra work involved in multigrade teaching must be recognized by giving teachers  50% additional salary for two rades and  75% for three or more grades. 8. Teachers in multigrade classrooms must receive a lot of support and must meet regularly with teachers from other multigrade schools. | Direct Instruction Direct instruction is highly teacher-directed and commonly used. It is effective for providing information or developing step-by-step skills. This strategy also works well for introducing other teaching methods or actively involving students in knowledge construction. a. Structured Overview  Ã¢â‚¬â€œ organizing concepts and materials in a manner that is easily understood by students. b. Explicit Teaching  Ã¢â‚¬â€œ explicit teaching involves six teaching functions:|  · daily review  · presenting new material  · conducting guided practice  · providing feedback and correctives  · conducting independent practice  · weekly and monthly review| | c. Mastery Lecture  Ã¢â‚¬â€œ a method to deliver significant amounts of information in a relatively short period of time. The quality of a lecture may be improved by incorporating audio and visual aids and encouraging interaction between the teacher and the students. d. Drill and Practice  Ã¢â‚¬â€œ structured, repetitive review of previously learned concepts in order to increase level of mastery. . Compare and Contrast  Ã¢â‚¬â€œ students look for similarities and differences. f. Didactic Questions  Ã¢â‚¬â€œ tend to be convergent, factual and often begin with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † These may also include â€Å"why† and â€Å"what if† q uestions. g. Demonstrations  Ã¢â‚¬â€œ teacher shows and tells how to do something. h. Guides for Reading, Listening, and Viewing  Ã¢â‚¬â€œ providing leading questions, diagrams, or statements to assist students in focusing on the important ideas within text, lecture, media, or other presentations. A follow-up discussion may assist in summarizing the activity. Indirect Instruction Indirect instruction is mainly student-centred, although direct and indirect instruction can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. It is flexible in that it frees students to explore diverse possibilities and reduces the fear associated with the possibility of giving incorrect answers. Indirect instruction also fosters creativity and the development of interpersonal skills and abilities. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). The indirect instruction strategy can be used by teachers in almost every lesson. This strategy is most appropriate when:  | thinking outcomes are desired * attitudes, values, or interpersonal outcomes are desired * process is as important as product * students need to investigate or discover something in order to benefit from later instruction * there is more than one appropriate answer * the focus is personalized understanding and long term retention of concepts or generalizations * ego involvement and intrinsic motivation are desirable * decisions need to be made or problems need to be solved * life-long learning capability is desired| a. Problem Solving  Ã¢â‚¬â€œ students work through a situation or problem in order to arrive at a solution. b. Case Studies  Ã¢â‚¬â€œ real life scenarios are presented for analyzing, comparing and contrasting, summarizing, and making recommendations. c. Inquiry  Ã¢â‚¬â€œ as topics are explored, thinking is emphasized as students ask relevant questions and develop ways to search for answers and generate explanations. d. Reading for Meaning  Ã¢â‚¬â€œ information and insight are obtained from written material. e. Reflective Discussion  Ã¢â‚¬â€œ discussion occurs in order for students to understand a concept in more depth. f. Concept Formation  Ã¢â‚¬â€œ students are given data about a particular concept. The data is classified or grouped and descriptive labels are given to the groupings. By linking their examples to the labels and explaining their reasoning, students are able to form their own understanding of the concept. g. Concept Mapping  Ã¢â‚¬â€œ a word or topic is used to generate other related words. These may be organized in web form. . Concept Attainment  Ã¢â‚¬â€œ examples and non-examples are given to develop an understanding of a concept. i. Cloze Procedure  Ã¢â‚¬â€œ students need to supply key words which have been omitted from a passage. Experiential learningExperiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effect ive experiential learning. Experiential learning occurs when learners:| participate in an activity * critically look back on the activity to clarify learnings and feelings * draw useful insights from such analysis * put learnings to work in new situations (Pfeiffer & Jones, 1979) Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:| * experiencing  (an activity occurs) * sharing  or publishing (reactions and observations are shared) * analyzing  or processing (patterns and dynamics are determined) * inferring  or generalizing (principles are derived) * applying  (plans are made to use learnings in new situations) a. Field Trips  Ã¢â‚¬â€œ students are given an opportunity to learn by taking part in educational activities that take place outside of the classroom. | b. Conducting Experiments  Ã¢â‚¬â€œ students are given a hypothesis to test under specific conditions. | c. Simulations  Ã¢â‚¬â€œ the students are presented with an artificial problem, situation, or event which has some aspect of reality. | d. Games  Ã¢â‚¬â€œ these are structured learning activities which have rules and methods of establishing who wins or how the activity ends. | e. Focused Imaging  Ã¢â‚¬â€œ students visualize an object, event, or situation. f. Field Observations  Ã¢â‚¬â€œ students make observations of naturally occurring events found outside of the classroom. | g. Role Playing  Ã¢â‚¬â€œ students are presented with a real problem situation and given individual parts or roles to play. | h. Synectics  Ã¢â‚¬â€œ analogies are used to help students compare and contrast topics which appear to be unrelated. | i . Model Building  Ã¢â‚¬â€œ students design and construct an object. | j. Surveys  Ã¢â‚¬â€œ are research tools that involve asking questions to a specific group of individuals. The responses are then analyzed. | | | Independent Study Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Independent study encourages students to take responsibility for planning and pacing their own learning. Independent study can be used in conjunction with other methods, or it can be used as the single instructional strategy for an entire unit. The factors of student maturity and independence are obviously important to the teacher's planning. a. Essays  Ã¢â‚¬â€œ writing that students do that involves some level of research. Research may be used to support their opinions on a specific topic. b. Computer Assisted Instruction  Ã¢â‚¬â€œ programs which are available to be used on the computer to assist student learning. . Reports  Ã¢â‚¬â€œ enable students to express their knowledge or ideas related to a given topic. These reports may be presented in written or oral form. d. Learning Activity Package  Ã¢â‚¬â€œ a planned series of activities for the students to complete. e. Correspondence Lessons  Ã¢â‚¬â€œ lessons that are administered through an outside agency other than the scho ol. Typically this was in print form, but now may involve audio, video, or computer elements. f. Learning Contracts  Ã¢â‚¬â€œ these allow for instruction to be individualized and encourages student responsibility. When students are new to this method, teachers may have to provide a more structured format that includes the learning objectives, some choice of resources, as well as time constraints. As students become more familiar with this method and more independent, increased responsibility can be given to the students. g. Homework  Ã¢â‚¬â€œ assignments and activities that are to be completed away from the school. h. Research Projects  Ã¢â‚¬â€œ these projects contain some elements of research and may be conducted individually, with a partner, or in small groups. i. Assigned Questions  Ã¢â‚¬â€œ questions that are given to the students to complete individually or in small groups. j. Learning Centres  Ã¢â‚¬â€œ stations are set up in the classroom which include tasks or activities that may need to be completed individually or in a group. Interactive instructionInteractive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. | a. Debates  Ã¢â‚¬â€œ students are divided into two groups. Each group is assigned a side of an issue to defend. After developing arguments for their side, students present new information or introduce rebuttals for information presented by their opposition. b. Role Playing  Ã¢â‚¬â€œ a topic or theme is chosen and relevant concepts are identified. A concept is selected which involves a compelling issue and adequate roles for everyone. A key question from the concept is chosen and possible viewpoints are discussed. Situations and viewpoints are chosen and students are assigned roles to play. | c. Panels  Ã¢â‚¬â€œ students are divided into small groups. Each studen t individually presents information to the rest of the class. The panel is run by a moderator. | d. Brainstorming  Ã¢â‚¬â€œ as many ideas as possible are suggested. All ideas are recorded with no criticism or evaluation permitted. | e. Peer Practice  Ã¢â‚¬â€œ students practice what they have learned with a peer. | f. Discussion  Ã¢â‚¬â€œ familiar material is used for discussions. The problem or issue can be one that does not require a particular answer or one where it is important for students to discover an answer. Opinions must be supported. Discussion should conclude with consensus, a solution, clarification of insights gained, or a summary. | g. Laboratory Groups  Ã¢â‚¬â€œ groups of students in a laboratory setting. | h. Co-operative Learning Groups  Ã¢â‚¬â€œ small groups of students, usually two to six members, share the various roles and are interdependent in achieving the group learning goal. | i. Problem Solving  Ã¢â‚¬â€œ real life problems are presented to the students to solve. The teacher, acting as a facilitator, encourages the students to use an â€Å"If . . . , then . . . , because . . . † method of solving the problem. | j. Circle of Knowledge  Ã¢â‚¬â€œ small groups of students sit in a circle to think and discuss information. The ideas from each small circle are then shared with the rest of the class. | k. Tutorial Groups  Ã¢â‚¬â€œ groups set up to offer remediation. This remediation may be done by the teacher or a peer. | l. Interviewing  Ã¢â‚¬â€œ students familiarize themselves with the topic of the interview and create questions to ask the interviewee. Interviews usually take place face-to-face. | Cooperative teaching:  According to Bauwens and Hourcade (2001), cooperative teaching refers to a direct form of collaboration in which a general educator and one or more support service providers voluntarily agree to work together in a co-active and coordinated fashion in the general education classroom. These educators who possess distinct and complementary sets of skills, combine roles and share resources and responsibilities in a sustained effort while working towards the common goal of school success for all students. Collaborative teaching, where two educators take responsibility for planning, teaching, and monitoring the success of all learners in a class, looks different from day to day and classroom to classroom. Why? Collaborative teaching, when done right, is a dynamic process that educators constantly reconfigure to fit their instructional plans and the learning needs of their students. team teaching  Ã¢â‚¬â€œ a method of coordinated classroom teaching involving a team of teachers working together with a single group of students didactics,  education,  educational activity,  instruction,  pedagogy,  teaching  Ã¢â‚¬â€œ the activities of educating or instructing; activities that impart knowledge or skill; â€Å"he received no formal education†; â€Å"our instruction was carefully programmed†; â€Å"good classroom teaching is seldom rewarded† Peer Teaching Practice in which students take on a teaching role in a school setting in order to share their knowledge with other students. multi-grade teaching   ‘ technique of simultaneously teaching more than one grade by a single teacher’.

Great Expectations – Charles Dickens

The evolution of a person can be complicated when one has â€Å"great expectations. † In Charles Dickens’ finest novel, â€Å"Great Expectations,† a young boy named Phillip Pirrup known as Pip who’s great expectations are a dramatized exploration of human growth and the pressures that distort the potential of an ordinary individual, especially in the process of growing up. Pip is a simple blacksmith’s boy who aspires to cross social boundaries when he realizes his own upbringing is common; however, he has no means to change; mysteriously, he is given the means, but wealth only brings him arrogance. He learns that happiness in life can be achieved only by hard work and the great expectations not grounded in reality can only lead to tragedy and heartache. Uncommonness on the inside is more important than uncommoness on the outside. Pip progresses through three stages of life, all of which he goes through different goals. In Pip’s first stage of life he is an innocent boy with a good heart, whose goals are to be apprenticed as a blacksmith with his friend and guardian, Joe Gargery. Perhaps, he doesn’t have very many goals as a seven-year-old because he doesn’t know what the world has to impact upon him. This shows that Joe is a role model to Pip and is a factor of his life. In Pip’s second stage of life, his goals change a bit to which makes him change his attitude toward his loved ones; he meets Estella, a rich snobby, but beautiful girl, whom rejects Pip, therefore Pip has a goal to become a gentleman to be in the company of Estella. This shows that Estella is an influence to his goals and affects his attitude in life. This also reveals that Pip becomes arrogant because of the predominance of Estella because he wants to be at the same level as her to with her. Pip’s third stage in life has soon to come, his goal is to still be with Estella, but mostly he wants to help out his benefactor, Abel Magwitch, known as the â€Å"convict;† he also learns that his expectations are all one big sham. This shows how is attitude has changed from a cold hearted arrogant person to a warm hearted caring person. This also reveals that he has to help his benefactor in order to feel a level of satisfaction. Ultimately, Pip learns that his goal in life is out of reach and is full of haughtiness. Undergoing his three stages of life, he has many different values toward himself and others. In Pip’s first stage, his values are very primitive, the only values he has is for Joe, his values for Joe are very father-son like, he feels equal to Joe. Perhaps, Pip has very primitive values because he has very little knowledge about how life works. This also reveals that he might have felt this value because of the way Joe treated Pip. In Pip’s second stage of life, his values for Joe change tremendously because of the money he receives while getting an education. This shows how money can change a person’s values for the people around him. This also reveals that he thinks he is better than Joe is because he is now wealthier and is high class. In Pip’s third stage of life his values change dramatically, he realizes how is arrogance and selfishness affect the way he treats other people, like the time he is disgusted to be educated by a convict. This shows how Pip and society put a tag on people and it can never change. This also reveals that Pip learns from his mistakes once it has backfired on himself. Pip’s values dramatically change, he learns from his mistakes and his worth of being a human become clear.

Principles of Ecotourism

Introduction Definition of sustainability. Briefly mentions environmental, experiential, socio-cultural and economic sustainability in relation to ecotourism. Environmental sustainability Importance of environmental sustainability in managing ecotourism and examples of impacts Strategies for achieving sustainability and how they are applied Experiential sustainability Importance of experiential sustainability in managing ecotourism and examples of impacts Strategies for achieving sustainability and how they are applied Socio-cultural sustainability Importance of socio-cultural sustainability in managing ecotourism and examples of impacts Strategies for achieving sustainability and how they are applied Economic sustainability Importance of economic sustainability in managing ecotourism and examples of impacts Strategies for achieving sustainability and how they are applied Conclusion Introduction Environmental sustainability Importance of environmental sustainability *Strategies* for achieving environmental sustainability Accommodating for hundreds of visitors has disadvantages for a site if the wildlife or vegetation isn’t capable to withstand an increased level of exposure. That’s why hardening of a site allows that site’s carrying capacity to be increased e. g. pit toilets, board walks and but still limiting number to ensure minimal impact of that site. The Cradle Mountain-Lake St Clair National Park in Tasmania, Australia, have installed board walks along the track for the concerns of environmental degradation and overcrowding. The boarded sections are established in sensitive areas in the national park with significant importance for an ecosystem. The softening of a site refers to soil replacement and replanting of native vegetation to rehabilitate the site as much as possible. There are many businesses that were built with very low levels of impact, because of the extensive research done before the construction of their building. The Couran Cove Resort in Queensland assessed the area for their resort before construction and removed the native vegetation, planning to replant them after the completion of facilities. A number of environmental measures were put in place during the construction of the resort, such as installation of solar powered cabins, identification and mapping of significant trees, strategies to manage acid sulphate soils, and an integrated water management system. As a result of many of these management strategies, the resort has become an industry leader in environmentally sensitive technologies. Visitation quotas and fees are a clever strategy to maintain a high revenue flow for the protected area and continue appropriate management. Zoning and site hardening influence visitation levels in specified areas, so these factors are considered when implementing fees and quotas. The overall number of visitors can be limited through the imposition of quotas and user fees; quotas are formal restrictions on visitor numbers and user fees (entry fees and other fees) increase the latter until visitor demand falls below the carrying capacity threshold. Mt Buffalo National Park in Victoria, Australia charges entry fees for visitors, whether camping or just visiting. These fees are put towards managing the park, including regular maintenance of provided facilities. There are methods to restricting and allowing appropriate viewing or access of wildlife by providing information and education to tourists; informing users about the recreational resource and current level of use. Making the users more sensitive to the potential impacts their behaviours might have on the environment is an effective way to make them aware. Experiential sustainability Importance of experiential sustainability The experience of the tourist is important to be aware of to evaluate the sustainability in the way it is implemented. People learn better when they are actively involved in the learning process and use as many senses as appropriate. Interpretation is effective way to educate tourists because it works with the visitors rather than against them. Such techniques include; visitor centres, education centres, displays and exhibits, self-guided trails and guided tours. These techniques are strategies to inform tourists of the natural environment to which they participate in, to help understand the importance of sustainably managing activities in a site. Strategies for achieving experiential sustainability Socio-cultural sustainability Importance of socio-cultural sustainability Socio-cultural sustainability of ecotourism relates to the stability of social and cultural systems, including the wellbeing of local and indigenous communities. Their involvement is important for tourism to be successful and unique. It is a significant contribution to ecotourism’s global following. Socio-cultural and economic sustainability are linked together to also facilitate the wellbeing and satisfaction of visitors. Strategies for achieving socio-cultural sustainability Economic sustainability Importance of economic sustainability Economic sustainability is associated with socio-cultural sustainability; relating to the stability of social and cultural systems, including the wellbeing of local communities. The impacts of economics in local communities include start-up expenses (acquisition of land, establishment of protected areas, superstructure, and infrastructure), ongoing expenses (maintenance of infrastructure, promotion, and wages), revenue uncertainties, and revenue leakage due to imports and non-local participation. Examples of positive aspects of economics include direct employment, improvement of transportation and communication systems; negative aspects of economics include no local employment opportunities, and leakages may be high. Establishing a protected area requires lots of expenses to be able to maintain the environment sustainably. The development of buildings and infrastructure such as visitor centres and toilets require regular maintenance, which means there needs to be enough income to retain a standard quality. Employing staff can be limited when money is scarce, maybe even overworking employees. For example, the Cape Otway Centre for Conservation Ecology in the Great Otway National Park is an ecotourism operation that was established in 2004. The owners of the Conservation Centre opened the business to become involved in conservation projects and research biodiversity conservation. When opening the operation, the owner’s budget was limited and was unable to employ enough staff to keep up with the daily routine activities; such as delivering service to guests and running of education programs. Their only choice was to employ enough to manage the business and providing the services themselves. *Strategies for achieving economic *sustainability Economic sustainability relates to the income of an operation or protected area to maintain the natural environment or site. Such income can come from user fees (public’s willingness to pay), taxation (sales tax, accommodation tax) and donations (lack of resources or money for endangered species). Earth Sanctuaries is a company that operates a network of privately-owned sanctuaries, set up with the aim of conserving native wildlife species. The company has eradicated exotic species from all of its properties, and has erected fencing that excludes feral animals from each sanctuary. To fund its conservation efforts, the company offers a mix of ecotourism products including accommodation, tours, and an environmental education program. These products are managed to provide the ongoing profit needed to run the sanctuaries, and to provide dividends to the company’s shareholders. Conclusion Sustainable tourism is important to be properly managed when utilising the natural environment. The four components of sustainability are environmental, experiential, socio-cultural and economic sustainability, each is critical principle for achieving ecotourism. Each component is linked to another and one cannot function well without the others. Ecotourism is difficult to be completely sustainable for the natural environment, but can be managed to minimise low impact. This is done by the four components between each; they interact with one another’s resources to appropriate management the natural environment; linking together to facilitate the wellbeing of local communities. References