Book Review on Urban Poverty Essay

Urban poverty is the outcome of urban-bias development projects being predominantly financed by the external capital, either in the form of Foreign Direct Investment (FDI) or Aid. The urban-bias industrialization strategy performed as a pull factor for the rural unemployed. This strategy contributed to the expanding of urban informal sectors where unskilled as well as highly unorganized day labours remain concentrated in the urban and semi-urban areas. It is also debated that the redistribution of capital investment towards the rural based agricultural activities including plantation sectors through the coordinated efforts of both public and private sectors such as civil and non-governmental organizations (NGOs) can go a long way to break the growing negative effects of over urbanization on poverty, moral and social crimes as consequent of unequal economic growth. The author, Pramanik discusses urban poverty in Malaysia cases. He begins with the overview of the poverty scenario followed by research methods and research findings along with summarization & policy suggestions. This book contented five chapters including appendices, references and index. In the introductory chapter (pp. 1-5), Pramanik says poverty is a multi-dimensional phenomenon that is hard to come up with a universally acceptable definition of poverty. Most commonly argued issue on poverty is whether poverty should be looked at from absolute or relative perspective. Absolute poverty based on specific income level called poverty line income (PLI) that can be calculated either using the market value of a basket full of goods and services considered essential for reasonably acceptable standard of living. On the contrary, relative poverty arises when we talk about how good or bad one member is doing in relation to another member living in the same society. According to O’Boyle, poverty is a concept that is both absolute and relative because human beings are at the same time individual and social (O’Boyle E.  J, 1990). In chapter two (pp. 7-20), Pramanik talks about poverty scenario in Malaysia. He argues that the income poverty using official poverty line income seems near to the absolute poverty whereas the human poverty based on the degree of human deprivation resembles relative poverty, which is ensuing of unequal access to income earning opportunity. Because of this, the author focuses more on human aspect of poverty in terms of its long term implications of social factors. Micro level study (Pramanik, 2004) do suggest that family size either in urban or rural areas of the four concentrated states namely, Kelantan, Terengganu, Kedah and Perak is quite above the family size used for the national level. Pramanik (1997 & 2000) examined that rural poverty in the four poverty-concentrated states on multi dimensional aspects of the problem such as, social, economic, demographic, psychological, political, moral, historical, attitudinal, and natural factors. In chapter three (pp. 5-20), the author discusses regarding research methodology. The study is based on the primary data as well as secondary information. The primary data collected through the administration of well-structured questionnaire in the middle of 2006. The sampling technique used is purposive as well as random and based on participatory observation method. Around 3112 households from 8 major cities living in poverty concentrated areas classified by squatters, low-cost buildings, longhouses etc. were selected for data collection. He defined â€Å"household† as an entity of those living under the same roof as well as eating from the same kitchen. In chapter four (pp. 21-97), he talks about the research findings. The author uses purposive and collecting sampling technique to identify the level of poverty suffered by those living in the squatters and in the area/blocks/buildings designed for the lower income groups in the major cities of Malaysia. This is because those who are living in these areas suffer different degrees and types of poverty measured by the level of deprivations. The household having less than RM 398(less than half of the poverty line) is called hardcore poor, household earning equal to RM 398 but less than 663 is called overall poor and more than RM 663 is called non-poor. The best performing state in terms of lowest incidence of overall poverty (0. 9) with no hardcore poor followed by KL (2. 6) and JB (8. 1) inclusive of hardcore and overall poor. While less developed states- KB, KT, and AS, KB experiences the highest incidence of poverty hardcore poor and overall poor of 33. 7 followed by KT (23. 4) and AS (14). On the other hand, Sabah and Sarawak are worst performing states reported in 9MP and his survey data. The author suggests that as far as poverty reduction is concerned Sabah and Sarawak are still the worst among all other regions states in Malaysia in 2007. The poverty is gender bias is a universal when hardcore poverty is concerned. In terms of hardcore and overall poverty, the female –headed households are more likely to be poorer by 50 percent compared the male-headed households. The higher dependency of more members on a few incomes of earners in the households also creates a constraint on resources allocation by the poor households. Approximately 60 percent of poor household’s more than two members depend on the income of one earner. The lower dependency has implication for the ability of the poor households to hold out poverty at times of economic recession or downturn since higher dependency manifest through the lower dependency ratio is positively related to higher unemployment. Pramanik found on the distribution of households based on the dependency ratio and cities seem to suggest that the relatively higher percentages of households (68. 8) from LDS are associated with higher dependency as emerged through the lower coefficients of DR (

Morality and Respect Essay

Respect Respect has great importance in everyday life. As children we are taught to respect our parents, teachers, and elders, family and cultural traditions, other people’s feelings, our country’s flag and leaders. And we do tend to value these things; when we grow older, we may shake our heads at people who seem not to have learned to respect them. We develop the tendency to respect only those who are popular. We may also come to believe that, at some level, all people are worthy of respect. We may learn that jobs and relationships become unbearable if we receive no respect in them. Calls to respect certain things are increasingly part of public life: environmentalists exhort us to respect nature, foes of abortion and capital punishment insist on respect for human life, members of racial and ethnic minorities and those discriminated against because of their gender, sexual orientation, age, religious beliefs, or economic status demand respect both as social and moral equals and for their cultural differences. We may learn both that our lives together go better when we respect the things that deserve to be respected and that we should respect some things independently of considerations of how our lives would go. We may also learn that how our lives go depends every bit as much on whether we respect ourselves. The value of self-respect may be something we can take for granted, or we may discover how very important it is when our self-respect is threatened, or we lose it and have to work to regain it, or we have to struggle to develop or maintain it in a hostile environment. Some people find that finally being able to respect themselves is what matters most about getting off welfare, kicking a disgusting habit, or defending something they value; others, sadly, discover that life is no longer worth living if self-respect is irretrievably lost. It is part of everyday wisdom that respect and self-respect are deeply connected, that it is difficult if not impossible both to respect others if we don’t respect ourselves and to respect ourselves if others don’t respect us. It is increasingly part of political wisdom both that unjust social institutions can devastatingly damage self-respect and that robust and resilient self-respect can be a potent force in struggles against injustice. 1. The Concept of Respect In the process of understanding respect there a few questions that come to mind: (1) How can respect be understood? (a) What category of thing is it? (b) What are the elements of respect? (c) To what other forms is respect similar to, and with what does it contrast? (d) What beliefs, attitudes, emotions, motives, and conduct does respect involve, and with what is it incompatible? (2) What are the appropriate objects of respect? (3) What are the bases or grounds for respect (4) What ways of acting and forbearing to act express or constitute or are regulated by respect? (5) What moral requirements, if any, are there to respect certain types of objects, and what is the scope and theoretical status of such requirements? (6) Are there different levels or degrees of respect? Can an object come to deserve less or no respect? (7) Why is respect morally important? What, if anything, does it add to morality over and above the conduct, attitudes, and character traits required or encouraged by various moral principles or virtues? (8) What are the implications of respect for problematic moral and socio-political issues such as racism and sexism, pornography, privacy, punishment, responses to terrorism, paternalism in health care contexts, cultural diversity, affirmative action, abortion, and so on? 1. 1 Elements of respect It is widely acknowledged that there are different kinds of respect, which complicates the answering of these questions. For example, answers concerning one kind of respect can diverge significantly from those about another kind. One general distinction is between respect simply as behaviour and respect as an attitude or feeling which may or may not be expressed in or signified by behaviour. We might speak of drivers respecting the speed limit, hostile forces as respecting a cease fire agreement etc. In such cases we can be referring simply to behaviour which avoids violation of or interference with some boundary, limit, or rule, without any reference to attitudes, feelings, intentions, or dispositions. In other cases, we take respect to be or to express or signify an attitude or feeling, as when we speak of having respect for another person or for nature or of certain behaviours as showing respect or disrespect. In what follows, focus would chiefly be on respect as attitude or feeling. There are, again, several different attitudes or feelings to which the term â€Å"respect† refers. Before looking at differences, however, it is useful first to note some elements common among varieties. An attitude of respect is, most generally, a relation between a subject and an object in which the subject responds to the object from a certain perspective in some appropriate way. Respect necessarily has an object: respect is always directed toward, paid to, felt about, and shown for some object. While a very wide variety of things can be appropriate objects of one kind of respect or another, the subject of respect (the respecter) is always a person, that is, a conscious rational being capable of recognizing and acknowledging things, of self-consciously and intentionally responding to them, of having and expressing values with regard to them, and of being accountable for disrespecting or failing to respect them. Though animals may love or fear us, only persons can respect and disrespect us or anything else. First, as suggested by its derivation from the Latin respicere, respect is a particular mode of apprehending the object: the person who respects something pays attention to it and perceives it differently from someone who does not and responds to it in light of that perception. This perceptual element is common also to synonyms such as regard (from â€Å"to watch out for†) and consideration (â€Å"examine (the stars) carefully†). Thus, respecting something contrasts with being oblivious or indifferent to it. An object can be perceived by a subject from a variety of perspectives; for example, one might rightly regard another human individual as a rights-bearer, a judge, a superlative singer, a trustworthy person, or a threat to one’s security. The respect one accords her in each case will be different, yet all will involve attention to her as she really is as a judge, threat, etc. As responsive, respect is object-generated rather than wholly subject-generated, something that is owed to, called for, deserved, elicited, or claimed by the object. We respect something not because we want to but because we recognize that we have to respect it. It thus is motivational: it is the recognition of something â€Å"as directly determining our will without reference to what is wanted by our inclinations†. In this way respect differs from, for example, liking and fearing, which have their sources in the subject’s interests or desires. At the same time, respect is also an expression of agency: it is deliberate, a matter of directed rather than grabbed attention, of reflective consideration and judgment. In particular, the subject judges that the object is due, deserves, or rightfully claims a certain response in virtue of some feature of or fact about the object that warrants that response. This feature or fact is the ground or basis in the object, that in virtue of which it calls for respect. The basis gives us a reason to respect the object; it may also indicate more precisely how to respect it. Respect is thus both subjective and objective. There are many different kinds of objects that can reasonably be respected and many different reasons why they warrant respect. Some things are dangerous or powerful and respect of them can involve fear, awe, self-protection, or submission. Other things have authority over us and the respect they are due includes acknowledgment of their authority and perhaps obedience to their authoritative commands. Other forms of respect are modes of valuing, appreciating the object as having an objective worth or importance that is independent of, perhaps even at variance with, our antecedent desires or commitments. Thus, we can respect things we don’t like or agree with, such as our enemies or someone else’s opinion. Valuing respect is akin to esteem, admiration, veneration, reverence, and honour, while regarding something as utterly worthless or insignificant or disdaining or having contempt for it is incompatible with respecting it. Respect also aims to value its object appropriately, so it contrasts with degradation and discounting. Finally, respect is generally regarded as having a behavioural component. In respecting an object, we often consider it be making legitimate claims on our conduct as well as our thoughts and feelings and are disposed to behave appropriately. Appropriate behaviour includes refraining from certain treatment of the object or acting only in particular ways in connection with it, ways that are regarded as fitting, deserved by, or owed to the object. And there are very many ways to respect things: keeping our distance from them, helping them, praising or emulating them, protecting or being careful with them. To be a form or expression of respect, behaviour has to be motivated by one’s acknowledgment of the object as calling for that behaviour, and it has to be motivated directly by consideration that the object is what it is, without reference to one’s own interests and desires. The attitudes of respect, then, have cognitive dimensions (beliefs, acknowledgments, judgments, deliberations, commitments), affective dimensions (emotions, feelings, ways of experiencing things), and conative dimensions (motivations, dispositions to act and forbear from acting); some forms also have valuation dimensions. The attitude is typically regarded as central to respect: actions and modes of treatment typically count as respect insofar as they either manifest an attitude of respect or are of a sort through which the attitude of respect is characteristically expressed. 1. 2 Kinds of Respect There is a four-fold distinction among kinds of respect, according to the bases in the objects. Consider the following sets of examples: (a) respecting a colleague highly as a scholar and having a lot of respect for someone with â€Å"guts†; (b) a mountain climber’s respect for the elements and a tennis player’s respect for her opponent’s strong backhand; (c) respecting the terms of an agreement and respecting a person’s rights; and (d) showing respect for a judge by rising when she enters the courtroom and respecting a worn-out flag by burning it rather than tossing it in the trash. The respect in (a), evaluative respect, is similar to other favourable attitudes such as esteem and admiration. Obstacle respect, in (b), is a matter of regarding the object as something that, if not taken proper account of in one’s decisions about how to act, could prevent one from achieving one’s ends. The objects of (c) directive respect are directives: things such as requests, rules, advice, laws, or rights claims that may be taken as guides to action. The objects of (d) institutional respect are social institutions or practices, the positions or roles defined within an institution or practice, and persons or things that occupy the positions or represent the institution. These four forms of respect differ in several ways. Each identifies a quite different kind of feature of objects as the basis of respect. Besides four-fold classification, some argue there should be a fifth form, care respect, which is exemplified in an environmentalist’s deep respect for nature. This analysis of respect draws explicitly from a feminist ethics of care and has been influential in feminist and non-feminist discussions of respecting persons as unique, particular individuals. Other kinds of respect: recognition respect and appraisal respect. Recognition respect is the disposition to give appropriate weight or consideration in one’s practical deliberations to some fact about the object and to regulate one’s conduct by constraints derived from that fact. Appraisal respect, by contrast, is an attitude of positive appraisal of a person or their merits, which are features of persons that manifest excellences of character. 2. Respect for Persons People can be the objects or recipients of different forms of respect. We can (directive) respect a person’s legal rights, show (institutional) respect for the president by calling him â€Å"Mr. President,† have a healthy (obstacle) respect for an easily angered person, (care) respect someone by cherishing her in her concrete particularity, (evaluative) respect an individual for her commitment to a worthy project. Thus the idea of respect for persons is ambiguous. 3. Respect for Nature and Other Nonpersons Although persons are the paradigm objects of moral recognition respect, it is a matter of some debate whether they are the only things that we ought morally to respect. One serious objection raised is that in claiming that only rational beings are ends in themselves deserving of respect, it licenses treating all things which aren’t persons as mere means to the ends of rational beings, and so it supports morally abhorrent attitudes of domination and exploitation toward all nonpersons and toward our natural environment. Taking issue that only persons are respect worthy, many philosophers have argued that such nonpersons as humans who are not agents or not yet agents, human embryos, plants, species, all living things, the natural ecosystem of our planet, and even mountains, and rocks, have moral standing or worth and so are appropriate objects of or are owed moral recognition respect. Of course, it is possible to value such things instrumentally as they serve human interests, but the idea is that such things matter morally and have a claim to respect in their own right, independently of their usefulness to humans. 4. Self-Respect While there is much controversy about respect for persons and other things, there is surprising agreement among moral and political philosophers about at least this much concerning respect for oneself: self-respect is something of great importance in everyday life. Indeed, it is regarded both as morally required and as essential to the ability to live a satisfying, meaningful, flourishing life—a life worth living—and just as vital to the quality of our lives together. Saying that a person has no self-respect or acts in a way no self-respecting person would act, or that a social institution undermines the self-respect of some people, is generally a strong moral criticism. Nevertheless, as with respect itself, there is philosophical disagreement, both real and merely apparent, about the nature, scope, grounds, and requirements of self-respect. Self-respect is often defined as a sense of worth or as due respect for oneself; it is frequently (but not always correctly) identified with or compared to self-esteem, self-confidence, dignity, self-love, a sense of honour, self-reliance, pride, and it is contrasted (but not always correctly) with servility, shame, humility, self-abnegation, arrogance, self-importance. In addition to the questions philosophers have addressed about respect in general, a number of other questions have been of particular concern to those interested in self-respect, such as: (1) What is self-respect, and how is it different from related notions such as self-esteem, self-confidence, pride, and so on? (2) Are there objective conditions—for example, moral standards or correct judgments—that a person must meet in order to have self-respect, or is self-respect a subjective phenomenon that gains support from any sort of self-valuing without regard to correctness or moral acceptability? (3) Does respecting oneself conceptually or causally require or lead to respecting other persons (or anything else)? And how are respect for other persons and respect for oneself alike and unalike? (4) How is self-respect related to such things as moral rights, virtue, autonomy, integrity, and identity? (5) Is there a moral duty to respect ourselves as there is a duty to respect others? (6) What features of an individual’s psychology and experience, what aspects of the social context, and what modes of interactions with others support or undermine self-respect? (7) Are social institutions and practices to be judged just or unjust (at least in part) by how they affect self-respect? Can considerations of self-respect help us to better understand the nature and wrongness of injustices such as oppression and to determine effective and morally appropriate ways to resist or end them? 5. Conclusion Everyday actions insist that respect and self-respect are personally, socially, politically, and morally important and philosophical discussions of the concepts bear this out. Their roles in our lives as individuals, as people living in complex relations with other people and surrounded by a plethora of other beings and things on which our attitudes and actions have tremendous effects, cannot, as these discussions reveal, be taken lightly. The discussions thus far shed light on the nature and significance of the various forms of respect and self-respect and their positions in a nexus of profoundly important but philosophically challenging and contestable concepts. These discussions also reveal that much more work remains to be done in clarifying these attitudes and their places among and implications for our concepts and our lives.

Wensha vs Yung Case Digest

G. R. No. 185122 August 16, 2010 WENSHA SPA CENTER, INC. and/or XU ZHI JIE, Petitioners, vs. LORETA T. YUNG, Respondent. A petition for review on certiorari under Rule 45 of the Rules of Court filed by an employer who was charged before the National Labor Relations Commission (NLRC) for dismissing an employee upon the advice of a Feng Shui master. Facts: Wensha Spa Center, Inc. (Wensha) in Quezon City is in the business of sauna bath and massage services. Xu Zhi Jie a. k. a. Pobby Co (Xu) is its president,3 respondent Loreta T. Yung (Loreta) was its administrative manager at the time of her termination from employment.Loreta recounted that on August 10, 2004, she was asked to leave her office because Xu and a Feng Shui master were exploring the premises. Later that day, Xu asked Loreta to go on leave with pay for one month. She did so and returned on September 10, 2004. Upon her return, Xu and his wife asked her to resign from Wensha because, according to the Feng Shui master, her au ra did not match that of Xu. Loreta refused but was informed that she could no longer continue working at Wensha. That same afternoon, Loreta went to the NLRC and filed a case for illegal dismissal against Xu and Wensha.Labor Arbiter (LA) Francisco Robles dismissed Loreta’s complaint for lack of merit. He found it more probable that Loreta was dismissed from her employment due to Wensha’s loss of trust and confidence in her. NLRC affirmed in its Resolution,9 citing its observation that Wensha was still considering the proper action to take on the day Loreta left Wensha and filed her complaint. CA reversed the ruling of the NLRC on the ground that it gravely abused its discretion in appreciating the factual bases that led to Loreta’s dismissal. The CA noted that there were irregularities and inconsistencies in Wensha’s position.Issue: Whether or not petitioner Xu Zhi Jie is solidarily liable with Wensha. Ruling: Loreta’s security of tenure is guaran teed by the Constitution and the Labor Code. Under the security of tenure guarantee, a worker can only be terminated from his employment for cause and after due process. The records are bereft of evidence that Loreta was duly informed of the charges against her and that she was given the opportunity to respond to those charges prior to her dismissal. If there were indeed charges against Loreta that Wensha had to investigate, then it should have informed her of those charges and required her to explain her side.Wensha should also have kept records of the investigation conducted while Loreta was on leave. The law requires that two notices be given to an employee prior to a valid termination: the first notice is to inform the employee of the charges against her with a warning that she may be terminated from her employment and giving her reasonable opportunity within which to explain her side, and the second notice is the notice to the employee that upon due consideration of all the cir cumstances, she is being terminated from her employment. This is a requirement of due process and clearly, Loreta did not receive any of those required notices.Nevertheless, the Court finds merit in the argument of petitioner Xu that the CA erred in ruling that he is solidarily liable with Wensha. Elementary is the rule that a corporation is invested by law with a personality separate and distinct from those of the persons composing it and from that of any other legal entity to which it may be related. â€Å"Mere ownership by a single stockholder or by another corporation of all or nearly all of the capital stock of a corporation is not of itself sufficient ground for disregarding the separate corporate personality. In labor cases, corporate directors and officers may be held solidarily liable with the corporation for the termination of employment only if done with malice or in bad faith. Bad faith does not connote bad judgment or negligence; it imports a dishonest purpose or some moral obliquity and conscious doing of wrong; it means breach of a known duty through some motive or interest or ill will; it partakes of the nature of fraud. In the subject decision, the CA concluded that petitioner Xu and Wensha are jointly and severally liable to Loreta.We have read the decision in its entirety but simply failed to come across any finding of bad faith or malice on the part of Xu. There is, therefore, no justification for such a ruling. To sustain such a finding, there should be an evidence on record that an officer or director acted maliciously or in bad faith in terminating the services of an employee. Moreover, the finding or indication that the dismissal was effected with malice or bad faith should be stated in the decision itself.

Geology Volcanoes&Earthquake Assignment8 Assignment

Geology Volcanoes&Earthquake Assignment8 - Assignment Example An inevitable tide was moving red-hot lava onshore and people watched helplessly. However, a small crew led by Thorbjorn Sigurgeirsson squirted the lava in the front with fire hoses producing vapors of steam (John A. McPhee. 102). The courageously watered and cooled the advancing lava until they stopped the lava flow (John A. McPhee. 107) The gas content in magma or lava determines whether a volcanic eruption will be explosive or effusive. These gases include sulfur dioxide, water vapor and carbon dioxide. A gas highly dissolves in magma that is situated deep underground, where pressure is very high. The rate of dissolution decreases as the lava moves up to the earth’s surface due to reducing pressure, thus, the gas form bubbles that drag magma to the surface. The eruption is explosive if more bubbles form and effusive when there are few bubbles. A cinder cone forms when lava with more bubbles is expelled and cools in the air (Gates and Ritchie p.157). Magma comprises of solid minerals, liquid rocks and gas. The amount of the silica mineral in lava or magma determines a volcanic rock to be formed. The mafic rocks include all basalts and some andesites: have lower silica content, intermediate rocks such as some dacites and most andesites with intermediate silica content, and silicic rocks. Silicic rocks have higher silica content and include all rhyolites and some dacites. Apart from silica, volcanic rocks have other minerals such as titanium, aluminum, iron, manganese, magnesium, calcium, sodium, potassium, and phosphorus. These chemicals are mix with oxygen to form their respective chemical compounds (Park, 2001, p. p.177). A magma viscosity determines a volcano shape, texture and shape of lava, and whether a volcano erupts effusively or explosively. A less viscous lava forms shield volcanoes with wide sloping sides while more viscous lava builds conical volcanoes with steep sides.

Preventing School Bullying Research Proposal Example | Topics and Well Written Essays - 250 words

Preventing School Bullying - Research Proposal Example The methodology of this study is based on 2 surveys conducted in 50 different high schools in the region. The study is applied to pupils between 6 and 10 grade and it is voluntary. The first survey is organized as a self-reported questions and answers, it is anonymous and tries to estimate the degree of bullying in the given school. The other survey concentrates on the desire of participants to name the reasons why they were bullied and the ways in which this was done. The collected data was statistically processed. The data collection process represented interviews with the pupils and classifications of their answers in the different categories. The study have found that bullies are predisposed to have positive attitude towards aggression, have negative attitudes towards school and education and have behaviour problems. On the bases of the collected data it was estimated that bullying takes two distinct phases - verbal and physical.

Design Process Tchnical Research Paper Example | Topics and Well Written Essays - 750 words

Design Process Tchnical - Research Paper Example The Ericsson Company pioneered the development of Bluetooth technology in the early 1990s, with the key individuals behind the discovery being Jaap Haartsen and Sven Mattisson (Burbank et al. 2013). Its name originates from the legendary Harald Bluetooth, a king who united two warring tribes, hence the borrowing of the name, owing to the capability of Bluetooth technology to connect two devices for data transfer. The development of Bluetooth technology has come in the form of versions since its inception in the 90s (Franklin & Layton, 2014). The first version of the device (known as Bluetooth 1.) came in the initial stages of homogenization. However, this earlier version had the challenge of compatibility, since it did not work with other devices. Additionally, the device posed challenges of slowed connectivity, hence the need for its improvement (Burbank et al. 2013). The second version of Bluetooth appeared in 2004, and this came with increased speed and higher compatibility rate, as opposed to the earlier version. Later, in 2007, the manufacturers upgraded this Bluetooth version into version 2.1. The device had a higher compatibility rate, reduced power consumption and increased connectivity speed. Research is still in progress to fashion a better version of this technology that will enable even faster connectivity and save on time and power consumption. Bluetooth technology came in handy to eliminate challenges of technology that wire technology posed. Besides, Bluetooth technology has significantly aided in the reduction of cost challenges that cable technology poses, since, before the invention of this technology, one has to utilize cables that were costly, slow and consumed vast amounts of energy (Burbank et al. 2013). Bluetooth technology is an inexpensive mode of communications that allow data transfer over short distance ranges. The ranges of 2.4 to 2.5 GHz may be unregistered across the

Journel 6 Essay Example | Topics and Well Written Essays - 250 words

Journel 6 - Essay Example for native cultures that was not distorted by the westernized way of life where the icon lived, an inner strength that made her overcome all the odds to emerge an icon, a love for fashion that relates to her culture and respect for cultural background especially with regard to the mode of dressing among women. Unlike other texts that present a violent cultural icon especially due to the racist ideologies of the past, the icon in this case presents a different image that represent calmness, inner peace and confidence in whatever she did. The cultural icon is regarded as one of the pioneers who helped in reshaping culture, music and arts especially among the people of African origin and helped them to spread their skills across the globe due to her prowess in compositions, all which were deeply rooted in the classical Christian theology that she closely practiced (Boodram, 2012). Therefore, the icon stood for a strong feminist advocate who declared the strong power of women especially as a minority in world that was ruled by racial ideologies and racial suppressions. Interestingly, the icon did not hip upon herself an iconic or a hero status in his artistic work. On the contrary, she presented herself as a humble person with a duty to ensure her country men (especially with regard to the descendants of the black immigrants) would find a better place under the sun through her endless efforts. Her humbleness and simplicity was, therefore, a contradiction to the iconic and heroic role attributed to her after achieving her dreams. Boodram, Kim. Pat Bishop dies: Cultural icon collapses during meeting with Planning Minister. Trinidad Express, August 20, 2011. http://www.trinidadexpress.com/news/PAT_BISHOP_DIES-128137113.html. April 16,

Museum and media studies at wildwalk Essay Example | Topics and Well Written Essays - 2250 words

Museum and media studies at wildwalk - Essay Example The strings that hold us all together are many - and more than that, they are common threads that date back to centuries and generations long gone. I would like to assert that there is a great deal of importance attached to the study and preserving of our history and roots.While the subjects are vast, the elements of such studies form a large platform for determining the socio cultural and geographical implications of recorded history and work in the same context. In this regard, museums are more than just buildings that house pieces for children to enjoy on a field trip. This thought was accentuated during a recent visit I paid to the Wildwalk based in the centre of Bristol. As far as the conception of museums and their aims go, they work to reproduce ideologies in order to lend credibility and authenticity to the existing order of things. Also, museums have been seen as instruments of social reform, which shows a variety of pattern. The first is that the objects in museums can exceed their designated roles as documents or specimens by revolving around the strategic placement to make them give out a certain message in terms of sounds and images. This conforms to the notion of the Wildwalk adopting a certain standard of media culture. The primary role here is to correlate people and material things, so that the museum becomes an important site for the development of new forms of experience, memory and knowledge. In this case, it has adopted an approach that is an amalgamation of the naturalism and simulation theories. In case of naturalism, it has been found that the heritage industry gained a boost when Thatcher's time saw the commemoration of Britain's past when its industrial sector faced a decline in the 1970s. In order to keep the tourist inflow steady, there was a new interpretation of the past heritage and glory in terms of commoditization of a museum and its objects which have helped remove conflict within communities that have lost out on this heritage. (Bird et al, 1993) So far media culture was represented only in fields like film, music and television. But during the latter half of the twentieth century, this concept began to make its foray into various aspects that adhered to the public sphere. Museums now place special emphasis on the conept of media culture owing to the fact that it provides a strong conetxt for the study and presentation of facts pertaining to various material and socil behaviour. In this way, media in museum studies provides an impetus to link cultures and origins. This a point of interest for scholars and visitors alike owing to the fact that the use of media for learning and experiencing something new has been proven as an effective tool. (Piror, 2006) This demonstrates the fact that museums can be theorized as a form of media. To take the case of both historical and contemporary examples, one would have to admit that these examples are clear in international instances as well. Take for example, the play of curiosity and the related use of media to satisfy the same through the avant-garde exhibition design of Lissitzy and Bayer. Also, the use of media has seen the age of experimental museums that have been ushered in by the likes of Paul Otlet and Otto Neurath. Further, science centres hold their own in terms of immersive and virtual museums with major developments such as Guggenheim Bilbao, Tate Modern in London and the National Museum of the American Indian in Washington D.C. (Piror, 2006) Based in nuances of iconography, the media aspect of Wildwalk is replete in the fact that it is a rainforest crammed with all kinds of live animals, plants and multimedia exhibits, which are waiting to be experienced. We use the word experience because here, one is in close contact with the nuances of the the awe inspiring diversity of the natural world in its spelndor. With an impetus to place facts and information in one's knowledge base through the use of creativity in media

Integrated marketing communicatios and elements of promotion Mix Coursework

Integrated marketing communicatios and elements of promotion Mix - Coursework Example They promote their products with the use of tricky words and tag lines like ‘greatest’, ‘finest’ and ‘best’, which are always not true about the product. Companies use certain liberties in promoting, which may not be deceptive in front of law but can mislead innocent customers (Thompson 52-56). Public relation attempts to establish a cordial relation with mutual understanding amid organization and public. It creates a good positive image as well as help to counter unfavorable events and rumors of organizations (SBDC, â€Å"Marketing - Promotion Strategy†). In order to counter the allegation against Achilles, the company can implement the following ideas: Secondly, Achilles can communicate the allegation to be false to the public effectively through effectively using the various mass media available and also organize press interview or conference. It should select effective spokespersons, who have strong audience influence, to comment on these ideas on live media and justify the

Barn Burning Essay Example | Topics and Well Written Essays - 250 words

Barn Burning - Essay Example Somewhere deep inside, Sarty just want to do what he personally thinks is right but because of his very young ager I do not think he reasonably has thought of that yet. His concept of right and wrong has been largely influenced by his dictatorial father. We as well get an idea of the character of Abner through the manner Sarty depicts his physical appearance. After reading the story, I suddenly thought of my own family and ask myself at what point should an individual break his/her ties to his/her family when the revelation of the truth is involved? Parents, specifically fathers, tend to be tyrannical in their manner of instilling values to their children which at times hides the truth from a young heart and mind. This is the moral dilemma that is vividly explored in the story and one that is confronted by many Christians. Christians have been taught to love and respect their families even at times of moral difficulties. But religion also teaches us to lean to the truth and never distort the things that actually transpired. At one time in my life, I was confronted with this decision of either conforming with the morality that my father instilled in me, or asserting my own version of morality and individuality through escaping or running away, by abandoning my family and the pain that I was enduring. However, just like Sarty, I realized that the tyranny of my father is an expression of his own individuality which is shaped and represented by everything that is actually morally wrong and wicked, yet remains to be my own hero of truth. I strongly believe that family ties form a moral commitment on the individual, but consequently, fails to acknowledge the imminent that there is a greater morality which might demand the individual to take action upon the binding family

Christinity and Culture Essay Example | Topics and Well Written Essays - 750 words

Christinity and Culture - Essay Example Kierkegaard, in his book 'The Sickness unto Death' likens the fears of the Christian to those of a non-believer in the Christian religion to the fears of an adult and those of a child; children fear things that might not be harmful to them like darkness and some creations of their minds, while the adult fears what is really terrifying. It is evident from this that Kierkegaard believes that the world view of Christianity is different from that of other religions, cultures and philosophies, and - according to Kierkegaard - is superior. Kierkegaard is a Christian who is not willing to compromise any aspect of his religious belief. Some Christians however, either for making their religions more popular and applicable or for a conflict within them between their cultures and their religions, have sought to bring Christianity's view of the world closer to their cultural one. There has been many tries to do this while maintaining harmony with the Christian view, such as arguing that culture is the creation of God and so it is not against his will to follow it. All these views however fail to maintain logical consistency for a simple reason; Christianity claims to be from an all-wise God and thus claims perfection, it also claims that every human has free will but is required to follow the path set by God. To argue that man is imperfect and should follow his imperfect path is at bottom saying that Christianity is a perfect law that has no use to us humans, that for some reason God asked us to follow this law and rewards and punishes based on the following of this law, and in the same breath saying; God wants us to ignore this law. Nietzsche's famous quote 'Only something which does not have a history can be defined' means that something that has evolved over time and will probably continue to evolve cannot be limited to a certain definition since it is in constant change. Morality is one such thing, and so, for Nietzsche, the Christian - or any religious - attempt to define the morality of all time fails. This can be contrasted with Kierkegaard's view that Christianity is superior to any other philosophy, morality or culture. There is no middle ground, and trying to seek in holy books a hint for going against them is like asking God to give us orders and ask us not to follow them. What if these tries do succeed, and so one of the orders given to us by God would be 'don't follow my orders', what then should we do Back to the problem that initiated this ethical religious problem, if Catholicism is to be taught in Catholic schools, then a kid with lesbian parents will definitely suffer in that school from hearing that his own parents are going against the very teachings of his religion. If, however, Catholicism must be changed to suite the needs of people who both want to claim to follow a religion and go against it then we are left with something that is not Catholicism but that has the same name. Some people act as if one should be given the right to be Christian and have a belief system that goes against Christianity, but I believe that if someone has a belief system that goes against a religion then he is, by that fact alone, not belonging to

Curriculum Guide Essay Example for Free

Curriculum Guide Essay The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

The Impact Of Events On Host Areas Tourism Essay

The Impact Of Events On Host Areas Tourism Essay Introduction Within the growth directions of the tourism industry, which currently represents the fourth largest industry in the world in terms of export, events act as catalysts for attracting visitors and image-makers, creating destination profiles, positioning destinations in the market, and providing competitive advantages (Bowdin et al. 2006). Their significance prompted a new subject type known as event tourism, described by Getz (1997) as: 1) the systematic planning, development, and marketing of events as tourist attractions, as catalysts for other developments such as infrastructure and economic growth, as image builders, and as animators of built attraction and destination areas; event-tourism strategies should also cover the management of news and negative events; 2) A market segment consisting of those individuals who travel to attend events or who can be motivated to attend events while away from home. The term event tourism was coined in the 1980s, and it formalized the link between events and tourism (Getz, 1997). According to Getz (1997), it is not possible to establish a universal, standardized definition of events. Indeed, one of the most frequently quoted definitions of events, offered by Ritchie (1984), explicitly emphasizes this role by describing them as major one ­time or recurring events of limited duration, developed primarily to enhance the awareness, appeal and profitability of a tourism destination in the short or long term. This definition is taken as embracing the other subcategories of events, including community festivals and mega-events, as Goldblatt (2002) defined events as a planned culture, sport and political and business occasion: from mega-events like Olympics and world fairs to community festivals; from programs of events at parks and attractions to visits by dignitaries and intergovernmental assembles; from small meetings and parties to huge conventions and competitions. It is widely agreed that events have a meaningful potential to be partly responsible for positive improvement of the society that host them. As a result, events have become one of the popular methods used to attract visitors to the region. Events are widely recognized to generate numerous impacts on the host communities and other stakeholders (Grosbois, 2009). Ritchie Smith (1991) say that a centre or region that hosts a world mega-event and attracts global attention is affected both positively and negatively in many aspects. Depending on the way the process is conducted, these changes might have a lasting positive and structuring effect on the city. Event tourism impacts the economy and the lives of many societies, that has proven to be a lifesaver for many destinations (Gawler visitor Information Centre, 2005). According to Bowdin (2006) all events have a direct impact on their participants. Negative impacts on communities must be minimised and measured against the benefits that tourism brings. The impacts of an event can be summarised in terms of a range of dimensions identified by Ritchie (1984). These are: economic; tourism and commercial; physical; sociocultural, psychological; and political. Social impacts can be characterized as any effects that potentially affect the quality of life for local people. Thus, economic outcomes of events, political issues and environmental effects are included because perceptions of such impacts are likely to contribute to residents overall reactions to an event (Fredline et al, 2003). This is one of the reason why is complicated to separate all these mentioned impacts separately. This assignment fill focus on events possible impacts on the economy and communities of host areas. Types of Events In the field of tourism, the term event is used to describe the different categories of events, many of which may have noticeably individual aspects. It includes events from the Olympic Games as the mega-event to small events, such as regional festivals (Fredline et al, 2003). The classification of events is generally of a limited time frame and diverse in nature. According to Bowdin (2006) in the events industry today the type of events can be classified according to their size and scale, and are usually done in the following way: Mega Events, Hallmark Events, Major Events, Cultural Events, and Business Events. However, events can also be classified according to their purpose and the motivation behind either holding or attending the event, not to the particular sector to which they belong. Mega events broadly fit into two categories: sporting and cultural (Mintel, 2010). In essence, Bowdin et al. (2006) believe that mega events are those events that affect whole economies and have repercussions in global media attention. These events are mainly developed in competitive spheres and include events such as the Olympic Games, FIFA and UEFA Football Championships, and World Athletics. Hallmark events, according to Bowdin et al. (2006), refer to events that become so closely identified with the place that they become strongly linked. Among classic examples of hallmark events are the Carnival in Rio, the Tour de France, the Edinburgh International Festival, the Jazz Festival of Juan les Pins in Antibes, and the International Motorcycle Rally in Faro. Such events are culturally unique and distinctive, with resident communities contributing to the tourism revenue, creating a sense of local pride and international interest. With time, these events become inseparable from the des tination. For instance, it is difficult to imagine the Rio de Janeiro Mardi Gras occurring in a city other than Rio de Janeiro. The growth of mega sports event might be ascribed for three most important reasons: first, modern technologies of mass communication that helps to reach all world population; secondly, sport media business alliance creation, which changed professional sport in the late 20thcompletely; and thirdly, these mega events offer a variety of benefits to cities, regions and countries, where they are hosted (Horne and Manzenreiter, 2006). Importance of the Events for destinations According to Jago et al (2003) events have become an increasingly important part of many destination branding. Event tourism can be used as a tool for raising awareness (North American and international awareness of Calgary was dramatically increased as a result of the Olympic Games coverage. Top-of-mind awareness increased from about 19% to over 43% in the U.S. In Europe, it rose from 10% to 40%) (See Appendix 1: Example 1). Local product branding helps to develop regional identity together nationally and internationally (Gawler visitor Information Centre, 2005). France and Roche (1998) stated that creation of mega-events today is regarded as an opportunity to regenerate cities. A good example of this was the 1992 Olympic Games held in Barcelona, where the public works to prepare for the event revitalized the city and repositioned it as a tourist attraction in Spain (Moragas Botella, 1995). Barcelona Olympics changed the image of the cities and the Spanish tourism, which has traditionally been associated only with sun and sea holidays (Robertson and Guerrier, 1998). Events can enhance the status of smaller states, as in the Seoul Summer Olympic Games, as well as non-capital cities such as the Barcelona and Los Angeles Olympics, the Adelaide Grand Prix, the Calgary Winter Olympic Games or the Victoria, British Columbia, Commonwealth Games (Bull Lovell, 2007). Large hallmark events are one way that cities can create an image internationally and attract internal investment with the aim of promoting long-term growth. Mega sporting events can help improve the image of the host country that is many cases could be a great benefit. Florek (2007) reviews the development of Germanys image according to the research conducted among a consistent group of New Zealand football fans before, during and after their visit in the 2006 FIFA World Cup. Findings suggested that the greatest impact on the image was created by so-called soft factors such as safety, peaceful locals, and multi-cultural environment. According to Matheson (2006) significant intangible benefits of mega-events is national and international acknowledgment. Supporters of the sport might enjoy their visit to the city and return later increasing tourism revenue in the future. Corporate visitors may move the production facilities and company center of operations to the city. Television viewers may decide to take a trip to the host city in the future based on what they see on a mega-event duration. Finally, hosting an important event can help to raise the awareness of the city that it becomes a major league or world class city and travel destination (Matheson, 2006). Fredline et al (2003) noticed that if event went unsuccessful poor opinion and attitude might emerge, which would damage the reputation of destination (see Appendix 1: Example 2). Malfas et al (2004) confirms that by adding that the role of the media is essential to create awareness about the host city or region (see Appendix 1: Example 3). Studies showed that, for example, a television production of the English cricket tour to the West Indies increased package tourism of the islands as much as 60%. In addition, Calgarys image before and after the 1988 Winter Olympic Games improved, as it became clear that the Games had a huge impact on the awareness and knowledge of the city of Calgary in Europe and the United States compared to other Canadian places (Malfas et al, 2004). More and more often cities are using cultural events to enhance their image, promote urban development and attract visitors and investment (Richards and Wilson, 2004). This phenomenon may be related to a general increase in competition between cities for getting of valuable stakeholders, including consumers, investors and politicians. Cities, as a result, need to find new ways of differentiate themselves from their competitors. For example, signature buildings often have a function of the citys strategy to create the image or brand and create a competitive advantage. Recent examples include the Guggenheim museum in Bilbao, the Tate Modern gallery in London (Richards and Wilson, 2004) and the Baltic Flour Mills in Gateshead. The cost of building such notable sight is probably one of the main reasons why the events are becoming an increasingly important aspect of long-distance competition in recent years (Richards and Wilson, 2004). Events are often cheaper way of separate and acknowle dge locations and often creates a lot of media interest. Yeoman (2004) confirms that events can lengthen tourist seasons, extend peak season or introduce a new season into the life of a community. According to Boo and Busser (2006) developing new festivals is considered as a new strategy to lengthen the life cycle of destinations. For example, Glasgow festival Celtic connections of music, arts, dance, which happens in January, shows a great way of extending tourism season. Impacts of Events Economic impacts of Events Much emphasis is often placed on the economic impact partly due to the fact that the organizers of the event and government must meet budget targets and to justify the cost, and partly because these impacts are easiest to assess (Pasanen et al, 2009). According to Jago and Dwyer (2006), the economic impact of an event on a region is the net sum of the economic consequences of all of the cash inflows and outflows that occur because of an event. Substantial contribution to the economic impact assessment is a cost that occurs after an event. The fraction of the cost, which represents new money into the area, i.e. money that is not yet in the region, is particularly important (Pasanen et al, 2009) and often gives new opportunities and advantages for communities living there, as well. Variuos methods can be used to assess the economic impacts of events (see Appendix 1: example 4). According to Florek (2007) economic benefits are often used to justify hosting mega sporting event. However, economic benefits might be complicated to predict and therefore a bit dangerous justification. For example, in 2006 FIFA World Cup, Germanys organising committee earned à ¢Ã¢â‚¬Å¡Ã‚ ¬140 million from the tournament, which is more than expected, but tourists only spent about à ¢Ã¢â‚¬Å¡Ã‚ ¬50 million in Germany, half of what was expected. In addition, most of it was for food and drinks with no important impact on retail (Florek, 2007). Mules and Faulkner (1996) point out that even such as mega-events as F1 Grand Prix races and the Olympics, has not always clear economic benefit for the cities that host the event (see Appendix 1: example 5). They point out that, in general, staging major sports events often results in the loss of money for the city government even though the city itself can benefit greatly in terms of extra incomes in the city. Matheson (2006) gave example when during the 2002 World Cup in South Korea, the number visitors from Europe to the area was higher than usual, but this increase was offset by a similar amount of decrease in regular tourists and business travelers, which did not give such great economic increase. Special events are now highly sought after in many countries, regions, and cities, internationally. Governments are often prepared to offer generous funding incentives to attract events and to allocate large expenditure to upgrading the facilities needed for the events (Dwyer et al, 2005). However, Carlsen and Taylor (2003) warns that the creation of major tourism and sports facilities may get little used after the event. There is a possibility for mega-events like the Olympics to be viewed as white elephants. Very large investments are required to stage mega-events such as the Olympics and World Fairs, which usually mean that the short-term returns are usually negative and the money spent in such events rarely pays off (Getz, 1997). But event tourism development that uses existing attributes often brings a range of benefits to host communities. Better infrastructure (electricity, water, and telecommunications), access, services (banks, roads, transport) and new investments, all help to strengthen community life. Perhaps the best example of a mega-sporting event being used in this way was given by Malfas et al (2004), when in the 1992 Barcelona Olympics major investments have been invested in new transport systems and to update the coastal area which now has a new marina, leisure facilities and attractive sandy beaches. Events attract more investment and visitors, and thus create new jobs and contribute to the economic growth of the city or region. Of course a mega-sporting event is likely to produce many jobs, not only those directly related to the event but also those who works in the tourism and retail industry and in the construction industry especially when the staging an event requires significant infrastructure development, such as in the case of the Olympic Games (Malfas et al, 2004) (see Appendix 1: example 6). Nevertheless it should be admitted that staging an event creates new jobs, the focus should be on the quality and duration of these workplaces: sporting events usually create service-related jobs that are often part-time, poorly paid and short-lived. Pasanen et al (2009) noticed that the staging of an event may also generate wider economic intangible benefits and costs, such as caused by the development and construction costs, additional marketing and business development, and increased property values, long-term tourism promotion, locals relocation and termination of business. Intangible assets are impossible to quantify as accurately and objectively as are the financial impacts, but they should be taken into account when evaluating the overall economic impact on the local people. But at the same time there might be some negative aspects, such as local goods can become more expensive because tourists might pay more, shops might stock products for tourists and not everyday goods needed by locals, debt risk for the city and increased taxation, prices increase that does not decline after the event ends (Fredline et al, 2003). As an example, Jones (2001) refers to the Olympic Games as a mega event in which accommodation that needs to be provied for athletes, tourists, and promoters creates a lot of pressure and problems with housing and real-estate market. An influx of tourists can also cause or exacerbate crowding, traffic congestion, and increased prices, and normal community lifestyles may be displaced or disrupted. In fact, the increased costs of dining out in Auckland in the new Viaduct Basin restaurants were one indicator of the inflationary impact of the event. Similarly, increased property rental costs in downtown Auckland, forced displacement for tenants for developments were also evident (Hall, 1992). Events impact on communities In addition to economic events consequences, events have other positive and negative effects on host communities. They can revive the cultural and social life of the local people, build community pride, provide a sense of identity, increase community participation and pride of the area or enhance the image of a destination (Pasanen et al, 2009). It has been suggested that socio-cultural impacts occur as a result of the unique interaction between tourists and a destination area with its population. Whole destination becomes visible as an event takes place, so it has real opportunity to develop socio-cultural impacts (Small et al., 2005). Host community dissatisfaction can threaten the long-term success of an event and thus the acceptance by the locals is vital for the continuity of the event (Small et al., 2005). Teo (1994) defines social and cultural impacts of event tourism as: the ways in which tourism is contributing to changes in the value systems, morals and their conduct, indiv idual behavior, family relationships, collective lifestyles, creative expressions, traditional ceremonies and community organization Fredline et al (2003) noticed that unlike economic impacts, social impacts of events can be difficult to measure objectively since many of them cannot be measured, and they often affect differently various members of the community. Despite the fact that the measure of socio-cultural impacts may cause some problems, some systems and scales have been developed to assess them (see Appendix 1: example 7). Tourism can encourage community pride as visitors choose to visit the place for a reason. Well presented towns and well-maintained facilities for visitors help them to feel welcome and can contribute to the sense of community pride (Gawler visitor Information Centre, 2005). Festivals and events provide an opportunity for community cultural development (Getz, 1997) and bring a sense of belonging and sharing to the community, excitement, spectacle and self-esteem brought about by being the focus of international attention (Fredline et al, 2003). According to Liang et al (2008) events and organizers of the festivals uses the themes of culture and history to develop and prepare annual events to attract visitors. These festivals provide opportunities for the local communities to share their culture and, in addition, they help the local community to create and develop its own identity. There was a substantial increase in the participation of the community in active sports in the next years after the Barcelona Olympic Games. There has been around 50 000 new customers in the citys sports centers following the 1992 Games, with women participating in sporting activities increase from 35% in 1989 up to 45% in 1995. In addition, in 1994, more than 300 000 people participated in sports events that become a part of the urban population on the streets of Barcelona, such as athletic competitions, popular marathon, the festival of bicycle cycling and the roller skating festival (Malfas et al, 2004). As this example shows increased participation in sports can make a significant contribution to the local resident quality of life. Shone Parry (2004) names negative impacts that include a range of anti-social behaviors, crime, congestion, crowding, prostitution, disruption of community life, community alienation and displacement. Mega sporting events draw attention of large crowds and there is a great possibility of antisocial behavior emergence, as for example In Americas Cup defense there was noticed 36% increase in arrests for anti-social behavior (Faulkner, 2003). The decision to hold an event, especially a large scale event, is essentially a political decision (Richards and Wilson, 2004). According to Barker et al (2002) events and their subsequent publicity can lead to significant status ramifications pertaining at both macro- and micro-political levels. Political aspects, however, can equally work to the detriment of tourism events. The potential for terrorist or politically motivated activity, demonstrations, and boycotts to utilize the publicity generated by international events is not uncommon. Such political agendas at major events have instigated demonstrations at the 1981 Springbok rugby tour to New Zealand and 1998 Commonwealth Games, boycotts of any number of Olympic Games, and terrorist attacks at the 1972 and 1996 Olympics (Barker et al, 2002). So there is a great risk and questioning for local people, when holding mega-events. Many environmental impacts may result as a result of hosting an event particularly as a result of major and mega events, along with traffic congestion, parking, crime and vandalism, noise and littering, crowding energy and water usage and waste (Pasanen et al 2009). The negative impact of events tourism develops when the level of visitor use is greater than the environments ability to cope with this use within the acceptable limits of change (Lorant, 2009). Uncontrolled activities pose potential threats to the natural and built locations everywhere in the world. It can create huge pressure on an area, causing effects such as land degradation (erosion), increased pollution, discharges into the soil, natural habitat loss, increased pressure on endangered species and heightened vulnerability to forest fires, etc. (Lorant, 2009). This interruption often increase pressure and it can force local populations to compete for the usage of necessary resources with tourists. Companies and different organizations should consider principles of sustainable planning and development in order to have more friedly impact on the environment. Examples of these activities could be given from Sziget Festival, when Clean Air Action Group increased of the number of mobile toilets or created automatic volume-control devices of the waste collecting system (Raj and Musgrave, 2009). Or another example would be The London 2012 Olympic Games has forming Environmental Management System (Bowdin, 2006). Hackbert (2009) noticed that over time finances generated for the community development will concentrate on projects such as redeveloping downtown, preserving and restoring historic buildings, planting trees, and installing holiday decorations. Significant improvements may dominate over short-term environmental negative impacts. Hackbert (2009) found indicators of negative effects that local community of Mdina, the walled city in the cultural center of the Maltese islands, acknowledged. Tourism accounts for 40 percent of total economy. Residents of Mdina complained of visitor invasions blocking roads, polluting streets, being noisy and dressing indecently (Hackbert, 2009). In addition, some residents voiced dissatisfaction in services like street lighting, better tourist routes, irruption of privacy, and sacrifice of tranquility for the public good without compensation from either government or tour operators (Hackbert, 2009). So, as tourist attractions begin to grow stronger ties outside the area, local resident may become annoyed and transit an economic benefits negatively. Local people therefore need to understand the importance and benefits of tourism to their region, including tourisms contribution to economic activity in the area. In combination with other negative impacts and limited community consultation, locals may become resentful and frustrated with tourism. However, locals may tolerate the negative aspects of tourism events in the knowledge of the positive benefits to the community and that their lives will soon return to normal (Barker et al, 2002). So Gawler visitor Information Centre (2005) advices that community participation in the planning and implementation of event tourism gains more positive attitude, becomes more supportive and has better chance to make more profit than a population passively reject or exceeded by tourism. As Moscardo (2007) argued that even if an event attracts substantial numbers of tourists and generates revenue but does not create community involvement, it is unlikely to have much of an effect on regional development. It means that without the local involvement the event remains disconnected to the locality. Conclusion Event tourism is often understand as increasing the economic and, therefore, the social wellbeing of communities. The importance of events as device for growth of tourism is expected to increase in the future (Pasanen et al, 2009). However, it should be remembered that mentioned growth is more than just economic development in different areas, social and cultural angels are also very important for the success of the events as well as of the destinations. According to Faulkner (2003) event planners and the tourism industry in general, therefore, take a grave risk in ignoring community impacts of an event. Hall (1991) implies that the most effective action should take the form of a consultative or community based approach to plan ­ning. For the success of any event, the host population, public administration and event organisers must work together. All these mentioned parties need to identify and predict impacts and then to manage them to achieve the best balance for everyone (Bowdin, 2006). It is not always easy and simple, but events can be more beneficial when everyone is involved. Events create some disbursement of locals life, but until everyone is informed, involved and understand the events potential, it could bring enormous possibilities, advantages and well. Events does not only attract an increasingly audience, but also shape world tourism patterns, highlighting new tourism destinations and creating lasting heritage in the host cities or countries.