Gorilla Tourism in Central Africa Essay Example for Free

Gorilla Tourism in Central Africa Essay The present essay is an investigation of ethical challenges with regard to gorilla tourism in Central Africa region. The paper undertakes a thorough research on the concerned issue and explores many a facet of this area. The purpose of this investigation is to create a better understanding of the issues present in the region so that a practical approach can be adopted to address these issues. 2- Gorilla Tourism and Challenges Gorilla tourism is to date becoming a universally accepted activity because of certain positive signs for gorilla conservation, promotion, and future stability of the species in Africa. Gorilla tourism is also considered as an effective tool that can be made use of to foster the gorillas of African region. Another important point to note is that, today, gorilla tourism is seen as a successful business for the countries that utilize this tool for the purposes of gorilla conservation. They now receive ample volume of revenue in connection with gorilla tourism. Some of the countries like Rwanda, Uganda, and the Democratic Republic (DR) of Congo (ex-Zaire) are mentioned especially in this regard because of the revenues that they generate for the endangered gorilla species. However, with all these activities taking place, and more and more people from all parts of the world are moving toward African region for gorilla tourism, some other threats has risen. These range from disease to ethical treatment of the issues. How these challenges count toward gorilla tourism, and how they can be effectively confronted, is, then the central issue of today’s gorilla tourism in African region. This area is considered vital in conservation efforts of gorillas because of its impact on gorilla tourism (Homsy, 1999). Critics and experts state that in order to take Africa for future gorilla tourism, it is highly imperative to address such challenges as ethical issues; only this way will it be possible to reduce the widening gap between African and western nations; as well as, this is the way to promote successful gorilla tourism in Africa, a region tormented by war, internal political instability, and other grave issues. Cross-cultural communication is one solution which is being discussed in this connection through media communications. However, all these areas take ethical consideration as the core point of gorilla tourism (Okaka, 2007). 3- The Root Cause Although it has been noted that gorilla tourism is seen as one vital solution to a wide spectrum of problems present in central Africa that range from gorilla conservation to regional development, it is important to look at the core issue that is seen as basic to present day ethical challenges to gorilla tourism in central Africa. This takes as back into the past as several decades by which we can see that the region of central Africa is tormented by numerous political and tribal rivalries which gave way to several problems; but ethical challenges became all the more raging. This panoramic scene or tribal and political wars and conflicts in the region became all the bloodier in the 1990s. A number of countries and communities are seen involved in this struggle. The impact of these rivalries fell on gorilla tourism and ethical challenges became a critical area of discussion in this region. Hence, initiatives were taken to address these. However, today, the region is still in a position where still much is needed to be done (International Wildlife, 1999). 4- Challenges Looking specifically at the situation, it is revealed that with the initiatives to increase tourism in central Africa a number of challenges are coming to the forefront. Perhaps, the most critical of the challenges is the pressure being placed on ecological system of the region. This has mainly been caused the recent development of isolated areas for recreational purposes. The problem is so severe that is rings an alarming bell for the concerned authorities. For example, Mgahinga Gorilla National Park presents a bleak situation. Here, â€Å"gorilla deaths from infections have increased along the border as a result of more frequent trekking groups and human contact† [italic added]. Moreover, Rwenzori Mountains gives rise to another mounting problem in the region: wasted left behind in the area by nature hikers. This is seen as a serious health problem and a monstrous future challenge in the region regarding gorilla tourism. Ahead, we find other problem associated to the overall count of these issues. For instance, at present increasing amounts of complaints are registered among Ugandans with regard to the â€Å"trivialization of ethnic rituals for tourism†. Hinged on this very problem is the eviction of communities which have been there for centuries. The major purpose of this eviction is none other than the present trend of developing recreational parks and other protected zones for gorilla tourism. However, this is gaining wider criticism worldwide among critics and opposition among the local peoples. What is more? There is constant reference to the ethnic challenges linked to gender-related inequalities. In particular, â€Å"the rise in tourist-related prostitution and the transmission of HIV-AIDS† [italics added]. Furthermore, there is another ethical disparity rooted in the region with regard to women-centered labor work. Although women here are basic source of tourism handiwork, there is little that has been done to address their work-related problems. For instance, women who produce handicraft have to travel long distances every day only to get the required materials used in their handcraft products. With all these problems, there is still no certain word about political stability of the region which is seen a critical challenge for the present as well as for future development of gorilla tourism in Central Africa (Ringer, 2002). 5- Conclusion To address a number of present ethical challenges and to fight any future issues in the region, there have been quite a few collaborative efforts that have been initiated in Central African Region for as long as last 15 years. Although major programs are sponsored by single donors, there is one notable exception of Dzanga-Sangha Project. This project involves a number of working organizations such as WWF, GTZ, and Peace Corps and numerous other donors from US and Germany. There is mention that several of the informal initiatives undertaken to address ethical issues and other problems did not meet a successful standard in the region. However, it has been well recognized that transboundary management of ethical issues and natural resources is the key solution to major problems in the region. This has been recognized mainly due to the development of a tri-national park which spreads in Dzanga-Sandha. This has proved to be significant in days of conflict and numerous issues related to conflict situation (Blom and Yamindou, 2001). There are other number steps that are being taken to address challenges to gorilla tourism in the region. For instance, research regarding present issues and challenges is seen as a vital solution to a number of problems in the region (Green Campus, 2007). References Blom, A. , Yamindou, J. (2001). A brief history of armed conflict and its impact on biodiversity in the Central African Republic. World Wildlife Fund, Inc. Retrieved on March 2 2009 from: http://www. worldwildlife. org/bsp/publications/africa/141/CAR. pdf Green Campus (2007). The AJ Environmental Education Directory 2007: Green Campus Life and Learning. Alternatives Journal. Volume: 33. Issue: 5. November-December 2007. Page Number: 15+. COPYRIGHT 2007 Alternatives, Inc. Homsy, J. (1999). Ape tourism and human diseases: how close should we get? Retrieved on March 2 2009 from: http://www. igcp. org/pdf/homsy_rev. pdf International Wildlife (1999). Soldiers in the Gorilla War. Magazine Title: International Wildlife. Publication Date: January 1999. COPYRIGHT 1999 National Wildlife Federation. Okaka, W. (2007). The role of media communications in developing tourism policy and cross-cultural communication for peace, security for sustainable tourism industry in Africa. Retrieved on March 2 2009 from: http://www. iipt. org/africa2007/PDFs/Okaka. pdf Ringer, G. (2002). Gorilla tourism: Uganda uses tourism to recover from decades of violent conflict. Alternatives Journal. Volume: 28. Issue: 4. Publication Date: Fall 2002. Page Number: 17+. COPYRIGHT 2002 Alternatives, Inc.

Analysis Soft Drink Essay Example for Free

Analysis Soft Drink Essay 1Analysis of the U. S. soft drink industry, based on the competitive forces model of Michael Porter. In the soft drink industry the entry of new competitors depends on the barriers to entry that are present, and also the reaction from existing competitors that the entrant can expect. I will now analyze the six major sources of barriers to entry the soft drink industry. Economies of scale deter entry by forcing the entrant to come in at large scale and risk strong reaction from existing firms or come in at a small scale and accept a cost disadvantage. If a company wants to decline its unit costs of their product, they will have to produce more to lower the cost. The more you produce, the lower the costs. In the soft drink industry establishing firms have brand identification and customer loyalties. The brand name can have differences. This is a high barrier to enter. Entrants are forced to spend a lot to overcome existing customer loyalties. The capital requirements within this industry are very high. Production, distribution and advertising are a must to compete with the industry leaders like coca cola and Pepsi. So if a new The aluminum cans, plastic and glass bottles are pretty much dependant on the soft drink industry to survive in the business. This makes suppliers to have little power over the soft drink industry. The access to distribution channels is a high barrier because the most successful soft drink companies are aggressively spending their distribution channels and buying full ownership of bottling plants. Supermarkets are at present the largest channels in the U. S. and there the competition is very high. Switching costs is also a barrier to entry this business. Switching costs by changing from one supplier to the other may happened. Also employee training, new equipment, testing new technology. This things are common in this industry. This are barriers for new entrants.

Factors Influencing Academic Performance | Literature Review

Factors Influencing Academic Performance | Literature Review Ema Marie Attard Extra (or essential?) Curricular Activities As stated by (Goldberg, 1946), extra-curricular activities, before they act as and become potentially enhancing to something else, we could say that they are beneficial in themselves. We can say this because they seem to present substantial values and skills to the participant, whatever the extra-curricular activity is. Whether the activity is sports or drama, dance or music, a successful participant of this activity will, at the very least, endure â€Å"satisfaction and joy for its own sake† (Goldberg, 1946). That being said, there are ‘secondary’ uses (so to speak) for these extra-curricular activities and studies (Miller, Moyer Patricl, 1956, Sybouts Krepel among others) have proved and seem to be continuing to prove, the effects of these extra-curriculars are real and valid. So much so, that they might even lead us to temporarily forget the aforementioned intrinsic value of said activities. In fact, advocates of extracurricular activities (Fozzard, 1967; Miller, Moyer, Patrick, 1956; Sybouts Krepel, 1984) claim that this less formal aspect of education is partially responsible for contributing to the development of good citizens, the development of a healthy approach to life, both mentally and physically, the direction of use of an individual’s leisure time, the development of personal interests and talents, as well as a positive outlet for creative expression. The belief in the significance and validity of extra-curricular activity involvement pervades many academically respected institutions. For example, as McCormick (1999) noted, the University of Chicago’s undergraduate admissions could fill the ‘freshman’ class to come entirely with Valedictorians, however the university specifically chooses not to do so in favour of opting for those students who possess more than just a high academic performance. That being said, the idea that extra-curricular activities are essential for important skills is not a view that is shared universally. There is a long-standing question if extra-curricular activities have any value at all (Coleman J. S., 1959). Some research actually states that extra-curricular activities may serve for little other than social function and detracting from more important academic work (Gose, 1996). Impacts of Extra Curricular Activities on Academic Performance Immediately what comes to mind when thinking of extra-curricular activities is the idea that participation in an extra-curricular activity could potentially help a student adjust to working within a team, help build and increase his/her self-confidence, learn to become more efficient and more social (Goldberg, 1946). We can also propose that it helps reap tangible rewards; such as the payments of a service given, or merely the satisfaction of, say, a public performance. Not to mention the fact of the possibility of hobbies becoming careers (the tennis player becomes the coach) and the friendships that stand the test of time and somehow enrich the individual’s future (Goldberg, 1946). We can also talk about the discipline it requires to properly engage in an extra-curricular activity and the added discipline it takes to maintain it whilst maintaining a satisfactory academic performance. That being said, the exact opposite has also been argued; the fact that extra-curricular activities are a distraction, that they split focus, are too demanding in of themselves and are a general waste of time. In fact, one of the foremost beliefs about extra-curricular activities is that they should, whenever it was deemed possible â€Å"grow out of curricular activities and return to curricular activities to enrich them† (Millard, 1930). However, as time passed activities which were not directly related to the academic were being perceived as frivolous and were beginning to be deemed as disadvantageous and detrimental to academic achievement (Marsh Kleitman, 2002), which then led to them starting to be discouraged. Another point that could also be made is that it is those adolescents who already have more developed interpersonal skills choose to participate in extra-curricular activities and therefore such activities are not necessarily responsible for the development of the skills (Rubin, Bommer, Baldwin, 2002). It has only been in more recent years that we have come full circle and educational researchers are, once again, taking a more favourable approach to extra-curricular activities and their effect on accomplishments in academia (Marsh Kleitman, 2002). According to Broh (2002), total extra-curricular activity participation (TEAP) is in fact correlated to an improved grade point average (to use American jargon), decreased absenteeism and also elevated academic goals and aspirations.. Although we can argue that, for the most part, researchers agree that extra-curricular activities do have an impact on academic performance, the National Educational Longitudinal Study found that while participation in select activities improves achievement and performance, participation in others reduces it. As cited by Broh (2002); Eccles (2003) and Marsh Willis (2003) found that participation in sports had a consistently higher rate for enrolment in colleges. Synder Spreitzer (1990) also found that college attendance was significantly higher for those who participated in sports than those who did not; to use their words â€Å"the athletic role enhances the academic role† Extra Curricular Activities Formal Education We live in a world in which it is the norm and tendency to view formal education as a place where information is simply passed on to students. These students are seen as no more than passive recipients who merely absorb and gather this knowledge which has been passed on to them. In an article, Swanson (2002), attempts to change the perspective on students’ behaviour as he begins to look at it from the point of view of â€Å"purposive action†. This view is one where both the formal as well as the non-academic pursuits serve as resources in which adolescents may deem fit to invest in, with the intention of attaining any possible future goals. In other, older, studies (Winner, 1923), emphasis is placed on the structure of schools and the formation of extra-curricular activities within the school. However, more recent literature wants to call attention away from this and focus on the possibility (and probability) of a wider selection of activities that could have a significant effect of the achievement of educational aims that occur outside the formal educational system, in other words: the classroom. At this point we have established that the way in which adolescents decide to use their free time will somehow probably affect their performance academically in some way or other. Schlesser (2004) states that students who participated in co-curricular activities were three times more likely to have a higher grade point than those who did not participate in extra-curricular activities (Schlesser, 2004). The National Centre for Educational Statistics (1999) also reported that students who used their time by engaging in extra-curricular activities had a significant (positive) difference to those who did not engage in extra-curricular activities. Factors such as unexcused absences, skipping class were significantly lower in students who participated in extra-curriculars, it was also found that theses students not only did well academically but were ranked in the highest quartile on math and reading, not to mention the fact that they were expected to earn a Bachelor’s degree or hig her. The Centre for Comprehensive School Reform (CCSR) carried out another study which talks about the correlation between the student involvement in activities and their performance in the classroom. It states that activities aid the students in forming strong and successful relationships among adults and peers alike, an attribute that is of the utmost importance both within a classroom and to the outside world. They also state that activity programmes help foster within individuals more personal expectations of excellence and dedication to academic success. Not to mention, of course, the fact that they promote a positive psychological, social, emotional and healthy well being all around. Adolescents as Rational Actors Investors Returns on Investment If when examining social behaviour we choose to take a rational choice perspective we are implying that, the reason for an adolescent taking any form of action is due to an intention of somehow increasing, to the fullest extent, that adolescent’s own personal interest in goals of importance to them. We are aware that in this respect, adolescents states of mind are more normally portrayed as being the result of their surroundings and their all-encompassing environment rather than being self motivated â€Å"rational actors† (Swanson, 2002). Despite this pre-conceived notion, as Swanson continues to argue, the decisions adolescents are confronted with, for example, in terms of time management and motivation, can in fact be seen as influential in their capability of fulfilling important milestones in their lives. Findings show that participation in activities shows criteria of both social exchange and that of investment. In the previously cited study done by Swanson (2002), there was evidence supporting high returns for college enrolment when there was involvement in both the official academic curriculum as well as in extra-curricular activities. In  economics, the law of diminishing returnsis understood to be the decrease in theoutput of aspecific production  process as the quantity of a single  factor of production  is gradually increased, while the amounts of all other aspects of production stay constant. The law of diminishing returns states that in most productive processes, increasing more of a particular factor of production, while keeping all others stable will eventually produce lower returns per unit. So, in tandem with Swanson’s idea of return on investment, when associations with overinvestment (of extra-curricular activities) were made, indications of diminishing returns were seen. The Zero Sum Hypothesis This ties in, naturally, with those studies that propose that not only do extra-curriculars not have a positive effect of academic outcomes but rather that extra-curricular activities are in fact, a hindrance to any positive educational outcomes. This hypothesis is largely credited to James Coleman (1961) who, in The Adolescent Society, is often referenced as the source on the ‘zero-sum’ model of transaction between extra-curricular activities and academics (Holland and Andre 1987; Marsh 1992). A very watered down explanation of the concept of the ‘zero-sum’ hypothesis is that one investor’s profit mirrors another investor’s loss (whereby for every 1 euro someone makes, somebody loses 1 euro). In his study, Coleman investigated the social order structure of students in the typical American High School. He notes that whereas popularity is pre-eminent (leading to participation in activities such as athletics and cheerleading), academic excellence is a ‘secondary consideration’. The zero-sum logic is very typically used in studies about participation in extra-curricular activities whereby time is a fixed commodity split among a various number of activities, due to the nature of the formulation (that there are only two competing alternatives) and that the total amount of time available is constant, the individual must reduce the time spent on one activity in order to increase time devoted to the other. Time The Zero Sum Hypothesis Hence, according to Coleman (1961) time used on extra-curricular pursuits must necessarily diminish any and all academic pursuits. We can also speculate that, it could be the case that time is not the most fitting variable to measure returns on participation in a particular activity. The amount of time dedicated to a pursuit in actual fact, tells us very little about the level of dedication the person has invested in it and even more so about how productive they have been during that time. An individual might use time from areas of strength in order to support possible weaker areas of performance. By doing this, we can see time is not a used like a ‘currency’ that can be spent on any activity but rather represents a ‘resource to invest’, used strategically on the activities that will knowledgably have the highest possible rate of returns on the investments. This idea problematises the straightforward relationship adopted by the zero-sum hypothesis regarding the return of extra-curricular activities and the time spent pursuing them (Swanson, 2002). That being said, other studies also support the idea of limiting time of extra-curricular activities so as not to encroach on time of studies. Laurence Steinberg (1996) in his book the Classroom: Why School Reform Has Failed and What Parents Need to Do, criticises the fact that a large amount of students are completely too wrapped up in extra-curricular activities. He even suggests to parents to limit the number of hours (not more than ten) that their children are allowed to take part in extra-curricular activities. However, another assumption of the above model is that all academic pursuits are uniformly beneficial versus the fact that all extra-curriculars are intrinsically disadvantageous. That said, years of research conducted have now consistently shown positive academic results associated with extra-curricular participation, thus increasing the tendency for the discreditation of the zero-sum model’s main predication. For example, the fore-mentioned Synder Spreitzer (199 0) study which showed that participation in Sports increases college enrolment, among others (Spady 1970, 1971; Otto 1975, 1976; Otto and Alwin 1977; Marsh 1992). Social Capital Cultural Capital Social Capital Mullis, Rathge Mullis in their study Predictors of academic performance during early adolescence: A contextual view (2003), attempted to decipher the relationship between academic performance in adolescents and their contextual variables. In particular, their study consisted of testing the idea that commonly known aspects of resource capital, social capital and student behaviour can in actual fact predict academic performance in young adolescents. Mullis, Rathge Mullis quantified social capital in two particular components; through parental networks and student activity networks. For the benefit of my study I will mostly be taking into consideration their findings and hypothesis on social capital in relation to student activity networks; whereby we mean student reports of school activities and non-school activities. According to their research conducted, the links between the idea of social capital and academic performance was not as significant as expected and documented in other research (Coleman, 1988; Schneider Coleman, 1993; Steinberg, 1996; Steinberg, Dornbusch, Brown, 1991) mentioned. What this research did state is that through these social networks, the student’s opportunities are somehow boosted which, in turn, could lead to a more favourable environments that lend themselves to achievement (Mullis, Rathge, Mullis, 2003). This means that, due to the fact that they have increased opportunities to succeed, they do in actual fact succeed more; however not due to the individual being more equipped to succeed but by just being more exposed to times when succeeding is an option. Cultural Capital Similar in terminology, though not so much in meaning; another concept is that of Cultural Capital. The term Cultural Capital references the social, non economic attributes that contribute positively to the idea of social mobility beyond financial means. For example, level of education, IQ and physical appearance. All these give a person advantages which in turn give them an elevated status within society. Pierre Bourdieu divided this idea of cultural capital into three subtypes: embodied, objectified and institutionalised (Bourdieu, 1986). Cultural capital is not something that one acquires instantaneously or at one moment in time. Rather, it is embedded over time as it leaves an impact on one’s ‘habitus’ (character and way of thinking). Exposure to different activities and different disciplines in the form of extra-curriculars may inherently add to the adolescent’s cultural capital by adding to their pool of knowledge and skills. At the more basic level, cultural capital refers to the understanding of the central conceptual and normative codes that are inscribed in a culture. In the article Does Cultural Capital Really Affect Academic Achievement (Jà ¦ger, 2011), Jaeger is reflecting on Bourdieu’s famous hypothesis that cultural capital is actually an important resources that adds to a person’s academic success. According to Bourdieu, as stated previously the cultural capital one has, i.e. knowledge, skills and general idea of knowing ‘the rules of the game’ is wh at in fact the educational system is after and rewards. This subject is one that has fascinated not only Bourdieu. In fact, a long series of quantitative research has been done and found that various measures of cultural capital are indeed correlated in a positive way to academic attainment and educational achievement. Among those who have researched said topics are DiMaggio, 1982; Cheadle 2008; Crook 1997; De Graaf, de Graaf, and Kraaykamp 2000; DiMaggio and Mohr 1985; Dumais 2002; Farkas et al. 1990 and van de Werfhorst and Hofstede 2007, among others. Even though we might be unawares, the educational system is in fact structured to recognise and reward cultural capital, whereby teachers and other individuals in the educational system misinterpret a child’s cultural capital as actual academic brilliance and hence encourage upwardly biased ideas of these children. In turn, these biases contribute to the possible positive returns the children with cultural capital receive as fruit of these perceptions and preferential treatment (Jà ¦ger, 2011). We could say that individuals are not academically stronger because their cultural capital has in some way affected their academic prowess but rather because their cultural capital sets them apart in terms of how their educators view them. This altered view, somehow induces preferential treatment from their teachers and peers which strengthens their academic development. Research has consistently found that participation in extra-curricular activities has had a somehow positive effect on academic achievement (Cheadle 2008; Covay and Carbonaro 2010; Lareau 2003). In terms of Jaeger’s research, he found that cultural capital has a causal direct effect of on academic achievement also, which is an important result due to the causality that is proven rather than merely an influence. Counterculture Analysis: Al Capone Counterculture Analysis: Al Capone Joey Hagel Al Capone was one of the most notorious leaders of a criminal syndicate in the 20th century (Biography). So how can Al Capones reputation as a gangster be interpreted as a counter culture? Firstly, a counter culture is a sub-culture that rejects the culture of the larger society (Thomas). Al Capone is notorious for his smuggling of alcohol during the Prohibition era (Biography). Establishing himself and the Chicago mafia as a counterculture (Biography). Alphonse Capone was an Italian immigrant living in New York at a young age (Biography). He dropped out of school during the sixth grade and joined Johnny Torrios street gang in New York City (FBI). After Johnny Torrio moved to Chicago Al Capone followed him there assuming the role as his right hand man (FBI). Torrio taught Capone the importance of an opulent and respectable front while running the businesses behind the scenes (Biography). Eventually Torrio retired giving the lead way for Al Capone to take charge after already establishing a fearsome reputation (FBI). It was the beginning of prohibition during the time Torrio retired and Capone took charge smuggling alcohol into the city conceiving the genesis of Capones fortunes (Biography). As a sign of his position Capone never walked around armed, he instead traveled with two bodyguards at all times (Biography). Capone eventually gained office in Cicero City after threatening voters with violence and kidnapped election workers (Biography). After the assassination of Capones mentor Johnny Torrio, Capone gained full titles as head of the mob, by owning Torrios nightclubs, whorehouses, breweries, and gambling dens and attaining a government position (Biography). After gaining power Capone was always out, unlike other gangsters, Capone was always well dressed and wanted to be viewed as a businessman (Biography). His bootlegging of whiskey and alcohol was making him rich, but a few incidents including the Valentines Massacre and the Adonis Club Massacre, Capone was blamed for these incidents but was never incarcerated due to lack of evidence (Biography). Finally, in October 1931 Capone was charged with tax evasion, but was never charged for smuggling alcohol (Berger). The Jury found him guilty on two misdemeanor and three felony counts (Berger). Capone was sent to Alcatraz until 1940 when he was released (Biography). The sociological perspective is a view that involves looking at social life in a scientific systematic way (Thomas). This view assists you in identifying the fact that all people are social beings, in finding a balance between personal desires and demands of your social environment, and in viewing your own life within a large social and historical context (Thomas). Using the sociological perspective one can develop a sociological imagination; which is the ability to understand your place in society and how your actions affect others in your society (Thomas). The actions of this counter cultural group has affected the American government immensely. Laws were changed due to the actions of the Chicago Mafia and Al Capone. By continuously smuggling alcohol into the cities of the United States and making a fortune for themselves, an amendment to the constitution was formulated in order to negate the amendment prohibiting alcohol (Constitution). This brought back the ability to sell liquor in the United States once again (Constitution). Not only that but they broke other important laws that brought attention to the government and fear to society (FBI). Ethnocentrism is the belief that ones culture is superior than other cultures (Thomas). Ethnocentrism is imminent in the larger society of America who restricts the sale of alcohol. Where Al Capone was smuggling and selling alcohol to the society that forbid the action to occur (Biography). The larger society of America established a law that prohibited the sale of alcohol in the United States (Constitution). Since the subculture, the Chicago Mafia, did not agree with the amendment they decided to sell the liquor illegally going against the norms of the larger society (Biography). So the larger society found this group as a counter culture for not only bootlegging alcohol, but for braking other laws and going against other norms as well. They have also murdered, ran a whorehouse, and frequently gambled (FBI). These actions have defied the laws that the larger society created and due to the attempt of their incarceration found themselves to be a more superior culture. Cultural relativism is judging a person with the standards of that persons culture not your own culture (Thomas). I believe that the Chicago Mafia acts the way they do because of the 18th amendment which prohibits the sale of alcohol (Constitution). Not only did they disagree with this they saw the opportunity to make profits off of this prohibition; which seemed to be quite fruitful considering Capone made millions of dollars (Biography). Due to the defying of these laws the U.S. government, or larger society, they attempted to incarcerate the people behind these crimes (FBI). Which brought on more crime from the Chicago Mafia involving murders and shootouts with cops (Biography). One of these shootouts resulted in the death of one of Capones brother which may have affected Capones choices of action during this time period (Biography). So due to the laws of the larger society, the Chicago Mafia made actions that defied these laws due to disagreement, desperation, and a chance at opu lence (Biography). Personally I agree with the philosophy of the sale of alcohol; although I do not agree with the direction of the actions that the Chicago Mafia underwent. I agree that the ethnocentric view from the larger society possessed its flaws through the prohibition of alcohol which could have made the government money instead Al Capone took advantage and made the profits for himself (FBI). I do not agree with the actions Capone took to have the ability to sell liquor (FBI). Some of those involving murders including some massacres (Biography). With a sociological imagination one can understand the emotions of the society Capone effected through his actions. Although by understanding cultural relativism one can understand Capones actions which involved the smuggling of alcohol into American cities (Biography). Through these sociological understandings one can understand the actions of the counter culture and the emotions and reactions of the larger society. Works Cited Al Capone. Biography.com. AE Networks Television, 03 Mar. 2016. Web. 11 Mar. 2017. Al Capone. FBI. FBI, 20 July 2016. Web. 11 Mar. 2017 Berger, Meyer. The New York Times. The New York Times, n.d. Web. 11 Mar. 2017. Eighteenth Amendment. Constitution. N.p., n.d. Web. 11 Mar. 2017. LaVerne, Thomas. Sociology. N.p., 2003. Textbook. 11 Mar. 2017.

On the Edge, with Sight Essay -- Art Paintings Artist Essays

On the Edge, with Sight I have kept for twenty years a tattered and stained copy of a Matt Groenig cartoon entitled â€Å"How to be an Artist in Torment.†The cartoon asks if you were sickly, peculiar, alienated, or picked on as a child and, if so, did that make you feel superior? Another cell catalogs the requisite psychological impediments of the creative personality—rage, confusion, and self- doubt—and describes the proper look to emulate: an â€Å"overall postpunk neobeatnik semidisheveled drab yet hip look.†The cartoon portrays the artist’s studio companions as lice and rats. Finally, it asks if you are thin and exhausted from staying up nights fretting over an idea, or in a related vein, â€Å"Can drugs really be considered art supplies?† What Groenig laughingly and lovingly describes is the romantic stereotype known in France as les peintres maudits, or â€Å"accursed painters.† It’s a syndrome, however, that extends easily to writers, musicians, and performers. Art historian Douglas Hall describes the four key attributes of the doomed creative genius: alienation, poverty, weakness, and brilliance—the latter being essential if one is not to pass into historical obscurity. The twentieth century is littered with such talented and troubled souls: Jim Morrison, Jackson Pollack, Dylan Thomas, Warhol, Judy Garland, and Van Gogh. Yet the uncontested high priest of the syndrome is Amedeo Modigliani. Modigliani was an expatriate Italian painter living in the bohemian quarters of Paris during the decades before and during World War I. Art historian Doris Krystof provides a tantalizing picture of Modigliani’s life in Paris: His few friends and many acquaintances called him â€Å"Modi,† which appears at first to be merely a shortening of his surname, ... ...tion at the Bellagio Hotel in Las Vegas. Marsha Tackett December 7, 2002 References â€Å"Amedeo Modigliani† Olga’s Gallery [On-line]. 1 Nov 2002. Available: http://www.abcgallery.com/M/modigliani/modiglianibio.html â€Å"Amedeo Modigliani† WebMuseum, Paris [On-line]. 5 Nov 2002. Available: http://www.oir.ucf.edu/wm/paint/auth/modigliani Hall, D. (1990). Modigliani. New York:Watson-Guptill Krystof, D. (2000). Amedeo Modigliani: The Poetry of Seeing, Koln, Germany: Taschen. Kruszynski, A. (1998). â€Å"Amedeo Modigliani: Portrait of Paul Guillaume.† In L. Lumpkin (ed.), The Bellagio Gallery of Fine Art: Impressionist and Modern Masters(pp. 91-98). Las Vegas: Mirage Resorts, Incorporated. Lucie-Smith, E. (n.d.). â€Å"Lives of the Great 20th-Centry Artists† (excerpt). The Artchive [On-line] 1 Nov 2002. Available: http://www.artchive.com/artchive/M/modigliani.html

Essay --

Cognitive Psychology and its influence on Everyday Behaviour Throughout the ages, humans have had an inherent interest in studying the complex area of human behaviour, even before psychology was established as a science. Because the study of behaviour is so broad and multifaceted, its scientific study poses particular challenges. Therefore, it can be beneficial to approach the scientific study of human behaviour from the perspective of cognitive psychology. This is the study of cognition, the mental processes that underlie human behaviour (Ling & Cattling, 2012). This paper will explore the extent to which cognitive psychology can explain and predict everyday behaviour by critically examining a number of cognitive theories, and demonstrating their application in real world settings. For the purposes of this essay, I have decided to pick three everyday behaviours which tend to be common in the lives of university students, and approach the analysis from this angle. The essay begins by exploring the area of multitasking behaviours, and cognitive theories surrounding the area of divided attention and its effects on daily life. From here, the phenomenon of binge drinking among college students is discussed, in particular the effect it has upon remembering in an everyday context. Finally, the tendency of college students to spend large amounts of time listening to music is evaluated, with a particular focus on why it is that music can make individuals feel a particular way, tapping into the area of cognition and emotion. This essay will discuss in detail the contribution of cognitive psychology to our understanding of these behaviours. College students in the 21st century are a part of the so-called digital generation. Technology has... ...tion regulation is a crucial motivator for listening to music (Lonsdale & North, 2011). As such, cognitive theories are able to predict that listening to music has the ability to evoke an emotional response in student listeners. This essay explores the ability of cognitive psychology to explain and predict everyday behaviours. It explores three entirely different behaviours common in the everyday life of a student, multitasking, binge drinking and listening to music. For each of these behaviours, a general background is given to explain the behaviour. This is followed in each case by an analysis of some of the key cognitive theories which explain these behaviours. Finally, examples of the behaviour being carried out in the daily life of the college student are discussed, thus displaying the ability of cognitive psychology to successfully predict everyday behaviour.

The National Climate Change Technology Initiative :: Environmental Policy Politics

The National Climate Change Technology Initiative (NCCTI) On June 11, 2001, in combination with his creation of the U.S Climate Research Initiative, President Bush stated that the United States is a world leader in technology and innovation and new technologies can offer a great advance towards climate change. As a result, Bush created a complement to the Climate Change Research Initiative (CCRI), called the National Climate Change Technology Initiative (NCCTI). The goal of NCCTI was to make the U.S a stronger leader of climate change-related technology research and development by improving research and development investments across U.S. agencies and by focusing the Federal R&D portfolio on Bush's climate change goal, both near and long term. NCCTI adds on to an extensive foundation of ongoing activities in R&D of climate change-related technologies. The President said on June 11, 2001: "We're creating the National Climate Change Technology Initiative to strengthen research at universities and national labs, to enhance partnerships in applied research, to develop improved technology for measuring and monitoring gross and net greenhouse gas emissions, and to fund demonstration projects for cutting-edge technologies, such as bioreactors and fuel cells."(5) Potential impacts of technology on a global scale are relatively long-term, the NCCTI is guided over this by the climate change goals of the United Nations Framework Convention on Climate Change of 1992 (Kyoto Protocol), ratified by the United States and more than 170 other countries (5) (3). The UNFCCC calls for the "... stabilization of greenhouse gas concentrations in Earth's atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system."(5) In order to achieve this long-term goal, net emissions of greenhouse gases on a global scale must ultimately approach levels that are lower than they are today. (1) Current activities of the NCCTI include a thorough and continuing review of all climate change technology-related research and development programs, with focus on improving the integration of supporting basic research activities. The NCCTI interagency working group is developing criteria to identify high-priority programs that may have the largest potential impact in the long term for reducing, avoiding, or sequestering greenhouse gas emissions.(5)(4) NCCTI also includes a proposal to fund a unique competitive solicitation program, in which technology research ideas will be funded on the basis of their potential to reduce, avoid, or sequester greenhouse gas emissions.

Mens Warehouse

David walks into the Men's Warehouse store. He is getting married. No big fan fare here; no entourage to assist him as his fiance had experienced. David explains his purpose for shopping to Joe, the store sales rep. Joe begin to ask questions as he pull a few looks together that he believes David would like. Joe and David talk and laugh as they find the perfect look David wanted for his big day; Joe was proud – another customer satisfied. David walked out about an hour later knowing he would kook good for his wedding.He felt good George Simmer is known for his classic line, Your goanna like the way you look, I guarantee it†. This is the Men's Warehouse creed. Their emphasis on quality clothes and customer service in their stores has provided them a steady stream of success. However, they don't measure their success by earning growth, geographic expansion or consistent return for investors, although they could have. They measure their success in levels of excellence In cu stomer service, employee enthusiasm and customer loyalty In Dalton to the other uncial measures that are required by successful businesses (Denominator, 2006).The backbone of the Men's Warehouse organizational and financial success falls on their desire to uphold a culture that is based on customer loyalty and employee satisfaction. The purpose of this paper is to identify and discuss the cultural metaphor that the Men's Warehouse has embraced. An organization's culture Like any other culture can be defined by the pattern of development reflected in an organizations system of knowledge, Ideology, values. Laws and day-to-day rituals (Morgan, 2006). However it is more than Just a list of rules required as well. It's a symbolic significance commonality that is shared amongst a group.Culture is not something that can be measured but it is a formed of lived experience created by all within it. Creating a positive organization culture takes work from the top down as Men's Warehouse has su ccessfully demonstrated. Organizations such as the Men's Warehouse benefit from operating from a Cultural Metaphor for many reasons. The cultural metaphor directs attention to the symbolic significance of almost every aspect of organizational life (Morgan, 2006). The activities have more meaning for the employees. For example, suiting someone for their wedding is not a normal shopping trip.It is exciting and stressful. Customers will want to get advice from a tuxedo expert who can help them look their absolute best. Also, if fashion is your passion as an employee you are excited to assist In such a wonderful occasion and Knowingly accept ten responsibility Tort ten customers experience as well. It also holds individuals accountable because it makes them own their impact on the way things are and shows that it is their responsibility to change when appropriate (Morgan, 2006). This is demonstrated at the Men's Warehouse from their top down approach to satisfying customers.Simmer state d in his company overview that â€Å"we are not content to merely satisfy them. We win them over completely. This is not so much the results of rigorous training as it is the result of the unique Mess Warehouse culture that runs from the top down through all our operation†. (Denominator, 2006). Having the authority to do what is necessary to make sure a customer leaves happy allows employees to feel empowered. It is not mistake that in 2006, Men's Warehouse was ranked in Fortune's Magazine list as one of the â€Å"100 Best Companies to Work For† (Denominator, 2006).This was based on the policies and culture of the company and satisfaction and opinions of the employees. The Men's Warehouse prides itself on its culture of collegiality, and repeatable consistent customer service, and knows that one will create the other; both require employees to be authentic and pleasant. Men's Warehouse believes that when a workforce is treated with respect and encouragement, there's no limit to where it can take the company (Denominator, 2006). Happy employees' are more authentic and allows for customer to have an experience that they can feel.Customers who experience the Men's Warehouse culture of excellent customer service, empowered happy employees that creates an environment that is service oriented and authentic which fosters repeatable business. Are always going to come back.. In turn, great service almost always fosters repeatable business. This type of interaction creates a cultural enactment that allows for a positive shared reality for both, employees and customers. The Men's Warehouse embracement of the cultural metaphor is a great example of how culture can create loyalty within organizations. The backbone of the Men's